<?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>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632024000200156</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.10693802</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The implementation of CLIL to improve oral communication skills in undergraduate students of an Ecuadorian public university]]></article-title>
<article-title xml:lang="es"><![CDATA[La implementación de AICLE para mejorar las habilidades de comunicación oral en estudiantes de pregrado de una universidad pública ecuatoriana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Terán Molina]]></surname>
<given-names><![CDATA[Diana Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalta Alarcón]]></surname>
<given-names><![CDATA[Francis Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mourad]]></surname>
<given-names><![CDATA[Antoine Sébastien]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,UNEMI  ]]></institution>
<addr-line><![CDATA[Guayaquil ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>4</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632024000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632024000200156&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632024000200156&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to demonstrate that the implementation of CLIL enhances English communication skills for undergraduate students. The research focuses on the evaluation of CLIL effectiveness to develop oral communication elements. Twenty-five students, aged 19-23, participated during three months applying all the different CLIL techniques to improve the use of vocabulary, time management, fluency and confidence, common criteria to measure how much a student can master the speaking ability. The results show that most of students reached the A2.1 level at the end of the semester, even when almost 40% of the class had a poor vocabulary at the beginning of the course. The chi-squares test and the validity analysis demonstrate that there is a statistically significant association between the variables, making the study robust. These findings prove the CLIL likelihood to become the preferred methodology for English language teaching at all levels, from children to teenagers as well as adult learners, thanks to its versatility in different environments. Nevertheless, this study has some limitations as other variables like motivation and background can affect the results obtained in future research for this area.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tiene como objetivo demostrar que la implementación de AICLE mejora las habilidades comunicativas en inglés de los estudiantes de pregrado. La investigación se centra en la evaluación de la eficacia AICLE para desarrollar elementos de comunicación oral. Veinticinco estudiantes, entre 19 y 23 años, participaron durante tres meses aplicando todas las diferentes técnicas AICLE para mejorar el uso del vocabulario, la gestión del tiempo, la fluidez y la confianza, criterios comunes para medir cuánto puede dominar un estudiante la capacidad de hablar. Los resultados muestran que la mayoría de los estudiantes alcanzaron el nivel A2.1 al final del semestre, incluso cuando casi el 40% de la clase tenía un vocabulario pobre al comienzo del curso. La prueba de chi-cuadrado y el análisis de validez demuestran que existe una asociación estadísticamente significativa entre las variables, lo que hace que el estudio sea robusto. Estos hallazgos demuestran la probabilidad de que AICLE se convierta en la metodología preferida para la enseñanza del idioma inglés en todos los niveles, desde niños hasta adolescentes, así como en adultos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[CLIL]]></kwd>
<kwd lng="en"><![CDATA[speaking]]></kwd>
<kwd lng="en"><![CDATA[english language]]></kwd>
<kwd lng="en"><![CDATA[teaching methods]]></kwd>
<kwd lng="es"><![CDATA[AICLE]]></kwd>
<kwd lng="es"><![CDATA[expresión oral]]></kwd>
<kwd lng="es"><![CDATA[lengua inglesa]]></kwd>
<kwd lng="es"><![CDATA[métodos de enseñanza]]></kwd>
</kwd-group>
</article-meta>
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