Use of Open Educational Resources for the Development of English as a Foreign Language Communication Skills in A1-Level Students
Keywords:
oral proficiency, open educational Resources, language teaching, virtual learning environments, pedagogical innovationAbstract
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.
References
Aktas, E. (2023). The effect of web 2.0 based technology applications on speaking skills and speaking anxiety in teaching Turkish as a foreign language: Voki example. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1183037
Bhatt, D., & Bunkar, A. (2019). Enhancing teaching and learning skills with open educational resources. Journal of Entrepreneurship and Business Resilience (JEBR), 2(1), 13-25. https://jebr.fimek.edu.rs/index.php/jebr/article/view/60
Butarbutar, R. (2021). How does Technology Vocaroo Improve Students’ Speaking Ability? A Study from Learner, Teacher, and Researcher’s Perspective. Journal of Positive Psychology & Wellbeing, 5(3), 1635–1640. https://doi.org/10.17507/jltr.1203.15
Cantón, MI, & Pérez, BE (2017). Oral competence in English at the end of primary education. Porta Linguarum, 27, 37-48. https://dialnet.unirioja.es/descarga/articulo/6267751.pdf
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Dang, T.N.Y., Lu, C., & Webb, S. (2023). Open access academic lectures as sources for incidental vocabulary learning: Examining the role of input mode, frequency, type of vocabulary, and elaboration. Applied Linguistics, 44 (4), 747–770. https://doi.org/10.1093/applin/amac044
Elias, M., Oelen , A., Tavakoli, M., Kismihok , G., & Auer, S. (2020). Quality evaluation of open educational resources In European Conference on Technology Enhanced Learning (pp. 410-415). Cham: Springer International Publishing https://doi.org/10.1007/978-3-030-57717-9_36
Feng, R., & Guo, Q. (2022). Second language speech fluency: What is in the picture and what is missing. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.859213
Foster, P. (2020). Oral fluency in a second language: A research agenda for the next ten years. Language Teaching, 53 (4), 446–461. https://doi.org/10.1017/S026144482000018X
Gilbert, JB (2012). Clear Speech: Pronunciation and Listening in North American English. Cambridge University Press.
Huang, N. (2022). Revisiting L2 pragmatic competence through implicit vs. explicit instructional framework. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.987729
Panday‐Shukla, P. (2024). Comparing an open educational resource and a traditional textbook: A case study on learner perceptions. Foreign Language Annals, 57(2), 425-449. https://doi.org/10.1111/flan.12727
Pham, T.K.H., & Tran, M.T. (2024). Open education resources in EFL teaching at School of Languages and Tourism: Opportunities and challenges. Vietnam Journals Online . https://jst-haui.vn/media/31/uffile-upload-no-title31291.pdf
Pham, THA, Pham, TTH, & Nguyen, TA (2025). Using open educational resources for self-directed English speaking practice. Journal of Inquiry into Languages and Cultures, 9 (1). https://doi.org/10.63506/jilc.0901.296
Richards, J.C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics . Pearson Education Limited.
Rico Yate, JP, Ramírez Montoya, MS, & Montiel Bautista, S. (2022). Development of oral English competence through open educational resources. Apertura, 16 (1). https://www.scielo.org.mx/scielo.php?pid=S1665-61802016000200006&script=sci_abstract&tlng=en
Singh, S.K., Banerjee, A., De, K.K., & Singh, A.K. (2023). The attitude of students and teachers towards the use of MOOCs for their academic and professional development: A comparative study of two case study sites. Tuning Journal for Higher Education, 10(2), 245-270. https://doi.org/10.18543/tjhe.2481
Thornbury, S. (2005). How to teach speaking . Pearson Education Limited.
Toleuzhan , AT, Sarzhanova , GB, Tleuzhanova , GK, & Erdem, C. (2024). Enhancing speaking fluency in English through the use of open educational resources among secondary school students in Kazakhstan. International Journal of Knowledge and Learning, 18 (1), 32-51. https://doi.org/10.1504/IJKL.2025.143068
Uchihara, T., & Clenton, J. (2023). The role of spoken vocabulary knowledge in second language speaking proficiency. The Language Learning Journal, 51 (3), 376–393. https://doi.org/10.1080/09571736.2022.2080856
Wiley, D., & Hilton III, J.L. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601
Published
Issue
Section
License
Copyright (c) 2025 Danilo Flores Flores Montoya, Carmen Gissela Pilaquinga Calapaqui (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
