Strengthening the oral expression in English for level A1 university students

Abstract

In this article the reader will learn about getting statistics on the application and implementation of two learning strategies (Oxford, 2016) (direct and indirect) and their respective subcategories (cognitive, memory, compensation, metacognitive, affective and social) used by students of a higher education institution to get results in the process of learning the foreign language (English) in order to encourage and reinforce oral expression in the English language both in the classroom and outside of it. The students took the international KET exam, (Key English Test), (Cambridge ESOL, 2003). in order to measure your level of study or progress in the foreign language. This in turn allowed us to know the initial level that the group has, to continue the next phase related to carrying out the surveys on learning strategies. This developed during the first classes at the beginning of the semester of the current year. After having carried out the exploratory phase in which the learning strategies most used by the students were identified, the results were analyzed in order to develop the didactic sequence and thus be able to strengthen oral expression in classes with the students.