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Artículo de investigación
Improving the speaking skills of learners of English as a foreign
language through WhatsApp voice notes: a mobile-assisted
language learning approach
Mejora de las habilidades orales de los estudiantes de inglés como lengua
extranjera mediante notas de voz de WhatsApp: un enfoque de aprendizaje de
idiomas asistido por dispositivos móviles
José Alejandro Machado Morán*
Universidad Nacional de Chimborazo
Riobamba - Ecuador
alejandro.machado@unach.edu.ec
https://orcid.org/0009-0007-2612-6620
Mónica Noemí Cadena Figueroa
Universidad Nacional de Chimborazo
Riobamba - Ecuador
monicacadena@unach.edu.ec
https://orcid.org/0000-0002-6048-3046
*Correspondencia:
alejandro.machado@unach.edu.ec
Cómo citar este artículo:
Machado, J., & Cadena, M. (2026).
Improving the speaking skills of learners of
English as a foreign language through
WhatsApp voice notes: a mobile-assisted
language learning approach. Esprint
Investigación, 5(2), 606-619.
https://doi.org/10.61347/ei.v5i2.411
Recibido: 22 de septiembre de 2026
Aceptado: 28 de octubre de 2026
Publicado: 5 de noviembre de 2026
Abstract: WhatsApp voice notes provide opportunities for speaking practice outside the
classroom with teacher guidance. This study aimed to analyze the impact of WhatsApp
voice notes on the development of speaking skills among Ecuadorian learners of English
as a foreign language. A quantitative, applied study with a descriptive-comparative
scope was conducted using a one-group pre-experimental design with pretest and
posttest assessments. The study included 20 B2-level students
. The intervention
comprised four individual activities over two weeks, with recordings submitted
privately and feedback provided by the teacher. Speaking was assessed in terms of
fluency, pronunciation, and communicative confidence, with a maximum score of 15
points; the portfolio was assessed separately on a 10-point scale. Frequencies, means,
differences, and relative increases were calculated. The group mean increased from 9.60
to 10.55 out of 15, representing a gain of 0.95 points and a relative increase of 9.90%.
Scores increased for 17 students (85%), and 8 (40%) moved to a higher performance
category. Fluency showed the largest gain (0.50 points), followed by communicative
confidence (0.30 points) and pronunciation (0.15 points). The mean portfolio score was
6.90 out of 10. Overall, the findings indicated favorable changes in speaking performance
following the intervention, although the study design did not allow these improvements
to be attributed exclusively to the use of WhatsApp voice notes.
Keywords: English as a foreign language, mobile learning, speaking skills, voice notes,
WhatsApp.
Resumen: Las notas de voz de WhatsApp ofrecen oportunidades para practicar la expresión oral
fuera del aula con la orientación del docente. El objetivo de este estudio fue analizar el impacto de
las notas de voz de WhatsApp en el desarrollo de las habilidades de expresión oral de estudiantes
ecuatorianos de inglés como lengua extranjera. Se realizó una investigación cuantitativa,
aplicada, de alcance descriptivo-comparativo, mediante un diseño preexperimental de un solo
grupo con evaluaciones de pretest y postest. El estudio incluyó a 20 estudiantes de nivel B2. La
intervención comprendió cuatro actividades individuales durante dos semanas, con grabaciones
enviadas de manera privada y retroalimentación proporcionada por el docente. La expresión oral
se evaluó mediante tres dimensiones: fluidez, pronunciación y confianza comunicativa, con una
puntuación máxima de 15 puntos; el portafolio se evaluó por separado mediante una escala de 10
puntos. Se calcularon frecuencias, medias, diferencias e incrementos relativos. La media grupal
aumentó de 9,60 a 10,55 puntos sobre 15, lo que representó una mejora de 0,95 puntos y un
incremento relativo del 9,90 %. Las puntuaciones aumentaron en 17 estudiantes (85 %), mientras
que 8 (40 %) avanzaron a una categoría de desempeño superior. La fluidez presentó la mayor
mejora (0,50 puntos), seguida de la confianza comunicativa (0,30 puntos) y la pronunciación
(0,15 puntos). La puntuación media del portafolio fue de 6,90 sobre 10 puntos. En general, los
hallazgos evidenciaron cambios favorables en el desempeño de la expresión oral después de la
intervención, aunque el diseño del estudio no permitió atribuir estas mejoras exclusivamente al
uso de las notas de voz de WhatsApp.
Palabras clave: Aprendizaje móvil, habilidades de expresión oral, Inglés como lengua extranjera,
notas de voz, WhatsApp.
Copyright: Derechos de autor 2026 José
Alejandro Machado Morán, Mónica Noemí
Cadena Figueroa.
Esta obra está bajo una licencia internacional
Creative Commons Atribución-
NoComercial 4.0.
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1. Introducción
English as a foreign language involves teaching and learning English in settings where it is not the
students’ native language. Proficiency in English broadens employment and academic opportunities,
supports intercultural communication, and facilitates access to information across different fields of
knowledge (Moro, 2024).
In the context of globalization, English has become established as a lingua franca used by speakers
of different languages, with particular relevance to education, trade, and business. English language
teaching has also incorporated information and communication technologies, enabling more dynamic,
interactive, and accessible learning experiences (Salgado et al., 2025).
Speaking skills in English encompass the abilities required for effective oral communication. One
key component is coherence, which enables learners to organize and express ideas clearly, logically,
and comprehensibly. Other components include pronunciation, which concerns the appropriate
articulation of words and sounds, and fluency, understood as the ability to speak with appropriate
rhythm, tone, and intonation while avoiding prolonged pauses or frequent interruptions (Rincón-
Rincón, 2024).
The integrated development of these components enables learners to produce comprehensible
speech and participate actively in communicative situations inside and outside the classroom.
Speaking forms part of comprehensive English language learning, alongside listening, reading, and
writing; strengthening these skills contributes to the development of communicative competence in
everyday use (Rincón-Rincón, 2024).
Oral communication integrates several language skills that enable speakers to convey messages
fluently, accurately, and comprehensibly. Oral fluency involves speaking at a natural pace while
avoiding hesitation, unnecessary pauses, repetition, and frequent reformulation. Its development
requires the coordination of pronunciation, intonation, rhythm, and articulation, as well as factors such
as working memory, motivation, language aptitude, and experience in using the language (Rodríguez
et al., 2023).
Accuracy concerns the correct use of grammatical structures, vocabulary, pronunciation, and
intonation. It enables speakers to convey clear, linguistically appropriate messages and is therefore an
essential aspect of communicative English language teaching (Cordoba & Larreal, 2025).
Communicative competence, in turn, encompasses the ability to organize and convey ideas,
opinions, and feelings coherently and effectively. Oral communication involves using linguistic
resources appropriately to interact, exchange information, and ensure that messages are understood
in different situations. Pronunciation, vocabulary, and interaction complement fluency and accuracy.
These subskills support clarity of speech, expand learners’ expressive resources, and enable effective
communicative exchanges in English (Cordoba & Larreal, 2025).
Mobile-assisted language learning (MALL) involves integrating mobile technologies into language
teaching and learning. This approach forms part of mobile learning and enables educational activities
to take place at different times and in different locations by drawing on device portability and learner
autonomy (García et al., 2022).
MALL can support language learning through various resources, including educational
applications, online courses, music, and radio. However, its adoption may be constrained by technical
difficulties, limited teacher training, and inadequate institutional conditions. Teachers’ intention to use
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MALL is shaped by their attitudes toward technology, the benefits they perceive, and the influence of
students and colleagues. It also depends on facilitating conditions, including the availability of
infrastructure, connectivity, devices, and technical support (García et al., 2022).
Actual MALL use does not always align with the intention to adopt it. Some teachers who use it
infrequently report a strong willingness to incorporate it, whereas some frequent users express less
intention to continue using it. Student participation also influences teachers’ decisions to integrate
these technologies into their educational practices (Domínguez & Aguilar, 2025).
In this context, WhatsApp is an accessible educational tool that is widely used by students. Its
incorporation into academic settings facilitates communication and information exchange between
teachers and students, promoting more dynamic interaction inside and outside the classroom. The
application also supports collaborative learning and teamwork through group creation and shared
activities. Its features allow users to send text, images, videos, documents, and audio recordings, as
well as make voice and video calls, expanding its pedagogical potential in both face-to-face and online
learning (Melgarejo & Melgarejo, 2022; Cruzata-Martínez et al., 2022).
However, its educational use has certain limitations. Combining social and academic purposes can
create distractions, while technical constraints, a lack of communication guidelines, and connectivity
problems can reduce its effectiveness (Loor et al., 2022).
WhatsApp can therefore complement teaching and learning when used with clearly defined
pedagogical objectives. Its use requires clear guidance, planned activities, and adequate access
conditions to realize its benefits and minimize potential difficulties (Loor et al., 2022).
Voice notes can contribute to the development of speaking skills by encouraging students to
organize and communicate their ideas clearly and coherently. Their regular use also provides
opportunities to practice pronunciation, improve fluency, and participate actively in communicative
exchanges with peers and teachers. This strategy can be implemented through small-group activities
in which students use voice messages to develop arguments, debate, and present their ideas.
Throughout this process, teachers should guide interaction, establish communication guidelines, and
promote appropriate language use (Cruzata-Martínez et al., 2022).
Developing speaking skills remains a challenge in English as a foreign language education,
particularly when learners have limited opportunities to practice oral communication outside the
classroom. WhatsApp voice notes can expand these opportunities, but their integration requires clearly
defined activities and assessment criteria. Accordingly, this study examined Ecuadorian students’
speaking performance before and after an intervention using this tool, focusing on fluency,
pronunciation, and communicative confidence.
The following research question was posed: What changes were observed in the fluency,
pronunciation, and communicative confidence of Ecuadorian learners of English as a foreign language
following an intervention using WhatsApp voice notes?
The general objective was to analyze the impact of WhatsApp voice notes on the development of
speaking skills among Ecuadorian learners of English as a foreign language. The specific objectives
were to identify students’ speaking proficiency before implementing activities using WhatsApp voice
notes; to implement speaking practice activities through WhatsApp voice notes to encourage oral
production outside the classroom; and to assess changes in students’ fluency, pronunciation, and
confidence following the pedagogical intervention.
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2. Metodología
The study adopted a quantitative approach and was applied in nature, as it sought to address a specific
difficulty in English language teaching. Its scope was descriptive-comparative because scores obtained
before and after the voice-note activities were described and compared.
A one-group pre-experimental design with pretest and posttest assessments was used, represented
as G: O1 – X – O2. O1 represented the pretest, X the intervention, and O2 the posttest. Given the absence
of a control group and random assignment, the findings were interpreted as observed changes rather
than evidence of a definitive causal relationship.
Population and Sample
The study population comprised 20 students in the B2 group at NOVA English Academy. All students
in this group were included through census sampling. The group was chosen on the basis of
availability and access for implementing the intervention; the findings were therefore limited to this
educational context.
Students were included if they agreed to participate, had provided the required consent, had access
to WhatsApp, and completed both assessments. The intervention included a portfolio of four activities,
with completion assessed using the pedagogical rubric. The analysis covered the 20 paired pretest and
posttest records.
Variables and Dimensions
The intervention variable was the pedagogical use of WhatsApp voice notes. The outcome variable
was the development of speaking skills, assessed in terms of fluency, pronunciation, and
communicative confidence (see Table 1).
Table 1
Variables and Dimensions
Variable Dimension Indicators
WhatsApp voice notes Participation
Task submission, frequency, and
completion
WhatsApp voice notes Production
Planning, recording, listening, and
improvement
Speaking skills Fluency
Continuity, rhythm, pauses, and
development of ideas
Speaking skills Pronunciation
Clarity, intelligibility, stress, and
intonation
Speaking skills Confidence
Confidence, autonomy, and
willingness to speak
Assessment Method and Instruments
The main method was the assessment of speaking performance. Two equivalent assessments were
used with the same analytic rubric.
The pretest consisted of three individual tasks completed through WhatsApp voice notes: a
personal introduction addressing everyday English use and situations in which students felt
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comfortable or uncomfortable speaking; a description of a typical school day; and an opinion on the
usefulness of mobile phones for learning English. Each task was intended to last one to three minutes.
The posttest used the same tasks, instructions, and time limits as the pretest to compare speaking
performance before and after the intervention.
Assessment Rubric
The same rubric was used for both assessments. Each dimension was scored from one to five points,
giving a total score of three to fifteen points. The brief self-perception scale included in the instrument
was excluded from the analysis because no completed responses were available; communicative
confidence was analyzed solely on the basis of the assessor’s observational ratings (see Table 2).
Table 2
Pretest and Posttest Rubric
Dimension
5 Very high
4 High
3 Medium
2 Low
1 Very low
Fluency
Speech is
continuous and
natural.
Sustains speech
with brief pauses.
Pauses frequently
but completes
ideas.
Hesitation makes
the message
difficult to follow.
Cannot sustain
continuous
speech.
Pronunciation
The message is
clear and
intelligible.
Makes few errors,
without affecting
understanding.
Makes frequent
errors; the overall
meaning is
understood.
Errors interfere
with
understanding.
Most of the
message cannot
be understood.
Confidence
Speaks
confidently and
independently.
Communicates
with minimal
support.
Participates
hesitantly or with
occasional
support.
Shows a lack of
confidence and
requires frequent
support.
Avoids speaking
or does not
complete the task.
Note. Scores were interpreted as follows: 3–5 points, very low; 6–7, low; 8–10, medium; 11–13, high; and 14–15, very high.
Validation
The assessments, activities, and rubric were reviewed by three experts in English language teaching,
educational assessment, and educational technology. The experts assessed their clarity, relevance,
coherence, and sufficiency. Their feedback was incorporated before implementation. To support
consistency, two teachers independently rated a subset of the recordings and compared their scores.
Pedagogical Intervention
The intervention was organized over two weeks and comprised four individual activities, two per
week: Introducing myself, My favorite activity, A useful study habit, and My recommendation. The
expected duration of the recordings was one minute for the first two tasks and one to two minutes for
the remaining tasks. The WhatsApp group was used for instructions, deadlines, and reminders;
recordings and feedback were exchanged through private chats with the teacher. The procedure
involved preparing key ideas, recording, listening to one’s own production, and re-recording when
necessary, while avoiding reading from a complete script.
Data Analysis
The data were analyzed using descriptive statistics. Individual scores, frequencies, percentages, and
means were calculated for fluency, pronunciation, and communicative confidence. Change was
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calculated by subtracting each pretest score from the corresponding posttest score. The numbers of
students whose scores increased, remained unchanged, or decreased were also determined. No
normality tests, statistical significance tests, or effect size calculations were performed; the findings
were therefore reported as observed changes.
Ethical Considerations
Participation was voluntary and had no bearing on academic grades. Participants’ identities were
protected, and access to the group and recordings was restricted. Where minors participated, consent
was obtained from their legal guardians, together with the students’ assent. The audio recordings were
used solely for academic and research purposes and were not forwarded beyond the authorized setting.
3. Resultados
The results were organized into three stages: the pretest, the implementation of activities using
WhatsApp voice notes, and the posttest. Records from twenty B2-level students at NOVA English
Academy, identified by the codes E1–E20, were analyzed. The initial and final assessments measured
fluency, pronunciation, and communicative confidence, with a maximum score of 15 points; the
activities were assessed separately using a rubric scored out of 10.
Pretest Results
The initial assessment yielded a mean score of 9.60 out of 15, equivalent to 64.00% of the maximum
possible score. Scores ranged from 7 to 12, with a standard deviation of 1.39. The distribution was as
follows: 2 in the low category (10.00%); 12 in the medium category (60.00%); 6 in the high category
(30.00%); and 0 in the very high category (0.00%). Table 3 presents each participant’s score across the
three dimensions.
Table 3
Individual Pretest Results
Student
Fluency
Pronunciation
Confidence
Total /15
Level
E1
4
4
3
11
High
E2
3
4
3
10
Medium
E3
3
3
3
9
Medium
E4
3
4
3
10
Medium
E5
3
3
3
9
Medium
E6
3
4
4
11
High
E7
2
3
2
7
Low
E8
4
4
4
12
High
E9
3
2
3
8
Medium
E10
3
4
4
11
High
E11
4
2
4
10
Medium
E12
4
4
2
10
Medium
E13
2
2
3
7
Low
E14
4
3
4
11
High
E15
4
2
3
9
Medium
E16
4
3
2
9
Medium
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Student
Fluency
Pronunciation
Confidence
Total /15
Level
E17
2
4
4
10
Medium
E18
4
4
3
11
High
E19
2
4
2
8
Medium
E20
4
2
3
9
Medium
Mean
3.25
3.25
3.10
9.60
Medium
Note. Each dimension was scored from 1 to 5 points. Confidence refers to communicative confidence. Total score categories: 3–5, very low;
6–7, low; 8–10, medium; 11–13, high; 14–15, very high.
Fluency and pronunciation shared the highest initial mean, at 3.25 out of 5, equivalent to 65% of the
maximum score. Communicative confidence scored 3.10 out of 5 (62%), making it the lowest-rated
dimension at the group level. Differences between the means were small, and no dimension reached
the maximum score. Comments on grammar and vocabulary in the source document provided
pedagogical context, but these were not treated as separately scored dimensions or applied as
individual observations to the added records (see table 4).
Table 4
Initial Performance by Dimension
Dimension
Mean /5
Percentage of maximum
Fluency
3.25
65.00%
Pronunciation
3.25
65.00%
Communicative confidence
3.10
62.00%
Implementation of Activities Using WhatsApp Voice Notes
The implemented intervention comprised four individual activities conducted over two weeks, with
two tasks per week. The WhatsApp group was used to post instructions, deadlines, and reminders;
recordings were to be submitted, and feedback provided, through private chats with the teacher. The
sequence progressed from personal introductions to making recommendations, with voice notes
expected to last one to two minutes (see table 5).
Table 5
Intervention Activity Sequence
Timing
Activity
Expected oral production
Duration
Week 1 Introducing myself
Personal introduction, interests, daily
activities, and English use
1 minute
Week 1 My favorite activity
Description of a favorite activity and
explanation of its importance
1 minute
Week 2 A useful study habit
Explanation of a useful habit for
learning English
1–2 minutes
Week 2 My recommendation
Recommendation for improving
student life
1–2 minutes
The procedure involved preparing key ideas, recording, listening to one’s own production, and re-
recording when necessary. Teacher feedback included one strength and one specific recommendation
for the next activity. This structure provided the pedagogical framework for interpreting portfolio
scores, although the rubrics did not allow re-recordings, feedback exchanges, or actual practice time to
be quantified separately.
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Assessment of WhatsApp Activities
The portfolio assessment considered five criteria: task completion and preparation, fluency,
pronunciation, content and coherence, and confidence and interaction. Each criterion was scored out
of two points, for a maximum total of ten. This assessment described performance on the planned tasks
and was kept separate from the initial and final speaking assessments.
Portfolio scores ranged from 5.50 to 8.50 out of 10, with a mean of 6.90, equivalent to 69.00% of the
maximum, and a standard deviation of 0.88. E4 retained a score of 8.50 out of 10, placing this
participant among the highest scorers in the dataset. Individual differences showed that performance
during the activities was not uniform and helped identify components requiring support. Table 6
presents the five criteria for each student and the group mean.
Fluency and pronunciation shared the highest portfolio mean, at 1.45 out of 2 (72.50%). Task
completion and preparation scored 1.38 out of 2 (68.75%), while confidence and interaction scored 1.33
out of 2 (66.25%). Content and coherence had the lowest mean, at 1.30 out of 2 (65%).
Table 6
Results of the Voice-Note Activities
Student
C1
C2
C3
C4
C5
Total /10
E1
1.50
1.00
1.50
1.00
1.50
6.50
E2
1.00
1.50
1.00
1.50
1.50
6.50
E3
1.50
1.00
1.00
1.00
1.50
6.00
E4
2.00
1.50
2.00
1.50
1.50
8.50
E5
1.00
1.00
1.50
1.00
1.00
5.50
E6
2.00
1.00
1.50
1.00
1.50
7.00
E7
1.50
1.00
1.00
1.00
1.00
5.50
E8
1.00
1.50
2.00
1.50
1.50
7.50
E9
1.00
1.50
1.50
1.50
1.50
7.00
E10
1.50
2.00
1.00
1.00
1.00
6.50
E11
1.00
2.00
2.00
1.50
1.50
8.00
E12
1.50
1.50
2.00
1.50
1.50
8.00
E13
1.50
2.00
1.00
1.00
1.50
7.00
E14
1.50
1.50
1.00
2.00
1.00
7.00
E15
1.00
1.00
2.00
2.00
1.50
7.50
E16
2.00
1.50
1.00
1.00
2.00
7.50
E17
1.50
2.00
2.00
1.00
1.00
7.50
E18
1.00
1.50
1.00
1.00
1.00
5.50
E19
1.00
1.00
1.50
1.50
1.00
6.00
E20
1.50
2.00
1.50
1.50
1.00
7.50
Mean
1.38
1.45
1.45
1.30
1.33
6.90
Note. C1: task completion and preparation; C2: fluency; C3: pronunciation; C4: content and coherence; C5: confidence and interaction.
Posttest Results
The posttest yielded a mean of 10.55 out of 15, equivalent to 70.33% of the maximum score, with scores
ranging from 8 to 13 and a standard deviation of 1.61. The final distribution was as follows: 0 in the
very low category (0.00%); 0 in the low category (0.00%); 8 in the medium category (40.00%); 12 in the
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high category (60.00%); and 0 in the very high category (0.00%). Comparison with the baseline
assessment showed a shift toward the high category and no records remaining in the low category.
However, some participants remained in the medium category, indicating that the increase in the
group mean did not imply that all students achieved the same level of performance (see Table 7).
Table 7
Individual Posttest Results
Student Fluency Pronunciation Confidence Total /15 Level
E1 4 4 4 12 High
E2 4 4 3 11 High
E3 4 3 4 11 High
E4 4 4 3 11 High
E5 3 3 3 9 Medium
E6 4 4 4 12 High
E7 2 3 3 8 Medium
E8 5 4 4 13 High
E9 3 2 3 8 Medium
E10 4 4 4 12 High
E11 5 2 4 11 High
E12 5 4 2 11 High
E13 3 2 3 8 Medium
E14 4 3 5 12 High
E15 4 2 3 9 Medium
E16 4 4 2 10 Medium
E17 2 5 4 11 High
E18 4 5 4 13 High
E19 3 4 2 9 Medium
E20 4 2 4 10 Medium
Mean 3.75 3.40 3.40 10.55 Medium
In the final assessment, fluency had the highest mean, at 3.75 out of 5 (75% of the maximum score).
Pronunciation and communicative confidence each scored 3.40 out of 5, equivalent to 68%. Final
performance was stronger in fluency, while pronunciation and communicative confidence still showed
room for improvement (see table 8).
Table 8
Final Performance by Dimension
Dimension
Mean /5
Percentage of maximum
Fluency
3.75
75.00%
Pronunciation
3.40
68.00%
Communicative confidence
3.40
68.00%
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Pretest–Posttest Comparison
The group mean increased from 9.60 to 10.55 out of 15, a difference of 0.95 points and a relative increase
of 9.90%. Scores increased for 17 students (85%), remained unchanged for 3 students (15%), and
decreased for none of the participants. Eight participants (40%) moved to a higher category, while the
remainder stayed at the same level. Relative to the maximum test score, the mean rose from 64.00% to
70.33%, a difference of 6.33 percentage points. Table 9 distinguishes increases in scores from changes
in performance categories.
Table 9
Individual Changes Between Assessments
Student
Pretest /15
Posttest /15
Difference
Change in level
E1
11
12
+1
High → High
E2
10
11
+1
Medium → High
E3
9
11
+2
Medium → High
E4
10
11
+1
Medium → High
E5
9
9
+0
Medium → Medium
E6
11
12
+1
High → High
E7
7
8
+1
Low → Medium
E8
12
13
+1
High → High
E9
8
8
+0
Medium → Medium
E10 11 12 +1 High
→
High
E11
10
11
+1
Medium → High
E12
10
11
+1
Medium → High
E13 7 8 +1 Low
→
Medium
E14
11
12
+1
High → High
E15
9
9
+0
Medium → Medium
E16
9
10
+1
Medium → Medium
E17
10
11
+1
Medium → High
E18
11
13
+2
High → High
E19
8
9
+1
Medium → Medium
E20
9
10
+1
Medium → Medium
Mean
9.60
10.55
0.95
Medium → Medium
Note. The relative increase for the group was calculated using unrounded means: [(10.55 − 9.60) / 9.60] × 100 = 9.90%. The difference relative to the
maximum score is expressed in percentage points.
Fluency showed the largest gain: its mean increased from 3.25 to 3.75 out of 5, a difference of 0.500
points, with improvements in ten records (50%). Communicative confidence increased from 3.10 to
3.40 out of 5, a difference of 0.300 points, with improvements in six records (30%). Pronunciation
increased from 3.25 to 3.40 out of 5, a difference of 0.150 points, with improvements in three records
(15%) (see table 10).
Table 10
Comparison of Means by Dimension
Dimension
Pretest /5
Posttest /5
Difference
Improved n (%)
Fluency
3.25
3.75
0.500
10 (50.00%)
Pronunciation
3.25
3.40
0.150
3 (15.00%)
Communicative confidence
3.10
3.40
0.300
6 (30.00%)
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4. Discusión
The results showed an increase in the mean speaking score among the 20 students following the
sequence of WhatsApp voice-note activities. The group mean rose from 9.60 to 10.55 out of 15,
equivalent to a difference of 0.95 points and a relative increase of 9.90%. This finding is consistent with
the pedagogical approach of Cruzata-Martínez et al. (2022), who emphasize incorporating WhatsApp
into communicative activities supported by planning and teacher guidance.
The sequence of four activities conducted over two weeks suggests that integrating structured
speaking practice into a familiar communication tool may offer opportunities for oral production
beyond the classroom. Tasks involving introductions, descriptions, explanations, and
recommendations provided opportunities for students to organize their ideas and communicate them
through voice messages. This structure aligns with the mobile learning framework presented by Li
(2024), which considers intervention duration and instructional approach relevant to understanding
the development of speaking skills.
The baseline assessment identified a relatively balanced profile across the dimensions assessed.
Fluency and pronunciation each had a mean of 3.25 out of 5, while communicative confidence scored
3.10 out of 5. These results guided the interpretation of the activities in terms of continuity of speech,
message clarity, and confidence during oral production. In this regard, Rodríguez et al. (2023) provide
a basis for understanding fluency through the rhythm and continuity of speech in communicative
situations.
Fluency showed the largest increase, with a mean difference of 0.50 points and improvements in
ten students, representing 50% of the group. This pattern suggests the potential relevance of tasks
requiring learners to prepare and develop an oral message with a clearly defined communicative
purpose. Preparing ideas, recording, and listening to their own productions may have provided
opportunities to review the organization of speech, consistent with the importance that Cruzata-
Martínez et al. (2022) attach to planned activities and teacher guidance.
The use of voice notes was also examined in the Ecuadorian study by Oye and Salvador-Cisneros
(2022), which focused on voice messages and short videos for oral communication. Both studies
considered accessible digital formats as opportunities to extend oral communication practice beyond
the classroom. The activities addressed different communicative purposes and linked WhatsApp use
to the production of organized messages in English.
Communicative confidence increased from 3.10 to 3.40 out of 5, a difference of 0.30 points, with
improvements in six students, equivalent to 30% of the group. This finding indicated an increase in
observer-rated communicative confidence, although it did not establish changes in students’ self-
perceived confidence or autonomy. Private submission of recordings and individual feedback may
have contributed to a supportive environment for speaking practice, consistent with the pedagogical
perspective of Albogami and Algethami (2022) on WhatsApp and the learning of speaking skills.
Beyond opportunities for oral production, voice notes may also facilitate reflection on students’
speaking performance. From a pedagogical perspective, listening to recorded messages can encourage
learners to identify aspects of their oral expression that require improvement. This reflective practice
can be discussed in relation to Karthika and Selvam (2022), whose work provides a reference point for
accessibility, participation, and reflection in learning English through technological resources.
Pronunciation increased from 3.25 to 3.40 out of 5, with a mean gain of 0.15 points and
improvements in three students. In the portfolio assessment, this dimension scored 1.45 out of 2 and
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shared the highest mean with fluency. These results provided complementary information about
students’ performance: the assessments documented changes between the two measurement points,
whereas the portfolio described performance during the activities. Cordoba and Larreal (2025) help
situate these findings within the relationship between pronunciation and clarity in oral
communication.
The pattern observed in pronunciation can also be interpreted in light of Metruk’s (2024) review of
mobile learning and pronunciation instruction. In the activity sequence, recordings incorporated
pronunciation into tasks involving introductions, descriptions, explanations, and recommendations.
Pronunciation practice was thus integrated into the construction of complete messages and the use of
English to communicate experiences and ideas.
The portfolio assessment yielded an overall mean of 6.90 out of 10. Fluency and pronunciation
received the highest scores, at 1.45 out of 2 each, while content and coherence scored 1.30 out of 2. This
profile revealed differences in performance across the assessed criteria and provided additional
information about the preparation, organization, and delivery of messages. This assessment
complemented the pretest and posttest results by incorporating criteria related to the process of oral
production.
Individual trajectories showed that 17 students, equivalent to 85% of the group, increased their
scores, while three retained their initial results. Among individual cases, E3 gained two points and E7
moved from the low to the medium category; E4 scored 8.50 out of 10 in the portfolio. These differences
suggest that changes in speaking performance were not uniform across participants, highlighting the
importance of considering individual variation alongside group-level improvements.
Although the findings indicated favorable changes in speaking performance following the guided
WhatsApp voice-note activities, the single-group design limits the extent to which these gains can be
attributed specifically to WhatsApp. Further research could examine whether the gains are sustained
over time and whether similar results are observed in other educational settings.
5. Conclusiones
The baseline assessment of the 20 students yielded a mean score of 9.60 out of 15, with scores ranging
from 7 to 12. Communicative confidence had the lowest mean (3.10 out of 5), while fluency and
pronunciation each scored 3.25 out of 5. These findings identified communicative confidence as the
dimension requiring the greatest support and helped prioritize speaking practice focused on
continuity and confidence.
The intervention comprised four individual activities using WhatsApp voice notes over two weeks,
incorporating preparation of ideas, recording, listening, and private feedback. The portfolio yielded a
mean of 6.90 out of 10, with content and coherence receiving the lowest rating (1.30 out of 2). This
assessment complemented the pretest and posttest by identifying aspects of oral production,
particularly content organization and coherence, that required additional support.
The group mean increased from 9.60 to 10.55 out of 15, a difference of 0.95 points and a relative
increase of 9.90%. Scores improved for 17 students (85%), and 8 (40%) moved to a higher performance
category. Gains were concentrated in fluency (0.500 points) and communicative confidence (0.300
points), with a smaller change in pronunciation (0.150 points). Overall, the dataset showed a favorable
numerical trend, with gains varying across dimensions.
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Transparencia
Conflicto de interés
Los autores declaran que no existen conflictos de interés de naturaleza alguna como parte de la
presente investigación.
Fuente de financiamiento
Los autores financiaron completamente la investigación.
Contribución de autoría
José Alejandro Machado Morán: Conceptualización, metodología, software, validación, análisis
formal, investigación, gestión de datos, visualización, redacción - preparación del borrador original,
redacción - revisión y edición, financiamiento, recursos.
Mónica Noemí Cadena Figueroa: Conceptualización, metodología, validación, análisis formal,
investigación, gestión de datos, redacción - preparación del borrador original, redacción - revisión y
edición, financiamiento, administración del proyecto, recursos, supervisión.
Los autores contribuyeron activamente en el análisis de los resultados, revisión y aprobación del
manuscrito final.
