The aim of this paper is to present a contrastive analysis of the same didactic activity implemented at different educational levels within the field of Spanish as a Foreign Language (SFL), specifically in secondary and higher education, corresponding to CEFR levels A1 and B2. The activity, conducted during the pandemic, involved the use of imitation and shadowing techniques based on a variety of promotional tourism videos and advertising commercials, with the objective of enhancing students’ oral skills and stimulating their creativity.

The methodological approach focused on improving pronunciation, intonation, rhythm, fluency, and expressiveness through individual work with audiovisual materials and the integration of various ICT tools. Additionally, students’ feedback was collected regarding their learning experience and perceived outcomes.

The findings reveal significant differences between the groups: secondary students were generally more responsive to playful dynamics, while higher education students demonstrated greater autonomy and metacognitive awareness in developing their oral productions. In both cases, a clear improvement in oral competence was observed, as well as increased motivation and engagement in the learning process, supported by the use of digital applications related to video and audio editing. This experience not only enhanced students’ expressive abilities but also fostered creativity and digital literacy in diverse educational contexts.

Keywords: Foreign Languages (FL), Speaking Skills, Shadowing, Information and Communication Technologies (ICT), Secondary and Higher Education.