The use of classroom dynamics as a strategy to reinforce speaking skill in EFL learning at a High school of Loja - Ecuador.

Abstract

The topic of this research was the use of classroom dynamics as a strategy to reinforce speaking skill in EFL learning at a High school of Loja-Ecuador. The general objective of this study was to determine the influence of classroom dynamics on the reinforcement of speaking skill. The participants were two groups of second senior year composed of 24 and 27 students between 16 to 17 years old, and one English teacher. The first group was the control group and the second one was the experimental group, which represented a lower speaking level in English. This study was conducted using quantitative and qualitative methods, which helped to support and analyze the data. The instruments to collect the data were pre and post questionnaires, observation sheets and interviews. The findings revealed that the application of classroom dynamics provided students more opportunities to practice speaking skill mainly in the aspect of accuracy. Moreover, its application helped students to feel more comfortable and collaborative, which increased their participation considerably, and as a result increased their learning.