Using Collaborative Learning to Strengthen English Speaking Confidence in A2-Level Students
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collaborative learning, speaking confidence, A2 level, EFL, rural educationResumen
This study analyzes the effectiveness of collaborative learning strategies in strengthening English speaking confidence among A2-level tenth-grade students at Unidad Educativa “Luz de América,” a rural public school in Ecuador. In this educational context, English instruction has traditionally focused on grammar-based methodologies, offering limited opportunities for oral interaction and communicative practice. As a result, students frequently demonstrate low confidence, restricted vocabulary use, inaccurate pronunciation, and reluctance to participate in speaking activities. To address this issue, a mixed-methods, quasi-experimental design with a single-group pre-test and post-test was implemented over a six-week period. The pedagogical intervention incorporated collaborative learning strategies such as role-plays, pair and group storytelling, guided group discussions, problem-solving tasks, and peer interviews. Students’ speaking performance was assessed using CEFR-aligned rubrics evaluating vocabulary, grammar, pronunciation, fluency, and interaction. Data were collected through oral pre- and post-tests, perception surveys, classroom observations, and semi-structured interviews. Quantitative results revealed clear improvement across all speaking components after the intervention. Vocabulary range and fluency showed the most significant gains, while pronunciation and grammatical accuracy also improved consistently. Overall, 60% of students progressed from A2 to A2+ level, and an additional 23% consolidated their A2 performance. Qualitative findings indicated reduced speaking anxiety, increased motivation, and greater willingness to communicate in English, particularly during peer-supported activities. The findings confirm that collaborative learning is an effective, low-cost, and inclusive pedagogical approach for enhancing speaking confidence and oral performance in EFL classrooms, especially in rural and under-resourced educational settings.
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Derechos de autor 2026 Hernan Fabricio Solórzano Vidal, Jacqueline Elizabeth Lopez Lopez , Josué Reinaldo Bonilla Tenesaca
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