Carranza, PriscillaTapia , Carolina2024-06-242024-06-242022-05-281659-0104http://hdl.handle.net/11056/28436During the school year 2020, as in many other educa-tional settings, classes at Universidad Nacional (UNA), Costa Rica, had to be rapidly transformed and adapt-ed so that the pedagogical mediation process could be changed from the traditional face-to-face or in-class ses-sions to remote learning. This process, certainly, posed varied challenges in terms of the mediation process and technology-related issues, which had to be addressed efficiently in order to guarantee access to education. In this regard, this article is based on the experience lived with two groups of students taking English as a Foreign Language (EFL) in the course of English II (during the II term of 2020), at Campus Omar Dengo, Heredia, which were taught through remote learning. For this qualitative research, data were collected by means of a closed and open-ended questionnaire in which informa-tion related to the oral-production activities implement-ed during classes was gathered. This instrumental case study concludes with three main statements about the implementation of oral-production tasks: a) planning, b) scaffolding, and c) feedback.engAcceso abiertohttp://creativecommons.org/licenses/by-nc-nd/4.0/MEDIACIÓN PEDAGÓGICAPRODUCCIÓNEDUCACIÓN EN LÍNEAENSEÑANZA DE IDIOMASCOMUNICACIÓN ORALPEDAGOGICAL MEDIATIONPRODUCTIONONLINE EDUCATIONLANGUAGE TEACHINGORAL COMMUNICATIONhttp://purl.org/coar/resource_type/c_6501http://doi.org/10.15359/rep.17-1.16