This study presents a didactic strategy based on the Audiolingual Method to improve speaking skills in tenth-grade students at Replica High School in Manta, Ecuador. The primary objective was to propose a structured and interactive teaching approach that addresses students’ limited oral proficiency caused by traditional grammar-focused instruction. The strategy incorporates key elements of the Audiolingual Method, such as repetition, substitution, transformation drills, and guided dialogues, aiming to promote fluency and automaticity in English speaking. The research followed a qualitative, descriptive, and evaluative approach, relying on expert validation as the main source of data. A purposive sample of language education specialists reviewed the proposed two-week lesson plan. Experts evaluated the strategy using a structured validation rubric, focusing on three main criteria: pertinence, coherence, and validity. Data collection was carried out through structured forms and qualitative feedback. The results of the expert validation indicated that the strategy was highly relevant to the learners’ needs, logically structured, and pedagogically sound. Experts also noted the effectiveness of integrating interactive and communicative activities to foster spontaneous speech and improve pronunciation. The analysis of expert input confirmed that the proposed strategy aligns well with established principles of second language acquisition and meets the demands of contemporary English language classrooms.
Reyes et al. (Thu,) studied this question.
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