Didactic sequence for oral participation in English: systematic review
Abstract
This article examines the effectiveness of the didactic sequence as a structured pedagogical framework designed to foster oral participation in English as a Foreign Language (EFL). Adopting a qualitative approach with a descriptive-explanatory scope, this study explores how the articulated design of communicative tasks, progressive scaffolding, and the integration of technological mediations—such as gamification, flipped classroom models, and conversational practice with artificial intelligence chatbots—impact oral fluency, self-confidence, and Willingness to Communicate (WTC). The methodological foundation synthesizes recent literature and analyzes instructional sequences centered on Task-Based Language Teaching (TBLT). Findings demonstrate that an intentional didactic sequence significantly reduces the "affective filter" and language anxiety particularly regarding pronunciation and public performance while providing predictable structures that facilitate the transition from defensive silence to active, genuine, and collaborative oral production. The study concludes that a didactic sequence enriched with formative feedback and low-risk digital tools serves as an essential pedagogical strategy to enhance comprehensive communicative competence in language learners.
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