Ilustraciones, gráficasEsta investigación evaluó el papel de las estrategias de comunicación a través de las TIC en el fomento de las habilidades orales en estudiantes de 7 ° grado de una escuela pública de Cartagena, Colombia. Los instrumentos seleccionados para la recolección y análisis de los datos son un diario, formulario de observación, encuesta, una prueba diagnóstica, una rúbrica oral. El proyecto correspondió a un método de Investigación Acción en el marco de un estudio cualitativo. Este mismo proyecto investigó los factores que afectan el desempeño oral en clase, enfocándose en el vocabulario, la interacción, la precisión, la pronunciación y el uso de L1 sobre la base del uso de estrategias de comunicación a través de las TIC para el aprendizaje de idiomas como YouTube, Facebook, Edmodo, WhatsApp, Blogs y Skype. Los hallazgos muestran que el uso de L1 se superó con las estrategias de comunicación mediadas por las TIC, la confianza de los estudiantes en L2 aumentó y mantuvo una conversación cara a cara con suficientes palabras, una entonación eficiente y una buena interacción.This research assessed the role of the ICT-mediated communication strategies in promoting the oral skills in 7th grade students in a public school in Cartagena, Colombia. The instruments selected for the collection and analysis of the data were a diary, an observation form, a survey, a diagnostic test, a speaking rubric. The project corresponded to an Action Research method in the framework of a qualitative study. It focused on the factors affecting the speaking performance in class focusing on vocabulary, interaction, accuracy, pronunciation, and L1 use on the basis of the use of ICT-mediated communication strategies for language learning such as YouTube, Facebook, Edmodo, WhatsApp, Blogs, and Skype. The findings showed that the use of L1 was overcome with the ICT- mediated communication strategies, students´ increased confidence in English and could keep a face-to-face conversation with enough words, efficient intonation and good interaction.Introduction/ 1. Justification/ 1 2. Context of research and description of the problem /4 2.1 Description of the context / 4 2.2 Description of The Problem/ 3. Research Question and Objectives/3.1 Research Question/3.2 Objectives/3.2.1 Research Objective /3.2.2 Pedagogical Objectives/4. Theoretical Framework/4.1 What is speaking? / 4.1.1 What speakers know/4.1.1.1 Extra linguistic knowledge/4.1.1.2 Sociocultural knowledge/4.1.1.3 Linguistic knowledge /4.1.2 Characteristics of spoken language /4.1.2.1 Variation in speed/4.1.2.2 Loudness or quietness. /4.1.2.3 Gestures/4.1.2.4 Stress. /4.1.2.5 Pitch/ 4.1.2.6 Intonation. /4.1.2.7 Rhythm/ 4.1.2.7 Pausing and phrasing/4.1.3 Assessment of the speaking skill/4.1.3.1 Vocabulary. /4.1.3.2 Fluency/1.3.2 Accuracy/ 4.1.3.3 Pronunciation. /4.1.3.4 Oral Interaction. /4.2 L1 vs L2 in the teaching of speaking /4.3 Affective factors in EFL/4.4. Information and Communication Technologies in the EFL class/4.4.2 Mobile phones/4.4.3 Skype/4.4.4 Facebook. /4.4.5 YouTube/4.4.6 Blogs/4.4.7 Edmodo. /5. Methodology/5.1 Type of study and instrumentation/5.2 Participants/6. Research stages/ Phases of the study /6.1 Diagnostic stage /6.2 Action stage/6.2.1 Workshop 1: Think blue, save the planet! / 6.2.2 Workshop 2: My Daily Routine /6.2.3 Workshop 3: What is your favorite date/6.2.4 Workshop 4: I don’t know what he is doing /6.2.5 Workshop 5: My Biography/6.2.6 Workshop 6: Be Smart: Do Exercise/6.3 Evaluation Stage/7. Findings/ 8. Conclusions and Pedagogical implications/References/Annexes/Annex 1: Lesson Planning formats at I. E. 4ta Poza de Manga /Annex 2: Observation format/Appendix 3: Diary format /Annex 4: Survey Questionnaire.MaestríaMagister en Didáctica del Inglés - Manizales