Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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    DIFFERENTIATED INSTRUCTION IN THE PRODUCTION OF THE ENGLISH LANGUAGE AT THE LEVEL OF COMMUNICATIVE COMPETENCE AT THE ELEMENTARY LEVEL.
    (Universidad Tecnica de Ambato, Magíster en Enseñanza de Inglés como Lengua Extranjera, 2022-08-25) Castillo Jaramillo, Marly Violeta; Tayo Haro, Elizabeth Alexandra
    Currently, Differentiated Instruction (DI) in the foreign language influences the process of teaching and learning English, particularly in the communicative competence of students, by allowing the teacher to integrate instructional decisions informed by the different ways of learning, learning styles, and individual differences to apply appropriate activities for each type of learner. The objective of this research was to provide theoretical bases that confirm that the application of differentiated instruction can solve the problems of heterogeneity in English classes. In the first instance, the theoretical background corresponding to differentiated instruction was reviewed. The Cambridge Pre-A1 Starters standardized test was applied to evaluate the communicative competence of a sample of 26 elementary level students at the Juan León Mera "La Salle", who formed the experimental group subjected to the educational intervention; as well as another sample of 24 students from the same institution, who formed a control group. Once the Pre-A1 Starters test was applied prior to the application of the proposal, it was found that the students had deficiencies in communicative competence expressed through speaking, reading, and writing skills. The proposal was then designed and implemented, which consisted of a booklet of eight differentiated instruction activities, such as create learning stations, task cards,target different senses, tiering, gallery walk, cubing, tic-tac-toe, and think-pair-share. The final results reflected a significant improvement in the communicative competence of the students in the experimental group in all the dimensions evaluated, such as reading, writing, and speaking. Meanwhile, the students in the control group also improved, but not to the same extent as those in the experimental group. Therefore, the application of differentiated instruction is very effective for the learning of elementary-level students.