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Autor/a: search.filters.author.Hernández Freire, Alba PaulinaTema: search.filters.subject.PLAN DE CLASE

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    Item type:Ítem,
    The use of scaffolding strategies in speaking skill
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-04)
    Hernández Freire, Alba Paulina
    ;
    Infante Paredes, Ruth Elizabeth
    The research project "the use of scaffolding strategies to improve speaking skills" intent to analyze the connection between scaffolding strategies and the ability to speak. It should be noted that the scaffolding strategies were taken from Walqui’ model (2006) who classified them into: modelling, bridging, schema building, contextualization, development metacognition, re-presenting. The research had a qualitative and quantitative approach. The level or type of research was based on descriptive and quasi-experimental levels. An experimental field research study was carried out due to the implementation phase in each English class. The students of the Tourism and Hospitality Major of the Technical University of Ambato were the population for this research. This population was divided into two groups: first, the control group that was formed with students from the third to the fifth semester and the second, the experimental group that was constituted by students from the sixth to the eighth semester (n = 118). The instrument used was a standardized test called Preliminary English Test (PET) from Cambridge. The PET application was done in two phases: pre-test and post-test. The tests were used to assess the level of speaking through the use of scaffolding strategies. To test the hypothesis of this investigation, the paired T-student was used. To conclude, the results obtained showed that the use of scaffolding strategies had a positive impact on the students in the spoken ability of the English language of the students. To show the application of the study, a lesson plan manual was designed, it contains 15 lesson plans with their supporting material (some adapted and others created). For the lesson plans presented, a validated lesson from Piñeiro, (2009) was used and complemented with what Harmer (2007) mentions to design a lesson plan.The research project "the use of scaffolding strategies to improve speaking skills" intent to analyze the connection between scaffolding strategies and the ability to speak. It should be noted that the scaffolding strategies were taken from Walqui’ model (2006) who classified them into: modelling, bridging, schema building, contextualization, development metacognition, re-presenting. The research had a qualitative and quantitative approach. The level or type of research was based on descriptive and quasi-experimental levels. An experimental field research study was carried out due to the implementation phase in each English class. The students of the Tourism and Hospitality Major of the Technical University of Ambato were the population for this research. This population was divided into two groups: first, the control group that was formed with students from the third to the fifth semester and the second, the experimental group that was constituted by students from the sixth to the eighth semester (n = 118). The instrument used was a standardized test called Preliminary English Test (PET) from Cambridge. The PET application was done in two phases: pre-test and post-test. The tests were used to assess the level of speaking through the use of scaffolding strategies. To test the hypothesis of this investigation, the paired T-student was used. To conclude, the results obtained showed that the use of scaffolding strategies had a positive impact on the students in the spoken ability of the English language of the students. To show the application of the study, a lesson plan manual was designed, it contains 15 lesson plans with their supporting material (some adapted and others created). For the lesson plans presented, a validated lesson from Piñeiro, (2009) was used and complemented with what Harmer (2007) mentions to design a lesson plan.