Mobile Learning Application To Strengthen English Communicative Competencies In Ecuadorian High School Students

The advancement of mobile technologies has transformed English language teaching and learning dynamics, especially in educational contexts where traditional barriers hinder the development of communicative competencies. This article analyzes the use of mobile applications as a pedagogical strategy to strengthen reading, writing, listening, and speaking skills in Ecuadorian high school students. Through a documentary review of recent studies and applied case analyses, successful experiences involving tools such as Duolingo, Quizizz, Kahoot!, and teacher-designed platforms are identified. Findings reveal that mobile learning (M-learning) enhances student motivation, promotes autonomous learning, and fosters interactive environments that extend language practice beyond the classroom. However, challenges persist, including limited teacher training, unequal access to mobile devices, and insufficient curricular integration. Based on the findings, this study proposes pedagogical criteria for the effective implementation of M-learning in English language instruction, aligned with the communicative approach and 21st-century skills. It offers both theoretical and practical contributions to educational innovation, emphasizing the need for school policies that support digital inclusion and mobile technology use in the classroom.