## 3 Selection of Methodologies and Mobile App for the Research Proposal  
Once the different methods have been identified and analyzed, this research proposes a combination of the three most appropriate methodologies to help students improve their communication skills in English. These are:  
1. **The communicative language teaching method:** This method is a combination of several methodologies that can allow the student to achieve the learning objective by himself. This method sets out thematic, functional, grammatical, and lexical lists as a starting point. The activities to be used can be very diverse (interactive, motivating, content-based, focused on the development of communicative functions, playful with the aim of releasing tension, escaping from daily routines and worries, and providing some pleasure, fun and entertainment). In addition, it tries to expose learners to a natural way of language based on daily communication, and gives much importance to grammatical, lexical, and phonological aspects that are integrated in the communicative process [2; 3]. 2. **The direct method:** This method is based on the following principle, namely that teaching an L2 does not require a translation into the mother tongue, but can be achieved through actions and demonstrations of what needs to be taught. This methodology proposes to give instructions for development of the class only in the foreign language, to teach vocabulary and certain everyday phrases. To achieve oral communicative skills, questions and answers between the teacher and the student can be established in a progressive way. In this educational environment, pronunciation and grammar are taught inductively. For this reason, vocabulary is taught with the visualization of objects and images, which allows access to new knowledge presented orally by the learner [2; 3]. Audio-lingual method (ALM):This method is based on behaviorism, which indicates that repetition can form habits. Therefore, this method proposes a learning process based on listening and oral repetition. The material to be developed may contain dialogues and imitative pronunciation exercises as the main learning techniques. This method does not recommend the use of the mother tongue in the classroom; however, since it is not as restrictive as the direct method, the mother tongue can be used to give instructions that are not understood by most students. The main objectives of this method are to develop L2 oral proficiency through a wide selection of vocabulary, and to expose learners to oral exercises that enable them to communicate using the language learned by constant repetition [2; 3]. The hybrid methodology will contain the three methodologies combined and will include a mobile application that will support the goal of improving the English speaking skills of high school students. Identification of a Mobile Application for ResearchThis intervention proposal seeks to strengthen English language speaking skills using mobile technologies and educational applications. These applications should focus on supporting and helping students develop their communicative and social skills in the English language. Considering all of the above, there exist seven elements, as shown in Table 1, that should be considered to evaluate a mobile application that focuses on L2 learning [40]:  
1. **Quality of the content:** The content of the application must allow students to grow in their knowledge in consideration of their level and their bases, i.e., the knowledge already acquired. 2. **Pedagogical coherence of the linguistic skills:** There must be coherence between the goal to be achieved in the speaking skill and the content offered by the application to reach the goal. 3. **Feedback and self-correction:** The feedback received by the student is very important, since it must evaluate and correct the student effectively. 4. **Motivation:** The application must be attractive; it must capture the attention and interest of the learner to generate the need to visit it continuously. 5.