Applying universal design for learning principles to foster speaking fluency in EFL Classrooms

Abstract

Speaking fluency is a key component of communicative competence in English as a Foreign Language, as it enables students to express their ideas clearly and at the same participate actively, and interact in meaningful contexts inside and outside the classroom. However, in many high school contexts, this skill still presents limitations due to inflexible teaching practices that do not always respond adequately to learner diversity, students’ confidence levels, or their different ways of participating. In response to this problem, the present study aimed to examine the impact of applying Universal Design for Learning principles on the development of speaking fluency in second-year Bachillerato students in Ecuador. This research adopted a pedagogical intervention design with a mixed-methods approach. The intervention incorporated strategies based on the UDL principles of engagement, representation, action and expression. The Data was collected through speaking pre- and post-tests, a Likert-scale survey applying open-ended questions for students, post-intervention interviews, an observation checklist, and a Likert-scale survey for the teacher.  A comparative between before and after the intervention was applied for Quantitative data, while qualitative data were analyzed thematically to identify patterns related to participation, confidence, engagement, and perception. The findings show an improvement in students’ speaking fluency, especially in more continuous oral production, reduced hesitation, and greater participation in speaking activities. In addition, students reported feeling more motivated and confident when tasks included visual support, choice, scaffolding, and flexible ways of expression. In conclusion, the application of UDL principles contributed to the creation of a more inclusive learning environment and showed potential for strengthening speaking fluency in second-year Bachillerato students.