Vol. 12/ Núm. 1 2025 pág. 432
https://doi.org/10.69639/arandu.v12i1.609
Influence of Professional Internships on developing Speaking
Skills A2 level
Influencia de las prácticas profesionales en el desarrollo de habilidades de expresión
oral en el nivel A2
Amparo María Cabrera Chávez
amcabrera@ube.edu.ec
https://orcid.org/0000-0001-7174-1891
Universidad Bolivariana del Ecuador
Durán - Ecuador
Johnny Segundo Campoverde López
jsjohnnysegundol@ube.edu.ec
https://orcid.org/0000-0003-0108-4755
Universidad Bolivariana del Ecuador
Durán – Ecuador
Josue Reinaldo Bonilla Tenesaca
jrbonillat@ube.edu.ec
https://orcid.org/0000-0002-6748-2345
Universidad Bolivariana del Ecuador
Durán – Ecuador
Artículo recibido: 20 diciembre 2024 - Aceptado para publicación: 26 enero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
English has become an indispensable tool in the tourism sector, driving universities to strengthen
their academic offerings. This effort includes increasing the hours dedicated to language
instruction and incorporating professional internships to enhance students' language skills and
promote bilingualism. However, many students begin these internships without adequate
preparation, and their progress is often not evaluated upon completion. This study examines the
impact of internships on the development of English-speaking skills in A2-level students from
the Tourism program at Universidad Laica Eloy Alfaro de Manabí. The research involved 45
seventh-semester students whose language proficiency corresponds to A2 level according to the
Common European Framework of Reference, currently interning at various tourism companies.
Using a mixed-methods approach, quantitative data was collected through surveys,
complemented by qualitative insights gathered from open-ended questions. The findings reveal
significant improvements in fluency, accuracy, vocabulary, and confidence in English
communication after participating in the internships. Additionally, the study identified benefits
and challenges faced by students when applying the language in real workplace settings. Based
on these results, educational and professional recommendations are proposed to enhance the
Vol. 12/ Núm. 1 2025 pág. 433
linguistic preparation of A2-level students, emphasizing the critical role of internships in their
professional and academic development.
Keywords: professional internships, speaking skills, A2 Level CEFR
RESUMEN
El inglés es una herramienta indispensable en el sector turístico, lo que ha impulsado a las
universidades a reforzar su oferta académica. Este esfuerzo incluye un aumento en las horas
dedicadas a la enseñanza del idioma y la incorporación de prácticas preprofesionales para
fortalecer las habilidades lingüísticas de los estudiantes y fomentar el bilingüismo. Sin embargo,
muchos estudiantes comienzan estas prácticas sin una preparación adecuada, y frecuentemente no
se evalúa el progreso alcanzado al concluirlas. Este estudio examina el impacto de las pasantías
en el desarrollo de las habilidades de expresión oral en inglés de estudiantes de nivel A2 de la
carrera de Turismo de la Universidad Laica Eloy Alfaro de Manabí. La investigación incluyó a
45 estudiantes de séptimo semestre, cuya competencia lingüística corresponde al nivel A2 según
el Marco Común Europeo de Referencia, quienes realizan prácticas en distintas empresas
turísticas. Con un enfoque de métodos mixtos, se recopilaron datos cuantitativos mediante
encuestas y se complementaron con percepciones cualitativas obtenidas a través de preguntas
abiertas. Los hallazgos revelan avances significativos en fluidez, precisión, vocabulario y
confianza al comunicarse en inglés tras participar en las pasantías. Además, se identificaron
beneficios y desafíos experimentados por los estudiantes al aplicar el idioma en contextos
laborales reales. A partir de los resultados, se proponen recomendaciones educativas y
profesionales para mejorar la preparación lingüística de los estudiantes de nivel A2, destacando
el papel crucial de las pasantías en su desarrollo profesional y académico.
Palabras clave: prácticas preprofesionales, habilidades lingüísticas, nivel A2 MCER
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
linguistic preparation of A2-level students, emphasizing the critical role of internships in their
professional and academic development.
Keywords: professional internships, speaking skills, A2 Level CEFR
RESUMEN
El inglés es una herramienta indispensable en el sector turístico, lo que ha impulsado a las
universidades a reforzar su oferta académica. Este esfuerzo incluye un aumento en las horas
dedicadas a la enseñanza del idioma y la incorporación de prácticas preprofesionales para
fortalecer las habilidades lingüísticas de los estudiantes y fomentar el bilingüismo. Sin embargo,
muchos estudiantes comienzan estas prácticas sin una preparación adecuada, y frecuentemente no
se evalúa el progreso alcanzado al concluirlas. Este estudio examina el impacto de las pasantías
en el desarrollo de las habilidades de expresión oral en inglés de estudiantes de nivel A2 de la
carrera de Turismo de la Universidad Laica Eloy Alfaro de Manabí. La investigación incluyó a
45 estudiantes de séptimo semestre, cuya competencia lingüística corresponde al nivel A2 según
el Marco Común Europeo de Referencia, quienes realizan prácticas en distintas empresas
turísticas. Con un enfoque de métodos mixtos, se recopilaron datos cuantitativos mediante
encuestas y se complementaron con percepciones cualitativas obtenidas a través de preguntas
abiertas. Los hallazgos revelan avances significativos en fluidez, precisión, vocabulario y
confianza al comunicarse en inglés tras participar en las pasantías. Además, se identificaron
beneficios y desafíos experimentados por los estudiantes al aplicar el idioma en contextos
laborales reales. A partir de los resultados, se proponen recomendaciones educativas y
profesionales para mejorar la preparación lingüística de los estudiantes de nivel A2, destacando
el papel crucial de las pasantías en su desarrollo profesional y académico.
Palabras clave: prácticas preprofesionales, habilidades lingüísticas, nivel A2 MCER
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. 1 2025 pág. 434
INTRODUCTION
Education has undergone continuous evolution, constantly seeking innovative methods that
enrich students' learning experiences. Within this evolution, the integration of professional
internships has emerged as a valuable resource to strengthen practical skills and apply theoretical
knowledge in real work environments. This pedagogical approach not only provides a platform
for professional immersion but also represents a unique opportunity for the development and
refinement of language skills, particularly in the realm of oral expression in English. This
background forms the basis of the article.
In recent years, there has been a significant shift in language teaching, increasingly
focusing on students and their learning processes rather than solely on teachers and their
instruction. This approach has spotlighted how students process new information and the
strategies they employ to comprehend, learn, or recall it—a fundamental aspect in the realm of
foreign language learning (Hismanoglu, n.d.). Furthermore, Ellis (2005) highlights that consistent
exposure to the target language in structured and meaningful contexts is essential for the
acquisition of communicative competence, which aligns with the opportunities provided by
professional internships.
In Ecuador, tourism is a vital and growing sector of the economy, where the ability to
communicate in English is an essential skill for tourism students. This research examines how
professional internships not only provide valuable work experience but also play a critical role in
enhancing English communication skills at an A2 level. According to Gass and Mackey (2015),
meaningful input, interaction, and opportunities for output are fundamental components of second
language acquisition, making internships an optimal environment for language development.
Moreover, the professional development of students pursuing tourism careers at a national level
is crucial. When combined with improved English language skills, it becomes a gateway to
sustainable destination development and broadens employment opportunities within the sector.
Among the key strategies to be implemented in this study are social strategies and metacognitive
strategies. Burešová's work (2007) highlights the importance of a student-centered approach to
language teaching. This approach could serve as a foundation to consider how professional
internships can foster a student-centered environment, promoting the use of social strategies to
enhance English oral expression skills. Additionally, methodologies such as the Communicative
Language Teaching Approach (CLT) (Alamri, s. f.), Cooperative Learning (Felder & Brent,
2007), and Community Language Learning (Ali, 2018) are mentioned, emphasizing the
significance of effective communication and social cooperation in language learning. These
concepts inspire ways in which internships can be designed to encourage cooperation among
students and the development of oral expression skills.
INTRODUCTION
Education has undergone continuous evolution, constantly seeking innovative methods that
enrich students' learning experiences. Within this evolution, the integration of professional
internships has emerged as a valuable resource to strengthen practical skills and apply theoretical
knowledge in real work environments. This pedagogical approach not only provides a platform
for professional immersion but also represents a unique opportunity for the development and
refinement of language skills, particularly in the realm of oral expression in English. This
background forms the basis of the article.
In recent years, there has been a significant shift in language teaching, increasingly
focusing on students and their learning processes rather than solely on teachers and their
instruction. This approach has spotlighted how students process new information and the
strategies they employ to comprehend, learn, or recall it—a fundamental aspect in the realm of
foreign language learning (Hismanoglu, n.d.). Furthermore, Ellis (2005) highlights that consistent
exposure to the target language in structured and meaningful contexts is essential for the
acquisition of communicative competence, which aligns with the opportunities provided by
professional internships.
In Ecuador, tourism is a vital and growing sector of the economy, where the ability to
communicate in English is an essential skill for tourism students. This research examines how
professional internships not only provide valuable work experience but also play a critical role in
enhancing English communication skills at an A2 level. According to Gass and Mackey (2015),
meaningful input, interaction, and opportunities for output are fundamental components of second
language acquisition, making internships an optimal environment for language development.
Moreover, the professional development of students pursuing tourism careers at a national level
is crucial. When combined with improved English language skills, it becomes a gateway to
sustainable destination development and broadens employment opportunities within the sector.
Among the key strategies to be implemented in this study are social strategies and metacognitive
strategies. Burešová's work (2007) highlights the importance of a student-centered approach to
language teaching. This approach could serve as a foundation to consider how professional
internships can foster a student-centered environment, promoting the use of social strategies to
enhance English oral expression skills. Additionally, methodologies such as the Communicative
Language Teaching Approach (CLT) (Alamri, s. f.), Cooperative Learning (Felder & Brent,
2007), and Community Language Learning (Ali, 2018) are mentioned, emphasizing the
significance of effective communication and social cooperation in language learning. These
concepts inspire ways in which internships can be designed to encourage cooperation among
students and the development of oral expression skills.
Vol. 12/ Núm. 1 2025 pág. 435
Literature Review
Building upon reflections from Lejarreta, Garay, and Romero (2012), the significance of
social strategies in the specific context of this study becomes evident. The effective
implementation of these strategies can have a substantial impact on the development of language
skills, particularly for A2-level tourism students during their professional internships. The
primary objective is to enhance English communication through the practical application of these
strategies, fostering students' linguistic advancement and fluency throughout their internship
experiences.
Burešová (2007) highlights that social strategies, when utilized in student-centered
environments, play a crucial role in developing language skills by promoting interaction,
collaboration, and communication among learners. These strategies are especially impactful in
professional contexts, where students engage in authentic interactions. Moreover, Burešová
underscores that these strategies not only enhance fluency and communicative competence in
English but also contribute to more effective and enduring learning. By applying language in real-
world situations, students can experience meaningful practice that reinforces their learning
outcomes.
Key social strategies, such as cooperation, empathy, and interaction with native speakers,
are directly associated with the development of communicative competence in a foreign language.
Their implementation enables students to communicate more effectively in professional settings.
Additionally, these strategies align with active learning methodologies, encouraging interaction
among peers, practical language use, and intercultural understanding. This engagement deepens
students' connection to the learning process and motivates them to actively pursue their linguistic
development.
The effectiveness of social strategies is well-supported by evidence from various studies,
which demonstrate their ability to improve language skills and facilitate effective communication
in foreign language contexts. These findings reinforce the importance of integrating social
strategies into professional internships, particularly for students aiming to enhance their oral
communication skills in English.
Metacognitive Strategies Applied in Professional Internships
In recent years, there has been a significant shift in language teaching, focusing on
strategies that enhance student autonomy and self-regulation. Raoofi (n.d.) highlights the critical
role of metacognitive strategies in second language learning, emphasizing their impact on
students' ability to plan, monitor, and evaluate their progress. The effective integration of these
strategies holds immense importance in honing language skills during professional internships.
By incorporating these strategies into the research, an insightful analysis emerges of how the
understanding and regulation of the learning process influence students' linguistic development.
Literature Review
Building upon reflections from Lejarreta, Garay, and Romero (2012), the significance of
social strategies in the specific context of this study becomes evident. The effective
implementation of these strategies can have a substantial impact on the development of language
skills, particularly for A2-level tourism students during their professional internships. The
primary objective is to enhance English communication through the practical application of these
strategies, fostering students' linguistic advancement and fluency throughout their internship
experiences.
Burešová (2007) highlights that social strategies, when utilized in student-centered
environments, play a crucial role in developing language skills by promoting interaction,
collaboration, and communication among learners. These strategies are especially impactful in
professional contexts, where students engage in authentic interactions. Moreover, Burešová
underscores that these strategies not only enhance fluency and communicative competence in
English but also contribute to more effective and enduring learning. By applying language in real-
world situations, students can experience meaningful practice that reinforces their learning
outcomes.
Key social strategies, such as cooperation, empathy, and interaction with native speakers,
are directly associated with the development of communicative competence in a foreign language.
Their implementation enables students to communicate more effectively in professional settings.
Additionally, these strategies align with active learning methodologies, encouraging interaction
among peers, practical language use, and intercultural understanding. This engagement deepens
students' connection to the learning process and motivates them to actively pursue their linguistic
development.
The effectiveness of social strategies is well-supported by evidence from various studies,
which demonstrate their ability to improve language skills and facilitate effective communication
in foreign language contexts. These findings reinforce the importance of integrating social
strategies into professional internships, particularly for students aiming to enhance their oral
communication skills in English.
Metacognitive Strategies Applied in Professional Internships
In recent years, there has been a significant shift in language teaching, focusing on
strategies that enhance student autonomy and self-regulation. Raoofi (n.d.) highlights the critical
role of metacognitive strategies in second language learning, emphasizing their impact on
students' ability to plan, monitor, and evaluate their progress. The effective integration of these
strategies holds immense importance in honing language skills during professional internships.
By incorporating these strategies into the research, an insightful analysis emerges of how the
understanding and regulation of the learning process influence students' linguistic development.
Vol. 12/ Núm. 1 2025 pág. 436
It's significant to apply these strategies at every stage—preparation, execution, and post-
analysis—as their consistent application throughout could significantly amplify their
effectiveness. These strategies, centered on awareness and regulation of learning, establish a
robust framework to enrich students' internship experiences. Beginning from the initial planning
phase through subsequent assessments, fostering awareness of the learning process, setting clear
objectives, engaging in self-reflection, and meticulous documentation can be implemented to
actively enhance English language proficiency.
This strategic integration not only fortifies students' language prowess in practical work
settings but also nurtures self-regulation and critical reflection—vital skills for effective and
enduring learning in the dynamic field of tourism. Leveraging tools such as heightened awareness,
structured planning, thorough evaluation, introspective analysis, and detailed documentation can
significantly enhance the learning experience and provide invaluable insights into assessing the
impact of both metacognitive and social strategies on students' language competencies throughout
their internships.
The study by Nosratinia, Saveiy, and Zaker (2014) emphasizes the interrelationship
between self-efficacy, metacognitive awareness, and the use of language learning strategies in
English as a Foreign Language (EFL) students, which is relevant to my investigation on the
impact of professional internships on language skill development. This study provides a valuable
perspective on how students' self-confidence and awareness of their cognitive processes can
influence the effectiveness of language learning strategies. Findings from this research suggest
that strengthening students' self-efficacy and metacognitive awareness can positively impact their
ability to use language learning strategies during professional internships, potentially enhancing
their linguistic performance in a real work setting.
This indicates that understanding and promoting self-efficacy and metacognitive awareness
may be important considerations when designing internship programs aimed at improving English
language skills for students in the tourism field (Nosratinia, Saveiy, & Zaker, 2014).
Communicative Language Teaching Approach (CLT),
According to Alamri (n.d.), the predominant approach in language education worldwide is
Communicative Language Teaching (CLT), which enables students to express themselves and
engage in collaborative activities during classes. Communicative teaching has brought about
significant changes in language teaching and learning methods, focusing on developing
communicative competence and teaching the four language skills: listening, speaking, reading,
and writing. This approach is recognized for fostering active student participation in interactive
and authentic classes, thus stimulating their interest in learning. Furthermore, communicative
teaching has been widely adopted in schools, universities, and other language institutes globally,
becoming a universally utilized educational approach. Its primary goal is to enhance students'
It's significant to apply these strategies at every stage—preparation, execution, and post-
analysis—as their consistent application throughout could significantly amplify their
effectiveness. These strategies, centered on awareness and regulation of learning, establish a
robust framework to enrich students' internship experiences. Beginning from the initial planning
phase through subsequent assessments, fostering awareness of the learning process, setting clear
objectives, engaging in self-reflection, and meticulous documentation can be implemented to
actively enhance English language proficiency.
This strategic integration not only fortifies students' language prowess in practical work
settings but also nurtures self-regulation and critical reflection—vital skills for effective and
enduring learning in the dynamic field of tourism. Leveraging tools such as heightened awareness,
structured planning, thorough evaluation, introspective analysis, and detailed documentation can
significantly enhance the learning experience and provide invaluable insights into assessing the
impact of both metacognitive and social strategies on students' language competencies throughout
their internships.
The study by Nosratinia, Saveiy, and Zaker (2014) emphasizes the interrelationship
between self-efficacy, metacognitive awareness, and the use of language learning strategies in
English as a Foreign Language (EFL) students, which is relevant to my investigation on the
impact of professional internships on language skill development. This study provides a valuable
perspective on how students' self-confidence and awareness of their cognitive processes can
influence the effectiveness of language learning strategies. Findings from this research suggest
that strengthening students' self-efficacy and metacognitive awareness can positively impact their
ability to use language learning strategies during professional internships, potentially enhancing
their linguistic performance in a real work setting.
This indicates that understanding and promoting self-efficacy and metacognitive awareness
may be important considerations when designing internship programs aimed at improving English
language skills for students in the tourism field (Nosratinia, Saveiy, & Zaker, 2014).
Communicative Language Teaching Approach (CLT),
According to Alamri (n.d.), the predominant approach in language education worldwide is
Communicative Language Teaching (CLT), which enables students to express themselves and
engage in collaborative activities during classes. Communicative teaching has brought about
significant changes in language teaching and learning methods, focusing on developing
communicative competence and teaching the four language skills: listening, speaking, reading,
and writing. This approach is recognized for fostering active student participation in interactive
and authentic classes, thus stimulating their interest in learning. Furthermore, communicative
teaching has been widely adopted in schools, universities, and other language institutes globally,
becoming a universally utilized educational approach. Its primary goal is to enhance students'
Vol. 12/ Núm. 1 2025 pág. 437
communicative competence, prioritizing comprehension and effective language use in real-life
situations.
As per Miguel (n.d.), the CLT approach tends to be a student-centered language teaching
practice that is situation-oriented. Within these situational practices, teachers typically develop
activities related to the communities and societies where students live. With these familiar
backgrounds and a grasp of vocabulary and sentence application, students are more likely to share
their thoughts with peers. Additionally, while situational speaking practices may not emphasize
grammar and sentence translation accuracy, they enable students to enhance their comprehension,
language usage, and communication skills.
Under this argument, the CLT approach provides a dynamic framework that fosters student
engagement and active participation in the language learning process. By centering instruction
around real-life situations and contexts relevant to students' lives, CLT creates an immersive
learning environment where language acquisition occurs naturally. Pre-professional practice
settings such as travel agencies, cruise terminals, airports, restaurants, and bus terminals play a
crucial role in facilitating meaningful interactions and collaborative activities that encourage
students to communicate authentically.
Moreover, the emphasis on student-centered learning in CLT empowers learners to take
ownership of their language development. Rather than passively receiving instruction, students
become active participants in constructing their understanding of language usage and cultural
nuances. Through hands-on activities and authentic communication tasks, they are better
equipped to navigate diverse linguistic situations and engage confidently in real-world
interactions.
Furthermore, the situational focus of CLT promotes language fluency and communicative
competence by prioritizing meaningful communication over grammatical accuracy. By providing
opportunities for students to express themselves freely and creatively, CLT nurtures their
language skills in a supportive and interactive learning environment. As a result, students not only
acquire linguistic proficiency but also develop the confidence and proficiency to effectively
communicate in a variety of social and professional contexts.
Cooperative Learning Approach.
Modern pedagogical approaches, such as cooperative learning, emphasize active
participation and collaboration among students. Felder and Brent (2007) highlight that
cooperative learning not only enhances knowledge retention but also improves communication
and problem-solving skills, making it an essential strategy for language acquisition. The idea that
students learn more by actively engaging in a task rather than passively observing and listening
has long been recognized by both cognitive psychologists and effective educators. By its very
nature, cooperative learning entails active student involvement. Furthermore, cooperation
enhances learning in multiple ways. Students experiencing difficulties tend to persist more when
communicative competence, prioritizing comprehension and effective language use in real-life
situations.
As per Miguel (n.d.), the CLT approach tends to be a student-centered language teaching
practice that is situation-oriented. Within these situational practices, teachers typically develop
activities related to the communities and societies where students live. With these familiar
backgrounds and a grasp of vocabulary and sentence application, students are more likely to share
their thoughts with peers. Additionally, while situational speaking practices may not emphasize
grammar and sentence translation accuracy, they enable students to enhance their comprehension,
language usage, and communication skills.
Under this argument, the CLT approach provides a dynamic framework that fosters student
engagement and active participation in the language learning process. By centering instruction
around real-life situations and contexts relevant to students' lives, CLT creates an immersive
learning environment where language acquisition occurs naturally. Pre-professional practice
settings such as travel agencies, cruise terminals, airports, restaurants, and bus terminals play a
crucial role in facilitating meaningful interactions and collaborative activities that encourage
students to communicate authentically.
Moreover, the emphasis on student-centered learning in CLT empowers learners to take
ownership of their language development. Rather than passively receiving instruction, students
become active participants in constructing their understanding of language usage and cultural
nuances. Through hands-on activities and authentic communication tasks, they are better
equipped to navigate diverse linguistic situations and engage confidently in real-world
interactions.
Furthermore, the situational focus of CLT promotes language fluency and communicative
competence by prioritizing meaningful communication over grammatical accuracy. By providing
opportunities for students to express themselves freely and creatively, CLT nurtures their
language skills in a supportive and interactive learning environment. As a result, students not only
acquire linguistic proficiency but also develop the confidence and proficiency to effectively
communicate in a variety of social and professional contexts.
Cooperative Learning Approach.
Modern pedagogical approaches, such as cooperative learning, emphasize active
participation and collaboration among students. Felder and Brent (2007) highlight that
cooperative learning not only enhances knowledge retention but also improves communication
and problem-solving skills, making it an essential strategy for language acquisition. The idea that
students learn more by actively engaging in a task rather than passively observing and listening
has long been recognized by both cognitive psychologists and effective educators. By its very
nature, cooperative learning entails active student involvement. Furthermore, cooperation
enhances learning in multiple ways. Students experiencing difficulties tend to persist more when
Vol. 12/ Núm. 1 2025 pág. 438
working in teams compared to when they work individually. Conversely, high-performing
students, when tasked with explaining and clarifying concepts to their peers, often uncover gaps
in their understanding and proceed to fill them in.
Additionally, when students collaborate, they exhibit increased involvement in group
discussions, demonstrate a higher level of discourse, engage in fewer interruptions when others
are speaking, and offer more intellectually valuable contributions. Collaborative work fosters an
understanding of the common goal of the group and the importance of assisting and supporting
each other's learning. Consequently, students are motivated to provide information, cues,
reminders, and encouragement when their peers seek assistance or demonstrate a need for support
(Gillies & Boyle, 2010).
Collaborative approaches, such as cooperative learning, prove to be effective tools for
Among the key strategies to be implemented in this study are social strategies and metacognitive
strategies. Burešová (2007) highlights the importance of a student-centered approach to language
teaching, emphasizing how social strategies can foster effective communication and enhance
language learning. Student collaboration not only fosters more active participation and higher-
level discourse but also promotes a deeper understanding of concepts and intrinsic motivation to
learn and assist others. These group dynamics can be particularly beneficial for A2-level students,
providing them with a supportive environment and the opportunity to practice their language skills
authentically. Consequently, internships that incorporate collaborative approaches have the
potential to enhance the oral expression skills of A2-level students significantly.
Community Language Learning
Ali (2018) provides a detailed description of the Community Language Learning method,
an educational approach centered around group dynamics and counseling. This method draws
inspiration from Carl Rogers' ideas on education and emphasizes the importance of allowing
students to express their feelings and experiences not only about the language but also about the
learning process. In this approach, students are seen as a group in need of guidance rather than a
traditional class.
In a study titled "A Pilot Case Study of a Student Learning Community", the dynamic and
diverse nature of this learning community and its participants has been observed. In terms of
focus, the primary goal of participating in the community is to enhance English speaking skills
by discussing everyday topics. This study provides an initial insight into how a learning
community can influence the development of specific language skills at an A2 level, highlighting
the importance of defined roles, leadership, and language practices in the learning process
(Hooper, 2020).
In light of Ali's (2018) detailed exploration of the Community Language Learning method,
which underscores the significance of group dynamics and counseling in educational approaches,
there arises a compelling prospect for its application within the realm of professional internships
working in teams compared to when they work individually. Conversely, high-performing
students, when tasked with explaining and clarifying concepts to their peers, often uncover gaps
in their understanding and proceed to fill them in.
Additionally, when students collaborate, they exhibit increased involvement in group
discussions, demonstrate a higher level of discourse, engage in fewer interruptions when others
are speaking, and offer more intellectually valuable contributions. Collaborative work fosters an
understanding of the common goal of the group and the importance of assisting and supporting
each other's learning. Consequently, students are motivated to provide information, cues,
reminders, and encouragement when their peers seek assistance or demonstrate a need for support
(Gillies & Boyle, 2010).
Collaborative approaches, such as cooperative learning, prove to be effective tools for
Among the key strategies to be implemented in this study are social strategies and metacognitive
strategies. Burešová (2007) highlights the importance of a student-centered approach to language
teaching, emphasizing how social strategies can foster effective communication and enhance
language learning. Student collaboration not only fosters more active participation and higher-
level discourse but also promotes a deeper understanding of concepts and intrinsic motivation to
learn and assist others. These group dynamics can be particularly beneficial for A2-level students,
providing them with a supportive environment and the opportunity to practice their language skills
authentically. Consequently, internships that incorporate collaborative approaches have the
potential to enhance the oral expression skills of A2-level students significantly.
Community Language Learning
Ali (2018) provides a detailed description of the Community Language Learning method,
an educational approach centered around group dynamics and counseling. This method draws
inspiration from Carl Rogers' ideas on education and emphasizes the importance of allowing
students to express their feelings and experiences not only about the language but also about the
learning process. In this approach, students are seen as a group in need of guidance rather than a
traditional class.
In a study titled "A Pilot Case Study of a Student Learning Community", the dynamic and
diverse nature of this learning community and its participants has been observed. In terms of
focus, the primary goal of participating in the community is to enhance English speaking skills
by discussing everyday topics. This study provides an initial insight into how a learning
community can influence the development of specific language skills at an A2 level, highlighting
the importance of defined roles, leadership, and language practices in the learning process
(Hooper, 2020).
In light of Ali's (2018) detailed exploration of the Community Language Learning method,
which underscores the significance of group dynamics and counseling in educational approaches,
there arises a compelling prospect for its application within the realm of professional internships
Vol. 12/ Núm. 1 2025 pág. 439
for students pursuing tourism studies at ULEAM. By embracing this method, students can harness
the supportive environment and collaborative ethos of a learning community to bolster their
English-speaking skills in real-world contexts encountered during their internships. Encouraging
participants to engage in discussions on everyday topics related to the tourism industry not only
fosters language proficiency but also cultivates a deeper understanding of the nuances of
communication within the field. Moreover, this approach aligns with the ethos of the learning
community, where students are viewed as a cohesive group in need of guidance and support rather
than mere participants in a traditional classroom setting. Integrating the principles of the
Community Language Learning method into the framework of professional internships offers a
promising avenue for enhancing language acquisition and fostering holistic professional
development among tourism students at ULEAM.
Oral expressions
According to De las Casas et al. (2022), oral expression, as a linguistic skill, is an essential
component of the communicative approach, requiring activities that foster effective
communication. This skill integrates phonological, lexical, and morphosyntactic aspects, along
with extralinguistic elements such as communication strategies, gestures, and proximity.
Additionally, psycholinguistic constraints, including memory and anxiety, and interactive
discourses play a significant role. These elements collectively suggest that oral expression is best
understood as a form of interactive communication.
The study of oral expression in a second language frequently emphasizes fluency, accuracy,
and complexity as key indicators of proficiency. (Arbaoui, 2023) underscores the importance of
these components, asserting that task-based instruction effectively supports their development
through structured and communicative activities. Research in this field typically focuses on four
main areas: (i) establishing theoretical models for spoken language development, (ii) researching
effective evaluation methods for oral English, (iii) exploring the characteristics and patterns of
oral expression, and (iv) enhancing teaching methodologies.
Moreover, scholars have highlighted the relevance of communication strategies, individual
differences, and the balance between fluency, accuracy, and complexity in oral expression.
Despite these efforts, much of the existing research has primarily targeted freshmen and middle
school students, leaving the needs of college students underexplored. Fewer studies have assessed
the current state and critical issues of students' oral proficiency, particularly in higher education,
with a predominant focus on fluency, accuracy, and complexity.
Skehan (1996) affirms that fluency, accuracy, and complexity are fundamental indicators
of oral proficiency. Crookes and Wigglesworth further suggest that communication validity can
be evaluated by examining grammatical accuracy in learners' oral expressions. According to Jiang
and Zhou (2022), a comprehensive assessment of spoken language ability should also include
dimensions such as accuracy, richness, coherence, fluency, appropriateness, and flexibility.
for students pursuing tourism studies at ULEAM. By embracing this method, students can harness
the supportive environment and collaborative ethos of a learning community to bolster their
English-speaking skills in real-world contexts encountered during their internships. Encouraging
participants to engage in discussions on everyday topics related to the tourism industry not only
fosters language proficiency but also cultivates a deeper understanding of the nuances of
communication within the field. Moreover, this approach aligns with the ethos of the learning
community, where students are viewed as a cohesive group in need of guidance and support rather
than mere participants in a traditional classroom setting. Integrating the principles of the
Community Language Learning method into the framework of professional internships offers a
promising avenue for enhancing language acquisition and fostering holistic professional
development among tourism students at ULEAM.
Oral expressions
According to De las Casas et al. (2022), oral expression, as a linguistic skill, is an essential
component of the communicative approach, requiring activities that foster effective
communication. This skill integrates phonological, lexical, and morphosyntactic aspects, along
with extralinguistic elements such as communication strategies, gestures, and proximity.
Additionally, psycholinguistic constraints, including memory and anxiety, and interactive
discourses play a significant role. These elements collectively suggest that oral expression is best
understood as a form of interactive communication.
The study of oral expression in a second language frequently emphasizes fluency, accuracy,
and complexity as key indicators of proficiency. (Arbaoui, 2023) underscores the importance of
these components, asserting that task-based instruction effectively supports their development
through structured and communicative activities. Research in this field typically focuses on four
main areas: (i) establishing theoretical models for spoken language development, (ii) researching
effective evaluation methods for oral English, (iii) exploring the characteristics and patterns of
oral expression, and (iv) enhancing teaching methodologies.
Moreover, scholars have highlighted the relevance of communication strategies, individual
differences, and the balance between fluency, accuracy, and complexity in oral expression.
Despite these efforts, much of the existing research has primarily targeted freshmen and middle
school students, leaving the needs of college students underexplored. Fewer studies have assessed
the current state and critical issues of students' oral proficiency, particularly in higher education,
with a predominant focus on fluency, accuracy, and complexity.
Skehan (1996) affirms that fluency, accuracy, and complexity are fundamental indicators
of oral proficiency. Crookes and Wigglesworth further suggest that communication validity can
be evaluated by examining grammatical accuracy in learners' oral expressions. According to Jiang
and Zhou (2022), a comprehensive assessment of spoken language ability should also include
dimensions such as accuracy, richness, coherence, fluency, appropriateness, and flexibility.
Vol. 12/ Núm. 1 2025 pág. 440
MATERIALS AND METHODS
This study applies a non-experimental design, focusing on observing and measuring
variables without direct intervention. It employs a mixed-methods approach, as described by
Hernández, Fernández, and Baptista (2003), which combines qualitative and quantitative
methodologies, allowing for an integrated analysis throughout the research process. This
methodology leverages the advantages of both approaches, despite adding complexity to the study
design.
Research Design
The independent variable of the study is participation in professional internships, while the
dependent variable is the development of English oral expression skills for A2-level students in
the tourism field. These variables are explored through qualitative and quantitative data collection
techniques.
Data Collection Techniques
Quantitative Analysis:
• Statistical analysis was conducted using descriptive and inferential techniques.
• Metrics such as means, standard deviations, and frequency distributions were utilized to
evaluate the extent of improvement in speaking skills.
• Surveys with Likert-scale questions measured participants' self-assessment of fluency,
vocabulary, and confidence.
Qualitative Analysis:
• Thematic analysis was employed to analyze responses to open-ended questions, identifying
recurring themes and insights into participants’ language development during internships.
• Data were coded and categorized to extract meaningful narratives reflecting students'
experiences.
Population and Sampling
The study involved a sample of 41 participants (14 males and 27 females) aged 20–23
years, predominantly of Hispanic descent, with 95% from Manabí province, Ecuador. A
heterogeneous composition was ensured by including participants from cities like Manta,
Portoviejo, and other regions. Most participants come from lower-middle-class backgrounds, with
98% having attended public schools. Economically, many families rely on incomes near the
minimum wage, with 5% of participants holding part-time jobs.
All participants demonstrated A2-level English proficiency and engaged in pre-
professional practices in tourism-related settings, such as travel agencies, cruise terminals,
airports, and museums.
MATERIALS AND METHODS
This study applies a non-experimental design, focusing on observing and measuring
variables without direct intervention. It employs a mixed-methods approach, as described by
Hernández, Fernández, and Baptista (2003), which combines qualitative and quantitative
methodologies, allowing for an integrated analysis throughout the research process. This
methodology leverages the advantages of both approaches, despite adding complexity to the study
design.
Research Design
The independent variable of the study is participation in professional internships, while the
dependent variable is the development of English oral expression skills for A2-level students in
the tourism field. These variables are explored through qualitative and quantitative data collection
techniques.
Data Collection Techniques
Quantitative Analysis:
• Statistical analysis was conducted using descriptive and inferential techniques.
• Metrics such as means, standard deviations, and frequency distributions were utilized to
evaluate the extent of improvement in speaking skills.
• Surveys with Likert-scale questions measured participants' self-assessment of fluency,
vocabulary, and confidence.
Qualitative Analysis:
• Thematic analysis was employed to analyze responses to open-ended questions, identifying
recurring themes and insights into participants’ language development during internships.
• Data were coded and categorized to extract meaningful narratives reflecting students'
experiences.
Population and Sampling
The study involved a sample of 41 participants (14 males and 27 females) aged 20–23
years, predominantly of Hispanic descent, with 95% from Manabí province, Ecuador. A
heterogeneous composition was ensured by including participants from cities like Manta,
Portoviejo, and other regions. Most participants come from lower-middle-class backgrounds, with
98% having attended public schools. Economically, many families rely on incomes near the
minimum wage, with 5% of participants holding part-time jobs.
All participants demonstrated A2-level English proficiency and engaged in pre-
professional practices in tourism-related settings, such as travel agencies, cruise terminals,
airports, and museums.
Vol. 12/ Núm. 1 2025 pág. 441
Ethical Considerations
Prior informed consent was obtained from all participants, ensuring voluntary participation
and confidentiality of responses. Ethical guidelines on data handling, anonymity, and privacy
were rigorously followed. Participants retained the right to withdraw at any stage without
repercussions.
Illustration 1
Instruments of the study
The instruments used in this study are demonstrated in Illustration 1, which provides a
detailed overview of the tools employed for data collection and analysis. These instruments
include surveys with Likert-scale questions to measure fluency, vocabulary, and confidence,
open-ended questions to explore students' experiences and challenges, and observation sheets to
assess performance and engagement during internships.
RESULTS AND DISCUSSION
This section presents a detailed analysis of the survey responses, illustrating the impact of
professional internships on various dimensions of language learning. The findings are organized
into two key areas: (1) the independent variable—participation in professional internships, and
(2) the dependent variable—development of English oral expression skills. The results not only
highlight the effectiveness of internships as a pedagogical tool but also identify challenges that
require attention to optimize learning outcomes. These insights contribute to a deeper
understanding of how professional settings can support second language acquisition and align
with theoretical perspectives on active and contextualized learning.
Survey Questions:
Focused on the tasks performed
during internships, the
frequency of English
communication, and self-
assessment of language skills
improvement.
Likert-scale questions captured
levels of fluency, grammatical
accuracy, vocabulary growth,
and confidence.
Open-ended Questions:
Explored challenges and
experiences encountered during
internships.
Observation Sheets:
Monitored participants'
performance and engagement
during internships.
Ethical Considerations
Prior informed consent was obtained from all participants, ensuring voluntary participation
and confidentiality of responses. Ethical guidelines on data handling, anonymity, and privacy
were rigorously followed. Participants retained the right to withdraw at any stage without
repercussions.
Illustration 1
Instruments of the study
The instruments used in this study are demonstrated in Illustration 1, which provides a
detailed overview of the tools employed for data collection and analysis. These instruments
include surveys with Likert-scale questions to measure fluency, vocabulary, and confidence,
open-ended questions to explore students' experiences and challenges, and observation sheets to
assess performance and engagement during internships.
RESULTS AND DISCUSSION
This section presents a detailed analysis of the survey responses, illustrating the impact of
professional internships on various dimensions of language learning. The findings are organized
into two key areas: (1) the independent variable—participation in professional internships, and
(2) the dependent variable—development of English oral expression skills. The results not only
highlight the effectiveness of internships as a pedagogical tool but also identify challenges that
require attention to optimize learning outcomes. These insights contribute to a deeper
understanding of how professional settings can support second language acquisition and align
with theoretical perspectives on active and contextualized learning.
Survey Questions:
Focused on the tasks performed
during internships, the
frequency of English
communication, and self-
assessment of language skills
improvement.
Likert-scale questions captured
levels of fluency, grammatical
accuracy, vocabulary growth,
and confidence.
Open-ended Questions:
Explored challenges and
experiences encountered during
internships.
Observation Sheets:
Monitored participants'
performance and engagement
during internships.
Vol. 12/ Núm. 1 2025 pág. 442
Table 1
Independent Variable Results
Dimension/Item Most Frequent
Response Other Observations
Q1: Hours dedicated to
professional internships
16 hours per week
(60%)
30% dedicate 20 hours
10% dedicate 10 hours
Q2: Tasks involving English
communication
Customer service
(50%)
Managing reservations (30%)
Assisting in tourism activities
(20%)
Q3: Interaction with native English
speakers Weekly (40%) Monthly (35%)
Never (25%)
Q4: Contribution of internships to
English communication skills
Significant or
intensive (70%)
Moderate (20%)
Minimal (10%)
Q5: Level of supervision received
for improving English skills Significant (50%) Moderate (30%)
Minimal or none (20%)
Table 2
Dependent Variable Results
Dimension/Item Most Frequent Response Other Observations
Q6: Fluency in oral English
before starting internships Fair (35%) Poor (40%),
Good (25%)
Q7: Improvement in grammatical
accuracy Agree (60%)
Strongly agree (25%)
Neutral (10%)
Disagree (5%)
Q8: Vocabulary expansión Agree (65%) Neutral (20%)
Disagree (15%)
Q9: Increase in confidence when
communicating in English Agree (35%) Neutral (10%)
Disagree (20%)
Q10: Challenges encountered
while enhancing oral skills
Nervousness interacting
with native speakers (50%)
Limited technical
vocabulary (30%)
Listening comprehension
difficulties (20%)
This study highlights the significant role that professional internships play in developing
English oral expression skills for A2-level students in the tourism sector. The findings
Table 1
Independent Variable Results
Dimension/Item Most Frequent
Response Other Observations
Q1: Hours dedicated to
professional internships
16 hours per week
(60%)
30% dedicate 20 hours
10% dedicate 10 hours
Q2: Tasks involving English
communication
Customer service
(50%)
Managing reservations (30%)
Assisting in tourism activities
(20%)
Q3: Interaction with native English
speakers Weekly (40%) Monthly (35%)
Never (25%)
Q4: Contribution of internships to
English communication skills
Significant or
intensive (70%)
Moderate (20%)
Minimal (10%)
Q5: Level of supervision received
for improving English skills Significant (50%) Moderate (30%)
Minimal or none (20%)
Table 2
Dependent Variable Results
Dimension/Item Most Frequent Response Other Observations
Q6: Fluency in oral English
before starting internships Fair (35%) Poor (40%),
Good (25%)
Q7: Improvement in grammatical
accuracy Agree (60%)
Strongly agree (25%)
Neutral (10%)
Disagree (5%)
Q8: Vocabulary expansión Agree (65%) Neutral (20%)
Disagree (15%)
Q9: Increase in confidence when
communicating in English Agree (35%) Neutral (10%)
Disagree (20%)
Q10: Challenges encountered
while enhancing oral skills
Nervousness interacting
with native speakers (50%)
Limited technical
vocabulary (30%)
Listening comprehension
difficulties (20%)
This study highlights the significant role that professional internships play in developing
English oral expression skills for A2-level students in the tourism sector. The findings
Vol. 12/ Núm. 1 2025 pág. 443
demonstrate that internships provide students with meaningful opportunities to enhance their
fluency, accuracy, vocabulary, and confidence in real-world contexts. These outcomes align with
theoretical perspectives, such as those of Gass and Mackey (2015), who emphasize the importance
of interaction and output in second language acquisition, and Skehan (1996), who underscores
the value of task-based approaches in promoting communicative competence.
Students reported notable improvements in their language skills, particularly when
exposed to tasks that required active use of English, such as customer service and reservations
management. However, challenges such as limited interaction with native speakers and
insufficient supervision highlight areas for improvement in internship design. Addressing these
gaps can further optimize the learning experience and maximize the potential benefits of
internships.
The integration of social and metacognitive strategies, as discussed by Burešová (2007)
and Raoofi (n.d.), proved to be instrumental in fostering self-regulation and active engagement
among students. These strategies not only enhanced language development but also encouraged
students to approach their learning with greater confidence and autonomy.
In conclusion, professional internships represent a valuable pedagogical tool for bridging
the gap between theoretical knowledge and practical application. By refining internship programs
to include more structured support, increased interaction with native speakers, and targeted
feedback, educational institutions can further empower students to succeed in both their academic
and professional pursuits. Future research should explore the long-term impact of internships on
language proficiency and their potential application across different educational and cultural
contexts.
demonstrate that internships provide students with meaningful opportunities to enhance their
fluency, accuracy, vocabulary, and confidence in real-world contexts. These outcomes align with
theoretical perspectives, such as those of Gass and Mackey (2015), who emphasize the importance
of interaction and output in second language acquisition, and Skehan (1996), who underscores
the value of task-based approaches in promoting communicative competence.
Students reported notable improvements in their language skills, particularly when
exposed to tasks that required active use of English, such as customer service and reservations
management. However, challenges such as limited interaction with native speakers and
insufficient supervision highlight areas for improvement in internship design. Addressing these
gaps can further optimize the learning experience and maximize the potential benefits of
internships.
The integration of social and metacognitive strategies, as discussed by Burešová (2007)
and Raoofi (n.d.), proved to be instrumental in fostering self-regulation and active engagement
among students. These strategies not only enhanced language development but also encouraged
students to approach their learning with greater confidence and autonomy.
In conclusion, professional internships represent a valuable pedagogical tool for bridging
the gap between theoretical knowledge and practical application. By refining internship programs
to include more structured support, increased interaction with native speakers, and targeted
feedback, educational institutions can further empower students to succeed in both their academic
and professional pursuits. Future research should explore the long-term impact of internships on
language proficiency and their potential application across different educational and cultural
contexts.
Vol. 12/ Núm. 1 2025 pág. 444
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and teaching contexts. Recuperado de https://eric.ed.gov/?id=EJ1192263
Ali, S. Y. M. (2018). Community language learning. In The TESOL Encyclopedia of English
Language Teaching (pp. 1–5). https://doi.org/10.1002/9781118784235.eelt0160
Arbaoui, F. Z. E. (2023). Improving business students’ speaking skill through task-based
instruction in Moroccan EFL classroom. European Journal Of Education Studies, 10(8).
https://doi.org/10.46827/ejes.v10i8.4928
Burešová, H. (2007). Social strategies in foreign language teaching (Tesis de maestría,
Universidad de Masaryk, República Checa). Recuperada de https://theses.cz/id/m0t9mv/
De las Casas, L. I. Z., Rodríguez-Barboza, J. R., Sánchez, M. I. C., & Mejía, V. L. V. (2022). E-
learning in communicative competence. International Journal of Health Sciences, 6(4),
7508–7517. https://doi.org/10.53730/ijhs.v6ns4.10655
Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209–224.
https://doi.org/10.1016/j.system.2004.12.006
Felder, R. M., & Brent, R. (2007). Cooperative learning. In P. A. Mabrouk (Ed.), Active learning:
Models from the analytical sciences (ACS Symposium Series, Vol. 970, pp. 34–53).
American Chemical Society. https://doi.org/10.1021/bk-2007-0970.ch004
Gass, S. M., & Mackey, A. (2014). Input, Interaction, and Output in Second Language
Acquisition. Theories In Second Language Acquisition, 194-220.
https://doi.org/10.4324/9780203628942-15
Gillies, R. M., & Boyle, M. (2010). Teachers’ reflections on cooperative learning: Issues of
implementation. Teaching and Teacher Education, 26(4), 933–940.
https://doi.org/10.1016/j.tate.2009.10.034
Hernández, R., Fernández, C., & Baptista, P. (2003). Metodología de la investigación (3ª ed.).
México: McGraw-Hill.
Hismanoglu, M. (s. f.). Language learning strategies in foreign language learning and teaching
(TESL/TEFL). The Internet TESL Journal. Recuperado de
http://iteslj.org/Articles/HismanogluStrategies.html
Hooper, D. (2020). A pilot case study of a student learning community. Relay Journal, 3(1), 140–
145. https://doi.org/10.37237/relay/030111
Jiang, M., & Zhou, H. (2022). Investigation and analysis of the oral expression competency
among students in second-tier universities: Based on China’s standards of English
language ability. Journal of Contemporary Educational Research, 6(2), 27–42.
https://doi.org/10.26689/jcer.v6i2.3563
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Nosratinia, M., Saveiy, M., & Zaker, A. (2014). EFL learners’ self-efficacy, metacognitive
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