Estrategia de retelling en las habilidades de comunicación oral de estudiantes de Inglés como lengua extranjera

Oral communication is a fundamental skill in learning English as a foreign language (EFL); however, many students face difficulties related to vocabulary, pronunciation, and fluency. Therefore, the objective of this study was to analyze the changes observed in the oral communication skills of seventh-grade English students at Rubén Darío Middle School, located in the municipality of Esquipulas, Matagalpa. The research was conducted under a positivist paradigm and a quantitative approach, using a quasi-experimental design with an intact group. The sample consisted of 12 students, who were administered a pretest and a post test using anecdotal records, supplemented by a survey and an interview. The results showed a decrease in difficulties related to vocabulary, from 149 to 91 instances, and in pronunciation, from 134 to 103 instances. Furthermore, the students expressed a positive perception of the implemented strategy, reflecting greater confidence and participation during oral activities. In contrast, difficulties associated with fluency increased from 93 to 118 instances, suggesting the need for longer practice periods to promote language automation. The findings suggest that retelling is a relevant pedagogical strategy for strengthening oral communication in students of English as a foreign language, especially in educational contexts where opportunities for oral practice are limited.