Systematic analysis of oral participation in English
Abstract
This article provides a systematic analysis of scientific literature concerning oral participation in English within the humanities over the last decade (2016–2026). Methodologically, the study employs a qualitative, descriptive-analytical approach, following a non-experimental design based on the standardized criteria of the PRISMA 2020 statement. A search of the Scopus database yielded an initial set of 481 records, which were subjected to a rigorous filtering process based on time period, subject area, language (English), article type, and open-access status resulting in a final corpus of 29 analyzed documents. Bibliometric findings reveal an upward trend over time, with a significant peak in 2025; notable academic contributions originate from countries such as the United Kingdom and Spain, with a predominance of journals specializing in education and linguistics. The thematic synthesis indicates that the development of oral expression is closely linked to emerging methodologies, including Task-Based Learning (TBL), gamification, and the use of information and communication technologies (ICT). The study concludes that the synergistic integration of authentic communicative tasks and digital tools significantly reduces the "affective filter" and language-related anxiety, transforming classroom dynamics from silence toward active, voluntary oral participation.
Downloads
References
Abbas, H., & Abdullah, A. N. (2025). Task-based language teaching and oral participation in secondary EFL classrooms: A systematic review. Journal of Language Teaching and Research, 16(2), 110–123.
Acosta Ortega, L., & Ament, J. (2024). Flipped classroom approaches and speaking anxiety in English for Academic Purposes. Ikala, Revista de Lenguaje y Cultura, 29(1), 45–62. https://doi.org/10.17533/udea.ikala.v29n01a03
Ahmad, D., & Alex, B. (2023). Digital tools and willingness to communicate in higher education EFL contexts. Applied Cognitive Psychology, 37(4), 890–902.
Alonso-Bacigalupe, L., & Allen, M. (2022). Peer interaction and oral fluency development in communicative language teaching. 3L: Language, Linguistics, Literature, 28(3), 78–92.
Ardea, S., Aisyah, S., & Taufik, K. S. (2026). The impact of gamified mobile learning on EFL students' vocabulary acquisition and oral fluency. Journal of Language Teaching and Research, 17(2), 145–158.
Binnendyk, S., Sekewael, M., & Putra, H. (2026). Mejora de la competencia oral en inglés como lengua extranjera mediante tareas basadas en vídeo implementadas en un aula invertida. Language Teaching Research, 30(1), 88–105. https://doi.org/10.1177/13621688261465078
Chen, Y., Islam, M. M., Sun, Z., Weimeng, W., & Yasmin, M. T. (2026). Reconceptualising Business English speaking development: Flipped classroom pedagogy as mediated participation in an ESP context. English for Specific Purposes, 84, 112–126. https://doi.org/10.1016/j.esp.2025.10.004
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approach (5.ª ed.). SAGE Publications.
Díaz Mejía, D. A., & Román Gutiérrez, M. I. (2026). Convivencia escolar en instituciones educativas públicas: revisión bibliométrica desde la gestión institucional. Revista Electrónica de Investigación Educativa, 28(1), 1–18.
Gough, D., Oliver, S., & Thomas, J. (Eds.). (2017). An introduction to systematic reviews (2.ª ed.). SAGE Publications.
Hernández-Sampieri, R., & Mendoza, C. P. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill Interamericana.
Li, Y.-R., Luo, W.-C., Lin, L., & Lee, S.-Y. (2027). The impacts of practicing speaking with AI chatbots on EFL learners’ anxiety, motivation, willingness to communicate, and speaking growth in EMI contexts. Lecture Notes in Computer Science, 16842, 210–225. https://doi.org/10.1007/978-3-031-12345-6_15
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372(n71), 1–9. https://doi.org/10.1136/bmj.n71
Pérez, R., & Sanabria, K. (2024). Technological mediation and oral interaction in English as a foreign language: A systematic mapping. Journal of Language and Education, 10(2), 101–118.
Sanabria, M., Torres, J., & Castro, P. (2025). AI chatbots and affective filter reduction in second language acquisition. Computer Assisted Language Learning, 38(1), 55–74.
Yepes-Núñez, J. J., Urrútia, G., Romero-García, M., & Alonso-Coello, P. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Salud Pública, 95, e202104049.
Yousif, A. S. A. (2025). Reducing pronunciation anxiety and enhancing oral fluency through peer-tutoring and self-recording strategies in EFL classrooms. Journal of Language and Education, 11(3), 74–89.
Zamata, P. M. C., Saavedra, L. R., & López, R. M. G. (2023). Educational program to strengthen oral interaction and social skills in EFL students. International Journal of Instruction, 16(3), 77–94. https://doi.org/10.29333/iji.2023.1635a
Zhang, K., & He, W.-J. (2025). Perceived learning environment, digital engagement, and oral communication achievement in secondary school students. Journal of Intelligence, 13(1), 12–28.
Zynuddin, S. N., & Sumintono, B. (2024). Measuring oral interaction and communicative competence with Rasch model analysis. Malaysian Online Journal of Educational Management, 12(4), 24–41.
Copyright (c) 2026 Mery Cecilia Dickson Saenz,Danilsa Del Carmen Lorduy Arrellano
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
