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Subject: search.filters.subject.COMPETENCIA COMUNICATIVA

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    DIFFERENTIATED INSTRUCTION IN THE PRODUCTION OF THE ENGLISH LANGUAGE AT THE LEVEL OF COMMUNICATIVE COMPETENCE AT THE ELEMENTARY LEVEL.
    (Universidad Tecnica de Ambato, Magíster en Enseñanza de Inglés como Lengua Extranjera, 2022-08-25) Castillo Jaramillo, Marly Violeta; Tayo Haro, Elizabeth Alexandra
    Currently, Differentiated Instruction (DI) in the foreign language influences the process of teaching and learning English, particularly in the communicative competence of students, by allowing the teacher to integrate instructional decisions informed by the different ways of learning, learning styles, and individual differences to apply appropriate activities for each type of learner. The objective of this research was to provide theoretical bases that confirm that the application of differentiated instruction can solve the problems of heterogeneity in English classes. In the first instance, the theoretical background corresponding to differentiated instruction was reviewed. The Cambridge Pre-A1 Starters standardized test was applied to evaluate the communicative competence of a sample of 26 elementary level students at the Juan León Mera "La Salle", who formed the experimental group subjected to the educational intervention; as well as another sample of 24 students from the same institution, who formed a control group. Once the Pre-A1 Starters test was applied prior to the application of the proposal, it was found that the students had deficiencies in communicative competence expressed through speaking, reading, and writing skills. The proposal was then designed and implemented, which consisted of a booklet of eight differentiated instruction activities, such as create learning stations, task cards,target different senses, tiering, gallery walk, cubing, tic-tac-toe, and think-pair-share. The final results reflected a significant improvement in the communicative competence of the students in the experimental group in all the dimensions evaluated, such as reading, writing, and speaking. Meanwhile, the students in the control group also improved, but not to the same extent as those in the experimental group. Therefore, the application of differentiated instruction is very effective for the learning of elementary-level students.
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    The integrated skills approach and the communicative competence in EFL students
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-09) Martínez Zapata, Tatiana Elizabeth; Quishpe Hipo, Luis Armando
    The objective of this research was to determine if the use of the Integrated Skills Approach (ISA), for its acronym in English, influences or not in the development of the communicative skills of students of English as a Foreign Language. The research was carried out with the help of a group of 30 students of A1 level of the Faculty of Education, Humanities and Technology Sciences at Universidad Nacional de Chimborazo. The research approach was qualitative-quantitative since bibliographic material was used to support the research theory and descriptive statistics in order to clearly and concisely show the results obtained after the application of surveys and the pre and post-tests (instruments that were designed and used for data collection and that subsequently served to corroborate the proposed hypothesis). The instruments were applied to the 30 students; the results of the pre-test showed the flaws of students in the management of communicative competence. Therefore, the Integrated Skills Approach was applied for four weeks, adapting the material and the topics proposed in the syllabus as well as in the course book that belongs to the Pearson's Top Notch series. After finishing the four weeks using the approach a new evaluation (post-test) was applied to each one of the students. Once these data were collected and compared with those obtained after the application of the pre-test, an improvement in students' communicative competence could be noticed, this was why it could be determined that the use of the Integrated Skills Approach helps to improve the communicative competence in EFL students. Finally, a survey was applied to assess the students' perception toward their communicative performance, resulting in a positive point of view after applying the approach.