Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción)
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Browsing Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción) by Author "Dragosavljevich Garzón, Milica Margarita"
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Flipped classroom methodology for EFL teachers(PUCE - Quito, 2022) Pacheco Logroño, Silvana Catalina; Dragosavljevich Garzón, Milica MargaritaThe aim of this study is to explore to what extent the Flipped Classroom Methodology application improved the English language teaching process in some institutions in the south of Quito during the pandemic. For this reason, it is essential to identify the factors that influenced the performance of the teaching process in English teachers during this time. The data collection instruments used in this research were: a personalized questionnaire and a semi-structured interview applied to five teachers chosen at random; as well as quantitative and qualitative techniques were applied for the corresponding data analysis. The participants were fifty-three out of eighty-seven English teachers trained in using this methodology through an academic workshop. The rising results from the data analysis both in the questionnaire and in the interview were positive. Ninety-nine percent of the teachers surveyed agreed that the Flipped Classroom Methodology had contributed to improving the language teaching process; the content videos supported students' learning of language skills. Although this methodology is not classic for teaching English, it has greatly benefited the learning and motivation of students when it comes to learning.Item Open Access Implications of teaching english idioms to L2 learners through digital gamification at a public school(PUCE - Quito, 2021) Portilla Ayala, Oscar Roberto; Dragosavljevich Garzón, Milica MargaritaThe purpose of this study is to determine the impact of teaching English idioms through the use of digital gamification on students who are learning English as a second language at a public school. Sixty students and eight English teachers from the school participated in this research. The students were divided into two groups, a control group and an experimental group with 30 students each. Pre-tests and post-tests were applied to the participants in both study groups. For this descriptive study, both quantitative and qualitative methods were used. Several scientific instruments were applied to collect data as well as observations and analyses of the recorded classes by the teachers who participated in the study were carried out. After the discussion and analysis of the results, it was possible to conclude that the use of methodologies based on gamification positively impacts the learning of English idioms in students of the public institution. This study suggests that the application of gamification for teaching idioms has favorable results in student learning It was determined that learning methods through digital games motivate both students and teachers, making students acquire and use idiomatic expressions in their everyday language. After concluding the investigation, several recommendations for future studies were raised, mainly concerning a larger sample to obtain reliable results and additional tests at different times after the experimentation. On this basis, observations in-person classes and use combined teaching methods should be used to verify which is the most effective method for teaching English idioms.Item Open Access Intonation of questions and requests in lower intermediate adult EFL students(PUCE - Quito, 2021) Vaca Barragán, Diana Alejandra; Dragosavljevich Garzón, Milica MargaritaThis paper investigates the intonation of questions and requests produced by 10 adult lower intermediate EFL students. The aim of this study is to identify and analyze the most common intonation mistakes. It is significant to study the current state of intonation in order to propose methodological activities to improve specific intonation problems. In fact, the study compares the pitch contours of two questions and two requests produced by native speakers with the intonation of EFL learners. This descriptive study concluded that: the learners seem not to be aware of pitch contours and the function of intonation patterns; and that the L1 influences the production of the L2. These results suggest that some technological tools such as Praat can be used in the process of teaching and learning intonation.Item Open Access Speaking anxiety in young EFL ecuadorian students(PUCE - Quito, 2021) Ocaña Ramos, Diana Elizabeth; Dragosavljevich Garzón, Milica MargaritaThis paper aims to determine the causes of speaking anxiety among EFL teenagers from Unidad Educativa Municipal Quitumbe. Teenage learners are influenced by different types of feelings during adolescence due to the specific psycho-physiological changes of this age group. Therefore, teachers must be incredibly careful on how foreign language anxiety negatively influences the personality of learners from the point of view of their character and confidence building. According to the surveys administered during this investigation, most of the students find it difficult to learn, understand and use the foreign language. This phenomenon is the result of the interaction of several factors, which is why, it is paramount to identify the causes of foreign language anxiety, particularly in speaking for it is in the communicative act where anxiety is most visible. To obtain the data, it was considered necessary to make use of the previously used and tested Foreign Language Classroom Anxiety Scale (FLCAS), which was taken into consideration as guide. The findings present a high level of speaking anxiety in the foreign language class due to the poor knowledge of verbal and non-verbal skills (See in results pgs. 12-18). This paper suggests that further research about this phenomenon within Ecuadorian students is of the highest importance.Item Open Access Structured input grammar activities for penultimate year students at Fernández Madrid High School(PUCE - Quito, 2021) Riofrío Salazar, Evelyn Esdrey; Dragosavljevich Garzón, Milica MargaritaThis quasi-experimental research was conducted to determine the effectiveness of structured input grammar activities on students in their penultimate year at Fernández Madrid High School, during the school year 2020-2021. Pre-tests applied to 70 students of penultimate year showed a low level of grammar competence in topics as present perfect, tag questions, passive voice, used to and second conditional. Structured input grammar activities were incorporated in the experimental group of 35 students, while conventional strategies were applied in the control group of 35 individuals. There were 25 interventions of forty minutes in total to introduce input activities such as binary options, surveys, supplying information, matching, selecting alternatives, ordering, and ranking to facilitate the internalization of linguistic forms. The process culminated with a post-test to experimental and control group to compare and analyze the grades of both groups. The results demonstrated that a better average was achieved in the group to which structured input grammar activities were incorporated. In consequence, the incorporation of structured grammar activities has had significant impact on grammar competence of students.Item Open Access Task-based Learning Vocabulary Activities for Fourth Grade(PUCE - Quito, 2023) Araujo Garzón, Neiva Margoth; Dragosavljevich Garzón, Milica MargaritaDeveloping speaking skills has been one of the most difficult challenges for students, especially for children due to a lack of vocabulary when they want to express or answer any question. Students struggle to say what they think or give ideas due to their lacking vocabulary, as words taught in classrooms are not put in context in a real-life situation it makes the acquisition of said. On the contrary, vocabulary is taught in isolation where words are learned mostly by writing. The aim of this study is to demonstrate the effectiveness of task-based learning activities in fourth graders in learning vocabulary and acquiring the ability to produce it orally. For this reason, the need has arisen to apply and evaluate a task-based learning teaching approach that gives students the opportunity to work in a natural environment using different activities. This study uses qualitative andquantitative methods to evaluate pretest and posttest vocabulary, students' oral production and a final survey to know the children's opinions about the activities performed in class. Students consolidate their activity by working in groups. Results show that in the vocabulary posttest that most of the students mastered the required learning; only one student is close in achieving the required task; demonstrating great progress. Besides, in oral production, they use varied vocabulary to express opinions, preferences and ideas. They were fluent and confident; their intonation was clear, and theirmisuse of grammar was better than before.Item Open Access Tongue twisters as a strategy to enhance the pronunciation of lexicon of senior students(PUCE - Quito, 2021) Reinoso Pinto, Maribel Alexandra; Dragosavljevich Garzón, Milica MargaritaCommunicative skills have been considered essential when giving and receiving information or establishing effective communication. For this reason, pronunciation has been considered the core of this research using tongue twisters as a strategy to strengthen the skill. Quasiexperimental - explanatory research and qualitative and quantitative methods were applied to collect information to support and validate the study from the student and teacher perspectives. 27 seniors’ students (18 men and 9 women) between the ages of 16 and 17 participated in the research, all native Spanish speakers with a B1 level of English. This research allowed to raise awareness among students and teachers about the importance of proper pronunciation of words in the English language, applying tongue twisters and repetition through active thinking as a strategy. This study was carried out in 8 weeks in the 2020-2021 school year in a private school, the classes were synchronous on Zoom sessions, 4 hours per week. The Instruments that supported the research in a significant way were PRAAT (a computerized software that analyzes speech) and the IPA (International Phonetic Alphabet). The process included a pre-and postexam. which were compared and analyzed statistically in the Excel program, obtaining important results and discoveries for the project. The tests and materials, as well as the tongue twisters applied in the study, were analyzed according to the needs of the students by the researcher in specific phonemes (minimal pairs) / p /, / b /, / f /, / v / in the lexicon.Item Open Access Using PRAAT to aid in the pronunciation of -S ending in an ecuadorian EFL class(PUCE - Quito, 2022) Moncayo Herrera, Wilmer Enrique; Dragosavljevich Garzón, Milica MargaritaThis research aims to improve students' pronunciation of the -S ending sound by using PRAAT computer software and explore whether, after the use of it, their pronunciation had improved in context. A design method using PRAAT as the primary tool helped this group of learners from a high school in Ecuador to improve their pronunciation of words with these ending sounds. Recorded sample audios from native English speakers were implemented in this study. The final results demonstrated that certain group of learners improved their pronunciation on the -S ending sounds yet others did not, students concerned about their level of English improved compared to the ones with low proficiency.