Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/27086
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Item Motivational games and speaking skill(2024-08) Luna Rodriguez, Katherine Alejandra; Infante Paredes, Ruth ElizabethItem Learning strategies and the speaking skill(2023) Rea López, Liliana Edith; Suárez Mosquera, Wilma ElizabethThis study aimed to analyze the learning strategies that can be used to improve the speaking skill in BGU students at Unidad Educativa Santa Rosa. This was quantitative research with quasi-experimental design. The target population was formed by 191 students from second year of high school with 127 students as its sample who took the survey. 60 students participated in the intervention whose parents signed the informed consent. Data collection techniques were a survey and a pre-test and post-test with their respective questionnaires. The survey was employed to identify the most used learning strategies to enhance the speaking skill whose questions were taken from the Students Inventory Language Learning methodology. It was shared among students through Google forms whose responses were obtained online. In addition, the speaking subskills, were theoretically analyzed. Furthermore, students’ speaking skill at the beginning and at the end of the treatment were assessed. It was the speaking part of the A2 Key for Schools Test from Cambridge. To obtain numerical data, the assessment for speaking skill from Cambridge Assessment was employed which had three main criteria such as grammar and vocabulary, pronunciation, and interactive communication. Main findings from the survey were the most common students’ learning strategies namely cognitive, metacognitive, affective, and social. The pre-test revealed that the students from both the control and the experimental groups have low level of speaking performance. Based on those results, a series of class plans were xii designed with the purpose of enhancing students’ speaking skill by strengthening language learning strategies. The class plans were designed for eight weeks of intervention. After this phase, the students took the post-test. It was concluded that the application of learning strategies is valuable to improve speaking skill. Therefore, it is highly recommended to apply them to support students in their language learning process.Item The use of gamification as a teaching strategy to improve speaking skill in a1 english learners at Institute Superior Carlos Cisneros in Riobamba(2023) Palacios Moreno, Jeniffer Vanessa; Galora Moya, Nelly PatriciaThis research study investigates the effectiveness of gamification as a teaching strategy to enhance the speaking skills of A1-level English learners. The study was conducted at Instituto Superior Carlos Cisneros in Riobamba, and involved 30 participants, divided equally into experimental and control groups. The research draws upon existing literature on gamification and speaking skills to establish the theoretical foundations of the study. The study employed a quasi-experimental design and a quantitative approach to assess the impact of gamification on the participants' speaking skills. A standardized pre- and post-test, the Flyers, from the Cambridge International Examination was used to measure oral language production. The study revealed that gamification enhanced the students' fluency in English by promoting oral interaction, collaborative learning, and peer feedback. The findings suggest that gamification can be an effective tool for language teachers to engage and motivate students in the language learning process, particularly in the area of speaking skills. The gamified environment appears to have helped students feel more comfortable and confident in using English, as well as fostered greater enthusiasm towards the language learning process. The study has implications for language teachers and curriculum developers xi who are seeking innovative and engaging ways to teach speaking skills to A1-level English learners. The results of the research suggest that the use of gamification can be an effective strategy for language teachers to promote speaking skills development among their students. In conclusion, this study provides evidence to support the use of gamification as a pedagogical tool to enhance speaking skills in A1-level English learners. The findings have practical implications for language teachers seeking to develop more effective and engaging teaching strategies for language learners. Therefore, it is important to mention that Gamification had a great impact on students because this strategy helped learners to develop the speaking skills effectively