Analysis of technology integration in the EFL teaching process during speaking practices in a 10th-grade class at a public school in Guayaquil, 2026-2027.

Abstract

Given the rapid digitalization of the education process in Ecuador and the need for oral communication skills, the following research paper addresses the lack of empirical research related to the use of technology in teaching EFL classes. The current qualitative case study focuses on the implementation of educational technologies in EFL speaking practices in the 10th grade of a public school in Guayaquil. The goal of the present case study is to analyze the existing pedagogical practice, identify the barriers that influence its effectiveness, and find a feasible technological solution. Using data collected from lesson observations, an interview with a teacher, and a review of the curricula, the analysis found that there is an excessive use of passive multimedia and numerous structural barriers, such as a shortage of time and problems with connectivity. Triangulation of the three types of data was used to strengthen the reliability of the results. Teachers prefer to use one-sided, receptive technologies like video and podcasts because of the reduced number of English class hours per week and the lack of internet connectivity and appropriate equipment. In order to address these issues, the current study suggests a platform called SpeakBridge, which aims at maximizing the efficiency of class time and developing students’ oral proficiency using interactive tools. SpeakBridge combines a homepage, a set of speaking tasks, and templates that are readily usable by teachers depending on the time frame at their disposal. Thus, the current study adds value to the field of EFL education and policy making with regards to technology-assisted development of speaking skills.