Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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Author: search.filters.author.Criollo Erazo, Wilson FabiánSubject: search.filters.subject.COMUNICACIÓN INTERACTIVA

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    Role playing in the English speaking skill development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06) Criollo Erazo, Wilson Fabián; Calero Sánchez, Ximena Alexandra
    The present research work “ROLE PLAYING IN THE ENGLISH SPEAKING SKILL DEVELOPMENT” was developed with the goal of determining the effect of using role playing to develop the students’ English speaking skill. Besides, this research work was based on a qualitative-quantitative approach. On the one hand, it was qualitative since the students’ performance was observed during the English classes. On the other hand, it was qualitative since a statistics analysis was carried out with the scores obtained from the pre and post-test. Furthermore, this research work was developed under a quasi-experimental design because the students were subjected to a treatment based on role playing in the English classes. Moreover, the population consisted of elementary students from Escuela de Formación de Soldados IWIAS “Crnl. Gonzalo Barragán”. They were divided into a control group with 18 students and an experimental group with 17 learners. It is important to mention that the investigation was developed through a bibliographic and field research; bibliographic because the information was obtained from books published internationally, and field research since the effect of the treatment through role xv playing was observed on the experimental group. In addition, the instrument used was the speaking part of a Key English Test; it was administered before and after the treatment with role playing. Besides, a t-test was carried out in order to verify the hypothesis. Thus, the results showed that the treatment with role playing contributed to a better performance in the students’ English speaking skill. Additionally, they showed a significant improvement in the scores corresponding to the established parameters from the instrument i.e grammar and vocabulary, pronunciation, and interactive communication.