The role of extrinsic motivation in the development of speaking skills in high school students

Abstract

Oral English skills represent one of the greatest challenges for English language learners in Ecuadorian classrooms, where students experience limited opportunities for oral interaction and low confidence when participating in communicative activities. Motivation is a relevant pedagogical factor associated with students' willingness to engage in oral production. This study analyzes the role of extrinsic motivation in the development of oral skills among ninth-grade students at a private educational institution in El Carmen during the 2025-2026 academic year. The research employs a mixed-methods approach with a convergent parallel design, utilizing surveys, classroom observations, and semi-structured interviews. Quantitative data are examined using descriptive statistics, while qualitative evidence is organized through thematic categorization. The findings reveal that external and identified regulation constitute the predominant forms of extrinsic motivation associated with oral participation. English educators implement strategies such as verbal recognition, symbolic rewards, and extra credit to encourage student participation in oral activities. While external incentives increase learners' initial willingness to interact orally, their influence on the sustained development of communicative competence remains inconsistent. It is concluded that extrinsic motivation functions as a situational trigger for oral participation, rather than as a stable mechanism for the long-term development of oral competence. These findings highlight the importance of integrating external incentives with pedagogical practices aimed at progressively fostering more autonomous and meaningful participation in oral communication in English.