Supporting English Speaking Practice Through Targeted Academic Tutoring Sessions Among 8th-, 9th-, and 10th-Grade Students
DOI:
https://doi.org/10.65415/vd1fc378Palabras clave:
Targeted tutoring, speaking skills, EFL learners, English language learning.Resumen
This study examined the impact of targeted tutoring on the development of English-speaking skills among Ecuadorian students enrolled in 8th, 9th, and 10th grades. A pre-experimental research design without a control group was implemented with 566 participants who attended two one-hour tutoring sessions per week over a ten-month intervention period. Speaking performance was assessed through pre-test and post-test evaluations that measured four dimensions: fluency, pronunciation, content, and clarity. The intervention incorporated communicative, collaborative, and game-based activities designed to provide meaningful opportunities for oral language practice. The findings revealed positive gains across all assessed dimensions. Fluency showed the greatest improvement, followed by pronunciation, content, and clarity. The results suggest that targeted tutoring can serve as an effective complementary strategy for enhancing students' speaking skills in English as a Foreign Language (EFL) contexts where opportunities for authentic oral communication are limited.
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Derechos de autor 2026 Amanda Sofia Moreira Baquerizo, Nelly Isabel Moreta Trujillo, Manuel Gilberto Córdova Negrete
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
