Ullauri Moreno, Magdalena InésOrbe Rodríguez, Karen Lizeth2026-11-102026-11-102026-11-10https://repositorio.upec.edu.ec/handle/123456789/3493This study aimed to evaluate the impact of the ELSA Speak application on the Englishspeaking and listening comprehension skills of fourth-grade students at Unidad Educativa César Borja, who experienced communication difficulties associated with traditional teaching methods, limited opportunities for conversation, and insufficient technological integration. The research employed a mixed-methods approach involving 18 students aged 8 to 9, their English teacher, and their parents or guardians. Data were collected through surveys, interviews, and assessments, including pre- and post-intervention tests. The intervention consisted of implementing a curriculum over three months that incorporated ELSA Speak through weekly interactive activities focused on pronunciation, fluency, speaking, and listening comprehension. The application's artificial intelligence provided immediate feedback, allowing students to identify and correct errors independently. Quantitative results demonstrated improvements in communication skills, while qualitative findings revealed positive perceptions among teachers and parents regarding technologyassisted language learning. Improvements were observed in pronunciation, fluency, and English comprehension, as well as increased student motivation, confidence, autonomy, and participation. It is concluded that integrating artificial intelligence-based educational applications represents an innovative strategy for strengthening English language learning in primary education by providing dynamic, interactive, and student-centered learning experiences that promote the development of communicative competencies and more active participation in the educational process.application/pdf102 páginasenginfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by/4.0/Listening comprehension, ELSA Speak, speaking skills, participation, technologyinfo:eu-repo/semantics/masterThesishttp://purl.org/pe-repo/ocde/ford#5.03.01