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Cooperative learning and the writing production
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
Taco Andrade, Alison Vanessa
;
Chicaiza Redin, Verónica Elizabeth
Acquiring the writing skill is highly complex for students due to the use of grammatical rules, vocabulary, syntax, and communicative sense, therefore it is imperative to apply active methodologies such as cooperative learning. According to this argument, the present investigation was developed with the objective to analyze the Cooperative Learning and the writing production in the students from second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The research used a qualitative-quantitative, descriptive, quasi-experimental methodology, working with 25 students from second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica. The participants took a pretest (PET de Cambridge) to determine their level of mastery in written production. Later, 6 cooperative learning activities were applied to them and at the end of the investigation a posttest was applied to determine the impact of the strategy. The development of the current research concluded that Cooperative Learning improves written production because the students went from an insufficient level to an acceptable one after its application. The fact was that the typical interaction between the students while working in pairs, group, and collective activates mental processes such as attention, active listening, facilitates comprehension, critical thinking and reasoning due to mutual support to improve progressively.
Cooperative Learning Strategies and the oral production of EFL
(2021-04-01)
Albán Andocilla, Paola Soraya
;
Infante Paredes, Ruth Elizabeth
The main objective of this research project was to determine the relationship between Cooperative Learning Strategies (CLE) and the oral production of English as a foreign language (EFL) in students from Ambato rural area. This research worked with a population of 49 participants, belonging to range age from 7 a 12 years old. The control group (CG) comprised of 24 students and an experimental group (EG) of 25. EG participants were applied CLE such as Flashcard, Fan-N-Pick y Think-Pair-Share. All the population was evaluated through a Pre and a Post-test from Cambridge with Pre A1 level. Qualitative and quantitative methodology was used in this research since it was necessary to accomplish the proposed objective. Furthermore, experimental designed was used during thirty virtual sessions for a six-week period. Results were gotten according to T de Student demonstrated that the EG improved the oral production of EFL. The oral production elements that were developed were vocabulary from 2.84 ± 0.85 to 3.48 ± 0.71, and pronunciation from 2.72 ± 0.79 to 3.24 ± 0.52; both with a p value of 0.00. In this way, they got a significant value. However, in the interaction part, there was no major change, since the results were from 2.72 ± 0.84 to 3.00 ± 0.91, with a p value of 0.26. Consequently, it was confirmed that cooperative learning strategies influence learners’ oral production of English
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

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