Ciencia y Educación
(L-ISSN: 2790-8402 E-ISSN: 2707-3378)
Vol. 6 No. 10
Octubre del 2025
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LEARNING APPS FOR THE DEVELOPMENT OF SPEAKING SKILLS IN ENGLISH AS A
FOREIGN LANGUAGE STUDENTS
APLICACIONES DE APRENDIZAJE PARA EL DESARROLLO DE LA HABILIDAD ORAL
EN ESTUDIANTES DE INGLÉS COMO LENGUA EXTRANJERA
Autores: ¹María del Carmen Rosado Castro, ²Segundo Salvador Cazar Costales, ³Carmen
Andrea Letamendi Lazo y
4
Josué Reinaldo Bonilla Tenesaca.
¹ORCID ID: https://orcid.org/0009-0007-1638-9953
²ORCID ID: https://orcid.org/0000-0002-4113-4510
3
ORCID ID: https://orcid.org/0009-0009-2209-7038
4
ORCID ID: https://orcid.org/0000-0002-2760-1653
¹E-mail de contacto: mdrosadoc@ube.edu.ec
²E-mail de contacto: sscazarc@ube.edu.ec
³E-mail de contacto: caletamendil@ube.edu.ec
4
E-mail de contacto: jrbonillat@ube.edu.ec
Afiliación: ¹*²*³*
4
*Universidad Bolivariana del Ecuador, (Ecuador).
Artículo recibido: 18 de Septiembre del 2025
Artículo revisado: 20 de Septiembre del 2025
Artículo aprobado: 10 de Octubre del 2025
¹Licenciatura en Ciencias de la Educación Mención Idiomas Inglés Francés adquirida de la Universidad Técnica de Babahoyo, (Ecuador).
Magíster en Gestión Educativa en Organización Dirección e Innovación de los Centros Educativos adquirida de la Universidad Estatal de
Milagro, (Ecuador). Maestrante de la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad Bolivariana del
Ecuador, (Ecuador).
²Licenciatura en Ciencias de la Educación Profesor de Idiomas Inglés adquirida de la Universidad Nacional de Chimborazo, (Ecuador).
Maestrante de la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad Bolivariana del Ecuador, (Ecuador).
³Ingeniría en Ciencias Empresariales adquirida de la Universidad Particular de Especialidades Espíritu Santo, (Ecuador). Magíster en
Pedagogía de los Idiomas Nacionales y Extranjeros Mención en Enseñanza Inglés adquirida de la Universidad Casa Grande, (Ecuador).
4
Licenciatura en Ciencias de la Educación mención Inglés adquirida de la Universidad Técnica Particular de Loja, (Ecuador). Magíster
en Pedagogía de los Idiomas Nacionales y Extranjeros Mención en Enseñanza Inglés adquirida de la Universidad Casa Grande, (Ecuador).
PhD. en Ciencias Pedagógicas adquirida de la Universidad de Oriente, (Cuba).
Resumen
Este documento examina el efecto de las
tecnologías de aplicaciones móviles en las
habilidades orales de los aprendices de inglés
como lengua extranjera (EFL). Dado el bajo
nivel de competencia en inglés en Ecuador,
atribuido a la falta de práctica en comunicación
oral y métodos pedagógicos desactualizados,
así como el conocimiento tecnológico limitado
entre los profesores, este estudio tiene como
objetivo promover el uso de herramientas
tecnológicas como HelloTalk, Speaky y
Mondly para un aprendizaje más significativo
y atractivo. La metodología implementada fue
mixta, con una muestra de 50 estudiantes de
secundaria. La fluidez, pronunciación,
vocabulario, coherencia e interacción de los
estudiantes fueron evaluadas con una prueba
previa y una posterior. Los resultados
mostraron una mejora significativa debido a la
intervención tecnológica, particularmente en lo
que respecta a la fluidez verbal, la confianza
general y la comunicación oral. El uso de
aplicaciones que implementan el Modelo de
Aprendizaje Colaborativo Tándem permitió a
los estudiantes interactuar con hablantes
nativos o con IA, facilitando el contexto de
práctica. Además, hubo un alto grado de
motivación y autonomía entre los estudiantes a
medida que ingresaron a espacios de
aprendizaje auto dirigidos. El estudio
Tecnología móvil en la enseñanza del inglés
destaca que el aprendizaje del idioma inglés se
refuerza con la ayuda de aplicaciones móviles,
siempre que se utiliza un marco pedagógico
sólido para su implementación. Este marco
debe ir más allá de las habilidades de
comunicación básicas e incluir un enfoque
integrado que prepare a los estudiantes para
navegar en entornos profesionales globalizados
reales.
Palabras clave: Fluidez oral, Móviles,
Aprendizaje colaborativo, Enseñanza del
Inglés, Competencia comunicativa.
Ciencia y Educación
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Abstract
This paper examines the effect of mobile
application technologies on the speaking skill
of English as a Foreign Language (EFL)
learners. Given the low level of English
proficiency in Ecuador, attributed to a lack of
oral communication practice and outdated
pedagogical methods, as well as limited
technological knowledge among teachers, this
study aims to promote the use of technological
tools such as HelloTalk, Speaky, and Mondly
for more meaningful and engaging learning.
The methodology implemented was mixed,
with a sample of 50 high school students.
Students' fluency, pronunciation, vocabulary,
coherence, and interaction were assessed with
a pre- and post-test. The results showed
significant improvement due to the
technological intervention, particularly
regarding verbal fluency, overall confidence,
and oral communication. The use of
applications that implement the Tandem
Collaborative Learning Model allowed
students to interact with native speakers or AI,
facilitating the practice context. Furthermore,
there was a high degree of motivation and
autonomy among students as they entered self-
directed learning spaces. The study Mobile
Technology in English Teaching highlights
that English language learning is enhanced
with the help of mobile applications, provided
a solid pedagogical framework is used for their
implementation. This framework must go
beyond basic communication skills and include
an integrated approach that prepares students to
navigate real-world, globalized professional
environments.
Keywords: Speaking fluency, Mobile
applications, Collaborative learning,
English language teaching, Communicative
competence.
Sumário
Este artigo examina o efeito das tecnologias de
aplicativos móveis nas habilidades orais de
alunos de inglês como língua estrangeira (EFL).
Dado o baixo nível de proficiência em inglês no
Equador, atribuído à falta de prática de
comunicação oral e métodos pedagógicos
desatualizados, bem como ao conhecimento
tecnológico limitado entre os professores, este
estudo visa promover o uso de ferramentas
tecnológicas como HelloTalk, Speaky e
Mondly para uma aprendizagem mais
significativa e envolvente. A metodologia
implementada foi mista, com uma amostra de
50 alunos do ensino médio. A fluência, a
pronúncia, o vocabulário, a coerência e a
interação dos alunos foram avaliados por meio
de um pré e um pós-teste. Os resultados
mostraram uma melhora significativa devido à
intervenção tecnológica, particularmente em
relação à fluência verbal, à confiança geral e à
comunicação oral. O uso de aplicativos que
implementam o Modelo de Aprendizagem
Colaborativa Tandem permitiu que os alunos
interagissem com falantes nativos ou com IA,
facilitando o contexto de prática. Além disso,
houve um alto grau de motivação e autonomia
entre os alunos ao ingressarem em espaços de
aprendizagem autodirigida. O estudo
"Tecnologia Móvel no Ensino de Inglês:
Tendências Atuais e Futuras", de Mérida
(2015), destaca que a aprendizagem da língua
inglesa é potencializada com o auxílio de
aplicativos móveis, desde que seja utilizada
uma estrutura pedagógica sólida para sua
implementação. Essa estrutura deve ir além das
habilidades básicas de comunicação e incluir
uma abordagem integrada que prepare os alunos
para navegar em ambientes profissionais
globalizados e reais.
Palavras-chave: Fluência oral, Aplicativos
Móveis, Aprendizagem colaborativa, Ensino
de inglês, Competência comunicativa.
Introduction
The acquisition and improvement of oral
proficiency is a linguistic aspect that requires a
series of appropriate strategies and methods to
achieve the goal of English learning for students
(Haryanti et al., 2021). However, in Ecuador, a
discrepancy is observed that shows a
considerable decline, as indicated by the latest
EF English Proficiency Index study (Primicias,
2024). Ecuador ranks as the nation with the
lowest English language proficiency and has
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not yet achieved a level of English proficiency
that meets the guidelines of the Common
European Framework of Reference for
Languages. One of the factors contributing to
the inadequacy of English language proficiency
is the insufficient attention given to English
language learning, as well as the neglect by
English educators in promoting interest in
acquiring it. Furthermore, the Ecuadorian
educational system, particularly in public
institutions, shows academic inadequacy,
particularly in the field of English, where only
one to two hours of English are taught daily.
The results have proven unsatisfactory,
hindering the development of language skills
and, consequently, limiting access to positions
that meet these requirements and offer a more
supportive work environment. Developing oral
skills in learning this English-speaking
language has always been a challenge for many
students (Aziz & Kashinathan, 2021). This
difficulty is due to the limited practice of this
language skill, given the tendency of many
educators to focus on a single structure in their
lessons, specifically grammar and vocabulary,
optimizing the limited time available to
comprehensively address their curriculum. This
leads to the weakening of this skill and,
consequently, insufficient development of oral
skills for communication in the educational
setting.
Another frequently identified problem is that
educators, despite having qualifications in
English instruction, currently lack up-to-date or
B2-level English proficiency. This translates
into limited skills to enhance students' oral
comprehension. This is compounded by
insufficient technology management; in other
words, educators face obstacles in accessing
various technological resources and providing a
more effective visual, fun, and pedagogical
methodology (Jarilkapovich, 2025). This
facilitates the transmission of knowledge and
the improvement of the four English language
skills. Technology plays an essential role in
human progress. With the advancement of
society, there has been a need to adapt to the use
of technological resources, not only for personal
development but also in professional and
academic settings. Consequently, according to
Xiao & Zhi (2023), the use of technological
devices is becoming increasingly important,
including the performance of tasks previously
performed by humans, such as acquiring skills
in a language other than their native language.
The emerging generation of the 21st century has
explored innovative technological alternatives
with the aim of promoting human evolutionary
development (Al-Emran, 2023). In this context,
we refer to cognitive development, in which
students replace their traditional study and
learning devices with technological cultural
innovation, turning to various virtual tools to
optimize their work and professional life. The
implementation of ChatGPT and the use of
artificial intelligence are presented. These tools
have evolved and optimized their functionality
to provide a more efficient response to the data
requested by the user, providing clear and
precise answers (Vassallo, & Telles, 2006).
Therefore, the objective of this study is to
investigate the impact that technology has on
the development of oral skills in students of
English as a foreign language (Warschauer &
Kern, 2000). This research seeks to measure
how these technological tools, such as mobile
applications, can be effectively integrated into
the educational system and to find the most
appropriate strategies to optimize their use. The
study, with a qualitative and quantitative
approach, will provide evidence on the
effectiveness of these tools with the aim of
making suggestions for improving teaching
practices and fostering stronger communication
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skills among students. According to Godwin-
Jones (2018), developing oral language skills
requires a series of processes that can achieve
communicative mastery, as outlined in the
Common European Framework of Reference
for Languages (CEFR) for defining linguistic
competence. The acquisition of a foreign
language (FL) is considerably complex.
Students employ a set of processes that make up
an "interlanguage" (a linguistic system in
perpetual transformation) (Rosell-Aguilar,
2017). This procedure involves the acquisition
of systematic linguistic behavior by the student
during the learning and assimilation of a foreign
language. This behavior will develop as the
student progresses and acquires greater
proficiency in that foreign language.
This system undergoes progressive evolution in
the learning process; that is, compared to their
native language, foreign language students
construct grammatical structures in their minds
and functionally apply them through verbal or
communicative expression of the language.
This dynamic grammar progressively modifies
as the student progresses in acquiring English;
from the simplest to the most complex
elements, with the goal of achieving proficiency
and establishing a relationship between their
learning, thus making English their second
language. Students who acquire English as a
foreign language experience a more functional
education; their learning development takes
place in the context of classrooms (Han &
Bailenson, 2024). This circumstance is
attributed to the use of the language in non-
English-speaking nations. However, to promote
more meaningful learning, it is crucial to
establish an environment that stimulates interest
in acquiring it. Students regularly require these
educational environments to practice their oral
skills, in contrast to students who study English
as a second language, who use it daily and
commonly acquire skills and language that are
useful in their content sessions (Murphy, 2014).
In this research, when referring to educational
environments or contexts, it refers to virtual or
technological learning, which enhances student
motivation toward acquiring the English
language (Chen et al., 2021). Furthermore, it
involves improving educators' pedagogical
skills to engage students through their teaching
and learning methods, capture their interest in
their studies, and improve their English
proficiency through fun and interactive
resources. In this research, the use of both
virtual and mobile applications (called APPs) is
integrated into the learning contexts or areas, as
detailed in the following section.
The introduction of technological resources
such as new communication tools, mobile
applications, audiovisual equipment, or even
digital whiteboards, is, from a pedagogical
point of view, lacking strong linguistic
reasoning. Therefore, such approaches will not
greatly aid language proficiency and can result
in transforming a class into a shoddy spectacle
revolving around the casual use of technology
without an academic purpose. To say that
information and communication technologies
(ICTs) are a kind of unprecedented innovation
in the domain of teaching and learning stems
from a marketing and consumerist approach to
education. Nevertheless, the relative
importance and contribution of technology in
learning English as a foreign language cannot
be denied. Such technology is, for all intents
and purposes, vital today, especially when
English is taught through the use of
communicative tasks that provide much richer
experiences than what can be obtained from
contact, the necessity, and the restrictions
imposed by the desire to learn a prestigious
foreign language (San Lucas et al., 2021). The
applications discussed below are programs that
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can be used across a variety of devices (PCs,
mobile devices, smartphones, laptops, among
others). They are free to access, allowing
students to log in at no cost and download or
work online. This allows students to complete
their assignments and interact as a team, either
with artificial intelligence, with teachers
through subscriptions, or with people from
other countries who share the same desire to
learn and improve their communication skills.
This last statement refers to the possibility for
educators to register for these applications and
be able to either complete exercises or select
topics predetermined by the application. This
facilitates the assessment of students' academic
progress and the identification of gaps or
weaknesses in their oral proficiency.
This segment details how this approach can
enhance proficiency through collaborative
learning, in which multiple participants of
different languages merge to achieve a
collective result, but simultaneously on an
individual level. According to Ortega (2020),
the term Tandem translates as "bicycle for two
people." It denotes the interaction of two
individuals seeking to improve or perfect a skill
or competence. This term is used to justify the
importance of group collaboration in improving
English proficiency. This learning model is
based on three essential principles: reciprocity
among group members, student autonomy in
acquiring knowledge, and bilingualism. In this
platform, participants focus on a single
language, despite having multiple languages.
This facilitates collaborative and unique
learning in a single language, excluding any
other languages that could diversify their
learning. This learning model can be used in
mobile applications, allowing students to learn
this English-speaking language from anywhere,
inside and outside the classroom. There are
countless types of tandem apps that many
students use today (e.g., Speaky, Talky,
Mondly, among others); these offer informal
and easy-to-use learning. Below are three types
of apps to strengthen speaking skills.
➢ HelloTalk: One of the greatest challenges
in teaching and learning English is
developing motivating classes that spark
students' interest in learning the language,
since, according to Gardner, (2010),
motivational attitudes are intrinsically
related to success. With this in mind, the
justification for developing this proposal is
based on the idea that the teacher's
production of teaching materials can make
English classes more satisfying.
➢ Speaky: This platform facilitates language
practice through voice messages and video
calls, allowing students to work on their
fluency within a natural context. Like its
competitors in the field, Speaky stands out
for its simplicity and effectiveness, as well
as its user-friendly interface.
➢ Mondly: By implementing cutting-edge
technologies such as augmented reality and
voice recognition, Mondly makes it easy
for users to practice speaking in an
interactive and engaging environment.
Drobot (2022) conceptualizes it as a
holistic application that integrates grammar
and vocabulary exercises, and, in
particular, conversation activities, with the
goal of improving students' oral fluency.
In the globalized world, individuals are
increasingly connected, and the Internet has
become an important component of support in
various areas of knowledge (Jarrahi & Sawyer,
2013). These applications have increased their
popularity in terms of use, positioning
themselves as a tool that facilitates connection
with native English speakers. Their goal is to
practice oral proficiency through the use of
voice messaging and real-time calls. These
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facilitate the formation of a community within
this group and interaction with native English
speakers. In addition to this service, they
provide translation and grammatical correction,
thus facilitating students' understanding and
optimizing their learning of this foreign
language (Babayev, 2025). The implementation
of these applications aimed at strengthening
English language skills enables educators to
innovate their strategies, transforming the
classroom into a dynamic and interactive
environment, with a constant connection with
students who are integrated into this virtual
technological era. For the analysis,
interpretation, and evaluation of the objectives
associated with the use of applications for
English language learning, Figure 1 provides a
coherent comparative analysis. It articulates the
most significant objectives, considerations
focused on errors, the role of culture and
linguistic exchange, along with suggested
mobile platforms. The mobile platforms
presented are used in pedagogical contexts
based on relevant theoretical principles that
demonstrate the viability of collaborative
language learning using a Tandem model
(Bang, 2024). This involves tools that optimize
fluency, accuracy, and intercultural
competence, such as HelloTalk, Speaky, and
Mondly. Digital learning apps can contribute to
the development of all four language skills, but
they are primarily designed to support oral
practice (Guillén et al., 2020). Within an
instructional classroom or specialized context,
oral practice is often carried out using a variety
of methods; however, it is worth mentioning
that students may not be motivated to
participate in oral exercises unless they feel they
are within a meaningful context. Apps help
provide this practice as dynamic contexts where
the specific support intended by the teacher is
also provided.
Table 1. Comparative Table: Communicative
Goals and Mobile Applications in Developing
Speaking Skills in EFL (Tandem Model)
Communicativ
e goal
Correctio
n focus
Importance
of exchange
Recommende
d mobile
apps
Theoretical
support
Increase oral
fluency
Low focus
on formal
correction
; priority
on speech
content
High:
authentic
conversation
with native
speakers
Hellotalk,
Speaky
Kanserini et
al. (2025);
Irmayani,
Rahmawati
et al. (2024)
Improve
formal
language
accuracy
High:
focus on
errors and
linguistic
form
Medium:
requires
guided
interaction or
feedback
Mondly,
Hellotalk
(tutor mode)
Nursezim &
Akimkhano
va (2024)
Improve
writing
competence
Essential
correction
; feedback
method is
crucial
Medium:
written or
asynchronous
interaction
enables
reflection
Speaky (chat
mode),
Hellotalk
(text
correction)
Babayev
(2025)
Cultural
exchange
Secondary
correction
; focus on
cultural
aspects
Very high:
sharing and
understandin
g cultural
contexts
Hellotalk,
Speaky
Guillén,
Sawin, &
Avineri
(2020)
Professional
topics or
personal
interests
Moderate
correction
, focused
on
specific
content
High: shared
interest and
topic
expertise are
necessary
Speaky,
Hellotalk
(thematic
groups)
Murphy
(2014)
General
language
improvement
(multifunction
al)
Mixed:
balance
between
form,
content,
and
culture
High:
comprehensi
ve
development
through real
practice
Mondly,
Speaky,
Hellotalk
Godwin-
Jones (2019)
Source: Own elaboration
Materials and Methods
For this research, we worked with a population
of 100 students in the first through third years
of high school at the Cinco de Octubre Public
Educational Unit, located in the Naranjito
canton, Guayas province. From this population,
a sample of 50 students was selected using non-
probability convenience sampling, which
allowed participants to be selected intentionally
and randomly from the available groups. This
type of sampling, while not guaranteeing
statistical generalizability, is suitable for
exploratory studies in real educational contexts
and facilitates direct access to the study
subjects, allowing for the observation of
relevant trends in the development of oral skills
in English as a foreign language. From a
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quantitative approach, the research was
documentary and comparative in nature,
focusing on a review of literature and
educational experiences, both nationally and
internationally, on the use of applications with
teaching purposes to improve oral expression in
students of English as a foreign language. No
experimental testing was carried out because
the information was systematized and validated
from secondary sources. The main purpose of
this research was to determine, characterize,
and evaluate the effectiveness of digital tools in
reinforcing oral expression in the English
language. It also compiled academic studies,
articles, theses, and institutional documents
captured in databases. These documents were
subjected to content analysis procedures that
facilitated the generation of categories such as
oral interaction, learning autonomy, feedback,
motivation, and communicative effectiveness.
The study identified common standards that
reinforce the use of tools such as HelloTalk,
Speaky, and Mondly, as well as their impact on
speaking skills development. The study shows
how these apps provide interactive
environments, enable interaction with fluent
speakers, and assist in language practice, which
is necessary for learning a foreign language. In
this way, the study contributes a well-founded
and well-supported analysis of the impact that
language learning apps have on English
language teaching, deepening the relationship
between educational technology and the
teaching of communicative skills. For this field
study, three key tools were used to assess the
acquisition and progression of oral proficiency.
The pretest assessed the student's initial oral
proficiency without technological intervention.
The posttest refers to a structured dialogue
using applications, the purpose of which is to
create a concise conversation with a native
speaker or an artificial intelligence. The posttest
then details in English the topics covered in the
conversation and the new expressions used. It is
imperative to grade both activities using the
previously established rubric (see Table 2). The
grades obtained will facilitate a quantitative
comparison, while teacher observations and
student reports will enable a qualitative analysis
of the oral progress achieved. This rubric is
designed to evaluate the oral performance of
students learning English as a foreign language,
following their use of mobile applications such
as HelloTalk, Speaky, and Mondly. The
assessment includes five key criteria, each rated
on a scale from 1 to 4, where 1 represents the
lowest performance and 4 the highest.
Table 2. Rubric for assessing oral English performance using learning apps
Criterion
Level 1 (Low)
Level 2 (Basic)
Level 3 (Satisfactory)
Level 4 (Advanced)
Fluency
Frequent pauses, broken
speech, and great effort
needed to communicate.
Occasional pauses,
maintains communication
with difficulty.
Fluent speech with few
interruptions;
communicates
understandably.
Fluent, natural, and
continuous speech with
appropriate rhythm.
Pronunciation
Hard to understand due to
frequent pronunciation
errors.
Limited pronunciation;
understandable with
effort.
Good pronunciation with
minor errors that don’t
hinder communication.
Clear and precise
pronunciation, close to
competent speakers.
Vocabulary
Very limited vocabulary;
repeats words or uses
inappropriate terms.
Basic vocabulary use with
some limitations in
expressing ideas.
Adequate vocabulary use
with good variety and
precision.
Extensive, varied, and
accurate vocabulary use.
Discourse Coherence
Disorganized ideas, no
structure or connection
between them.
Basic structure with some
idea connections.
Organized discourse,
clearly connected ideas.
Well-structured, logical,
and cohesive discourse.
Interaction and
Spontaneity
Fully dependent on the
interlocutor; forced or
memorized responses.
Limited interaction; brief
and unspontaneous
responses.
Active participation and
appropriate responses in
interaction.
High degree of
spontaneity and control in
communication.
Source: Own elaboration
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Results and Discussion
An oral skills activity using image-based
activities was implemented to encourage
students to describe what they saw, using
phrases ranging from simple to complex,
depending on their English level. A similar
exercise was also developed for the post-test, to
compare the results obtained before and after
the intervention. Through statistical
interpretation of these data, notable differences
were detected that demonstrate an improvement
in academic learning and reading
comprehension skills.
Result Report - Oral Assessment in English
(Pretest)
This report presents the results obtained during
the initial oral assessment (pretest) administered
to 50 students, using a rubric that considered
five criteria: Fluency, Pronunciation,
Vocabulary, Speech Coherence, and
Interaction/Spontaneity. The activity was
conducted before the use of mobile applications
(Mondly, HelloTalk, and Speaky). This report
presents the results of the initial oral evaluation
(pretest) conducted with 50 students, using a
rubric that assessed five criteria: Fluency,
Pronunciation, Vocabulary, Discourse
Coherence, and Interaction/Spontaneity. The
activity was carried out before the
implementation of mobile learning applications
(Mondly, HelloTalk, and Speaky). The table
below shows the average scores per criterion:
Table 3. Average score per criterion in the oral
pretest evaluation
Criterion
Pretest Average
Fluency
1.74
Pronunciation
1.42
Vocabulary
1.52
Discourse
1.58
Interaction
1.42
Source: Own elaboration
Figure 1. Average score per criterion in the
oral pretest evaluation
The pretest results reveal a general trend of
unsatisfactory performance in oral skills among
50 students who were assessed before using
mobile apps as learning tools. The averages
obtained across the five criteria assessed range
from 1.40 to 1.72, indicating a predominance of
basic or low levels (levels 1 and 2 depending on
the rubric used).
➢ The highest average was reported for the
Fluency criterion, at 1.72. This suggests
that although students experience frequent
pauses and struggle to maintain
conversational flow, some are able to
convey simple ideas in an understandable
manner.
➢ Discourse coherence (1.62) and vocabulary
(1.54) indicate that students have the ability
to formulate and organize simple ideas,
albeit within a limited vocabulary range
and with considerable difficulty
constructing cohesive sentences.
➢ Interaction and spontaneity, along with
pronunciation, obtained the lowest
averages (1.42). This demonstrates a high
dependence on the participant or stimulus,
and creates considerable difficulty in
clearly articulating words.
These results reflect that student are at an early
stage in the development of oral skills in
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English, which means they need more
personalized assistance to improve their
expressiveness. The gaps are quite revealing in
terms of the attention that needs to be devoted
to teaching methods that support natural
interaction, active use of vocabulary, and real-
life communicative experiences for improved
pronunciation.
Results Report - Oral Assessment in English
(Posttest)
The posttest results show a notable
improvement in the learners' oral expression
skills after using the HelloTalk, Speaky, and
Mondly mobile apps. The averages for each
criterion increased compared to the pretest,
ranging from 2.76 to 3.12, indicating that their
performance is mostly at satisfactory and
advanced levels. Fluency has the highest
average (3.12), demonstrating that the students
have improved their ability to speak effortlessly
for extended periods of time. Pronunciation and
vocabulary also made significant progress (2.96
and 2.84, respectively), demonstrating better
command of the sounds of the language and
greater vocabulary use. Interaction and
spontaneity reached 2.76, indicating that the
learners have gained more confidence to
participate more freely in conversation. Finally,
the coherence of the discourse marked an
average of 2.82, which shows that there was
greater and clearer organization in the ideas
presented (See table 4, graph 2).
Table 3. Average score per criterion in the oral
posttest evaluation
Criterion
Posttest Average
Fluency
2.72
Pronunciation
2.78
Vocabulary
2.86
Discourse
2.94
Interaction
3.06
Source: Own elaboration
Figure 1. Average score per criterion in the
oral posttest evaluation
This analysis, based on the evidence collected,
suggests that the use of mobile devices had a
positive impact on the development of oral
expression in English. The results show a
progressive improvement in fluency,
pronunciation, vocabulary, and discursive
coherence. This is largely attributed to the
constant and contextualized practice provided
by mobile applications in real or simulated
communication environments. Furthermore,
students demonstrated greater autonomy and
motivation when interacting with technological
tools adapted to their language needs. Overall,
the digital learning environment promoted a
more meaningful and effective experience for
strengthening oral proficiency. The results
obtained before and after the intervention show
a considerable improvement in students' oral
speaking skills, suggesting that the use of
mobile applications represents an effective
pedagogical strategy for strengthening
communicative competence in English as a
foreign language. Before using digital tools,
students showed low levels in all the criteria
assessed, particularly fluency, pronunciation,
and spontaneity. However, after continued
exposure to interactive and functional learning
environments, scores increased significantly.
The contextualized practice offered by
platforms such as HelloTalk, Speaky, and
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Mondly allows students to face real-life
communication situations, both with native
speakers and with artificial intelligence
designed to simulate authentic conversations.
This approach promotes oral production by
reducing anxiety, encouraging independent
practice, and providing immediate feedback.
Improvements in speech coherence were also
observed, an aspect that benefits when students
have greater control over the language and
become familiar with common communicative
structures in real-life contexts. It is worth
highlighting that technology-mediated learning
responds to the principles of active pedagogy
and meaningful learning, as it places the student
at the center of the learning process. These
findings are consistent with previous studies
highlighting the positive impact of mobile
resources on foreign language acquisition,
especially with regard to spontaneous and
frequent oral practice.
Conclusion
This study showed that the use of mobile
applications such as HelloTalk, Speaky, and
Mondly significantly contributes to the
development of oral skills in students of English
as a foreign language. A comparison of pre-test
and post-test results revealed a notable increase
in fluency, pronunciation, vocabulary,
discourse coherence, and interaction, reflecting
real progress in students' oral production. This
progress demonstrates that mobile
technologies, when integrated for pedagogical
purposes, become effective tools for enhancing
communicative skills. Furthermore, it was
found that the constant use of these applications
favors contextualized and spontaneous
language practice, promoting dynamic,
accessible, and personalized learning
environments. Students interacted in situations
that were close to real-life communicative
situations, which reduced language anxiety and
improved speaking confidence. In turn, the
interactive and motivating nature of these
platforms encouraged active participation and
autonomy in the learning process, essential
elements for progressive mastery of a foreign
language. The integration of mobile
applications in education, particularly in
language teaching, represents an innovative and
relevant teaching alternative aligned with
current educational challenges. Its planned
implementation, accompanied by clear
pedagogical criteria, is recommended to ensure
its educational impact. This contributes not only
to the development of specific language skills
but also to the development of autonomous,
competent students prepared to communicate
effectively in real-life, globalized contexts.
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Esta obra está bajo una licencia de
Creative Commons Reconocimiento-No Comercial
4.0 Internacional. Copyright © María del Carmen
Rosado Castro, Segundo Salvador Cazar
Costales, Carmen Andrea Letamendi Lazo y Josué
Reinaldo Bonilla Tenesaca.
