Vol. 12/ Núm. 4 2025 pág. 2426
https://doi.org/10.69639/arandu.v12i4.1831
Improving Oral Fluency in A1 English Learners: A Communicative
Language Teaching Approach for Kichwa Students
Mejorar la fluidez oral en estudiantes de Inglés A1: Un enfoque comunicativo de
enseñanza del idioma para estudiantes Kichwa
Francisco Enrique Hidalgo Salazar
fehidalgo8@gmail.com
https://orcid.org/0000-0001-8915-3377
Universidad Bolivariana del Ecuador
Ecuador – Duran
Fanny Noemi Hidalgo Cuasquer
noemhid@hotmail.com
https://orcid.org/0000-0001-8915-3377
Universidad Bolivariana del Ecuador
Ecuador – Duran
Johnny Segundo Campoverde López
jscampoverdedel@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Josué Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Artículo recibido: 18 noviembre 2025 -Aceptado para publicación: 28 diciembre 2025
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
In the modern world, communicative language skills are essential for success in every aspect of
life, from personal interactions to professional achievements. The most important aspect of
learning English is oral fluency; however, many Indigenous students find it challenging to acquire
due to the linguistic and cultural barriers, limited vocabulary, low confidence levels, and a lack
of exposure to the language. Furthermore, English is their third language, requiring the use of
creative teaching techniques that successfully promote the development of oral fluency. This
study examines the effectiveness of the Communicative Language Teaching (CLT) approach in
improving oral fluency among 30 seventh-grade bilingual students learning English as a foreign
language at Unidad Educativa Velasco Ibarra in Guamote City, Province of Chimborazo. The
present research investigates the effects of incorporating CLT strategies, such as role-playing,
interactive conversations, and task-based learning, on students' oral proficiency and motivation
using a mixed-methods approach that includes pre- and post-tests as well as a survey. The results
show that CLT tactics enhance students' fluency and cultivate a positive attitude toward language
learning by integrating Indigenous cultural elements into classes that are centered on real-life
scenarios. Furthermore, these outcomes can bridge the English proficiency gap and provide
Vol. 12/ Núm. 4 2025 pág. 2427
bilingual students with more academic and professional opportunities while offering educators
practical insights on improving the oral fluency of low-level English learners, especially Kichwa-
Spanish students. Additionally, this study encourages the development of inclusive and equitable
language teaching methods in Ecuadorian schools with policy reforms that ensure Indigenous
students receive the necessary support and resources to succeed in an increasingly globalized
society.
Keywords: bilingual students, oral fluency, communicative language teaching
RESUMEN
En el mundo moderno, las habilidades comunicativas del lenguaje son esenciales para el éxito en
todos los aspectos de la vida, desde las interacciones personales hasta los logros profesionales. El
aspecto más importante del aprendizaje del Inglés es la fluidez oral; sin embargo, muchos
estudiantes indígenas encuentran difícil adquirirla debido a las barreras lingüísticas y culturales,
vocabulario limitado, bajos niveles de confianza y la falta de exposición al idioma. Además, el
Inglés es su tercer idioma, lo que requiere el uso de técnicas de enseñanza creativas que
promuevan con éxito el desarrollo de la fluidez oral. Este estudio explora la efectividad del
enfoque de Enseñanza Comunicativa del Lenguaje (CLT) en la mejora de la fluidez oral entre 30
estudiantes bilingües de Séptimo Grado quienes aprenden el idioma Inglés como lengua
extranjera en la Unidad Educativa Velasco Ibarra en la ciudad de Guamote, provincia de
Chimborazo. La presente investigación examina los efectos de la incorporación de estrategias
CLT, como juegos de roles, conversaciones interactivas y aprendizaje basado en tareas, en la
competencia oral y la motivación de los estudiantes utilizando un enfoque de métodos mixtos que
incluye pruebas previas y posteriores, así como una encuesta. Los resultados muestran que las
tácticas de CLT mejoran la fluidez de los estudiantes y fomentan una actitud positiva hacia el
aprendizaje de idiomas al integrar elementos culturales indígenas en clases centradas en
situaciones de la vida real. Además, estos resultados pueden reducir la brecha en el dominio del
Inglés y brindar a los estudiantes bilingües más oportunidades académicas y profesionales, a la
vez que ofrecen a los educadores perspectivas prácticas para mejorar la fluidez oral de los
estudiantes de Inglés de bajo nivel, especialmente los estudiantes que combinan los idiomas
Kichwa y Español. Asimismo, este estudio fomenta el desarrollo de métodos de enseñanza de
idiomas inclusivos y equitativos en las escuelas ecuatorianas con reformas políticas que
garanticen que los estudiantes indígenas reciban el apoyo y los recursos necesarios para prosperar
en una sociedad cada vez más globalizada.
Palabras clave: estudiantes bilingües, fluidez oral, enseñanza comunicativa del idioma
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
bilingual students with more academic and professional opportunities while offering educators
practical insights on improving the oral fluency of low-level English learners, especially Kichwa-
Spanish students. Additionally, this study encourages the development of inclusive and equitable
language teaching methods in Ecuadorian schools with policy reforms that ensure Indigenous
students receive the necessary support and resources to succeed in an increasingly globalized
society.
Keywords: bilingual students, oral fluency, communicative language teaching
RESUMEN
En el mundo moderno, las habilidades comunicativas del lenguaje son esenciales para el éxito en
todos los aspectos de la vida, desde las interacciones personales hasta los logros profesionales. El
aspecto más importante del aprendizaje del Inglés es la fluidez oral; sin embargo, muchos
estudiantes indígenas encuentran difícil adquirirla debido a las barreras lingüísticas y culturales,
vocabulario limitado, bajos niveles de confianza y la falta de exposición al idioma. Además, el
Inglés es su tercer idioma, lo que requiere el uso de técnicas de enseñanza creativas que
promuevan con éxito el desarrollo de la fluidez oral. Este estudio explora la efectividad del
enfoque de Enseñanza Comunicativa del Lenguaje (CLT) en la mejora de la fluidez oral entre 30
estudiantes bilingües de Séptimo Grado quienes aprenden el idioma Inglés como lengua
extranjera en la Unidad Educativa Velasco Ibarra en la ciudad de Guamote, provincia de
Chimborazo. La presente investigación examina los efectos de la incorporación de estrategias
CLT, como juegos de roles, conversaciones interactivas y aprendizaje basado en tareas, en la
competencia oral y la motivación de los estudiantes utilizando un enfoque de métodos mixtos que
incluye pruebas previas y posteriores, así como una encuesta. Los resultados muestran que las
tácticas de CLT mejoran la fluidez de los estudiantes y fomentan una actitud positiva hacia el
aprendizaje de idiomas al integrar elementos culturales indígenas en clases centradas en
situaciones de la vida real. Además, estos resultados pueden reducir la brecha en el dominio del
Inglés y brindar a los estudiantes bilingües más oportunidades académicas y profesionales, a la
vez que ofrecen a los educadores perspectivas prácticas para mejorar la fluidez oral de los
estudiantes de Inglés de bajo nivel, especialmente los estudiantes que combinan los idiomas
Kichwa y Español. Asimismo, este estudio fomenta el desarrollo de métodos de enseñanza de
idiomas inclusivos y equitativos en las escuelas ecuatorianas con reformas políticas que
garanticen que los estudiantes indígenas reciban el apoyo y los recursos necesarios para prosperar
en una sociedad cada vez más globalizada.
Palabras clave: estudiantes bilingües, fluidez oral, enseñanza comunicativa del idioma
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 2428
INTRODUCTION
This study is focused on improving the oral fluency of the A1-level students of the
Educative Unit Velasco Ibarra in Guamote Canton, Chimborazo Province. Most of these students
are Indigenous and come from rural areas where the main spoken languages are Spanish and
Kichwa. Due to they speak two languages, they can find cognitive advantages and challenges in
learning English because these students relate the new learning to their experiences and what they
learned in Spanish or Kichwa language, but it also makes it harder for them to follow English
grammar and pronounce words correctly because they mix the rules of their native language
(García, 2009). Moreover, these students struggle to understand and communicate their ideas in
English due to limited vocabulary, lack of confidence, and insufficient exposure to real-life
English language use. These limitations affect their confidence in communicating in English
because they do not have opportunities to listen and practice English inside and outside the
classroom, because the institution lacks the technology and internet access required to practice
and develop their language skills.
An important foundation for this study is the research carried out by Armijos (2018), who
proposed a Communicative Competence strategy for enhancing English language speaking skill
among Kichwa and Spanish speaking learners at Language Department in Universidad Nacional
de Chimborazo. Her study showed statistically significant improvements in learners’ speaking
skills, especially in pronunciation, fluency, discourse management, critical thinking, and
communication strategies, through scaffolded exposure on extensive listening and extensive
reading. It concludes that the strategies to become fluent and accurate English speakers among
Kichwa and Spanish speaking students are not only based on some dimensions such as language
content, language in the classroom, the role of the learner, but also, they have linguistic, cognitive
and academic purposes.
Likewise,in an important research project titled: “Incidencia de las estrategias
metodológicas en el interaprendizaje de la lengua Kichwa de los niños y niñas”, conducted at
Centro Educativo Comunitario Intercultural Bilingüe Bartolomé de las Casas, Bolivar province,
Ecuador, a study was conducted to determine how well Kichwa language teachers apply
contemporary methodological strategies during Kichwa language inter-learning practices and
their effectiveness in student learning. It was an explorative and descriptive research. The final
results prove that Kichwa language teachers must be at the forefront, constantly training in
cooperative and collaborative learning, using teaching strategies and techniques that include
adapted teaching materials; this way, Kichwa language students will feel more motivated to learn
(Manobanda & Vargas Villacrés, 2013).
According to the recent studies fluency is a fundamental aspect of establishing effective
and successful communication. In line with this, Samifanni (2020) introduced the practical
INTRODUCTION
This study is focused on improving the oral fluency of the A1-level students of the
Educative Unit Velasco Ibarra in Guamote Canton, Chimborazo Province. Most of these students
are Indigenous and come from rural areas where the main spoken languages are Spanish and
Kichwa. Due to they speak two languages, they can find cognitive advantages and challenges in
learning English because these students relate the new learning to their experiences and what they
learned in Spanish or Kichwa language, but it also makes it harder for them to follow English
grammar and pronounce words correctly because they mix the rules of their native language
(García, 2009). Moreover, these students struggle to understand and communicate their ideas in
English due to limited vocabulary, lack of confidence, and insufficient exposure to real-life
English language use. These limitations affect their confidence in communicating in English
because they do not have opportunities to listen and practice English inside and outside the
classroom, because the institution lacks the technology and internet access required to practice
and develop their language skills.
An important foundation for this study is the research carried out by Armijos (2018), who
proposed a Communicative Competence strategy for enhancing English language speaking skill
among Kichwa and Spanish speaking learners at Language Department in Universidad Nacional
de Chimborazo. Her study showed statistically significant improvements in learners’ speaking
skills, especially in pronunciation, fluency, discourse management, critical thinking, and
communication strategies, through scaffolded exposure on extensive listening and extensive
reading. It concludes that the strategies to become fluent and accurate English speakers among
Kichwa and Spanish speaking students are not only based on some dimensions such as language
content, language in the classroom, the role of the learner, but also, they have linguistic, cognitive
and academic purposes.
Likewise,in an important research project titled: “Incidencia de las estrategias
metodológicas en el interaprendizaje de la lengua Kichwa de los niños y niñas”, conducted at
Centro Educativo Comunitario Intercultural Bilingüe Bartolomé de las Casas, Bolivar province,
Ecuador, a study was conducted to determine how well Kichwa language teachers apply
contemporary methodological strategies during Kichwa language inter-learning practices and
their effectiveness in student learning. It was an explorative and descriptive research. The final
results prove that Kichwa language teachers must be at the forefront, constantly training in
cooperative and collaborative learning, using teaching strategies and techniques that include
adapted teaching materials; this way, Kichwa language students will feel more motivated to learn
(Manobanda & Vargas Villacrés, 2013).
According to the recent studies fluency is a fundamental aspect of establishing effective
and successful communication. In line with this, Samifanni (2020) introduced the practical
Vol. 12/ Núm. 4 2025 pág. 2429
strategy, “Fluency Way,” which combines Communicative Language Teaching CLT with
authentic communication and social interaction. He explained that students develop confidence
when they engage in real-life conversations, role plays, and group projects; therefore, stablishing
that fluency should come before accuracy. His proposed method highlights the importance of
teaching sound patterns, self-expression, and learner-centered instruction, particularly in large,
multicultural classrooms.
The revolutionary approach to language learning, the Communicative Language
Teaching method (CLT), appeared in the late 20th century as a result of dissatisfaction with the
different language teaching methods and traditional grammar-based teaching methods, which are
focused on memorization and grammar rules, leaving aside the communicative use of language.
A popular approach for dealing with these problems is Communicative Language Teaching
(CLT), which aims to increase language learners' oral fluency through engaging and meaningful
communication exercises. The difference arose because learners could grasp the concepts of the
language in theory, but they had difficulty applying them effectively in real-life situations
(Larsen-Freeman & Marti, 2011). In the same way, Atkinson (2011), emphasized that second
language acquisition is shaped by social interactions and the learner’s engagement with the
surrounding environment.
(Canale & Swain, 1980) Canale and Swain (1980), suggested that teachers should use the
Communicative Language Teaching (CLT) approach at an early age so that students can develop
their communication skills independently. Building on this, (Dörnyei, 2009) Dörnyei (2009),
noted that students learn better when tasks are relevant and engaging, particularly when they feel
in control of their communication. This method is beneficial in multicultural settings where
customizing communicative tasks that reflect students’ cultural experiences enhances their
motivation and promotes fluency growth (Ju, 2013; Samifanni, 2020).
In conclusion, this study seeks to present empirical evidence of the effectiveness of the
Communicative Language Teaching (CLT) approach in a rural Ecuadorian context. It
demonstrates how students who speak Kichwa-Spanish at the A1 Level can become more fluent
orally, helping language teachers who work in Indigenous or bilingual communities by providing
valuable ideas and strategies for teaching languages.
METHODOLOGY
To assess the efficacy of the Communicative Language Teaching (CLT) approach in
improving oral fluency among A1-level Kichwa-Spanish-speaking learners, this study employed
a quasi-experimental, and mixed-methods research design. Similarly, data collection techniques
were employed, both quantitative and qualitative to evaluate a unique and representative group
of students, providing a clear understanding of their progress in speaking fluently. Furthermore,
strategy, “Fluency Way,” which combines Communicative Language Teaching CLT with
authentic communication and social interaction. He explained that students develop confidence
when they engage in real-life conversations, role plays, and group projects; therefore, stablishing
that fluency should come before accuracy. His proposed method highlights the importance of
teaching sound patterns, self-expression, and learner-centered instruction, particularly in large,
multicultural classrooms.
The revolutionary approach to language learning, the Communicative Language
Teaching method (CLT), appeared in the late 20th century as a result of dissatisfaction with the
different language teaching methods and traditional grammar-based teaching methods, which are
focused on memorization and grammar rules, leaving aside the communicative use of language.
A popular approach for dealing with these problems is Communicative Language Teaching
(CLT), which aims to increase language learners' oral fluency through engaging and meaningful
communication exercises. The difference arose because learners could grasp the concepts of the
language in theory, but they had difficulty applying them effectively in real-life situations
(Larsen-Freeman & Marti, 2011). In the same way, Atkinson (2011), emphasized that second
language acquisition is shaped by social interactions and the learner’s engagement with the
surrounding environment.
(Canale & Swain, 1980) Canale and Swain (1980), suggested that teachers should use the
Communicative Language Teaching (CLT) approach at an early age so that students can develop
their communication skills independently. Building on this, (Dörnyei, 2009) Dörnyei (2009),
noted that students learn better when tasks are relevant and engaging, particularly when they feel
in control of their communication. This method is beneficial in multicultural settings where
customizing communicative tasks that reflect students’ cultural experiences enhances their
motivation and promotes fluency growth (Ju, 2013; Samifanni, 2020).
In conclusion, this study seeks to present empirical evidence of the effectiveness of the
Communicative Language Teaching (CLT) approach in a rural Ecuadorian context. It
demonstrates how students who speak Kichwa-Spanish at the A1 Level can become more fluent
orally, helping language teachers who work in Indigenous or bilingual communities by providing
valuable ideas and strategies for teaching languages.
METHODOLOGY
To assess the efficacy of the Communicative Language Teaching (CLT) approach in
improving oral fluency among A1-level Kichwa-Spanish-speaking learners, this study employed
a quasi-experimental, and mixed-methods research design. Similarly, data collection techniques
were employed, both quantitative and qualitative to evaluate a unique and representative group
of students, providing a clear understanding of their progress in speaking fluently. Furthermore,
Vol. 12/ Núm. 4 2025 pág. 2430
this approach combined multiple data sources and perspectives through methodological
triangulation, which helped make the results more accurate and trustworthy (Creswell, 2002).
The research was conducted at the Unidad Educativa Velasco Ibarra in Guamote City,
Chimborazo Province, Ecuador. The participants included 30 seventh-grade students of Basic
General Education aged 11 to 12. These participants were bilingual speakers of Kichwa and
Spanish and their English proficiency was classified as A1-level according to the Common
European Framework of Reference for Languages (CEFR). Their bilingual background and rural
context were important considerations when designing the communicative language activities. It
was also pertinent to recognize the influence of their first and second language knowledge on
their understanding, participation, and progress in the English language acquisition process.
The intervention was conducted over the course of eight weeks, two academic hours per
week, and focused on CLT-based speaking activities that were specifically adapted to the learners'
linguistic level and cultural background. These activities included role-plays, interactive
dialogues, collaborative group tasks, and simulated real-life conversations designed to foster
students’ confidence and fluency in spoken English. The data collection instruments included a
diagnostic test to identify the initial fluency level, a pre-test and post-test adapted from the
Cambridge YLE Movers Speaking Assessment, and a student perception survey. The speaking
assessments evaluated four key areas: pronunciation, fluency and rhythm, discourse management,
and communicative strategies. Regarding collecting qualitative data, a survey was pertinent to
determine students’ experiences, motivation, and self-perceived improvement during the
intervention.
This study employed a methodological triangulation to ensure a robust and thorough
analysis of the data. The quantitative data from the pre- and post-tests were statistically compared
to identify measurable improvements in students´ oral fluency. Meanwhile, qualitative data from
the survey were analyzed to understand students’ emotional engagement, participation, and
perceptions of the communicative activities. This combination reflected a deeper and more
reliable interpretation of how the CLT approach influenced the linguistic performance and
communicative confidence of the participants, reflecting key principles from communicative and
socio-cognitive learning theories (Krashen, 1982; Atkinson, 2011).
Moreover, it was indispensable to protect the confidentiality and well-being of each
participant during the study, so ethical considerations were important in this process. Without a
doubt, before starting the study, it was indispensable to get official authorization from the school
authorities. Parents or legal guardians voluntarily provided informed consent for their children's
participation. In addition, students were informed that all the data and responses collected during
the research would be handled confidentially and used only for academic purposes. Parents and
students agreed to participate in this investigation freely and voluntarily. The cultural background
this approach combined multiple data sources and perspectives through methodological
triangulation, which helped make the results more accurate and trustworthy (Creswell, 2002).
The research was conducted at the Unidad Educativa Velasco Ibarra in Guamote City,
Chimborazo Province, Ecuador. The participants included 30 seventh-grade students of Basic
General Education aged 11 to 12. These participants were bilingual speakers of Kichwa and
Spanish and their English proficiency was classified as A1-level according to the Common
European Framework of Reference for Languages (CEFR). Their bilingual background and rural
context were important considerations when designing the communicative language activities. It
was also pertinent to recognize the influence of their first and second language knowledge on
their understanding, participation, and progress in the English language acquisition process.
The intervention was conducted over the course of eight weeks, two academic hours per
week, and focused on CLT-based speaking activities that were specifically adapted to the learners'
linguistic level and cultural background. These activities included role-plays, interactive
dialogues, collaborative group tasks, and simulated real-life conversations designed to foster
students’ confidence and fluency in spoken English. The data collection instruments included a
diagnostic test to identify the initial fluency level, a pre-test and post-test adapted from the
Cambridge YLE Movers Speaking Assessment, and a student perception survey. The speaking
assessments evaluated four key areas: pronunciation, fluency and rhythm, discourse management,
and communicative strategies. Regarding collecting qualitative data, a survey was pertinent to
determine students’ experiences, motivation, and self-perceived improvement during the
intervention.
This study employed a methodological triangulation to ensure a robust and thorough
analysis of the data. The quantitative data from the pre- and post-tests were statistically compared
to identify measurable improvements in students´ oral fluency. Meanwhile, qualitative data from
the survey were analyzed to understand students’ emotional engagement, participation, and
perceptions of the communicative activities. This combination reflected a deeper and more
reliable interpretation of how the CLT approach influenced the linguistic performance and
communicative confidence of the participants, reflecting key principles from communicative and
socio-cognitive learning theories (Krashen, 1982; Atkinson, 2011).
Moreover, it was indispensable to protect the confidentiality and well-being of each
participant during the study, so ethical considerations were important in this process. Without a
doubt, before starting the study, it was indispensable to get official authorization from the school
authorities. Parents or legal guardians voluntarily provided informed consent for their children's
participation. In addition, students were informed that all the data and responses collected during
the research would be handled confidentially and used only for academic purposes. Parents and
students agreed to participate in this investigation freely and voluntarily. The cultural background
Vol. 12/ Núm. 4 2025 pág. 2431
and bilingual identity of the students were respected, and the classroom environment was
maintained as a supportive space for learning and expression.
RESULTS AND DISCUSSION
An extensive statistical analysis of the data collected from the intervention using the
Communicative Language Teaching (CLT) approach demonstrated a significant improvement in
the speaking skills of A1-level students at the “Unidad Educativa Velasco Ibarra” in Guamote
Canton, Chimborazo Province. Speaking assessments were performed before and after the
intervention to determine its effectiveness.
Using inferential statistical methods, the research findings were carefully analyzed in
order to identify whether the variations between the pre- and post-intervention scores were
statistically significant. This analysis provided an impartial evaluation of how effective the CLT
method is. Additionally, the effect size was calculated to measure the extent of the intervention's
influence on the students’ enhanced speaking abilities.
Figure 1
Trends in pretest and posttest listening comprehension scores
Note. Own elaboration
Figure 1 illustrates the individual scores and shows an overall improvement in oral
communication skills following the implementation of the CLT intervention. Generally, students
demonstrated enhanced speaking abilities with this approach. However, the data also indicate
significant improvements in individual outcomes. The intervention proved to be effective when
it comes to the improvement of students' communicative skills. However, there are different levels
of progress among students who suggest a more personalized application and adapted to each of
their needs according to their context. Consequently, this could improve its impact and lead to
even more substantial results.
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
SCORES
STUDENTS
Trends in pretest and posttest oral
communication scores
PRE - TEST SCORE POST - TEST SCORE
and bilingual identity of the students were respected, and the classroom environment was
maintained as a supportive space for learning and expression.
RESULTS AND DISCUSSION
An extensive statistical analysis of the data collected from the intervention using the
Communicative Language Teaching (CLT) approach demonstrated a significant improvement in
the speaking skills of A1-level students at the “Unidad Educativa Velasco Ibarra” in Guamote
Canton, Chimborazo Province. Speaking assessments were performed before and after the
intervention to determine its effectiveness.
Using inferential statistical methods, the research findings were carefully analyzed in
order to identify whether the variations between the pre- and post-intervention scores were
statistically significant. This analysis provided an impartial evaluation of how effective the CLT
method is. Additionally, the effect size was calculated to measure the extent of the intervention's
influence on the students’ enhanced speaking abilities.
Figure 1
Trends in pretest and posttest listening comprehension scores
Note. Own elaboration
Figure 1 illustrates the individual scores and shows an overall improvement in oral
communication skills following the implementation of the CLT intervention. Generally, students
demonstrated enhanced speaking abilities with this approach. However, the data also indicate
significant improvements in individual outcomes. The intervention proved to be effective when
it comes to the improvement of students' communicative skills. However, there are different levels
of progress among students who suggest a more personalized application and adapted to each of
their needs according to their context. Consequently, this could improve its impact and lead to
even more substantial results.
0
1
2
3
4
5
6
7
8
9
10
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
SCORES
STUDENTS
Trends in pretest and posttest oral
communication scores
PRE - TEST SCORE POST - TEST SCORE
Vol. 12/ Núm. 4 2025 pág. 2432
Table 1
Results of the statistical measures of the pretest and posttest applied to the A1 level students of
the Educative Unit Velasco Ibarra.
Extent Pretest Posttest Difference df p-value d
Minimum 3 7 1,33
Maximum 7 9 0,29
Average (M) 4,7 7,7 0,64 7,7 < 0,001 -1,7
Standard deviation (SD) 1,18 0,71 -0,40
Note. Degrees of freedom (df), Cohen effect size (d). Own elaboration.
The analysis of the data showed that the average scores from the assessments that were
conducted after the intervention had significantly increased. In contrast to the pre-intervention
mean of M = 4.7 (SD = 1.18), the post-intervention mean score was M = 7.7 (SD = 0.71). With
degrees of freedom of 7.7, the paired samples analysis produced a p-value below 0.001, indicating
that the difference was a statistically significant. These results unequivocally demonstrate that
after the intervention, the oral communication abilities of the students improved.
Besides, with the effect size of d = 1.7. the speaking abilities of the students showed a
considerable improvement. This notable effect indicates that the Communicative Language
Teaching (CLT) approach effectively enhanced learners’ speaking abilities, showing clear
progress from the pre-assessment stage. These results show that the application of the CLT
method is effective in teaching English, especially when the main educational objective is to
improve students' communicative skills.
According to these findings, the Communicative Language Teaching approach (CLT)
effectively improves the communicative skills for A1-level students at the Unidad Educativa
Velasco Ibarra. Nevertheless, the wide variation in the individual results of the students indicates
that a one-size-fits-all approach might not be the best adjustment. However, it is crucial to achieve
excellent results, adapt the interventions to address the individual needs and rhythm of each
student. The results clearly show the effectiveness of this approach, highlighting the relevance of
adapting teaching strategies to align with individual learning styles and the progress of students
within the classroom.
DISCUSSION
Significantly, the Communicative Language Teaching (CLT) approach has demonstrated
remarkable success in enhancing the oral fluency of A1-level Kichwa–Spanish bilingual students
at the rural institution that is the subject of this research. Through engaging activities and
continuous practice, students developed greater confidence and fluency in their communication.
The post-intervention results clearly showed that when interaction and meaning become the focus
of instruction, learners begin to express themselves more naturally and with enthusiasm.
This study highlights that beyond numbers, the Communicative Language Teaching
(CLT) reveals deeper dimensions of the learning process, particularly the intercultural and
Table 1
Results of the statistical measures of the pretest and posttest applied to the A1 level students of
the Educative Unit Velasco Ibarra.
Extent Pretest Posttest Difference df p-value d
Minimum 3 7 1,33
Maximum 7 9 0,29
Average (M) 4,7 7,7 0,64 7,7 < 0,001 -1,7
Standard deviation (SD) 1,18 0,71 -0,40
Note. Degrees of freedom (df), Cohen effect size (d). Own elaboration.
The analysis of the data showed that the average scores from the assessments that were
conducted after the intervention had significantly increased. In contrast to the pre-intervention
mean of M = 4.7 (SD = 1.18), the post-intervention mean score was M = 7.7 (SD = 0.71). With
degrees of freedom of 7.7, the paired samples analysis produced a p-value below 0.001, indicating
that the difference was a statistically significant. These results unequivocally demonstrate that
after the intervention, the oral communication abilities of the students improved.
Besides, with the effect size of d = 1.7. the speaking abilities of the students showed a
considerable improvement. This notable effect indicates that the Communicative Language
Teaching (CLT) approach effectively enhanced learners’ speaking abilities, showing clear
progress from the pre-assessment stage. These results show that the application of the CLT
method is effective in teaching English, especially when the main educational objective is to
improve students' communicative skills.
According to these findings, the Communicative Language Teaching approach (CLT)
effectively improves the communicative skills for A1-level students at the Unidad Educativa
Velasco Ibarra. Nevertheless, the wide variation in the individual results of the students indicates
that a one-size-fits-all approach might not be the best adjustment. However, it is crucial to achieve
excellent results, adapt the interventions to address the individual needs and rhythm of each
student. The results clearly show the effectiveness of this approach, highlighting the relevance of
adapting teaching strategies to align with individual learning styles and the progress of students
within the classroom.
DISCUSSION
Significantly, the Communicative Language Teaching (CLT) approach has demonstrated
remarkable success in enhancing the oral fluency of A1-level Kichwa–Spanish bilingual students
at the rural institution that is the subject of this research. Through engaging activities and
continuous practice, students developed greater confidence and fluency in their communication.
The post-intervention results clearly showed that when interaction and meaning become the focus
of instruction, learners begin to express themselves more naturally and with enthusiasm.
This study highlights that beyond numbers, the Communicative Language Teaching
(CLT) reveals deeper dimensions of the learning process, particularly the intercultural and
Vol. 12/ Núm. 4 2025 pág. 2433
emotional aspects of language acquisition. One of the most relevant observations was how the
CLT approach connected with the students’ cultural identity. Most previous studies have focused
on linguistic progress without considering how cultural identity and multilingualism shape
learners’ communicative development, this research revealed that students’ Kichwa worldview
subtly influenced the way they learned English. Additionally, English learning changed from
being an academic exercise to a cross-cultural experience integrating real-world classroom
activities connected to their everyday experiences, family relationships, community traditions,
and daily routines. This connection enhanced students’ sense of belonging and motivation, which
enriched their participation and communicative confidence.
Furthermore, an interesting finding is the connection between accuracy and fluency. At
the beginning of the intervention, students produced weak or grammatically incorrect sentences.
However, their confidence increased, their speech became more fluid and expressive. Gradually,
accuracy improved as a natural consequence of communication. Another interesting aspect is the
connection between accuracy and fluency. This trait supports the argument made by Samifanni
(2020) that fluency should be given priority in the early phases of language learning, especially
in rural or multicultural environments, because it promotes natural linguistic development and
increases self-confidence. The emotional effect of the CLT approach was significant because,
before the intervention, many students associated English with frustration and fear due to their
restricted exposure to the language in and out of the class, and the absence of supportive settings.
Students began to perceive English as a tool for expressing their own ideas and identities rather
than a distant or foreign language. The use of real-life communicative tasks and a collaborative
environment in the classroom helped reduce these affective barriers. In this learning process, the
importance of motivation, empathy and psychological safety played a decisive role in their
emotional transformation.
Additionally, the CLT approach has shown that teacher adaptation and pedagogical
creativity are more important in innovation than access to advanced technologies, even if they are
unavailable. This strategy effectively focused the creation of authentic relationships and
engagement by emphasizing the importance of face to face interactions rather than the use of
technology, demonstrating that communicative methods in the right context can make a real
difference in closing learning gaps in underprivileged communities.
The findings of this study reaffirm the core strengths of the Communicative Language
Teaching (CLT) approach, such as authentic engagement, real communication, and student-
centered learning. In the rural environment where this institution is located, exposure to English
is totally limited, however, CLT helped students develop confidence and significant
communication abilities according to their English level, showing its adaptability to diverse
learning contexts. A key insight is the flexibility of CLT. It supports students with different
linguistic and cultural backgrounds, helping them grow not only in language ability but also in
emotional aspects of language acquisition. One of the most relevant observations was how the
CLT approach connected with the students’ cultural identity. Most previous studies have focused
on linguistic progress without considering how cultural identity and multilingualism shape
learners’ communicative development, this research revealed that students’ Kichwa worldview
subtly influenced the way they learned English. Additionally, English learning changed from
being an academic exercise to a cross-cultural experience integrating real-world classroom
activities connected to their everyday experiences, family relationships, community traditions,
and daily routines. This connection enhanced students’ sense of belonging and motivation, which
enriched their participation and communicative confidence.
Furthermore, an interesting finding is the connection between accuracy and fluency. At
the beginning of the intervention, students produced weak or grammatically incorrect sentences.
However, their confidence increased, their speech became more fluid and expressive. Gradually,
accuracy improved as a natural consequence of communication. Another interesting aspect is the
connection between accuracy and fluency. This trait supports the argument made by Samifanni
(2020) that fluency should be given priority in the early phases of language learning, especially
in rural or multicultural environments, because it promotes natural linguistic development and
increases self-confidence. The emotional effect of the CLT approach was significant because,
before the intervention, many students associated English with frustration and fear due to their
restricted exposure to the language in and out of the class, and the absence of supportive settings.
Students began to perceive English as a tool for expressing their own ideas and identities rather
than a distant or foreign language. The use of real-life communicative tasks and a collaborative
environment in the classroom helped reduce these affective barriers. In this learning process, the
importance of motivation, empathy and psychological safety played a decisive role in their
emotional transformation.
Additionally, the CLT approach has shown that teacher adaptation and pedagogical
creativity are more important in innovation than access to advanced technologies, even if they are
unavailable. This strategy effectively focused the creation of authentic relationships and
engagement by emphasizing the importance of face to face interactions rather than the use of
technology, demonstrating that communicative methods in the right context can make a real
difference in closing learning gaps in underprivileged communities.
The findings of this study reaffirm the core strengths of the Communicative Language
Teaching (CLT) approach, such as authentic engagement, real communication, and student-
centered learning. In the rural environment where this institution is located, exposure to English
is totally limited, however, CLT helped students develop confidence and significant
communication abilities according to their English level, showing its adaptability to diverse
learning contexts. A key insight is the flexibility of CLT. It supports students with different
linguistic and cultural backgrounds, helping them grow not only in language ability but also in
Vol. 12/ Núm. 4 2025 pág. 2434
personal expression. At the same time, this study acknowledges certain methodological
limitations. The lack of a control group, limits direct comparison with learners who did not receive
the intervention and generalization of the findings so, future studies should use control groups
and reinforce the research methods to improve internal validity and provide a clearer
understanding of CLT’s effectiveness. CLT is flexible, making it a valuable choice for teachers
working with different types of learners, as it supports both language skills and personal growth.
Overall, the application of this approach at Unidad Educativa Velasco Ibarra
demonstrates that the Communicative Language Teaching approach may greatly increase oral
communication among beginner learners. The findings provide useful insights into effective
bilingual and rural teaching practices, as well as a solid framework for future study and
educational innovation. The confidence and communication skills of students are greatly
improved by incorporating interactive and real-life activities, as well as conversational teaching
methods, into the English curriculum. This will allow students to express themselves more freely
and effectively in the language.
CONCLUSIONS
This study conducted at the Unidad Educativa Velasco Ibarra in Guamote, Ecuador,
offers solid evidence of the successful outcomes of the Communicative Language Teaching
(CLT) method in improving the oral fluency of Kichwa-Spanish-speaking students at the A1
level. Statistics show that the intervention had a considerable positive influence on students'
speaking performance; post-test scores (M = 7.7) were considerably higher than pretest scores (M
= 4.7), suggesting a strong impact size (d = 1.7). This progress not only demonstrates significant
advances in students' oral communication but also confirms that the CLT method is appropriate
for working with bilingual Indigenous students in rural educational settings, and also for meeting
their linguistic needs.
This study found that the Communicative Language Teaching (CLT) approach
significantly improved the oral fluency of A1-level Kichwa-Spanish students at Unidad Educativa
Velasco Ibarra. Through active participation and culturally relevant activities, students enhanced
their speaking skills and developed self-confidence and motivation to use English for real
communication according to their level. Besides, if teachers relate communicative activities to
students' linguistic and cultural realities, the results demonstrate that CLT may be successfully
adapted to rural, bilingual, and low-resource situations. Positive survey responses and the increase
in post-test scores show that communication tasks in real-life situations, teamwork, and
meaningful participation lead to noticeable language and affective development. Additionally,
by highlighting the close connections between fluency and identity, emotion, and cultural
belonging, the study adds new perspectives to the academic discussion. For Indigenous bilingual
personal expression. At the same time, this study acknowledges certain methodological
limitations. The lack of a control group, limits direct comparison with learners who did not receive
the intervention and generalization of the findings so, future studies should use control groups
and reinforce the research methods to improve internal validity and provide a clearer
understanding of CLT’s effectiveness. CLT is flexible, making it a valuable choice for teachers
working with different types of learners, as it supports both language skills and personal growth.
Overall, the application of this approach at Unidad Educativa Velasco Ibarra
demonstrates that the Communicative Language Teaching approach may greatly increase oral
communication among beginner learners. The findings provide useful insights into effective
bilingual and rural teaching practices, as well as a solid framework for future study and
educational innovation. The confidence and communication skills of students are greatly
improved by incorporating interactive and real-life activities, as well as conversational teaching
methods, into the English curriculum. This will allow students to express themselves more freely
and effectively in the language.
CONCLUSIONS
This study conducted at the Unidad Educativa Velasco Ibarra in Guamote, Ecuador,
offers solid evidence of the successful outcomes of the Communicative Language Teaching
(CLT) method in improving the oral fluency of Kichwa-Spanish-speaking students at the A1
level. Statistics show that the intervention had a considerable positive influence on students'
speaking performance; post-test scores (M = 7.7) were considerably higher than pretest scores (M
= 4.7), suggesting a strong impact size (d = 1.7). This progress not only demonstrates significant
advances in students' oral communication but also confirms that the CLT method is appropriate
for working with bilingual Indigenous students in rural educational settings, and also for meeting
their linguistic needs.
This study found that the Communicative Language Teaching (CLT) approach
significantly improved the oral fluency of A1-level Kichwa-Spanish students at Unidad Educativa
Velasco Ibarra. Through active participation and culturally relevant activities, students enhanced
their speaking skills and developed self-confidence and motivation to use English for real
communication according to their level. Besides, if teachers relate communicative activities to
students' linguistic and cultural realities, the results demonstrate that CLT may be successfully
adapted to rural, bilingual, and low-resource situations. Positive survey responses and the increase
in post-test scores show that communication tasks in real-life situations, teamwork, and
meaningful participation lead to noticeable language and affective development. Additionally,
by highlighting the close connections between fluency and identity, emotion, and cultural
belonging, the study adds new perspectives to the academic discussion. For Indigenous bilingual
Vol. 12/ Núm. 4 2025 pág. 2435
learners, speaking English is not only a linguistic act but also a social and emotional one, where
confidence grows from being understood and valued.
However, the study presents some methodological limitations, especially the absence of
a control group, which makes it more challenging to compare results with other instructional
strategies. Future studies should take longer interventions and control groups into account in order
to validate and build upon these findings. Despite these disadvantages, the results demonstrate
that the Communicative Language Teaching approach goes beyond teaching English. It is a
crucial and helpful strategy for improving oral fluency in low-level English learners, especially
those from Indigenous communities, empowering students to find their voice in a third language.
It is recommended to expand the use of this approach, mainly to other indigenous contexts, to
help close the English proficiency gap and provide bilingual students in Ecuador with equitable
educational opportunities. This indicates that when teachers use a suitable teaching approach
combined with motivation, and cultural adaptation, classrooms that may have limited resources
and technology can evolve into spaces where intercultural communication and linguistic
development flourish.
learners, speaking English is not only a linguistic act but also a social and emotional one, where
confidence grows from being understood and valued.
However, the study presents some methodological limitations, especially the absence of
a control group, which makes it more challenging to compare results with other instructional
strategies. Future studies should take longer interventions and control groups into account in order
to validate and build upon these findings. Despite these disadvantages, the results demonstrate
that the Communicative Language Teaching approach goes beyond teaching English. It is a
crucial and helpful strategy for improving oral fluency in low-level English learners, especially
those from Indigenous communities, empowering students to find their voice in a third language.
It is recommended to expand the use of this approach, mainly to other indigenous contexts, to
help close the English proficiency gap and provide bilingual students in Ecuador with equitable
educational opportunities. This indicates that when teachers use a suitable teaching approach
combined with motivation, and cultural adaptation, classrooms that may have limited resources
and technology can evolve into spaces where intercultural communication and linguistic
development flourish.
Vol. 12/ Núm. 4 2025 pág. 2436
REFERENCES
Armijos, J. G. (2018). Communicative competence strategy proposal for enhancing English
language speaking skill among Kichwa and Spanish speaking learners. Universidad
Técnica de Ambato. http://repositorio.uta.edu.ec/handle/123456789/28356
Atkinson, D. (2011). Alternative approaches to second language acquisition. Routledge.
Brandl, K. (2008). Principles of Communicative Language Teaching and Task—Based
Instruction. Communicative Language Teaching in Action: Putting Principles to Work (pp.
1-23). Pearson Prentince Hall.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1(1), 1–47.
Dörnyei, Z. (2009). Communicative Language Teaching in the 21st Century: The Principled
Communicative Approach. University of Nottingham.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective (1st ed.). Wiley-
Blackwell.
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal,
61(3), 193-201. https://doi.org/10.1093/elt/ccm026
Ju, F. (2013). Communicative Language Teaching (CLT): A Critical and Comparative
Perspective. Theory and Practice in Language Studies, 3(9), 1579-1583.
https://doi.org/10.4304/tpls.3.9.1579-1583
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford
University.Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics.
Oxford University Press.
Larsen-Freeman, & Marti, A. (2011). Techniques & Principles in Language Teaching (3rd ed.).
Oxford University Press.
Manobanda, A., & Vargas Villacrés, C. (2013). Incidencia de las estrategias metodológicas en el
interaprendizaje de la lengua Kichwa. Centro Educativo Comunitario Intercultural
Bilingüe Bartolomé de las Casas.
http://repositorio.uta.edu.ec/jspui/handle/123456789/7593
Masuram, J., & Sripada, P. N. (2020). Developing Speaking Skills Through Task-Based Materials.
Procedia Computer Science, 172, 60-65.
https://doi.org/10.1016/j.procs.2020.05.009
Samifanni, F. (2020). The fluency way: A functional method for oral communication. English
Language Teaching, 13(3), 100–114. https://doi.org/10.5539/elt.v13n3p100
REFERENCES
Armijos, J. G. (2018). Communicative competence strategy proposal for enhancing English
language speaking skill among Kichwa and Spanish speaking learners. Universidad
Técnica de Ambato. http://repositorio.uta.edu.ec/handle/123456789/28356
Atkinson, D. (2011). Alternative approaches to second language acquisition. Routledge.
Brandl, K. (2008). Principles of Communicative Language Teaching and Task—Based
Instruction. Communicative Language Teaching in Action: Putting Principles to Work (pp.
1-23). Pearson Prentince Hall.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second
language teaching and testing. Applied Linguistics, 1(1), 1–47.
Dörnyei, Z. (2009). Communicative Language Teaching in the 21st Century: The Principled
Communicative Approach. University of Nottingham.
Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford University Press.
García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective (1st ed.). Wiley-
Blackwell.
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal,
61(3), 193-201. https://doi.org/10.1093/elt/ccm026
Ju, F. (2013). Communicative Language Teaching (CLT): A Critical and Comparative
Perspective. Theory and Practice in Language Studies, 3(9), 1579-1583.
https://doi.org/10.4304/tpls.3.9.1579-1583
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford
University.Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics.
Oxford University Press.
Larsen-Freeman, & Marti, A. (2011). Techniques & Principles in Language Teaching (3rd ed.).
Oxford University Press.
Manobanda, A., & Vargas Villacrés, C. (2013). Incidencia de las estrategias metodológicas en el
interaprendizaje de la lengua Kichwa. Centro Educativo Comunitario Intercultural
Bilingüe Bartolomé de las Casas.
http://repositorio.uta.edu.ec/jspui/handle/123456789/7593
Masuram, J., & Sripada, P. N. (2020). Developing Speaking Skills Through Task-Based Materials.
Procedia Computer Science, 172, 60-65.
https://doi.org/10.1016/j.procs.2020.05.009
Samifanni, F. (2020). The fluency way: A functional method for oral communication. English
Language Teaching, 13(3), 100–114. https://doi.org/10.5539/elt.v13n3p100