Maestría en Pedagogía de los Idiomas mención Inglés
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32428
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Item Alternative assessment techniques for online English Language Learning(2022-10-01) Morocho Lara, Ruth Jannet; Jordán Buenaño, Cristina del RocíoThe COVID-19 pandemic has brought some challenges in the teaching-learning process due to the sudden shift from face-to-face classes into online ones. This research aimed to determine the influence of alternative assessment techniques on the online English language learning in eighth year of Basic Education during the 2021-2022 school year. First, the alternative assessment techniques that are suitable to online learning were theoretically analyzed. Then, an intervention proposal that included alternative assessment techniques to online learning was designed which mainly contained class plans to improve English for speaking skills. Third, the students’ performance before and after a classroom treatment based on alternative assessment to enhance the students’ English language learning was assessed. The research group consisted of 52 students who attended to eighth grade of basic education. They were divided into two groups: 25 students in the experimental group; and, 27 who constituted the control group. This research had an exploratory and quasi-experimental design. Two instruments were used for the data collection process. First, the KET for schools (speaking part) as the pre and post-test was taken by the students during the classroom intervention. It was carried out in the classroom for eight weeks where two portfolios were collected from the students, one at the beginning and other at the end. To obtain the quantitative data from the student portfolio and the speaking part of the KET exam, two different rubrics were used, which were tabulated and analyzed using the SPSS statistical software. The statistical analysis yielded data that made possible to determine that the alternative assessment techniques favorably affect the learning of the English Language of eighth grade students. Therefore, it is suggested that this research could be socialized mainly to put alternative assessment into practice in the classroom, which would contribute to the secondary education of the country.Item Interactive teaching techniques and speaking fluency(2022-03-01) Velasteguí Núñez, Gabriela Fernanda; Sulca Guale, Manuel XavierThe students’ English language learning essential for the development at the time of speaking. The use of the language in real world contexts help that the learning processes be meaningful and can be applied when need them. However, students must have the necessary tools to develop their speaking skill. For this reason, the current research entitled Interactive Teaching Techniques and Speaking Fluency was developed at the Unidad Educativa UK School in Ambato-Ecuador. The principal objective of this study research is to demonstrate the incidence of Interactive Teaching Techniques in speaking fluency. For this reason, quantitative methods were applied to check the validity of the research, as well as qualitative methods to examine the progress of the participants' fluency when speaking. To achieve this objective, it was conducted with 30 participants from sixth grade of Basic General Education. The students were divided according to their classes; Class A the control group and Class B the experimental group. Subsequently, in the experimental group; 4 interactive teaching strategies were applied such as buzz groups, pair think-share, brainstorming, socratic questioning, two hours a week for a month; while the control group worked normally without any interference in their learning. Furthermore, a pre-test and a post- test were applied as a tool to collect the necessary information. At the end of the studyItem The effect of ecrif framework on the development of speaking skill on students(2021-04-01) Caiza Aucapiña, Gabriela Alexandra; Sulca Guale, Manuel XavierThe present research aims to analyze how ECRIF Framework facilitates the planning of activities to develop the speaking skill. To accomplish the purpose of the study, the researcher took a sample of 32 students, 18 males and 14 females aged 12 to 14 from Eight, Ninth and Tenth Year of Basic Education from Unidad Educativa “Gabriel Urbina”. The researcher used a non-experimental design and a document analysis technique to conduct the study and considering the COVID-19 pandemic situation. Furthermore, ten consecutive sessions were necessary to collect data which were conducted through the Zoom App and WhatsApp. The researcher used a pretest and posttest to collect data which were designed using Prezi and were taken online using a speaking rubric. This rubric was based on three criteria: grammar and vocabulary, fluency and interactive communication. Moreover, the SPSS software, Wilcoxon test and Shapiro-Wilk test were used to analyze the data and validate the hypothesis. The obtained results showed that ECRIF Framework certainly facilitates the planning of activities to develop the speaking skill among teenagers in view of the fact each stage offers clues and enough practice to speak with accuracy and spontaneity. As a conclusion, the researcher found out that students demonstrated a low speaking proficiency level in the pretest, English teachers do not use any type of planning design to develop the speaking skill instead they applied alternative teaching media to fulfill their class. Moreover, the activities based on ECRIF framework needs to be thoughtful chosen by teachers in order to achieve the final objective. In light of these conclusions, the researcher recommended to apply a planning design that focuses on the speaking skill, use the stages of ECRIF Framework because it facilitates the planning of activities which go from teacher-controlled to spontaneous student-initiated activities and consider the list of activities based on ECRIF Framework to design the planning for a speaking skill lesson.