Cornejo, José LudwigGaray Salinas, RicardoOsorio Cortez, Xiomara EsterPérez Navarro, Flor MarleneSánchez Navarro, Erick Arquímedes2024-01-292024-01-292011-01-01https://hdl.handle.net/20.500.14492/13562Research has demonstrated that EFL teenage students´ speaking ability depends not only on their competence and individual skills, but also on motivation and techniques brought into the classroom. The goal of the present study is to identify which techniques motivate teenage students to participate in activities that develop their speaking ability. The sample for this study comprises teenage students attending EFL classes in five different institutions, and their teachers respectively. Data was collected from approximately 350 students in 23 classes and 23 teachers. Observation was carried out in the 23 classes. And each teacher completed a questionnaire, which included both closed and open-ended questions. Frequency distribution analysis was performed to get the data tabulated to measure the implementation of techniques, and how students’ speaking participation is influenced by such implementation. Students’ reaction, identified techniques, and teachers’ experiences have been analyzed and compared with the theoretical framework to prove that the hypothesis tested is correct. The ultimate goal of this study is to describe the most outstanding techniques that have helped teenage students to get involved in speaking activities, and to overcome possible obstacles that might hinder them from developing their speaking skill.es-SVEnseñanza del idioma inglés420Thesis