Program of communicative strategies with an intercultural approach to improve the level of oral expression in English in an Educational Institution in Perú
The study investigated the effectiveness of a communication strategies program centered on an intercultural perspective in enhancing oral English proficiency among fourth-grade students at "San Juan" secondary school in Chota during 2023. The central research question was: What is the impact of a multicultural-based curriculum on oral English skills in these students? To achieve this, various measures were implemented to boost oral English capabilities. The main objective was to understand how these intercultural communication strategies could foster the development of speaking skills. A quasi-experimental methodology was utilized, involving 64 students divided into a control group and an experimental group, each consisting of 32 students. Each group undertook a pre-test and post-test aligned with the oral expression standards outlined in the National Curriculum. The experimental group also participated in a dedicated program that featured 24 educational sessions focused on auditory expression principles in compliance with current Curriculum requirements. The theoretical framework supporting this study included Vygotsky's socio-cultural theory, Ausubel's theory of meaningful learning, Gardner's theory of multiple intelligences, Krashen's second language acquisition theories, and Chomsky's innatism. The findings revealed that prior to the intervention, the experimental group scored an average of 46% on the pre-test, while the control group achieved 49%. Post-intervention, the experimental group's score rose to 83%, in contrast to the control group's 56%, yielding a significant improvement of 27%. These results indicate that the intercultural communication strategies program significantly bolstered students' speaking abilities and fluency in English, highlighting the effectiveness of contextually relevant educational interventions in language acquisition.