Ludic activities to develop speaking skills in students of elementary basic education Actividades lúdicas para desarrollar la habilidad de comunicación oral en estudiantes de educación básica elemental

Abstract

This study investigates the effectiveness of ludic activities in improving elementary school students' speaking proficiency within the Ecuadorian educational milieu. Through surveys administered to English teachers, prevalent challenges in English language education, particularly concerning speaking skills encompassing vocabulary, pronunciation, and interaction, were discerned. Employing the Cambridge A1 Pre-Starters rubric for pre-test and post-test evaluations, substantial enhancements in students' speaking proficiency were evident after instructional intervention employing ludic activities. Statistical scrutiny, explicitly utilizing a paired sample t-test, corroborated the statistical significance of these advancements. The findings underscore the significance of integrating interactive pedagogical strategies attuned to students' needs, fostering innovative language education approaches in Ecuador. Furthermore, the transformative potential of ludic activities in crafting vibrant and inclusive learning environments resonating with Ecuadorian students' cultural and linguistic diversity is underscored. These outcomes offer actionable insights for educators and policymakers alike to optimize language learning outcomes in analogous educational settings. By acknowledging the efficacy of ludic activities, educators are prompted to reevaluate language instruction methodologies, with the aim of better catering to the requirements of Ecuadorian students and nurturing a deeper appreciation for their linguistic heritage.