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ISSN 2806-5638

RESUMEN

The natural approach and its influence

on basic communicative skills

El objetivo de este estudio es demostrar la efectividad del

enfoque natural en el desarrollo de las habilidades comunicativas

básicas en el proceso de enseñanza-aprendizaje del idioma inglés, en

estudiantes principiantes del Centro de Idiomas de la Universidad

Técnica de Machala, Ecuador (UTMACH). Para ello, se ha

implementado un diseño cuasi-experimental utilizando un diseño pre

y post-test, y un grupo control; la muestra estuvo conformada por 54

estudiantes divididos en dos grupos: el de intervención (29) y el de

control (25). Se desarrolló un ciclo completo en los alumnos

principiantesdelCentrodeIdiomasutilizandoelprogramadeestudios

estandarizado de la UTMACH en el grupo control y el enfoque

natural en el grupo experimental. El enfoque natural minimizó el uso

de la gramática y mejora la interacción del profesor con los alumnos,

así como la interacción entre los alumnos. Las fases inicial y final del

procesoseevaluaronmedianteelusodepruebasestandarizadassegún

el Marco Común Europeo de Referencia para las Lenguas (MCER).

El grupo de control mostró un aumento en la expresión escrita y oral,

así como en el rendimiento total; el grupo experimental mostró un

aumento significativo en la comprensión auditiva y lectora, en la

expresión escrita y oral, también en gramática y vocabulario (aunque

no formaba parte del estudio principal), así como en el rendimiento

total (Students T for repeated samples). Finalmente, se demostró que

la efectividad del enfoque natural recreado en la enseñanza-

aprendizajedelinglésmejorósignificativamenteeldesarrollooralyla

gramáticayvocabulario(aunquenoformópartedelestudioprincipal),

delosestudiantesdeprimerniveldelCentrodeIdiomas,resultadoque

se confirma mediante el análisis multivariado de variante

El enfoque natural y su influencia en las

competencias comunicativas básicas

Sara Vera-Quiñonez¹

Universidad Técnica de Machala, Av. Panamericana Km. 5

/2 Vía a Pasaje, Machala, El Oro, Ecuador.

Email: svera@utmachala.edu.ec

Recepción: 15 de septiembre de 2023 - Aceptación: 18 de noviembre de

023 – Publicación: 1 de diciembre de 2023.

ABSTRACT

The objective of this study is to demonstrate the

effectiveness of the natural approach on the development of

the basic communicative skills in the English Language

teaching-learning process, in beginner students at the

Language Center, Universidad Técnica de Machala, Ecuador

(

UTMACH). Therefore, a quasi-experimental design has

been implemented using a pre and post-test design, and a

control group; the sample comprised 54 students divided into

two groups: the intervention (29) and the control group (25).

A complete cycle was developed in the beginner students of

the Language Center using the standardized UTMACH

syllabus in the control group and the natural approach in the

experimental group. The natural approach minimized the use

of grammar and enhances teacher interaction with students as

well as the interaction among students. The initial and final

phases of the process were evaluated through the use of

standardized tests according to the Common European

Framework of Reference for Languages (CEFR). The control

group showed increase in writing and speaking, as well as in

the total performance; the experimental group showed a

significant increase in listening and reading comprehension,

writing and speaking, also in grammar and vocabulary (even

though it was not part of the main study) as well as total

performance (Students T for repeated samples). Finally, it

was demonstrated that the effectiveness of the natural

approach recreated in the English teaching-learning language

improved the development speaking and grammar and

vocabulary (even though it was not part of the main study), of

first level students of the Language Center significantly, a

result that is confirmed by multivariate analysis of variant

(MANOVA). A partir de los resultados, se concluye que es posible

delinear estudios experimentales concretos que permitan la

adquisición del inglés en un número determinado de clases, de modo

que se pueda asegurar que las modificaciones corresponden a un

programade intervención seleccionado alazar.

Palabras clave: enfoque natural, expresión oral,

vocabulario.

INTRODUCTION

A natural approach to foreign language instruction dates

back to the middle of the 19th century. However, in

UTMACH it has hardly been considered a method for

teaching a foreign language. The teaching of English at the

university level in Ecuador presents a problem: students of

the Language Center at UTMACH fail to reach the required

language proficiency standards because teaching methods

most commonly practiced at the primary and secondary levels

do not help students achieve basic communication skills

necessary for university-level instruction. The teaching

method used in most Ecuadorian classrooms is the traditional

(

MANOVA). Based on the results, it is concluded that it is

method of language instruction , not the natural approach.

possible to delineate concrete experimental studies that allow

the acquisition of English in a certain number of classes so

that it can be ensured that the modifications correspond to a

randomly selected intervention program.

One of the biggest difficulties a person exhibits when

speaking their native language is speaking ability, and

especially in public; speaking in public generates a series of

anxieties, we have this sensation experienced many

throughout our lives, whether in the classroom when doing a

exhibition, to the teachers when for the first time we exposed

our students to the development of a class, much more

speaking a language that is not ours. As regards to listening

Keywords: natural approach, speaking, vocabulary.

Method that is based on memorization and translation with behavioral

techniques (Author's note).

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comprehension has it ever happened that while talking on the

phone, on the other side of the line we hear a series of sounds

that cause interruptions that does not allow us to understand

the message of the interlocutor, something similar also

happens in an apprentice of a foreign language when there is

not enough exposure in the target language and instead the

combination of L1 and L2 the student will not develop

comprehension to its full potential auditory since the use of

L1 becomes the psychological barrier to comprehension

hearing.

analysis used parametric tests, which ensured the comparison

of the respective performances. If Ecuadorian teachers at the

UTMACH Language Center make a decision on adopting the

natural approach, their students will have more opportunities

to use the English language whenever and wherever is

possible and not only for approving a test as a requirement to

graduate from the university.

English language instruction in Ecuador

On the other hand, the more you read, the more you

develop written expression, the habit of comprehensive

reading enriches creativity, increases vocabulary and in turn

increases the writing ability. The students of the Language

Center of the UTMACH do not meet the required standards

because the methods applied in the teaching-learning process

does not promote the development of skills on the basic

communicative skills at the expected level of achievement.

By introducing the Natural Approach in English

beginner learners, we will allow them to start to master the

language naturally and advance in language learning without

so many barriers such as, translations that slow down the

process of thinking; grammar out of context, which make

them worry about the way they are speaking or writing rather

than giving a message that is understood; and the increase of

the levels of anxiety while speaking English, the idea is to

create an environment free of stress so that the students feel

motivated while using the language, among others.

Learning of English in Latin America, according to

Cronquist and Fiszbein (2017), is very low. The education

system is simply not generating students with the necessary

levels of English proficiency. This is due to factors such as

lack of policies since only in six of ten Latin American

countries investigated there is legislation that establishes the

obligation to teach English in schools; only five countries

have very well developed plans to improve the teaching of

English; seven use a standard of measurement and set mastery

goals for students; only two successfully implement English

proficiency assessments by students; few countries evaluate

the level of English proficiency of their teachers. All this

allows us to observe that educational institutions in Latin

America and Ecuador are incapable of ensuring the quality of

English teaching and proper learning. In Ecuador, for

example, the dominant teaching method is behaviorism,

while the language skill that the curriculum emphasizes is

grammar.

To solve this problem, the present project has been

proposed, which constitutes one of the first studies on the

natural method of language instruction from the experimental

field in education sciences in the Ecuadorian context.

Previous studies carried out in Ecuador that have used the

same or similar experimental processes are unknown.

The objective of the study is to verify the effect on the

development of basic communication skills using the

recreation of the natural approach in teaching-learning of

English language in first level students of the Language

Center at Universidad Técnica de Machala. With the

fulfillment of this objective, the purpose of the study will be

achieved, which is: To improve the development of basic

communication skills (grammar, vocabulary, use of English,

There is a lack of a cohesive approach to learning

English at the university level in the region since English is

not always compulsory at this level. Latin American

universities have the autonomy to choose the languages

taught, and the policies that govern their academic programs.

However, most have not developed a cohesive strategy to

regulate English programs at universities or universities’

levels of English proficiency among university students

(Miller et al., 2018).

In the case of Ecuador, it is necessary to reach at least a

B1 level in English to graduate, although those who graduate

from technical programs must reach an A2 level at least

(Villafuerte & Mosquera, 2020). Unfortunately, information

on compliance with these regulations is scarce. At the public

policy level, to counteract this problem, as of 2016 the new

Ecuador curriculum places English as a compulsory subject

in public schools.

Speaking,

listening

comprehension,

and

reading

comprehension) of first level students of the Language

Center, UTMACH.

In the pedagogical field, the novelty of this work is that

its contributions could accelerate the learning process of the

English language, exposing students to the target language

and creating authentic communication needs. Since the key

theory on which it is based is constructivism, it will help the

student to fix knowledge in a natural, meaningful, and

conscious way. Beneficiaries of the project will be teachers

and students from the UTMACH. Teachers, by being able to

apply an effective method for the development of these basic

skills; and students, by achieving a better performance in the

domain of basic skills.

In turn, to ensure that the findings obtained in this study

are significant, we worked with an experimental group and a

control group, whose members were randomly assigned; in

this way, any type of bias in the development of the research

was avoided. Likewise, the instrument that was applied has

been validated by the Common European Frame of

Reference, which ensures its reliability; while the statistical

According to studies by the British Consulate (2015),

Ecuador public universities also have an exit requirement for

their undergraduate students: to graduate, students must

demonstrate at least one level of proficiency of B1 in English;

however, it is not clear how universities test their students to

determine their levels of English proficiency. Some

circumstantial evidence suggests that Ecuador public

universities allow their students to meet this requirement by

taking some classes in English. Teachers have a university

degree in teaching English. The purpose of these classes is to

help the student reach level B2; for which he will take an

average of 8 courses, each with a 120-hour workload, divided

into 7 weeks. The workload for learning English is 17 hours

per week. It is taught: listening, pronunciation, vocabulary,

explanations, descriptions, grammar, and conversation.

Teaching methods applied are behaviorism, constructivism,

and cognitive (UTMACH, 2020).

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In turn, the methods used by university teachers to teach

English in the first years are described below:

and the maximum use of a proper emotional environment for

learning (Agudelo, 2011).

Ramos's (2011) research has determined that teachers

rely on textbooks of repetitive activities, with lists of basic

structures and sentence patterns inserted in the context.

According to this author, not much work is done with current

texts, but texts of the book are used, the purpose of which is

to read with the new structures. Teachers seem not to be

interested in their students’ responses regarding the proposed

work. When asking repeatedly without obtaining an answer,

they are the ones who provide them and continue with another

exercise. They acquire the role of model and propose

situations for students to repeat, but they do not participate in

class, so they do not receive an adequate correction of the

tasks performed.

For its part, Flores, and Cedeño (2016) determined the

methods used by teachers of the Institute of Languages of the

Technical University of Manabí. A survey was applied to

teachers, which revealed that the techniques and principles

developed in the process correspond essentially to the

grammatical translation method, which includes translation,

grammar teaching, dictation, reading analysis, questions and

answers, and composition writing.

Finally, Peña (2019), through an analysis of the English

Section of the School of Languages of the Pontifical Catholic

University of Ecuador, established that: instructors use a

combination of methods that lead to different learning

strategies. The cornerstone of his lessons corresponds to the

communicative method, which is accompanied by learning

strategies, such as using work equipment and brainstorming

in his classes. In turn, the most relevant aspects of praxis, such

as context, evaluation, and management, among others, are

carried out correctly, since they promote the development of

linguistic competencies. Students interact in spontaneous

situations in their classes.

Teaching-learning of English as a second language, by

natural approach, has these characteristics: i) teacher has a

central role; ii) generates a constant flow of linguistic

information; iii) provides extra-linguistic supports that

facilitate interpretation; iv) develops a relaxed and motivating

class environment; v) prepares content adapted to the needs

and interests of students; vi) tries to make fewer corrections

to students; vii) facilitates to the learners the reception of

linguistic uses rich in variety, and quantity; viii) grammatical

structure does not need an explicit analysis; ix) practical

activities focus on understanding, and meaning; xii) teacher's

presentation revolves around class objects, and contents of

drawings; xiii) techniques applied are total physical response,

use of mimicry, gestures, and the context to produce

questions and answers (Moya & Albentosa, 2003, Ruiz, 2011,

Agudelo, 2011).

Salopelto (2020) points out the four principles that guide

the action of the natural approach: first is that understanding

precedes production, that is, listening precedes speech. The

second principle is that language production emerges in six

phases: (1) responses using non-verbal communication, (2)

one-word responses, (3) combinations of two or three words,

(4) phrases, (5) sentences, and (6) more complex speech. The

third principle is that any teaching program involves

communicative objectives. Finally, the fourth principle is that

the activities carried out in the classroom should promote the

reduction of the affective filter of the students.

With this, the learner experiences a total immersion in

the second language, applying strategies such as unique and

exclusive use of the target language during classes,

prioritization of work in pairs, use of visual media (glossaries,

pictures, and photographs), and recreation of situations for the

solution of problems: use of word games, dialogues, objects,

and activities related to real-life (García et al., p. 63).

The natural approach, unlike the traditional methods,

places less emphasis on teacher monologues, direct

repetition, and formal questions and answers; it places more

emphasis on exposure to the language, rather than practice,

and on maximizing emotional readiness for learning.

The Natural Approach

The natural approach arose from the experiences of

Tracy Terrel as a Spanish teacher in California in 1977, in

conjunction with her prior knowledge of the acquisition of

second languages and the reinforcement of Krashen's

contributions (Alcaraz et al., 1993). Together they created

The Natural Approach in 1983 (Alviárez et al., 2005).

Krashen established that explanations of grammar should be

forbidden and activities centered more on their meaning than

on their form; thus, speech could arise naturally (Abio, 2011).

It is based on the communicative approach, which places

greater emphasis on "the importance of input (more than

production or repetition)" (Pikabea, 2008, p.150); that is,

Research on a natural approach to English language

teaching-learning

A review of previous studies allows us to verify the

effectiveness of applying the natural method in educational

contexts: Praveen's study (2016) carried out in Tamil Nadu,

India, concluded by noting that "the natural approach to

teaching English is an effective approach, which advocates a

natural and more important language of learning" (p.16).

Mendoza (2016) conducted a study on the impact of the

gesturing technique as a teaching method for the development

of a second language, showing that there are effects of

teacher's gestures on several words spoken by participant

learners. The particularity of this study is that it focuses on a

variation of the natural approach: the use of human gestures

as communication tools. The investigation that constitutes a

precedent to the present study is that of Yilorm & Lizasoain

(2018): it showed that 95.8% of students improved their level

of listening comprehension thanks to the natural approach.

Lizasoain et al. (2018) pointed out that, “It's my Turn”,

an ICT tool for self-learning of English as a foreign language

"students first listen before trying to produce language"

(

Rodríguez et al., 2017, p.20).

The natural approach emphasizes that the learner

achieves understanding before producing speech (García et

al., 2016). It pays greater attention to the "psychological state

of the students" (Pikabea, 2008, p.150), and emphasizes the

need for an appropriate learning environment (Escobar &

Bernaus, 2001), to extent that the learner develops

communication skills through exposure to the new language

(

Rodríguez, et al., 2017). The natural approach pays less

attention to the teacher’s monologues, and repetition, and

pays more attention to the exposure of learners to language,

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(

ILE), is an effective ICT tool for teaching English in Chilean

which is more effective in improving different dimensions of

communication.

Research questions

rural context. The limitation of this study is that the results

obtained respond exclusively to the rural context where it was

carried out; so it would be necessary to verify if the same

findings are obtained within other environments. Torres et al.

To guide this study, the following research questions are

proposed:

(

2017) diagnosed the most used methods in the teaching of

the English language in 24 secondary public educational

institutions, in Trujillo, Peru, concluding that the grammar-

translation method has consequences: demotivation, low

level of development of reading skills, and fear of expressing

oneself; that constitutes a clear difference with the natural

approach.



What are the didactic and methodological strategies

of the natural approach that best respond to the

educational and cognitive needs of the language

center students at the Language Center, UTMACH,

Ecuador, to improve their basic communication

skills?

Instead, Ferro et al. (2017) determined the effectiveness

of the program "Speaking in the classroom" in the

development of Speaking and comprehension of the English

language in the second year of secondary education with

application of the natural approach, finding significant

differences in variables: expression and oral comprehension,

corroborating the effectiveness of the program and

demonstrating that participants improved significantly in

pronunciation, grammatical and lexical precision, interaction,

body expression, and communicative comprehension when

communicating in the English language. Similarly,

Matamoros et al. (2017) compared four of the most widely

used teaching approaches in foreign language contexts:

grammar-translation, audiolingual, communicative, and

natural. Characteristics of each approach are related to how

language is going to be used and on theoretical considerations

that frame these approaches. They also emphasize that

teachers of foreign languages proclaim themselves as

dedicated to a specific approach; however, their teaching

practice indicates otherwise. The comparison was limited to

describing the particularities of each of these methodological

approaches, not pointing out their differences, nor proposing



What impact does the application of the natural

approach have on the development of basic

communication skills in the first level students of the

Language Center, UTMACH, Ecuador, particularly

in grammar, vocabulary, use of English, reading

comprehension, listening, written expression, and

speaking?

METHODOLOGY

Design

A quasi-experimental design was carried out with a

post-test, pretest, and control group, in which subjects were

assigned at random (Hernández et al., 2010).

Participants

We worked with a group of 54 first-level students from

the Language Center, UTMACH, Ecuador: 29 from the

experimental group, and 25 from the control group.

Table 1

Evaluation criteria

Dimensions

Content

Description

Score Time

Choose the correct alternative to complete sentences.

Complete the dialogues with the correct form of verbs.

Order the words to form sentences.

Multiple choice: a / b / c

Grammar

4 sections / 20 questions

Identify vocabulary and write it in English.

Discriminate the word that does not belong to a group.

Read definitions and write the word.

Choose the right option.

30’

Vocabulary

4 sections / 20 questions

Use of English

1 section / 8 questions

2 sections / 12 questions

Multiple choice

Read 5 paragraphs and assign the right title according to their content.

True or false answers

True or false answers.

Fill in the blanks.

Guided writing.

Reading comprehension

Listening

20’

8’

2 sections / 10 questions

Written expression

1 section / 1 question

30’

Write an article for a website

Interview

Conversation in pairs

8’-

10’

Speaking

TOTAL

2 sections / interview; collaborative task

assesses how well the elements of English are used in writing (Author’s

Words of a language, including single items and phrases or chunks of

note).

several words which covey a particular meaning, the way individual words

Ability to read text, process it and understand its meaning. It relies on two,

do (Author’s note).

interconnected abilities: word reading (being able to decode the symbols on

the page) and language comprehension (being able to understand the

meaning of the words and sentences) (Author’s note).

This term refers to the ability to put into practice, lexical and grammatical

knowledge of English. It is a clever mix of vocabulary and grammar that

https://doi.org/10.5281/zenodo.10222059

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Table 2

Synthesis of natural approach strategies developed in the experimental group

N°

Objective

Activities

The teacher creates a print-rich literacy environment with the names of objects such as board, floor, desk, eraser,

window, etc.; phrases such as I love English, Can I go to the bathroom please, slowly please, etc.; posters of class

expectations and motivational; and word walls, etc. which invites and expose them to reading. The teacher says her

name and asks what’s one of the students’ name, then the student says his/her name and asks a classmate about his/her

name and continues so on until everyone has said his/her name.

To introduce themselves orally

in the target language.

The teacher shows some images of some famous soccer players from different countries using the multimedia

projector, asks them who they are, where they are, why they are famous, and names some Ecuador soccer players and

what made them famous. The student’s role-play was a soccer player and a reporter (they talked about countries,

nationalities, and some other information).

To understand a conversation

about people’s countries and

nationalities.

To get familiar with a lexical set Play the game ‘guess who’ by describing the personality of an anonymous student in the class; the rest of the class has

of personality adjectives by

using short texts in

conversation.

To tell information about a

specific topic by using listening

examples to maintain a

conversation.

to guess who the student is, then, a student chooses someone to be guessed, everyone participates by guessing who the

classmate is. Later, in pairs, they will have available images of some famous people to repeat the same procedure of

the game. (They can ask for additional information they know about the character)

The teacher carries a walkie-talkie to the class. Several groups are assembled, and students in groups should leave the

class and call the walkie talkie asking to be enrolled in the English course.

To apply some phrases in a form The teacher asks students if they have been confined in the hospital and what they had to do previously. The teacher

by reading some printed work to then shares an anecdote about her embarrassing moment while living in the USA for not knowing how to fill out a

fill out a profile and medical

forms.

medical form and explains why is it important to know how to fill out a profile and medical form. Then students fill

out forms.

Students watch a video in which several people introduce themselves to explain their jobs, then they ask each other

about imaginary jobs.

The teacher installs a coffee maker in the classroom. Students must leave their glasses on the table that has been

arranged for doing the activity. Then the teacher asks students to listen to a conversation about people talking in a

cafeteria. Then they will pretend they are also in a cafeteria and will ask and answer questions about any topic.

To talk about imaginary jobs

To have a conversation in a

pretend cafeteria.

To make students use words and

phrases by employing an entry

form example to write their

examples.

To review what they have

learned to receive feedback.

The teacher asks students how they could take advantage of learning English in their working life. Most important

thing is to find reasons why they should study English, including the need to pass the levels required.

Students point out several aspects they have learned in the unit by playing the Who wants to be millionaire game.

The teacher tells a day in her life, then helps students to talk about daily activities they make in the morning, afternoon,

and night.

The teacher shows a cell phone to students and says, this cellphone is mine after she asks them, Whose cell phone is

this? After a few attempts students say it´s yours, then the teacher shows another object and tells them: This is my pen,

it isn´t your pen. Is it your pen? Yes, it is, or No, it isn´t. Is it my pen? Is it her pen? Is it his pen? Is it their pen? Is it

our pen? After students continue doing the same exercise, the teacher did with their object.

To talk about daily activities.

To use possessive for asking

and answering questions.

To have a short conversation

about familiar topics.

Students have to plan their weekend, and do it with activities that can be rewarding both at the family level and the

level of friends and academic activities, students make two itineraries one for Saturday and another for Sunday.

The teacher starts to tell the students about the last family meeting she had. She tells about all the fun activities she had

in this family event with her brothers, sisters, cousins, aunts, uncles, etc.; it’s a meeting that they have agreed to hold

every two years. Ask students if someone else has done this type of event, and students will talk about it.

Students bring a food item stored in a Ziploc bag to the class. The teacher asks students to use it to indicate to their

classmates where they bought it, and what do they cook with it. What are the ingredients to prepare their favorite food?

They can also talk about prices.

To give information about

details of a family event

To talk about food and cooking.

To identify the different kinds

of food by using quantifiers to

talk about their preferences in

eating.

To ask questions about ordering

in a restaurant.

The teacher plays a video of a summary of MasterChef (US) Season 8, Episode 3. Previously, the teacher guides the

activity by reading a text about recipes. Then students make comments and discuss with their classmates about the

video.

The teacher organizes random groups. Each group has to become an international restaurant. The professor delivers a

menu of international dishes and explains the content of the menus.

The teacher asks students to explain which menu convinced them most was. Students talk about the main national

dishes. Then she asks them to make a list of the main problems or difficulties they encountered at the time of developing

their ordering activity with the waiter. Based on the errors that students themselves identified, they proceed to perform

activities of listening, speaking, and reading.

To talk about difficulties while

ordering the menu at a

restaurant.

To learn how to describe rooms

and furniture in a house model.

Students create a model of their own house with all the rooms and the furniture, then they make a description in a

paragraph about what their room contains. Additionally, students proceed to make an exhibition of their house model.

The teacher asks students how to get to some well-known places for example a supermarket; the teacher gives a sketch

of Cuenca in photocopies to students. Students can find out information from teachers to be much more surer that the

place they indicate is appropriate.

To have a conversation about

address and directions.

A video of the city, in which several Americans talk about their testimonies living in Cuenca (a city from Ecuador is

displayed. Students have to compare their cities and neighborhood with what is said about Cuenca and then decide

whether or not they would live in this city.

To use vocabulary and phrases

about places in a city.

To use what they have learned

in the previous tasks to give

feedback

Students present their project (A song, Tik Tok, role play, a video, a storybook, or just a game) from the topics learned

before. The teacher adds additional information when needed.

Continúa

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N°

Objective

Activities

Students bring or show a family picture and talk about it, later they must complete a family tree of their family. Under

the family tree, they must explain their family kinship. They have to expose even those family members who have

already passed away. In the end, they must have built a hierarchical diagram explaining from grandparents to the last

descendants they have had.

To talk about family members

by using a family tree to

express opinions about them.

The teacher tells Selena´s childhood, then she tells a story about her childhood, finally, the students are asked to talk

about what they used to do when they were children and were in school. The teacher asks them what fascinated them

most as children.

To make the communication seem much more real, students are asked to go to the open campus of the university and

place themselves in various spaces in groups. The activity is similar to what was done with a walkie-talkie. Each group

should call one another to hold a conversation about their favorite subjects and why do they like them?

The teacher asks students to choose two important years of their life. They write their stories on a sheet of paper using

linking words to make a storybook, then they socialize it with their classmates, and finally, they record themselves

reading their own stories.

To use sentences in the past by

talking about their childhood.

To ask questions for someone

on the phone to maintain a

phone call.

To use linking words to

connect ideas to write about

life stories.

Instruments

RESULTS

Instruments were designed using standardized tests

Descriptive

according to the Common European Frame of

Reference (CEFR) for languages that will measure the

basic communication skills developed in each

consecutive level. Gateway 2nd Edition's “End of Year

Test: Standard Level” test was applied, which contains

The age of participants is 19.65 years on average, there

are no significant differences between the two groups since

the experimental group is 19.39 years old and the control

group is 20 years old. In gender, there are also many

similarities between the two groups, so that the majority is

made up of women and a smaller group of men (See Table 3).

5 questions, divided into 7 dimensions: grammar,

vocabulary, use of English, reading comprehension,

listening, written expression, and speaking. The test

includes the following activities: To choose the correct

alternatives to complete sentences, to complete the sentences

with the correct form of verbs given, to put the word in the

correct order to make sentences or questions, look at pictures,

and write the correct words, to read definitions and write the

correct words. This is an open-access test, which was

organization that has been conducting ELT Training sessions

and conferences since 2007, to supply teachers with complete

support by arranging teacher training sessions and

conferences, led by highly professional teacher trainers. Text

is included in the appendix section. Table 1 summarizes the

content, description of the questions, score, and time

corresponding to each dimension evaluated.

Table 3

Age, and Gender

Experimental

Control

Total

Median

Deviation

Female

Male

19.39

4.43

20 (40.8%)

20.00

1.79

12 (16.3%)

19.65

3.53

32 (57.1%)

Age

Gender

8 (24.5%)

9 (18.4%)

17 (42.9%)

Inferential

Next, performance results obtained before and after the

intervention are presented in a group of 54 students, 29 from

the experimental group and 25 from the control group. To

facilitate the presentation of results all values were compared

on 100 points (percentage relative frequency), which explains

that the total is not the average of recalculated values, but the

equivalent of 100 of 40 points (percentage relative

frequency).

Table 4 shows the results of the control group. This

group shows significant advances in some aspects. These

aspects do not refer to grammar, vocabulary, use of English,

or listening. However, as far as reading comprehension,

written expression, and Speaking are concerned, significant

changes are noticed, an increase of 17.89, 14.07, and 15.71

points, respectively (p˂0.05). Thus, an improvement is

noticed in four of the eight aspects evaluated. These

improvements have an impact on the control group’s

performance overall which increased significantly (p<0.05)

from 26.88 to 34.40 points.

Procedure

Statistical analysis was performed in the SPSS 22

software; performance results in English were made through

medians and standard deviations. Statistical tests to compare

the scales of the experimental group with the control group

were performed with nonparametric tests that are explained

below each table, while parametric tests that compare means

were used to compare performance. The level of statistical

significance (two-tailed) was established at 0.050*, 0.001**

and 0.000***.

Table 2 synthesizes the objectives and strategies of the

natural approach that was carried out with students of the

experimental group. Regarding didactic and methodological

strategies implemented with the control group, another

teacher developed these strategies, and limited herself to

following a traditional method.

Regarding the experimental group (Table 4), several

significant changes are noted. The first refers to grammar

(

10.26 points), the second to vocabulary (18.79 points), the

third to the use of English (7.76), listening comprehension

(

6.90), written expression (11.03 points), and Speaking

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(

36.38 points). Finally, there is an increase of 5.70 points

p˂0.05) in total performance. In short, it was found that the

experimental group increased in six of the eight aspects

evaluated.

Table 4

General results

Control group

Experimental group

Dimensions

Grammar

Vocabulary

Use of English

2.80

3.60

1.50

9.33

5.00

10.21

13.03

20.83

17.89

18.48

14.07

15.71

10.26

18.79

7.76

6.61

6.90

11.94

12.98

22.26

23.61

15.61

11.45

21.46

0.017**

0.000***

0.294

0.639

0.684

Reading comprehension

Listening

Written expression

Speaking

14.00

16.40

11.03

36.38

0.552

0.001**

Verification of bivariate hypotheses of the study

.- Application of the natural approach recreated in

teaching-learning of the English language has a significant

impact on basic communication skills’ development (average

aspects evaluated) in the first level students of the Language

Center, UTMACH.

approach increased 7 points more than the control group. The

students of the researched institution, who participated in a

natural learning process, in the end, had a better grammatical

performance, even without having received training in this

area of the language. During the implementation of the

natural approach, students have the opportunity to put their

incipient grammatical knowledge into practice and to

constantly refine it, without having to resort to memorizing

grammar rules; rather, the use of these rules in real contexts

allows them to identify the appropriate use of each one.

The most important finding was the increase in

vocabulary in the group that worked with the natural

approach. The students did not receive vocabulary training,

but this appeared spontaneously in the work activities with

the natural approach. It is considered that students can

increase their vocabulary implicitly if they work at learning

like children, who naturally acquire the mother tongue

(Lizasoain et al., 2018). Consequently, the vocabulary cannot

be understood as a list of new words that the student should

know; worse still, a list of words with their translation in their

mother tongue, but as part of a context through dialogues or

readings in which the student strives to understand the

meaning in the language they are learning (Cerdas &

Ramírez, 2015). Carrillo & Ramírez (2008) maintain that the

natural approach generates a very rich spontaneous lexicon.

The importance of incorporating new vocabulary occurs

when it is handled in an appropriate order, that is, the new

concepts are acceptable in the context of student performance

H .- Application of the natural approach recreated in

teaching-learning of the English language does not

significantly affect the basic communication skills’

development (average aspects evaluated) in the first level

students of the Language Center, UTMACH.

When evaluating the total percentage increase, it was

found that the control group increased 7.52 points, while the

experimental group reached 13.96 points, a difference that is

considered significant, so the alternative hypothesis is

verified and the null hypothesis is rejected.

Based on the foregoing, it is established that the natural

approach in the teaching-learning of the English language has

a concrete effect on the development of basic communication

skills in first level students of the Language Center,

UTMACH, Ecuador; these skills correspond to grammar,

vocabulary, and speaking.

Table 5

Comparison of the performance improvement in communicative

skills of English in the control and experimental group

(

Brown, 2001).

The natural approach suggests that the use of English

Control group

6.40

Experimental group

.52

13.96

5.70

0.000***

increases spontaneously (Lebrón, 2009; Ortíz, 2014).

However, 6 points that the group that worked with the natural

approach has above is not considered a significant increase,

so it cannot be emphasized that this variable is decisive (it

should be noted that the use of English was 44 points in the

experimental group and 50 points in the control group).

Indeed, all studies on the natural approach argue that the

medium is the use of target language in dialogues, anecdotes,

discussion, and reading (language being learned) and do not

support the use of mother tongue (Morales et al., 2000,

Acosta & González, 2007, Mendívil & Horno, 2012).

Consequently, better performance in the use of English is

expected, an issue that cannot be confirmed with this study

because evidence has not been sufficient.

Note. Student's

for independent samples. Sig. means statistical

significance.

DISCUSSION

Studies on the factors that affect English proficiency at

the university level indicate that adults require some explicit

grammatical orientation (Oñate, 2016, p.66). However, the

natural approach (Alcaraz et al, 1993; Alviárez et al., 2005;

Praveen, 2016) manifests the need to completely replace the

teaching of grammar with the teaching of meaning. Grammar

is acquired inductively (Morales et al., 2000, Acosta &

González, 2007, Mendívil & Horno, 2012), that is, in a

process of interaction different from the explanation of the

rules (Larsen, 2000). The group that worked with the natural

Another aspect that could not be corroborated is that

students would have an advance in reading comprehension.

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In the present study, the group using the natural approach

barely exceeded the control group by 3 points, a difference

that was not considered significant as judged by test statistics.

If the reading has not had a positive effect, it is expected that

there is no favorable effect on written expression, which in

the present case was also 3 points more in the control group.

No wonder Arias (2013) argued that writing is a neglected

skill in foreign languages. He is not the only one who supports

this position. Dominguez (2008), argues that many methods

of teaching a second language reject oral activities that the

written aspect is irrelevant or secondary. This is based on the

premise that writing is not a spontaneous expression of

communication, so it requires putting into play reading skills

and a wider knowledge of the target language (Ortega &

Madrid, 2009).

There was also no significant advance in terms of

listening comprehension since the group that used the natural

method was only differentiated four points ahead of the

control group. This receptive skill allows students to acquire

information for better communication (Wallace et al., 2004).

Although several studies argue that simultaneous work of

hearing and speaking is essential (Córdoba et al., 2005), in the

present investigation it was not demonstrated that results are

correlated. In learning English as a second language,

Center Universidad Técnica de Machala. Therefore, the

equivalence of both groups cannot be guaranteed so that the

manipulation of an independent variable using a natural

approach can be adequately controlled, therefore, for future

studies, it is recommended to use pairing so that the control

group is equivalent to the intervention group. Due to the range

of age similarity, it is not possible to accurately determine

whether age affects the learning of a second language.

CONCLUSION

The level of development of grammar, vocabulary, use

of English, and speaking in the control and experimental

group, before and after the first level, was evaluated through

the use of standardized tests according to CEFR, finding that

the experimental group increased significantly more than that

control group. The level of vocabulary development

increased five times higher in the experimental group than in

the control group; development of language use was

increased five times more than the control group; while the

development of Speaking in the control group was double that

of increase in score of the experimental group. However, the

level of development of listening, reading comprehension,

and written expression in both groups did not increase

significantly, without being able to point out differences in

scores of groups with the standardized CEFR test. Finally,

significant improvements were noted in both the control

group and experimental group.

It seems that the intervention process in the

experimental group had a greater impact on learning English

than non-intervention in the control group. Based on the

results, it is possible to outline concrete experimental studies

that allow acquisition of English in a certain number of

classes, so that it can be assured that modifications

correspond to intervention programs selected at random.

"listening comprehension in English is to create phonematic

hearing in students and continue to develop it through all

courses" (Abreus, 2010, p. 20). However, it should be noted

that students usually heard a teacher or their classmates, that

is, he used his hearing in context and did not give an academic

test that involves hearing audio outside his context to decode

and understand it.

The Speaking of students was a dimension that

increased: those who participated in the natural approach

obtained 20 points above those who did not (it should be

noted that the use of English was 8 points in the experimental

group and 20 in the control group). This has its explanation

in that the natural approach tends to develop oral

comprehension by resorting to the game, without this

implying a distraction in learning processes, but a mechanism

to achieve the purpose of speaking in a language that is being

learned (Ferro et al. 2017).

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