Innovation in Language Learning

This project explores the application of the PechaKucha presentation format as a critical thinking strategy to improve speaking skills in intermediate-level English students at a public Higher Education University in Ecuador. PechaKucha, a Japanese-originated presentation style structured around 20 slides shown for 20 seconds each, emphasizes brevity, visual storytelling, and clarity. Recognizing a persistent challenge among students in achieving fluent and confident spoken English, particularly in impromptu communication, this study aims to harness PechaKucha’s potential to develop speaking performance and critical thinking.

The primary objective was to evaluate the effectiveness of PechaKucha presentations in enhancing oral proficiency and understanding students’ perceptions of this method. A mixed-methods approach was adopted, combining qualitative and quantitative tools including surveys, interviews, peer assessments, and teacher reflections. Around 50 intermediate English learners participated, with informed consent and ethical oversight in place. The project lasted for 17 months, integrating classroom-based interventions, data collection, and dissemination of findings through scientific communication channels. Key outcomes expected included to improve student’s fluency, enriched vocabulary, and enhanced self-confidence in speaking. Additionally, the study aimed to contribute to the pedagogical literature on innovative language learning strategies by providing empirical evidence of PechaKucha’s impact. Anticipated benefits included social impact through improved student’s communication skills, academic contributions to the field of English language teaching, and economic advantages as students become more competitive in globalized job markets, also, students became fluent in speaking presentations with STEM content. The project is grounded in existing literature highlighting PechaKucha’s value in fostering concise communication, creativity, and student engagement, while also addressing a research gap in its specific application to English as a Foreign Language (EFL) settings.