Mora, IleanaCabrera Martínez, RicardoVides de Guzmán, Claudia Marina2024-01-312024-01-312010-07-15https://hdl.handle.net/20.500.14492/15601As English Foreign Language (EFL) teachers, the authors of this Action Research have observed that most teachers (including the authors) working in Foreign Language Department (FLD) at the University of El Salvador in charge of the courses aimed at developing the four macro skills: Listening, Speaking, Reading, and Writing (also called Intensive Courses) do not do much to help those students who show a low level of oral proficiency in the target language due to different reasons, such as: overcrowded classrooms, many hours spent dedicated to administrative duties, and the like. The syllabus of the courses mentioned above is usually designed to state the levels that students are going to move on according to the American Council on the Teaching of Foreign Languages (ACTFL) guidelines which are the guidelines currently followed by the teachers in charge of Intensive Courses. Different activities are planned to help take those students to the highest level that has been planned. Different evaluations are designed throug hout the course to measure student’s progress and, at the end of the semester; a passing grade is assigned to those students who are ready for the next course.es-SVInglés-pronunciación420Thesis