authors: guillermo cajamarca p. darÍo guerrero solano advisors:

AUTHORS: GUILLERMO CAJAMARCA P.DARÍO GUERRERO SOLANO

ADVISORS:

DIRECTOR : Lcdo. Miguel Ponce, Msc. CO-DIRECTOR: Lcdo. MARCOS V. MORALES

OCTOBER 2009

QUITO - ECUADOR

DEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM

DISTANCE LEARNING EDUCATION

ARMY POLYTECHNIC SCHOOL

RESEARCH THEME

“THE RELATIONSHIP BETWEEN THE DISTANCE LEARNING EDUCATION AND

LANGUAGE SKILLS DEVELOPMENT IN THE APPLIED LINGUISTICS IN ENGLISH

PROGRAM FOR STUDENTS ATTENDING THE EIGHTH LEVEL OF THE ARMY POLYTECHNIC

SCHOOL, DURING THE TERM OCTOBER 2008 – MARCH 2009”.

E S P EAPPLIED LINGUISTICS IN ENGLISH

PROGRAM

English as an international means of communication.

- Spoken 300 millions native speakers / 400-800 millions foreign users

What are the four basic language skills in English?


PROGRAMINTRODUCTIONINTRODUCTION

D I R E C T I O N OF C O M M U N I C A T I

O N

PART ONE

RESEARCH PROBLEM


“ ¿WHAT IS THE RELATIONSHIP BETWEEN THE DISTANCE LEARNING EDUCATION AND THE LANGUAGE SKILLS DEVELOPMENT ? ”


PROGRAMPROBLEM SETTINGPROBLEM SETTING

DISTANCE LEARNING EDUCATIONLANGUAGE SKILLS DEVELOPMENT

LISTENING SKILL

LISTENING SKILL


PROGRAMVARIABLES MATRIXVARIABLES MATRIX

INDEPENDENT VARIABLE

(X)

INDEPENDENT VARIABLE

(X)

DEPENDENTVARIABLE

( Y)

DEPENDENTVARIABLE

( Y)

SPEAKINGSKILL

SPEAKINGSKILL

READINGSKILL

READINGSKILL

WRITINGSKILL

WRITINGSKILL

OBJECTIVES


PROGRAM

GENERAL

Determine the level of learning

in LSRW through the CEF of Ref. for

Language Method

Determine the level of learning

in LSRW through the CEF of Ref. for

Language Method

Demonstrate

if previous knowledge in FLS, affects academic

activity of the Ss.

Demonstrate

if previous knowledge in FLS, affects academic

activity of the Ss.

Make a study on

DLE and LSDusing

Descriptive Statistics

Make a study on

DLE and LSDusing

Descriptive Statistics

SPECIFIC Identify acad. needs to suggest possible

changes in Curriculum Framework

Encourage Ss to reach personal goals regarding their

Skills.

Carry out tests to know the Ss´ level of mastery of the LS, got during their academic years.


PROGRAMOBJECTIVES


PROGRAMJUSTIFICATIONJUSTIFICATION

EVALUATE THE RELATIONSHIP BETWEEN THE DLE (X) AND LSD (Y) TO FIND OUT THE STUDENTS ‘ WEAKNESSES AND STRENGTHS IN LSD.

EVALUATE THE RELATIONSHIP BETWEEN THE DLE (X) AND LSD (Y) TO FIND OUT THE STUDENTS ‘ WEAKNESSES AND STRENGTHS IN LSD.

DETERMINE MAIN PROBLEMS THAT SEEM TO BE HINDERING THE DEVELOPMENT THE LANGUAGE SKILLS, AND ALL PROBLEMS WHICH ARE AN OBSTACLE TO THE LANGUAGE SKILLS.

DETERMINE MAIN PROBLEMS THAT SEEM TO BE HINDERING THE DEVELOPMENT THE LANGUAGE SKILLS, AND ALL PROBLEMS WHICH ARE AN OBSTACLE TO THE LANGUAGE SKILLS.

CONSIDERING NEW METHOD OF TEACHING-LEARNING, BASED ON TICs, OUR PURPOSE IS TO APPLY E-LEARNING IN ENGLISH PROGRAM.

CONSIDERING NEW METHOD OF TEACHING-LEARNING, BASED ON TICs, OUR PURPOSE IS TO APPLY E-LEARNING IN ENGLISH PROGRAM.

PART TWO

THEORETICAL FRAMEWORK


CONCEPTUAL DEFINITIONS CONCEPTUAL DEFINITIONS

EDUCATIONAL ACT DIFFERENT METHODS,

STRATEGIES AND MEANS- PROFFESORS STUDENTSSEPARATE PHYSICALLY

EDUCATIONAL ACT DIFFERENT METHODS,

STRATEGIES AND MEANS- PROFFESORS STUDENTSSEPARATE PHYSICALLY


PROGRAMINDEPENDENT VARIABLE(X):

DISTANCE LEARNING EDUCATIONDISTANCE LEARNING EDUCATION

DEPENDENT VARIABLE(Y):


PROGRAM

LANGUAGE SKILLS DEVELOPMENTLANGUAGE SKILLS DEVELOPMENT

CONCEPTUAL DEFINITIONS CONCEPTUAL DEFINITIONS

FOUR BASIC PARTS

THEY ARE ALL MADE UP OF: LISTENINGSPEAKINGREADINGWRITING

INTRINSICALLY LINKED

FOUR BASIC PARTS

THEY ARE ALL MADE UP OF: LISTENINGSPEAKINGREADINGWRITING

INTRINSICALLY LINKED

HEARING UNDERSTANDING JUDGING


PROGRAM

GIVE ATTENTION TO SOMEONEIN ORDER TO HEAR THEM

• Give opinion what speaker is saying.

• Can weigh the merits or demerits.

• Give opinion what speaker is saying.

• Can weigh the merits or demerits.

•Reception sounds.

• Listening enough to catch the

speaker is saying.

•Reception sounds.

• Listening enough to catch the

speaker is saying.

• Grasp the message

in your own way .

• Verbal and nonverbal symbols crucial to

understanding.

• Grasp the message

in your own way .

• Verbal and nonverbal symbols crucial to

understanding.

LISTENING SKILL

INTERACTIVE PARTIALLY -INTERACTIVE NON-INTERACTIVE


PROGRAM

CHARACTERISTICS OF HUMAN BEINGS TO SAY

WORDS OR USE THE VOICE.

• No intervention

• No conversation speakers and

listeners

• No intervention

• No conversation speakers and

listeners

• Interchange of

conversation at any time.

Clarification, repetition, ask/answer

question

• Interchange of

conversation at any time.

Clarification, repetition, ask/answer

question

• Participation

from time to time.

• Participation is conditional

• Participation

from time to time.

• Participation is conditional

SPEAKING SKILL

READING COMPREHENSION


PROGRAM ABILITY TO ACQUIRE

KNOWLEDGE FROMPRINT

READING SKILL

•Reader intentionally and

interactively engages with

text.

• Understand and gain

meaning from what has been

read.

•Reader intentionally and

interactively engages with

text.

• Understand and gain

meaning from what has been

read.

• Distinguish & manipulate

individual sounds.

• Hear and identify

sounds in spoken words.

• Distinguish & manipulate

individual sounds.

• Hear and identify

sounds in spoken words.

• Understand how letters combine to

make sounds and words.

• Relationship Letters of

written L., & sounds of spoken L.

• Understand how letters combine to

make sounds and words.

• Relationship Letters of

written L., & sounds of spoken L.

PHONEMIC AWARENESS

PHONICS (PHONEMES)

CREATIVITY


PROGRAM

REPRESENTATION OF THE LANGUAGE BY SIGNS OR SYMBOLS.WRITING SKILL

INDEPENDENT COMPREHENSIBILITY

Write text

without help or

assistance

Write text

without help or

assistance

Write, read and

be understood

by themselves

and others.

Write, read and

be understood

by themselves

and others.

Write own

ideas to read &

be understood.

Write own

ideas to read &

be understood.

HYPOTHESIS

NULL HYPOTHESIS(Ho) WORKING HYPOTHESIS(Hi)

HYPOTHESIS SYSTEM


PROGRAM

THE DISTANCE LEARNING

EDUCATION DOES NOT

AFFECT THE LANGUAGE

SKILLS DEVELOPMENT.


EDUCATION DOES NOT

AFFECT THE LANGUAGE

SKILLS DEVELOPMENT.


EDUCATION DOES AFFECT

THE LANGUAGE SKILLS

DEVELOPMENT.


EDUCATION DOES AFFECT

THE LANGUAGE SKILLS

DEVELOPMENT.

PART THREE

METHODOLOGICAL DESIGN



1) TYPE OF RESEARCH AND DESIGN

RESEARCH: Applied, descriptive,

and of fielding investigation:

. Control and Experimental

. Pre and Post Test.

DESIGN: Quasi-experimental,

quantitative and transversal.

1) TYPE OF RESEARCH AND DESIGN

RESEARCH: Applied, descriptive,

and of fielding investigation:

. Control and Experimental

. Pre and Post Test.

DESIGN: Quasi-experimental,

quantitative and transversal.

2) SIZE AND SAMPLE

SIZE: 20 students in last

levels of the ALEP of the DLE-ESPE Term March 08-Oct 09.

SAMPLE: Whole population was

considered as NO sample.

2) SIZE AND SAMPLE

SIZE: 20 students in last

levels of the ALEP of the DLE-ESPE Term March 08-Oct 09.

SAMPLE: Whole population was

considered as NO sample.


PROGRAM


3) FIELD WORKSupport Center No.50 ALEP-DLE

ESPE (Quito), Term Oct-008 –

Marc-009

Control Group:

10 students

Experimental Group: 10 students

3) FIELD WORKSupport Center No.50 ALEP-DLE

ESPE (Quito), Term Oct-008 –

Marc-009

Control Group:

10 students

Experimental Group: 10 students

4) INSTRUMENTS FOR DATA

COLLECTION

Pre – test.

Post – test.

4) INSTRUMENTS FOR DATA

COLLECTION

Pre – test.

Post – test.


PROGRAM

PART FOUR

TESTING THE HYPOTHESIS


TESTING THE HYPOTHESIS

GRAPHICAL EXPOSITION OF

RESULTS


PROGRAM

EXAMPLES OF RESULTS OBTAINED ON THE TESTS


PROGRAM

PRE – TEST (LISTENING SKILL)Question 3

What will the weather be like?a.It is going to snowb.It is going to sunc.It is going to rain

RESPONSES FREQUENCY PERCENTAGE

IT IS GOING TO SNOW 4 40%

IT IS GOING TO SUN 3 30%

IT IS GOING TO RAIN 3 30%

TOTAL:…………. 10 100%


PROGRAM

PRE – TEST (SPEAKING SKILL) Parameter a):

STRESS

INDICATORSFREQUENCY

STRESSPERCENTAGE

EXCELLENT 0 0%

VERY GOOD 4 40%

GOOD 5 50%

REGULAR 1 10%

DEFICIENT 0 0%

TOTAL:……….. 10 100%

EXAMPLES OF RESULTS OBTAINED ON THE TESTS


PROGRAM

POST – TEST (LISTENING SKILL)Question 3How much is the skirt?

RESPONSES FREQUENCY PERCENTAGE

A 7 70%

B 2 20%

C 1 10%

TOTAL:…………. 10 100%


PROGRAMPOST –TEST (SPEAKING SKILL)

Parameter a)

STRESS

INDICATORSFREQUENCY

STRESSPERCENTAGE

EXCELLENT 0 0%

VERY GOOD 8 80%

GOOD 2 20%

REGULAR 0 00%

DEFICIENT 0 00%

TOTAL:……….. 10 100%

Interpretation of dataANALYSIS OF RESULTS


PROGRAM

EXPERIMENTAL GROUP

PRE - TEST

EXPERIMENTAL GROUP

POST - TEST

x µ (x - µ) (x - µ)2

17.33 16.20 1.13 1.27

16.6716.20

0.47 0.22

14.6716.20

-1.53 2.34

14.6716.20

-1.53 2.34

15.6716.20

-0.53 0.28

17.6716.20

1.47 2.16

15.6716.20

-0.53 0.28

17.0016.20

0.80 0.64

15.6716.20

-0.53 0.28

17.0016.20

0.80 0.64162.02 10.45

x µ (x - µ) (x - µ)2

18.00 17.30 0.70 0.49

17.0017.30

-0.30 0.09

16.6717.30

-0.63 0.39

16.6717.30

-0.63 0.39

17.3317.30

0.03 0.009

17.6717.30

0.37 0.13

16.6717.30

-0.63 0.39

18.0017.30

0.70 0.49

17.0017.30

-0.30 0.09

18.0017.30

0.70 0.49173.01 2.96

ΣX = 162.02/10 ΣX = 173.01/10

CALCULATION OF THE ARITHMETIC

MEAN

= 16.20


PROGRAMANALYSIS OF RESULTS

ARITMETHIC MEAN

IN THE PRE-TEST

ARITMETHIC MEAN

IN THE POST-TEST

= 17.30

X

X

XXXX

We want to prove the significance of the difference between both results, supported by the hypothesis set in our project.

Next, we test the difference between means, also called “margin of error of the Test T” to accept or reject the hypothesis using the formula below:

nnnn

XXS XX

11

221

22

21

21



REPLACING DATA CALCULATION OF T-REASON:



Sx1-Sx2 = 0.38

The observed difference is: -2.89

38.0

30.1720.16 T

CALCULATION “DEGREE OF FREEDOM”

(Dof)



Dof = (n1+n2 – 2)Dof = (10+10-2)

Dof = 18

The Degree of Freedom (Dof) is the number of participants in the Experimental Group (n1) plus the number of participants in the Control Group (n2) minus 2.

CONSULT WITH THE “T TABLE”:



IN THE LEVEL OF 0.05 AND WITH 18 DEGREES OF FREEDOM, WE FOUND A T REASON OF: +2.101 / - 2.101

THE RESULT OBTAINED IN T-REASON (-2.89) IS HIGHER THAN (-2.101) AS DISPLAYED IN T-TABLE, SO WE CAN CONCLUDE THAT, THE DIFFERENCE BETWEEN THE TWO GROUPS IS SIGNIFICANT; THEREFORE THE NULL HYPOTHESIS (Ho) IS REJECTED,AND THE WORKING HYPOTHESIS (Hi) IS ACCEPTED.



WORKING HYPOTHESIS

WORKING HYPOTHESIS

-2.89+2.101-2.101

+2.89

WORKING HYPOTHESIS(H

i)



IS ACCEPTED, THUS:

“THE DISTANCE EDUCATION PROGRAM DOES AFFECT THE

DEVELOPMENT OF THE STUDENTS LANGUAGE SKILLS ”


PROGRAM

The Distance Learning Education is significant and affects the development of listening and speaking skills.

The Distance Learning Education is significant and affects the development of listening and speaking skills.

A few students have a good command of the Language Skills in English

A few students have a good command of the Language Skills in English

The results showed that AL in DEP allows the students to acquire proficiency in reading and writing. Practice in Listening and speaking are both scarce.

The results showed that AL in DEP allows the students to acquire proficiency in reading and writing. Practice in Listening and speaking are both scarce.

Direction of communication (input and output message) Mode of communication (spoken and written message).

Direction of communication (input and output message) Mode of communication (spoken and written message).

E-learning applied to the Linguistics in English Program is a must alternative to improve the teaching and learning of the LSD nowadays.

E-learning applied to the Linguistics in English Program is a must alternative to improve the teaching and learning of the LSD nowadays.

CONCLUSIONS


PROGRAM

Come up with practical ways to spur the students’ interest to master the language skills in English on a daily basis.

Come up with practical ways to spur the students’ interest to master the language skills in English on a daily basis.

Assign tasks, projects that motivate the students to want to improve and attain a good command of the language.

Assign tasks, projects that motivate the students to want to improve and attain a good command of the language.

The implementation of a virtual system in Applied Linguistics in English Program will allow the professors and students to take advantage of the TICs.

The implementation of a virtual system in Applied Linguistics in English Program will allow the professors and students to take advantage of the TICs.

Authorities and professors, if possible, should consider providing with audio material that would enhance the learning.

Authorities and professors, if possible, should consider providing with audio material that would enhance the learning.

RECOMMENDATIONS

THE PROPOSAL

PART FIVE

THE PROPOSAL

““VIRTUAL VIRTUAL

LEARNING LEARNING

(E-LEARNING) IN (E-LEARNING) IN

THE APPLIED THE APPLIED

LINGUISTICS IN LINGUISTICS IN

ENGLISH ENGLISH

PROGRAM”PROGRAM”

““VIRTUAL VIRTUAL

LEARNING LEARNING

(E-LEARNING) IN (E-LEARNING) IN

THE APPLIED THE APPLIED

LINGUISTICS IN LINGUISTICS IN

ENGLISH ENGLISH

PROGRAM”PROGRAM”


PROGRAM

Technologies of Information and Communications (TICs).

Works without limitation of space and time.

Allows to work in asynchronous and synchronous activities.


PROGRAM

INTRODUCTIONINTRODUCTION

E-LEARNING


PROGRAME-LEARNING

CONTRIBUTION

OF THE

TICs

EASY ACCESS TOA WIDE SOURCE OF

INFO

RAPID PROCESSAND RELIABLE

TYPE OF DATA

CHANNELS OF IMMMEDIATE

COMMUNICATION

E-CAPACITY OF STORAGE

INTER-ACTIVITYOF

INFORMATION

DIGITALIZATION OF

INFORMATION


PROGRAM

ADVANTAGESMultidirectional medium

Information updating

made easy

Cross-platform

E-LEARNINGFlexibility / accessibility

Software widely

available

Inexpensive worldwide distribution


PROGRAME-LEARNING

Convenience andfexibility to

learners

series of opportunities

and tasks

Fluencyand dinamic

communication

PRINCIPLES

Minimun environmental impact

Quality Education

Use of TICs


PROGRAME-LEARNING

ACTORS

Teachers/Advisors Learners/students

Interaction with graphics designers and system programers.

Knowledge and skills in the management of TICs.

Practice methodological strategies

Ongoing and dynamic communication with everybody

Use of methodologies

High level of autonomy

Use of TICs.

Interaction with everybody

Ongoing communicatio: asynchronous and synchronous −wise

Discipline

LESSON PLAN


PROGRAME-LEARNING


PROGRAM

LESSON PLAN

E-LEARNING


PROGRAM

THANKS SO MUCH FOR YOURVALUABLE TIME

authors: guillermo cajamarca p. darÍo guerrero solano advisors:

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