Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

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Cooperative strategies and speaking development
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Lucio López, Karen Liseth; Chicaiza Redín, Verónica Elizabeth
Speaking skill is a multifaceted one as it involves some subskills. Those subskills make this skill so challenging for speakers of a native language; and the ones who learn a foreign language. However, there are some differences when learning a second or foreign language that make speaking ability hard to develop in learners. The current research aims to demonstrate the effectiveness of using cooperative strategies to develop speaking skills in an EFL classroom. To achieve that goal bibliographic research supports this research work. Also, a pre-experimental investigation provides enough evidence to prove the hypothesis established in this research. The researcher collected the information through a pretest that showed students’ weaknesses in their speaking and interaction skills. Then, after applying three cooperative strategies like a jigsaw, collaborative storytelling, and think-pair and share, which develop that ability, a posttest determined the success of using them to develop speaking skills. After processing the data, the conclusion draws that students improve their speaking ability using those strategies. Also, they could interact in a better way by using English during this research study
Shared Dictation Strategy and writing skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Ortiz Ramos, Andrea Belén; Calero Sánchez, Ximena Alexandra
To improve or develop writing skills, it is essential to use strategies where students may be able to practice. The main purpose of this research is to analyze the use of Shared Dictation Strategy to develop the writing skill in students from Unidad Básica of PINE English training at “Universidad Técnica de Ambato. This research was developed on students from Unidad Básica of “Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros”. It is divided into the first, second, and third semester at Universidad Técnica de Ambato. The current research maintains qualitative and quantitative approaches to obtain relevant information. Two online surveys were applied to analyze the use of shared dictation strategy to improve or develop the writing skills during the teaching-learning process. The descriptive level research was used to find out if students and teachers know or use the shared dictation strategy. To find out results, Chi- Cuadrado was applied to obtain essential information for this research. Main findings suggest teachers have used the shared dictation strategy during the teaching process. Therefore, students have practiced their writing skills through this strategy, but they do not always use it to promote or improve their writing skills
Mind maps and reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Alvarez Chacón, Karen Michelle; Escalante Gamazo, Marbella Cumandá
English has become one of the most spoken languages in the world. English teachers must face the challenge of achieving important learning in reading comprehension, and for this, they must use some strategies that help students in the reading process. Depending on the reader's goal, there are many strategies that can be applied when reading. The aim of this research is to analyze the relationship between Mind maps and the development of Reading Comprehension. The population used for this research were 42 students from the 2nd semester of PINE major at Universidad Técnica de Ambato. This research was based on a pre-experimental design. At first it was necessary to apply a pre-test in order to check students’ reading comprehension using the third part of an English Test (KET) Cambridge and 2 questions added by the researcher. After that, the researcher applied the treatment and students had the opportunity of practicing the strategy for a month. Finally, the group took a post- test to evaluate the effectiveness of the strategy. The results obtained were analyzed using T-Student. Based on the results obtained through the statistical analysis, it was proved that there is a relationship between mind maps and the reading comprehension because mind maps facilitate remember and organize information which help students to improve their reading comprehension. Thus, it stimulates students’ creativity and strengthens their reading comprehension
Interactive pronunciation activities and the spoken production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales extranjeross, 2021-03-01) Ávila Chacón., Estefany Yessenia; Infante Paredes, Ruth Elizabeth
The current research is expected to cover an examination accomplished with the following topic: “Interactive Pronunciation Activities and the Spoken Production” which investigates the relation among both variables and how students’ understudies improve their Spoken Production. This research was coordinated by using a mixed approach by performing a pre-test and a post-test taken from the KET Speaking section by Cambridge which assess the elements of the spoken production, such as: grammar, vocabulary, and pronunciation. To assess those speaking elements interactive pronunciation activities were applied into the class, as follows: guess who, snowball, and find someone who. For that reason, this research aimed to determine the influence of interactive pronunciation activities in the spoken production. Furthermore, the participants of the study were 42 students of first semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. The results were that after applying interactive pronunciation activities, the student’s performance improved from 2,5 to 4,8 in grammar and vocabulary, and from 2,6 to 4,8 in pronunciation. Discerning about the results it can be concluded that interactive pronunciation activities improve the spoken production as it was demonstrated in the analysis of the students’ scores
Social media in the writing skill development
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Muñoz Jumbo, Washington David; Calero Sánchez, Ximena Alexandra
The purpose of this research was to analyze the impact of social media in the writing skill development of the students from third semester of Pedagogía de los Idiomas Nacionales y Extranjeros, in which a qualitative and quantitative methodology was applied to 40 students. The data collection was developed through a survey evaluated through the Chi Square process to verify the research hypothesis, focusing on the comparison of results to determine the effectiveness of the strategy established. Main findings state that the use of social media helps the writing skill since students feel motivated using platforms and apps through the internet. In addition, it is necessary to highlight the value of knowing the methodological process when producing writing in English and developing this productive skill. Therefore, the use of virtual platforms and cell phone applications is recommended to improve writing development, in addition to knowing the writing process and tips to improve writing, which are detailed in a brochure
The group work activities in the writing ability
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Exranjeros, 2021-03-01) Li Gavilanes, Jiasi Leticia; Chicaiza Redín, Verónica Elizabeth
Group work activities nowadays are a tool that helps develop all the receptive and productive English language skills, including writing ability. This research was developed with the aim to determine the relationship between group work activities and written ability in students of the sixth semester of Pedagogy of National and Foreign Languages of the Technical University of Ambato. To demonstrate the effectiveness of these activities, a Cambridge pre-test and post-test were applied. The group work activities were applied according to the level of the students, their age, and their preferences. The results varied in the research; it was established that the students at the beginning of the research did not have a good written level in Organization and Communicative Achievement according to the Rubric but eventually, they improved as group work activities were adapted. An improvement in the writing level was found through essays, argumentative paragraphs, and opinions. Group work activities varied from pair work, group work and the intervention of the entire class. Students who had a low level were able to engage in group work activities positively with peers whose level was higher or regular. In addition, communication within the classroom was improved, the students were more open to asking questions or expressing their opinions with much more confidence than at the beginning of the experiment. The results obtained with the post-test helped to confirm the advantages of applying varied group work activities according to Content and Language (Annex 1).
Flipped classroom in the oral skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Palacios Quilligana, Karina Estefanía; Infante Paredes, Ruth Elizabeth
The present research aims to cover the search with the topic "Flipped Classroom in the oral skill" which determines the influence of Flipped Classroom in the oral skill. The subjects of the research were 26 students of the third semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. To achieve the stated objectives, bibliographic research was carried out to obtain theoretical support for the variables. An experimental investigation was also carried out in which students were given a pre-test that evaluated their level of oral skill. Afterward, the students were exposed to activities for oral practice related to the applied method through different lessons including the stages of the Flipped Classroom. Finally, a post-test was applied to know if the activities developed in the experiment influenced the oral skill of the students. The results indicated that the Flipped Classroom method had a positive influence on oral skill. The application of this method promoted the improvement of the oral skill management of the students and helped to motivate themselves and be able to speak English freely without feeling fear
Short stories and the acquisition of vocabulary
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Vallejo Mera, Christian Patricio; Iza Pazmiño, Sarah Jacqueline
The current research named “Short stories and the acquisition of vocabulary” is focused to demonstrate that short stories can be used to acquire vocabulary. This research project was carried out the students in the students of the 5th semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at “Universidad Técnica de Ambato. The methodologies that were applied during this research process used both qualitative and quantitative approaches. The researcher applied a pre-test which made it possible to know the vocabulary knowledge students had. Henceforth, the students had to read a short story while being guided by the researcher within this process. After that, a post-test was applied to know whether there was an improvement or not. This research project concluded that short stories contribute to the acquisition of vocabular. Still, to have this positive result, it is essential to guide students during the reading process so that they are not only able to read the stories but to understand them while acquiring vocabulary. Therefore, it can be said that teachers can use short stories to not only improve the acquisition of vocabulary but as tools in the English learning process
Six-lecture strategy in the reading skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Chauca Torres, Lenin Ismael; Chimbo Cáceres, Elsa Mayorie
The six-lecture strategy is a set of reading strategies used in the educational field. This strategy is used in Spanish to encourage students' reading comprehension. Zubiría (1991) stated six stages: phonics reading, primary de-codification, secondary decodification, tertiary de-codification, categorical reading, and semantic goal. This research is aimed to identify the effectiveness of the six-lecture strategy in reading comprehension. To achieve the objectives, qualitative & quantitative research and a quasi-experimental design was used. The study subjects were forty-four students, to whom a survey, reading pre-test and post-test adapted from the TOEFL reading section test were applied. The subjects were divided into two groups the control and treatment. To identify the learners' reading comprehension, both groups took the reading pre-test. Subsequently, the treatment group had an intervention with the use of the six-lecture strategy, where students were able to use and recognize the six-lecture strategy to improve reading comprehension. In the end, both groups took the reading post-test to compare if there was an improvement or not. The data obtained from the reading tests were analyzed using the Shapiro-Wilcoxon statistic test. Additionally, a survey was applied to students which contributed to achieving the conclusions. The results concluded that phonics reading, primary de-codification, secondary de-codification, tertiary de-codification, categorical reading, and semantic goal influenced the development of reading comprehension
Game-based learning in the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Jácome Benítez, Cristina Elizabeth; Chicaiza Redín, Verónica Elizabeth
Game-based learning is a current tendency in the teaching-learning process that involves different games to practice and reinforce the English language. The principal purposes were to analyze and identify which aspects of Game-based learning could improve students’ speaking skills and its advantages to the learning process. Besides, twenty-two students from third semester “B” of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato were the subjects of this study. This research applied a pre-experimental methodology and qualitative/quantitative approach to collect the results. Furthermore, the researcher applied pre-test and posttest of PTE general Level 2 (B1) which is validated by Pearson. In this part, it was chosen just the speaking section of the test. In the beginning, the pre-test was applied in order to know students speaking level and then apply the games emphasized in speaking. Based on the pedagogical intervention and post-test findings, students improved communicative aspects such as interaction, turn-taking, and vocabulary. The results pointed out GBL contributes to the motivation and active participation in the teaching-learning process
The question answer method and reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2021-04-01) Herrera Muyolema, Dennis Joel; Suárez Mosquera, Wilma Elizabeth
The Question-Answer method is one of the oldest methods used in education. This method is also known as the Socratic method. This study tried to identify the influence of the Question-Answer method on the reading comprehension of English texts by students. This research was pre-experimental, it had a population of 25 participants of fourth semester “B” from the Pedagogía de los Idiomas Nacionales y Extranjeros at the Universidad Técnica de Ambato. The treatment was carried out with the entire population of students. Each of the learners read the different readings presented, and actively participated in each of the prepared sessions. Most of the questions asked were planned in advance, with the intention of promoting critical thinking and understanding of readings, some questions were added during the sessions and depending on the context. There were used two tools as a pre-test and a post-test on reading comprehension, they were adapted from a Preliminary English Exam (PET) and the different readings used by the researcher. In the statistical part, a T-student was developed, to observe and verify the influence that this method could have on the reading ability of the students. The results showed that through this method a positive influence was obtained in the reading comprehension of the participants, in the reading of the English language.
The task-based learning method and the oral skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Lozada Pérez, Tannia Lissette; Chicaiza Redin, Verónica Elizabeth
The development of oral communication skills is one of the fundamental objectives of language teaching. It is of vital importance for the interactive insertion of man in today's world. Through different studies, it has been shown that students have several deficiencies when it comes to developing their oral skills in the English language. That is why this research work aims to demonstrate the Task-based learning method effectiveness in developing oral skills in developing oral skills in English classes. To achieve this objective, a bibliographic investigation was carried out in order to collect information that supports this investigation. A pre-experimental type investigation was also used in which a group of thirty students was taken to apply the treatment and thus check the hypothesis raised in this research work. In the study, a preliminary test showed that the students have deficiencies in their oral skills, especially in the area of interactive communication. After applying several lessons focused on activities of the TBL method such as comparing, conversation interaction, sharing personal experiences, problem-solving, and creative tasks, they develop that ability. Then, a post-test was conducted which determined the success of using TBL activities to improve oral skills. Finally, the data was processed, concluding that the students improve their oral ability using the activities focused on the TBL method
Gamification strategy and oral production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Paredes Colina, Guido Christian; Escalante Gamazo, Marbella Cumandá
Oral production is one of the most important skills that English language learners must develop and strengthen every day. Sadly, today's reality is terrible and even alarming. Students mechanically learn vocabulary and grammatical rules that they can only use with difficulty in written works and lessons. The problem basically manifests itself because there is no proper practice on the oral skill of all the content that has been learned. Considering the reason above this research was carried out, with the objective of determining the influence of the gamification strategy in the students´ development of the oral production. The present research aims to cover the search with the topic "Gamification Strategy and Oral Production" which determines the influence of the gamification strategy in the oral production development. The subjects of the research were 29 students of the fourth semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Then, a bibliographic research was used to obtain theoretical support for the variables. An experimental research was also carried out in which students were given a pre-test that evaluated their level of oral production. Afterward, the students were exposed to gamifying activities for oral production development through different lessons. Finally, a post-test was applied in order to verify the effectiveness of the activities applied to help students develop their oral production. The results indicated that the Gamification Strategy had a positive influence on the students’ oral production
Word recognition strategies in the listening skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Palacios Naranjo, María Elena; Chimbo Cáceres, Elsa Mayorie
For several foreign English learners, listening skill represents one of the most challenging language skills to master. One of the barriers that learners face when listening is the recognition of words in the connected speech, which obstructs the listening comprehension. The following work aimed to investigate the influence of word recognition strategies on the listening skill in students of the fourth level (B1+) of the English course at CTT de Los Andes Language Center. The study had a qualitative and quantitative approach and a quasi-experimental modality. The subjects of the study were thirty-eight students, to whom a survey and a listening pre-test and post-test adapted from PET test of Cambridge were applied. The subjects were divided into a control and treatment group with nineteen students each. To know learners’ listening proficiency, the control and treatment group took the listening pre-test. Then, the treatment group had an intervention of five sessions, where students learned and used three word recognition strategies to develop the listening skill. In the end, the two groups took the listening posttest to compare if there was an improvement or not between them. The results obtained from the listening tests were analyzed using the Wilcoxon statistics test. Additionally, a survey addressed to students was applied, which contributed to the establishment of conclusions. The results concluded that strategies such as recognizing word stress, elaboration, and selective attention influenced the development of the listening skill.
Ted talks in the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Timbila Guato, Cynthia Aracelly; Suárez Mosquera, Wilma Elizabeth
Nowadays, new technological advances and innovations are being developed for facilitating peoples’ lives. Language learning is not the exception as new online resources allow both teachers and students to facilitate the teaching-learning process. One of these online resources is TED talks, a video platform that offers a wide range of educational and interesting videos disseminated by expert speakers. Reason why the current study aimed to analyze the influence of TED talks in the development of speaking skills. The study had a pre-experimental design with the participation of 37 students from the fifth semester “B” of “Pedagogía de los Idiomas Nacionales y Extranjeros” program at Technical University of Ambato. The treatment consisted of exposing students to some TED talk videos in order to analyze the speaking subskills of the speakers. The main research tool was a pre and post-test adapted from the FCE (First Certificate of English) speaking exam. In the same way, a survey was administered to the whole group to know about students’ attitudes and insights towards TED talks. To analyze the data gathered, the researcher used the software IBM SPSS that enabled to perform frequency analysis, a normality test comparing differences between pre- and post-tests and the hypothesis verification through the application of the T – students test. Results showed that TED Talk videos had positive effects on the development of speaking skills and subskills such as fluency, pronunciation and discourse management
Elsaspeak app and pronunciation
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Educación Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Pazos Lara, Christian Andrés; Calero Sánchez, Ximena Alexandra
Technology has motivated students to learn a new language, and has helped with their pronunciation when transmitting a message. Therefore, this Project was conducted with the objective of determining the importance of using ElsaSpeak app to develop the pronunciation of second semester students of the “Pedagogía de los Idiomas Nacionales y Extranjeros” (PINE) program at “Universidad Técnica de Ambato”. To accomplish the objectives, a bibliographic research was used, in order to obtain theoretical support for the variables of the research project. On the other hand, an experimental investigation was applied, where the students took a pre-test using ElsaSpeak app, which evaluated the level of pronunciation of each one of them. After the pre-test, instructions were given on how to use the app to familiarize users with it, and for phoneme recognition, awareness and production. Finally, a post-test was applied using the same app to see if the use of ElsaSpeak app helped the students to improve their pronunciation. The development of this study indicated that using ElsaSpeak app had a positive impact on improving the pronunciation of the research group. After the time of the experimental study, it was noticed that the pronunciation, fluency and accent in the students were reinforced with the help of the mobile application, and there was a significant improvement in the development of oral skills.
Pictured-cued Tasks and Speaking Skill
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Aucapiña Moreta, Mayra Alexandra; Chicaiza Redín, Verónica Elizabeth
Speaking is one of the most difficult skills to be developed by language learners. Most of the students have problems to speak fluently, accurately, and using good pronunciation. Teachers should provide practical and useful activities such as Picture-cued tasks to develop and enhance students speaking skill. The purpose of the current research is to analyze the influence of picture-cued task in speaking skill. The design of this study was quasi-experimental research with a single group of 25 participants who were students from the fouth semester “A” of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Tecnica de Ambato. The experimental part of the research lasted for 4 weeks in six online sessions and the pedagogical interventions involved the use of picture-cued tasks as main activities in speaking practice. To gather the results the researcher applied a pre- and post- test taken from the Preliminary English test by Cambridge which asses the speaking skill (PET) at B1 level. The purpose was to determine the level of students’ speaking skill before and after using pictures-cued tasks. Analysis of the data was then performed using the T-student statistical test. The findings confirmed that there is a significant influence of picture-cued tasks in speaking skill. Besides, the results showed that these tasks contribute to the improvement of the speaking sub-skills especially grammar and vocabulary.
Roleplaying and Speaking Fluency
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Páez Checa, Carolyn Margoth; Calero Sánchez, Ximena Alexandra
Speaking fluency is a subskill that is essential for learners to develop their ideas in English conversations. The purpose of this research is to analyze the influence of roleplaying in speaking fluency in students from basic and professional units from “Pedagogia de los Idiomas Nacionales y Extranjeros” at “Universidad Técnica de Ambato”. The population of this research were from second, third, fourth, and fifth semesters. The present research project carried out qualitative and quantitative approaches to obtain data. A survey was applied to 85 students to analyze the influence of roleplaying in speaking fluency. The survey was evaluated with Chi-Square, it is a statistical model, to verify the hypothesis. The level of this research was descriptive to know if there is an influence on speaking fluency using roleplaying activity. Main findings stated that the use of roleplaying has an influence on speaking fluency since students claimed a development in their speaking after performing roleplaying. In addition, the statistical model showed up that it is a highly recommended theme to do further experiments applying roleplaying in classes. Therefore, teachers must include Roleplaying to let students the opportunity to practice speaking skills throughout this activity
Easle educational platform and reading skills
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Velasteguí Viteri, Santiago David; Infante Paredes, Ruth Elizabeth
The current research is demanded to cover an examination accomplished with the following topic: “EASLE Educational Platform and Reading Skills” which investigates the relationship among both variables and how students’ understudies improve their reading subskills. Firstly, this research was coordinated using a mixed approach by conducting a pre-test and a post-test taken from the PET Reading section by Cambridge. The test evaluated the six main reading subskills skimming, scanning, inferring, predicting, deducing meaning from context, and intensive reading. The paired sample t-test statistics was implemented in this study to analyze quantitative data. Furthermore, Cronbach's alpha validation for the Web 3.0 diagnosis was considered to analyze qualitative data. Besides, the information from the Web 3.0 evaluation survey was categorized into a Likert scale. Secondly, online educational activities were applied to the subject's class by the primary collaboration of the "EASLE" educational platform to assess the mentioned reading subskills. For that reason, this research aimed to analyze the relationship between the "EASLE” educational platform and the development of reading subskills. Moreover, the participants of the study were 37 students of the second semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Finally, the student’s average performance by using the "EASLE" improved from 13.84 to 26.76 points. Discerning the results, it can be concluded that the online activities of the "EASLE" educational platform improve reading skills, as was proved in the analysis of the students’ scores.
Turn-taking strategy and the speaking skill
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Simaluisa Pilatasig, Selena Abigail; Chicaiza Redin, Verónica Elizabeth
The present research with the topic" Turn-taking Strategy and the Speaking Skill" focused on analyzing how Turn-taking strategy impacted in the Speaking Skill. This research project was carried out with students of third semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Técnica de Ambato. To achieve that goal, bibliographic research and field research were applied. The methodologies that were applied in this research were qualitative and quantitative approaches. This research was experimental and the instrument was a standardized test. Also, the design of this investigation was quasi-experimental which provided evidence to prove the hypothesis. The researcher applied the pre-test to identify students' speaking skill. Next, the investigator applied three turn-taking strategies such as taking the turn, holding the turn and yielding the turn with different speaking texts. After that, a post-test was taken to detail how turn-taking strategy impacts in the speaking skill. This research project concluded that turn-taking strategy impacts in the speaking skill. Besides, to have a positive result, it was important that in turn-taking strategies specific speaking text must be selected because this strategy worked better grouping learners in pairs or groups, and it was useful to make an outline of how each strategy should be used and give examples, so that learners could guide by themselves and produce language.