Y TÚ ? ¡ AHORA SÍ HABLEMOS ! I GOT IT , AND YOU ? LET ́ S SPEAK TOGETHER !

This article presents the outcomes of an action research project aimed at developing English language speaking skill with fourth grade students at IED Liceo Femenino Mercedes Nariño in Bogotá, Colombia, through digitized fables with multimedia resources, as an innovative strategy offering meaningful input to students in the teaching of English as a Foreign Language (EFL). Instruments such as field notes, audio recordings, and students’ logs after each digitized fable presentation were applied to follow the process and assess progress through students’ interaction, reactions to new material, and oral performance. The findings revealed that, despite some oral mistakes, students could 1 Licenciada Educación Básica en Humanidades: español e inglés de la Universidad Pedagógica Nacional, Bogotá, Colombia. Correo electrónico: del_1743lcarrero@ pedagogica.edu.co, ORCID profile https://orcid.org/00000002-2843-8579. 2 Universidad Pedagógica Nacional, Bogotá, Colombia. Correo electrónico: mrodriguezc@pedagogica.edu. co Orcid: https://orcid.org/0000-0002-2165-640X increase their number of original utterances as opposed to repetitive speaking; on the other hand, the attitudes towards learning English were improved because of the material implemented. KEyWOrdS: oral interaction and production, Digitized fables, Multimedia Resources, Cooperative work. Este artículo presenta los resultados obtenidos de una investigación acción que intentó desarrollar habilidades de habla en lengua inglesa, con estudiantes de cuarto grado de la institución educativa Liceo Femenino Mercedes Nariño, a través de fábulas digitalizadas y recursos multimedia como estrategia innovadora en la enseñanza de inglés como lengua extranjera. La información se recogió a través de diarios de campo realizados en cada sesión, grabaciones de audio-video y encuestas a las estudiantes al culminar la presentación de las fabulas digitalizadas. Posteriormente, los resultados obtenidos revelaron que a pesar de los errores L O T E N G O , Y T Ú ? ¡ A H O R A S Í H A B L E M O S !

The student population's linguistic scope was considered at the outset, to identify students' language learning needs. The first aspect observed was their level of active participation in classes. However, their oral responses and word choices showed some repetitive and mechanical qualities, which meant that students were not engaging in much depth with the meaning of what they were learning. Students were asked to color or to draw pictures, activities that did not invite them to explore the language. With that in mind, this project, supported by existing scholarly Consequently, the current project was expected to contribute to the improvement of language teaching, providing strategies in terms of material and activities that engage the teaching and learning process. This carries vital importance, considering that digital material is nowadays recognized as a needful tool for teachers to develop the learners' participation and close relationship with language, both in the classroom and outside of it.

THEOrETICAl CONSIdErATIONS
Nowadays, it is undeniable that the educational sector has been permeated by the arrival of technological resources such as computers, tablets, and smart phones, among others. As Andersen and Van Den Brink (2013) state, "Multimedia is one of the powerful tools that assists teachers to enhance their professional capacity and helps students to achieve their educational goals" (p. 4). However, the significant teaching and learning process in the target language is not ensured; it is necessary to create and apply multimedia material to involve students in class (García-Sánchez & Santos-Espino, 2017;Romaña Correa, 2015); Genc Ilter (2009) (1985) and Van Patten (2003) define input as the language that is presented to a person either orally or visually with a communicative intent.
This input influences the learners positively, because they recognize and differentiate information when two specific conditions are met: the information presented in the target language is understandable (Krashen, 1985), and it serves a real communicative purpose (Van Patten, 2003).
These notions give an idea of the importance of input in the language classroom, where the target language must be used in a comprehensible way to foster students' ability to speak actively. Krashen (1985), in his input hypothesis, mentions reading and visual aids as among the best ways to receive comprehensible input.
Hence, fables were selected as input to work with because of their shortness, easy language, and values message. Taylor (2000) proposes some characteristics which support the use of those stories in the English classes: the time ordered story structure, which makes the story easier to understand and remember; simple grammar, presentation of stories with simple linguistic constructions to place the emphasis on the content rather than on form; repetition and redundancy, allowing students to retain vocabulary; and finally, illustrations, which clarify important events in the story.
Nevertheless, such input must be complemented with the teacher's role, since he/she acts "as an organizer of resources and as a resource himself, as a guide within the classroom procedures and activities" (Richards & Rodgers, 2001, p.76) to motivate learners to speak in English. If the teacher elicits speaking, pupils will be more exposed to vocabulary, expressions, and pronunciation, at which point they may participate more actively, having acquired a greater stock of words and related abilities that can enhance the communication (Taylor, 1990;Pérez-Gómez & Rodríguez-Cáceres, 2017).
Consequently, the teacher's speaking as part of input will allow students to have a greater facility to speak in the target language both inside and outside the classroom. The object is to elicit a linguistic response, although this response may be a non-verbal substitute such as giving a nod or raising one's hand (Sinclair & Cloudthard, 1975).

SpEAKINg (OUTpUT)
Speaking is a process of interacting that involves processing and producing information (Herrera These can affect people's choice of words and style in speaking. Bygate (1987) also establishes the difference between knowledge and skill. He affirms that knowing how to speak represents the different aspects a student can consider, such as grammar while having the skill represents the ability students develop using those aspects to produce speech and adapt it to different circumstances.
Hence, Bygate (1987) proposes to develop students' skills by giving them facilitation devices, either the use of less complex structures, the use of fixed and conventional phrases or speeches drawing upon the learners' previous knowledge.
That strategy is supported by Thurnbury (2005), who states that "the lexical knowledge that a proficient speaker has access to, consists not just of a few thousand words, but of a much greater number of chunks" (p. 24). It means that rather than giving an endless list of words to learners, teachers must encourage them to use chunks, which are the combination of words that occur together as a meaningful whole; children learn and use complete phrases of language that they pick up from someone's speech, e.g., I don´t know, come on, goodbye (Moon, 2000;VanPatten, 2003).
Additionally, Wells (1981)  Clearly, "Speaking is a result of acquisition and not its cause. Speech cannot be taught directly but emerges on itself as a result of building competence via comprehensible input" (Krashen, 1985, p. 80). Therefore, the previous concepts and theories support the development of speaking as an interactive process where language knowledge is activated by appropriate material as input (digitized fables) and language strategies to stimulate students' speaking in EFL.

COOpErATIvE ApprOACH
According to Johnson, Johnson, and Holubec (1994), cooperative learning allows teachers to achieve different goals at the same time. Firstly, it helps to enhance students' proficiency as well as establishing positive interactions among learners. The authors define cooperation as working together to achieve some objectives for members of each group, to maximize not just their knowledge but also the others'. In that way, the principles of cooperative work had to be considered: positive interdependence, face-toface interaction, sense of personal responsibility, and interpersonal and collaborative skills.
Considering those basic principles, it was vital to establish some rules during the project which would permit students to work in an effective way for each activity. The rules were: each member of the group was important; the decisions had to be made by all the members; each member must have the same opportunities to perform the activities; finally, it was not necessary to be friends to work together effectively. This research was based on the Action Research (AR) approach which involves the reflections of the researcher who is, at the same time, the teacher, in the inquiry process, to define actions and strategies in a specific issue (Burns, 2010).
Four phases were involved in this approach.
1. Planning: According to the instruments for the needs analysis, a problem related to pupils' oral production was identified, and a plan of action was designed.
2. Acting: That plan was put into action.

Observing:
In this phase, the data were read carefully for an understanding of effects in the plan.

Reflecting:
Considering that AR is a cycle, the researcher reflected again on the results gathered, to decide whether the process needed to be started again to overcome any problems.
Regarding the setting, this research was carried out at Liceo Femenino Mercedes Nariño, which is part of the public-school system and located in the south of Bogotá, Colombia. It has an English language laboratory, which was an appropriate space to enhance students' learning process, offering the students the possibility to work in different instructional settings. The participants were 36 fourth graders between the ages of 8 and 10. Since students were underage, their parents were asked to sign a consent letter, as the ethics of such research require.
This project was developed in three cycles, as Finally, the information gathered was analyzed, considering the theoretical triangulation. This method requires multiple sources of information to understand the phenomenon studied and presents four elemental activities for the analysis: naming, grouping, finding relationships, and displaying data (Freeman, 1998). In terms of interpretation, Carvajal (2005) emphasizes that analyzing qualitative data requires two significant parts to accomplish the process: describing what and how the data were collected and connecting the data with three important components: the researcher, theory, and reality.

ANAlySIS ANd dISCUSSION
From the analysis, two main categories emerged.
The first one refers to the material used in the pedagogical intervention, and the second one on the speaking skill as it can be observed in This first category includes three sub-categories. Some of the students affirmed that they participated more, meaning that the learning process was understood as a reciprocal practice:

STUdENTS' ATTITUdES
if the pupil participates, she can learn more vocabulary, and if she knows more vocabulary she will participate more in class.

ACTIvE pArTICIpATION
Participation was measured not only from the student-talk perspective, but also by non-verbal communication. The researcher recorded in her field notes different ways of participating. (Excerpt from Field Notes, March 9, 2016, Lines

13-19)
This finding of oral and non-oral participation by students may be called involvement; it refers to the physical and psychological energy that students take for their learning (Astin, 1999

ImprOvEmENT OF SpEAKINg
The outcomes based on the first three subcategories explained before will be highlighted as another important part of this study. It means that, after working on input through digitized material and activities with pupils, speaking as output could be observed in the students' language progress.

ClASSrOOm INTErACTION
Developing speaking is a process which is constructed by two or more agents: "most speaking takes the form of face-to-face dialogue and therefore involves interaction" (Thornbury, 2005, p. 8 in Spanish, as she did not know in English any of those words she would use: porque estoy enferma ("because I am sick"). That was explained in her next utterance, when she used both languages, and in that case, she did know the English word head and used it to follow the conversation. It was seen that the teacher corrected her on her Spanish answers. Therefore, that could be understood as a classroom exchange: the teacher asked a question, it was an initial move which fostered the pupil's response; then, the student's information evoked more questions by the teacher who followed up her answer.
That exercise of question and answer could be understood as an adjacency pair; however, Tsui °word° Degree signs indicate that sounds are softer than the surrounding talk.

WOrd
Upper letters indicate the loud sounds.
Arrows indicate the high or low intonation. [

Left bracket indicates an overlap.
>word< Right left carats bracketing an utterance that is sped up.

((word))
Doubled parentheses contain transcriber's descriptions.  The extract showed simple grammar, repetition, and redundancy as facilitator elements which allowed students to be able to understand and tell the story to the group in English (Taylor, 2000). In line iii the teacher's intervention was interrupted by S1: the girl had remembered what to say, correcting her false start. The student's · 1 4 5 · rather than repetition. In fact, the participant knew what she was saying when, in the next part, she gestured the number 2 with her fingers, keeping the same tone of pitch. In line xvii the same participant also corrected herself when she pronounced the word tortoise incorrectly.
Thus, Student 1's corrections could be termed as self-monitoring, since the speaker was able to reform her utterances. She followed a process of self-monitoring outlined by Thornbury (2005) as an important aspect of what speakers do when "the wrong word pops out or the pronunciation goes awry" (p. 6), in the developing speaking skills. She could modify the pronunciation of the word tortoise, being sure of her correction since that word had been said before.
Additionally, the same student did not just correct herself, but also revised her partners' utterances, an example of cooperative work.
This was evident in line ix, when S1 interrupted S3. The latter then became confused and repeated what the previous interlocutor had said, "I am the tortoise" (line x). However, S1 was drawing attention to her partner's response: she realized the repetition of characters, and made an intervention saying the correct one. Then, S3 also said it.
From that description, it was possible to affirm that S1 was not only a speaker but also a listener.  (Johnson et al., 1994). As mentioned at the beginning of this sub-category, working together allowed them to promote and take advantage of learning with each member in the group.

CONClUdINg rEmArKS
According to the results, multimedia resources had an important impact in the language teaching-learning process. Its effects on students' attitudes toward participating and learning new vocabulary in class were positive. In addition, the oral productions were enhanced due to teamwork activities based on digitized fables. It · 1 4 6 · is essential to mention that the population had a positive attitude toward the digital technology because they were born in a modern era where such technology was familiar to them; hence, teaching children who are digital natives requires changes from the earlier strategies in development of classes (Prensky, 2001).
Consequently, the researchers realized how much influence this had on the students' perceptions and attitudes towards the English class and their learning. With animations, colorful images, and voices recorded by the researchers, the material aroused the interest of learners to learn. They felt motivated to speak in class. Thus, the use of digitized fables was a significant input for them, since the language given was suitable for their English level; the use of chunks and simple sentences in the fables could help them to learn and put into practice the vocabulary to which they were exposed.
Furthermore, the activities in groups allowed them to interact in English, keeping new words, expressions, and familiar chunks in their memory; through cooperative work, students also could expand their knowledge, because working together helped the students not only to monitor themselves but also to make corrections on each other's utterances.
Finally, it is possible to affirm that speaking was elicited in fourth graders due to the stimulating material inherent in digitized fables. Despite making mistakes, their use of language improved, as did the teaching environment of the English class. It is vital to foster the original creation or creative adaptation of material by teachers in classes: these are key aspects of addressing learners' difficulties in terms of language or motivation in class. Otherwise, the language deficits in the EFL classroom cannot be overcome. In other words, the onus is on teachers' creativity and motivational impetus to make their students better speakers.