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El estudio permitió investigar lo que cambió en la confianza autopercibida para hablar inglés de 30 alumnos de inglés como lengua extranjera (EFL) para el nivel A2 de una escuela pública de Quito, Ecuador, después de participar en una actividad estructurada de diálogo colaborativo. Se utilizó un diseño cuantitativo de un solo grupo con pretest y postest. Los datos se recopilaron a través de un cuestionario de 10 ítems con escala de Likert, aplicado antes y después de la actividad, y una rúbrica de observación estructurada utilizada durante la tarea. Debido a que los datos del cuestionario eran ordinales y pareados, se aplicó la prueba de rangos con signo de Wilcoxon para examinar como difieren las puntuaciones del pretest y del postest. La puntuación total de confianza al hablar aumentó de una media de 29,60 en el pretest a 48,77 en el postest, p < .001, con un tamaño del efecto grande (r = .88). Los resultados de la observación evidenciaron altos niveles de participación, involucramiento, cooperación, motivación y disfrute. Un pequeño número de estudiantes continuó mostrando cierta ansiedad o un tono de voz menos seguro durante la actividad. Los hallazgos se deben interpretar con prudencia, debido a que el estudio no incluye grupo de comparación y se basó principalmente en la confianza autopercibida, medida inmediatamente luego de la intervención. Los resultados indican que el diálogo colaborativo estructurado puede constituir una estrategia útil en el aula para brindar a los estudiantes de inglés como lengua extranjera del grupo estudiado.
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Derechos de autor 2026 Gladys Pastuña, Esteban Arnoldo Valdiviezo Ramírez