Use of Open Educational Resources for the Development of English as
a Foreign Language Communication Skills in A1-Level Students
Uso de Recursos Educativos Abiertos para el desarrollo de habilidades
comunicativas en inglés como lengua extranjera en estudiantes A1
|
Pablo Danilo Flores Montoya
|
|
|
https://orcid.org/0009-0005-4036-2553
|
|
|
Universidad Bolivariana del Ecuador, Ecuador
|
|
|
pdfloresmontoya@gmail.com
|
|
Carmen Gissela Pilaquinga Calapaqui
|
|
|
https://orcid.org/0009-0006-7225-2719
|
|
|
Universidad Bolivariana del Ecuador, Ecuador
|
|
|
gissela.pilaquinga495@gmail.com
|
Abstract:
The present study aimed to describe
the use of specific Open Educational Resources
(OER)
for
developing
oral
English
proficiency
among
A1-level
students
at
InnovaEducativa.
The theoretical foundation was based on the need
for
pedagogical
innovation
in
virtual
learning
environments, using a mixed-methods approach
with
an
experimental
design
and
a
descriptive
scope. The methodology employed observation,
focus
groups,
and
surveys
administered
to
a
sample of 28 students. The results showed that
integrating tools such as Vocaroo, Voki, Flipgrid,
and TED-Ed significantly improved participants’
fluency,
pronunciation,
and
confidence.
It
is
concluded that implementing OER aligned with
the
curriculum
constitutes
an
effective
strategy
for overcoming the limitations of oral practice in
online
learning
environments
while
promoting
learner autonomy and educational inclusion.
Keywords:
oral
proficiency,
open
educational
Resources,
language
teaching,
virtual
learning
environments, pedagogical innovation.
Resumen:
La presente investigación tuvo como
objetivo describir el uso de Recursos Educativos
Abiertos (REA) específicos para el desarrollo de
la competencia oral en inglés en estudiantes de
nivel
A1
de
InnovaEducativa.
La
fundamentación
teórica
se
sustentó
en
la
necesidad de innovación pedagógica en entornos
virtuales, utilizando un enfoque mixto con diseño
experimental y nivel descriptivo. La metodología
empleó técnicas de observación, grupos focales
y
encuestas
aplicadas
a
una
muestra
de
28
estudiantes. Los resultados evidenciaron que la
integración
de
herramientas
como
Vocaroo,
Voki,
Flipgrid
y
TED-Ed
mejoró
significativamente
la
fluidez,
pronunciación
y
confianza de los participantes. Se concluye que
la
implementación
de
REA,
alineada
con
el
currículo, constituye una estrategia eficaz para
superar las limitaciones de la práctica oral en
modalidad en línea, promoviendo la autonomía y
la inclusión educativa.
Palabras
clave:
competencia
oral,
recursos
educativos
Abiertos,
Enseñanza
de
idiomas,
Entornos virtuales, Innovación pedagógica.
Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
Vol. 3 Núm. 1 (2026)-pp:1-12
Revista Multidisciplinaria
Ciencia Kawsay
Cítese: Flores Montoya, P.
D., Pilaquinga Calapaqui,
C.G. (2026).
Use of Open Educational Resources for
the
Development
of
English
as
a
Foreign
Language
Communication
Skills
in
A1-Level
Students.
Ciencia
Kawsay, 3
(1), 1-12.
Recibido: 15/10/2025
Aceptado: 20/01/2026
Publicado: 29/01/2026
INTRODUCTION
Developing
oral
English
proficiency
represents
one
of
the
greatest
challenges
in
contemporary
higher
education,
especially
in
online
modalities
where
synchronous
interaction is limited. In this context, Open Educational Resources (OER) have emerged
as a viable pedagogical alternative to facilitate oral practice outside the classroom. Several
recent studies indicate that incorporating open technologies into language teaching fosters
student motivation and active participation. However, the literature reveals a significant
gap regarding the application of specific OER for developing oral expression at beginner
levels (A1) within fully online environments. Therefore, this research aims to describe
the use of specific Open Educational Resources for developing oral English proficiency
in A1-level students at InnovaEducativa , in order to generate empirical evidence to guide
teaching practices and the curricular integration of these tools.
The significance of this study lies in the need to transform traditional pedagogical
practices into more dynamic and accessible models. Oral competence entails not only
lexical and grammatical mastery but also the ability to produce utterances appropriate to
the social context and to interact effectively in real communicative situations (Huang,
2022). In this sense, OERs offer a variety of multimedia resources that allow students to
practice
pronunciation
and
fluency
independently
and
asynchronously.
Despite
the
documented
benefits,
institutional
and
teacher
resistance
to
their
adoption
persists,
attributed mainly to a lack of technical knowledge and clear implementation policies. This
study seeks to overcome these barriers by systematizing a specific application experience,
demonstrating
that
the
integration
of
OERs
is
feasible
and
effective
even
among
populations with basic digital skills.
To achieve the stated objective, a mixed-methods approach was adopted, combining
quantitative
and
qualitative
data
collection.
The
research
was
conducted
at
the
InnovaEducativa institution with a sample of 28 A1-level students, who participated in
activities designed using four specific OERs: Vocaroo , Voki, Flipgrid , and TED-Ed.
These
resources
were
selected
based
on
criteria
of
accessibility,
interactivity,
and
alignment with the institution's curriculum.
THEORETICAL FRAMEWORK
Open Educational Resources (OER)
Open Educational Resources (OER) are defined as digital materials freely available
for use, reuse, and adaptation for educational purposes (Bhatt & Bunkar, 2019). These
resources include complete courses, modules, textbooks, videos, software, and interactive
tools that facilitate the teaching and learning process. The open nature of these materials
allows educators to personalize content according to the specific needs of their students,
thus promoting a more inclusive and equitable education (Wiley & Hilton, 2018). In the
context of language teaching, OER offer unique opportunities for practicing productive
skills,
especially
oral
expression,
by
providing
interactive
and
authentic
learning
environments.
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
The foundation of OER is based on the 5Rs framework proposed by David Wiley:
reuse,
revise,
redistribute,
remix,
and
retain. These
freedoms
allow
teachers
to
adapt
materials
to
their
specific
contexts,
fostering
pedagogical
innovation
and
peer
collaboration (Elias
et al.,
2020). Furthermore, the quality of OER is evaluated using
criteria
of
accessibility,
usability,
interactivity,
and
curricular
relevance. According
to
Singh
et al.
(2023), the COVID-19 pandemic accelerated the adoption of these resources,
demonstrating their potential to maintain educational continuity in virtual environments.
However, their effective implementation requires not only technological infrastructure
but also robust teacher training and institutional policies that promote their sustainable
use.
Oral Competence
Oral
competence
is
defined
as
the
ability
to
communicate
effectively
in
speech,
integrating linguistic, pragmatic, and sociocultural aspects (Cantón & Pérez, 2017). This
productive
skill
involves
not
only
correct
pronunciation
and
appropriate
use
of
vocabulary
and
grammar,
but
also
fluency
and
the
ability
to
adapt
discourse
to
the
communicative context (Thornbury, 2005). In foreign language learning, oral competence
is fundamental for social interaction and professional development, as it allows for the
clear and effective expression of ideas, feelings, and needs.
Several
authors
emphasize
that
developing
oral
competence
requires
consistent
practice and meaningful feedback (Richards & Schmidt, 2002). In virtual environments,
the lack of face-to-face interaction can hinder this process, highlighting the importance
of
using
technological
tools
that
facilitate
both
asynchronous
and
synchronous
oral
practice.
Open
Educational
Resources
(OER),
in
particular,
offer
platforms
such
as
Vocaroo and Flipgrid that allow students to record their voices, self-assess, and receive
feedback from peers and instructors, thus promoting more autonomous and collaborative
learning
(Aktas,
2023).
Therefore,
integrating
these
resources
into
the
curriculum
represents
an
innovative
pedagogical
strategy
for
overcoming
the
limitations
of
traditional language teaching.
Pronunciation
According to Gilbert (2012), pronunciation refers to the way in which the sounds of a
word
or
language
are
articulated
and
produced.
However,
its
importance
in
communication
goes
beyond
simply
reproducing
these
sounds
correctly,
as
it
also
encompasses
elements
such
as
rhythm,
intonation,
and
cultural
nuances.
These
components are interrelated and contribute to the clear and effective understanding of the
message.
In this context, Open Educational Resources (OER) offer possibilities that expand
upon traditional methods of learning pronunciation. Their dynamic nature allows for the
incorporation of authentic audiovisual materials, communicative situations, and examples
related to everyday life contexts, fostering learning that is closer to students' real-life
experiences. In this way, OER not only complement the content found in textbooks but
also contribute to developing a broader understanding of pronunciation and the elements
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
involved in oral communication. Therefore, they can become a valuable resource for
promoting more practical, contextualized, and immersive learning experiences.
Vocabulary
plays a fundamental role in the development of communicative competence, since
having
a
broad
lexical
repertoire
allows
one
to
express
ideas
more
precisely
and
to
navigate different interaction situations more easily. In this sense, Uchihara & Clenton
(2023) found a significant relationship between knowledge of spoken vocabulary and
various
components
of
oral
competence
in
a
second
language,
which
highlights
the
importance of strengthening not only the quantity of words known, but also the ability to
use them appropriately during communication.
From this perspective, Open Educational Resources (OER) can be an alternative for
promoting learning and vocabulary expansion through accessible and diverse materials.
The
use
of
audiovisual
content,
readings,
audio,
and
other
digital
resources
allows
students to engage with words within specific communicative contexts, facilitating their
comprehension and subsequent incorporation into their linguistic repertoire. Along these
lines, Dang
et al.
(2023) demonstrated that open access academic materials can promote
incidental
vocabulary
learning
and
that
the
way
information
is
presented
influences
learning outcomes.
Therefore, incorporating OER into vocabulary teaching can contribute to more flexible
and
contextualized
learning
experiences.
In
addition
to
expanding
vocabulary,
these
resources offer opportunities to connect words to real-life situations, facilitating their
application
in
oral
communication
activities.
In
this
way,
independent
learning
and
exposure
to
diverse
content
can
help
students
develop
greater
confidence
in
using
vocabulary in different communicative scenarios.
Fluency in communication
Fluency
is
an
essential
component
of
oral
communication,
as
it
allows
for
the
continuous,
comprehensible,
and
appropriate
expression
of
ideas
in
different
communicative situations. Foster (2020) points out that fluency in a second language
should not be understood solely as the ability to speak quickly, but rather as a construct
related to aspects such as ease of discourse production, coherence, vocabulary, and the
ability to mobilize linguistic knowledge during communication.
From
a
broader
perspective,
Feng and
Guo
(2022)
argue that fluency
in
a
second
language
encompasses
different
dimensions,
including
fluency
of
oral
production,
cognitive
fluency,
and
the
interlocutors'
perception
of
the
speaker's
performance.
Consequently, speaking fluently does not simply mean pronouncing words continuously,
but rather ensuring that discourse flows naturally and that ideas can be organized and
expressed coherently.
In
this
sense,
fluency
relates
to
the
ability
to
use
available
linguistic
resources
appropriately during an interaction. Mastery of vocabulary and grammatical structures
facilitates message construction, while aspects such as rhythm, pauses, and continuity of
speech
contribute
to
more
natural
communication.
Therefore,
fluency
development
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
should
be
geared
toward
real-life
communicative
situations,
in
which
students
have
opportunities
to
express
their
ideas,
interact
with
others,
and
use
the
language
spontaneously and meaningfully.
METHODOLOGY
This research adopted a mixed-methods approach with an experimental design and a
descriptive level, with the purpose of analyzing the impact of OER on the development
of
oral
competence.
The
quantitative
component
focused
on
measuring
students'
perceptions
through
a
structured
survey,
while
the
qualitative
component
explored
participants' experiences and attitudes through focus groups and classroom observation.
This
methodological
triangulation
allowed
for
a
holistic
understanding
of
the
phenomenon studied, ensuring the validity and reliability of the results (Creswell, 2014).
The study population consisted of approximately 150 English students at levels A1 to
B1 from InnovaEducativa . Using purposive non-probability sampling, a sample of 28
A1-level students was selected, representing 18.70% of the total population. Participant
selection was based on specific inclusion criteria: having a basic level of English (A1),
not
having
previously
used
OER
for
language
learning,
and
being
enrolled
in
the
institution's online English course. All participants signed an informed consent form, thus
ensuring compliance with the ethical principles of the research.
Three main instruments were used for data collection. First, a 15-item Likert scale
survey
(Always,
Sometimes,
Almost
Never,
Never)
was
administered
to
measure
students' perceptions of the usefulness, interactivity, and relevance of OER. Second, focus
groups
were
conducted
with
10
volunteer
students
to
explore
their
experiences
and
opinions regarding the use of these resources. Finally, a checklist was used to observe
classes, recording students' levels of participation, interaction, and mastery of the tools
during
both
synchronous
and
asynchronous
sessions. The
instruments
were
validated
through expert review, ensuring their relevance and clarity.
The research was conducted over a 13-week period, from May 8 to August 9. Initially,
students were trained in the use of the four selected OERs: Vocaroo , Voki, Flipgrid , and
TED-Ed. Subsequently, activities aligned with the institution's curriculum ( Evolve Level
1) were designed and implemented during online classes via Microsoft Teams. Students
completed tasks involving voice recordings, avatar creation, and participation in video
forums,
which
were
assessed
using
an
oral
presentation
rubric.
At
the
end
of
the
intervention
period,
a
survey
was
administered,
and
focus
groups
were
conducted
to
gather
participants'
perceptions.
Quantitative
data
were
analyzed
using
descriptive
statistics, while qualitative data were processed using content analysis.
RESULTS
Perception of Learning Content
The results revealed a positive perception of the relevance of the learning content
provided by the OER. As shown in Figure 1, 54% of participants indicated that the content
is "always" relevant to their studies, while 32% indicated that it is "sometimes" relevant.
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
No participant considered the content to be "never" relevant, demonstrating a high level
of acceptance of the materials. These findings suggest that the selected OER effectively
aligned with the students' academic needs, facilitating the acquisition of oral proficiency.
Figure 1. Relevance of learning content
Interactivity and Authenticity
The interactivity of the OERs was highly valued by the participants. According to the
data presented in Table 1, 57% of the students stated that the resources used in class
"always"
offer
interactive
activities
that
foster
active
learning.
Furthermore,
54%
indicated that the OERs "always" incorporate authentic, real-life materials, such as videos
and audio recordings. These results demonstrate that tools like Flipgrid and TED-Ed not
only captured students' interest but also provided a realistic context for language practice,
overcoming the limitations of traditional materials.
Table 1. Perception of interactivity and authenticity
|
Category
|
Always
|
Sometimes
|
Hardly ever
|
Never
|
|
Interactivity
|
57%
|
32%
|
11%
|
0%
|
|
Authenticity
|
54%
|
36%
|
11%
|
0%
|
Development of Oral Skills
Regarding
the
specific
impact
on
oral
skills,
the
results
showed
significant
improvements in fluency, vocabulary, grammar, and pronunciation. Table 2 shows that
43%
of
students
"always"
used
fluency-focused
resources,
while
46%
did
so
"sometimes."
With
respect
to
pronunciation,
50%
of
participants
reported
receiving
feedback "sometimes" on this aspect, indicating an area for improvement in practice.
However, the qualitative data obtained from the focus groups revealed that most students
perceived
an
improvement
in
their
grammatical
accuracy
and
speaking
confidence,
attributing these gains to the ability to record and listen to themselves.
Table 2. Frequency of OER use by oral ability
|
Ability
|
Always
|
Sometimes
|
Hardly ever
|
Never
|
|
Fluency
|
43%
|
43%
|
11%
|
4%
|
|
Vocabulary
|
36%
|
46%
|
18%
|
0%
|
|
Grammar
|
43%
|
46%
|
11%
|
0%
|
|
Pronunciation
|
32%
|
50%
|
14%
|
4%
|
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
Data Triangulation
Triangulation
of
data
from
the
survey,
focus
groups,
and
classroom
observations
confirmed
the
effectiveness
of
OER.
Table
3
summarizes
the
main
findings,
demonstrating that the integration of these resources not only improved language skills
but also fostered autonomy and peer collaboration. Students highlighted that tools like
Vocaroo and Voki allowed them to practice pronunciation without the pressure of the
traditional classroom, while Flipgrid promoted asynchronous interaction and constructive
feedback.
Table 3. Data triangulation by category
|
Category
|
Survey
|
Focus Group
|
Checklist
Observation
|
|
Use of OER
|
Satisfaction with
platforms;
integration into
activities.
|
Open access;
student
participation.
|
Teacher-student
interaction;
curriculum
alignment.
|
|
Oral Competence
|
Participation in
discussions; trust.
|
Ability to express
ideas; improvement
in pronunciation.
|
Peer interactions;
use of interactive
tools.
|
|
Interactivity
|
Effectiveness of
interactive
platforms
Perception of the
benefits of
collaborative
learning
Preference for
specific interactive
tools
|
Active
participation in
learning activities
Use of interactive
tools and software
Interaction between
teacher and student
|
Peer interactions
and collaboration
Promoting debates
among students
Multimedia
presentations for
interactivity
|
|
Pronunciation
|
Improved
confidence in
pronunciation
Greater confidence
when speaking in
public thanks to
improved
pronunciation.
Satisfaction with
the pronunciation
feedback methods
|
Correct
pronunciation of
phonemes
Effective
pronunciation
instruction
Emotional
expression in
speech
|
Independent
practice sessions
Collaborative peer
practice
Coherence in
pronunciation
activities
|
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
|
|
|
Grammar
|
Confidence in the
oral application of
grammatical rules
|
Application of
grammar in speech
Application of
grammar in
conversations
|
Interaction between
teacher and student
during grammar
sessions with open
educational
resources (OER)
|
DISCUSSION
T
he
findings
of
this
research
confirm
that
the
application
of
Open
Educational
Resources (OER) significantly contributes to the development of oral English proficiency
in A1-level students. The high value placed on the interactivity and authenticity of the
resources aligns with the findings of Aktas (2023), who notes that tools such as Voki and
Flipgrid encourage active participation and reduce speaking anxiety. Furthermore, the
improvement in students' fluency and confidence supports the theory that asynchronous
practice
using
voice
recordings
allows
for
more
effective
self-assessment
and
more
personalized feedback (Butarbutar, 2021).
Regarding fluency improvement, the results of this research are consistent with the
findings of Toleuzhan
et al.
(2024), who, after applying self-developed OERs to 302
students of English as a foreign language in Kazakhstan, demonstrated that the real-life
context,
simplified
language,
and
engaging
features
of
the
resources
significantly
increased participants' fluency and confidence when speaking. These authors emphasize
that the consistent use of OERs enabled students to become more independent learners,
taking responsibility for their own learning. This agreement reinforces the validity of the
findings of the present study and suggests that the positive effects of OERs on fluency
transcend specific geographical and educational contexts, establishing themselves as a
pedagogical strategy with potential for international replication.
Regarding the promotion of autonomy and motivation, the qualitative data obtained
from the focus groups revealed that students positively valued the possibility of practicing
oral expression anytime, anywhere, without the pressure of the traditional classroom. This
finding echoes that reported by Rico Yate
et al.
(2022), who, in a qualitative study with
English students in a blended learning environment in Colombia, found that the use of
OER such as SpeakApps allowed students to practice oral skills both synchronously and
asynchronously,
expanding
the
possibilities
for
interaction
and
production
in
the
language. One student participating in that study stated that the platform allowed them to
"actively interact in English, outside the classroom, in a practical way that suited our
schedules
or
free
time."
This
convergence
of
results
underscores
that
the
inherent
flexibility of OER is a determining factor in promoting learner autonomy and intrinsic
motivation toward oral practice.
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
Regarding the relationship between pronunciation and self-assessment, the findings of
this study showed that, while most students used resources to practice this aspect, only
half
reported
receiving
frequent
feedback. This
limitation
aligns
with
the
findings
of
Pham
et
al.
(2025),
who,
in a
study
with
150 English language
learners in Vietnam,
identified the main challenges of using OER for self-directed oral practice as including
difficulties
with
self-regulation,
confusion
in
selecting
content
appropriate
to
their
proficiency level, and a lack of detailed feedback. These authors emphasize that, despite
these limitations, the use of OER helped students improve various aspects of their oral
skills, such as pronunciation, grammar, and vocabulary. These findings suggest that, while
OER offer valuable opportunities for pronunciation practice, more systematic teacher
mediation
is
needed
to
compensate
for
the
lack
of
immediate
feedback
and
ensure
effective formative assessment.
Finally, it is necessary to acknowledge the limitations and challenges associated with
implementing OER in real-world educational contexts. Recent literature indicates that,
despite growing institutional support, the adoption of OER in language teaching remains
limited due to several factors. These include the difficulty in finding resources appropriate
for students' language levels, inconsistencies in repository structures, a lack of uniformity
in metadata, and uncertainty regarding licensing (Perifanov & Economides, 2022, as cited
in
Panday‐Shukla
,
2024).
Similarly,
Pham
and
Tran
(2024)
identified
three
types
of
challenges hindering the use of OER in course design: (a) technological and infrastructure
problems, (b) pedagogical concerns, and (c) legal restrictions. These findings coincide
with
the
logistical
and
training
difficulties
observed
in
the
present
research,
which
reinforces
the
need
for
educational
institutions
to
invest
not
only
in
technological
infrastructure,
but
also
in
teacher
professional
development
programs
that
address
contextual adaptation, linguistic localization, and pedagogical alignment of OER with
curricular objectives.
In terms of practical implications, the research demonstrates that integrating OER into
virtual environments is feasible and beneficial, even for populations with basic digital
skills. Prior training and teacher support were key factors for the intervention's success,
which
aligns
with
Bhatt
and
Bunkar
(2019)
recommendations
on
the
importance
of
teacher training for the effective adoption of these resources. Furthermore, aligning the
activities
with
the
institutional
curriculum
ensured
that
students
perceived
OER
as
valuable
complements
rather
than
additional
tasks.
These
findings
have
direct
implications
for
the
design
of
online
language
teaching
programs,
suggesting
that
incorporating OER can be an effective strategy for improving educational quality and
promoting digital inclusion.
CONCLUSIONS
This research describes the use of specific Open Educational Resources (OER) for
developing oral English proficiency in A1-level students at InnovaEducativa. The results
indicate that integrating tools such as Vocaroo, Voki, Flipgrid, and TED-Ed significantly
improves
students'
fluency,
pronunciation,
and
confidence,
while
also
fostering
their
autonomy
and
active
participation.
Aligning
these
resources
with
the
institutional
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Revista Ciencia Kawsay | Vol. 03 | Núm. 01 | enero - junio | 2026
curriculum and providing teachers with prior training were identified as critical factors
for successful implementation.
Furthermore,
it
was
shown
that
OERs
offer
a
viable
solution
to
overcome
the
limitations
of
oral
practice
in
virtual
environments,
providing
opportunities
for
asynchronous interaction and personalized feedback. However, challenges remain related
to the systematic assessment of pronunciation and the need for institutional policies that
promote the sustainability of these practices. It is therefore recommended that future
research explore the long-term impact of OERs on the development of oral competence
and analyze their effectiveness at different levels of language proficiency.
Finally, it is suggested that educational institutions invest in teacher training and the
creation of institutional repositories of OER to facilitate access and promote widespread
use. Incorporating these resources not only contributes to improving language skills but
also prepares students for a constantly evolving digital environment, developing essential
transversal skills for their academic and professional development.
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