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Este estudo investigou mudanças na confiança autoinformada na fala de 30 estudantes de EFL de nível A2 de uma escola pública em Quito, Equador, após participarem de uma atividade estruturada de diálogo colaborativo. Empregou-se um delineamento quantitativo de grupo único com pré-teste e pós-teste. As informações foram coletadas por meio de um questionário de 10 itens com escala Likert, administrado antes e depois da atividade, e de uma rubrica de observação estruturada aplicada durante a tarefa. Como os dados do questionário eram ordinais e pareados, utilizou-se o teste de postos sinalizados de Wilcoxon para comparar os resultados do pré-teste e do pós-teste. A pontuação total de confiança na fala aumentou de uma média de 29,60 (DP = 4,41) no pré-teste para 48,77 (DP = 1,33) no pós-teste, Z = ?4,79, p < 0,001, com tamanho de efeito grande (r = 0,88). Os resultados de observação também mostraram altos níveis de participação, engajamento, cooperação, motivação e prazer. No entanto, um pequeno número de estudantes continuou a demonstrar certa ansiedade ou um tom de voz menos confiante durante a atividade. Os achados devem ser interpretados com cautela porque o estudo não incluiu um grupo de comparação e baseou-se principalmente na confiança autoinformada medida imediatamente após a intervenção. Essas limitações restringem a interpretação causal e a generalizabilidade. Em geral, os resultados sugerem que o diálogo colaborativo estruturado pode ser uma estratégia de sala de aula útil para proporcionar a aprendizes de EFL de nível A2 oportunidades com menos pressão para participar da interação oral, receber apoio dos pares e fortalecer sua confiança percebida ao falar inglês.
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