Innovative technological teaching resources to develop English speaking skills

• Olivo Camacho , Priscila Mirellys ^[1] ; Palacio Intriago, Jeniffer Estefania ^[1] ; Andrade Torres, Maria Victoria ^[2]
  1. [1] Universidad Laica “Eloy Alfaro” de Manabí Ecuador
  2. [2] Licenciada en Ciencias de la Educación Mención Ingles Magister en Enseñanza del Idioma Inglés, Universidad Laica “Eloy Alfaro” de Manabí Ecuador
• Localización: Ciencia Latina: Revista Multidisciplinar, ISSN-e 2707-2215, ISSN 2707-2207, Vol. 8, Nº. 3, 2024, págs. 11226-11241
• Idioma: inglés
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• Resumen
  • español

    This study focuses on researching the use of innovative technological teaching resources to improve the development of English speaking skills, recognizing that traditional methods have shown limitations in fully involving students in the learning process. This can result in sub-optimal levels of participation and achievement, indicating the importance of exploring and developing technological tools that address these challenges and encourage more effective and attractive learning. In this context, a mixed methodology was implemented that combined qualitative and quantitative approaches, allowing a thorough analysis of the situation. The results revealed a widespread interest in the use of technology for learning English, although differences were observed in the availability of technological resources among educational institutions. In addition, the need for student-centred pedagogy and the importance of adequate training for teachers in the effective use of technology were highlighted.

  • English

    This study focuses on investigating the use of innovative technological educational resources to enhance the development of English speaking skills, recognizing that traditional methods have shown limitations in fully engaging students in the learning process. This may result in suboptimal levels of participation and achievement, highlighting the importance of exploring and developing technological tools that address these difficulties and promote more effective and engaging learning. In this context, a mixed methodology was implemented, combining qualitative and quantitative approaches, allowing for a comprehensive analysis of the situation. The results revealed a widespread interest in the use of technology for English learning, although differences in the availability of technological resources among educational institutions were observed. Furthermore, the need for student-centered pedagogy and the importance of adequate teacher training in the effective use of technology were emphasized.