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FRONT PAGE
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
EDUCATIONAL PROJECT PREVIOUS TO OBTAINING THE DEGREE OF:
LICENCIADA EN LENGUA INGLESA Y LINGÜISTICA
TOPIC
THE INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF ORAL
PRODUCTION
PROPOSAL
DESIGN OF A HANDBOOK WITH
MOTIVATIONAL ACTIVITIES TO DEVELOP ORAL PRODUCTION
AUTHOR:
AYALA CARVAJAL CARMEN DEL PILAR
PROJECT’S ADVISOR:
MSc. CAMPUZANO DÍAZ JOSÉ MIGUEL
Guayaquil, 2019
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
BOARD OF DIRECTORS
MSC. Santiago Galindo Mosquera MSC. Pedro Rizzo Bajaña
DECANO VICE-DECANO
MSC. Carlos Valle Navarro Ab. Sebastián Cadena
DIRECTOR SECRETARIO
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CONSULTOR´S REPORT
iv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGÜÍSTICA
EDUCATION PROJECT
TOPIC: THE INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF
ORAL PRODUCTION
PROPOSAL: DESIGN OF A HANDBOOK WITH MOTIVATIONAL
ACTIVITIES TO DEVELOP ORAL PRODUCTION
APROVAL DECLARATION
__________________
Tribunal No 1
__________________ __________________
Tribunal No 2 Tribunal No 3
________________________
CARMEN DEL PILAR AYALA CARVAJAL
C.I. 0908016124
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QUANTITATIVE AND QUALITATIVE GRADE DECLARATION
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: _________________
EQUIVALENTE A: _________________
TRIBUNAL
____________________________________
_____________________________
___________________________
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DEDICATION
I dedicate this work to my mother who is in heaven, who with sacrifice and
love educated me and taught me values and principles for life. To My God
for giving me the life and to my children who are those people which I love
so much in the world.
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THANKFULNESS
I want to thank god for giving me the opportunity to finish my career and
having fulfilled one more goal in my life my acknowledgment and admiration
to my mother for her love, value and delivery to her children to my children
for their love and trust to thank to the state university of Guayaquil and the
language school by the knowledge acquired during the 4 years of the career
to all the teachers who with professionalism and care gave me their
knowledge my sincere appreciation to my advisor: MSc. José Miguel
Campuzano Diaz, who patiently directed and advised me in my research
project. I thank again to my God for your blessing and my children for your
support
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GENERAL INDEX
INDEX
FRONT PAGE .............................................................................................. i
BOARD OF DIRECTORS ........................................................................... ii
CONSULTOR´S REPORT ......................................................................... iii
APROVAL DECLARATION ....................................................................... iv
QUANTITATIVE AND QUALITATIVE GRADE DECLARATION ................. v
DEDICATION ............................................................................................. vi
THANKFULNESS ..................................................................................... vii
GENERAL INDEX .................................................................................... viii
INDEX OF GRAPHICS .............................................................................. xi
INDEX OF TABLES ................................................................................... xi
REPOSITORIO ........................................................................................ xiii
REPOSITORY ......................................................................................... xiv
ABSTRACT ............................................................................................... xv
RESUMEN ............................................................................................... xvi
INTRODUCTION ....................................................................................... 1
CHAPTER l ................................................................................................ 3
THE PROBLEM ......................................................................................... 3
CONFLICT SITUATION ............................................................................. 3
SCIENTIFIC FACT ..................................................................................... 4
CAUSES .................................................................................................... 4
PROBLEM FORMULATION ...................................................................... 4
OBJECTIVES ............................................................................................. 5
GENERAL OBJECTIVE ............................................................................. 5
SPECIFIC OBJECTIVES ........................................................................... 5
RESEARCH QUESTION ........................................................................... 5
JUSTIFICATION ........................................................................................ 5
CHAPTER II ............................................................................................... 8
THE THEORETICAL FRAMEWORK ......................................................... 8
BACKGROUND ......................................................................................... 8
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MOTIVATION ........................................................................................... 10
DEFINITION............................................................................................. 10
IMPORTANCE OF MOTIVATION IN EDUCATION ................................. 11
THEORETICAL PERSPECTIVES ON MOTIVATION .............................. 11
BEHAVIORAL PERSPECTIVE ................................................................ 11
HUMANISTIC PERSPECTIVE ................................................................. 12
THE COGNITIVE THEORY ..................................................................... 12
COGNITIVE-BEHAVIORAL-HUMANISTIC .............................................. 13
THEORY OF EXPECTATIONS BY VICTOR VROOM ............................. 13
GOALS OR OBJECTIVES THAT MOTIVATE AN ACTION ..................... 14
BASIC COMPONENTS OF ACADEMIC MOTIVATION .......................... 15
TYPES OF MOTIVATION ........................................................................ 16
EXTRINSIC MOTIVATION ...................................................................... 16
INTRINSIC MOTIVATION ........................................................................ 17
SCHOOL MOTIVATION .......................................................................... 19
MOTIVATION AND ACADEMIC INVOLVEMENT IN THE CLASSROOM
AS PREDICTIVE VARIABLE OF ACADEMIC PERFORMANCE............. 20
ORAL PRODUCTION .............................................................................. 21
COMMUNICATIVE COMPETENCE ........................................................ 22
ORAL PRODUCTION AS PART OF COMMUNICATIVE
COMPETENCE ........................................................................................ 23
COMMUNICATIVE APPROACH CHARACTERISTICS ........................... 24
BROWN’S MICRO SKILLS FOR ORAL PRODUCTION .......................... 26
MOST COMMON PROBLEMS THAT OCCUR IN ORAL
PRODUCTION LINGUISTIC PROBLEMS ............................................... 27
PSYCHOLOGICAL PROBLEMS ............................................................. 27
EXTERNAL ORDER PROBLEMS ........................................................... 28
STRATEGIES TO DEVELOP ORAL PRODUCTION ............................... 28
IMPORTANCE OF STRATEGIES IN ORAL PRODUCTION ................... 29
STRATEGIES FOR LEARNING A FOREIGN LANGUAGE ..................... 30
COMMUNICATION ACTIVITIES ............................................................. 30
ROLE PLAY ACTIVITIES ........................................................................ 31
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SOCIOLOGICAL FOUNDATION ............................................................. 32
PSYCHOLOGICAL FOUNDATION .......................................................... 33
PEDAGOGICAL FOUNDATION .............................................................. 35
CHARACTERISTICS OF CONSTRUCTIVIST LEARNING...................... 35
CONTEXTUAL FRAMEWORK ................................................................ 36
LEGAL FRAMEWORK ............................................................................. 37
CHAPTER III ............................................................................................ 39
METHODOLOGY ..................................................................................... 39
METHODOLOGICAL DESIGN ................................................................ 39
TYPES OF RESEARCH .......................................................................... 40
OPERATIONALIZATION OF VARIABLES .............................................. 41
POPULATION OR SAMPLE .................................................................... 43
RESEARCH METHODS .......................................................................... 43
TECHNIQUES OF INVESTIGATION ....................................................... 45
INSTRUMENTS OF INVESTIGATION .................................................... 46
ANALYSIS AND INTERPRETATION OF RESULT .................................. 47
LIKERT MODEL QUESTIONNAIRE ........................................................ 49
ANALYSIS OF THE SURVEY.................................................................. 50
CHAPTER IV ......................................................................................... 60
THE PROPOSAL ..................................................................................... 60
DESIGN OF A HANDBOOK WITH MOTIVATIONAL ACTIVITIES TO
DEVELOP ORAL PRODUCTION ............................................................ 60
JUSTIFICATION ...................................................................................... 60
GENERAL OBJECTIVES ........................................................................ 61
SPECIFIC OBJECTIVES ......................................................................... 61
DESCRIPTION OF THE PROPOSAL ...................................................... 61
CONCLUSIONS ....................................................................................... 63
RECOMMENDATION .............................................................................. 64
REFERENCES ........................................................................................ 65
BIBLIOGRAPHY ...................................................................................... 67
ANNEXES .............................................................................................. 698
ANNEX I: ................................................................................................. 69
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ANNEX II ................................................................................................. 77
ANNEX III ................................................................................................ 80
ANNEX IV ................................................................................................ 86
INDEX OF GRAPHICS
INDEX OF TABLES
GRAPHIC No. 1 Motivation in English Class……………..……………48
GRAPHIC No. 2 Learning English……………………………………....49
GRAPHIC No. 3 Participation in English class………………………...50
GRAPHIC No. 4 Improving oral Production…………………………....51
GRAPHIC No. 5 Introduce oneself and give greeting………………...52
GRAPHIC No. 6 Speaking small dialogues in English………………..53
GRAPHIC No. 7 Saying daily routines………………………………….54
GRAPHIC No. 8 Role-plays in English…………………………………55
GRAPHIC No. 9 Simulating favorite actor……………………………...56
GRAPHIC No. 10 Singing in English help pronounciation……………..57
TABLE No. 1 Operationalitation of variables …………..………… 40
TABLE No. 2 Population and Sample ...………………………….. 41
TABLE No. 3 Motivation in English Class .………………………. 38
TABLE No. 4 Learning English ………….……………………….. 49
TABLE No. 5 Participation in English class ……….……………. 50
TABLE No. 6 Improving oral Production ………….……………… 51
TABLE No. 7 Introduce oneself and give greeting ……………... 52
TABLE No. 8 Speaking small dialogues in English …………….. 53
TABLE No. 9 Saying daily routines ………………………………. 54
TABLE No. 10 Role-plays in English ………………….…………… 55
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TABLE No. 11 Simulating favorite actor……………………………. 56
TABLE No. 12 Singing in English help pronounciation…………… 57
xiii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGIA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Influencia de la Motivación en el Desarrollo de la Producción Oral. PROPUESTA: Diseño de un Folleto con Actividades Motivacionales para Desarrollar la Producción Oral.
AUTORES: Carmen del Pilar Ayala Carvajal
REPOSITORIO
TUTOR: MSc. José Miguel Campuzano Díaz
REVISOR:
INSTITUCIÓN: Universidad de Guayaquil
FACULTAD: Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: 2019 N° DE PÁGS.: 131
TÍTULO OBTENIDO: Licenciatura en Lenguas y Lingüística
ÁREAS TEMÁTICAS: (Guía de Métodos pedagógicos para coordinar el proceso enseñanza –
aprendizaje y permitir desarrollar la propuesta de manera que sea factible para el beneficio de los y las estudiantes).
PALABRAS CLAVE: Motivación, producción oral, juegos de roles.
RESUMEN: Esta investigación se hizo con el propósito de dar solución al problema de la baja
producción oral del idioma inglés que presentan los alumnos de octavo de básica sección “B” de La
Escuela José Herboso. El principal Objetivo de esta investigación es determinar cómo influye la
motivación a través de ejecutar técnicas como juegos de roles actividades de la vida cotidiana y
drama, en el desarrollo de la producción oral en los estudiantes, Para la base teórica de la
investigación se utilizó fuentes bibliográfica de varios autores en el desarrollo de las dos variables la
motivación y la producción oral Los métodos que se utilizaron para esta investigación fueron
Inductivo-deductivo, Histórico-lógico Explicativo y de campo. Los instrumentos que se utilizaron en
la investigación fueron La Observación y la Encuesta, los cuales fueron aplicados a la población
estudiada. Los resultados de la investigación arrojaron múltiples fallas en la enseñanza del idioma y
poca participación grupal, así como escasas actividades para el desarrollo de la producción oral.
Dado que el octavo grado debe tener un nivel A1, se recomiendan actividades como roles de juego
actividades cotidianas y dramas que estimularan el desarrollo de la producción oral de los
estudiantes para lo cual el autor propone un material didáctico un manual con actividades de esta
clase que está dirigido a desarrollar la producción oral de los estudiantes.
N.º DE REGISTRO (en base de datos): Nº DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: SI X NO
CONTACTO CON AUTOR: Carmen del Pilar Ayala Carvajal
Teléfono:
0939388655
E-mail: [email protected]
CONTACTO EN LA INSTITUCIÓN: Nombre: secretaria de la escuela de lenguas lingüística
Teléfono: (04)2294888Ext.123
E-mail: [email protected]
xiv
NATIONAL FILE IN SCIENCE AND TECHNOLOGY
FORM TO THESIS REGISTER
TÍTLE AND SUBTITLE: The Influence of Motivation in the Development of Oral Production. PROPOSAL: Design of a Handbook with Motivational Activities to Develop Oral Production.
AUTHOR: Carmen del Pilar Ayala Carvajal
REPOSITORY TUTOR: MSc. José Miguel Campuzano
Díaz CHECKER:
INSTITUTION: University of Guayaquil FACULTY: Philosophy, Letters and
Education sciences
CAREER: Language and Linguistic.
PUBLICATION DAY: 2019 N. OF PAGES.: 131
OBTAINED TITLE: Mention in Language and Linguistic.
TEMATIC AREAS: (Guide of pedagogical methods to coordinate teaching and learning process and let to develop the proposal so that it be feasible for benefit of the students).
KEYWORDS: Motivation, Oral production. Activities, Role plays
ABSTRACT: This research was made with the purpose of solving the problem of low oral production of the English language presented by students in the eighth grade of basic section "B" of the José Herboso School. The main objective of this research is to determine how motivation influences through executing techniques such as role plays, activities of daily life and drama, in the development of oral production in students. For the theoretical base of the research sources were used bibliographic of several authors in the development of the two variables motivation and oral production. The methods that were used for this research were Inductive-deductive, Historical-logical Explanatory and field. The instruments used in the research were the Observation and the Survey, which were applied to the population studied. The results of the investigation showed multiple failures in the teaching of the language and little group participation as well as scarce activities for the development of oral production. Given that the eighth grade must have an A1 level, activities such as play roles, daily activities and dramas that stimulate the development of students' oral production are recommended. For this purpose, the author proposes a teaching material, a manual with activities of this kind that is aimed at developing the oral production of students.
Register Number (in the data base): CLASSIFICATION NUMBER:
URL address (thesis at web):
PDF attached: YES X NO
AUTHOR CONTACT: Carmen del Pilar Ayala Carvajal
PHONE NUMBER: 0939388655
E-mail: [email protected]
INSTITUTION CONTACT: Name: secretaria de la escuela de lenguas lingüística
Telephone(04)2294888Ext.123
E-mail: [email protected]
xv
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE LETRAS Y CIENCIAS DE LA EDUCACION ESCUELA DE LENGUAS Y LINGUISTICA
UNIDAD DE TITULACIÓN
THE INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF ORAL
PRODUCTION; DESIGN OF A HANDBOOK WITH MOTIVATIONAL
ACTIVITIES TO DEVELOP ORAL PRODUCTION
AUTHOR: Carmen del Pilar Ayala Carvajal
TUTOR: MSc. José Miguel Campuzano Díaz.
ABSTRACT
This research was made with the purpose of solving the problem of low oral
production of the English language presented by students in the eighth
grade of basic section "B" of the José Herboso School. The main objective
of this research is to determine how motivation influences through executing
techniques such as role plays, activities of daily life and drama, in the
development of oral production in students. For the theoretical base of the
research sources were used bibliographic of several authors in the
development of the two variables motivation and oral production. The
methods that were used for this research were Inductive-deductive,
Historical-logical Explanatory and field. The instruments used in the
research were the Observation and the Survey, which were applied to the
population studied. The results of the investigation showed multiple failures
in the teaching of the language and little group participation as well as
scarce activities for the development of oral production. Given that the
eighth grade must have an A1 level, activities such as play roles, daily
activities and dramas that stimulate the development of students' oral
production are recommended. For this purpose, the author proposes a
teaching material, a manual with activities of this kind that is aimed at
developing the oral production of students.
Keywords: Motivation, Oral production. Activities, Role plays
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UNIVERSIDAD DE GUAYAQUIL FACULTAD DE LETRAS Y CIENCIAS DE LA EDUCACION
ESCUELA DE LENGUAS Y LINGUISTICA
UNIDAD DE TITULACIÓN
INFLUENCIA DE LA MOTIVACIÓN EN EL DESARROLLO DE LA
PRODUCCION ORAL; DISEÑO DE UN FOLLETO CON ACTIVIDADES
MOTIVACIONALES PARA DESARROLLAR LA PRODUCCION ORAL
AUTORA: Carmen del Pilar Ayala Carvajal
TUTOR: MSc. José Miguel Campuzano Díaz.
RESUMEN
Esta investigación se hizo con el propósito de dar solución al problema de
la baja producción oral del idioma inglés que presentan los alumnos de
octavo de básica sección “B” de La Escuela José Herboso. El principal
objetivo de esta investigación es determinar cómo influye la motivación a
través de ejecutar técnicas como juegos de roles actividades de la vida
cotidiana y drama, en el desarrollo de la producción oral en los estudiantes,
Para la base teórica de la investigación se utilizó fuentes bibliográfica de
varios autores en el desarrollo de las dos variables la motivación y la
producción oral Los métodos que se utilizaron para esta investigación
fueron Inductivo-deductivo, Histórico-lógico Explicativo y de campo. Los
instrumentos que se utilizaron en la investigación fueron La Observación y
la Encuesta, los cuales fueron aplicados a la población estudiada. Los
resultados de la investigación arrojaron múltiples fallas en la enseñanza del
idioma y poca participación grupal, así como escasas actividades para el
desarrollo de la producción oral. Dado que el octavo grado debe tener un
nivel A1, se recomiendan actividades como roles de juego actividades
cotidianas y dramas que estimularan el desarrollo de la producción oral de
los estudiantes para lo cual el autor propone un material didáctico un
manual con actividades de esta clase que está dirigido a desarrollar la
producción oral de los estudiantes.
Palabras claves: Motivación, producción oral, juegos de role
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INTRODUCTION
The development of oral skills is one of the most important and at the
same time the most difficult when learning a foreign language. The proposal
for this research is designed taking into account the ages the level and
degree of acceptance of the students. What the author concluded when
doing the research is that the students need to be motivated to speak a
foreign language with pleasure, for which motivational activities of the daily
environment, of acting and of role plays were implemented, which will make
learning the English language more interesting and fun.
The objective of the proposal is to develop oral production in a
population of 30 students in an 8th grade classroom, trying to transform the
passive behavior of the students into an active and dynamic participation
that can be applied to daily life.
The students of Eighth grade at “Jose Herboso” High school will be
benefit the most since their participation in the different activities will lead
them to the development of their oral production and a greater fluency of
the language, in which difficulties in motivation and its influence in the
development of oral production, comes as scientific problem.
As a solution, a handbook with a system of motivational activities for
the treatment of development of oral production that it is designed through
a field study, bibliographic and statistical research. This investigative project
is structured as follows:
CHAPTER I: Context of research, Research problem: conflict situation and
scientific fact, causes, formulation of the problem, objectives, research
questions and justification are explained.
CHAPTER II: Theoretical Framework, Background, theoretical foundations,
Sociological Foundation, Psychological Foundation, Pedagogical
Foundation, Characteristics of Constructivist Learning, Contextual
Framework and Legal Framework are presented.
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CHAPTER III: Study design, types of research, the population and the
sample, operationalization of variables, research methods, techniques and
instruments used, data analysis, interpretation of results, Likert Model
Questionnaire are exposed.
CHAPTER IV: Title of the proposal, aim, and feasibility of its description,
validation of the proposal, the social impact and beneficiaries, bibliography
and annexes are presented.
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CHAPTER l
THE PROBLEM
CONFLICT SITUATION
Nowadays it is very important to learn English as a foreign language
from the schools because it is an international, commercial language. In
addition, it helps us to communicate globally in social networks with people
from all over the world. In Ecuador, there are great expectations for teaching
English but these expectations are not met at institutional level and the
public school José Herboso, where we have done the research, is not the
exception.
José Herboso fiscal basic education school is a regular education
school, located in Pradera 1 Mz E-9 in the province of Guayas, canton of
Guayaquil in the parish of Ximena. The modality is face-to-face with morning
and evening shifts and educational level of Initial and EGB it has 1247
students and 45 teachers.
After the academic observation of the eighth grade of this institution,
it was determined that the students have a low level of English speaking
skill. They do not communicate in English with each other or with the
teachers. They do not have basic expressions like “going to the bathroom”
and they are not prepared to express their personal data correctly.
In addition, the observation revealed that the classes are basically
grammatical. The teacher limits himself to follow the grammatical
assignments of the book and the students only limit themselves to copy and
complete. They do not participate in the class and some do not do their
homework. This school environment generates discouragement in the
students when studying the subject of English, because it is tedious and
4
boring and it is for this reason that students have low oral production of the
language.
The results of the survey also show that students do not like the
subject and that teachers do not use their creativity to teach English and do
not worry about making the class more dynamic and participatory in such a
way as to capture the interest of the students for learning the language.
These observations help us to know that students are not motivated to learn
the English language and that there must be a change of attitude of the
teachers in the teaching of the language to make it more interesting and
participatory in a way that motivates the students to learn English.
SCIENTIFIC FACT
Insufficiency of oral production in the students of eighth grade at Jose
Herboso high school zone 8, district Ximena 1, province of Guayas, city of
Guayaquil, school year 2018-2019.
CAUSES
Absence of didactic material that promotes oral production.
Inappropriate activities for the level, interests, and age of students.
Limited opportunity to develop oral production in the classroom.
PROBLEM FORMULATION
How does motivation influence in the development of oral production
in the students of eighth grade at Jose Herboso high school, during the
school year 2018-2019?
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OBJECTIVES
GENERAL OBJECTIVE
To determine the influence of motivation in the development of oral
production through a bibliographic, statistical, and field research.
SPECIFIC OBJECTIVES
To value motivation through a bibliographic, statistical, and field
research.
To characterize oral production through a bibliographic and field
research.
To design a handbook with motivational activities through the data
collected.
RESEARCH QUESTION
What is the current situation of the students of the Jose Herboso
School for the 2018-2019 school years?
Does motivation help students improve oral production?
Do students have an active participation in classes?
Do teachers make the English class attractive?
Do eighth graders like how teachers teach English?
JUSTIFICATION
Since learning the English language is necessary and essential in
these times of globalization, all research that helps improve your learning is
of paramount importance.
6
The LOEI, Organic Law of Intercultural Education, with regard to basic
bilingual education (Agreement No. MINEDUC-ME -2016-000020-A), in the
second transitory provision, provides that “the curriculum of foreign
language-English is implemented progressively to have with the appropriate
human talent that makes it possible to efficiently attend the teaching of this
language”. In addition, the Ministry of Education establishes that in eighth
year the students must reach the level A-1 at the end of the academic year
based on the European Economic Framework (CEFR).
According to this provision that the LOEI establishes, it indicates that
human talent must be able to efficiently teach the English language, so that
in the eighth grade students reach the A-1 level, but this does not happen
in the eighth grade at José Herboso High School. For this reason, this
research is directed to both teachers and students. Teachers are the human
talent that must be trained with a new vision; take students to the academic
level that the CEFR establishes according to each level, in this case level
A-1. For this, it is necessary to implement new motivational techniques and
new methods that allow them to develop a progressive oral production
according to the level of the students in each grade.
According to the CEFR, level A-1 (beginners) is the person who has
basic knowledge of the English language. The student who has an A-1 level
uses everyday phrases and expressions, can introduce himself, formulate
or answer questions about his family, friends and personal objects and
establish simple conversations. However, this is not really happening in the
eighth grade of José Herboso high school. The students are not prepared
to present themselves, they have limited vocabulary, they do not know every
day phrases in English. The students do not know how to formulate or
answer questions. Research revealed that the students of the eighth grade
of José Herboso secondary school, is below the level established by the
European Economic Framework. This research also shows that the
students have a precarious knowledge of the English language. Therefore,
7
this research helps us to know why the students are not reaching the A-1
level and which are the causes to solve this problem.
The Good Living Plan is a constitutional principle based on the Sumak
Kawsay, which includes a vision of the world centered on the human being,
as part of a natural and social environment. In addition, the Good Living plan
considers the right to education as an essential part of good living and
establishes that the development of human potential guarantees equal
opportunities for all. It also considers that the educational process must
prepare future citizens with values and knowledge to the development of
the country.
According to this, the student must develop their intellectual potential
to the maximum in order to benefit themselves and their families and society.
This is why learning the English language will be very useful for their life and
for their future because it will allow them to develop their intellect, access a
better source of work, and communicate with people who speak English.
Hence, students become the direct beneficiaries of this project. This also
helps teachers because it allows them to develop creative and motivational
techniques in teaching English, which makes them the indirect beneficiaries.
8
CHAPTER II
THE THEORETICAL FRAMEWORK
BACKGROUND
Due to the importance of English in education throughout the world and
therefore to the importance of the development of the oral production of this
language, countless researches have been carried out, which highlight
among other things the different techniques used for its teaching. At this
point, we will discuss some research that has to do with our two variables:
motivation and oral production. We will explore how some authors value the
importance of motivation in education, particularly in the teaching of a
foreign language, and what factors intervene for this to happen. We will also
study projects whose authors have dealt with the development of oral
production, what techniques or methods they used, what creative activities
they implemented and which gave the best results in oral production.
This research is directed to professors and students of secondary level
with the purpose of contributing as material of support to teachers of English
of secondary level to awaken the interest of the students to learn and to
develop the oral production of the English.
Alfaro and Gómez (2015) in his research analyzed the complexity,
accuracy and fluency of English and its relation to the oral production of this
language as a second language. Semi-spontaneous monologues were
experimented with English students of different proficiency levels (A2, B2
and C1). According to the results, it was concluded that in relation to the
development of a foreign language these three variables are increased by
of the different levels of competences but at the group level these variables
are interconnected and interrelated in such a way that one of them can
represent the general state of the oral performance of the group.
9
Additionally, Bañuelos (2013) researched the low oral production in
English students of the Tijuana language school, for which he observed
some classes in English and carried out several interviews with students of
the faculty, in order to know how the oral production was developing. The
data revealed that both students and students had shortcomings in the
development of oral production, reaching the conclusion that both had to
change. Teachers had to change their teaching methodologies and students
should commit to study and improve the oral production.
Mendez & Torres (2014) made a study at the autonomous university of
Nuevo Leon (UANL) where two educational models coexist: by objectives
and competences. Therefore, the present study aimed to examine if there
are significant differences with respect to learning strategies and the
motivation to learn in university students of two educational models. For this,
a sample of 257 students was applied in the (MSLQ); only significant
differences were found in the subscales metacognitive self-regulation
(higher average in the model by objectives) and time management (higher
average in the model by competences).
This project studies how to develop the oral production of the English
language through motivation and techniques, in the eighth grade of a
secondary school. This research differs from the previous ones in that it is
directed to high school students and not to university students, and it
coincides with Bañuelos (2013) in which the teachers must change the
obsolete methods by new methodologies and techniques that awaken the
interest of the student to learn a foreign language. Likewise, this research
does not seek to measure significant differences but to implement strategies
based on motivational attitudes that stimulate the student to learn a foreign
language so that the student can develop oral production.
10
MOTIVATION
Motivation is one of the factors that positively influences learning in all
instances of our life: either physical, emotional, academic or labor. We do
things to see ourselves physically go to the gym, eat healthy because we
want to look good; we look at things that make us feel good. Emotionally,
we fall in love, we get married, we have a family, and we seek emotional
stability. We want a good job that allows us to earn a good salary and cover
our needs and that of our family. We look for status; we study a career that
interests us because we want to feel fulfilled. We seek to realize as
professionals. There is always a motive that moves us to do something.
Bringing motivation to the educational level, the student who is motivated
develops better their cognitive skills and positive achievements develop
self-esteem and improve their academic performance.(Ryan and Deci, 2000)
DEFINITION
According to the Royal Academy of Language, Motivation is the action
and the motivating effect. It is the set of internal or external factors that
determine in part the actions of a person. The Motivation comes from the
Latin Motivus (movement) and the suffix -ción (action and effect). It is related
to that which mobilizes the person to execute an activity. In this way, it can
be said that motivation is the process by which the subject sets a goal, using
the appropriate resources and maintaining a certain behavior in order to
achieve a goal, Herrera & Ramirez (as they are cited by Naranjo 2009).
According to Santrock (as cited by Naranjo, 2009) the motivation is "the
set of reasons why people behave in the ways they do. He also expresses
motivated behavior is vigorous, direct and sustained ", (p. 153). For Ajello
(as it is cited by Naranjo 2009) mentions motivation is considered as a
positive disposition to learn and continue doing it in an autonomous way.
11
IMPORTANCE OF MOTIVATION IN EDUCATION
For Weiner (as it cited by Naranjo 2009)), a motivational sequence begins
with the evaluation of results that the subject interprets as positive
(achievement of the goal) or negative. These results produce effects that
are directly linked to the result (happiness or frustration and sadness) which
Weiner calls dependent effects on the result, independent of attribution.
Subsequently, the subject asks about the causes that have determined such
results. From the above, we see that Weiner's theory is very useful within
the educational field because it allows us to understand why students react
differentially to success or failure and how such reactions affect learning
and their subsequent academic results.
THEORETICAL PERSPECTIVES ON MOTIVATION
Given the importance of motivation in learning and academic
performance have been formulated some theories that explain the factors
that influence it. According to Santrock (as cited by Naranjo 2009), there are
three fundamental perspectives regarding motivation: behavioral,
humanistic and cognitive. The behaviorist emphasizes the role of rewards
in motivation, the humanist in the capacities of the human being to develop
and the cognitive emphasizes in the power of thought.
BEHAVIORAL PERSPECTIVE
This perspective emphasizes that external rewards and punishments are
what determine the motivation of people Santrock, (as cited by Naranjo
2009). The rewards are positive or negative events that can motivate the
behavior of the human being. For example, when a person fights for his
nation, he can be honored for his country as a hero. However, if an individual
kills or steals other people, he will be punished with jail. These incentives
12
motivate the human being to behave appropriately. Punishment keeps him
away from bad behavior.
Trechera (as cited by Naranjo 2009) states that "People tend to perform
behaviors with the objective of obtaining some benefit and avoid or stop
doing those behaviors that involve harm, for this approach all behavior
modification is basically done through reinforcements, rewards or by
avoiding or omitting what is unpleasant” (p. 155).
HUMANISTIC PERSPECTIVE
García (as cited by Naranjo 2009) states that the humanistic perspective
indicates the capacity of the person to achieve their growth, their positive
characteristics and the freedom to choose their destiny. This perspective
has to do with the personal development of the individual either as a
professional, doing a job according to their interests and abilities or
personally forming a family getting married, having children, enjoying their
family and being scatterbrained, traveling in the material, having a house, a
car to ensure the future of their children, having savings etc. These are
needs that every human being aspires to achieve.
THE COGNITIVE THEORY
Ajello (as it cited by Naranjo 2009) expresses that It points out the
importance of a person's thoughts because this will depend on whether
something happens or not. The cognitive system is the one that receives
and sends information to the other systems: affective, behavioral and
physiological, and regulates the behavior of these by activating or inhibiting
certain responses according to the meaning given to the information
available. In this way, the ideas, beliefs and opinions that the person has
about them and their abilities determine the type and duration of the effort
they make and, therefore, the result of their actions. This is to say if the
13
person believes and relies on their capabilities, he is safe of his
achievements and therefore will do what he has proposed. This theory is
based on the internal motivation to achieve things and the expectations that
a person has of success in what he undertakes as well as to establish goals
and follow them.
COGNITIVE-BEHAVIORAL-HUMANISTIC
(Stimulus-response) Maslow’s Theory
It is thought that the motivation is based on a need. People move through
motives, that is, in the quest to satisfy certain needs. This implies that once
the need is satisfied, the impulse that motivated the behavior is reduced
Ferrell, Hirt, Robbins & Coulter (as cited in Araya & Pedreros, 2013).
Maslow (as cited by Perez, 2018) points out that people are motivated by
five types of needs: physiological (food, water and shelter), security
(protection, order and stability), social (affection, friendship and sense of
belonging), self-esteem (prestige, status and self-esteem) and self-
fulfillment (self-satisfaction). Santrock (2002), Garcia (2008), Naranjo
(2009), and Perez (2018) these human needs are arranged according to a
hierarchy, where some are priorities and only when they are covered can
be promoted to higher order needs, Santrock, Garcia, Naranjo (as they are
cited by Perez Martinez, 2018). An important aspect in Maslow's Theory is
that once a series of needs are met, they cease to act as motivators Robbins
and Coulter (as they are cited in Araya-Castillo & Pedreros-Gajardo, 2013).
This means that to motivate students in their jobs, projects, tasks and others
it is necessary to allow them to satisfy their unmet needs, Perez (2018).
THEORY OF EXPECTATIONS BY VICTOR VROOM
Garcia (as it is cited by Perez, 2018) expresses motivation is the result
of three variables: valence, expectations and instrumentality. The valence
refers to the value that the person brings to a certain activity, the desire or
interest in doing it. Expectations are defined as beliefs about the probability
14
that an act will be followed by a certain result. The instrumentality refers to
the consideration that the person makes that if he achieves a certain result,
it will be useful, Perez (2018). Garcia (as it is cited by Perez, 2018) explains
“people motivation is determined by the value they give to the product of
their effort even though it be negative or positive multiplied by the
confidence they have in your efforts will contribute materially to the
achievement of the goal" (p.14).
That is, if someone does not feel capable of performing any action or if a
person believes that their effort will not give the expected result, they simply
will not do it because there will be no motivation to do it. Porter and Lawer
(as it is cited by Perez, 2018) elaborated a more complete motivation model
based on Vroom's Theory of Expectations, for García (as it is cited by Perez,
2018) the tasks achievement is caused by the effort, the ability, knowledge
and skills to perform the work, (p. 15).
GOALS OR OBJECTIVES THAT MOTIVATE AN ACTION
From these theories, we can conclude goals or objectives are based on
what a person wants to achieve. According to Trechera (as it is cited by
Perez, 2018), the factors that an objective must contemplate to motivate are:
Knowledge, since one must know the goal and the means to achieve it.
Acceptance, there must be agreement on what you want to do.
According to Perez (2018) Difficulty means that the goals must be difficult,
but not impossible. They must be challenging, but not unattainable.
Specificity, the more concrete the objective, the easier it will be to contribute
the effort to achieve it. While it is true that motivation is a very important
element that influences learning, we cannot consider it as the only
requirement of achieving a goal, or the success of a career. It is necessary
to clarify that there are other elements that also influence such as discipline
15
and perseverance and strategies that help the student to achieve learning
and therefore improve academic performance.
BASIC COMPONENTS OF ACADEMIC MOTIVATION
There are four factors that determine academic motivation: beliefs,
expectations and self-perceptions that students create about their own
activity Walters & Pintrich (2001); and the value, which are the goals that
the student proposes with respect to the different learning that affect the
task in which he is immersed.
According to Pintrich & De Groot (as it is cited by Nuñez, 2009), we can
distinguish three components or basic dimensions of academic motivation.
The value component has to do with the reasons that students had
when doing an activity. That is, it is the greater or lesser importance
that one has to perform an activity or not to carry it out.
The academic motivation, of expectation, encloses the individual
perceptions and beliefs about the ability to perform a task. This is how
qualified and safe the student feels to achieve success in their studies.
The affective and emotional dimension encloses the feelings,
emotions and, in general, the affective reactions produced by the
performance of an activity. This for example, occurs when the student
feels satisfied with his or her achievements and you want to
experience the sense of fulfillment you feel when you reach your goals.
Nunez (2009) mentions that assuming this differentiation of the three
aforementioned motivational components, students will not be motivated to
perform academic tasks or tasks when they consider themselves incapable
of tackling them, or if they think that they cannot achieve much by doing
16
them (expectation component), if that activity has no interest for him (value
component) or if it causes anxiety or boredom (affective component). In
addition, the involvement in an activity will depend on these three
components. It requires a balance between your beliefs of self-efficacy, and
your expectations of result, personal interest and the value assigned to the
task, and the emotional reactions that it causes you to address it
TYPES OF MOTIVATION
Carretero, Monereo & Pozo (as they are cited by Bonetto & Calderon,
2014) among others argue that there are basically two types of motivational
orientations: one that deals with issues external to the subject (extrinsic
motivation), and another related to the internal aspects of the learner
(intrinsic motivation). Despite this theoretical differentiation between the two
types of orientations, both forms of motivation are not opposed, but in reality
tend to combine, Paoloni & De la Fuente (as they are cited by Bonetto &
Calderón, 2014) highlight the combined and interactive nature of the use of
the two types of goals.
EXTRINSIC MOTIVATION
In which what motivates doing a certain activity is the benefit obtained as
a result of the performance of that activity. This type of motivation seeks a
satisfactory result and avoids unpleasant consequences. This motivation is
external, for example, when we study to obtain a degree or recognition or
when we work to obtain a salary.
. According to Trevilla Cantero (as cited by Perez Martinez, 2018),
Extrinsic motivation are those activities in which the motives that drive the
action are alien to it in this way is considered to be learning as a means to
achieve benefits through external incentives. For example, students are
17
extrinsically motivated when they are able to satisfy their needs indirectly,
especially through monetary compensations as scholarships.
Sánchez & Hernández (as cited by Perez, 2018), mention that only
conditions external to the organism reinforce or extinguish the behavior. The
behavior can take place in terms of positive reinforcement (reward) or
negative reinforcement (punishments). Positive reinforcements add value to
the existing situation and negative reinforcements eliminate the validity of a
given situation. From this theory, it can be seen how positive or negative
reinforces will stimulate the individual to execute a certain action.
González, Moreno, et al., (as they are cited by Meza-Gresa & González,
2017) express that in the educational context, Skinner argued that "the use
of rewards and positive reinforcement of correct behavior was,
pedagogically, more effective than using punishment to try to change
unwanted behavior."
González, Moreno, et al., Ruiz & Vera (as they are cited by .Meza-Gresa
& González, 2017) states on the other hand, it can be spoken of an extrinsic
motivation when the motive to carry out the learning process attends to
external factors applied by others or by oneself, including: 1) the identified
regulation, in which the student recognizes the implicit value of the conduct
and carries it out for being consistent with their personal values; 2)
Introjected regulation when the student remains in the learning process
under a feeling of coercion or obligation; and 3) external regulation, in those
cases in which the study becomes a means to obtain an end, either to obtain
a reward or to avoid punishment.
INTRINSIC MOTIVATION
Intrinsic motivation starts from the satisfaction that the behavior or task
produces when it is performed. This type of motivation, which is born from
18
the individual, is based on a subjective and objective aspect. That is to say,
the self-satisfaction when performing a certain activity or feeling fulfilled
when doing it.
Intrinsic motivation will be considered the one shown by the students who
are integrated into the learning process by the satisfaction and positive
effects and affections that this process causes in it, including factors such
as stimulation motivation, knowledge or achievement. González, Moreno,
et al., Ruiz & Vera (as they are cited by Meza-Gresa & González, 2017)
Pintrich & Schunk (2006) academic motivation is also increased when
students perceive that they are progressing in their learning and, in turn, it
is established that the most motivated students are those who show a
greater willingness to commit to what they learn. Pintrich & Schunk (as they
are cited by Bonetto & Calderón, 2014)
Ospina (2006, p.158) mentions that “the intrinsic motivation is born from
the person. It is under his control and has as objective the experimentation
of the self-realization, for the achievement of the goal, moved by the
curiosity and the discovery of the new.” p.158) A clear example is a hobby.
For example, in Chess, “the intrinsically motivated students take the
learning in itself as a purpose and the incentives to learn are in dominating
the game, for which they pursue the resolution of this and "tend to attribute
the successes to internal causes such as competition and effort " Pérez
( 2018, p.18)
Ryan, Sansone, Harackiewicz, Lepper, Corpus, & Iyengar (as they are
cited in Ruiz, 2015, p. 24).mention that the “theory of self-determination
determines that before a certain volitional action, people are involved,
mainly, for two reasons: for the intrinsic satisfactions, such as personal
interest, and for persecuting extrinsic contingencies as a reward that has
19
been promised, “What is a difference between the two types of motivation
is the reason for which the person is involved in an action”
From the theory of self-determination, Decy & Ryan (as it is cited by
Mesa-Gresa & Gonzalez, 2017) state that there are different types of
motivational regulation distributed according to the degree of internalization
along a continuum. At the autonomous end is the intrinsic or self-determined
motivation and at the other extreme on-motivation. For Cecchini, Fernández,
González, Fernández, & Méndez (As they are cited by Mesa-Gresa &
Gonzalez, 2017) previous have indicated that the degree of motivation
shown by the student will directly influence their academic performance,
SCHOOL MOTIVATION
To talk about motivation in the classroom, it is necessary to mention that
the concepts emotion and motivation have a close relationship, and if you
want to study the student in relation to their motivation and performance,
you should comment in a short space on the emotion. Several authors
mention that there is a link between emotion and motivation. So for example,
Bisquerra (as it is cited by Pérez, 2018) explains that "Neurophysiology has
also proven the relationship between emotion and motivation, neural
structures and functional systems responsible for motivation and emotion,
and they often coincide, forming a motivational / emotional brain known as
the Limbic System" (p.22).
When an emotion is generated, a predisposition to act occurs. That is,
the behavior is motivated in response to the conditions of the environment.
Emotion depends on what is important to the person. Alonso (as cited in
Pereira, 2009) refers to two motivational-affective problems frequently faced
by some students.
20
Pérez (2018) affirms that there is no form of exclusion between extrinsic
and intrinsic motivators because between these two there is a relationship.
It is clear that the student requires internal and / or external activators to
work together in relation to the desired success. That is when the motivation
influences the student's thinking and, therefore, the learning outcome.
The Demotivation is the lack absolute motivation both intrinsic and
extrinsic for example the student who feels that to course its studies is a
loss of time and that it does not serve him for nothing. The demolition refers
to the lack of intentionality to act, Deci,Ryan, Koestner, Lossier, Vallerand,
& Carducci (as they are cited by Ruiz, 2015). It is the result of not assessing
an activity or not feeling competent or of not feeling competent to perform it,
Bandura (as it is cited by Ruiz, 2015).
MOTIVATION AND ACADEMIC INVOLVEMENT IN THE CLASSROOM
AS PREDICTIVE VARIABLE OF ACADEMIC PERFORMANCE
Rodríguez, Ramos, Ros & Zuazagoitia (as they are cited by Mesa-Gresa
& Gonzalez, 2017) regard to the concept of academic involvement or
"academic engagement", it has been defined as the motivation that students
show for learning, the level of commitment they show towards the school or
educational institution as well as the interest shown towards classmates and
classes received, Axelson & Flick (as they are cited by Mesa-Gresa &
Gonzalez, 2017) as in the case of self-determined motivation, it has been
observed in various studies that the level of academic involvement is related
to academic performance,
Ladd, Dinella, Reeve & Tseng (as they are cited by Mesa-Gresa &
Gonzalez , 2017) “This concept includes four dimensions: 1) the cognitive
dimension, related to the learning and self-regulation strategies put in place
by the students, with a high level of effort, in order to learn and develop
21
competences related to the subject; 2) the emotional dimension, which
indicates the interest and feelings of belonging and involvement towards the
educational community and institution of which the student is a member, in
such a way that it implies a positive relationship on their part; 3) the third
dimensions is the behavioral which refers to the behavior shown in the
classroom due to standards, participation and good behavior; and 4) the
contributory implication indicates that students bring to the class what they
training they receive”, Fredricks, McColskey, Ramos, Rodríguez,
Fernández, Revuelta, Zuazagoitia, Reeve, Tseng & Towler ( as they are
cited in Meza-Gresa & González , 2017, p. 260)
González, Mesa-Gresa, Moreno, et al., (as they are cited by Meza-Gresa
& González, 2017) express that these variables influence in the teaching-
learning process and allow the acquisition of new roles of the teacher and
institutional and in feverous the development of competences, critical
thinking, autonomy of students that improves its motivation, active
participation, reflection, personal growth, implication in the classroom and
finally in its academic performance.
ORAL PRODUCTION
Oral production is very important to communicate ideas, thoughts,
moods, desires, tastes, preferences, emotions, besides developing fluency
in the acquisition of a foreign language. According to O’Malley (1990), Oral
production is a person’s ability to express wants, thoughts, and ideas
meaningfully using appropriate syntactic, semantic, pragmatic, and
phonological language structures.
According to Bygates (as cited by Bañuelos, 2013), it is the ability to
assemble sentences in the abstract, that are produced and adapted to the
circumstances of the moment. Brown and Yule (as cited by Bañuelos, 2013)
consider that the oral production is an interactive process where a meaning
is constructed that Includes producing and receiving, as well as processing
22
information that has significance between speakers. Likewise, Bygates (as
it is citied by Bañuelos, 2013) states that Oral production requires
knowledge of the language tools, which are grammar, pronunciation and
vocabulary (linguistic competence).
Additionally, oral ability is more than just talking; it also implies listening
as a bi-directional process that requires a response, Peña & Onatra (2009).
According to Byrne (as it is cited by Pena & Onatra, 2009), oral production
implies the ability to speak together with the ability receptiveness of
comprehension. That is to say that the student who is learning a foreign
language must learn to speak together by listening and developing at the
same time the ability to understand what he hears. The interaction of these
elements in the classroom will gradually make possible the development of
the competence of communication.
COMMUNICATIVE COMPETENCE
The language in the communicative approach is not conceived as a set
of rules but as an instrument for the construction of meanings. Its objective
is to achieve authentic communicative competence. According to Dell (as it
is cited by Gonzalez, 2009)
According to Dell (as it is cited by Gonzalez 2009) all people have not
only the ability to speak but also to communicate. Likewise, communicative
competence refers to the necessary linguistic knowledge that a speaker
needs to interact and communicate effectively in a situation.
The communicative competence also refers to the cultural order.
Therefore, a communicative competent person is one who acquires the
knowledge and the ability to use the language and interact with other people,
understand them and make themselves understood.
23
In this sense, Dell (as it is cited by Gonzalez 2009) considers that the
performance of a person in a communicative act reflects the interaction of
all the participants and the context in which the communicative acts take
place.
ORAL PRODUCTION AS PART OF COMMUNICATIVE COMPETENCE
Oral production is one of the four linguistic skills involved in the
development of communicative competence. It is one of the most
complexes because the speaker in a very short time has to think about what
he is going to say, how to say it, say it clearly and without making
grammatical or pronunciation mistakes. Additionally, one of the difficulties
lies in not only knows the language as a code but also its pragmatic use,
depending on the communicative situation and the people to whom the
speaker is addressing.
The evaluation of an oral production has two approaches. The first is the
development of fluency and the second is precision. Fluency refers to the
capacity or ability of the speaker to express himself and understand in an
understandable and reasonable way without giving importance to the
correct use of grammar or pronunciation since what matters is the content
of the message. Precision on the other hand is based on the correct and
precise use of these linguistic aspects. Krashen & Terrel (as it is cited by
Gonzalez, 2009) say that the focus on fluency is based on two
fundamental criteria. The first perceives communication as the key means
to develop oral production. The second indicates that the student should
receive few corrections unless their performance hinders communication,
Ebsworth (as it is cited by Gonzalez 2009) states that when too much
emphasis is placed on correcting grammatical errors, the acquisition and
natural development of oral production can be interrupted.
24
Precision focused approach is more interested in the correct use of
grammar. Therefore, the repetitive practice of grammatical structures is
inevitable in language learning. However, this has been changed by new
theories that reject this assumption. In this regard, Stern (as cited by
Gonzalez 2009)
Stern (as it is cited by Gonzalez 2009) says that the abandonment of this
approach is due to its lack of effectiveness while the main purpose of the
fluency approach is language learning, communication and not the
performance of repetition and memorization exercises. Nevertheless, a
significant disadvantage of this approach is fossilization, which occurs when
grammatical errors are frequently presented that have not been corrected,
affecting the oral production of the student. This fact is not usually derived
from the Precision approach because in this constant feedback allows the
student to be aware of their mistakes and be able to self-correct. The
ultimate goal of the development of oral production is to ensure that the
student is able to express himself when he needs it and wants it, that he
does it properly and that he is able to interact orally during a practical
communication.
COMMUNICATIVE APPROACH CHARACTERISTICS
To better understand what the communicative approach is we have a list
of characteristics of Brown (as it is cited by Luna, 2014, p.555).
The objectives of the class focus on all the components (grammar,
discourse, functions, sociolinguistics and strategies) of
communicative competence. The objectives must intertwine the
organizational aspects of the language with the pragmatic.
25
Language techniques are designed to capture attention in the
pragmatic, authenticity and language functions with a meaningful
purpose.
Fluency and accuracy are seen as complementary principles
underlying communication techniques. On occasion, fluency may be
more important than accuracy, because it keeps students
significantly engaged in the use of language.
In a communicative class, students have to use the language
productively and receptively in contexts not yet practiced outside of
the classroom. This is why the activities in class must equip the
student with the necessary communication skills in those contexts.
Students can focus on their individual learning process, given that
they are given the opportunity to understand their own styles to
achieve it, and they develop appropriate strategies for autonomous
learning.
The teacher's role is that of facilitator and guide, not of the one who
knows everything and who is the only possessor of knowledge. This
is why students are motivated to build meaning through genuine
linguistic interaction with others.
Likewise, students are motivated to construct meaning through a
genuine linguistic interaction with others. On the other hand, it is
worth mentioning that a communicative class, in addition to
autonomy and strategies, is also important to motivation, which is
necessary to create a pleasant learning environment in which
elements, such as drawings, films, tasks, variety of activities, leisure
activities, competition, etc. are included for the student.
26
BROWN’S MICRO SKILLS FOR ORAL PRODUCTION
Starting from fluency and precision as fundamental elements of oral
production, Brown (as it is cited by Gonzalez, 2009, p. 27) proposes an
inventory of micro skills that are part of the actions involved in this skill:
Produce sentences of different lengths.
Differentiate orally between phonemes and their allophones.
Properly use the stress, accentuation, rhythm and intonation patterns.
Pronounce words and phrases in the spoken chain (assimilation,
elision, etc.).
Use the right number of words from a pragmatic point of view.
Speak with the fluency required by each communicative situation.
Control the own oral production to contribute to a greater clarity of
the message (using pauses, fill-in phrases, auto corrections,
setbacks, etc.)
Use categories and grammatical relations (names, tenses,
concordance, plurality, etc.), word order, constructions, rules, and
elliptical forms.
Use the proper constituents of speech in an appropriate way-phrases,
pauses, phonic groups, and sentences.
Express a sentence using different grammatical constructions.
Use cohesion procedures in spoken language.
Carry out adequate communicative functions taking into account the
situations, participants and objectives.
Use records, pragmatic conventions and other sociolinguistic
features appropriately.
Establish links and connections between events and express such
relationships as main idea, secondary idea, new information, given
information, generalization and exemplification.
Use gestures, postures and body movements, as well as other non-
verbal resources to express ideas.
27
MOST COMMON PROBLEMS THAT OCCUR IN ORAL
PRODUCTION LINGUISTIC PROBLEMS
Brown & Richards (as they are cited by Gonzalez 2009) say that some of
the linguistic difficulties students present are:
Speak at a slow pace
Take lots of breaks.
Use too many phrases
Delay in organizing ideas.
Express incomplete sentences.
Do not unite ideas in an organized and coherent way.
Commit grammatical errors regularly,
Lacking the necessary vocabulary to communicate,
Do not use reduced forms of the language such as contractions,
elicitations and syllabic reductions.
Failure to pronounce words correctly with proper intonation
PSYCHOLOGICAL PROBLEMS
Vasquez (as it is cited by Gonzalez 2009) states that one of factors
affecting oral production in students is the fear of making mistakes in front
of their classmates and teachers. Additionally, Oxford (2000) points out that
the most common psychological problems in learning a foreign language
are;
The anxiety
The insecurity
Fear and
Shame when facing communicative situations.
28
EXTERNAL ORDER PROBLEMS
Richards (as it is cited by Gonzalez 2009) presents some of the possible
external reasons that affect the learning of oral production:
Little emphasis on oral production in the curriculum and evaluation.
The conditions of the class do not favor oral activities.
The size of the class makes it difficult for students to participate and
practice.
Teachers face difficulty in getting students interested in activities and
using the foreign language.
Limited opportunities to practice outside of class.
STRATEGIES TO DEVELOP ORAL PRODUCTION
Steinberg (as it is cited by Fernandez, 2008) "Learning strategies are the
particular approaches or techniques that students use to try to learn a
second language." These are important because they serve for active and
self-directed participation, which is essential to develop communicative
competence, (Steinberg, 2001, p.76-77). Appropriately used strategies help
to learn languages and consequently result in better performance and
greater self-confidence on the part of the student ", Oxford (as it is cited by
Fernandez, 2008, p.1)
According to Rubin & Chamot (as they are cited in Peralta, 2016) express
that learning strategies in a foreign language are considered a set of steps,
routines, plans used by students to facilitate obtaining, retrieving, storing
and using a foreign language. "These strategies can facilitate internalization,
storage, recovery or the use of the new language, and they are necessary
tools for the development of communication skills ". Lessard, (as it is cited
in Peralta 2016 p.4).
29
For Peralta (2016) according to these definitions, it can be concluded that
the learning strategies are the set of activities and techniques that are
planned in the teaching process according to the needs of the students, in
order to make the learning process effective; but it is important to emphasize
that these strategies will always be used by the individual who learns.
IMPORTANCE OF STRATEGIES IN ORAL PRODUCTION
In the development of oral production is very important the learning of
strategies and the role played by these strategies in the learning and
understanding of a foreign language, especially in the development of the
oral production of the English language. In this research we will try to
understand the problem of poor performance of oral production, the
relevance of learning strategies and their impact on the training of students
and the learning of oral skills. Likewise, this project has as one of its
objectives to help teachers by describing some strategies that they can use
with their students to reinforce and strengthen the development of
autonomous learning.
The first research on strategies we have with Rubin, Stern & Hosenfeld
(as they are cited by González, 2009) who tried to describe a "good
apprentice" model by observing and comparing the characteristics of those
"successful" and "unsuccessful" students in the learning a language. Where
it is concluded that successful students develop special techniques in a
learning foreign language, later the researchers studied how to implement
instruments for the evaluation of strategies. Researchers such as Chamot,
Dinary & Khaldieh (2004) evaluated learning strategies used by some
students, considering variables such as age, gender, prior knowledge of the
language, motivation, etc. González (2009).
30
STRATEGIES FOR LEARNING A FOREIGN LANGUAGE
Some authors consulted for this project say that according to their
experience there is a great variety of interactive activities that can be used
as strategies in the learning of a second language. For example, Folse &
Ivonne (as they are cited in Fernandez, 2008)
Folse & Ivonne (as they are cited by Fernandez, 2008) affirm that asking
students to write down their ideas before of a discussion helps them to
reexamine, rethink, and recycle their thoughts. Tillit & Newton (as they are
cited in Fernandez, 2008) indicate that an easy strategy to learn a language
is to know the culture and social rules of the foreign language that is being
learned, and to establish in this way a difference between the formal and
informal discourse that people use when speaking, Yorkey (as it is cited in
Fernandez, 2008) suggests some activities that can be carried out between
two students in order to develop auditory comprehension and
communication. The purpose of cooperative work is to allow students to
develop real communicative competence.
Zelman (as it is cited by Fernandez, 2008) suggests oral activities to
develop the fluency such as interviews, role plays, group work, and
discussions. In role changes, for example, students intrude without
preparing the activity in advance. This duality allows students to develop
their creativity and imagination and helps them to improve their fluency in
conversation.
COMMUNICATION ACTIVITIES
Kusnierek (2015) states role playing activities can be a very successful
tool in the teacher's hands. Its main objective is to promote the interaction
of students in the classroom, to develop the activity of speaking and reflect
the knowledge of students about a language in practice.
31
According to Porter (as it is cited in Kusnierek, 2015) "role-playing
activities range from highly controlled guided conversations at one end of
the scale to improvised theater activities at the other, from the simple
functioning of the rehearsed dialogue to highly simulated scenarios
complexes” (p.3). The difficulty of the activity depends, therefore, on the
level of language.
ROLE PLAY ACTIVITIES
A role play activity that is a rehearsal for the real world is called real
game Al-Arishi (as it is cited in Kusnierek, 2015) claims that the textual
material must be authentic, real that can be introduced in the classroom. In
addition, playing live gives students the possibility to practice typical
activities that they probably perform in real life; these are: order food in a
restaurant, greetings, asks directions, book vacations in a travel agency, etc.
Role-play and Simulation. - According to Dakowska (as it is cited in
Kusnierek, 2015) the difference between these two oral activities It is a
matter of degree. In the simulations, students usually participate in an
exercise that has to do with a real-life event. Unlike role plays, in which role
cards tell the student what to say and what to see to adopt, a character in
the simulations students have the freedom to respond and think. Harmer
(as cited in Kusnierek, 2015) sees the simulation as "the opportunity to
rehearse real-life encounters" (p. 82) for example, in a ticket window. This
situation requires the role of a passenger and a travel employee, that is, the
student pretends to be a passenger and another pretends to be a travel
employee.
Discussions. - According to Gołębiowska (as it is cited in Kusnierek,
2015) in the discussions, the students are presented with a problem and
have to express their own opinions about it. For that purpose, students do
32
not have to be carried away by their personalities and points of view; their
task is to reach an agreement taking into account a problem presented by
the teacher.
Communication games. - they are another type of speech activities
proposed by Harmer (as it is cited in Kusnierek, 2015); Word games are an
element of fun during a lesson (in fact students draw pictures, solve puzzles,
etc.), but, of course, the games are designed to provoke communication
between students and often have a prepared task.
Prepared Tasks. - Kusnierek (2015) There are also prepared
assignments in which students are asked to present a topic of their own
choice. The objective of such tasks is to develop an informal and
spontaneous conversation.
SOCIOLOGICAL FOUNDATION
For the philosopher Vygotsky, learning is an activity essentially social and
not individual, which affects the culture and society of a country, Perez &
Manjarrez (2018). When people are learning to interact with each other, they
get feedback which favors the social development of the individual. For
Vygotsky the human being is a social being as a result of the interactions
given throughout his life, a very important part of these interactions is the
school stage, so the teacher-student and student-student relations are
conditioning factors for the communication.
According to Vygotsky, the goal through school social interaction is for
the child to personalize and internalize the strategies practiced in the group.
The teacher should ensure that all students act in a relative manner, thus
getting feedback on themselves, and in the end all acquire the necessary
competence to act autonomously and self-regulated. When you
communicate with more people, you will be socializing. It has also been
33
found that men learn best cooperatively. Our condition of being social
makes us subjects of interpersonal and communication relationships from
the very moment of our birth, since the survival and development of the
human being depends on the social and communicating relations that
develops through its existence. Interpersonal relationships are a permanent
search for positive coexistence between men and women, between people
of different ages, cultures, religions or races.
PSYCHOLOGICAL FOUNDATION
The fact of learning a new language is going to be that the student
broadened his horizons and that he develops his cognitive intelligence and
cognitive goal when learning a second language. Therefore, you will have
greater intellectual flexibility and will be able to communicate with other
people. In addition, the student will be able to channel the differences and
similarities between their mother tongue and the second language they are
learning. Bilingual children have other advantages: they can solve problems
better and be more creative.
Cognitive development. - Raphael (2008) expresses that cognitive
intelligence is the set of mental transformations that occur throughout the
life of a person. They are the processes by which knowledge is acquired
and increased as well as the abilities to perceive thinking and understanding.
Raphael (2008) Piaget's theory of cognitive development explains how
the child interprets the world through the different stages of life. Piaget
explains that the human being through his mental training goes through
qualitative changes that go from his birth to his maturity and that through
the ages the cognitive development is gradually transforming the way the
mind organizes knowledge. Piaget divides cognitive development into 4
major phases: Raphael (2008) Motor sensory stage (0-2) years where the
child's intelligence is practical, the child is related by the world of his senses
34
and the external world through action. Raphael (2008) notes those
preoperative stage (2-7) years are characterized by symbolic intelligence
but still have no logical structure. From the age of 2 years the child perceives
the world, can think of facts or absent persons it is from this stage that the
language develops. Stages of concrete operations. - (7-12) years The
child's thinking is already logical when applied to concrete experimentations
and manifestations. Stage of formal operations. - (11, 12 years and up.)
At the time of adolescence, formal logic and intelligence appear to go
beyond reality, manifesting hypotheses. Thought makes the transition from
the real to the possible. It can discuss problems that contain abstract ideas,
analyze the validity of an argument, and acquire the ability to think in an
abstract and reflective way.
Representational thinking
The Language. - The preschool years develop the language actively. As
soon as the child learns to speak, he utilizes words that refer to activities or
events in a representative form with absent objects or events of the past.
Language also develops creativity and imagination.
Raphael (2008) at the same time that the child of two years develops the
language also learns to think, to represent mental symbols and images.
From the age of 4 the child is able to represent a script and characters.
Based on real events, this type of games favors the development of
language and its linguistic, cognitive and social capacities.
. It is from the moment that the child develops the language that is able to
learn a second language much more easily than an adult.
35
PEDAGOGICAL FOUNDATION
Merrian & Cefarrella (as they are cited in Royal, Hanieh, Pérez &
Manjarrez 2018) say that constructivism suggests that learning is the way
people construct meanings based on internal experiences. Piaget is one of
the authors of constructivism. He says that children actively construct
knowledge. Piaget is interested in the changes of the mental formation of
the individual. As the child grows up, he goes through different stages of his
mental development, and each time he improves his mental capacity to
create more complex schemes that allow him to organize knowledge, build
and reorganize the schemes. Raphael (2008) Cognitive knowledge
structures are organized that determine certain laws giving rise to an
evolutionary stage, where the child builds his own knowledge based on
experiences and own actions.
Social constructivism has as its premise that each function in the cultural
development of people appears twice: first at the social level, and later at
the individual. In constructivism, all superior functions originate with the
current relationship between individuals, Vygotsky (as it is cited in
Hernandez, 2008). (Hernandez 2008) Constructivism is not passive but
active. In the constructivism, the house person constructs meaning as he
learns.
CHARACTERISTICS OF CONSTRUCTIVIST LEARNING
The constructivist learning environment can be differentiated by eight
characteristics:
The constructivist environment in learning provides people with
contact
with multiple representations of reality.
36
The multiple representations of reality evade the simplifications and
they represent the complexity of the real world.
Constructivist learning is emphasized when building knowledge
within of the reproduction thereof
Constructivist learning highlights authentic tasks in a meaningful way
in the context instead of abstract instructions outside the context.
Constructivist learning provides environments of learning as
environments of daily life or cases based on learning instead of a
predetermined sequence Instructions.
Learning environments constructivist encourage reflection in
experience.
Constructivist learning environments allow context and content
dependent on the construction of knowledge.
Constructivist learning environments support the «collaborative
construction of learning, through the social negotiation, not
competition among students
to obtain appreciation and knowledge, Jonassen (as it is cited by
Hernandez, 2008)
CONTEXTUAL FRAMEWORK
The School of Basic Education José Herboso is a school of regular
education located in the province of Guayas, Guayaquil canton in the parish
Ximena Code AMIE 09h02360. The modality of the School is Morning and
Evening School and initial and EGB educational level. As of 2013, it is
located in La Pradera 1 MZ E 9 0000009 and Domingo Comín. It has 45
teachers and approximately 1247 students between initial and EGB.
“José Herboso” School has more than 40 years of Foundation, owes its
name to the educator José Herboso born in Quito on April 17, 1820 who
completed his primary and secondary studies in his hometown, and later
37
moved to Guayaquil to dedicate himself to teaching. He was the first teacher
who taught the "Metric Decimal System" in Guayaquil. He later wrote the
well-known arithmetic text that bears his name, and which was declared
mandatory for teaching in schools throughout the country. In 1894, the
Municipal Council of Guayaquil awarded him a Gold Medal to the First Class
Merit.
The “Jose Herboso” school has 2 floors, a patio, 2 bathrooms for boys
and girls, a computer room, secretarial department and rectory department.
There are two initial classrooms on the ground floor in front of the two-story
building. In addition, the school has facade painted with a mural made by
students and directed by the Art teacher.
Among his school achievements are participating in painting exhibitions
in Las Peñas neighborhood since they have a recognized cartoonist in the
art of drawing and painting as their Art teacher, Carlos Verdesoto. Students
have also done math competitions in genius contests and mini geniuses
who organize the universe daily winning some prizes in Sudoku.
LEGAL FRAMEWORK
This project is supported by the following regulations of the LOEI
(Organic Law of Intercultural Education. The LOEI establishes in the article
2 paragraph “a” the universality of education for all citizens says:
Universality. - "Education is a fundamental human right and it is the
inescapable and inexcusable duty of the State to guarantee access,
permanence and quality of education for the entire population without any
discrimination. It is articulated to international human rights instruments;”
The Constitution of the Republic of Ecuador also establishes in art. 343
indicate that "The national educational system will be oriented to the
38
development of the individual and collective capacities and potentialities of
the population, which allow learning and the generation and use of
knowledge, techniques, knowledge, arts and culture".
In addition, this project is also supported by the development plan held
as the third National Plan 2013-2017, had as its motto "the whole world
better". It was a Plan for the consolidation of capacities in the population. It
served to reduce social and territorial gaps, consolidate the democratic
State, enhance human talent through integral education processes, and to
generate productive capacities through large investments in various areas
of infrastructure and strategic sectors for development
39
CHAPTER III
METHODOLOGY
METHODOLOGICAL DESIGN
The methodological design of an investigation can be described as the
general plan by which it is specified what will be done to answer the
research question. The word methodology is a word that comes from three
words of Greek origin: methods that derive from the goal meaning "beyond"
and "path"; While the lodge is derived from the logos "science or study of",
it comes to define it etymologically as "science that studies methods",
(Sánchez, 2018, p.14).
From this perspective, the methodology is "the set of techniques,
procedures and tools of different types that a scientist does to intervene in
research, this field of work of the researcher is more precise and delimited"
Lorenzo & Zangaro (as they are cited by Sánchez, 2018, p. 14). Cervo &
Bervian (as they are cited by Morales, 2014), He defines it as "an activity
aimed at solving problems, whose objective is to find answers to questions
through the use of scientific processes" (p.1). This research is based on a
mixed method approach, since it has quantitative and qualitative aspects of
the research.
Quantitative Approach. - Guffante, Guffante, & Chávez
(2016) In quantitative research, it is necessary to generalize the
results collected in a group or segment (sample) to a larger collective
(universe or population). The data collection will focus on the
measurement of the variables or concepts contained in the
hypotheses). This collection is made with standardized procedures.
40
Since the data are the product of measurements, they will be
represented by numbers and quantities through statistical methods
Qualitative Approach. Qualitative research is based more on
a logical and inductive process (explores and describes, and then
generates theoretical perspectives). Guffante, Guffante, & Chávez
(2016) the researcher poses a problem, but does not follow a clearly
defined process. The researcher begins by examining the social
world and, in this process, develops a theory consistent with the data,
according to what he observes. This research is qualitative because
it analyzes and interprets the results of research and bibliographical
sources. It is quantitative given that tabulation instruments were
applied and the results were analyzed using statistical analysis tools.
TYPES OF RESEARCH
Descriptive Research. - Descriptive research consists in
describing a specific phenomenon or situation indicating its most
peculiar or differentiating characteristics. "The objective of
descriptive research is to know the prevailing situations, customs and
attitudes through the exact description of activities, objects,
processes and people. Researchers collect data on the basis of a
hypothesis or theory, expose and summarize the information
carefully and then analyze the results thoroughly, in order to extract
meaningful generalizations that contribute to knowledge”, (Morales,
2014, p.1).
This research is descriptive since it investigates a
phenomenon to establish the particular behavior of the subjects. The
problem of low oral production in English of the eighth grade students
of the José Herboso School was investigated, so that the
characteristics and behavior of the students at the time of receiving
41
the class and the teacher to give the class were investigated and
analyzed. From this, some generalities that affected the behavior of
both teachers and students were extracted.
Explanatory Investigation. - "Explanatory research attempts
to account for one aspect of reality, explaining its importance within a
reference theory, in light of laws or generalizations that account for
events or phenomena that occur under certain conditions."
Explanatory research is responsible to find the reason for the facts by
establishing cause and effect relationships", (Morales, 2014, p.3). "It
allows us to explain, understand and interpret because a phenomenon
occurs and under what conditions" (Dominguez, 2015, p.53). This
research is explanatory because it explains the facts the low oral
production of the English language occurs in the students of the eighth
grade of the “José Herboso” School. That is the causes that generate
it and the effects that this produces afterwards. It includes statistical
analysis to give an answer to the problem.
Field Research. - "Field research: Consists of obtaining data
in the direct relation researcher-reality, without controlling or
manipulating any variable" (Guffante, Guffante & Chávez, 2016 p.87)
This investigation is field because the observations were made in the
place of the facts, that is, the researcher was directly related to the
place. The “José Herboso” School and the characters to investigate:
the students and the English teacher.
OPERATIONALIZATION OF VARIABLES
42
VARIABLES DIMENSIONS INDICATORS
INDEPENDENT MOTIVATION
Goal or Objectives
Knowledge
Acceptance
Difficulty
Specificity
Types Intrinsic
Extrinsic
School Motivation
Basic Components of Academic Motivation
The value component
The academic motivation of expectation
The affective and emotional dimension
Motivation and Academic Involvement
in classroom for Academic performance
The cognitive dimension
The Emotional dimension
The behavioral dimension
DEPENDENT ORAL PRODUCTION
Communicative
competence
linguistic knowledge
Construction of meanings
Cultural order
Interaction
Approaches to Oral Production
Fluency
Precision
Strategies for Learning Second Language
interactive activities
know the culture and social rules
Difference between the formal and informal discourse
Cooperative work
Role plays
Communicative
approach
Communicative competence
Language techniques
Fluency and accuracy
Communication skills
Autonomous learning
Linguistic interaction
Role plays
Role play activities
Role-play simulation
Discussions
Communication games
Prepared Task
Operationalization of Variables Elaborated by: Carmen Ayala Carvajal (2018)
Table 1
43
POPULATION OR SAMPLE
"Population consists of the total of people or members involved in the
research" (Guffante, Guffante, & Chávez, 2016 p.93), while the sample is a
little part or section from the population" (Guffante, Guffante & Chávez, 2016,
p.93) The José Herboso school has two eighth-grade courses in its facilities:
eighth A and eighth B. During the observation stages it was possible to
identify that the eighth B had more deficiencies in oral production than the
eighth A, so this specific population was chosen for the corresponding
analysis. This sample is not more than 100 people since the total of students
of eighth B is of 30 students plus their teacher. The distribution of the
population and the sample is detailed in the following table:
: Table 2: Distribution of population and sample
ITEM POPULATION SAMPLE
Students 30 30
Teacher 1 1
Total 31 31
Source: José Herboso school 8th grade Room B Elaborated by: Carmen Ayala Carvajal (2018)
RESEARCH METHODS
"The research must be based on the scientific method, since it is a rigorous
procedure formulated logically to achieve the acquisition, organization or
systematization, expression or exposure of knowledge both in its theoretical
aspect and in its experimental phase" (Guffante, Guffante & Chávez, 2016,
p. 88).
Inductive method. - The inductive method starts from the analysis
and observation of a particular case of reality, from which conclusions
of a general nature are obtained. Data are collected, variables are
categorized and hypotheses are tested. This method is used in
44
descriptive, correlational, ethnographic and action research studies
(Guffante, Guffante & Chávez, 2016).
Deductive method. - “The deductive method is the Reasoning that
makes it possible to establish predictions from the general to explain
the particular", (Guffante, Guffante & Chávez, 2016, p.89).
Inductive-deductive. - This research is inductive deductive given
that in this investigation the particular problem of the poor performance
of the oral production of the students of eighth grade B of the José
Herboso school was detected, based on a general observation of the
facts and these same events as a result deficiency in the oral
production of the students.
Historical Method. - For Martinez & Rodríguez (1999) "It consists of
knowing the object or phenomena through time and its historical
development ", (p.4).
Logical method. - "It reproduces in the theoretical plane the essence
of the object of study, investigating the general and primordial laws of
its functioning and development", (Martinez & Rodríguez, 1999, p 4).
Historical – Logical. - In this study, the logical and dependent
variables have been logically related and it has also been proposed to
investigate how and when the problem started up to now, since the
problem of low oral production of students due to the lack of strategies
and motivation is not from now on but it's been a long time ago.
45
TECHNIQUES OF INVESTIGATION
To know the current state of the two variables and obtain the data, two
research techniques were used directly from the source: the observation
and the survey.
Observation. - It is a technique that allows researcher to see a
natural event or phenomenon and book the information to analyze them.
The researcher is focused on what he wants to investigate and what he
wants to do, which implies to be careful" (Diaz, 2010, p.7). Therefore,
observation can be defined, as the systematic use of our senses in the
search of the data we need to solve a research problem. Through
observation we can identify the problem of low oral production by
observing the teaching and motivation that the teacher gives to the class
of English and noting the reaction of the students to the class.
Survey. - The survey is a cautionary of questions that is made in
order to obtain statistical data about some aspects of the study
population. The technical is used to obtain a quantitative report of the
investigation. Research by survey is defined as "the collection of
information from a sample of individuals through their answers to
questions", Check & Schuttas (as they are cited in Ponto, 2015, p. 1).
Survey characteristics. - There are two characteristics of the
survey: the questionnaire’ and the sampling. Questionnaires: consists
of a series of predefined questions in order to obtain individual
information. Sampling: is a selected subgroup of the population to
answer the survey questions; the information collected can be
generalized to the entire population of interest. The students of eighth
grade B were surveyed with 10 questions through which the data were
obtained to inform the researcher about the conditions related to the
46
research variables, in order to have quantitative data, which were
analyzed statistically.
INSTRUMENTS OF INVESTIGATION
In the present investigation at the time of choosing the research
instruments, the important aspects of the research variables were
considered, as well as obtaining reliable data, for which the following
instruments were used: the observation guide, and the survey questionnaire.
Observation Guide. - In order to make a scientific observation, the
observation guide is used, which is an instrument of the investigation,
the guide is applied when observing the English class. The
researcher observes how the English class develops and annotates
in the guide of observation of the most important aspects of the class,
such as the teaching-learning process This observation guide was
composed of 5 statements related to the methodology used at the
time of giving the English class, with spaces to mark positive or
negative and space to add information to the observation.
Survey Questionnaire. - For this research a survey was made
composed of 10 questions directed to the students of eighth grade B.
The questions were focused on the two variables as in the proposal,
using the Likert scale.
47
ANALYSIS AND INTERPRETATION OF RESULT Observation Analysis
OBSERVATION GUIDE On the next observation sheet, mark with "x" the observation or observations that you think are correct 1. How does the teacher begin and end the class? a) Topic
b) Topic development
c) Topic control
d) Ask questions of the topic to the students so that they respond
Additional Information
_____________________________________________
2. How does the teacher give instructions?
Mother tongue L1 Mother tongue L1+L2 foreign language
L2
Additional Information
_____________________________________________
3. What role does oral expression play in the English class?
High Medium Low
Additional Information
_____________________________________________
4. How do the student usually work in the class?
Indinidually in pairs in group
Additional Information
_____________________________________________
5. How many activities that motivate and develop the oral expression
of students are practiced in the English class?
some few any
Additional Information
______________________________________________
48
In this investigation the observation guide is used to determine the
problem of the investigation. It was started by observing the development of
the class step by step.
In first place at the moment the teacher starts the class asks the
students to open the English book A1 in the page that was the previous day.
Then the teacher begins revising what the previous class did. Then, he
explains the new class and then tells the boys if they understood the class.
Some students answer that if and others do not say anything. Then the
teacher asks five volunteers to the blackboard and they make some
mistakes because they don't understand the question of the book. When the
teacher calls three students to read, they read too slowly and with many
errors of pronunciation. Finally the teacher asks the students to perform the
exercise that is in the book. Then the teacher goes for each row correcting
them. The teacher has a good English level but the explanation he gives it
in Spanish because the students do not understand if he speaks only in
English.
Classes are generally repeated in the same way without activities
that develop the ability to speak the language. There aren’t role games to
teach English, which would make the class more pleasant. Ludic activities
and class participation are likely as group activities and visual audios that
allow them to be more participatory and expressive to speak English. In the
observation it was noted that the bad pronunciation is due to their not
performing interaction activities as drams where they can develop
vocabulary and develop the oral production.
49
LIKERT MODEL QUESTIONNAIRE
Choose a single option for the following questions and mark with a (x) the
box that you consider corrects according to your opinion
1) I feel motivated in English class.
2) I am learning English easily.
3) I like to participate in the English class.
4) I am improving my oral production in
English every day.
5) I can introduce myself and give greetings
in English.
6) I feel prepared to speak small dialogues in
English.
7) I can say my daily routine.
8) I think there should be Role-plays in
English class.
9) I think I would learn to speak better in
English simulating my favorite actor.
10) I would like to sing in English because
that helps me in my pronunciation.
A
gre
e
N
eutr
al
S
tro
ng
ly
D
isag
ree
D
isag
ree
S
tro
ng
ly
Ag
ree
LIKERT SCALE
50
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 3: students and percentage in the survey
Graphic 1: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
The majority of the students responded were neutral or indifferent to the
question if they feel motivated in the English class. It proves that they need
activities that motivate them in the English class and techniques that
develop the oral production.
17%27%
33%
17%7%
100%0
10
20
30
40
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
Item Nº 1: I feel motivated in English class
STUDENTS
PORCENTAGE
I feel motivated in English class.
CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 5 17% Agree 8 27%
ITEM Neutral 10 33%
Nº 1 Disagree 5 17%
Strongly disagree 2 7%
Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
51
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 4: students and percentage in the survey
Graphic 2: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
In this statement, most of the students answered that they disagreed, which
demonstrates that they are not learning English easily, but also they have
had difficulties to understand the language and the classes have become
monotone. This allows seeing that it is necessary to implement activities
that motivate them to learn English.
10%13%
27% 30%20%
100%0
10
20
30
40
STRONGLY AGREEAGREE NEUTRAL DISAGREESTRONGLY DISAGREETOTAL
Item Nº 2: I am learning English easily
STUDENTS
PERCENTAGE
I am learning English easily. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 3 10% Agree 4 13%
ITEM Neutral 8 27% Nº 1 Disagree 9 30%
Strongly disagree 6 20% Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
52
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 5: Students and percentage in the survey
Graphic 3: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
In this item, more than 30% of the students showed disagreement or were
not interested in participating in classes. This is due to the lack of oral
practice of English. This indicates that the oral expression of English has to
be developed with techniques that stimulate oral expression in the students.
I like to participate in the English class. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 1 3% Agree 3 10%
ITEM Neutral 10 33% Nº 1 Disagree 9 30%
Strongly disagree 7 23% Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
3% 10%
33% 30% 23%
100%0
10
20
30
40
STRONGLY AGREEAGREE NEUTRAL DISAGREESTRONGLY DISAGREETOTAL
Item 3: I like to participate in the English class
STUDENTS
PERCENTAGE
53
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 6: Students and percentage in the survey
Graphic 4: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
In this declaration, 33% totally disagree. Thus, they ratified that they are not
improving their oral production so they need to improve it with role plays or
stimulatory activities.
I am improving my oral production in English every day, CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 2 7% Agree 3 10%
ITEM Neutral 5 17% Nº 1 Disagree 10 33%
Strongly disagree 10 33% Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
7% 10% 17%
33% 33%
100%0
10
20
30
40
STRONGLY AGREEAGREE NEUTRAL DISAGREESTRONGLY DISAGREETOTAL
Item Nº4: I am improving my oral production in English every day
STUDENTS
PERCENTAGE
54
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 7: Students and percentage in the survey
Graphic 5: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
To this statement, 40% of the students said they strongly disagree. That is
to say that most of the students do not know how to introduce themselves
or give greetings in English. This is unfortunate since it is important that they
learn how to introduce themselves and how to give greetings in English for
which they need the basic vocabulary so that they can do it effectively.
I can introduce myself and give greetings in English. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 2 7% Agree 2 7%
ITEM Neutral 5 17% Nº 1 Disagree 9 30%
Strongly disagree 12 40% Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
7% 7%17%
30% 40%
100%0
10
20
30
40
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
item 5: I can introduce myself and give greetings in English
STUDENTS
PERCENTAGE
55
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 8: Students and percentage in the survey
Graphic 6: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
To this question, 27% said they did not agree. They are aware that they are
not preparing to speak English and it is for this reason that they need to
practice small dialogues that will help them to and develop oral English
production.
I feel prepared to speak small dialogues in English. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 4 13% Agree 5 17%
ITEM Neutral 6 20% Nº 1 Disagree 8 27%
Strongly disagree 7 23% Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
0
10
20
30
40
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
item Nº6 : I feel prepared to speak small dialogues in English
STUDENTS
PERCENTAGE
56
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 9: students and percentage in the survey
Graphic 7: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
In this statement, 33% of the students did not agree. That is, a large part of
the students cannot say their daily routine in English, so it is necessary to
implement the daily routine in class activities to improve oral expression.
I can say my daily routine. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 5 17% Agree 6 20%
ITEM Neutral 4 13% Nº 1 Disagree 10 33%
Strongly disagree 5 17%
Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
17% 20% 13%33%
17%100%
0
10
20
30
40
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
Item Nº 7 : I can say my daily routine
STUDENTS
PERCENTAGE
57
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 10: students and percentage in the survey
Graphic 8: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
50% of the students agreed that they would like to be taught English with
games. That is why Role-play should be incorporated as an English
language learning strategy and to develop oral fluency.
I think there should be Role-plays in English class. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 15 50% Agree 10 33%
ITEM Neutral 3 10% Nº 1 Disagree 1 3%
Strongly disagree 1 3%
Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
50%
33%
10% 3% 3% 100%0
10
20
30
40
STRONGLY AGREE AGREE NEUTRAL DISAGREESTRONGLY DISAGREETOTAL
item Nº8 : I think there should be Role-plays in English class
STUDENTS
PERCENTAGE
58
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 11: students and percentage in the survey
Graphic 9: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
Most of the students agreed with this item. Since they are familiar with their
favorite hero or actor, they would like to interpret them in English. This can
be done by implementing simulation plays and drama.
I think I would learn to speak better in English simulating my favorite actor. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 16 53% Agree 10 33%
ITEM Neutral 2 7% Nº 1 Disagree 1 3%
Strongly disagree 1 3% Total 30 100% Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
53%
33%
7% 3% 3% 100%0
10
20
30
40
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
Item nº9: I think I would learn to speak better in English simulating my favorite actor
STUDENTS
PERCENTAGE
59
ANALYSIS OF THE SURVEY
Sample: 30 Students 8th Grade “B”
Table 12: students and percentage in the survey
Graphic 10: Students and percentage in the survey
Source: Survey students Eight-Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
This would be a strategy that could also be incorporated into classes as a
strategy to motivate students to learn the language and at the same time
improve their pronunciation of the English language.
812
53 2
30
27% 40% 17% 10% 7% 100%
0
5
10
15
20
25
30
35
STRONGLYAGREE
AGREE NEUTRAL DISAGREE STRONGLYDISAGREE
TOTAL
STUDENTS PERCENTAGE
I would like to sing in English because that helps me in my pronunciation. CODE CATEGORY STUDENTS PERCENTAGE
Strongly agree 8 27% Agree 12 40%
ITEM Neutral 5 17% Nº 1 Disagree 3 10%
Strongly disagree 2 7%
Total 30 100%
Source: Survey students 8TH Grade “B” at José Herboso School Elaborated by: Carmen Ayala Carvajal (2018)
60
CHAPTER IV
THE PROPOSAL
DESIGN OF A HANDBOOK WITH MOTIVATIONAL ACTIVITIES TO
DEVELOP ORAL PRODUCTION
JUSTIFICATION
A diagnosis to the population was performed, to whom the proposal
is addressed. Through techniques as the observation of the class and of a
survey carried out by the students, the data that was obtained helped to
prepare the proposal. The diagnosis allowed to identify the deficiencies of
the oral production in the students and the need to give a soon solution. It
was known through the observation that the classes are monotone and
repetitive. The teacher depends only on the textbook and most of the time
he speaks in Spanish, his mother tongue. Also, there are very few activities
that develop the oral production and the fluency of the language.
Through the survey we could see that students have little motivation
to learn the language as their comprehension is difficult, whether for lack of
vocabulary, or because they are not enabled to speak in English. This
demonstrates the need to implement techniques of learning about oral
production such as role-plays, dramas, simulation etc. The proposal is a
pedagogical help manual for teachers with activities and techniques that
allows students to develop the oral production and at the same time
motivate the students to learn the English language more fluidly.
This will not only benefit the students but also the parents and the
society given that by having this tool they will be able to perfect themselves
61
in the English language. This will serve them in their future profession which
will benefit their families and the community.
GENERAL OBJECTIVES
To promote the development of oral production in English of students
through activities such as role-plays and dramas that help them
improve language fluency.
SPECIFIC OBJECTIVES
To develop oral production in students through situations of real life
and role plays
To develop the pronunciation of students through drama and la
personification of characters
To evaluate overall fluency of students
DESCRIPTION OF THE PROPOSAL
This proposal is an educational manual based on the constructivist
model that affirms that the student acquires his own knowledge through his
own experience. This is what happens when we implement game roles,
simulation dramas and other activities such as learning techniques of a
foreign language in which the teacher becomes a guide for the student. In
this way, students have the opportunity to experience English language
learning on their own.
The linguistic aspect of this proposal is that the students learn the
English language by relating the context of words and dialogues with real
situations. Using verbal and non-verbal language, that is, gestures or signs
that will help you better understand the expressions of the language.
62
To carry out this manual, we take into account the textbook of the
Ministry of Education for this level and the requirements of the level of
competence of the Common European Framework of Reference for
Languages. The manual consists of 6 lessons and each lesson is developed
as a couple through dialogues and role plays with situations that may arise
in real life. The proposal also indicates that the teacher starts the lesson
with a warm-up activity, present the role play that is going to be carried out
and present the students in pairs that will participate. The manual also
includes a vocabulary of words related to each activity.
Finally, the teacher will evaluate the language fluency of the students
in each situation. This proposal is didactic, since it implies the active
participation of the students, who will participate in daily activities that are
carried out in real life through games and dramas that allow them to
understand and relate thought to action, and the development of oral
production and fluency of the language.
The proposed activities are within a framework of moral and ethical
values. Since the student who learns a language is in contact with a culture
different from his, this allows him to know and respect other cultures, as well
as to promote tolerance and respect for others.
63
CONCLUSIONS
The author of this proposal concludes that this proposal was
designed in accordance with the two variables of the investigation:
motivation and oral production.
The content of the proposal complies with the parameters of the
ministry of education and the international theoretical framework for
the teaching of the English language and it is in accordance with the
level of competition of these students.
Through the roles dramas and simulation judges the students will
develop the English language fluidity that is what the research is
proposed.
Through group activities, students will develop empathy and
coexistence between them what will stimulate in the learning of the
language.
Through representations of situations of the daily life, they will be
found motivated by applying the language English to real life.
64
RECOMMENDATION
It is necessary to implement techniques that develop oral production,
such as: role-playing, simulation, dramatic art, because in this way it
will be more fun to learn a foreign language
The teacher should provide a comfortable and harmonious
environment in the classroom, so students will be comfortable and
relaxed to learn the language
It is recommended to promote group activities: how to simulate
situations of everyday life that they can apply in their daily life such
as: going to the movies, going shopping, going to a restaurant, etc.
It is advisable to develop activities that motivate students to learn to
sing, and dramatize their favorite American actors and singers in
English. This will motivate them to learn the language and at the
same time improve their pronunciation and their oral production of
the English language.
It is important that the activities focus on the daily life. In this way, the
student will integrate the thought to the action which will develop the
language fluency favorably.
65
REFERENCES
Bonetto, V., & Calderon, L. (2014) La importancia de atender a la
motivación en el aula. Universidad Nacional de Río Cuarto,
Argentina, Retrieved from www.recursos de Psicología y
Educación.PDF
Diaz, L. (2010) La observación. Universidad Nacion al Autónoma de
México.
Domínguez, J. (2015) Manual de Metodología de la Investigación Científica.
Universidad Católica Ángeles Chimbote, Perú.
Fernández, M. (2008) “Mejorar la Producción Oral de Estudiantes de Inglés
como Lengua Extranjera en el Centro de Idiomas de UABC-
Tijuana”. Facultad de idiomas de UABC Tijuana. Mexicali, B.C
Guffante, T., Guffante, F., & Chávez, H. (2016) Investigación Científica.
González, D. (2009) Estrategias de aprendizaje para el desarrollo de la
producción oral en la Licenciatura en Lenguas Modernas de la
Pontificia Universidad Javeriana. Pontificia Universidad Javeriana
Facultad de Comunicación y Lenguaje Licenciatura en Lenguas
Modernas Bogotá.
Hernández, S. (2008) El modelo constructivista con las nuevas tecnologías:
aplicado en el proceso de aprendizaje, P- 26- 35, Universidad
Oberta de Catalunya Barcelona, España
Luna, A. (2014) El enfoque comunicativo inmerso en el aprendizaje del
idioma inglés en ciencia de la computación, Universidad de
Oriente, Santiago de Cuba, P- 548-558, Retrieved from Articulo
Martínez, R, Pérez y Rodríguez, E. (2000) Manual de Metodología de la
Investigación Científica, Retrieved from www.sld.cu/galerias/pdf
Mesa-Gresa, P. & Gonzales, L. (2017) Estudio de la motivación y la
implicación en el aula como variables predictores del rendimiento
académico en estudiantes universitarios. Universidad de Valencia,
España.
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Morales, F. (2014) Conozca 3 tipos de investigación, descriptiva,
explorativa, explicativa, Retrieved from www.Research.jpg
Naranjo, M. (2009) Motivación: perspectivas teóricas y algunas
consideraciones de su importancia en el ámbito educativo. Docente
de Escuela de Orientación y Educación Especial Universidad de
Costa Rica San José, Costa Rica. Tomado de Diccionario de la Real
Academia Española (RAE) en su tercera acepción. Revista
Educación.
Núñez, J., Pérez, M., Molero, J., Gázquez, L. Martos, A., Barragán, M. &
Márquez, S. (2017) Temas Actuales de Investigación en las Areas
de la Salud y la Educación, Universidad del País Vasco, Retrieved
from www.researchgate.net/.../Percecao-da-aprendizagem-online-
no-ensino-superior
O’Malley, P. (1990) Strategies to Promote Oral Expression, Compass
Educational Services, LLC, Retrieved From
www.compeducational.com
Peralta, W. (2016) Articulo “Estrategias de enseñanza aprendizaje del
inglés como lengua extranjera”, Universidad APEC, Colegio
Dominicano De La Salle Retrieved from Revista vinculación
Ponto, J. (2015) Comprensión y Evaluación de la Investigación de la
Encuesta. Journald of the advance ractitioner in Oncology.
Raphael, L. (2009) Desarrollo cognitivo de las teorías de Piaget y Vygotsky,
Universidad Autónoma de Barcelona
Sànchez, C. (2018) Estrategias Didácticas del Método SGAV en el
Desarrollo de Destrezas Comunicativas en el Idioma Inglés para
Educación Básica Media. Universidad Católica. Retrieved from
www.ucipfg.com
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BIBLIOGRAPHY
Alfaro, J. & Gómez, L. (2015) Complejidad, precisión y fluidez en el desempeño
oral de aprendices con distintos niveles de proficiencia en inglés como
L2. Dirección de Postgrado Facultad de Humanidades y Arte, Universidad
de Concepción, Chile.
Araya, L. & Pedreros, M. (2009) Análisis de las teorías de motivación de
contenido: una aplicación al mercado laboral de chile del año 2009.
Facultad de Economía y Negocios de la Universidad de Chile.
Bañuelos, C. (2013) Un estudio sobre la producción oral del idioma inglés.
Facultad de Idiomas UABC Tijuana México, PDF
Kuśnierek, A. (2015) Developing the Students’ speaking Skill through Role-Play.
World Scientific News, PDF
LOEI (Organic Law of Intercultural Education) (2013) article 2 paragraph “a”
Méndez, L., Hinojosa, G. & Torres, D. (2014) Estrategias de aprendizaje y
motivación en universitarios de modelos educativos distintos.
Núñez, J. (2009) Motivación, aprendizaje y rendimiento académico. Universidad
de Oviedo.
Ospina, J. (2006) La Motivación, Motor Del Aprendizaje. P-158, Universidad del
Rosario Bogotá, Colombia, Revista Ciencias de la Salud ISSN: 1692-
7273 [email protected] Universidad del Rosario Colombia
Peña, M., and Onatra, A. (2009) Promoviendo la Producción oral a través
del enfoque de aprendizaje basado en tareas, P. 11-26, un estudio en una
escuela secundaria pública en Colombia
Pérez, C., and Manjarrez, P. (2017) the Influence of the Role Play in the Oral
Expression of the English Language. Universidad de Guayaquil.
Pérez, E. (2018) Motivación y rendimiento académico en alumnos de 1er.
semestre de la licenciatura en psicología de la UNICACH. Universidad
de Ciencias y Artes de Chiapas
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Ruiz, M. (2015) Soporte de autonomía y motivación en educación consecuencias
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68
A N N E X E S
69
ANNEXES
ANNEX I:
DOCUMENTS
ANNEX I
ASSIGMENT OF THE TUTOR
LETTER OF REQUEST TO CARRY OUT THE THESIS PROJECT IN THE
EDUCATINAL INSTITUTION
77
ANNEX II:
RESEARCH INSTRUMENTS
ANNEX II
THE OBSEVATION GUIDE
THE SURVEY
SURVEY OF STUDENTS OF 8TH GRADE
OBSERVATION GUIDE
80
ANNEX III
ANNEX III:
PHOTOGRAFIC
EVIDENCES ANNEX III
BASIC EDUCATION SCHOOL FISCAL “JOSE HERBOSO”
Instalaciones de la Escuela de Educación Básica JOSE HERBOSO
Fuente: Escuela de Educación Básica Elaborado por: Carmen Ayala Carvajal, 2018
INTERVIEW AND DELIVERY OF DOCUMENTS TO THE DIRECTOR OF
THE EDUCATIVE INSTITUTION
Entrega de la carta para realizar el proyecto de tesis en la Escuela de Educación Básica JOSE HERBOSO; Directora de la Escuela Msc. Marieta Dávalos Moscoso
Fuente: Escuela de Educación Básica Elaborado por: Carmen Ayala Carvajal, 2018
MEETING WITH THE ACADEMIC TUTOR LIC. JOSÉ MIGUEL
CAMPUZANO, MSC.
Supervisión semanal de Tesis de grado, 2018. Tutor Msc. José Miguel Campuzano.
Fuente: Escuela de Educación Básica Elaborado por: Carmen Ayala Carvajal , 2018
SURVEY OF STUDENTS OF 8TH GRADE
Encuesta a estudiantes de los octavos grados, 6 de Noviembre, 2018
Fuente: Escuela de Educación Básica Elaborado por: Carmen Ayala Carvajal, 2018
Encuesta a estudiantes de los octavos grados, 6 de Noviembre, 2018
Fuente: Escuela de Educación Básica Elaborado por: Carmen Ayala Carvajal, 2018
86
ANNEX IV:
HANDBOOK WITH MOTIVATIONAL ACTIVITIES TO DEVELOP ORAL PRODUCTION
WIT ANNEX III
ANNEX IV
TABLE OF CONTENTS
UNIT PREPARATION PROCEDURE EXTENDED PRACTICE
OBJECTIVE OF THE CLASS
PAGES
Activity 1
In your free time strategy
Motivation: REVOLT BASKET Presentation:
To identify each activity.
Practice: Apply the strategies
Production: Use the talking parrot strategy for the activity
•To review vocabulary related to free activities. •To develop the oral production
1
Activity 2
Social strategy
Motivation: HANGMAN Presentation:
•Students will review the vocabulary of places of the city.
Practice: •Correct use of the vocabulary of clothes.in real situations. •Active development concerning doing the vocabulary of clothes.
Production: •Students identify new words. • Do a debate.
•To identify the new meaning of the words •To get students to have the ability to use new vocabulary in real situations. •To reinforce vocabulary learned as it becomes a fact experiential.
6
Activity 3 Cognitive Strategy
Motivation: Mimic Game Presentation: • Write a great number of words in different categories in a box to show students.
Practice: •The student must locate each of the words according to the relevant category.
Production: • Guessing the actions being undertaken using the vocabulary learned using the words in the box.
Identify the meaning of vocabulary words through the strategy of grouping words.
10
Activity 4
Alphabet Soup
Strategy
Motivation: Ask students to be fixed around, objects and their partners. Then by means of a known example of the countable and uncountable nouns , you must show at least the countable and uncountable nouns Presentation:
Practice: • Tell the students locate the pictures according to the prepositions of place.
Production: • Students know and learn about the countable and uncountable nouns. In addition, they will be able to structure and not just to say sentences but to write sentences.
•Develop oral communication by
introducing into sentences the countable and
uncountable nouns
14
•Look at the pictures and label them with the correct the countable and uncountable nouns
Activity 5
Famous
characters tree
strategy
Motivation: WHO IS SIMILAR TO ME? Presentation: Identify the characters of tree
Practice: •Ask ahead of famous characters photos of students. •Identify the meaning. •Use the technique of collage.
Production: •Make a collage of your famous characters •Use the round table strategy for the activity.
•To recognize famous characters •To practice Speaking about the vocabulary of famous characters •To know the importance of family.
19
Activity 6
Cognitive Strategy
Motivation: Simon says Game Presentation: • Write a great number of words in different categories in a box to show students.
Practice: •The student
must locate
each of the
words
according to
the relevant
category.
Production: • Guessing the actions being undertaken using the vocabulary learned using the words in the box.
Identify the meaning of vocabulary words through the strategy of grouping words.
23
1
Objective of the class:
To review vocabulary related to free activities.
To develop the oral communication.
Motivation: 5 min.
REVOLT BASKET
All students participate from their chairs. The coordinator (teacher)
is the center, standing.
Development: When the coordinator at any point says,
"Pineapple", the partner on his/her right must respond. If you say:
"Orange", it should be the name that is on your left. If you make a
mistake or it takes longer than three seconds to answer, turn to the
coordinating center and takes his place.
2
At the moment "basket Revolt" stated, all seats change. (The one
in the center, should use this to occupy one and let the other partner
center).
Presentation: 5 min.
Task 1:
Previously you should make labels to identify each activity.
Watch TV Go to the movies Play video games
Listen to music Read Surf the internet
Play an instrument Go shopping Do play sport
Spend time with the family
Go out with friends Study
Place pictures of free time activities.
3
4
Ask students to observe the pictures and tell them to choose the
word that corresponds to each of them.
Task 2:
Encourage students to repeat each word. Then elicit them
to spell the words of the activities of free time.
Practice: 10 min.
5
Task 1:
1. Explain to students that will participate in the vocabulary, tell the
steps of strategies for implementation.
2. Organize the class to implement the strategy.
Production: (15 min)
1. Organize the class into pairs, then use the talking parrot strategy
for the activity.
2. Ask students to observe the images to describe each of them.
Using the vocabulary, tell students to speak English all the time
regardless of whether it makes sense or not.
Oral Assessment: (5 min)
In order to affirm the understanding, tell students to prepare a short
dialogue about the activities they perform in their free time.
6
Objective of the class:
To identify the new meaning of the words
To get students to have the ability to use new vocabulary
in real situations.
To reinforce vocabulary learned as it becomes an
experiential fact.
Motivation: 5 min.
HANGMAN
1- Put on the board a picture of a man with a rope.
2 Put on the board counting how many horizontal lines-letters is the
word that students try to guess.
3- Ask students to come up with letters. If the letters do not match
choking man go, students have five opportunities.
7
5. Students identify the meaning of new words that are within a
given frame, with this strategy they can put graphics in the right way.
6. Have students guess what word is hidden in this game by
selecting one by one the letters that compose it. If you select the
letter is in the word, it will appear in their proper place; if not, a part
of the picture of a hangman appears. If the figure hangman is
completed before the word you discover an error accumulates; if
you can discover the whole word before this happens, you
accumulate a success.
Presentation:
1. Then they tell students to observe the pictures about the clothes
and ask them to choose the word that corresponds to each of them.
2. Students will be able to identify the vocabulary of clothes.
8
9
Practice:
1. Participation in their personal activities.
2. Correct use of the vocabulary of the clothes in real situations.
3. Active development concerning wearing in this clothes in
different seasons.
Production: 15 min
1. Ask students to identify new words.
2. Divide the class into groups of a maximum of five students.
3. Ask each student group to review the clothes vocabulary
4. Explain mode as following a debate. The rules specified in a debate are:
- Each exhibitor will have a maximum of three minutes for each of its interventions.
- The procedure can be interrupted as long as the exhibitor wants and respectfully requested to come out alive more dialogue.
- The moderator will give input for each intervention and will take action where necessary.
- The debate will last up to 15 minutes.
5. The theme of the debate is: how people usually dress in winter in Ecuador and in other countries
10
Objective of the class:
Identify the meaning of vocabulary words through the strategy of
grouping words.
Motivation: 5 min.
MIMIC GAME
1. Explain the activity: guess the actions using the vocabulary the
student is performing.
2. This is the classic game of mimic, which not only allows pamper
the actions represented on the charts, but also train the oral
expression (for example: to guess the action, describing it), working
vocabulary of hobbies and talents.
3. Each hobby is printed in a booklet.
4. The first student in each row should choose one of the cards,
and with signs should try to others in your row guess what hobby
is.
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5. The row that has the most certain will be the winners.5. You can
also make a die and place it on each side of the corresponding
category, so each player to roll the dice know what type of category
will play.
Source: Eugenia Romero. Audition and Language Teacher http://blogdelosmaestrosdeaudicionylenguaje.blogspot.com/
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Presentation: 10 min.
1. Check the pronunciation with the students.
Production: 15 min
Task 1
1. Organize in pair. Each pair must make a short dialogue using the
vocabulary.
2. The student becomes familiar with the topic “You are talking to a
new friend. You are sharing your hobbies”.
3. Choose a hobby to use in your role play. Here is some
information about common hobbies.
Hobbies:
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Evaluation: 5min
1. Check the activity.
Example:
Sally: It’s good to see you again.
Mark: I know, it’s been a busy week.
Sally: Really?
Mark: Yes, I’ve been working on a painting.
Sally: Oh, you’re a painter?
Mark: No, it’s a hobby. I really like working with colors. It helps me relax.
Sally: That’s so interesting. How long have you been painting?
Mark: About six years. I learned in high school.
Sally: You must be really talented.
Mark: I enjoy it. I’d like to learn more about drawing, though. I think it will improve my paintings. What about you, do you have any hobbies?
Sally: Actually, I do. Choose a hobby to use in your
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Objective of the class:
Develop oral communication by introducing countable and
uncountable nouns.
Describe where the objects/people/places are in real
situations.
Motivation: 5 min
Explain the activity: 1. Ask students to be fixed around objects
and their partners. Then by means of a known example of
countable and uncountable nouns, you must show at least three
countable or uncountable nouns
2. Later, motivates a student to do the same as you, saying how
many students/object of a nearby companion or subject to a limit of
5 minutes using the three countable or uncountable nouns and
provide help if necessary.
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3. After this you can enter the other countable or uncountable
nouns.
Presentation: 5 min
Task 1
1. Tell the students locate the pictures according to the countable
and uncountable nouns
Task 2
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2. Encourage students to make sentences with the countable and
uncountable nouns, then they are able to express them aloud.
Practice: 10 min
Task 1
1. Tell students that will participate in the vocabulary, indicating the
steps of the strategy for better performance.
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By: Isabel Janeth Del Rosario López Mejía Source: http://englishintermediatejl.blogspot.com/p/foo.html
Production: 15 min
1. Students know and learn about the countable and uncountable
nouns. In addition, they will be able to structure and not just to say
sentences but to express in a sentences.
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2. Looking at the charts, they will be able to describe each of them,
using the countable and uncountable nouns and practice with peers
Evaluation: 5 min
1. Students practice using the countable and uncountable nouns
real classroom objects.
2. Students use the countable and uncountable nouns in short
dialogue and include the vocabulary
3. Perform a short description using the countable and uncountable
nouns.
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Objective of the class:
To recognize famous characters and describe them.
To practice Speaking about the vocabulary of personality
and values
To discuss the importance of the famous characters.
Motivation: 5 min.
WHO IS SIMILAR TO ME?
Purpose: To facilitate communication, sometimes we find it hard.
It stands out the importance of communication and personal
knowledge.
Development:
It is requested that each look to the group and see who
more like it is. As they will be motivated stopping and invite
their resemblance (who cannot refuse) to talk to see if they
actually resemble each other.
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If you become people not chosen, they are asked to
exchange pairs to see if they really are so different.
In plenary a feed-back is given where experiences are
heard and reflected very interesting.
Presentation: 10 min
Task 1
1. Tell the students to look at the famous characters tree, and
describe who they are.
2. Next, tell students to complete sentences orally with the words
of the box.
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Practice: 5 min.
1. Ask ahead of photos of students.
2. Identify the meaning of the vocabulary words.
3. Explain to students that they will make a tree in class using the
technique of collage.
Production: 10 min.
1. Tell students to work with materials as requested above: scissors,
glue, cardboard, photos, etc. (previously acquired).
2. Explain to students that they should write the names and
relationship.
3. Monitor and help if necessary for making their collage.
4. The teacher must motivate and determine the topic to be
discussed at the round table, in this case on the famous characters,
their personality and values.
5. Select a member or leader of the team can take care of inviting
people who exhibited at the round table.
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6. Each team should place their related topic to discuss collage.
7. Perform a pre-meeting with the coordinator and exhibitors to
study the development of the panel, set the order of presentation,
theme and sub-themes that would be interesting to try.
Assessment: 10 min.
Encourage students to present their work in front of the
class.
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Objective of the class:
Identify the meaning of vocabulary words through the strategy of
grouping words.
Motivation: 5 min.
SIMON SAYS GAME
1. Gather your group of players. Simon says is a simple and fun game played
by children all over the world. Although Simon says is normally reserved as a
children’s activity, people of all ages can play and enjoy the game.
Normally, all the players in Simon says remain standing for the
duration of the playing round. However, you could also play sitting
down.
2. Designate someone as Simon. Within your group of players, designate one
person to be Simon. Whoever is chosen to be Simon will then stand in front of
and face the rest of players in the group.
3. Understand the role of Simon. Simon is the leader and commander of the
group of listeners. Simon gives commands to the group of listeners. Simon’s
commands can be given in two different ways: beginning a command by saying,
“Simon says…” or simply stating the command. Simon’s goal is to eliminate as
many listeners as possible, until there is one listener remaining as the winner.
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Depending on which way the command is phrased, the group of
listeners will either obey the command, or not. Simon eliminates
listeners by having them incorrectly obey or not obey commands.
4. Understand the role of the listeners. Listeners must listen closely to what
the leader, Simon, commands them to do. If Simon gives a command by first
stating, “Simon says…” the listeners must obey Simon’s command. If Simon
gives a command without first saying, “Simon says…” the listeners must not
obey his command.
If a listener incorrectly obeys or does not obey Simon’s command,
they are eliminated from the rest of the game round, and must sit out
until another game round is started.
5. Give commands as Simon. Because you are trying to eliminate as many
listeners as you can, you should try and make your commands tricky to follow.
For example, frequently switch up when you give commands preceded with,
“Simon says…” Give your commands quickly so your listeners have to make
quick decisions on whether to obey your command or not.[6] When someone
incorrectly obeys one of your (Simon’s commands), call them out so they can
be eliminated from the remaining group of players still in the game. As Simon,
you can get creative with your commands; however, some common
commands Simon can give include:
Touch your toes
Hop on one foot.
Dance around the room
Do some jumping jacks.
Give yourself a hug
6. Obey commands as a listener. As a listener, you have to listen
and pay attention very carefully to the commands given by Simon.
Simon will try to trick you into obeying commands you shouldn’t by
giving the commands very quickly. Wait a split second before you
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go to perform a command, to think back if Simon preceded the
command by first saying, “Simon says…”
After Simon gives a command (assuming the command is
preceded by, “Simon says…”), perform the command until
Simon moves on to the next command.
If the next command is not preceded by, “Simon says…”
continue to perform or hold the previous command.
7. Start a new game. Keep playing until there is one remaining listener
left.[11] The remaining listener is the winner for the round, and becomes the
new Simon. At the start of a new game round, all the eliminated players are
back in the next game
Presentation: 10 min.
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2. Review the pronunciation with the students.
Production: 10 min
Task 1
1. The student must locate each of the words according to the
relevant category.
2. The student becomes familiar with the vocabulary that ranked in
their categories.
3. Students must work in pair and make a short dialogue using the
vocabulary life experience.
Example: HOLIDAY ON THE BEACH
Rob: How was your holiday, Tom?
Tom: It was great! I went to Málaga with my girlfriend.
Rob: Oh, nice. Was it your first time in Spain?
Tom: No, I had been to Barcelona. But that was years ago.
Rob: So what did you think?
Tom: I loved it! The beaches were beautiful. We ate a lot of fish fry, drank
beer, and had a great time.
Rob: Did you see the city, or just the beach?
Tom: Well, yeah, my girlfriend dragged me to the Picasso museum and
some other places too. I’m not really into culture like she is. But it was
nice, I guess.
Rob: You’re looking a bit sunburnt, actually.
Tom: Not sunburnt, really. I just turn red. It doesn’t hurt. How about you?
What have you been up to this summer?
Rob: Not much, really. I’ve been here working.
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Tom: No holidays yet?
Rob: Nope. I managed to get away for a couple of long weekends. But no
proper holidays yet. How’s your Spanish by the way?
Tom: Well, you remember I took that course last year. Well, I got to Spain
and it turns out I can’t understand anything! All I remembered was how to
say Cerveza, por favor and ¿Dónde está el baño?
Rob: Same thing happened to me in Italy. I was going out with that Italian
girl a few years ago, remember?
Tom: Oh yeah… Giovanna. She was hot!
Rob: She was indeed. But when she took me to meet the parents, they
spoke this dialect that sounded nothing like Italian! I spent two weeks
trying to understand them.
Tom: Yeah… well, thankfully in Málaga a lot of people speak English.
How’s Karen by the way?
Rob: She’s doing pretty well. We’re still looking for a place to live.
Tom: Ah yes. Moving in together. Big step!
Rob: Yeah, well… it had to happen someday. Time to settle down.
Tom: Yeah. Time to settle down.
Rob: Anyway, nice to have you back… Wanna go to lunch later?
Tom: Sure. I’ll come by your desk.
Evaluation: 15min
Encourage students to present their work in front of the
class.