Collaborative Learning to develop English Speaking Confidence in A2 students

Resumen

This research analyzes how collaborative learning impacts increased English speaking confidence among tenth-grade elementary school students with an A2 level (specific level of language proficiency within the Common European Framework of Reference for Languages) who attend a rural school in Ecuador. In this context, students face challenges such as technological limitations, limited language practice, and traditional grammar-focused methods, which affect their motivation and self-esteem when communicating verbally. Using a qualitative-quantitative approach and a quasi-experimental design that included pre- and post-assessments, collaborative strategies such as role-playing, puzzle-like activities, and peer feedback were implemented over a four-week period. The tools employed consisted of structured observation lists and rubrics to measure oral performance. The findings are anticipated to highlight significant improvements in students' fluency and self-confidence, as well as the development of a replicable methodological guide, contributing to effective and inclusive English teaching in rural areas. This study aims to contribute to educational innovation and teacher professional development through a participatory and transformative approach.