Use of Avatar-Based Instructional Videos to Improve Oral Communication in Tenth Grade EFL Students
DOI:
https://doi.org/10.53877/azyeme94Palabras clave:
aprendizaje basado en avatares, aprendizaje de lenguas asistido por dispositivos móviles (MALL), comunicación oral, ansiedad al hablar, inglés como lengua extranjera (EFL)Resumen
Developing oral communication skills remains a major challenge in english as a Foreign Language (EFL) context, particularly in public secondary schools in Ecuador, where learners face limited exposure to English, reduced instructional time, and high levels of speaking anxiety. This study aimed to examine the effectiveness of avatar-based instructional videos delivered through Mobile-Assisted Language Learning (MALL) in enhancing 10th-grade students’ oral communication skills. A quasi-experimental pre–post design was implemented with 30 students aged 14–16 whose proficiency ranged from A1 to A2 (CEFR). Data was collected using an analytic speaking rubric assessing fluency, pronunciation, coherence, and vocabulary use, along with a student perception survey and classroom observations. The intervention lasted twelve weeks and involved twice-weekly avatar-based video activities featuring modeled language, guided repetition, and speaking prompts. Quantitative results showed notable improvements across all speaking dimensions, particularly in pronunciation, intonation, and communicative accuracy. Qualitative findings revealed increased confidence, reduced speaking anxiety, and greater willingness to communicate in English. It is noticeable that avatar-based MALL interventions provide an accessible and effective approach to supporting oral communication development and reducing affective barriers in low-resource EFL settings.
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Derechos de autor 2026 Franklyn Nkemakolam Ngoka, Sara Stefany Jácome, Fernando Patricio Riera
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
