Implementation of Playful workshops as a Strategy to Foster Oral Production in tenth Grade Students at Escuela Normal Superior Sagrado Corazón Chita-Boyacá

Abstract

The general objective of this research was to foster the oral production skills in English of tenth-grade students at Escuela Normal Superior Sagrado Corazón Chita, Boyacá, through the implementation of playful workshops. The methodology applied was qualitative-descriptive, combining a diagnostic test, five educational workshops, and an evaluation of the intervention using rubrics, feedback, and participant observation. The results obtained showed an average overall performance in the activities: averages of 13.42/20 in "Creative Words," 13.54/20 in "Ask Me and I'll Answer" and "Improvisation Sketch" activities, and values around 14.23–14.29/20 in subsequent workshops, reflecting a progression. Notable improvements were observed in pronunciation, intonation, teamwork, and willingness to speak. However, limitations in fluency, lexical diversity, and some phonetic errors influenced by the L1 persisted. Classroom observations documented increased confidence, peer assessment, and emerging metacognitive strategies. In conclusion, playful workshops proved to be a viable strategy for increasing motivation, participation, and specific aspects of oral production, provided they are complemented with formative practices. Therefore, consolidating fluency and expanding vocabulary requires continuity, distributed micropractices, explicit phonetic work, and pre-post assessment with objective measures to validate medium-term progress. This evidence supports the proposal as a contextualized and replicable intervention in similar school settings.