Mobile Applications for Enhancing Oral Fluency in English as a Foreign Language Learners: A Systematic Review

Karen Padilla Padilla; Estefanía Valencia Silva; Gladys Margarita Anrango; Fernando Flores Albuja; Steven Vásquez Flores

doi:10.53358/ecosacademia.v11i21.1268

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Published: Jun 12, 2025

DOI: https://doi.org/10.53358/ecosacademia.v11i21.1268

Keywords:

AI-based feedback, EFL oral practice, learner autonomy, mobile-assisted language, speaking proficiency

Padilla, K.

Unidad Educativa Particular Jacinto Jijón y Caamaño

Valencia, E.

Unidad Educativa Bilingüe Los Arrayanes

Anrango, G.

Unidad Educativa Particular Jacinto Jijón y Caamaño

Flores-Albuja, F.

Universidad Técnica del Norte Ibarra, Ecuador

Vásquez, S.

Investigador Independiente

Abstract

The increasing presence of Artificial Intelligence (AI) in education has significantly influenced how English as a Foreign Language (EFL) learners develop spoken proficiency. This systematic review explores the most recent mobile platforms designed to support speaking development, applying the PRISMA methodology to ensure an accurate and thorough literature selection. Academic works were extracted from databases including Scopus, Web of Science, Google Scholar, and SciELO. The review focused on three guiding inquiries: (1) What AI-based mobile apps are used by English teachers? (2) How do such apps contribute to independent speaking practice? (3) What constraints are associated with their classroom integration? The analysis indicated that mobile applications positively impact oral fluency through features like real-time correction, individualized practice routines, and improved learner autonomy. These tools enhance flexibility in language acquisition, allowing learners to manage their practice schedules and receive targeted support. Nonetheless, implementation challenges such as technological inequality and algorithmic limitations were identified. Future exploration should address these concerns to maximize the pedagogical potential of AI-enhanced mobile learning.

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How to Cite

Padilla Padilla, K., Valencia Silva, E., Anrango, G. M., Flores Albuja, F., & Vásquez Flores, S. (2025). Mobile Applications for Enhancing Oral Fluency in English as a Foreign Language Learners: A Systematic Review. Revista Ecos De La Academia, 11(21), e1268. https://doi.org/10.53358/ecosacademia.v11i21.1268

Issue

Vol. 11 No. 21 (2025): Ecos de la Academia

Section

Artículos sobre Innovación Educativa

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Author Biographies

Padilla, K., Unidad Educativa Particular Jacinto Jijón y Caamaño

Profesional destacada en la enseñanza del inglés, con sólida experiencia en educación de tercer nivel. Ha trabajado con estudiantes de todas las edades, adaptando sus métodos con innovación, creatividad y responsabilidad. Domina el uso correcto del vocabulario y la gramática inglesa, promoviendo un aprendizaje efectivo y dinámico. Su enfoque pedagógico combina estrategias modernas con atención individualizada, fomentando el desarrollo integral del estudiante. Es reconocida por su compromiso, profesionalismo y habilidad para motivar a sus alumnos a alcanzar su máximo potencial.

Valencia, E., Unidad Educativa Bilingüe Los Arrayanes

Licenciada en Pedagogía de los Idiomas Nacionales y Extranjeros por la Universidad Técnica del Norte. Actualmente, cursa la Maestría en Pedagogía del Idioma Inglés como Lengua Extranjera en la misma institución. En el ámbito laboral, se desempeña como docente de inglés en la Unidad Educativa Bilingüe Los Arrayanes, ubicada en Ibarra. A lo largo de su trayectoria, ha obtenido la certificación Cambridge English C1 Advanced y ha participado en Cambridge English Conference Ecuador 2025, experiencias que han contribuido significativamente al fortalecimiento de su formación profesional en la enseñanza del idioma inglés.

Anrango, G., Unidad Educativa Particular Jacinto Jijón y Caamaño

Licenciatura en Ciencias de la Educación mención Inglés por la Universidad Técnica del Norte. Posee experiencia en el Colegio a Distancia Manuela Espejo. Actualmente se desempeña como docente de inglés en la Unidad Educativa San Juan Diego. Ha participado en la Capacitación de Formación Guía Montessori. Cursos realizados sobre Gamificación en el aula, Lineamientos para el cierre de trimestre sierra.

Flores-Albuja, F., Universidad Técnica del Norte Ibarra, Ecuador

Docente universitario con más de dos décadas de experiencia en la enseñanza del idioma inglés. Licenciado en Idiomas por la Universidad Católica del Ecuador, sede Ibarra. Magíster en Lingüística Aplicada a la Enseñanza de Inglés y Español, fortaleciendo su enfoque pedagógico desde una perspectiva teórica y metodológica integral. Inició su carrera docente universitaria en 2001, impartiendo clases en niveles básico, intermedio y avanzado, así como asignaturas para la formación de nuevos docentes. Desde 2009 se desempeña como profesor en la Universidad Técnica del Norte, donde ha contribuido activamente a la enseñanza del inglés a nivel superior y al desarrollo institucional como Coordinador del Programa de Maestría Pedagogía del Inglés como Lengua Extranjera en la Facultad de Posgrado.

Vásquez, S., Investigador Independiente

Licenciado en Pedagogía del Idioma Inglés por la Universidad Técnica del Norte, donde actualmente cursa la Maestría en Pedagogía del Idioma Inglés. Ha impartido cursos privados de inglés y también me ha sido capacitador en programas de preparación para rendir examen de Suficiencia Cambridge B2 y cursos conversacionales de Inglés dirigido a docentes. Actualmente, es docente de inglés en la Empresa Pública UEmprende. Posee una certificación Cambridge C1 Advanced (CAE), junto con una certificación TKT (Teaching Knowledge Test).

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