Carrión Espinosa, AngelYela Veliz , María Belen2024-06-282024-06-282024Yela Véliz, M. B., & Carrion Espinoza, A. E. (2023). The impact of Classical Education techniques, drilling and teacher-led discovery, on speaking accuracy in 8th-grade students. Religación, 9(39), e2401140. https://doi.org/10.46652/rgn.v9i39.114019BT-2024-TEI18https://dspace.ucacue.edu.ec/handle/ucacue/17859This research paper examines the effectiveness of Classical Education in the teaching-learning process of English in a private institution in Cuenca. The primary objective of this action research piece is to analyze the learning progress of the students in teacher-centered lessons in which drilling, and teacher-led discovery techniques were used. The research employs a qualitative approach given that it is the report of an action research study carried out in two cycles in the context in which the researcher is currently working. After implementing a diagnostic, a need was encountered and the previously mentioned techniques (i.e. drilling and teacher-led discovery) were implemented to see whether or not they could be useful. Data were collected by combining data collection tools such as semi-structured observation, rubrics, diagnostic tests, and summative assessment. Through the implementation of two classical education-derived techniques mentioned before, it was found that 73.68% of students successfully addressed challenges in conjugating the simple present tense affirmatively in speaking exercises, with 39.47% demonstrating proficiency in negative conjugations during freer oral practice.application/pdf10 páginasenginfo:eu-repo/semantics/openAccessCLASSICAL EDUCATION; ENGLISH TEACHING; SPEAKING ACCURACY; DRILLING; TEACHER-LED DISCOVERY.info:eu-repo/semantics/articlehttps://doi.org/10.46652/rgn.v9i39.1140Religación Revista