Didactic Activities to Promote Basic Students’ English-Speaking Skills

Abstract

This study, conducted at the Centro de Idiomas Extranjeros Ignacio Manuel Altamirano (CIEX) in Chilpancingo, Guerrero, Mexico, investigates the role of didactic activities in fostering English-speaking skills among basic level students. Addressing the observed lack of classroom participation and speaking shyness potentially stemming from vocabulary limitations and fear of errors, this qualitative research employs a phenomenological approach to explore the perceptions of both students and a teacher. Data collection methods included semi-structured interviews with the teacher and students, alongside classroom observations. The findings reveal a consensus that the implemented didactic activities significantly promote students' speaking abilities, enhance engagement, and provide necessary practice opportunities in diverse interactive contexts. Activities such as role-playing, dialogues, and questionnaires were highlighted as beneficial. While pronunciation-related shyness was identified as a challenge, students recognized the potential of these activities to overcome such inhibitions. The study underscores the importance of interactive, focused didactic activities in developing essential speaking sub-skills and suggests further research at different proficiency levels and across other language skills. The implications of these findings are valuable for educators in designing effective pedagogical strategies and for students in understanding and improving their spoken English acquisition.