<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0282</journal-id>
<journal-title><![CDATA[Episteme Koinonía. Revista Electrónica de Ciencias de la Educación, Humanidades, Artes y Bellas Artes]]></journal-title>
<abbrev-journal-title><![CDATA[Episteme Koinonía]]></abbrev-journal-title>
<issn>2665-0282</issn>
<publisher>
<publisher-name><![CDATA[Fundación Koinonía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02822022000100004</article-id>
<article-id pub-id-type="doi">10.35381/e.k.v5i9.1661</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Use of The Celta Frameworks to foster speaking skills in the English language classroom]]></article-title>
<article-title xml:lang="es"><![CDATA[Uso de los marcos CELTA para fomentar las habilidades del habla en el aula de inglés]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chiriboga-Gárate]]></surname>
<given-names><![CDATA[Verónica Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vega-Auquilla]]></surname>
<given-names><![CDATA[Melita Vanessa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de Cuenca  ]]></institution>
<addr-line><![CDATA[Cuenca Cuenca]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Cuenca  ]]></institution>
<addr-line><![CDATA[Cuenca Cuenca]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>5</volume>
<numero>9</numero>
<fpage>4</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02822022000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02822022000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02822022000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aimed to analyze the effect of CELTA frameworks on the speaking skill development and motivation of students in a 4-month English as a foreign language (EFL) course in their senior year, while preparing for an international English language exam. The study collected data on students' speaking proficiency at pre-test and post-test. The results showed a significant increase in students' pronunciation, fluency, vocabulary, and grammatical accuracy, as well as high motivation to speak, confidence in using the language, and a recognition of the importance of teamwork through interaction with peers. It was concluded that the use of CELTA frameworks is an effective means of fostering language production in the English classroom. Recommendations for future research are included.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo analizar el efecto de los marcos CELTA en el desarrollo de habilidades orales y motivación de estudiantes en un curso de inglés como lengua extranjera (EFL) de 4 meses en su último año, mientras se preparaban para un examen internacional de inglés. El estudio recopiló datos sobre el dominio del habla de los estudiantes en pre y postest. Los resultados mostraron un aumento significativo en la pronunciación, la fluidez, el vocabulario y la precisión gramatical de los estudiantes, así como también una motivación alta para hablar, confianza al usar el idioma y, un reconocimiento sobre la importancia del trabajo en equipo a través de la interacción con sus compañeros. Se concluyó que el uso de los marcos CELTA es un medio eficaz para fomentar la producción del lenguaje en el aula de inglés. Se incluyen recomendaciones para investigaciones futuras.]]></p></abstract>
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<kwd lng="en"><![CDATA[Language of instruction]]></kwd>
<kwd lng="en"><![CDATA[bilingual education]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="es"><![CDATA[Idioma de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[educación bilingüe]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
</kwd-group>
</article-meta>
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