Speaking strategies used and preferred by emerging bilinguals in schools of Manta from efl teachers’ perspective.

Abstract

Learning a foreign language is immediately associated with using the language orally as this is the most observable evidence of competence. However, this aspect of language competence is one the most difficult to develop in contexts where the language is not readily available for practice outside the classroom (EFL contexts). The advent of computers, cellular phones coupled with multimedia capabilities and the Internet have allowed that practicing this skill outside of the classroom be more abundant. Although in certain countries this technological combination has worked successfully and learners have reached better levels of proficiency, a great segment of the population in Latin America remains with levels of proficiency in the last rankings according to Education First (EF EPI, 2024). The study that follows explored how EFL teachers from Manta in Ecuador described their views of best practices for improving speaking, and what challenges exist that may explain the low proficiency observed in international tests. Thematic analysis of teacher interviews revealed two key themes related to instructional practices: the value of interaction and play, and the use of technology and group work. The analysis also identified significant challenges, including low student self-confidence, lack of independent practice, limited resources, and large class sizes.