Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/27086
Browse
10 results
Search Results
Item Drama technique to improve speaking skill of English language in EFL classroom(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Caín Yuquilema, Elsa María; Silva Chávez, Judith AlexandraThe present research project is intended to determine the influence of the drama technique on the development of speaking skills of English language students of level A2. The process came about following the identification of a deficiency in the development of student oral skills, and reflection on the possible causes and consequences of this. A thorough literature review was carried out in order to determine the interrelation of the variables—the use of the drama technique and, on the other hand, speaking skills— and various categories, subcategories and smaller components were identified, which demonstrated how each of these elements are interdependent. Moreover, the qualitative-quantitative mixed methods approach were applied in order increase analytical validity. For this purpose, the following research tools were used: questionnaires, observation guides, content-analysis tables with 37 students of A2 level, at the further education institute “Instituto Jime Roldós Aguilera”. Additionally, interviews with participants were used in order to measure the technique’s impact. A T-Test was used to verify the collected data during pre- and post-test, resulting in the acceptance of the alternative hypothesis that the drama technique significantly influences the development of speaking skills. Specifically, it was demonstrated that oral proficiency development is more effective when students take part in interactive activities such as role play, simulation, improvisation, mime, storytelling and games. The study concludes that drama techniques are not commonly used in EFL lessons and that this may have a negative impact on the development of student speaking skill. Hence, it is recommended a variety of activities to develop communicative skills, through continual practice of the most specific elements of the oral skill such as grammar, pronunciation, vocabulary and interaction.Item Communicative language teaching (CLT) activities to develop English speaking skills(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) García León, Erika Paola; Wilber Orlando, Romero VillarroelCurrently, society requires highly trained professionals in all areas, and the English language is not the exception, that is why students need to learn to communicate in a foreign language. However, the development of speaking skill has not been easy to acquire due to the traditional methodologies such as memorization of dialogues, repetitions, excessive grammatical activities and absence of updated material used during the teaching-learning process of the English language. That is why the objective of this research study is to analyze the Communicative Approach CLT (Communicative Language Teaching) as a method to improve the Speaking Skill in the third level English students of the Language Center of the Technical University of Babahoyo. Therefore, during the research period the researcher established two groups of 30 participants each. The methods applied in this study was quantitative and qualitative. In the first phase, a pretest was applied to know the initial situation of the 60 participants. In the second phase, a post-test was used to determine the influence on improving the speaking skills using communicative activities. The quantitative method was used to know the attitudes of the participants towards the CLT methodology. It was done through a survey which was only applied to the treatment group. Afterward, the data collection and analysis was carried out, and the results showed that the use of communicative activities had a positive effect on the development of oral skills; likewise, the participants said they felt satisfied and very motivated with the implementation of the communicative activities based on CLT approach.Item Verbal linguistic intelligence strategies for English language speaking skills development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Amaguaya Vizuete, Sandra Paulina; Suárez Mosquera, Wilma ElizabethThe main objective of this research was to determine how verbal-linguistic intelligence strategies impact on the development of English language speaking skills. To determine the effectiveness of these linguistic-verbal strategies, a pre-test and a post-test of the oral development was applied, which was focused on the KET (Key English Test) international examination to the students of the Third Year General Baccalaureate of the Unidad Educativa Combatientes de Tapi during the first term of the 2018-2019 school year. A booklet with class planning was designed which served as a guide for the implementation of the project in the classroom with the students of the experimental group. These lesson plans were focused on verbal - linguistic intelligence strategies which were aimed at improving students' speaking development. After the implementation, a post-test was taken which had the same approach as the pre-test. Then, the processing of the data obtained was carried out for its subsequent analysis and interpretation through the Student's T-test. The results show that the application of verbal - linguistic intelligence strategies have a positive impact on the development of speaking skills. Therefore, its use is highly recommended to help students in their English language learning.Item Project-based learning to develop the speaking skill in English(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Sisalema Sánchez, Vanessa del Pilar; Suárez Mosquera, Wilma ElizabethThe current study aimed to determine the effectiveness of Project-Based Learning (PBL) to develop the students’ speaking skill in English. The population was 65 students of tenth year of the Unidad Educativa Quisapincha in the academic year 2018-2019. The methodology was based on a qualitative-quantitative focus within a quasi-experimental design, because the researcher worked with two groups of study. A control group (tenth year “A”) with 33 students, and an experimental group (tenth year “B”) with 32 students. The research lasted about 11 weeks due to the application of the speaking part of the Key English Test (KET) of Cambridge for A2 level as a pre-test for both groups during a week. After that, it was estimated 9 weeks for traditional classes to be held for the control group, while the experimental group had a treatment with PBL. For this group, the researcher designed a teachers’ handbook with 3 projects based on PBL to develop the students’ speaking skill within 3 weeks for each project. The application of projects was developed through a continuous process such as project launch, knowledge building, product development and critique, and final presentation and evaluation of each project. It is relevant to mention that each project focused on cooperative work and use of multimedia resources within the objective to increase students’ interest in learning English. Once the application of the proposal was done, the KET test was applied again as a post-test for a week. Then, data obtained from the pre-test and post-test was analyzed through the T test. The results showed that both groups had a low level in grammar, vocabulary, pronunciation, and interactive communication of the speaking skill. However, the experimental group had a greater advancement than the control group, after applying the proposal. Thus, it could be determined the effectiveness of Project-Based Learning to enhance students’ speaking skill in English.Item Communicative strategies on the English speaking skill development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Rivera Simba, Sylvia Mariela; Meléndez Escobar, Lorena MonserrathThe aim of this research project is to examine the various communicative strategies that students learning a foreign language can use in order to improve their speaking skill. To determine the consistency of these two variables a deep research was carried out through investigation in books and online sources such as scientific articles and journals. This research was directed to university students from level Avanzado 1 C1- (Levels). To evaluate students’ speaking skill a rubric was conducted based on students’ oral performance taking into account the communicative strategies that they use in order to convey their ideas effectively and appropriately. Special focus was given to the independent variable (communicative strategies) in relation to the dependent variable (English Speaking Skill). To analyze the results obtained from the research a pre and posttest was applied to 36 students. Once the pretest was applied, a series of activities were put into practice with students to enable them use communicative strategies, then a posttest was applied and it was analyzed whether the activities contributed to improve students’ speaking skill development. The analysis of results indeed proved that by making students use their communicative strategies, their speaking skill could improve significantly. The results were the basis to state conclusions and recommendations which in turn can contribute to the improvement of the speaking skill in students learning English as a foreign language. Finally, ten activities are proposed to use with students at level Avanzado 1 C1- (level 6) in order to enhance the English speaking skill.Item Problem-based approach to develop the speaking skill in English(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01) Guagchinga Chicaiza, Nelson Wilfrido; Suárez Mosquera, Wilma ElizabethThe objective of this research was to analyze the influence of the Problem-Based Learning approach in the development of speaking skill in English. This research used a qualitative-quantitative approach. Also, it uses a quasi-experimental study because of the creation of a Moodle platform based on the Problem-Based Learning approach. The level of research was biographical and descriptive. The population embraced 53 students and 5 teachers of B1 level belonging to Language Center at Salache campus of Universidad Técnica de Cotopaxi. This research used instruments such as a survey administered to teachers and students with the purpose of verifying the use of this approach. In addition, it was applied an oral pre and post-test in two groups of B1 level, in order to evaluate the effectiveness of Problem-Based Learning approach implementation to develop the speaking skill in English. B1 "F" level was assigned as the control group, while B1 "M" level was assigned as the experimental group. In order to verify the hypothesis of this investigation, the Chi-square test was used in surveys and in pre and post-test, they were verified with the Wilcoxon and Mann-Whitney tests. It is concluded that the students improved considerably in their oral production after the intervention with the problem-based approach in the Moodle platform. The results showed that Chi-cuadardo, X²c = 90,998 has a higher value than X2t = 15, 5073, while in the Wilcoxon and Mann-Whitney test they had a value of (,000) which is less than (0,05); therefore, the null hypothesis was rejected. Furthermore, the results in the post-test showed an important development in fluency. Finally, a handbook was proposed for the use of virtual and face-to-face environments with activities focused on Problem-Based Learning and the speaking skill development.Item Cooperative learning in development of speaking skill in students of bachillerato(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Ocaña Chagmana, Gladys Guadalupe; Iza Pazmiño, Sarah JacquelineThe purpose of this study is to investigate the influence of cooperative learning in English learning process, through communicative approach among students of bachillerato at Unidad Educativa General Eloy Alfaro and the influence of cooperative learning on speaking skill development. This study brings together the fields of cooperative learning, the acquisition of a second language, as well as second/foreign language teaching to create optimal schooling experiences for students. Both quantitative and qualitative data were collected for the study and mixed methods were used for analysis. During the implementation, students learned to work cooperatively and showed an improvement in the different aspects of the speaking skill. There were significant differences found between the results of pre and posttest. After the implementation they were able to pronounce better, they could speak more fluently and they were more accurate when they spoke. The major findings of this study suggested that cooperative learning helped significantly to enhance the junior high school learners’ oral communicative competence and their motivation toward learning English. Based upon the conclusions drawn from the study, cooperative learning was thus recommended to be integrated into the school English instruction as part of the Curriculum.Item Communication games as a means to develop students’ English speaking skills applied to tenth graders at Unidad Educativa Gral. Eloy Alfaro Delgado(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Escobar Llanganate, Paulina del Rocío; Hernández Chérrez, Elsa de los ÁngelesThe current research project has as a main objective the use of Communication Games to enhance the English speaking skills development on tenth graders at Unidad Educativa Gral Eloy Alfaro Delgado. In addition, this research study tried to determine how the two variables (independent and dependent) are related, making use of books and academic papers. In this sense, this research ran a survey, in order to verify that exist a special interest on tenth graders and English teachers in implementing Communication Games and at the same time the need in applying them in the English language classroom. Next, a pre-test was applied to determine the English speaking level of tenth graders, and it was evidenced, due to the fact that the scores were relatively low. After that, five games were selected from the proposal (manual) to be implemented in the classroom, and then proved, through the application of a post-test, that Communication Games enhanced the oral expression on tenth graders. It is important to mention that the results obtained from the pre-test and the post-test were duly verified through the application of the T-Student test in the SPSS program. Finally, aa an extra xix resource, an exit survey was applied, in order to demonstrate the usefulness and the impact of Communication Games in the English teaching-learning process. In fact, the exit survey as well as the results of the entire research project, caused a great impression on students and teachers of the institution, due to the fact that all of these, corroborate that English speaking skills of tenth graders were optimized with the implementation of Communication Games.Item Task-based learning and the English speaking skill in students at Universidad Nacional de Chimborazo(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-02) Lara Velarde, Adriana Carolina; Infante Paredes, Ruth ElizabethThe research project “TASK-BASED LEARNING AND THE ENGLISH SPEAKING SKILL IN STUDENTS AT UNIVERSIDAD NACIONAL DE CHIMBORAZO” aimed to analyze the relationship between Task – Based Learning and the English speaking skill. The research had a quali-quantitative approach. A field- experimental research study was carried out due to the fact the implementation was developed in each English class. The population consisted of A2 students who belong to the Language Center of Administrative and Political Science Faculty at Universidad Nacional de Chimborazo. It was a bibliographical and field research. The instruments used for this research were a pre-test and a post-test that were applied in order to assess the effectiveness of the implementation of TBL to enhance the English speaking skill. To verify the hypothesis of this research the Kolmogorov-Smirnov Test and the Wilcoxon Test were used. The results obtained show that Task- Based Learning fosters the English speaking skill. It is concluded that students had a significant improvement in their oral production after the implementation of tasks based on TBL.Item Communicative language teaching techniques for enriching the speaking skill in high school students(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-01) Silva Valencia, Juan Carlos; Iza Pazmiño, Sarah JacquelineThis research project is intended to analyze how communicative language teaching techniques influence the enrichment of the speaking skill in high school students. In order to determine how these two variables are interrelated, extensive research was done by reading several books, articles and journals in relation to each variable. Special attention was given to the book “Techniques and Principles in Language Teaching” written by Larsen (2000), for gathering information about the independent variable (Communicative Language Teaching Techniques) and “How To Teach Speaking” by Thornbury (2005) to get information about the dependent variable (The Speaking Skill). Furthermore, a survey entailing 10 questions was applied to 12 English teachers and 234 second year baccalaureate students after it was validated by three experts. This survey permitted to get a more approached panorama of how these two variables are taken into consideration and applied in the English classrooms of the Ambato High School. Once the results were cautiously analyzed and systematically tabulated, the established hypothesis was verified through using the Student’s T-test. These results stated that indeed, communicative language teaching techniques do influence the enrichment of the speaking skill in high school students. The results obtained also led to draw several conclusions and recommendations. One of the most important conclusions pointed out that the majority of students believe that they learn English best through interactive tasks, but unfortunately teachers do not seem to frequently apply a variety of techniques that foster communication in the classroom. Hence, it was seen that students do not get enough opportunities to interact among themselves to practice using the language in such an authentic, enjoyable and meaningful manner. The recommendation for this conclusion was to devise a handbook, which entails 20 communicative language teaching techniques (some adapted, and others created) that teachers can use in their classes so that their students are encouraged to practice their speaking skill more often. Therefore, the proposal to address the research problem identified in this investigative project is the presentation of the handbook with 20 CLT techniques, which are distributed to address and enhance several speaking subskills such as fluency, pronunciation, grammar, vocabulary and functions.