department of languages applied linguistics in english program
DESCRIPTION
AUTHOR: Jimmy López Q. ADVISORS: DIRECTOR: MSc. Miguel Ponce. CO-DIRECTOR: Lic. Rina Granda. QUITO- ECUADOR. DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM. ARMY POLYTECHNIC SCHOOL. RESEARCH THEME. - PowerPoint PPT PresentationTRANSCRIPT
AUTHOR: Jimmy López Q.AUTHOR: Jimmy López Q.
ADVISORS:ADVISORS:DIRECTOR:DIRECTOR: MSc. Miguel Ponce. MSc. Miguel Ponce.CO-DIRECTOR:CO-DIRECTOR: Lic. Rina Granda. Lic. Rina Granda.
QUITO- ECUADOR.QUITO- ECUADOR.
DEPARTMENT OF LANGUAGESDEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH APPLIED LINGUISTICS IN ENGLISH
PROGRAMPROGRAM
RESEARCH THEME
THE INCIDENCE OF THE APPLICATION OF DYNAMIC HYPERMEDIA RESOURCES ON THE LEVEL OF DEVELOPMENT OF READING AND WRITING SKILLS FOR STUDENTS ATTENDING THE SIXTH GRADE OF BASIC EDUCATION AT "LEOPOLDO LUCERO" SCHOOL IN NUEVA LOJA, SUCUMBIOS DURING THE THIRD TRIMESTER, 2007-2008 SCHOOL YEAR.
INADEQUATE DEVELOPMENT OF READING AND WRITING SKILLS
EFFECTS
CAUSES
Inappropriate use of teaching
Methods and Techniques
Poor outcome when the
Students are evaluated
on the reading
and writing skills
Unmotivated students in
classes .
The linguistics skills for learning English are not
developed properly (listening, speaking, reading, writing.)
Lack or inadequate use
of the teaching resources
In the classroom.
Teachers’ scarce training
In using Dynamic
Hypermedia Teaching
resources.
PROBLEM IDENTIFICATION
Main problem:
What is the incidence of the application of Dynamic Hypermedia resources on the level of development of Reading and Writing skills in students of sixth grade, at “Leopoldo Lucero” school in Nueva Loja, Sucumbios during the third term of the school year 2007-2008 ?
Secondary Problems:
HOW INAPPROPRIATE USE OF TEACHING METHODS AND TECHNIQUES AFFECT THE LEARNING PROCESS.
HOW THE LACK OF TEACHING MATERIAL RESOURCES SPECIALLY HYPERMEDIA ONES AFFECT THE TEACHING LEARNING PROCESS.
HOW THE LACK OF TRAINING OF ENGLISH TEACHERS WHEN APPLYING HYPERMEDIA RESOURCES CONTRIBUTE TO THE INAPPROPRIATE DEVELOPMENT OF READING AND WRITING SKILLS.
PROBLEM - FORMULATION
OBJECTIVES
GENERAL
To analyze the incidence of the application of the Dynamic Hypermedia Teaching Resources
on the developmentof the reading and writing skills in the students of sixth grade
at “Leopoldo Lucero” School, during the third
term of the school year 2007- 2008.
DESIGN A THEORETICAL FRAME DETERMINE THE TEACHING METHODS AND TECHNIQUES ANALYSE WHAT DYNAMIC HYPERMEDIA TEACHING
RESOURCES ANALYSE TEACHER’S PERFORMANCE WHEN APPLYING
DYNAMIC HYPEMEDIA TEACHING RESOURCES AND EFFECTIVENESS OF THE LANGUAGE SKILLS
TO EVALUATE THE STUDENTS’ KNOWLEDGE IN PERFORMING THE LANGUAGE SKILLS
DEVELOP A PROPOSAL THAT HELP TO SOLVE PART OF THE PROBLEM AFFECTING THE TEACHING LEARNING PROCESS
SPECIFIC
THEORETICAL FRAME
THE DYNAMIC HYPERMEDIA RESOURCES
THE READING SKILLS
THE WRITING SKILLS
HYPERMEDIA RESOURCES
AND THE READING AND WRITING SKILLS
THEORIES DEFINITIONDEFINITION
THE AUDIO LINGUAL METHOD
DEFINITION
IMPORTANCE
PHASES OF
READING
TYPES OF
READING
HYPERMEDIA R. TEACHING READING
PHASES OF WRITING
HYPERMEDIA R.TEACHING WRITING
THE SILENT WAY
THE SUGGESTOPEDIA
COMMUNITY LANGUAGE LEARNING
THE TOTAL PHYSICAL RESPONSE
HYPOTHESIS
NULL HYPOTHESIS WORKING HYPOTHESIS
The application of hypermedia resources in the learning process
does not affect the level of development of the
students reading and writing skills.
The application of hypermedia resources in the learning process
does not affect the level of development of the
students reading and writing skills.
The application of hypermedia resources in the learning process
affects positively the level of development of the
students reading and writing skills
The application of hypermedia resources in the learning process
affects positively the level of development of the
students reading and writing skills
HYPOTHESIS SYSTEM
METHODS OF RESEARCH
METHODS TECHNIQUESSTATISTICAL PROCEDURES
SCIENTIFIC METHODS
THE EDITION
INDUCTIVE AND DEDUCTIVE METHODS
DESCRIPTIVE METHODS
TEST
CODIFICATION
TABULATION
QUASI -EXPERIMENTALCLASIFICATION
METHODS
SCIENTIFIC METHOD Scientific character Set the situational frame Problem setting Problem formulation Justification Feasibility General and Specific Objectives Hypothesis
SCIENTIFIC METHOD Scientific character Set the situational frame Problem setting Problem formulation Justification Feasibility General and Specific Objectives Hypothesis
TESTS Students
TESTS Students
TECHNIQUES
THE EDITION Detected errors Found Omissions Did Process Organized
CODIFICATION Assigned a number, symbol, or letter.
TABULATION Determined groups ,subgroups, classes or
categories Summarized the data
CLASSIFICATION Classified the data in tables charts
according to the questions on variable.
THE EDITION Detected errors Found Omissions Did Process Organized
CODIFICATION Assigned a number, symbol, or letter.
TABULATION Determined groups ,subgroups, classes or
categories Summarized the data
CLASSIFICATION Classified the data in tables charts
according to the questions on variable.
STATISTICAL PROCEDURE
TESTING THE HYPOTHESISTESTING THE HYPOTHESIS
GRAPHICAL EXPOSITION OF
RESULTS
INDEPENDENT VARIABLE
THE APPLICATION OF DYNAMIC HYPERMEDIA RESOURCES
LEVEL OF DEVELOPMENTLEVEL OF DEVELOPMENT
READING SKILLREADING SKILL WRITING SKILLWRITING SKILL
DEPENDENT VARIABLEDEPENDENT VARIABLE
TESTING THE HYPOTHESIS
EXAMPLE OF THE ANALYSIS OF EACH QUESTION ON THE TESTS.
LOOK AND READ.
Write YES or NO
1.- There are two children in the sea ……………
OPTIONSOPTIONS FREQUENCYFREQUENCY PORCENTAGEPORCENTAGE
YESYESNO NO
991111
45%45%55%55%
TOTALTOTAL 2020 100%100%
45%
55%
YES
NO
PRE -TEST MEAN
12,16
15,36
0
2
4
6
8
10
12
14
16
18
C. GROUP EXP. GROUP
Serie1
CONTROL AND EXPERIMENTAL GROUP
PRE -TEST
POST - TESTMEAN
12,6225
18,06
0
2
4
6
8
10
12
14
16
18
20
C. GROUP EXP. GROUP
Serie1
CONTROL AND EXPERIMENTAL GROUP
POST - TEST
EXPERIMENTAL GROUPMEAN
15,36
18,06
14
14,5
15
15,5
16
16,5
17
17,5
18
18,5
PRE-TEST POS-TEST
COMPARATIVE CHARTPRE AND POST – TEST OF THE
EXPERIMENTAL GROUP
CONCLUSIONS
1. The application of hypermedia resources in teaching –
learning of the English language is a better methodology than the traditional
method.
2. We conclude that the application of the hypermedia resources affected
positively the improvement of reading and writing skill of the students at
Leopoldo Lucero School.
3. A curricular base hypermedia resource by learning modules, offers a basic and
important tool in the application of teaching learning process.
4. The evaluation criteria based with the hypermedia resources help to students and the time in which logic of the teaching process, imply its learning in the reading and writing skills.
1. The application of hypermedia resources in teaching –
learning of the English language is a better methodology than the traditional
method.
2. We conclude that the application of the hypermedia resources affected
positively the improvement of reading and writing skill of the students at
Leopoldo Lucero School.
3. A curricular base hypermedia resource by learning modules, offers a basic and
important tool in the application of teaching learning process.
4. The evaluation criteria based with the hypermedia resources help to students and the time in which logic of the teaching process, imply its learning in the reading and writing skills.
RECOMMENDATIONS
1. We recommended the application of hypermedia
resources in the teaching learning process especially in the reading and
writing skill.
2. Teachers must develop the class with a new methodology applying hypermedia resources.
3. The tools of the hypermedia resources are very important in the educational
English curricular. It is a good relationship between teachers and students.
4. We suggest a constant research on new methodological proposals. This is due to lack of motivation to their teachers and pupils in the applications of new
methodology in teaching-learning process.
1. We recommended the application of hypermedia
resources in the teaching learning process especially in the reading and
writing skill.
2. Teachers must develop the class with a new methodology applying hypermedia resources.
3. The tools of the hypermedia resources are very important in the educational
English curricular. It is a good relationship between teachers and students.
4. We suggest a constant research on new methodological proposals. This is due to lack of motivation to their teachers and pupils in the applications of new
methodology in teaching-learning process.
THE PROPOSALTHE PROPOSAL
A FIVE HOURS COURSE FOR TEACHERS TO WORK WITH
THE WEBQUEST TECHNIQUE AND THE HYPERMEDIA RESOURCES
FOR DEVELOPING THE READING AND WRITING SKILLS
DURING THE SCHOOL YEAR 2010-2011.
HOUR 1-2HOUR 1-2
THE HYPERMEDIA RESOURCES THE HYPERMEDIA RESOURCES THE WEBQUEST TECNIQUETHE WEBQUEST TECNIQUE
HOUR 3-4HOUR 3-4
THE HYPERMEDIA RESOURCES IN TEACHING THE HYPERMEDIA RESOURCES IN TEACHING READING AND WRITING SKILLS. READING AND WRITING SKILLS.
THE WEBQUEST TECHNIQUE IN TEACHING READING THE WEBQUEST TECHNIQUE IN TEACHING READING
AND WRITING.AND WRITING.
HOUR 5HOUR 5
LESSON PLANNING IN TEACHING WITH HYTPERMEDIA LESSON PLANNING IN TEACHING WITH HYTPERMEDIA RESOURCES AND WEBQUEST TECHNIQUE.RESOURCES AND WEBQUEST TECHNIQUE.
EVALUATION TO TEACHERS.EVALUATION TO TEACHERS.
HOUR 1-2HOUR 1-2
THE HYPERMEDIA RESOURCES THE HYPERMEDIA RESOURCES THE WEBQUEST TECNIQUETHE WEBQUEST TECNIQUE
HOUR 3-4HOUR 3-4
THE HYPERMEDIA RESOURCES IN TEACHING THE HYPERMEDIA RESOURCES IN TEACHING READING AND WRITING SKILLS. READING AND WRITING SKILLS.
THE WEBQUEST TECHNIQUE IN TEACHING READING THE WEBQUEST TECHNIQUE IN TEACHING READING
AND WRITING.AND WRITING.
HOUR 5HOUR 5
LESSON PLANNING IN TEACHING WITH HYTPERMEDIA LESSON PLANNING IN TEACHING WITH HYTPERMEDIA RESOURCES AND WEBQUEST TECHNIQUE.RESOURCES AND WEBQUEST TECHNIQUE.
EVALUATION TO TEACHERS.EVALUATION TO TEACHERS.
PROPOSAL DEVELOPMENT
What is a webquest?What is a webquest?
An inquiry-oriented activity in which some or all of the information that learners interact with comes from
resources on the Internet.
Parts of a WebQuest Introduction Task Process Resources Evaluation Conclusion
An inquiry-oriented activity in which some or all of the information that learners interact with comes from
resources on the Internet.
Parts of a WebQuest Introduction Task Process Resources Evaluation Conclusion
Components
1. Introduction Orients students and captures their interest
2. TaskDescribes the end product of the activity
3. Process - Explains strategies students will use to complete
the task. - Includes any resources
4. Evaluation - Measures the results of the activity
5. Conclusion - Sums up the activity - Encourages students to reflect on its process & results
6. Teacher Page (optional) - Contains helpful information for using WebQuest: standards, examples of student work, tips
Components
1. Introduction Orients students and captures their interest
2. TaskDescribes the end product of the activity
3. Process - Explains strategies students will use to complete
the task. - Includes any resources
4. Evaluation - Measures the results of the activity
5. Conclusion - Sums up the activity - Encourages students to reflect on its process & results
6. Teacher Page (optional) - Contains helpful information for using WebQuest: standards, examples of student work, tips
EXAMPLE EXAMPLE
PLANTS
INTRODUCTION
¡¡¡HELLO!!!
I am George and I like the plants.So I want to join the “School for Gardeners” by Plantilandia, but I must do some work on the plants.
Do you want to help me?
PLANTS
INTRODUCTION
¡¡¡HELLO!!!
I am George and I like the plants.So I want to join the “School for Gardeners” by Plantilandia, but I must do some work on the plants.
Do you want to help me?
TASK
The task is the following:
We have to investigate and find a few facts about plants, then answer a few questions and do some activities.
TASK
The task is the following:
We have to investigate and find a few facts about plants, then answer a few questions and do some activities.
PROCESS
To perform the task you must do the following :
1- Print this page and answer the questions. If you do not know the question, research and search the RESOURCES book.
2-Print this page and draw four different flowers and writes its name. .if you do not remember any search the RESOURCES book.
3- Print this page and draw four trees, fruit trees and write its name.
Look in the RESOURCES book.
PROCESS
To perform the task you must do the following :
1- Print this page and answer the questions. If you do not know the question, research and search the RESOURCES book.
2-Print this page and draw four different flowers and writes its name. .if you do not remember any search the RESOURCES book.
3- Print this page and draw four trees, fruit trees and write its name.
Look in the RESOURCES book.
RESOURCES
These books will help you complete the task. Open them, read and write it when you find
an answer on your paper.
RESOURCES
These books will help you complete the task. Open them, read and write it when you find
an answer on your paper.
EVALUATION EVALUATION
Very good Good Almost good Not good Poor /insufficient
5 4 3 2 1/0
QuestionsFive questions right. Four questions right. Three right questions.
Two right questions
One or not question correctly.
Very good Not Good Poor /insufficient
3 2 1
Questions presentation Letter clear. Clean in the writing
without missing.Letter not clear. Some dirt,
some missing.Letter Barely legible. Quite in a few
mistake.
Very good Good Almost good Poor /insufficient
4 3 2 1/0
Flowers Four flowers drawn and written.Three flowers drawn and
written. Two flowers drawn and written.
A flower drawn and written. None.
Very good good Almost good Poor /insufficient
4 3 2 1/0
Fruit trees Four trees drawn and written.Three trees drawn and
written.Two threes drawn and written.
A tree drawn and written. none
Very good Not good poor
3 2 1
Flowers ( display) Drawing care. Well colored. Letter clear. Clean.
Little care drawing. Poor color .Letter not very clear.
Some dirt.
Drawing neglected. Little colored or not colored. Dirty.
Very good Not good Poor /insufficient
3 2 1
Fruit treesDrawing care. Well painted.
Letter clear. Clean.
Little care drawing. Poor colour. Letter not very clear.
Some dirt.
Drawing neglected. Little colored or not colored. Dirty.
AssessmentExcellent work Very good work Good work insuffucient insuffucient
Total 20 – 22 15 - 20 10-15 less 10less 10
