ECUADORIAN EFL TEACHERS’ EXPERIENCES IN FOSTERING STUDENTS’ ENGLISH-SPEAKING SKILLS: INSIGHTS INTO STRATEGIES AND CHALLENGES IN PUBLIC AND PRIVATE SCHOOLS
DOI:
https://doi.org/10.47230/unesum-ciencias.v9.n2.2025.124-136Keywords:
EFL teaching, Speaking skills, Teacher challenges, Teaching strategies, EcuadorAbstract
This study explores Ecuadorian EFL teachers' experiences (challenges and successes) in helping students develop their English-speaking skills. The Ecuadorian context presents unique challenges, including limited instructional time, a focus on grammar and writing over speaking, a shortage of qualified teachers, and low student motivation. This research investigates the strategies teachers use to support students in developing English-speaking skills, the specific challenges they face, and the strategies that have proven effective in fostering confident and proficient English speakers. Data was collected through a survey of 44 English language teachers from public and private schools in Ecuador. The findings highlight teachers' challenges in promoting oral communication skills, including limited class time, insufficient teacher training, and unequal access to technological resources, particularly in public schools. Despite these obstacles, teachers employ various strategies, such as collaborative tasks and technology integration, to foster speaking skills. The study underscores the need for targeted teacher training, increased instructional time, and equitable access to technology to improve English-speaking instruction in Ecuador.
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Copyright (c) 2025 Solange E. Guerrero, Amanda Sofía Moreira Baquerizo
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