Abstract:
This research project investigates the impact of collaborative group techniques on enhancing oral expression among EFL (English as a Foreign Language) students at Colegio Sara Serrano de Maridueña in Huaquillas Ecuador The study addresses the gap between Ecuador’s national curriculum and the practical need for communicative English skills, especially in a border town with strong tourism and trade ties. Classroom observations reveal an emphasis on grammar drills and writing, with minimal interactive speaking opportunities Grounded in socio-constructivist theory this study implements role-plays think-pair-share and jigsaw tasks to improve students' fluency, vocabulary, accuracy, and confidence Research methods include classroom observations using SOLOM rubrics interviews and reflective diaries Results from previous studies highlight challenges such as unequal participation reinforcement of errors and resource limitations which the study seeks to mitigate through structured group formation and teacher training Findings are expected to demonstrate how strategic scaffolding and peer feedback can reduce speaking anxiety and foster equitable oral skill development The study contributes to bridging curriculum gaps by proposing effective communicative practices that prepare students for real-world English use in academic and professional contexts
