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INNOVATIVE TEACHING STRATEGIES: IMPACT ON

COMMUNICATION, FLUENCY AND ACTIVE LISTENING IN EFL

ELEMENTARY EDUCATION

ESTRATEGIAS DIDÁCTICAS INNOVADORAS: IMPACTO EN LA

COMUNICACIÓN, LA FLUIDEZ Y LA ESCUCHA ACTIVA EN LA

ENSEÑANZA DEL INGLÉS COMO LENGUA EXTRAÑA EN LA

EDUCACIÓN PRIMARIA

Bety Janneth Hidalgo Vega¹, Adriana Carolina Lara Velarde²

{betjanneth@gmail.com¹, alara@unach.edu.ec²}

Fecha de recepción: 10/08/2026

/ Fecha de aceptación: 10/09/2026

/ Fecha de publicación: 16/09/2026

RESUMEN: La enseñanza del inglés como lengua extranjera en educación primaria requiere

estrategias pedagógicas que favorezcan el desarrollo de competencias comunicativas. Las

metodologías innovadoras, como el aprendizaje basado en tareas y proyectos, el aprendizaje

cooperativo, la gamificación y los recursos digitales, promueven la participación y el uso

significativo del idioma. En el problema de investigación persisten dificultades para

implementar enfoques comunicativos en las aulas debido al predominio de metodologías

tradicionales y a limitaciones en la formación docente, así como en los recursos y las estrategias

pedagógicas. El objetivo es analizar la influencia de las estrategias docentes innovadoras en la

interacción comunicativa, la fluidez verbal y la escucha activa de estudiantes de educación

primaria que aprenden inglés como lengua extranjera. Se realizó una revisión documental de la

literatura científica reciente sobre estrategias innovadoras aplicadas a la enseñanza del inglés,

considerando tanto estudios internacionales como evidencia relacionada con el contexto

ecuatoriano. La evidencia revisada señala que las estrategias innovadoras favorecen la

participación oral, la interacción comunicativa, la fluidez verbal y la comprensión auditiva.

Destacan el aprendizaje basado en tareas y proyectos, la gamificación, las estrategias

metacognitivas y la integración de recursos digitales. Las estrategias docentes innovadoras

constituyen herramientas relevantes para fortalecer las competencias comunicativas en inglés

durante la educación primaria. Su implementación sistemática, acompañada de formación

¹Ejercicio profesional independiente, Quito- Ecuador, https://orcid.org/0009-0001-5918-6677

²Universidad Nacional de Chimborazo (UNACH), https://orcid.org/0000-0002-2270-6843

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docente y recursos adecuados, puede contribuir al desarrollo de la fluidez verbal y la escucha

activa.

Palabras clave: Estrategias innovadoras, enseñanza del inglés, fluidez oral, escucha activa,

educación primaria

ABSTRACT: The teaching of English as a foreign language in primary education requires

pedagogical strategies that favor the development of communicative competencies. Innovative

methodologies, such as task-based and project-based learning, cooperative learning,

gamification, and digital resources, promote participation and meaningful language use. The

research problem is that difficulties persist in implementing communicative approaches in

classrooms because traditional methodologies still predominate and teacher training,

resources, and pedagogical strategies remain limited. The objective is to analyze the influence

of innovative teaching strategies on communicative interaction, verbal fluency, and active

listening among primary education students learning English as a foreign language. This study

conducted a documentary review of recent scientific literature on innovative strategies applied

to English teaching, considering international studies and evidence relevant to the Ecuadorian

context. The reviewed evidence indicates that innovative strategies favor oral participation,

communicative interaction, verbal fluency, and listening comprehension. Task-based and

project-based learning, gamification, metacognitive strategies, and integrating digital resources

stand out. Innovative teaching strategies constitute relevant tools for strengthening

communicative competencies in English during primary education. Systematic implementation,

supported by teacher training and adequate resources, can support the development of verbal

fluency and active listening.

Keywords: Innovative strategies, English language instruction, oral fluency, active listening,

elementary education

INTRODUCTION

Teaching English as a foreign language (English as a Foreign Language, EFL) is one of the major

challenges in current educational systems, given the important role English plays in international

communication, the dissemination of scientific knowledge, technological innovation, and

professional competitiveness. Over the last two decades, English mastery has ceased to be

complementary knowledge, becoming a key to accessing knowledge, academic mobility, and

labor opportunities in a globalized world. As a result, many countries that integrate this learning

have reoriented their educational policies to reinforce English instruction from the earliest stages

of schooling, proposing a methodology based on the development of communicative

competencies and on student participation (1).

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In primary education, teaching a foreign language at very early ages takes on a strategic character,

given the first phases of child development, which are characterized by great cognitive and

linguistic plasticity. Various studies have shown that systematic exposure to a foreign language in

childhood positively affects the development of phonological skills, improves pronunciation,

enhances auditory comprehension, and supports the acquisition of communicative competence.

However, these benefits depend largely on the pedagogical practices teachers use and on the

implementation of methodologies that promote significant classroom interaction (2).

In recent years, models of English teaching have changed slowly, as recorded in the scientific

literature. Procedures focused solely on memorizing grammar rules and vocabulary lists have

increasingly been replaced by active methodologies that emphasize collaborative knowledge

construction, problem-solving, oral interaction, and teacher intervention (3). As a consequence,

innovative teaching strategies have gained traction in educational research because they can

increase student motivation, support meaningful learning, and reinforce linguistic competencies,

thereby facilitating effective communication.

In addition, innovative teaching strategies include active methodologies in which the student is

the protagonist of the learning process. These include task-based learning, project-based

learning, cooperative learning, gamification, differentiated learning, critical thinking, problem-

based learning, and the pedagogical integration of digital resources. These methodologies foster

agile learning environments in which genuine communication is central to knowledge

construction.

Recently, it has been verified with scientific evidence that, even though these methodologies are

considered at the international level, the reality is that their implementation in diverse

educational systems is still scarce; for example, in a study conducted in ten primary schools of

Ethiopia, it is observed that the majority of the teachers still teach by means of traditional

methods, and that the teachers show scarce adoption of strategies such as cooperative learning,

task-based learning, project-based learning, differentiation of instruction, critical thinking, the

integration of technology, etc. The authors argue that teachers' reliance on traditional teaching

methods limits the development of communicative competencies in students and that

continuous teacher training in innovative methodologies is necessary (4).

It is necessary to say that these data are relevant, since communicative competencies are, at

present, the principal objective of the teaching of English as a foreign language. From the

perspective of the CEFR, language learning consists precisely of the acquired capacity to

communicate: the ability to interact in real communicative situations, interpret oral messages,

and produce coherent discourses in different social contexts. Thus, the success of the educational

process cannot be valued solely in terms of appropriating grammatical content but must be

assessed by the development of skills such as verbal fluency, auditory comprehension, oral

interaction, and pragmatic competence.

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Verbal fluency, among all these skills, is one of the most important indices of the learning of

English at an early age. Fluency refers to the ability that the student has to carry out oral messages

in a spontaneous, fluid, and comprehensible form, in such a way that the production of the oral

messages does not contain an excessive level of interruptions of the flow of the conversation and

if it prints the adequate use of the linguistic resources of which one disposes (5). Developing this

capacity requires educational contexts in which real communication predominates, supported by

meaningful activities and feedback.

Active listening, in turn, constitutes another of the basic skills to learn English as a foreign

language, and this competence includes not only listening to sounds or words but, in addition,

understanding, interpreting and responding adequately to the messages emitted by the other

interlocutors. The scientific literature has shown that auditory comprehension is the foundation

on which oral production and reading and writing skills are subsequently developed. For this

reason, international programs promote, from primary education, the need to work on and

strengthen this capacity (6).

In these cases, the teacher's role is determinant, since it acts as a mediator of learning, given that

the success of teaching-learning strategies depends both on the teacher's formation in the

discipline and on his capacity to design interesting, contextualized, and interactive learning

experiences. The most current educational models hold that the teacher must act as a facilitator,

accompanying the teaching and guiding students to create authentic communicative situations

that allow them to use the language in real contexts, with the aim of authentic social participation.

The most recent investigation in the Ecuadorian context notes certain advances in curricular

updating toward communicative methodologies; however, it also finds discrepancies between

teachers' pedagogical beliefs and their classroom practice. The study that was conducted with

113 Ecuadorian English teachers for primary education shows that, despite observing a certain

positive valuation with respect to the active methodologies promoted by the national curricular

reform, there exist limitations related to the instructional design, the didactic materials, the

evaluation, and the application of strategies during classes (7). This highlights the need to

continue investigating how innovative teaching strategies influence the acquisition of learners'

linguistic sub-skills in primary education.

Scientific evidence accumulated over the last five years shows that incorporating innovative

teaching strategies not only increases student motivation but also supports the development of

communicative competencies characteristic of teaching English as a foreign language (8). In this

sense, methodologies such as task-based language teaching, project-based learning, cooperative

learning, gamification, and the integration of digital resources have demonstrated very important

implications for oral participation, communicative confidence, verbal fluency, and oral

comprehension, among others. These methodologies shift the model from one where the teacher

is the protagonist to one where the student body is. In this sense, real interaction and the

functional use of the language become the principal mechanisms for constructing learning.

Recent investigations have shown that these techniques promote more participative contexts,

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increase opportunities to practice the language, and reinforce meaningful communication with

the teaching staff and the student body.

Of all methodological strategies, task-based learning has had the greatest impact because it

integrates real-life communicative situations into the classroom. Tasks require students to use

the language to complete them; they negotiate meaning, share information, or reach specific

objectives, and, in the process, develop linguistic and communicative competencies

simultaneously. Likewise, project-based learning is a form of work that promotes the

development of linguistic skills through a collaborative task that demands planning, investigation,

oral production, and critical reflection, thus strengthening the autonomy and responsibility of the

student body in its learning.

Gamification is another innovative strategy widely considered in English didactics. The integration

of dynamics proper to the game –challenges, rewards, levels of progression, collaborative work,

etcetera, favors the increase of intrinsic motivation, the decrease of communicative anxiety and

the opening to realize oral activities, above all in the students of primary education, who possess

a greater receptivity to learn in ludic and contextualized contexts. An activity that applies this

approach with linguistic objectives can develop with success oral fluency and auditory

comprehension.

Active listening, by contrast, is one of the least attended components of English teaching, despite

being the basis of the rest of linguistic learning, according to recent literature; effective listening

instruction must combine pre-listening, guided listening, and post-listening activities. Current

literature suggests that this combination of activities must include metacognitive strategies,

multimedia resources, collaborative work, and communicative tasks. Thus, these interventions

have helped students develop mechanisms to identify main ideas, infer meanings, and respond

according to the distinct contexts of real communicative situations (9). The most recent

systematic reviews agree that combining metacognitive strategies with educational technologies

improves performance in auditory comprehension and increases participation in EFL.

Despite the growth of international research, important knowledge gaps persist. Many available

studies have been conducted in Asian, European, or African contexts, while investigations in Latin

America remain limited and, in many cases, focus on secondary or higher education (9). This limits

the ability to generalize results to Latin American primary education, where sociocultural,

curricular, and pedagogical characteristics can affect the effectiveness of innovative teaching

strategies.

In Ecuador, the curricular reforms impulse during the last decade have promoted a

communicative approach to teaching English; however, various studies continue to signal

differences between curricular orientations and the actual practices developed in classrooms.

Principal limitations include the persistence of teacher-centered traditional methodologies, the

limited integration of technological resources, difficulties implementing authentic communicative

activities, and limited ongoing teacher training in active methodologies. These conditions can

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restrict the development of skills such as verbal fluency and active listening, especially in primary

education students who require highly interactive environments to support language acquisition

(10).

This work has scientific and educational significance because it examines the impact of new or

innovative teaching strategies on communicative interaction, verbal fluency, and active listening

in primary-level L2 English learners. This investigation aims to contribute empirical evidence by

exploring how teachers' pedagogical practices can support the development of basic

communicative competencies from the first years of schooling. Additionally, the results will be

able to feed the teacher training programs, the design of methodological strategies based on the

evidence, or the own decision-making oriented to improve the quality of the teaching of English

in the Ecuadorian context.

In line with the problem found and the objectives established in the research proposal, the work

that occupies us is directed to study the innovative teaching strategies in English L2 classrooms,

describe their relation with the communicative interaction, and verify the influence of the

innovative teaching strategies on the development of verbal fluency and active listening in the

student body of primary education. In this manner, the final intention of this work is to contribute

to the strengthening of the scientific evidence and to offer founded recommendations for the

pedagogical innovation in the teaching of English as a foreign language.

MATERIALS AND METHODS

Research design

The study used a systematic review of scientific literature with a qualitative approach and

narrative synthesis. The purpose was to analyze the scientific evidence concerning the

relationship between innovative teaching strategies and the development of communicative

interaction, oral fluency, and active listening among primary education students learning English

as a foreign language (EFL).

The methodological process followed the Preferred Reporting Items for Systematic Reviews and

Meta-Analyses (PRISMA 2020) recommendations, which provided a structured framework for

identifying, screening, assessing eligibility, and including the studies analyzed.

Because this investigation relied exclusively on previously published scientific evidence, no direct

intervention was conducted with students, and no experimental or quasi-experimental procedure

was implemented.

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Research approach

A qualitative approach was adopted because the study aimed to identify, compare, interpret, and

synthesize findings reported in previous scientific studies rather than calculate a statistical effect

size from primary data. The qualitative synthesis allowed the identification of recurring patterns,

similarities, differences, and trends regarding the pedagogical strategies and communicative

competencies addressed in the selected literature.

Unit of analysis

The unit of analysis consisted of scientific articles published between 2021 and 2026 that

addressed innovative teaching strategies in English as a foreign language and their relationship

with communicative competencies in primary education or young learners.

The studies were selected using established inclusion and exclusion criteria. Priority was given to

research addressing task-based learning, project-based learning, cooperative learning,

gamification, metacognitive strategies, educational technologies, and other innovative

pedagogical approaches.

Study variables

The main analytical variable was innovative teaching strategies, understood as active and

pedagogically innovative approaches used to promote meaningful participation and

communication in EFL instruction. The literature identified task-based learning, project-based

learning, cooperative learning, gamification, metacognitive strategies, and educational

technologies.

The dependent or outcome variables analyzed were communicative interaction, oral fluency,

and active listening. These dimensions were examined based on how each study operationalized

and evaluated them.

Data collection technique and instrument

The data collection technique was documentary analysis. Information was extracted from the

scientific articles included in the systematic review using a documentary analysis and

information-extraction matrix specifically organized for this study.

The matrix included the following fields: author(s), publication year, country, population or

educational level, innovative teaching strategy, communicative competence, methodological

design, main results, conclusions, and alignment with the review's objective.

The instrument did not involve the direct participation of students or teachers. Therefore, no

examination, achievement test, or questionnaire was administered to a primary-school

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population. The evidence analyzed was obtained exclusively from the scientific publications that

constituted the documentary corpus.

Search and selection procedure

The literature search used Scopus, Web of Science, ScienceDirect, PubMed, ERIC, Google Scholar,

and institutional repositories. The search strategy combined descriptors related to innovative

teaching strategies, EFL, primary education, oral fluency, speaking skills, listening comprehension,

active listening, task-based learning, project-based learning, cooperative learning, gamification,

and educational technology.

The selection process followed four stages: identification, screening, eligibility, and inclusion.

Duplicate records were removed, titles and abstracts were screened, potentially relevant full

texts were assessed, and the studies that fulfilled the eligibility criteria were incorporated into

the final corpus.

Data analysis

The information extracted from the selected studies underwent qualitative and narrative

synthesis. We organized the evidence by the innovative teaching strategy examined and the

communicative competence addressed.

The analysis focused on identifying convergences, differences, and recurring trends in how

innovative teaching strategies contribute to communicative interaction, oral fluency, and active

listening. We did not conduct a quantitative meta-analysis because the included studies showed

methodological, contextual, population, and measurement heterogeneity that did not allow a

homogeneous statistical comparison.

RESULTS

The literature review identified recent works that emphasized incorporating new teaching

strategies in English as a foreign language instruction, with particular emphasis on developing

learners' communicative skills. The works presented showed that the most frequently used

strategies were task-based learning, educational games, cooperative learning, and the integration

of technologies.

At the same time, these methodologies shared a common feature: moving beyond practices that

prioritized the transmission of content toward academic experiences that expanded space for

interaction and the functional use of the language. From the works analyzed, educational

innovation was not determined by the use of technologies, but by how activities were structured

to foster students' active role. In this sense, the literature review made it possible to establish up

to four major categories: strategies oriented toward communicative interaction, strategies

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oriented toward the configuration of oral fluency, strategies oriented toward listening

comprehension, and strategies oriented toward the use of digital resources. Table 2 summarizes

the main strategies and their contributions as defined in the literature.

Table 2. Innovative strategies and their communicative contributions

Strategy

Principal characteristics

skill

Principal identified

contributions

Task-based

Resolution of activities

with concrete

Fluency and oral

interaction

Greater oral production,

negotiation of meanings

and functional use of

English

learning

communicative objectives

Project-based

learning

Investigation and

Oral

Increment of

collaborative production

of a final product

communication

and cooperation

opportunities to speak,

investigate and present

information

Gamification

Challenges, points,

rewards and ludic

dynamics

Fluency,

Greater disposition to

participate in oral

activities

participation and

motivation

Cooperative

learning

Work between pairs and

small groups

Interaction and

listening

Greater linguistic

exchange and

collaboration

Digital resources

Videos, platforms,

applications and

Listening and oral

production

Greater exposure to the

language and

multimedia resources

diversification of activities

Metacognitive

strategies

Planning, supervision and

evaluation of the

Active listening

Better processing of oral

information and self-

regulation

comprehension

Communicative

activities

Simulated situations and

authentic contexts

Functional

Greater utilization of the

language in significant

situations

communication

The evidence available in studies that have been conducted specifically in primary education is

particularly valuable since (11,12) studied the implementation of innovative English teaching

strategies in primary education classes and concluded that, although there was recognition of the

importance of innovative methodologies, their application was still very scarce in the face of the

predominance of the persistence of traditional practices. This assertion also fits the problem

posed in the present work, because the existence of innovative methodologies is not synonymous

with their immediate inclusion in teaching practices.

Along the same lines, (13-15) studied the innovative pedagogical strategies of primary education

English teachers and reaffirmed the need to improve teachers' capacity to select and apply

methodologies aligned with students' needs. Therefore, the teaching role emerged as a

transversal element in the inquiries, since the effectiveness of the strategy centered on planning,

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contextualization, and alignment with linguistic objectives. Regarding oral fluency, gamification

showed particularly relevant results for the Ecuadorian context. The authors (16,17) focused the

study of gamification and oral fluency on EFL schoolchildren in Ecuador. The study identified

difficulties linked to oral fluency and student motivation and proposed gamification as a strategy

to increase participation and students' oral production.

This result is relevant because oral fluency at the primary education stage is not determined solely

by knowledge of vocabulary or grammatical structures; the capacity to produce messages, to

respond to interlocutors, and to carry out activities spontaneously requires numerous

opportunities for interaction. Therefore, playful dynamics can reduce the pressure of oral

production and provide more opportunities for practice. The second strategy that carries more

weight in the literature is task-based learning.

The reviewed investigations echoed the view that communicative tasks allow students to use the

language with a purpose rather than repeating linguistic structures. (18,19) studied the role of

tasks oriented toward the development of oral fluency in the context of EFL students, observing

favorable perceptions associated with this approach, especially with regard to the reduction of

pauses, the improvement of discourse continuity, and the possibility of expressing ideas better.

Although the study was conducted with university students and, therefore, cannot be

extrapolated directly to the primary population, its results are useful for identifying an important

pedagogical mechanism: systematic practice through communicative tasks can facilitate the

student’s spontaneous use of the language. For this reason, the result is considered additional

evidence and not specific evidence of primary education.

The review also identified a relationship between the methodological innovations implemented

and communicative interaction. Cooperative learning, pair tasks, and group activities increase the

quantity of exchanges among students and modify the typical class structure. Rather than

concentrating communication in the teacher–student relationship, these modalities distribute

speaking opportunities among different participants.

From this perspective, task-based learning offers a methodological advantage because

communication serves a purpose. Students must request information, give answers, negotiate

meaning, formulate questions, or justify decisions. This characteristic favors the functional use of

the language, while also supporting the development of fluency and interaction in parallel.

Regarding active listening, the results showed a tendency to use audiovisual resources, pre-

listening activities, guided listening, and post-listening activities. Listening was not considered

solely as a receptive skill, but as an active process that requires identifying information, making

sense of messages, drawing inferences, responding appropriately, etc.

A particularly valid result in the Ecuadorian context was reported by (20), whose authors

investigated the impact of technology on the listening capacity of primary students at an

Ecuadorian school. The inquiry focused on determining how adding technology improved

listening, which directly relates to one of the key variables of the present article.

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The addition of technology was also associated with combining audiovisual content with

interactive activities. In this sense, the technological device did not constitute the pedagogical

strategy itself, but the tool that made it possible to diversify exposure to the English language.

This distinction matters because the data analyzed show that the didactic effect depends not only

on the existence of digital devices, but on the activity constructed around the resource.

Recent production has also complemented the concept of innovation through the

implementation of artificial intelligence technologies. (21) implemented interaction activities

mediated by artificial intelligence and documented effects on different dimensions of the oral

production of EFL students and described various effects on fluency, coherence, lexicon,

grammatical accuracy, and pronunciation. However, considering that this type of evidence has

generally been implemented with older students, its use in primary education must be treated

with caution.

In addition, recent investigations have gone further and have explicitly worked with technologies

oriented toward young students. (22) developed an automatic speech recognition system

adapted to the speech production of young students and commented on the importance of

having technologies that can process the characteristics of children’s speech in the development

of the foreign language. This study was carried out with students in grades 4 to 6 and collected

around 85 hours of audio, revealing growing interest in developing technological tools oriented

toward young learners.

In synthesis, the results can be classified by generating innovative strategies according to the

communicative skill intended to be reinforced. Table 3 establishes the relationship among them.

Table 3. Level of impact of the strategies on communicative skills

Strategy

Communicative

interaction

Oral fluency

Active

Participation

listening

Task-based learning

Gamification

High

Moderate-high

Moderate

High

Cooperative learning

Project-based learning

Audiovisual resources

Metacognitive activities

Artificial intelligence

High

Moderate-high

Moderate

High

Moderate-high

High

Moderate

High

Moderate

High

Moderate

Note: The typology reflects the qualitative trend detected in the analyzed studies and is not a statistical estimate of

the effect size.

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When contrasting the different strategies, we observed that those with a concrete

communicative purpose showed greater similarity in the evolution of fluency. Gamification, for

example, provided motivational conditions for participation; task-based learning generally

allowed situations where oral production was necessary to complete the activity. In contrast, both

audiovisual resources and metacognitive strategies showed a higher degree of synchrony with

listening comprehension.

Table 4 summarizes the main findings provided by recent studies that were considered relevant

for the purposes of the article.

Table 4. Synthesis of relevant studies for the investigated variables

Author/year

(11,12)

Context

Strategy

Principal

variable

Relevant finding

Primary

Innovative

Teaching

Persistence of traditional

methods and necessity of

strengthening teacher

innovation

education

strategies

practice

(13,14)

(15)

Primary

Innovative

pedagogical

strategies

Teaching

practice

Necessity of strengthening

the effective use of

education

innovative methodologies

Ecuador,

primary

Gamification

Oral fluency

The strategy was oriented

to improve difficulties of

fluency and motivation

(16,17)

EFL

Task-based

learning

Favorable perception and

reduction of difficulties

related to pauses and

continuity

(18,19)

(20,21)

Ecuador,

primary

Educational

technology

Listening

Technology was studied as

support to improve the

listening capacity

EFL

Artificial

Oral

Studied improvement in

fluency, coherence,

vocabulary, grammar and

pronunciation

intelligence

production

(22)

Grades 4-6

Automatic speech

recognition

Oral

Development of technology

adapted to the speech of

young learners

production

The comparative analysis also showed that pedagogical innovation cannot be understood as an

absolute replacement of traditional methods. The reviewed studies make it clear that innovative

strategies are more pertinent when articulated within a pedagogical planning framework from

which predetermined linguistic objectives are derived. Thus, innovation must be understood as a

modification of learning opportunities, specifically through greater interaction, contextualization,

feedback, and participation.

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Another relevant datum is the distance between the valuation of innovative methodologies and

their real practice. Studies conducted in primary education show that, although teachers may

value the virtues of active strategies, they may equally continue applying traditional procedures.

This situation may be linked to factors such as teacher training, resource availability, planning

time, group size, technological infrastructure, and institutional conditions.

In the Ecuadorian case, this is especially important. The reviewed literature shows evidence that

gamification and technology have been used in primary education contexts in the country to work

on oral fluency and listening comprehension; that is, there exists a body of local experiences that

make it possible to continue developing new proposals for pedagogical innovation.

From the analyzed evidence, a conceptual relationship emerges among the three central

dimensions of the study. Innovative strategies create greater opportunities for interaction;

interaction in practice generates spaces to practice oral production; and communicative activities

involve listening, interpretation, and response simultaneously. Therefore, fluency and active

listening should not be understood as completely independent skills, but as interrelated

components of communicative competence.

Figure 1. Model of the relationship between innovative teaching strategies and communicative competencies

The available evidence made it possible to determine that not all strategies necessarily produce

the same type of benefit. Task- and gamification-based methodologies showed a very close

relationship with participation and oral production, while audiovisual tools and metacognitive

strategies showed greater correspondence with listening. Cooperative and project-based

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methodologies, for their part, presented a transversal character by integrating oral production,

listening, and interaction.

In general terms, the results of the review confirmed the premise that the teaching of English in

primary education must pass from a conception exclusively centered on the teaching of structures

to a conception that privileges student participation, the use of the language in order to fulfill

concrete purposes, and access to continuous opportunities to listen to and produce messages.

However, the literature also identified a major limitation: a very high proportion of research on

oral fluency, artificial intelligence, and task-based learning was conducted with adolescent or

university students. Therefore, although these results help ground understanding of the

pedagogical mechanisms of innovative strategies, they cannot be transferred directly to primary

education students.

Therefore, the evidence most directly linked to the population of interest came from studies

conducted in primary education and, especially, in Ecuadorian contexts, providing contextual

evidence on using gamification and technology to strengthen specific English skills (11-13).

Combining these results with the international literature made it possible to establish that

teaching innovation has the potential to favor communication, but that its efficacy depends on

planned, contextualized implementation oriented toward concrete linguistic objectives.

DISCUSSION

The results of the present review show that innovative teaching strategies can be an effective

alternative for changing English as a foreign language teaching in primary education, particularly

when their use is oriented toward communicative interaction and the functional use of the

language. In general, the analyzed studies show how methodologies such as task-based learning,

gamification, cooperative learning, or the integration of technological resources can expand the

opportunities for student participation, but the results also show how, simply by having these

strategies available, the linguistic competence of students is not automatically improved because

the effectiveness of the same depends on teacher planning, teacher training, availability of

resources, and the adaptation of activities to the characteristics of the students.

One major finding was the persistence of the gap between knowledge of innovative

methodologies and their implementation in classrooms. This was noted by (23) in their study in

primary schools in Ethiopia, where, despite the literature's recognition of a series of innovative

didactic strategies, a traditional model of English teaching continued to prevail. This finding

confirms what the present review reveals, making it possible to understand that one of the

principal factors that can hinder the development of communicative competencies is not the non-

existence of methodological proposals, but the difficulty that presents itself at the moment of

putting them into practice, of taking them from theory to the day-to-day of teaching. This is

especially relevant in primary education, since students require brief, meaningful, dynamic

activities aligned with their language level, while an innovative methodology implemented

mechanically could reproduce the same limitations as a traditional didactic model. Therefore, the

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distinctive element is not simply applying games or digital platforms or using projects but

designing experiences that create a real need for students to listen, respond, ask, describe,

negotiate meanings, or produce, in one way or another, real messages.

The interaction of gamification is especially clear in the relationship with oral fluency. The study

by (24), carried out exclusively with primary education students in Ecuador, echoed some of the

difficulties around oral fluency and motivation, proposing the inclusion of gamified strategies to

address them. This study used a mixed, sequential, explanatory design and measured outcomes

before and after the intervention; it also noted a preference for gamified tools to improve

motivation and oral production.

This last result relates to the objectives of the current review, given that oral fluency requires

many opportunities for production. In a traditional class, speaking opportunities are usually

limited to a few students or to short answers managed by the teacher. In contrast, gamified

activities can distribute participation through challenges, turns, group competitions, or

communicative situations, increasing the likelihood that communication and oral exposure occur

over a longer period.

On the contrary, gamification must be interpreted with a notable dose of caution. Fun does not

equate, by itself, to a useful linguistic procedure. In order for benefits in terms of fluency to be

obtained, the games must be linked to explicit and evident communicative aims; in the event that

the prize is the ultimate objective of the activity, care must be taken since the activity may be

capable of motivating without the linguistic competence increasing in the same way. Therefore,

gamification must be used as a didactic procedure, rather than being perceived as an end.

Regarding task-based learning, it also showed very good results for oral communication. Its

greatest strength is that language ceases to be content to be memorized and becomes a tool that

makes it possible to reach a specific purpose. This quality helps explain the relationship with

fluency, given that the student must use available linguistic resources to confront a

communicative situation.

The results also make it possible to distinguish between fluency and linguistic accuracy. A

communication strategy can increase the quantity of oral production at the expense of greater

spontaneity without necessarily supposing a circumstantial improvement of all the grammatical

components. In the context of young students, this is especially important, since excessive

correction during oral production can make communication recede and create a sense of

insecurity in the student. For this reason, innovative strategies should incorporate progressive

feedback that lays the foundation for a balance among fluency, comprehensibility, and accuracy

(25).

The opposite was true for active listening, which was the communication reviewed. Oral

production can be developed through activities that involve direct interaction, while listening

comprehension requires systematic exposure to different messages, speeds, pronunciations, and,

more generally, different communicative situations. And here technology occupies a space of

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special relevance. A study by (26) in an Ecuadorian primary school has already shown the impact

of technology on listening in learning English.

The importance of this conclusion lies in the fact that technological tools make it possible to

increase exposure to the language exponentially. A student can listen to different types of voices

that are not limited to that of the teacher, can repeat fragments, can observe visual elements in

connection with the message, can carry out comprehension activities before, during, and after

listening, and in this way, technology can help to achieve that listening becomes an act of active

communication and not only receptive.

That said, technology also needs planning. Simply reproducing videos or audio does not create

opportunities to learn active listening. The tool must be complemented by tasks that help learners

anticipate information, search for keywords, identify main ideas, draw inferences, and answer

content questions. Therefore, the true contribution of technology lies in the pedagogical

possibilities it provides, not merely in the device used.

Another aspect identified was the growing incorporation of artificial intelligence tools. Recent

evidence from EFL students at other levels shows that AI tools can create opportunities to practice

oral skills and provide feedback. Nevertheless, this evidence should not be transferred directly to

primary education, since there are differences in age, in cognitive autonomy, and in digital

literacy. For this reason, tools for younger students must be created that match the characteristics

of their cognitive and linguistic development. This consideration aligns with a recent line of

research aimed at developing automatic speech recognition technologies for young students.

(27) also worked with students in grades 4 to 6 and managed to confirm the need to adapt

automatic recognition technologies to the characteristics of children’s speech. This field of study

seems important to us because it shows that we cannot design technologies that evaluate or

support oral production based solely on adult speech. From an educational perspective, the

findings suggest that verbal fluency and active listening have a reciprocal relationship. Students

need to comprehend messages to respond, but oral interaction creates new opportunities for

listening; therefore, effective teaching strategies should not treat these skills in complete

isolation. Communicative activities can be designed so that the student first listens, then

interprets the information, and finally responds.

This approach is especially congruent with task-based learning and cooperative learning: for

example, the activity can begin with an audio stimulus, continue with an interpretation activity in

pairs, and finish with oral production. In this way, the same activity makes it possible to work on

comprehension, interaction, and fluency, without excessively separating the linguistic skills.

In the Ecuadorian context, this integration is especially relevant. The studies that are available are

a sample that there exist concrete experiences of the use of gamification to work on oral fluency

and of the use of technology to work on listening in primary education students, but the

Ecuadorian evidence continues to be scarce in comparison with international scientific

production; this makes it impossible to draw categorical conclusions about which strategy has

greater effectiveness in the diverse school contexts of the country. Likewise, it must be borne in

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mind that implementation conditions can vary widely across educational institutions. The

existence of the internet, types of devices, didactic materials, teacher training, and the time

dedicated to English could condition the application of innovative methodologies. Hence, a

strategy that yields good results in a specific context will not produce the same results if applied

in another institution without adaptations (28).

Consequently, the evidence refers to the advance from certain conceptions of innovation,

understood solely from the incorporation of resources, toward other modalities where the

improvement is important because it changes the communicative experience of the students; the

strategy would turn out to be innovative if it generates more opportunities to use the language,

if it improves interaction, if it provides feedback and makes it possible to relate learning with

meaningful experiences (29,30). Finally, the principal contribution of this review is to show that

innovative teaching strategies have positive potential to develop communicative competencies

in primary education, but their effects depend on certain pedagogical conditions. The evidence is

particularly favorable for the strategy of using gamification to promote participation or oral

production, as well as for controlling the pedagogical use of technological resources to contribute

to listening; nevertheless, it is considered that it would be important to develop more

experimental and longitudinal research in Ecuadorian primary education students in order to be

able to know with greater precision the magnitude and/or the durability of said effects.

Educational implications

The evidence reviewed suggests that English teaching in primary education should be central to

the classroom, with many opportunities for students to listen and produce. Teaching planning

could include communicative tasks, gamified activities, cooperative work, and audiovisual

resources within the same didactic sequence. Instead of employing a single methodology

throughout the educational process, a series of them could be deliberately combined. For

example, in a didactic unit, the process could begin with an audiovisual resource that activates

listening, continue with a cooperative task for information processing, and finish with an oral

practice activity with a playful character. Combining these approaches makes it possible to work

in an articulated manner on the skills evoked by the reconceptualization of the methodology in

the review (31).

It is likewise necessary to strengthen teacher training. The evidence indicates that theoretical

knowledge about innovative methodologies must be integrated with competencies that enable

teachers to design activities, select resources, manage groups, provide feedback, and evaluate

communicative skills. Consequently, didactic innovation must be considered a process of teaching

and learning, not a simple introduction of technology.

Limitations of the evidence

The main limitation is the heterogeneity of the existing studies. Research in this field varies across

population, age, intervention duration, evaluation instruments, and educational contexts. In

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addition, much of the literature on oral fluency and new technologies focuses on adolescents or

university students and should be generalized with caution to primary education (32).

Another limitation is the limited amount of research conducted in Ecuador. Although works

directly related to the use of gamification and technology in Ecuadorian primary education exist,

the evidence remains insufficient to make national-level generalizations (33). Therefore, future

research is needed to develop experimental and longitudinal studies with broader school samples

across different regions of the country.

In conclusion, the discussion suggests that innovative teaching strategies can promote the

development of communicative competencies in primary education students, provided they are

planned and contextualized. The most powerful evidence that has been found seems to indicate

the utilization of communicative activities, gamification, task-based learning, and the utilization

of technological resources as complementary mechanisms to favor interaction, the practice of

orality, and the meaningful exposure to English. However, their effectiveness must be considered

in relation to how they should be generalized according to students' characteristics, teachers'

preparation, and the specific conditions of different educational institutions.

CONCLUSIONS

The reviewed scientific evidence allows us to conclude that innovative teaching strategies are

adequate didactic resources to promote English as a foreign language in the primary education

classroom, especially when these strategies focus on active participation and meaningful

communication. Task-based learning, gamification, cooperative learning, project-based learning,

and the pedagogical integration of digital resources have a favorable relationship with the

increase of opportunities for interaction and functionality of the language; however, the validity

is not related solely to the strategy used, but is also linked to planning, contextualization, teacher

training, and the relationship between the activities and the contents on which to impact.

The analysis made it clear that verbal fluency and active listening are skills linked to one another

within the framework of developing communicative competence. Task-based learning and

gamified, playful activities proved particularly effective in fostering student participation and oral

production, while technological resources, audio-video, and metacognitive strategies provided

stronger support for listening. Evidence from Ecuador, although still scarce, showed positive

experiences with gamification for oral fluency and with technology to improve listening skills in

primary education students.

Finally, the need to reinforce the continuous training of teachers and to increase empirical

research on pedagogical innovation in primary education in Ecuador was evidenced; although the

international literature is accumulating a growing quantity of evidence on active methodologies

and the use of technologies applied to the learning of English, a certain volume of study is

centered on adolescent or university students, so that their application cannot be generalized to

earlier ages; this is what future research holds, that it carry out experimental and longitudinal

studies in diverse school contexts of Ecuador, with specific instruments to evaluate verbal fluency,

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communicative interaction, and active listening, so that teaching innovation is not directed

exclusively toward the incorporation of new tools, but toward creating learning experiences that

favor the opportunities of students to listen, understand, relate, and communicate in English.

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