AI-SUPPORTED MENTORING: SPEAKING PRACTICE WITH STIMULER IN FUTURE ENGLISH TEACHER TRAINING
Palabras clave:
competencia oral, profesores de inglés en formación, evaluación diagnóstica, métodos mixtos, interacción oral, inteligencia artificialResumen
DOI: https://doi.org/10.46296/yc.v10i19.0947
Resumen
La habilidad oral es un requisito esencial en la formación inicial de profesores de inglés como lengua extranjera, ya que los futuros docentes deben ser capaces de comunicarse eficazmente, controlar la interacción en el aula y proporcionar modelos de lenguaje oral adecuado. Este estudio empleó un diseño de métodos mixtos, descriptivo, transversal, de campo y no experimental para evaluar la competencia oral de los estudiantes del programa educativo “Pedagogía de Lenguas Nacionales y Extranjeras: Inglés” de la Universidad Laica Eloy Alfaro de Manabí e investigar las percepciones e ideas de los docentes sobre los factores que determinan el éxito en este campo. Se matricularon 197 estudiantes en el programa, mientras que la muestra analítica consistió en 26 evaluaciones diagnósticas completas de expresión oral, seleccionadas mediante muestreo por conveniencia. Once estudiantes fueron evaluados según los descriptores A1-A2 y quince, según los descriptores B1. Cuatro profesores de inglés participaron en entrevistas semiestructuradas, que se analizaron temáticamente. Se utilizaron las escalas de expresión oral de Cambridge para evaluar la gramática y el vocabulario, la pronunciación, la comunicación interactiva y el logro global, así como la gestión del discurso en el nivel B1 de los estudiantes. En cuanto a la pronunciación, fue el área más fuerte en ambos tipos de estudiantes (A1-A2: M = 3,27, DE = 1,01; B1: M = 2,53, DE = 0,64); los valores medios más bajos se obtuvieron en la evaluación de gramática y vocabulario (M = 2,09, DE = 1,45; M = 1,60, DE = 0,63, respectivamente). Las percepciones de los docentes coinciden con el perfil diagnóstico en cuanto a la limitada recuperación de vocabulario, la ansiedad, la interacción espontánea insuficiente, la baja exposición al inglés y las dificultades de comprensión auditiva. Los hallazgos respaldan las recomendaciones de una interacción guiada más frecuente, práctica integrada de escucha y expresión oral, colaboración entre pares y retroalimentación sistemática dentro del Programa de Lengua Inglesa.
Palabras claves: competencia oral, profesores de inglés en formación, evaluación diagnóstica, métodos mixtos, interacción oral, inteligencia artificial.
Abstract
The speaking skill is an essential requirement in pre-service EFL teacher education as future instructors must be able to communicate effectively, control classroom interaction and provide models of proper spoken language. This study involved a mixed-methods, descriptive, cross-sectional, field-based, and non-experimental design to assess the speaking proficiency of students of the “Pedagogy of National and Foreign Languages: English” educational program at Universidad Laica Eloy Alfaro de Manabí and to investigate teachers’ perceptions and ideas regarding the factors determining success in this field. 197 students were enrolled in the program, while the analytical sample consisted of 26 complete diagnostic speaking assessments, which were selected on the basis of convenience sampling. 11 students were assessed according to A1-A2 descriptors and 15 students, according to B1 descriptors. Four English language teachers participated in semi-structured interviews, which were analyzed thematically. Cambridge speaking scales were used to evaluate grammar and vocabulary, pronunciation, interactive communication, and global achievement, as well as discourse management at the level of B1 students. As to pronunciation, it was the strongest area in both types of students (A1-A2: M = 3.27, SD = 1.01; B1: M = 2.53, SD = 0.64); the lowest mean values were acquired in the assessment of grammar and vocabulary (M = 2.09, SD = 1.45; M = 1.60, SD = 0.63, respectively). Teacher perceptions coincide with the diagnostic profile regarding limited vocabulary retrieval, anxiety, insufficient spontaneous interaction, low exposure to English, and listening-comprehension difficulties. The findings support recommendations for more frequent guided interaction, integrated listening-speaking practice, peer collaboration, and systematic feedback within the English Language Program.
Keywords: speaking proficiency, pre-service English teachers, diagnostic assessment, mixed methods, oral interaction, artificial intelligence.
Información del manuscrito:
Fecha de recepción: 08 de mayo de 2026.
Fecha de aceptación: 10 de julio de 2026.
Fecha de publicación: 11 de agosto de 2026.
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