出版社：Grupo de Pesquisa Metodologias em Ensino e Aprendizagem em Ciências
摘要：This paper presents a systematic review based on studies undertaken by Intriago et al., (2016), Calero et al., (2018), Santamaria et al., (2018), Sevy-Biloon and Croman (2019), Yumi- Guacho et al., (2020) and Cabrera-Solano (2020 whose objective was to present empirical evidence on the use of digital tools for teaching speaking in English in the Ecuadorian context of education, considering the time frame of 2016 – 2021. Data collection was performed on national and international digital platforms for studies (Google Scholar, SCOPUS, Web of Knowledge, Latindex, ERIC). Initially, during the article selection phase, 23 studies were found, but, only six were used according to the inclusion and exclusion criteria. The findings showed six different tools (google apps, SoundCloud, video blogging, video chat, WhatsApp, and digital portfolio) that were used in the classroom and contributed to the development of students' speaking. The implication of this research shows the lack of studies that focus on the competence of speaking of basic education students and the lack of research focused on specific aspects of speaking, such as improving fluidity or pronunciation.
