This research project attempts to describe how the use of the Compensation Strategies impacts the speaking process of Modern Languages students of an elementary English level at the PUJ. Furthermore, a qualitative approach, a descriptive and a correlational research supported by a pre-test and post-test were used to achieve the previous objective. In order to gather data, the Sari Luoma (2014) and the Licenciatura assessment speaking rubrics were adapted, in addition, Rebecca Oxford s (1990) Strategy Inventory For Language Learning was implemented and, as well as, video recordings to register what happened in each interaction. Regarding the methodology, several interactions took place where students had the opportunity to know and practice the different Compensation Strategies. Finally, taking into account the analysis of the pre and post-test it was established that the Compensation Strategies had a positive impact on the students speaking performance since they improved their fluency, confidence and range of vocabulary. However, it is also important to highlight that this improvement in the speaking performance could also be attributed to practice and time spent on their English classes.