Cuitiño Ojeda, María JocelynHernández Vargas, EduardoHuenulao Ormeño, Juan JoséMontenegro Silva, SofíaFacultad de Educación y Ciencias SocialesEscuela de Pedagogía en Inglés2025-04-282025-04-282024https://repositorio.unab.cl/handle/ria/64290Trabajo de investigación acción exploratoria, Licenciado en EducaciónIn the area of learning a foreign language, there have been noticeable challenges regarding speaking activities. In our teaching practices, the main challenges related to speaking tasks are the lack of opportunities to practice speaking and the lack of contextualized activities. Activities in the EFL classroom do not seem to be related to real-world contexts nor to students’ personal interests. In addition, classes seem to be more teacher-centered rather than student-centered, diminishing students' opportunities to practice this skill properly. This approach leads to passive learning, where students become recipients of information instead of participating actively in their learning process. An additional issue is the lack of emphasis on formative assessment and its use and perception as a tool for supporting communication skills development. Normally, in the EFL classroom, summative assessments are prioritized over continuous feedback and improvement. Students seem to be reluctant to perform properly in tasks that will not be evaluated with a grade, leading them to make an effort only when facing these types of evaluations. As a consequence, students do not consider formative assessments as valuable during their learning process. Without formative assessment, students disregard constructive feedback that could guide their learning process and improve their oral communication skills. Furthermore, teachers seem to overlook this type of assessment as an instrument to nurture oral communication. This results in students needing more guidance and support to develop their speaking abilities successfully.enInglésEvaluaciónMetodologíaEnseñanzaHablantes ExtrajerosTesis