Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256

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Subject: search.filters.subject.ORAL INTERACTION

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    Mingle activities and oral interaction
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Chicaiza Chuncha, Paulina Maribel; Parra Gavilánez, Lorena Fernanda
    Learning a new language is the main focus of education but there is a huge barrier in the development of spoken language and this limits interaction within the classroom. Excessive teaching of grammatical structures generates only knowledge memorization but not language production. This research aims to identify the influence of mingle activities in oral interaction development. For this purpose, 30 tenth-year students of upper basic level and four teachers were taken into consideration. A pre- and post-test were applied to measure students’ interactive communication before and after the treatment. Quantitative methods were used to analyze the results: applying a t-test between the results of each test and presenting statistical data of the survey. According to the results of the survey, it showed that teachers emphasize the use of the English language orally and they try to promote it during their classes. Regarding the results of the tests, an improvement in the students´ speaking skill was shown because when using the mingle activities, students felt more confident and motivated to participate in classes. In conclusion, it is demonstrated that mingle activities provide students opportunities to use the English language orally and it helps them improve the communicative aspect, this being the main focus when learning a language.
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    Videogames and oral interaction
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Nasimba Caisaguano, Bryan Alexander; Sulca Guale, Manuel Xavier
    This research is aimed to analyze the impact of videogames in the oral interaction of learners from 2nd and 3rd grade of Bachillerato General Unificado from Unidad Educativa “Semillas de Vida” in Latacunga. The research work was pre-experimental with a mixed approach and it was carried out as a qualitative-quantitative study. The experiment was applied to 16 learners. There were a pre-test and a post-test which was scored by an adapted rubric from the Cambridge Assessing Speaking Performance – Level A2. It was a two-part test mainly focused on evaluating the oral interaction of learners by answering questions and describing pictures. Videogames were the main tool during the treatment because of one of its characteristics, the real time interaction; in which learners were encouraged to participate actively to reach a common goal to win a match. Learners were given a set of game-related vocabulary and phrases in order to practice it in the next step of the treatment to reach that goal. Thus, learners were exposed to videogames with the interactive game mechanic in which they had to work collaboratively and use the given vocabulary and phrases to communicate with each other during four weeks Because of that encouragement they had not only to reach a game goal, but also and educational objective, developing a language skill and the ability to interact fluently. At the end of the research work it can be concluded that videogames influence in students’ learning, especially in the oral interaction. It is recommended for the educational field to research deeper about videogames, therefore it would be an excellent tool to keep learners engaged with the correct aim, and a well-designed curriculum.