Speaking Skills and Grammar Knowledge among English as a Foreign Language Learners at a Public High School in Marcabeli, 2025-2026 school year

• Autores: Jocelyn Andrea Lojan Caicedo, Adriana Elizabeth Cango Patiño, Angelica Natali Muñoz Alvarez, Thalia Valeria Ocampo Arevalo
• Localización: Revista Ciencia y Reflexión, ISSN 3045-5537, Vol. 5, Nº. 1, 2026, págs. 672-694
• Idioma: español
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• Resumen

  • Communication is an important goal in learning English as a foreign language (EFL), in which speaking skills and grammar knowledge are closely related, providing the basis for accurate and meaningful communication. This study analyzed the relationship between speaking skills and grammar knowledge among ninth-grade EFL learners at a public high school in Marcabeli during the 2025-2026 school year. A quantitative correlational design was used. The participants in this research were 33 ninth-grade students, approximately 13-14 years old, selected by convenience sampling. Data were collected through achievement tests for speaking skills and grammar knowledge, with speaking skills evaluated using an analytic rubric. Both instruments were validated through expert judgment using Aiken’s V (V=0.9). The results showed a moderate mean score of 6.98/10 for speaking and 6.86/10 for grammar knowledge. The Pearson correlation test revealed a strong, significant, and positive relationship between speaking skills and grammar knowledge (r=.846, p<.001), indicating that students with higher grammatical mastery tend to demonstrate better oral performance. The findings may motivate teachers to develop practices aimed at improving students’ oral production. Future studies should incorporate qualitative data for a deeper understanding of the variables under study.