UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
EDUCATIONAL PROJECT PRIOR TO OBTAINING THE BACHELOR’S DEGREE IN SCIENCES OF EDUCATION SPECIALIZATION: ENGLISH
LANGUAGE AND LITERATURE TOPIC:
USE OF AUDIOVISUAL TECHNIQUES TO ENHANCE SPEECH ABILITY IN EFL LEARNERS
PROPOSAL:
INTERACTIVE DIDACTIC GUIDE FOR THE DEVELOPMENT OF SPEAKING SKILLS IN THE ENGLISH LANGUAGE FOR A2 LEVEL
STUDENTS
AUTHORS
MYRKA NICOLLE OBANDO HIDALGO RUTH LEONOR ORELLANA VILLAMAR
ADVISOR
XAVIER TORRES FRERES, MSc
GUAYAQUIL – ECUADOR MARZO 2022
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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
UNIDAD DE TITULACIÓN
DIRECTIVES
______________________________ ________________________________
MSc, José Albán Sánchez MSc, Pedro Rizzo Bajaña DEAN SUB-DEAN
___________________________ ______________________________
MSc, Sara Anaguano Pérez MSc, Sebastián Cadena Alvarado DIRECTOR SECRETARY
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ACKNOWLEDGMENT
I deeply thanks to God, to the Virgin Mary because I never stopped feeling their presence in every step, I took during my university career.
At the same time, I thank to my beloved partners, Victor Obando y Sara Hidalgo who have been my biggest inspiration, for the values and examples that they have sown in me since childhood. For their support, motivation and encouraging words that allowed me to continue with this aim.
To my dear daughter who motivated me not to give up an instant since fifth semester and who has taught me to fight bravely because everything has its reward in life.
To my husband who has been part of my support and who has given me wise advices throughout my university career.
To my grandma Venus who on several occasions urged me not to give up, for believing in me and giving me all her support when I needed it. To my brothers for their help without measure and have kept me firm and focused on completing my studies. To my lovely pets Wilson y Madisson because they are an important part of my life and for their valuable company.
To my dear teachers because they have motivated me to become a passionate professional. Specifically, I thanks to the teachers who marked my university career for their experiences, treatment and advice that I carry with me: MSc. William Chenche, Mons. Jorge Zambrano, MSc. Larry Torres, Mme. Laura Echeverria, Miss Heidi Marriott and especially to MSc. Xavier Torres Freres who was our guide tutor in the project, for all his help, motivation and collaboration in the elaboration of the same.
To my Friends, from pre-university to the end of my career and to my dear bonding students in the community and pre professional practices who motivate me to do my best in the classroom.
MYRKA OBANDO HIDALGO
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ACKNOWLEDGMENT
I am overflowing with joy for all the miracles and promises that God has made and fulfilled in my life during all these years of university career. I feel the happiest person and there is only gratitude in my heart for the excellent parents I have, you are my main motivation. Thanks Segundo Orellana and Marisol Villamar are my heroes, thanks for supporting me and being the first to believe that, in me there is a lot of potential. Thank you to my brothers and nephews for filling me with more life and happiness you only make my life more fun. Thank to my friends for celebrating with me and crying with me, God gave me the best friends of the world, thanks especially to you Liliana. I also want to honor Myrka Obando for being the main support of this project, I will always say that you are a genius. Thanks to my teachers for their patience with me and for the words of encouragement that have marked my life, I love them. And finally, I will say again to "God be the glory".
Without him I would have achieved absolutely nothing and this achievement is addressed totally to him. God, I love you forever and ever, nothing is impossible with you.
I dedicate this project to my heavenly father, thank you for being proud of me
RUTH ORELLANA VILLAMAR
v Repository (Spanish)
ANEXO XI FICHA DE REGISTRO DE TRABAJO DE TITULACIÓN (ESPAÑOL) REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
TÍTULO: USO DE TÉCNICAS AUDIOVISUALES PARA POTENCIAR LA CAPACIDAD DE HABLA EN ESTUDIANTES DE INGLÉS COMO LENGUA EXTRANJERA.
SUBTÍTULO: PROPUESTA: GUÍA DIDÁCTICA INTERACTIVA PARA EL DESARROLLO DE HABILIDADES DE HABLA EN INGLÉS PARA ESTUDIANTES DE NIVEL A2.
AUTOR(ES) : Obando Hidalgo Myrka Nicolle Orellana Villamar Ruth Leonor TUTOR:
REVISOR: MSc. Torres Freres Xavier Humberto INSTITUCIÓN: Universidad De Guayaquil
UNIDAD/FACULTAD: Facultad De Filosofía
MAESTRÍA/ESPECIALIDAD: Carrera de Lengua y Literatura Inglesa o Francesa o Alemana o Italiana
GRADO OBTENIDO: Licenciatura en Ciencias de la Educación Mención Lengua Inglesa y Lingüística
FECHA DE PUBLICACIÓN Año 2022 No. DE PÁGINAS:
ÁREAS TEMÁTICAS Educación – Enseñanza del Idioma Inglés PALABRAS CLAVE audiovisual, recursos, guía, discurso, didáctica
RESUMEN
Este proyecto de investigación surgió en base a las falencias encontradas en los estudiantes de décimo año del colegio público “Enrique Gil Gilbert”, para comunicarse en inglés. Entre las deficiencias encontradas podemos mencionar la ausencia de recursos audiovisuales a disposición de los estudiantes, así como la poca o nula interacción y habla en el idioma inglés que tienen los estudiantes en el aula. El objetivo principal fue determinar la importancia de los recursos audiovisuales en el desarrollo de la habilidad del habla a través del análisis del comportamiento de los estudiantes y una guía interactiva para mejorar la habilidad de hablar. Esta investigación se realizó con el propósito de mejorar las habilidades orales, así como incluir nuevos y prácticos recursos audiovisuales que brinden y establezcan un ambiente favorable en las clases en línea para posteriormente también en las clases presenciales. Se utilizó un enfoque metodológico mixto, descriptivo, explicativo y fenomenológico, a través de instrumentos de recolección de datos como la observación, encuestas y entrevistas aplicadas a los estudiantes y al docente. Se evidenció que la mayoría de los estudiantes tienen dificultades para desarrollar su habla en inglés, por lo que este proyecto implica una guía didáctica como apoyo para el docente y a la vez como un gran incentivo para el estudiante. Se concluyó que Se afirma que el uso de recursos audiovisuales capta la atención de los alumnos y estos responden de manera eficiente a los ejercicios de refuerzo con palabras cortas en la lengua extranjera, pero aún no con oraciones completas
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR/ES:
Teléfono: 0959082482 E-mail: [email protected] Teléfono: 0988063483 E-mail: [email protected] CONTACTO CON LA
INSTITUCIÓN:
Nombre: Ing. Alexandra Delgado Teléfono: 2294888
E-mail: [email protected]
vi Repository (English)
ANEXE XI THESIS REGISTRATION FORM (ENGLISH) REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
TITLE: USE OF AUDIO-VISUAL TECHNIQUES TO ENHANCE SPEECH ABILITY IN EFL LEARNERS.
SUBTITLE: PROPOSAL: INTERACTIVE DIDACTIC GUIDE FOR THE DEVELOPMENT OF SPEAKING SKILLS IN THE ENGLISH LANGUAGE FOR A2 LEVEL STUDENTS.
AUTHORS : Obando Hidalgo Myrka Nicolle Orellana Villamar Ruth Leonor TUTOR:
ADVISOR: MSc. Torres Freres Xavier Humberto INSTITUTION: Universidad De Guayaquil
UNITY/FACULTY: Facultad De Filosofía
SPECIALITY: Carrera de Lengua y Literatura Inglesa o Francesa o Alemana o Italiana
DEGREE RECEIVED: Licenciatura en Ciencias de la Educación Mención Lengua Inglesa y Lingüística
PUBLICATION DATE Año 2022 No. DE PÁGINAS:
THEMATIC ÁREAS Educación – Enseñanza del Idioma Inglés KEYWORDS audiovisual, resources, guide, speech, didactic
ABSTRACT
This research project arose based on the shortcomings found in the tenth year students of "Enrique Gil Gilbert" public school, to communicate in English. Among the deficiencies found, it can mention the absence of audiovisual resources available to the students, as well as the little or no interaction and speech in the English language that the students have in the classroom. The main objective was to determine the importance of audiovisual resources in the development of speech ability through the analysis of student's behavior and an interactive guide to improve speaking skills. This research was carried out with the purpose of improving speaking skills, as well as to include new and practical audiovisual resources that provide and establish a favorable environment in online classes later also in face-to-face classes. A mixed methodological approach was used, descriptive, explanatory and phenomenological, through data collection instruments such as observation, surveys and interviews applied to the students and the teacher. It was evidenced that most of the students have difficulties to develop their speech in English, for this reason this project implies a didactic guide as support for the teacher and at the same time as a great incentive for the student. It was concluded that It is stated that the use of audiovisual resources catch the attention of the pupils and efficiently they respond to reinforcement exercises with small words in the foreign language, but not yet with complete sentences.
ATTACH PDF: YES NO
AUTHOR CONTACT: Phone: 0959082482 E-mail: [email protected] Phone: 0988063483 E-mail: [email protected] CONTACT IN THE
INSTITUTION:
Name: Ing. Alexandra Delgado Phone: 2294888
E-mail: [email protected]
vii
Authorship Declaration License ANEXO XII.- DECLARACIÓN DE AUTORÍA Y DE AUTORIZACIÓN DE LICENCIA GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO NO COMERCIAL
DE LA OBRA CON FINES NO ACADÉMICOS
FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUA Y LITERATURA INGLESA O FRANCESA O ITALIANA O ALEMANA
LICENCIA GRATUITA INTRANSFERIBLE Y NO COMERCIAL DE LA OBRA CON FINES NO ACADÉMICOS
Nosotros, OBANDO HIDALGO MYRKA NICOLLE Y ORELLANA VILLAMAR RUTH LEONOR con C.I. No. 0955887518 y 0957560634, certificamos que los contenidos desarrollados en este trabajo de titulación, cuyo título y propuesta es “USE OF AUDIOVISUAL TECHNIQUES TO ENHANCE SPEECH ABILITY IN EFL LEARNERS” y “INTERACTIVE DIDACTIC GUIDE FOR THE DEVELOPMENT OF SPEAKING SKILLS IN THE ENGLISH LANGUAGE FOR A2 LEVEL STUDENTS” son de nuestra absoluta propiedad y responsabilidad, en conformidad al Artículo 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizamos la utilización de una licencia gratuita intransferible, para el uso no comercial de la presente obra a favor de la Universidad de Guayaquil.
OBANDO HIDALGO MYRKA NICOLLE ORELLANA VILLAMAR RUTH LEONOR C.I: 0955887518 C.I:0957560634
viii
Certificate of similarity
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ANEXO XIII.- RESUMEN DEL TRABAJO DE TITULACIÓN (ESPAÑOL) FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUA Y LITERATURA INGLESA O FRANCESA O ITALIANA O ALEMANA
“USE OF AUDIOVISUAL TECHNIQUES TO ENHANCE SPEECH ABILITY IN EFL LEARNERS”
Autores: Obando Hidalgo Myrka Nicolle y Orellana Villamar Ruth Leonor Tutor: Xavier Humberto Torres Freres MSc.
Resumen
Este proyecto de investigación surgió en base a las falencias encontradas en los estudiantes de décimo año del colegio público “Enrique Gil Gilbert”, para comunicarse en inglés. Entre las deficiencias encontradas podemos mencionar la ausencia de recursos audiovisuales a disposición de los estudiantes, así como la poca o nula interacción y habla en el idioma inglés que tienen los estudiantes en el aula. El objetivo principal fue determinar la importancia de los recursos audiovisuales en el desarrollo de la habilidad del habla a través del análisis del comportamiento de los estudiantes y una guía interactiva para mejorar la habilidad de hablar. Esta investigación se realizó con el propósito de mejorar las habilidades orales, así como incluir nuevos y prácticos recursos audiovisuales que brinden y establezcan un ambiente favorable en las clases en línea para posteriormente también en las clases presenciales. Se utilizó un enfoque metodológico mixto, descriptivo, explicativo y fenomenológico, a través de instrumentos de recolección de datos como la observación, encuestas y entrevistas aplicadas a los estudiantes y al docente. Se evidenció que la mayoría de los estudiantes tienen dificultades para desarrollar su habla en inglés, por lo que este proyecto implica una guía didáctica como apoyo para el docente y a la vez como un gran incentivo para el estudiante.
Se concluyó que Se afirma que el uso de recursos audiovisuales capta la atención de los alumnos y estos responden de manera eficiente a los ejercicios de refuerzo con palabras cortas en la lengua extranjera, pero aún no con oraciones completas Palabras clave: audiovisual, recursos, guía, discurso, didáctica.
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ANEXO XIII.- RESUMEN DEL TRABAJO DE TITULACIÓN (INGLÉS) FACULTAD DE FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA DE LENGUA Y LITERATURA INGLESA O FRANCESA O ITALIANA O ALEMANA
“USE OF AUDIOVISUAL TECHNIQUES TO ENHANCE SPEECH ABILITY IN EFL LEARNERS”
Autores: Obando Hidalgo Myrka Nicolle y Orellana Villamar Ruth Leonor Tutor: Xavier Humberto Torres Freres MSc.
Abstract
This research project arose based on the shortcomings found in the tenth year students of "Enrique Gil Gilbert" public school, to communicate in English. Among the deficiencies found, it can mention the absence of audiovisual resources available to the students, as well as the little or no interaction and speech in the English language that the students have in the classroom. The main objective was to determine the importance of audiovisual resources in the development of speech ability through the analysis of student's behavior and an interactive guide to improve speaking skills. This research was carried out with the purpose of improving speaking skills, as well as to include new and practical audiovisual resources that provide and establish a favorable environment in online classes later also in face-to-face classes. A mixed methodological approach was used, descriptive, explanatory and phenomenological, through data collection instruments such as observation, surveys and interviews applied to the students and the teacher. It was evidenced that most of the students have difficulties to develop their speech in English, for this reason this project implies a didactic guide as support for the teacher and at the same time as a great incentive for the student. It was concluded that It is stated that the use of audiovisual resources catch the attention of the pupils and efficiently they respond to reinforcement exercises with small words in the foreign language, but not yet with complete sentences.
Keywords: audiovisual, resources, guide, speech, didactic
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TABLE OF CONTENTS
DIRECTIVES ... ii
Acknowledgment ... iii
Acknowledgment ...iv
Repository (Spanish) ... v
Repository (English) ...vi
Authorship Declaration License ... vii
Certificate of similarity ... viii
Table of contents ...xi
Table index ... xiii
Index of figures ... xiv
Introduction ... 1
CHAPTER I THE RESEARCH PROBLEM ... 4
Research Context ... 4
Conflict Situation ... 5
Causes: ... 6
Problem Statement ... 7
Objectives of the Research ... 7
Research Questions ... 7
Justification ... 8
CHAPTER II RESEARCH BACKGROUND ... 9
THE THEORETICAL FRAMEWORK ... 11
Dependent Variable: Speaking Skill ... 12
English Language Skills ... 12
Importance to develop speaking skill ... 15
Teaching speaking skill in efl learners ... 15
Aspects of good speaking... 17
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Difficulties that affect the production of speaking skills ... 21
VARIABLE INDEPENDENT ... 22
Audiovisual resources ... 22
Importance of audiovisual resources ... 23
Advantages of using audiovisual resources in the classroom ... 24
Disadvantages of using audiovisual resources in the classroom ... 25
Usage and types of audiovisual resources ... 25
CONTEXTUAL FRAMEWORK ... 27
LEGAL FRAMEWORK ... 28
CHAPTER III METHODOLOGY ... 35
Research approaches ... 35
Types of research ... 35
Population ... 36
Data collection methods and techniques ... 37
Instruments of Investigation ... 37
Analysis and interpretation of instruments of investigation ... 40
CHAPTER IV: TOPIC OF THE PROPOSAL ... 56
Background ... 56
Justification ... 57
Goals ... 58
Methodology ... 59
Activities ... 59
Chronogram of activities ... 84
Feasibility ... 84
Conclusions ... 86
Recommendations ... 87
REFERENCIAS BIBLIOGRAFICAS ... 89
ANEXES ... 93
xiii
TABLE INDEX
Table 2 Stratum ... 36
Table 3 Question 1 ... 43
Table 4 Question 2 ... 44
Table 5 Question 3 ... 45
Table 6 Question 4 ... 46
Table 7 Question 5 ... 47
Table 8 Question 6 ... 48
Table 9 Question 7 ... 49
Table 10 Question 8 ... 50
Table 11 Question 9 ... 51
Table 12 Question 10 ... 52
xiv
INDEX OF FIGURES
Figure 1. Theoretical Framework Process ... 11
Figure 2 Business Communication Basic concepts and skills ... 13
Figure 3 Enrique Gil Gilbert public school ... 27
Figure 4 National Foreign Language Curriculum Output Profiled ... 32
Figure 5 Question 1 ... 43
Figure 6 Question 2 ... 44
Figure 7. Questios 3 ... 45
Figure 8 Question 4 ... 46
Figure 9 Question 5 ... 47
Figure 10 Question 6 ... 48
Figure 11 Question 7 ... 49
Figure 12 Question 8 ... 50
Figure 13 Question 9 ... 51
Figure 14 Question 10 ... 52
1
INTRODUCTION
The English language, is one of the most important in the world in all areas.
Its development becomes an imperative need in the face of the potential changes that are currently being experienced. In an era in which technology advances at a high rate, simultaneously, it expanding the resources to enhance this language.
Based on the reality that is live in today concerning the Covid-19 pandemic, in the field of education, there was an imbalance experiencing abrupt changes and sudden challenges; schools became domestic schools and each institution changed its teaching methodologies. Therefore, education systems faced and implemented a new modality with the use of interactive resources through online classes.
By focusing attention on English as a foreign language, it is essential to recognize that it is employed within the classroom but in a very limited way, outside. Therefore, there are disadvantages in students when employing the competencies of this language, such as reading, writing, listening and speaking.
Speaking, for example, is one of the essential skills when acquiring a new language, since it allows active communication within an environment.
However, it should be emphasized that the traditional methodology used in many of the government educational institutions in Ecuador does not provide the necessary resources for the optimal development of this skill. It is certain that in order to encourage the acquisition and application of this competence, it becomes important to implement a multi-sensory (audio-visual) communication system to generate interest and motivation in students by linking their previous knowledge with real situations.
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This project will be developed for tenth-year students of Basic General Education in Enrique Gil Gilbert public school in the school year 2021 – 2022. To develop the search for it, the project has been divided into four chapters:
Chapter I: The Research Problem
Research context, conflict situation, problem statement, objectives of the research, research questions, justification.
This chapter discusses the conflict situation existing in the students of the tenth year in relation to the ability of speech, the general and specific objectives that guide the educational project are manifested.
Chapter II: Theoretical Foundations
Research background, theoretical framework, contextual framework, legal framework, operationalization of variables.
It contemplates in exposing the theory of various authors as well as the previous antecedents that this research has, the legal bases and definitions of terms, also formulates the operationalization of variables that define fundamental aspects and instruments to use in the research.
Chapter III: Methodology
Research approaches, types of research, population, sample, data collection, methods and techniques, research instruments, analysis and interpretation of results.
It focuses on the nature of research through methods, techniques and tools applied to a population of students and teachers in order to collect essential data or responses that help achieve research Objectives.
3 Chapter IV: Proposal
Topic of the proposal, background, justification, goals, methodology, activities, chronogram of activities, feasibility, conclusions, recommendations.
This chapter emphasizes and describes the proposal that provides a solution to the problems posed, focusing on the use of audiovisual resources to enhance oral production in tenth-year students, also exposes the feasibility, conclusions and recommendations according to level A2 under the Common European Framework.
4 CHAPTER I
THE RESEARCH PROBLEM Research Context
Teaching-learning in a globalized world is exposed to many changes, and one of them is closely linked to online classes. Private and public institutions have had to implement a virtual educational environment. In this environment, there are two objects of study, the teacher who is in charge of searching for information and creating interactive techniques, and students who can build their own learning.
This is why the use of ICT (Information and Communication Technologies) is suggested in the educational field.
However, the lack of digital tools or their inappropriate use sometimes minimizes the desire and interest to learn essential subjects such as mathematics, language, social studies, among others. On the other hand, on the learning of English as a subject, some years ago Ecuador was considered one of the Latin American countries with a poor command of this foreign language. In many cases, it was considered an optional subject. This means that some educational institutions have the power to implement it within their academic curriculum or not.
In the academic period 2016-2017 Mineduc (Ministry of Education Ecuador) established English as a compulsory subject for public and private institutions in the country from the second year of (EGB) to the third year of secondary school.
To achieve this goal, Mineduc created an exit profile with the distribution of language levels for each academic year. Therefore, it is important to note that the
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need to learn English will continue to increase, whether for job demands or for better academic opportunities.
Based on it, this research keeps its focus on strengthening the mastery of the language and enhancing speech ability in the study of English as a foreign language through audiovisual resources that facilitate its acquisition and proper development.
The school chosen to carry out this research is “Enrique Gil Gilbert” which is a public educational institution located on Victor Manuel Rendon and Escobedo streets, in the province of Guayas, canton Guayaquil, parish Garcia Moreno-Roca.
This educational campus has more than nine hundred students who link through electronic devices to online classes, but since 2020-2021 academic year due to the global pandemic there is a percentage of pupils that do not register attendance by factors such as not having internet service or having a single device for several students within the same home. This shows difficulties in learning basic subjects as well as English as a foreign language which are possible causes for such academic weakness.
Conflict Situation
The students of the tenth grade of Enrique Gil Gilbert Public School were evaluated virtually through the follow-up of 3 class hours. It could be observed, and based on this its difficulties are summarized in the following aspects:
To begin the theoretical explanation - practice is done in Spanish, which represents a disadvantage because students do not maintain a continuous practice of the language. Another aspect is related to the lack of audiovisual resources.
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Although the teacher implements good interactive activities, they are exceedingly difficult for students to perform because they are afraid of being wrong.
Another reason is that the answers are mostly in Spanish because their pronunciation is not favorable. It could also observe this fact influences the lack of vocabulary knowledge; consequently, this stops the production of short or long sentences to communicate and express their ideas in the language quickly.
In addition, the hours indicated in the curriculum of the subject and the absence of technological tools do not prioritize the acquisition of English. Finally, the last situation is that students have little confidence, shyness, and little motivation in the classroom.
In summary, it is evident that the above-mentioned facts in the educational environment hinder the production of speaking skills and do not promote the development of the basic skills needed to produce English as a foreign language.
This all means that there is a great deficiency in the production of speech ability in tenth-grade students of Enrique Gil Gilbert public school, during the academic year 2020-2021.
Causes:
Absence of audiovisual resources that encourage class participation.
Fear of being wrong, shame, and distrust to produce a conversation naturally.
Absence of didactic learning techniques concerning the context of the class.
Lack of time and space aimed at reinforcing the practice of spoken English.
Little training of the four language skills.
7 Problem Statement
How does the use of audiovisual techniques influence the development of speech ability in 10th-grade students of Basic General Education at Enrique Gil Gilbert, the school year 2021-2022?
Objectives of the Research General Objective:
Determine the importance of audiovisual resources in the development of speech ability through the analysis of student’s behavior and an interactive guide to improve speaking skills.
Specific objectives:
To determine the type of audiovisual materials to be used.
To identify different ways to implement these activities.
To design an interactive didactic guide to developing and strengthening speaking skills.
Research Questions
What does speech ability imply?
How can students improve speech ability in the classroom?
What substantial value do audiovisual resources bring to students?
How do these teaching tools facilitate learning?
What audiovisual materials are the most appropriate?
What are the benefits of using an interactive didactic guide of audiovisual resources to enhance speech ability?
8 Justification
Learning techniques in education are increasingly challenging because of the advances and technological changes that occur every day. As a result, children and young people grow up in a technological world and it has become a valuable tool in education as it helps students set their innate imagination in motion and create new and amazing things.
The audiovisual media contain a wealth of visual and auditory techniques that contribute to the teaching and learning process, facilitating a greater and faster understanding and interpretation of ideas. Therefore, these audiovisual techniques as didactic tools are important in the development of the skills and abilities of the students, not only capturing their attention but also contributing to their development.
Regarding the Public Educational Institution "Enrique Gil Gilbert" with these methods this research will bring a good reputation and prestige in terms of the quality of teaching the English language, while the progress and results of the students will be concrete and effective.
9 CHAPTER II
RESEARCH BACKGROUND
In the present investigative work, an extensive documentary search has been carried out, consulting theses, books, conceptual investigations of different authors in a theoretical or contextual way, which has meant hard work in order to obtain a detailed explanation of the variables and achieve a better understanding of these, in this investigation similar projects such as those described below have been found.
From the repositories of the University of Guayaquil, is registered the thesis of Chiriboga (2019) with the theme; "The influence of audiovisual resources on the development of English language skills". A study was conducted to determine the impact of the use of audiovisual resources on oral expression in basic education students. In this research work a mixed design with a descriptive level was applied.
The survey technique and a questionnaire were used as a tool. As the result of the project, it increases the level of speech skills in students, employing activities to promote social interaction and, consequently, oral communication. This study is related to our research work since it applies our two variables speech ability and audiovisual techniques. Indeed, the result of this project has been used as evidence and support for this research work because it promotes oral communication among students.
In the repositories of the Central University of Ecuador, it can be seen the thesis of Robalino L. & Herrera Ch. (2013) with the topic; "Impact of audiovisual teaching resources to improve the oral expression of the English language in
10
students of Basic Education of the Technical Education Unit Nueva Vida". The objective was to determine the influence of audio and video resources through strategies, techniques and methodologies to develop and improve communicative competence. For this, its worked with a population made up of a teacher and 91 students, in this project its used the technique of the survey giving results as the lack of audiovisual resources in students is very high. That is why this project presents an alternative proposal with a manual, pragmatic audio and video activities with authentic material to improve oral expression.
The above study shows the lack of audiovisual resources in educational institutions, which is why techniques and methodologies are very important in the development of communication. In short, our study is related to the solution to this great demand that exists in educational institutions.
The research work of the National University of Loja carried out by Gilmer Javier Ordóñez Procel on the subject; The audiovisual material to improve English listening skills among students of seventh year at “Municipal school Heroes del Cenepa” in the city of Loja during the 2018- 2019 school year”, this research work has as objective to increase listening skills through audiovisual resources for seventh-year students. To develop this research, descriptive, analytical, and statistical methods were used, which, together with research instruments such as observation sheets and surveys, concluded that audiovisual resources have a significant impact on the motivation of students, influencing them to make an effort for potentially developing their listening skills.
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The research mentioned above supports this research as it is related to this project in improving oral ability, message interpretation and achieving correct speech. Each of the research presented demonstrates how the use of audiovisual materials can improve the oral expression of the student in a valuable way. As they serve as significant support to reach a level of English requested.
THE THEORETICAL FRAMEWORK
To give readers an overview of the theoretical framework or also called literary review, it is relevant to expose that, this part of the research shows the conceptualization of the variables of interest: Dependent: speech ability or speaking skill and Independent: audiovisual techniques or audiovisual resources oriented to the alternative definitions proposed by various authors to compare, support and justify the relationship between the variables and make known the direction of our project. As shown in Figure 1, the elaboration of the theoretical framework entails a process, which is necessary to follow to make an organized writing.
Figure 1. Theoretical Framework Process
Authors: Obando Hidalgo Myrka and Orellana Villamar Ruth
12 Dependent Variable: Speaking Skill English Language Skills
Developing and mastering the 4 language skills is essential to making communication possible, when learning the mother tongue, the first babblings are reproduced thanks to the listening ability, then as the child grows, he or she begins to produce words giving rise to speaking ability with simple words or short sentences of easy comprehension, later begins to develop the skill of reading through stories or books to finally conceive the skill of writing. The same happens with the English language, it is known that it is a global language of communication that is very useful in many ways, in addition to opening doors for people who practice it, and by focusing this project with the use of audiovisual material, it is important to describe the skills that characterize it.
Listening skill
Nordquist (2019) states “listening is the active process of receiving and responding to spoken (and sometimes unspoken) messages”. Through this skill the ability to understand the foreign language is developed making effective communication, to produce it is essential to adapt and focus on the listening process, for this it is suggested to follow simple steps that will allow the student to receive and interpret sounds, understand the vocabulary, remember what is essential to their perception, evaluate it and eventually reproduce it.
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Figure 2 Business Communication Basic concepts and skills
Source: https://www.sfuj.edu.sa/Files/1001210/Subjects/Chapter%205%20Listeni ng%20Skills%20%20.pdf
Listening skill in speaking skill
One of the factors with greater weight in not achieving phrases of easy comprehension between the sender and receiver dates in the previous production of the sound, that is to say that there is still a constant struggle among students to pronounce words correctly that becomes difficult by not maintaining a good listening exposure, through resources such as phonetics, audios, videos, music, which help improve their listening comprehension. Competence that demands its development among students who learn a foreign language. The Center for Interamerican Studies (2017) mentions, “learning English involves all four language skills which are fundamental to speak and understand a language. These four skills are listening, reading, speaking and writing”. Through constant practice and interaction with this competence, the student will be able to communicate better.
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Speaking skill: Oral expression speaks of the ability to express oneself naturally and without barriers in a formal or informal context. Barrionuevo et al.
(2020), say “The speaker has to pronounce the distinctive sounds of a language, stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what they say”. When a new language is acquired, this skill becomes complex as there is little development of the skill in the classroom, due to the use of ineffective techniques such as: dialogue simulations, poor pronunciation, and scarcity of material resources among others that do not provide the progress of it.
Swain quoted for Nuraini (2016) states that:
Although it is widely recognized that input is very essential for language acquisition, it will not be sufficient if it is not followed by interaction and output (the language a learner produces) because the processing of comprehension is different from the processing of production, and the ability to understand the meaning conveyed by sentences differs from the ability to use a linguistic system to express meaning. (p.8).
Therefore, since speaking English today is a necessity, it is essential to include certain techniques that strengthen the production of it.
When input is negotiated and learners produce output in interaction, they selectively “take in” portions of comprehensible input and choose a correct linguistic form to express themselves. This process makes it possible for the learners to internalize what they have learned and experienced. (Nuraini, 2016, p. 9).
15 Importance to develop speaking skill
Students who are fluent in speaking skills have a greater advantage, not only in education but also in work, studying a new language as a foreign language can be challenging.
This skill is as important as the others. When you have words read, ideas written and thoughts heard, all you need is to express- your speaking skill.
What you speak will determine the expressiveness in you. Speaking has many masks- public, friendly or academic contexts are few from the lot.
Each context has the same need for the skill. (Manaj, 2015, p. 31)
However, daily practice may suggest a significant change in language teaching-learning by leveraging the resources of the digital age. “They also noted that students prefer that their teacher organize visual elements such as pictures or animated pictures, graphics, clip-charts, pie-charts, barcharts, or tables in their PowerPoint presentations” (Hasan et. al. 2020, p.19)
Kilickaya & Karjka quoted by Hasan, et. al. (2020tg) states “Presentations through multimedia ensure learners’ autonomy and provoke motivation among the learners while learning English outside the classroom”
Teaching speaking skill in Efl learners
The classroom is so far the only area where students of English as a foreign language can make use of their language skills, which generates the importance of developing as much as possible their verbal skills significantly. In spite of this, speaking skill is not one of the skills that takes more relevance in the classroom which generates deficiency in the communicative skills of the students.
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Oral language learning can improve student’s ability in speaking skill through interaction. Because when we speak, we need the second speaker or receiver, this situation makes the interaction happened. Through interaction, oral language learning can be maximum enhancing student’s capability in speaking English. (Nuraini, 2016, p. 9).
The interaction and practice of the spoken skill is always a determining factor in the development and improvement of the student's level, it is necessary that the receiver has an active role and at the same time corrects his interlocutor.
Arias (2017), states that “During listening and speaking activities, the teacher's role is important not only in planning and performing the activities, but also in providing appropriate feedback that motivates students' language use” On the other hand, strengthening language practice and improving interactive oral communication among participants is essential. Lara et. al. (2020) say “Thus, an imperative need was identified to utilize educational technology and take advantage of its endless potential to solve educational problems across all domains and in particular, to enhance communication skills, which must be a focus of language teaching”
“By using appropriate methodological strategies, it is possible to create different activities that promote the development of both written and oral skills”.
(Lara et. al. 2020). Based on both theories it is considered relevant to develop the following ways:
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Create a friendly and fearless class where students feel relaxed, motivated and do not feel too shy to make mistakes in order to encourage them to speak naturally.
Planning a class with several types of speaking activities: According to the age and tastes of the students so that they can feel comfortable talking freely about topics of their interest not leaving aside the educational aspect.
Creating real situations teaching students to set aside memorized dialogues, employ a simple but efficient vocabulary when communicating.
Using different materials like videos, news, images, music, slides, etc in this way the student can experience multiple ways of learning and choose the one that best suits.
“English as Foreign Language: Refers to non-native English-speaking students who are learning English in a country where English is not the primary language” (Nordquist, 2019).
English as Second Language: It is recognized as a second language because it is different from mother tongue being learned and spoken by students in a country where it is used as an official language to communicate.
Aspects of good speaking
There are certain basic and necessary aspects to consider by students when putting into practice their oral competence
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Pronunciation: is a complex area, with a lot of sub skills that can be practiced. The basic rule of thumb is that an average speaker can speak and be understood. A skilled speaker can use the sub skills of pronunciation to emphasize and make the communicative effect of their speech more impactful. The sub skills of pronunciation include: word and sentence stress, intonation, rhythm and the use of the individual sounds of a language. A good way to practice your pronunciation is to copy! Simply listen to how someone with good pronunciation speaks, and try to imitate them as closely as possible. (Binus University, 2018)
As mentioned above, pronunciation is one of the most important factors in speaking skills, since if you do not have a good pronunciation, the speaker's message can be distorted and lead to misinterpretation.
Fluency is about how comfortable and confident you are in speaking English. If you can speak for an extended period of time, that is an indicator of strong fluency. It is also about showing a clear connection between each point that you are trying to make. This skill means that the listener can follow what you are saying and does not get lost.
Vocabulary of course, if you don’t have the words to say what you want to say, then you cannot say it. Being a good speaker means constantly growing your vocabulary. The more interesting words you know, the stronger your speaking skills. The best way to grow your vocabulary is to
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read in English and make a note of any new words that you encounter in a vocabulary notebook. . (Binus University, 2018)
Fluency is the flow and efficiency with which you express your ideas, particularly when speaking. A few grammar mistakes may appear here and there in the explanation, but it should be delivered in a way that is easy to understand and shows how comfortable you are with the language.
(British Council, 2022)
Strategies to produce good speaking skill
Speaking is a crucial segment in the learning process and the most important skill that students can acquire, hence instructors provide students with activities that help strengthen their oral interaction and overcome the difficulties that arise regardless of the level of linguistic ability they possess. The use of strategies is so important to encourage the student to use phrases of clarification when they have doubts or there are misunderstandings to give their opinion on some topic and answer the questions of the instructor. Naseb (s.f.) suggested that:
Offer Permanent Speaking Practice: The more you can incorporate speaking practice into the classroom, the better. Use a variety of activities to get students talking. For example, you could have students describe a picture, compare two shapes or photos, or make a presentation on a particular topic.
To help students, allow them to prepare for speaking activities as homework.
If they practice what they're going to say, they may be more confident in class.
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Along the same lines, we can highlight that there are situations where communication is linked to predictable response patterns such as shopping in a supermarket or going to the doctor are everyday situations in which the instructor helps students to understand what they hear and be aware of what they will generate in response, motivating them to have greater confidence not only to participate in the classroom but to produce their speaking ability outside of it.
Therefore, the focus is on social interaction rather than mastering the subject. To enhance this ability, it is necessary to practice the following strategies:
Watching TV series or movies in English language in order to improve your listening skills
Learning new vocabulary or expressions: Enrich the lexicon daily from readings, to produce ideas use simple words and expressions that you can easily understand and use.
Imitate the pronunciation: Listening to a native speaker’s pronunciation and imitating it is a good way to perfect speech skills.
Learning phonetics: It is quite useful to learn about phonetics, this allows to correctly pronounce the different sounds of the language through the recognition of their symbols.
Record yourself allows students to practice pronunciation and recognize own mistakes.
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Speaking at your pace: Speaking fast is not always the way to show that you are good at this skill, you can also express your ideas in a leisurely way in which the aim is to understand the intent of your message.
Difficulties that affect the production of speaking skills
Speaking is a productive skill that involves the interaction of communication between the agents that use it but not being our official language shortens the possibilities of using it outside the educational environment.
The following difficulties are mentioned:
Inhibition
“Inhibition is a condition when students are afraid to make a mistake while they are speaking English” (Mufidah, 2017)
Nothing to say
“Students have no motive to express themselves. This factor caused by the lack motivation of the students to speak in English. They have no goal that they want to reach after they speak at mastering English” (Mufidah, 2017)
Low or uneven participation
“Only one participant can talk at a time because of large classes and the tendency of some earners to dominate, while others speak very little or not at all”
(Mufidah, 2017).
22 Mother tongue
Refers to our habitual language which people speak since childhood which is applied in the acquisition of a foreign language.
VARIABLE INDEPENDENT Audiovisual resources
(Kathirvel & Hashim , 2020) states:
Technology is ruling our world and doing many wonders in human life.
Aligning with the invasion of the Fourth Industrial Revolution, technologies are rapidly advancing in various industries, and the educational field is not exempted from embedding technology in its sector.
The use of audiovisual resources or instructional material allows students to participate in efficient classes based on real everyday situations. When we refer to audio-visual, we say that it is a multi-sensory communication system where the relationship between the senses predominates, audio associated with the sense of listening and visual associated with the sense of sight, the union of both allows the student to obtain and process information quickly increasing the possibilities of better learning. Audio-visual aids are materials with both audio and visual presentation to support teaching and learning particularly in improving comprehension and retention (Ashave & Igyuve, 2013).
To achieve a better performance, the teacher analyzes and collects the appropriate material to achieve the objectives, these resources can be used in
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various ways depending on the educational approach, the advantages of the audiovisual media are detailed below:
As points out, audio-visual aids: Help to avoid excessive, empty, and meaningless verbalization in teaching English.
Help students to form clear and accurate concepts in English.
Make teaching and learning effective.
Provide variety to teaching.
Provide interest and inspiration.
Clarify the subject-matter.
Importance of audiovisual resources
The integration of ICT (Information and Communication Technology) has improved the field of education, the acquisition of new knowledge through ICT provides people with a range of digital resources to strengthen classroom learning and in turn enhance students' skills. By associating the use of audiovisual materials with students we can indicate that a motivating environment develops with interesting practices. On the other hand, the teacher is the mediator of this knowledge and is the one who seeks and develops the best resources to be used according to the content to be taught.
In the same way it is relevant to point out that in the classroom there are students with different forms of learning, for this it is necessary to make use of
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audiovisual resources based on learning styles, of which we can mention: visual, auditory and kinesthetic..
As visual learners, students are able to process information through illustrations, pictures, newspapers, videos, slides, articles, among others, it means by sight.
As auditory learners, students are able to get information through oral presentations, dialogues, podcast, read aloud, cd among others by hearing.
As kinesthetic learners, students are able to acquire information through games, experiments, tactile resources, get outside among others by manipulating materials.
Advantages of using audiovisual resources in the classroom
Technological advances facilitate and strengthen the acquisition of learning, so the use of audiovisual resources is of great importance in classrooms. According to Paulsen (2001), the effective use of online materials may provide positive spin- offs for learners much the same as if they were immersed in the language and culture while studying abroad. For this purpose, there are some advantages of making use of audiovisual tools:
Students are more motivated in learning
Students work independently and innovatively.
Facilitating the understanding of contents more effectively
Supporting the development of listening skills.
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Disadvantages of using audiovisual resources in the classroom
The use of technologies requires time and energy so it is not right to become totally dependent. This is where teachers must measure their use by finding a balance in class planning so that audiovisual materials do not act as a distraction. It has the following disadvantages:
Online learning makes it impossible for humans to interact socially.
Students can divert their search to unnecessary web pages to display content other than the educational topic.
If there is an excess of audiovisual tools used in class, the instructor or teacher goes unnoticed.
Usage and types of audiovisual resources
Audiovisual resources bring a significant change in the classroom, create dynamic and useful spaces. Here are some of the most used audiovisual resources in the classroom:
Audio resources:
Songs. It is a good option to plan a class with the use of songs, beyond creating a dynamic environment the music helps to reduce tension in the classroom creating a relaxing environment that gives way to the acquisition of the language without forcing it or sounding monotonous. For the most part, teachers use songs to teach new tense or basically teach correct pronunciation. Music motivates learning in the classroom.
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Radio. One of the best tools to acquire expressions and colloquial language from different aspects: health, technology, culture, etc. It is recommended for all levels.
Audio-books. It is an excellent resource because it allows you to reproduce the reading of your preference according to the student’s need, in addition to increasing vocabulary and learning pronunciation.
Recordings. It allows you to focus on pronunciation errors to improve them.
Cartoons. It is a good resource that helps to acquire basic vocabulary and grammar.
Visual resources:
Videos. It is one of the most relevant media to show us different types of content, videos attract the attention of the viewer easily, at the same time that allows you to acquire relevant information on a certain topic, deepen it and generate topics for discussion that increase its learning. The videos can be used according to the needs of the educator with the content of his class, it is a sample of an interactive and effective language.
Slides. Audiovisual material that provides ordered information with main ideas accompanied by images or videos.
Films. To make use of this resource requires a long time, it is mostly employed by the teacher when it seeks to develop the critical thinking of the
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students and their capacity for analysis. It is also an excellent means to practice listening ability.
Short-films/ Sketch. They are audiovisual resources that generate impact on students and motivate them to remain attentive to the message they will offer.
Pictures. Although it is one of the most used resources by students and teachers, showing images that are related to the unit to study allows making previous inferences, that is, it offers a general idea of the topic to be addressed.
CONTEXTUAL FRAMEWORK
The research project was carried out in the Enrique Gil Gilbert public school, Zone 8, District 3, in Guayaquil city. This Institution is located in the center of the city between Víctor Manuel Rendon and Escobedo streets, parish Garcia Moreno – Roca, as shows the Figure 3.
Figure 3 Enrique Gil Gilbert public school
Source: https://m.facebook.com/profile.php?id=100063589443130
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The population is approximately 1,400 students and 30 teachers with online classes through the team´s platform, this modality is due to the pandemic. With regard to schedules, the institution has a morning from eighth to tenth of basic and an evening from fourth to sixth of high school.
The Institution also has three laboratories that unfortunately cannot be used effectively due to prevention measures by the COVID. That is why English teachers give their classes twice a week with the duration of 30 minutes. As a result, the audio-visual tools used by teachers are very scarce, using approximately 3 slides and one audio, this is due to the short time of connection and the lack of understanding of the students to the language since many of them have great difficulties for the level of the course in which they are.
LEGAL FRAMEWORK
This educational project supports its development in the legal framework through documents that express the rights, obligations and guarantees in which Ecuadorian citizens have access, based on the national articles that correspond to the Ecuadorian constitution, Curriculum of the levels of compulsory education, Organic Law of Intercultural Education (LOEI), and the International Standard aspects to the Common European Framework.
The Ecuadorian Constitution In their articles establish that:
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Art 26: Education is a right of people throughout their lives and an inescapable and inexcusable duty from the State. People, families and society have the right and obligation to participate in the educational process.
Art. 27: Education will focus on human being and ensure its holistic development, within the framework of respect for human rights, the sustainable environment and democracy; it will be participatory, mandatory, intercultural, democratic, inclusive and diverse. (Ecuadorian Constitution, 2008, p. 15)
According to both articles, education is a right for all, but access to it is our obligation. In relation to the foreign language, citizens have the opportunity to access the learning of the same which provides possibilities to educate themselves in a new culture.
Furthermore, the Art. 343 also stipulates that “The national education system will have as its objective the development of the individual and collective capacities of the population, enable learning, the generation and use of knowledge, techniques, arts and culture.” (Ecuadorian Constitution, 2008, p. 102). Linked to our research project is necessary to enhance cognitive and psychosocial development in students that involves the progress of their skills.
Organic Law of Intercultural Education
Meanwhile, the general principles of Organic Law of Intercultural Education, mentions in its Article 2 literal w that:
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Quality and warmth: Guarantees the right of people to an education of quality and warmth, pertinent, adequate, contextualized, updated and articulated throughout the educational process, in its systems, levels, sublevels or modalities; and that includes permanent evaluations. Likewise, it guarantees the perception of the learner as the center of the educational process, with a flexibility and property of contents, processes and methodologies that adapt to their fundamental needs and realities. Promotes adequate conditions of respect, tolerance and affection, that generate a favorable school climate in the process of learning; (2011, p. 52).
Curriculum for Mandatory Education Levels
Moreover, in the Curriculum for Mandatory Education Levels, in its Curricular thread 2 about Oral Communication refers that:
Spoken production “Learners will start on their journey of spoken production through imitation, using songs, rhymes, tongue twisters, and chants. As learners develop more cognitive and social skills, they will engage in more direct forms of spoken production.” (Curriculum for Mandatory Education Levels, 2019, p. 421)
Spoken interaction:
Oral communication comprises a set of key skills that can be used for collaborative learning. This includes not only what is traditionally thought of as the skills of speaking and listening, but also other abilities needed for
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developing skills of interaction: the role of group work as well as the social element of group work, which augments confidence and motivation;
problem-solving; participation in risk-taking by accepting trial and error and the role of mistakes in language learning; and encouragement of linguistic creativity and expression.
Learners should therefore participate in a variety of spoken contexts, from informal expression such as talking with friends, to more formal levels of expression such as presentations and speeches, in order to assure that they are experiencing diverse communication situations in which to apply the various communication strategies. (Curriculum for Mandatory Education Levels, 2019, p. 422)
Hence the interest of our research emphasizes in combining both aspects to achieve in students the ability to communicate inside and outside the classroom by using simple comprehension phrases in everyday conversation to enrich their oral production. On the other hand, the curriculum proposal of the Ministry of Education based on the need to acquire English as a foreign language presents an exit profile that focuses its learning according to international levels.
The figure 4 shows as the educational project is focused on students in the 10th year of Basic General Education, corresponding to level A2 according to the common European framework, according to this level students master basic vocabulary by which they can express their needs in a simple way.
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The Common European Framework of Reference for Languages (CEFR) is a standardized international system, applied to measure a person’s language skills relative to a European foreign language, which is represented by levels : Basic (A1- A2), Intermediate (B1 - B2) and Proficient (C1-C2)
Figure 4 National Foreign Language Curriculum Output Profiled
Source: Curriculum for Mandatory Education Levels, 2019 https://educacion.gob.ec/wp-content/uploads/downloads/2019/09/EGB-Media.pdf
33 Table 1 Operationalization of variables
VARIABLES DIMENSIONS INDICATORS
COLLECTION TECHNIQUES
INSTRUMENTS
Dependent Variable
SPEAKING SKILL It is the ability that
allows to convey information and
express ideas.
Comprehension
Related to background knowledge.
Main idea and details
Sequence of events
Making predictions
Observation
Survey
Interview
Class observation
Survey form
Questionnaire
Fluency
Rate and smoothness
Volume
Natural Phrasing
Observation
Survey
Interview,
Class observation
Survey form
Questionnaire
Accuracy
Good pronunciation
Grammatically correct sentences
Vocabulary
Observation
Survey
Interview
Class observation
Survey form
Questionnaire
34 Types of interaction
Everyday conversation
Acting out
Debate/Opinions
Short talks
Observation
Survey
Interview
Class observation
Survey form
Questionnaire
Independent Variable AUDIO-VISUAL
RESOURCES
Didactic material that involves senses.
Multisensory communication
It arouses total interest among viewers and content.
It focuses on the recipients living the same experience.
Observation
Survey
Interview
Class observation
Survey form
Questionnaire
Teaching-learning
It motivates students and enriches their learning experiences.
Motivates and strengthens cognitive skills and cognitive goals.
Observation
Survey
Interview
Class observation
Survey form
Questionnaire
35 CHAPTER III METHODOLOGY
Research approaches
The present research study has a mixed methodological approach, adapted to the need that involves it. Through the qualitative approach the data are evaluated through indicators such as experience, behavior or open responses of people as object of study, for which observation and interview will be used to analyze the population and its context. Unlike the quantitative approach that consists of analyzing the data accurately through statistics, using a survey whose results will be presented by graphs and tables, this seeks to measure solid data according to the participants. This statistical study carried out at Enrique Gil Gilbert public school, specifically, was executed in the tenth grade EGB.
Types of research Descriptive Research
This research is descriptive because it focuses on identifying, describing and interpreting students' behavior against research variables, usually perceiving the study condition using observation and survey as methods.
Explanatory Research
This project is oriented towards explanatory research because it focuses on finding cause and effect interactions to understand why oral production does not develop in a timely manner in class and the consequences it brings in the future.
