Ilustraciones, gráficas, fotografíasspa: Esta investigación tiene como objetivo determinar el impacto de la aplicación de estrategias de Speaking en un aula virtual de una universidad pública de la ciudad de Cartagena, Colombia. Los participantes fueron 23 estudiantes del tercer semestre. Para identificar el problema, los datos se recopilaron a través de entrevistas, encuestas, análisis de documentos, revistas, lista de verificación de observación por pares y prueba oral. Basándose en la metodología de investigación-acción, el autor seleccionó seis estrategias de speaking (Guided-Conversations, Interviews, Role-Play, Picture-Based activities, Chain-Drills, Interpersonal Exchange) y un conjunto de aplicaciones (WhatsApp, CallApp, Adobe Acrobat y Google Suite Platform) dentro de la clase para identificar, examinar y explorar cómo afectan el desempeño oral de los participantes. Se realizó una triangulación mediante encuestas, protocolo de observación por pares, anotaciones en diarios, rúbricas que midieron los componentes de Fluency, Accuracy y vocabulario al final de cada taller, y una prueba final. Los hallazgos revelan que los estudiantes se sintieron seguros para hablar con fluidez y precisión cuando el vocabulario está asociado a su contexto. El uso de las TIC como contextos reales asociados a los estudiantes mejoró las habilidades de expresión oral. Asimismo, el uso de herramientas virtuales contribuyó positivamente a la presentación de los temas. Los estudiantes informaron que el uso de aplicaciones facilitó su aprendizaje de idiomas. Sin embargo, los problemas de hardware, la mala conexión a Internet y los problemas técnicos limitaron el proceso de aprendizaje y redujeron la motivación de los estudiantes.eng: This research aims to determine the impact of the application of Speaking strategies in a virtual classroom at a public university in the city of Cartagena, Colombia. The participants were 23 students from third semester. To identify the problem, the data was collected through interviews, surveys, documents analysis, journals, peer-observation checklist, and oral test. Based on the action-research methodology, the author selected six speaking strategies (Guided conversations, interviews, role-play, picture-based activities, chain drills, interpersonal exchange) and a set of applications (WhatsApp, CallApp, Adobe Acrobat and the Google Suite Platform) within the class to identify, examine, and explore how they impact the oral performance of the participants. A triangulation was made using surveys, peer-observation protocol, journals entries, rubrics measured the subskills accuracy, fluency and vocabulary at the end of each workshop, and a final test. Findings reveal that students felt confident to speak fluently and accurate when the vocabulary is associated to their context. Using ICT as real contexts associated with the students improved the speaking skills. Also, the use of virtual tools contributed positively to the presentation of the topics. Students reported that the use of applications facilitated their language learning. However, hardware problems, poor internet connection, and technical problems limited the learning process and lowered student’s motivation.Introduction / 1. Research problema/1.1 Purpose of the research/ 1.2 Description of the Context and setting/ 1.3 Description of the problema/ 1.4 Research Question and Objectives/ 1.4.1 Research question / 1.4.2 Objectives / 2. Theoretical framework / 2.1 Speaking/ 2.1.1 How to teach speaking / 2.1.2 How to Assess Speaking/ 2.2 Subskills related to speaking / 2.2.1 Fluency/2.2.2 Accuracy / 2.2.3 Vocabulary/2.3 Speaking Strategies/2.3.1 Guided conversations/ 2.3.2 Interviews/2.3.3 Role play / 2.3.4 Picture-based activities (picture pescription)/ IMPACT OF SPEAKING STRATEGIES IN AN ONLINE CLASS/ 2.3.5 Chain drills/ 2.3.6 Interpersonal exchange / 2.4 ICTs/ 2.4.1 Virtual learning / 2.4.2 ICT teaching and learning resources/ 2.5 Previous Research Studies / 3. Methodology / 3.1 Type of study/ 3.2 Participants and Samping Procedures/ 3.3 Data collection instruments and data analysis procedures/ 4. Research stages / 4.1 Diagnostic Stage/4.2 Instructional design / 4.3 Action stage/ 4.3.1 Workshop 1. Locations: Where is the rehearsal?/ 4.3.2 Workshop 2. My music day / 4.3.3 Workshop 3. Who is your friend?/ 4.3.4 Workshop 4. Where’s the gig?/75 4.3.5 Workshop 5. This is my band’s uniform / 4.3.6 Workshop 6. Food and Dishes/ 4.4 Evaluation stage / 4.4.1 Triangulation of codes in the six workshops / Impact of speaking strategies in an online class/ 4.4.2 Results of the Strategies in the Evaluation Rubric/ 4.4.3 Results of the students in the final evaluation test/ 4.4.4 Final Survey Results/ 5. Findings/ 6. Conclusions, Limitations and Recomendations. / REFERENCES/ APPENDIX A. / APPENDIX B. / APPENDIX C. / APPENDIX D / APPENDIX E/ APPENDIX F/ APPENDIX G / APPENDIX H.MaestríaEsta tesis esta en proceso de envío a revista indexada para aprobación y publicaciónMagister en Didáctica del Inglés - Cartagena