LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3722.
DOI: https://doi.org/10.56712/latam.v6i4.4544
Enhancing A2-Level Student's Speaking Motivation through
Communicative Language Teaching and Kinesthetic Role-
Playing Activities
Mejorar la motivación para hablar en estudiantes de nivel A2 mediante la
enseñanza del lenguaje comunicativo y actividades de juego de roles
Kinestésicos
Carlos Ramón Pilamunga Caluña
raymondpila2015@gmail.com
https://orcid.org/0009-0009-9816-2449
Universidad Bolivariana del Ecuador
Guaranda – Ecuador
Ruth Stefanny Hinojoza Pilamunga
ruth.hinojoza1998@gmail.com
https://orcid.org/0009-0007-1711-0651
Universidad Bolivariana del Ecuador
Guaranda – Ecuador
Vicente Germán Lozano Baños
viche_123@hotmail.com
https://orcid.org/0009-0005-0825-961X
Universidad Bolivariana del Ecuador
Guaranda – Ecuador
Artículo recibido: 06 de junio de 2025. Aceptado para publicación: 20 de septiembre de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
This research focuses on improving the motivation to speak in A2 level students of English as a foreign
language through the implementation of the CLT (Communicative Language Teaching)
communicative approach. A2 level students often face challenges in oral communication due to
limited knowledge of vocabulary and grammar. Learning involves physical movement and hands-on
activities; it has been shown to be effective in language education by adapting to various learning
styles and improving memory and understanding. The research will be carried out at the U. E "Pangua"
in El Corazón, belonging to Pangua town, Cotopaxi- Ecuador, with 61 A2 level students between 14 and
16 years old. The mixed methods approach allows for a comprehensive assessment of the impact of
learning on motivation to speak. The research results, obtained through teacher interviews, checklists,
and student surveys, reveal that CLT activities positively impact motivation to speak. Data collected
through surveys indicated an increase in motivation and a preference for learning among students. In
conclusion, successfully meeting its objectives, the research implemented various techniques,
resulting in significantly positive changes as evidenced in the statistical results. The findings
emphasize the effectiveness of the methods, in improving language motivation, addressing language
anxiety and adapting to individual learning preferences, offering valuable information for language
educators and professionals.
Keywords: teaching methods, CLT approach, teaching approaches, oral skills, development,
communicative activities
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3723.
Resumen
Esta investigación se centra en mejorar la motivación para hablar en estudiantes de nivel A2 de inglés
como lengua extranjera a través de la implementación del enfoque comunicativo CLT (Communicative
Language Teaching). Los estudiantes de nivel A2 de a menudo enfrentan desafíos en la comunicación
oral debido a un conocimiento limitado de vocabulario y gramática. El aprendizaje implica movimiento
físico y actividades prácticas, ha demostrado ser efectivo en la educación lingüística al adaptarse a
diversos estilos de aprendizaje y mejorar la memoria y la comprensión. La investigación se llevará a
cabo en la U. E "Pangua" en El Corazón, perteneciente al cantón Pangua, Cotopaxi- Ecuador, con 61
estudiantes de nivel A2 de entre 14 y 16 años. El enfoque de métodos mixtos permite una evaluación
integral del impacto del aprendizaje en la motivación para hablar. Los resultados de la investigación,
obtenidos a través de entrevistas a profesores, listas de control y encuestas a estudiantes, revelan
que las actividades CLT impactan positivamente en la motivación para hablar. Los datos recopilados
a través de las encuestas indicaron un aumento en la motivación y una preferencia por el aprendizaje
entre los estudiantes. En conclusión, cumpliendo exitosamente sus objetivos, la investigación
implementó diversas técnicas, resultando en cambios significativamente positivos como se evidencia
en los resultados estadísticos. Los hallazgos enfatizan la efectividad de los métodos, para mejorar la
motivación lingüística, abordar la ansiedad lingüística y adaptarse a las preferencias individuales de
aprendizaje, ofreciendo información valiosa para educadores lingüísticos y profesionales.
Palabras clave: métodos de enseñanza, enfoque CLT, enfoques de enseñanza, habilidades
orales, desarrollo, actividades comunicativas
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Pilamunga Caluña, C. R., Hinojoza Pilamunga, R. S., & Lozano Baños, V. G. (2025).
Enhancing A2-Level Student’s Speaking Motivation through Communicative Language Teaching and
Kinesthetic Role-Playing Activities. LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades 6 (4), 3722 – 3739. https://doi.org/10.56712/latam.v6i4.4544
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3724.
INTRODUCTION
In the dynamic landscape of education, speaking learning stand as pillars of comprehensive student
development. When coupled with speaking learning students engage with subjects on a deeper level,
fostering holistic learning that caters to various learning styles and improve speaking proficiency. This
introduction explores a series of informing studies, starting with Barcos & Guato until Mostafa Ahmed
Abd El Kader.
A study developed by (Barcos & Guato, 2017), named “Influence of speaking activities in oral motivation
performance”, which aimed to improve communicative skills by incorporating various learning styles
into the curriculum activities found through data collected with classroom observations based on the
Communicative Language Teaching methodology and the Multiple Intelligences theory that the
integration of speaking activities and catering to diverse learning preferences positively influences
students' success in acquiring new knowledge and strengthening their communicative abilities.
In the study "Influence of speaking activity to develop the oral skill of EFL" by (Pisco & Santana, 2019),
which targeted the effectiveness of short speeches learning as a teaching method examined compared
to traditional approaches. The research highlighted the importance of nonverbal communication in
enhancing both kinesthetic and oral skills, collected data through classroom observations and student
input. The findings indicated that integrating kinesthetic learning enhances students' comprehension
and communicative abilities, offering a valuable teaching alternative.
In this research “Influence of speaking techniques in the development of the quality of oral expression”
conducted by Escudero (2019). The study addressed deficiencies in linguistic competencies related to
English language skills. found through data collected involved field with observation survey and
interviews. Additionally, the findings gave valuable insights about benefits of the adoption of various
speaking techniques and exercises, aided by a digital manual with visual stories, to facilitate skill
development, turning students into proficient speakers.
This study conducted by (Alava & Manzo, 2022)"Influence of the comprehensible input in the
development of oral expression", assessed the effectiveness of a didactic guide for implementing
comprehensible input to enhance various skills, with a focus on oral expression, for 2d-grade students
through mixed-methods approach, as survey and interview. The results of incorporating diverse
methods, techniques, and instruments in the classroom improve their oral expression skills
significantly. This research highlighted the potential of the didactic guide as a valuable tool for
enhancing language learning outcomes. "Speaking" by (Bygate, 1987) offers insights into the cognitive
processes involved in speaking, the role of practice and feedback, the implications for language
teaching, the design of speaking tasks, the integration of speaking activities in language classes, and
the role of corrective feedback. This search is a combination of theoretical frameworks, cognitive
psychology, and empirical research to examine the processes and strategies involved in speaking. It
involves literature reviews, analysis of language production models, and potentially some case studies
or classroom observations. It discusses the balance between fluency, accuracy and how learners use
feedback from themselves and others to monitor and correct their speaking output.
"Language Learning Styles and Strategies: An Overview" by (Oxford, 2003) provides a comprehensive
exploration of the concepts of language learning styles and strategies. It covers key characteristics of
learning styles and strategies and their impact on language acquisition by discussing various
methodologies used to study how individuals approach language learning. This research employs
surveys, observations, and experiments. The investigation summarizes by discussing the implications
of understanding learning styles and strategies for language teaching. It emphasizes the need for
educators to accommodate diverse learning preferences and highlights the role of individual
differences in language learning.
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ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3725.
The study “An Investigation of the Difficulties Faced by EFL Undergraduates in Speaking motivation”
(2013) by (Al-Jamal & Al-Jamal, 2013) describes the difficulties encountered at an EFL setting. Sixty-
four students were interviewed out of 566 students by means of a survey questionnaire. The authors
focused on a theoretical and contextual method. This study shows a ‘low’ speaking proficiency level
among EFL undergraduates. The relevant difficulties caused by this study are the criticisms of the
teaching process, absence of relevance of the content of textbook to student’s daily communicative
needs by ignoring the real world, large classes, and lack of time.
Improving speaking motivation in A2 level English Learners through kinesthetic learning techniques
aligns with UBE research lines of pedagogy, didactics, and education management, as well as on
educational models, pedagogical innovations, and evaluation established by it. By researching task-
based language teaching to enhance oral fluency among A2 level students, this study contributes
significantly to the understanding of language teaching methods and the application of a specific
educational model. Furthermore, the research project lines up with the broader objectives of enhancing
educational practices, evaluating instructional models, and fostering pedagogical innovations in the
field of education.
According to Carter (2020) emphasizes that kinesthetic techniques are strategies which integrate
movement-based activities into the curriculum by promoting students' creativity, critical thinking, and
overall academic success. According to Chaney (1998) Speaking entails the act of creating and
disseminating significance through verbal and non- verbal symbols within varying scenarios.
Numerous studies have shown that teaching speaking, especially to A2-level students, presents a
number of difficulties. The restricted vocabulary and grammatical patterns characteristic of students
at this level present a major challenge. According to Al-Jamal & Al-Jamal (2013), a lot of EFL students
struggle with speech competency because traditional textbook material does not account for the
communicative demands of the actual world. This can demotivate and alienate pupils. Additionally,
students frequently experience a dearth of opportunities for real-world oral practice, which results in a
lack of exposure to speaking in relevant settings. Individual speaking time is further limited by large
class sizes and time constraints.
As Pisco & Santana (2019) point out, a significant challenge is the inadequate integration of nonverbal
and kinesthetic communication strategies, which can impair speaking performance as well as
comprehension. Conventional teaching techniques, which sometimes emphasize rote memory or
passive learning, fall short of completely involving students, particularly those who gain more from
active, hands-on learning. It has been demonstrated that kinesthetic learning, which incorporates
movement and interaction, improves student engagement and language retention. But many
classrooms still lack the adaptability or resources necessary to put these strategies into practice, which
creates a disconnect between the methods of education and the needs of the students.
Finally, major obstacles to the development of speaking include fear and lack of confidence. According
to Barcos & Guato (2017), students' high anxiety levels—which are frequently based in a fear of making
mistakes or facing criticism from peers—make it difficult for them to communicate orally. In
conventional classroom settings, where accuracy is prioritized above fluency, this anxiety may become
more intense. These kinds of settings discourage taking chances and trying new things, two things that
are crucial for language development. Studies that use kinesthetic teaching methods have shown that
encouraging a more engaged and supportive learning environment can help students overcome these
challenges and become more motivated and self-assured communicators.
The central problem solve with this article is:
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How can the speaking motivation, language competency, and self-confidence of A2 level English
Language Learners (ELL) be improved in real-life communication scenarios through a lesson plan that
is based on role-playing activities and augmented by kinesthetic learning techniques?
Object
This research paper examines how A2-level English language learners' speaking motivation might be
increased through the use of kinesthetic learning strategies, particularly role-playing. This method
incorporates movement and interaction into the learning process in an attempt to overcome the
difficulties pupils encounter when speaking to others. This study's research domain is the employment
of kinesthetic strategies to help A2-level students in a public high school setting become more engaged,
fluent, and confident speakers of English.
The general objective of this project is to explore the impact of incorporating physical movement and
hands-on activities during language learning sessions on students' speaking motivation to identify the
impact of kinesthetic activities to potentially benefit speaking abilities in elementary students. By
examining the use of kinesthetic techniques such as role plays, interactive games, and group
discussions, the research seeks to assess the effectiveness of these methods in enhancing students'
confidence, fluency, and overall engagement in verbal communication.
The independent variable role-playing technique, a dynamic and interactive teaching strategy that
improves English language learners' motivation and competency when speaking the language, is the
independent variable in this study. Through role-playing, students can practice language skills in a more
meaningful and authentic environment by adopting characters or personas and participating in
simulated real-life scenarios. This method encourages students to apply their knowledge of vocabulary,
grammar, and pronunciation in a useful, communicative way by encouraging active involvement,
creativity, and critical thinking.
The purpose of role-playing is to promote a more laid-back and encouraging learning atmosphere while
also lowering the anxiety that is frequently connected to speaking in a second language.
The dependent variable in this study is A2 Speaking motivation. As per the Common European
Framework of Reference for Languages (CEFR), A2 speaking motivation pertains to individuals at a
basic language proficiency level. These individuals can engage in communication within everyday
contexts using commonly used expressions and basic vocabulary. The CEFR serves as the system that
outlines and clarifies various levels of both oral and written language expression and comprehension,
applicable to languages like English.
The quantitative and qualitative research method will be employed in this proposal for enhancing
speaking motivation through kinesthetic learning techniques. Firstly, a survey will be conducted to
identify a sample of kinesthetic learners from the target population. Next, the participants will be divided
into two groups: a control group and an experimental group. The control group will not receive
kinesthetic activities, while the experimental group will engage in specific kinesthetic exercises aimed
at improving their speaking abilities. Both groups will undergo a pre-test to assess and diagnose their
initial speaking proficiency levels. After the intervention, a post-test will be administered to measure the
extent of improvement in speaking motivation resulting from the role-playing activities.
In addition, the survey will be carefully designed to accurately identify role- playing learners in the target
population. Random sampling techniques will be used to ensure a representative sample. Next, the
participants will be assigned to the control and experimental groups. Standardized pre and post-tests
will be used to assess speaking proficiency consistently. The implementation of kinesthetic activities
will be well-planned and monitored to ensure consistency across all participants. The data collected
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from the instruments will be analyzed using appropriate statistical methods to determine any
significant improvements in speaking motivation s. Finally, the findings will be reported objectively,
providing clear evidence of the effectiveness of role-playing learning in enhancing speaking abilities.
METHODOLOGY
In this study, a Quasi-experimental design will be employed, combining quantitative data with qualitative
data to explore the impact and effectiveness of kinesthetic learning techniques on the speaking
motivation of A2 level ELL students. The significance of the mixed-methods research approach for this
study is multifaceted. Firstly, it enables the assessment of the impact of role-playing learning technique
on speaking motivation using diverse data sources. Quantitative methods objectively measure
improvements in speaking motivation, while qualitative data offer insights into students' experiences,
challenges, and perceptions.
Moreover, the combination of quantitative and qualitative data serves to validate findings. If
quantitative data indicates an improvement in speaking motivation and qualitative data confirms
positive student experiences, it strengthens the evidence supporting the effectiveness of learning
techniques. Qualitative data play a vital role in providing rich, in-depth insights into the "why" and "how"
behind the effectiveness of role-playing learning.
This approach uncovers specific teaching methods and strategies that prove successful and identifies
areas that may require improvement. Additionally, the mixed- methods approach guides the
development of tailored interventions by understanding the unique needs and feedback from students,
facilitating the design of more effective and engaging strategies.
Throughout the research process focused on enhancing speaking motivation s in A2 level ELL students
through kinesthetic learning techniques, the mixed-methods approach offers several key contributions.
Quantitative assessments measure the effectiveness of role-playing learning techniques, providing
empirical evidence, while qualitative data provide a deeper understanding of students' perceptions and
experiences with role playing learning.
This understanding guides the development of best practices and refines teaching methods. Qualitative
data also highlights challenges or limitations in using role-playing learning techniques, enabling the
development of strategies to address these issues. Incorporating qualitative feedback from students
ensures a student-centered research process, placing students' voices and experiences at the forefront,
and considering their needs and preferences in shaping effective pedagogical strategies.
In summary, a mixed-methods research approach is well-suited for the study of enhancing speaking
motivation in A2 level ELL students through role-playing techniques. It offers a balanced and
comprehensive perspective on the effectiveness and impact of these techniques, ultimately
contributing to more informed and student-centered teaching practices.
To gain a comprehensive understanding of the research focus on enhancing the speaking motivation
of A2 Level English Language Learner (ELL) students through the utilization of Learning Techniques, it
is vital to delve into the mixed-method research approach. This approach, combining qualitative and
quantitative research methods, aligns with the specific needs of the research, facilitating a well-rounded
exploration of the subject matter. In the book, (Creswell & Plano Clark, 2017) provide a lucid definition
of mixed-method research as an approach that integrates both quantitative and qualitative
methodologies.
They emphasize the concurrent or sequential use of these methods to achieve a more holistic
comprehension of the research topic. According to them, the amalgamation of qualitative and
quantitative research offers a deeper understanding than either method in isolation, leading to a more
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comprehensive insight into research complexities. The contribution of qualitative research in this
mixed-method approach is paramount. Qualitative research centers on the exploration of participants'
experiences, perceptions, and profound insights. In the context of enhancing speaking motivation
through kinesthetic learning techniques, qualitative methods such as interviews and open-ended
surveys prove invaluable.
These methods capture the personal experiences of students, their emotional responses to the learning
techniques, and the subtle challenges they encounter during their learning journey. Furthermore, in the
analysis of qualitative data, understanding written materials, such as interview transcripts and focus
groups, as well as visual data like photos, is essential. This process includes the identification of
patterns and the drawing of conclusions from the data (Bee, Brooks, Callaghan, & Lovell, 2018). It
provides a rich, narrative depiction of the student's experience with kinesthetic learning techniques,
allowing for a deeper understanding of why certain strategies succeed or falter for specific A2 Level
ELL students.
In conjunction with qualitative research, quantitative research holds significant importance in the
mixed-method approach. Quantitative research involves using numerical information to measure and
describe different phenomena, facilitating the creation of empirical connections among two or more
variables (Stockemer, 2019). In the context of this research, quantitative methods, such as pre- and
post-assessments, closed- ended surveys of speaking motivation, yield numerical data which serve as
a metric for assessing the effectiveness of kinesthetic learning techniques and quantifying their impact
on speaking motivation s and a rigorous assessment of the influence of kinesthetic learning
techniques.
The consolidation of qualitative and quantitative research methods results in a holistic and
comprehensive research process. This comprehensive approach enables an in- depth exploration of
the student experience (qualitative) while rigorously assessing the overall effectiveness (quantitative)
of kinesthetic learning techniques in enhancing the speaking motivation s of A2 Level ELL students.
The mixed-method approach contributes to a well-rounded and exhaustive study that can inform
tailored instructional strategies. Convergent parallel designs involve collecting quantitative and
qualitative data simultaneously, combining the data, and using the results to understand the research
(Sahin et al., 2019).
The research is conducted at Pangua High School, a public institution in Pangua-Cotopaxi-El Corazón,
regulated by the Minister of Education. It has 450 pupils in two different sessions, in the morning, from
8th grade basic level to 3rd baccalaureate. However, the research will be focused on the morning
session of the 2nd baccalaureate that has a proficiency A2 English level. It is particularly important to
remember that all participant identities in this study will remain private. To further ensure a fair and
impartial selection process, the cluster of students chosen to take part in this study was chosen at
random.
The educational institution lacks any additional resources to promote and motivate the acquisition of
the English language. It lacks a laboratory, internet, computers, or audio equipment, which is why
teachers must design their lesson plans with supplementary resources to integrate it into the
classroom, although this is not the case in most instances. The English classes are scheduled within
the school hours for a total of 3 hours per week, each lasting 40 minutes. During this time, the objectives
outlined in the modules provided by the Ministry of Education must be achieved.
The control group for this study will be a sample size of 38 students, despite the fact there are 61 pupils
in the two courses. The teacher will apply the activities suggested to one group. It is crucial to note that
this sample is still thought to be representative of the overall student body despite its relatively smaller
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size. These students come from low- income families, non-traditional families, with family issues, and
limited social interaction.
The instruments were validated through experts’ judgments (Zohrabi, 2013) states that mixed methods
research, key instruments include closed-ended and open-ended questionnaires, interviews, and
checklists. Combining these methods enhances data validity and reliability. Quantitative data are
primarily collected through closed-ended questionnaires, while qualitative data come from open-ended
questionnaires, interviews, and checklists. Nevertheless, analyzing data from open-ended questions
can be time- consuming.
The initial step involved organizes the operationalization matrix that allows defining the concepts of
the dependent and independent variables. Next, it was necessary to determine the relation through
dimensions and instruments tools to collect the appropriate research data. In order validate the
instruments by the experts a dossier was assembled, which include the operationalization matrix, a
letter requesting expert review, two validation certificates (corresponding to each variable) which
explain how the instruments are related to the dimension, and the instruments. This dossier was then
sent to the tutor to continue the validation process.
In the process of gathering information and all the important details for the proposal, it was necessary
to implement three instruments. First, surveys were applied to the students; they helped acquire general
information about what they think. Then, the teacher interview was conducted, providing a qualitative
exploration of detailed perspectives and experiences. Finally, a checklist was employed to assess the
lesson plan, ensuring a comprehensive examination of role-playing criteria. This methodological
combination facilitates a holistic understanding of the subject, laying a foundation for decision-making
in subsequent stages of the proposal.
RESULTS
In the context of the research topic "Enhancing Speaking motivation in A2 Level English Language
Learner (ELL) Students through Kinesthetic Learning Technique," the survey results applied to group A
indicate that the students' perspectives on their speaking motivation s vary. The survey data reveals
valuable insights into the speaking motivations and attitudes towards kinesthetic learning among A2
Level ELL students.
A substantial majority (52%) of students' express comfort or agreement when speaking in English,
providing a positive foundation for addressing speaking motivations. Specifically, the breakdown
shows that a minority of 21% strongly disagree, and 18% disagree, while 9% neither agree nor disagree.
In the majority, 36% agree, and 15% strongly agree, making up the total majority of 52%.
About 52% of students’ exhibit motivation to enhance their speaking skills, with a notable strongly
agreeing. In detail, 21% strongly disagree, 12% disagree, and 15% neither agree nor disagree,
constituting the minority. In contrast, in the majority, 24% agree, and 27% strongly agree, making up the
total majority of 52%.
A considerable percentage (52%) express enjoyment in talking in English with friends, showing a
positive attitude towards conversational activities. Specifically, 24% strongly disagree, 18% disagree,
and 6% neither agree nor disagree, constituting the minority. Meanwhile, in the majority, 27% agree, and
24% strongly agree, making up the total majority of 52%.
Nearly half of the students (48%) find speaking in English during activities to be fun or strongly fun,
suggesting that incorporating enjoyable elements into language learning activities could enhance
motivation. Specifically, 24% strongly disagree, 12% disagree, and 15% neither agree nor disagree,
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constituting the minority. In contrast, in the majority, 24% agree, and 24% strongly agree, making up the
total majority of 48%.
Regarding relaxation or comfort in speaking English, 52% still express this sentiment, providing a
foundational aspect for building speaking motivations. Specifically, 30% strongly disagree, 12%
disagree, and 6% neither agree nor disagree, constituting the minority. Meanwhile, in the majority, 27%
agree, and 24% strongly agree, making up the total majority of 52%.
This initial diagnosis reveals a remarkably positive outlook on the speaking motivation among A2 Level
ELL students. Despite some challenges, notably discomfort in class discussions, a significant majority
showcases genuine enjoyment and comfort in speaking English. It's evident that these students excel
in spoken communication and thrive on engaging with the language.
Moreover, the findings underscore the students' enthusiasm for kinesthetic learning techniques. They
relish the interactive nature of such activities, which significantly contributes to their motivation levels.
By leveraging kinesthetic approaches, we have a powerful tool to not only enhance speaking
motivations but also to foster an environment where students actively participate and thrive. These
methods can effectively alleviate discomfort, boost engagement, and create a vibrant and positive
atmosphere for language learning among A2 Level ELL students.
This research proposal is important and dedicated to assessing the viability, feasibility, and benefits of
role-playing learning technique designed to enhance speaking motivation in A2 level English Language
Learners (ELL) students. By drawing on empirical evidence that supports the efficacy of role-playing
learning methods, particularly in enhancing speaking motivation, validation becomes essential to
ensuring the practicality and applicability of the proposed technique. The instruments proposed are
decisive for implementing the role-play learning technique, experienced meticulous validation through
a mixed methods research approach. Expert judgments were gathered through closed-ended and open-
ended questionnaires, interviews, and checklists, ensuring robust data validity and reliability.
Moreover, the focus on oral communication in adolescence and the importance of engaging activities
like role plays and prepared talks provide a supportive context for implementing role-playing techniques
to enhance speaking motivation in A2 level ELL students. Overall, the curriculum's design and
considerations provide a solid foundation for validating and implementing the proposed enhancement
of speaking motivation through role-playing learning techniques.
This study exhibits a high level of viability by systematically addressing various aspects crucial to
language education. Firstly, the research addresses existing gaps in language education by delving into
the impact of kinesthetic learning on oral fluency. This exploration contributes to a deeper
understanding of innovative and learner-centered language instruction, filling a void in current language
teaching methodologies. The study holds significance in the educational context by aiming to optimize
language teaching methodologies. It stands out by investigating the effectiveness of role-playing
learning techniques, thereby promoting a dynamic and interactive language learning environment.
This focus on innovation aligns with current educational trends, emphasizing learner-centered
approaches and innovative teaching methods, including the integration of technology. The applicability
of the research findings to real-world educational settings is underscored by the emphasis on creating
a more comfortable and motivating conversational environment for A2 level learners. The proposal
suggests that these innovative methods can be readily integrated into classrooms, providing practical
insights for educators to enhance the language learning experience.
Furthermore, the proposed outcomes of the research can be implemented in educational practices,
guiding instructors in designing effective and engaging strategies tailored to students' needs. This
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implementation fosters more confident communication among learners, aligning with the long-term
goal of improving language proficiency and communication skills. The scalability of the research
findings is highlighted by providing actionable insights to educators that can be adapted across diverse
learning environments. The emphasis on fun, interactive, and hands-on learning activities enhances the
potential for widespread applicability, making it a valuable contribution to language education.
Anticipating ongoing benefits, the study acknowledges the long-term implications of its findings on
language proficiency, communication skills, and overall educational experiences. The sustainability of
the research design and methodology, incorporating kinesthetic learning techniques, ensures
continuous improvement in language education and offers a foundation for future studies or
applications. The research proposal stands as a viable and impactful contribution to the advancement
of language education, offering practical insights, innovative strategies, and a learner-centered
approach to enhance speaking skills in A2 level English Language Learners.
Moreover, aligning with established language learning standards, the role-playing activities for the
lesson plan effectively contribute to the development of speaking motivation within the A2 level.
Professional input from language educators and field professionals attests to the pedagogical
soundness of the role-playing learning technique. Additionally, successful implementations of role-
playing learning methods in similar contexts, supported by literature and experiences in language
education, further validate the proposal's viability.
Speaking motivation is contextualized as indispensable for overall language acquisition, academic
success, and seamless integration into social and professional contexts. This study highlights the
holistic impact of improved speaking motivation on a student's language proficiency. Acknowledging
challenges faced by A2 level ELL students in spoken English, such as mother tongue interference,
language anxiety, lack of accuracy, and confidence issues, the proposal adopts a student-centric
approach, acknowledging potential barriers to fluency.
This work elucidates how educators can create a more inclusive learning environment, addressing the
preferences of learners and enhancing language acquisition through the incorporation of movement,
interaction, and physical engagement. The benefits of role-playing learning in terms of student
engagement and motivation are thoughtfully discussed.
The proposal establishes a connection between increased motivation and improved speaking
motivation, emphasizing the holistic approach to education that addresses both cognitive and
emotional dimensions.
The methodology section meticulously outlines the development of an innovative kinesthetic-based
lesson plan tailored to the A2 proficiency level. It details pre-intervention and post-intervention
assessments, including surveys for students, interviews for teacher, and checklist for lesson plans.
Presented are short-term and long-term impacts, discussing expected improvements in speaking
motivation and the sustained language proficiency benefits. The proposal's real-life application is
emphasized, demonstrating its contribution to functional language use beyond the classroom.
The present study concisely recaps the key components and objectives of the proposal, reinforcing the
importance of enhancing speaking motivation for A2 level ELL students. The call to action seriously
encourages support for the proposed kinesthetic learning approach, emphasizing its potential positive
impact on language learning outcomes for A2 level ELL students. In essence, the proposal offers a
comprehensive and well-structured plan to address the identified problem, leveraging kinesthetic
learning techniques to enhance speaking motivation among A2 level ELL students.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3732.
The results were obtained through the mixed methods approach employed in this research project. The
thoughts, backgrounds, experiences, feelings, and challenges involved are shown in the analysis of the
qualitative teacher interview, checklist, and quantitative student surveys. On December 1st, after the
implementation of kinesthetic activities, a post survey was conducted to classroom B with 38 students.
The findings of the instruments were conducted applied to the students through Google Forms survey
involve exporting the response data to excel Sheets by organizing and formatting the data consistently,
it also applied the Likert scale data analyze which showed the following results. The data was divided
into two variables Speaking Motivation and Kinesthetic.
Technique to organize the measure respondents' attitudes
Table 1
Speaking Motivation Frequency
Category Frequency Percentage
Low scale 0 0%
Medium scale 5 13%
High scale 33 87%
38 100%
Note: The table provides Speaking Motivation Frequency Post Implementation Results. Elaborated by:
Carlos Ramón Pilamunga
The Speaking Motivation Variable table illustrates that 13% of students fall into the medium-scale
category indicate which is relatively low while the majority of students (87%) fall into the high-scale
category for speaking motivation. This is a positive finding, suggesting that a significant portion of
English A2 students is highly motivated to engage in speaking activities. It's important to leverage and
build upon this motivation to enhance their overall language learning experience.
First, the speaking motivation dimension which is represented in 5 statements such as: (I feel
comfortable when I speak in English - I feel motivated to improve my speaking skills - I enjoy talking in
English with Friends - I think that speak in English during activities is fun -I feel relax in to being part of
class discussions) evaluate the students new face to the communication environment in class.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3733.
Graphic
I feel comfortable when I speak in English
Note: The figure shows the tendency of students’ perception to speak English after implementation.
Source: own elaboration.
The survey results refer to the speaking motivation dimension, specifically focusing on the statement
"Feeling comfortable when speaking in English," reveal a predominantly positive trend among
participants. Approximately 84% of respondents expressed agreement or strong agreement,
underscoring a general sense of ease and motivation in English communication. Nevertheless, a minor
percentage, constituting 16% of the sample, neither agreed nor disagreed, warranting further
investigation into the nuanced factors contributing to this neutrality. This finding emphasizes the need
for a comprehensive understanding of individual motivations and challenges in the context of English
language proficiency.
25
20
15
10
5
0
60%
40%
20%
0%
Strongly Disagree Disagree Neither Agree
nor Disagree
Agree Strongly
Agree
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3734.
Graphic 2
I feel motivated to improve my speaking skills.
Note: The figure shows the tendency of students’ motivation to improve their speaking skills after the
implementation.
Source: own elaboration.
The graph of the statement "I feel motivated to improve my speaking skills," reveals a positive
inclination of 92% respondents, either agree (55%) or strongly agree (37%) with the statement,
indicating a general motivation to enhance their proficiency in spoken communication. Significantly,
none of the participants expressed disagreement or strong disagreement, highlighting an absence of
resistance to the aspiration for skill enhancement. This finding shows that most people are feeling good
and motivated about trying to get better at speaking.
25
20
15
10
5
0
60%
50%
40%
30%
20%
10%
0%
Strongly Disagree Disagree Neither Agree
nor Disagree
Agree Strongly Agree
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3735.
Graphic 3
I enjoy talking in English with friends
Note: The figure shows students’ feeling in the moment to speak with friends after the implementation.
Source: own elaboration.
The statement "I enjoy talking in English with friends’ graph reveals a highly positive trend among
participants and all participants either agree (66%) or strongly agree (34%) with the statement,
indicating a common inclination towards deriving enjoyment from conversing in English with friends.
This outcome suggests a strong motivational factor in the social aspect of language use. This positive
inclination recognizing the potential impact of social interactions on speaking motivation.
30
25
20
15
10
5
0
70%
60%
50%
40%
30%
20%
10%
0%
Strongly Disagree Disagree Neither Agree
nor Disagree
Agree Strongly Agree
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3736.
Graphic 4
I think that speak in English during activities is fun
Note: The figure shows the tendency of students’ perception of kinesthetic activities in class after the
implementation.
Source: own elaboration.
The outcomes around the statement "I think that speaking in English during activities is fun," represents
a tremendously positive response from participants and all participants either agree (55%) or strongly
agree (45%) with the statement, indicating a agreed belief that engaging in English communication
during activities is an enjoyable experience. This outcome highlights a strong motivational aspect
associated with the perceived fun in using English in various activities. At last, this positive inclination
to foster an engaging and enjoyable language learning environment, recognizing the impact of fun
activities on speaking motivation.
25
20
15
10
5
0
Strongly
Disagree
Disagree Neither Agree
nor Disagree
Agree
60%
50%
40%
30%
20%
10%
%
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3737.
Graphic 5
I feel relax in to being part of class discussions
Source: own elaboration.
DISCUSSION
The pre-online interview was conducted on the 2nd and 3rd of December, while the post-online
interviews occurred from the 8th to the 11th of December. The data collected from both interview
sessions was administered using Google Forms for the students. The qualitative analysis involved
extracting and examining responses, focusing on key themes and patterns. Additionally, the analysis
considered language use, expressions, and insights shared by participants. The content was analysis
through meaningful interpretations from the interview responses into the effectiveness and impact of
role-playing activities on speaking motivation.
In the Pre interview, the teacher emphasizes the essential of speaking motivation as an active
engagement with the language. Defining speaking motivation as the opportunity for students to
increase speaking skills, the teacher prioritizes practical application and real communication.
Moreover, the A2 level is described as a key foundation-building phase, where the teacher advocates
for skill development across different language aspects. Additionally, in facilitating speaking activities,
the teacher took a hands-on approach, emphasizing the importance of modeling and providing clear
instructions. When addressing the potential challenges related to resources, the teacher chooses
conversation- based techniques that minimize the reliance on materials. While acknowledging the
existence of kinesthetic learners, the teacher has yet integrated specific adaptations for this learning
style, suggesting a potential avenue for further exploration.
On the contrary, in the Post interview, the teacher placed a strong emphasis on the communicative
aspect of speaking motivation. Also, speaking at the A2 level is described as essential for overall
language development. Furthermore, the teacher recognized the potential lack of resources in the
classroom, the teacher realized that the role as a facilitator is becoming even more decisive, adapting
to resource limitations. Moreover, to motivate students, the teacher mentioned a mix of intrinsic and
extrinsic strategies, such as asking questions about topics interesting to students and offering extra
credits or small gifts.
25
20
15
10
Strongly
Disagree
Disagree Neither Agree
nor Disagree
Agree
70%
60%
50%
40%
30%
20%
10%
%
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3738.
In addition, language anxiety is proactively addressed through teaching correct breathing techniques
and normalizing the inevitability of making mistakes. Likewise, the teacher considers adapting
creatively students' mother tongue interferes by incorporating humor and jokes to make English
learning enjoyable. It is evident that the second interview clarifies interviewer doubts regarding the
importance of actively incorporating movement and kinesthetic learning in the language classroom. To
sum up, the result illustrates the numerous benefits associated with adapting to diverse learning styles.
CONCLUSION
In conclusion, this study delved into the enhancement of speaking motivation for A2 level English
Language Learner (ELL) students through the integration of kinesthetic learning techniques. A2 level
learners often grapple with oral communication challenges stemming from limited vocabulary and
grammar proficiency. The primary goal was to cultivate a more captivating and interactive learning
atmosphere by leveraging role playing methods, acknowledged for their efficacy in catering to diverse
learning styles for fostering comprehension.
Successfully achieving its objectives, which encompassed examining the impact of physical movement
on speaking motivation, surveying students to identify learning styles, uncovering teacher strategies,
and conducting pre- and post-intervention assessments, the research unfolded at U. E “Pangua” in El
Corazón, Cotopaxi-Ecuador, involving 61 A2 level students aged 14 to 16. Employing a Quasi-
experimental design, the methodology intertwined quantitative and qualitative data through a mixed-
methods approach, implementing various role-playing techniques such as hands-on activities, role-
playing, educational games, and outdoor learning.
The culmination of teacher interviews, checklists, and student surveys revealed significant positive
shifts. The statistical analyses showcased a notable enhancement in speaking motivation, evidenced
by a transition from a majority in the low motivation scale to the high motivation scale. Survey results
depicted encouraging trends in students' willingness to engage in class discussions, heightened
comfort levels while speaking in English, and a clear preference for kinesthetic learning approaches.
Teacher perspectives evolved from rule-centric teachings to prioritizing practical application and
communication, acknowledging classroom challenges and resource constraints.
The comprehensive mixed-methods approach furnished a nuanced understanding of kinesthetic
techniques' impact on speaking motivation, considering both quantitative metrics and qualitative
perspectives. Findings underscored that integrating kinesthetic activities not only boosts speaking
motivation but also addresses language anxiety, mother tongue interference, and individual learning
preferences.
Statistical analyses, including bivariate analysis and the t-student test, substantiated a highly significant
difference in speaking motivation levels pre- and post-intervention, robustly supporting the efficacy of
role-playing techniques in influencing motivational outcomes in speaking.
In summary, this research contributes crucial insights to language educators, curriculum developers,
and practitioners, underscoring the significance of incorporating kinesthetic learning techniques to
augment speaking motivation in A2 level ELL students. The affirmative results advocate for further
exploration and application of role-playing methods in language education to foster dynamic and
effective learning environments.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2025, Volumen VI, Número 4 p 3739.
REFERENCES
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expression, validating the role of diverse teaching tools and methods.
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materials, and speaking anxiety, and proposed contextual solutions.
Bygate (1987) – Provided foundational insights into the processes of speaking, feedback, and how
practice supports fluency and spontaneity in communicative tasks.
Cambridge Assessment English (2019) – Provided standardized assessment rubrics and guidelines for
measuring A2 speaking skills in students.
Cherry (2023); Wijayanti (2021) – Defined kinesthetic intelligence and its implications for learning
through physical and sensory engagement.
Dörnyei (2005) – Highlighted the pivotal role of motivation in second language acquisition and
supported the implementation of dynamic, risk-taking classroom strategies.
Elkader (2018) – Proved the effectiveness of kinesthetic activities in improving primary students' EFL
oral performance, supporting movement-based, real-life simulations.
Gilakjani (2012); Awla (2014) – Emphasized the impact of understanding learning styles for improved
lesson planning and student motivation.
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