In order to promote the learning of English as a foreing language, the Colombian

Government and The National Ministry of Education have implemented different programs
to strengthen the academic quality in all the schools around the country. Most of the
responsibility to achieve high educational standards in English relies on language teachers,
who deal with everyday issues inside the classroom. Thus, every single effort to improve
and promote a better education is worth highlighting. This research project was significant
not only because it was a pedagogical intervention, which helped eleventh graders to
develop their English foreign language speaking skills in a public institution in Antioquia,
but also because it was an experience that reinstate the importance of promoting speaking
strategies not only at school, but also at everyday situations for communicating in English.
It also provided English teachers with tools to implement significant and meaningful
activities inside the classroom in order to engage learners in their own learning processes.
The results displayed in this project will be significant and will contribute to the following fields:
to the field of teaching and learning a foreign language, to the context where the research was
applied and to us as future English teachers.

The findings about cooperative learning in order to promote teenagers oral

production will contribute to the field of teaching and learning foreign languages with some
reflections about the process. There are many studies that have implemented cooperative
learning to enhance the oral production in different classrooms around the world and to
different publics. This project aims to show the effectiveness and advantages of cooperative
learning in this specific context. Moreover, the study can be useful for other researchers
interested in this field of inquiry. Additionally, we want English teachers to reflect on the
relevance of implementing useful strategies to promote oral production, and adapt them to

their context as to have a positive impact in the process of teaching and learning a foreign
language.
Secondly, from this project, the study was beneficial for the institution where it was
carried out. The institution could improve and reconsider the methodologies, approaches,
strategies, or methods that have been applied. It also could show the advantages and
disadvantages of cooperative learning to foster oral production in students. Institutions and
teachers cannot fall behind in the implementation of methodologies not because of
tendencies, but because of the importance of using other methodologies to improve other
skills. Moreover, the teacher who was involved in this process could reflect on her teaching
practice having in mind the strategies to improve students oral production. Furthermore,
students social skills(good relationships among students) and performance were improved
considerably, which may help them face their future labor challenges, interact with
foreigners, interchange information and perform in the case it is needed. As a result, this
research project contributed to their personal and professional life.
Finally, there are many challenges that the Colombian context is facing nowadays,
so it is very fruitful to us as pre-service teachers, as researchers, but also as future EFL
teachers, to face one of these problems which is the lack of oral production in students in
our country. It permitted us go deeper in the understanding of this problem and how
implementing other strategies could in a certain way change the reality. Additionally, we
could also discover other clues that would make us understand the context and eventually
improve in our teaching practices.