university of guayaquil philosophy letters and …repositorio.ug.edu.ec/bitstream/redug/24969/1/del...

UNIVERSITY OF GUAYAQUIL

PHILOSOPHY LETTERS AND SCIENCES OF EDUCATION

CLASSROOM EDUCATION SYSTEM

EDUCATIVE PROJECT

PRIOR TO OBTAINING THE BACHELOR DEGREE IN SCIENCE OF

EDUCATION

SPECIALIZATION: LANGUAGE AND LINGUISTICS

TOPIC: INFLUENCE OF GROUP TECHNIQUES

IN THE DEVELOPMENT OF ORAL EXPRESSION

PROPOSAL: DESIGNING A GUIDE OF GROUP

TECHNIQUES BASED ON COLLABORATIVE

LEARNING.

AUTHORS:

DEL PEZO BORBOR, MILUSKA DEL CARMEN

LOOR SALTOS, MAIRA JAZMÍN

CONSULTANT: LIC. SOFÍA VÁSCONEZ MIRANDA. MSC.

GUAYAQUIL, 2017

ii

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN SUPERIOR PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero DECANA VICEDECANO

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado DIRECTOR DE CARRERA SECRETARIO GENERAL

iv



ESPECIALIZACIÓN LENGUA INGLESA Y LINGÜÍSTICA

MSc. Silvia Moy-Sang Castro DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad. –

De nuestras consideraciones;

Para los fines legales pertinentes comunico a usted que los derechos intelectuales del Proyecto Educativo: Topic: Influence of group techniques in the development of oral expression Proposal: designing a guide of group techniques based on collaborative learning.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente;

Del Pezo Borbor Miluska Loor Saltos Maira CI# 0927644237 CI# 0925540601

v



ESPECIALIZACIÓN LENGUA INGLESA Y LINGÜÍSTICA

EDUCATIVE PROJECT

TOPIC: INFLUENCE OF GROUP TECHNIQUES IN THE DEVELOPMENT OF ORAL EXPRESSION PROPOSAL: DESIGNING A GUIDE OF GROUP TECHNIQUES BASED ON COLLABORATIVE LEARNING.

APROBADO

Tribunal No 1

Tribunal No 2 Tribunal No 3

Del Pezo Borbor Miluska Loor Saltos Maira

CI# 0927644237 CI# 0925540601

vi

EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

vii

DEDICATION

This thesis work is dedicated to our parents who have always been a source

of support and encouragement during our studies. I am truly thankful with

them. I dedicate also this research to Almighty God who helps us in

accomplishing this project and for giving us wisdom and our friends for giving

us moral support.

Miluska Del Pezo B.

DEDICATION

This thesis work is dedicated to my God for giving me the confidence and the

safety of get my aims. Also I dedicate this project to my parents, for the

constant love and support they have given to me since the first day of my

studies.

Maira Loor S.

viii

ACKNOWLEDGEMENT

I am grateful to God for filling me with knowledge and for giving me strength

in order to be able to overcome these difficulties faced during in my study life.

For giving me wisdom and understanding to be able to discern between the

good and bad things, and for giving me the opportunity to live correctly and

achieve one of my most cherished goals.

A very special recognition to the Director of the school “Manuel Rendon

Seminario” Lawyer Berardo Rodriguez and the Sub Director, Lic. Janeth

Pazmiño, teachers, students and parents who were always ready to help in

the development of this project, offering us his support all time.

Also a huge gratitude to my tutor advisor, Master Sofía Vásconez Miranda

who with dedication and patience could guide and support me morally,

offering me safety and confidence to be able to realize in a successful way

this project.

Finally I am also grateful to my family and friends who were always patient to

my side offering me their support, strength and confidence not to be able to

stop to conquer myself by the obstacles that appeared in my way.

Miluska Del Pezo B.

ix

ACKNOWLEDGEMENT

First, I want to thank God for blessing me, and allow that my goal is make

reality.

To all my teachers specially my; thesis Guide, Master Sofía Vásconez

Miranda who helped improve the development of this investigation and also

for her advice, constructive critiques that helped me form as a person and as

an investigator.

To my parents since they gave me the best inheritance, which are the

studies. I also thank them for their motivation and advice which inspired me to

reach my goal.

Maira Loor S.

x

TABLE OF CONTENTS

1 CHAPTER 1:THE PROBLEM .............................................................. - 1 -

1.1 CONTEXT INVESTIGATION..........................................................................................- 1 -

1.2 INVESTIGATION PROBLEM .........................................................................................- 1 -

1.2.1 CONFLICT SITUATION ........................................................................................ - 1 -

1.2.2 SCIENTIFIC SITUATION ...................................................................................... - 3 -

1.3 CAUSES ............................................................................................................................- 4 -

1.4 FORMULATION OF THE PROBLEM ............................................................................- 5 -

1.5 GENERAL OBJECTIVE ..................................................................................................- 5 -

1.6 SPECIFIC OBJECTIVES ................................................................................................- 6 -

1.7 QUESTIONS OF INVESTIGATION...............................................................................- 6 -

1.8 RATIONALE......................................................................................................................- 7 -

2 CHAPTER 2: THEORETICAL FRAME ................................................ - 9 -

2.1 BACKGROUND................................................................................................................- 9 -

2.2 PEDAGOGICAL FOUNDATION ..................................................................................- 11 -

2.2.1 GROUP TECHNIQUES ....................................................................................... - 12 -

2.2.1.1 DEFINITION.................................................................................................................... - 12 -

2.2.1.2 IMPORTANCE OF THE GROUP TECHNIQUES...................................................... - 14 -

2.2.1.3 CLASSIFICATION OF GROUP TECHNIQUES ........................................................ - 16 -

2.2.1.4 TYPES OF GROUP TECHNIQUES ............................................................................ - 17 -

2.2.1.5 ADVANTAGES OF USING GROUP TECHNIQUES IN THE CLASSROOM ........ - 19 -

2.2.1.6 DISADVANTAGES OF USING GROUP TECHNIQUES IN THE CLASSROOM . - 20 -

2.2.2 THE COMMUNICATION ..................................................................................... - 20 -

2.2.3 ORAL EXPRESSION........................................................................................... - 21 -

2.2.3.1 THE IMPORTANCE OF ORAL EXPRESSION ......................................................... - 22 -

2.2.3.2 ENGLISH ORAL EXPRESSION .................................................................................. - 22 -

2.2.3.3 TECHNIQUES FOR USING CORRECTLY THE ORAL EXPRESSION ................ - 23 -

2.2.3.4 DEVELOPMENT OF ORAL EXPRESSION ............................................................... - 25 -

2.2.4 THE MOTIVATION IN THE ORAL EXPRESSION.......................................... - 27 -

2.2.4.1 DEFINITION.................................................................................................................... - 27 -

2.2.4.2 GENERAL APPROACHES FOR MOTIVATION........................................................ - 28 -

2.2.4.3 THE MOTIVATION IN THE CLASSROOM ................................................................ - 29 -

2.2.4.4 MOTIVATION FOR STUDENTS.................................................................................. - 30 -

2.2.5 RELATION BETWEEN GROUP TECHNIQUES AND ORAL EXPRESSION- 31

-

2.2.6 THE COOPERATIVE LEARNING ..................................................................... - 32 -

2.2.6.1 DEFINITION.................................................................................................................... - 32 -

2.2.7 THE COLLABORATIVE LEARNING ................................................................. - 32 -

2.2.7.1 DEFINITION.................................................................................................................... - 32 -

2.2.7.2 IMPORTANCE OF THE COLLABORATIVE LEARNING: ........................................ - 35 -

xi

2.2.7.3 ADVANTAGES ............................................................................................................... - 35 -

2.2.7.4 DISADVANTAGES ........................................................................................................ - 35 -

2.2.8 DIDACTIC GUIDE ................................................................................................ - 36 -

2.2.8.1 DEFINITION.................................................................................................................... - 36 -

2.2.8.2 IMPORTANCE................................................................................................................ - 36 -

2.2.8.3 CHARACTERISTICS ..................................................................................................... - 37 -

2.3 EPISTEMOLOGICAL FOUNDATION .........................................................................- 37 -

2.3.1 EPISTEMOLOGY DEFINITION ......................................................................... - 37 -

2.3.2 KNOWLEDGE DEFINITION ............................................................................... - 38 -

2.3.2.1 PHYSICAL KNOWLEDGE............................................................................................ - 39 -

2.3.2.2 LOGICAL MATHEMATICAL KNOWLEDGE .............................................................. - 39 -

2.3.2.3 SOCIAL KNOWLEDGE................................................................................................. - 39 -

2.4 PHILOSOPHICAL FOUNDATION ...............................................................................- 40 -

2.4.1 CONSTRUCTIVISM............................................................................................. - 40 -

2.4.2 SIMILARITIES BETWEEN VIGOTSKY AND PIAGET’S THEORIES .......... - 41 -

2.4.3 DIFFERENCE BETWEEN VIGOTSKY AND PIAGET’S THEORIES ........... - 41 -

2.5 PSYCHOLOGICAL FOUNDATION .............................................................................- 43 -

2.5.1 COGNITIVE PARADIGM .................................................................................... - 43 -

2.5.2 COGNITIVE PARADIGM IN THE EDUCATION.............................................. - 44 -

2.6 SOCIOLOGICAL FOUNDATION .................................................................................- 45 -

2.7 LEGAL FOUNDATION ..................................................................................................- 47 -

2.8 VARIABLES OF INVESTIGATION ..............................................................................- 49 -

2.8.1 INDEPENDENT VARIABLE ............................................................................... - 49 -

2.8.2 DEPENDENT VARIABLE ................................................................................... - 49 -

3 CHAPTER 3: METHODOLOGY, PROCESS, ANALYSIS AND

DISCUSSION OF RESULTS .................................................................... - 50 -

3.1 METHODOLOGICAL DESIGN ....................................................................................- 50 -

3.2 TYPES OF INVESTIGATION .......................................................................................- 51 -

3.2.1 EXPLORATORY RESEARCH: .......................................................................... - 51 -

3.2.2 DESCRIPTIVE RESEARCH:.............................................................................. - 51 -

3.2.3 EXPLANATORY RESEARCH: ........................................................................... - 51 -

3.2.4 BIBLIOGRAPHICAL RESEARCH: .................................................................... - 51 -

3.2.5 FIELD RESEARCH: ............................................................................................. - 51 -

3.2.6 EXPLICATIVE RESEARCH:............................................................................... - 52 -

3.3 POPULATION: ...............................................................................................................- 52 -

3.4 SAMPLE ..........................................................................................................................- 53 -

3.5 OPERATIONALIZATION OF VARIABLES .................................................................- 54 -

3.6 METHODS OF INVESTIGATION ................................................................................- 55 -

3.6.1 INDUCTIVE – DEDUCTIVE METHOD: ............................................................ - 55 -

3.6.2 STATISTICAL METHOD: .................................................................................... - 55 -

3.6.3 ANALYTICAL - SYNTHETIC METHOD:........................................................... - 56 -

3.7 TECHNIQUES AND INSTRUMENTS OF INVESTIGATION ...................................- 56 -

xii

3.7.1 SURVEYS ............................................................................................................. - 56 -

3.7.2 INTERVIEW .......................................................................................................... - 57 -

3.7.3 QUESTIONNAIRE ............................................................................................... - 57 -

3.8 ANALYSIS OF INFORMATION....................................................................................- 57 -

3.9 INTERPRETATION OF RESULTS ..............................................................................- 59 -

3.10 CONCLUSION................................................................................................................- 72 -

3.11 RECOMMENDATIONS .................................................................................................- 73 -

4 CHAPTER 4: THE PROPOSAL........................................................ - 74 -

4.1 TITLE ...............................................................................................................................- 74 -

4.2 JUSTIFICATION.............................................................................................................- 74 -

4.3 GENERAL OBJECTIVE ................................................................................................- 75 -

4.4 SPECIFIC OBJECTIVES ..............................................................................................- 75 -

4.5 THEORETICAL ASPECTS ...........................................................................................- 76 -

4.6 FEASIBILITY ..................................................................................................................- 76 -

4.6.1 FINANCIAL............................................................................................................ - 76 -

4.6.2 LEGAL.................................................................................................................... - 76 -

4.6.3 TECHNICAL .......................................................................................................... - 77 -

4.6.4 HUMAN .................................................................................................................. - 77 -

4.6.5 POLITICAL ............................................................................................................ - 77 -

4.7 DESCRIPTION ...............................................................................................................- 78 -

4.8 METHODOLOGICAL RECOMMENDATIONS ..........................................................- 78 -

BIBLIOGRAPHIC REFERENCES ............................................................ - 81 -

xiii

INDEX OF TABLES

TABLE N°1 ............................................................................................................. - 59 -

TABLE N°2: ............................................................................................................ - 60 -

TABLE N°3: ............................................................................................................ - 61 -

TABLE N°4 ............................................................................................................. - 62 -

TABLE N°5 ............................................................................................................. - 63 -

TABLE N° 6 ............................................................................................................ - 64 -

TABLE N° 7 ............................................................................................................ - 65 -

TABLE N° 8 ............................................................................................................ - 66 -

TABLE N° 9 ............................................................................................................ - 67 -

TABLE N° 10 .......................................................................................................... - 68 -

TABLE N°11. CHI SQUARE .................................................................................. - 71 -

xiv

INDEX OF GRAPHICS

GRAPHIC N° 1........................................................................................................ - 59 -

GRAPHIC N° 2........................................................................................................ - 60 -

GRAPHIC N° 3........................................................................................................ - 61 -

GRAPHIC N°4......................................................................................................... - 62 -

GRAPHIC N°5......................................................................................................... - 63 -

GRAPHIC N°6......................................................................................................... - 64 -

GRAPHIC N° 7........................................................................................................ - 65 -

GRAPHIC N° 8........................................................................................................ - 66 -

GRAPHIC N° 9........................................................................................................ - 67 -

GRAPHIC N° 10...................................................................................................... - 68 -

xv

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION SHEET

TITTLE: INFLUENCE OF GROUP TECHNIQUES IN THE DEVELOPMENT OF ORAL EXPRESSION

PROPOSAL: DESIGNING A GUIDE BASED ON COLLABORATIVE LEARNING

AUTHORS: MILUSKA DEL CARMEN DEL PEZO BORBOR MAIRA JAZMÍN LOOR SALTOS

TUTOR: Msc. SOFÍA VÁSCONEZ MIRANDA.

INSTITUTIÓN:

GUAYAQUIL UNIVERSITY

FACULTY: FACULTY OF PHILOSOPHY, LETTERS

AND SCIENCES OF EDUCATION.

CAREER: SCHOOL OF LANGUAGES AND LINGUISTIC ENGLISH – FRENCH

DATE OF PUBLISHING: No. OF PAGES:

OBTAINING TITLE: DEGREE IN SCIENCES OF EDUCATION MENTION ENGLISH LANGUAGE AND LINGUISTICS

TEMATIC AREAS: FOREIGN LANGUAGE

KEY WORDS: ENGLISH LANGUAGE LEARNING, COLLABORATIVE GROUP TECHNIQUES, MOTIVATION, ORAL EXPRESSION.

ABSTRACT: This thesis is about the influence of group techniques in the development of oral expression in school 8th graders "Manuel Rendón Seminario” during the school year 2015 – 2016. It aims to examine the influence of the group techniques in the development of oral expression students. Since teachers do not use new techniques to motivate the pupils during the learning of the foreign language, students do not develop one of the most important English language skills. The investigation was made by means of a literature review, statistical analyses, and surveys. The dependent variable is the Oral Expression of the English language and the independent variable is the group techniques. The type of project problem is Socio - Educational, supported by field research, descriptive and exploratory character. The proposal is based on the collaborative learning which is a didactic technique that helps to the students in their learning process, through little teamwork. These activities help them to improve their understanding about a topic. These tools can help students to learn in an easier and entertaining way.

REGISTRATION No.: CLASIFICATION No.:

URL ADRESS:

PDF ATTACHED: YES NO

CONTACT WITH AUTHORS:

MILUSKA DEL CARMEN DEL PEZO BORBOR

MAIRA JAZMÍN LOOR SALTOS

Teléfono:

0981727800

0969602064

E-mail:

[email protected]

[email protected]

INSTITUTION CONTACT: SCHOOL OF LANGUAGES AND

LINGUISTICS

FACULTY OF FILOSOPHY, LETTERS AND SCIENCES OF

EDUCATION.

Name: CESAR MARIN

Telephone: (04) 2294888

E-mail: [email protected]

mailto:[email protected]



xvi

REPOSITORIO NACIONAL DE CIENCIA Y TECNOLOGIA

HOJA DE REGISTRO DE TESIS

TÍTULO: INFLUENCIA DE LAS TÉCNICAS DE GRUPO EN EL DESARROLLO DE LA EXPRESIÓN ORAL

PROPUESTA: DISEÑO DE UNA GUÍA BASADA EN EL APRENDIZAJE COLABORATIVO

AUTORES: MILUSKA DEL CARMEN DEL PEZO BORBOR MAIRA JAZMÍN LOOR SALTOS

TUTOR: Msc. SOFÍA VÁSCONEZ MIRANDA.

INSTITUCIÓN:


FACULTAD: FACULTAD DE FILOSOFÍA LETRAS Y

CIENCIAS DE LA EDUCACION.

CARRERA: ESCUELA DE LENGUAS Y LINGUISTICAS INGLÉS - FRANCES

FECHA DE PUBLICACIÓN: No. DE PAGINAS:

TÍTULO OBTENCIÓN: GRADO EN CIENCIAS DE LA EDUCACIÓN MENCIÓN LENGUA INGLESA Y LINGÜÍSTICA

ÁREAS TEMÁTICAS: LENGUA EXTRANJERA

PALABRAS CLAVE: APRENDIZAJE DEL IDIOMA INGLÉS, TÉCNICAS DEL GRUPO COLABORATIVO, MOTIVACIÓN, EXPRESIÓN ORAL.

RESUMEN: Esta tesis trata de la influencia de las técnicas grupales en el desarrollo de la expresión oral en el "Manuel Rendón Seminario" de la escuela durante el año escolar 2015 - 2016. Su objetivo es examinar la influencia de las técnicas grupales en el desarrollo de la expresión oral. Ya que los profesores no utilizan nuevas técnicas para motivar a los estudiantes durante el aprendizaje de la lengua extranjera, los estudiantes no desarrollan una de las habilidades más importantes del idioma Inglés. La investigación se realizó mediante una revisión de la literatura, análisis estadísticos y encuestas La variable dependiente es la expresión oral de la lengua inglesa y la variable independiente es el grupo de técnicas El tipo de problema del proyecto es Socio - Educativo, apoyado por la investigación de campo, carácter descriptivo y exploratorio La propuesta se basa en el aprendizaje colaborativo que Es una técnica didáctica que ayuda a los estudiantes en su proceso de aprendizaje, a través de poco trabajo en equipo. Estas actividades les ayudan a mejorar su comprensión sobre un tema. Estas herramientas pueden ayudar a los estudiantes a aprender de una manera más fácil y entretenida.

Nº DE REGISTRO: CLASIFICACIÓN Nº:

Dirección URL:

PDF ADJUNTO: SI NO

CONTACTO CON LOS AUTORES:MILUSKA DEL CARMEN DEL

PEZO BORBOR

MAIRA JAZMÍN LOOR SALTOS

Teléfono:

0981727800

0969602064

E-mail:

[email protected]

[email protected]

INSTITUCIÓN CONTACTO: ESCUELA DE LENGUAS Y

LINGÜÍSTICA

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA

EDUCACIÓN.

Nombre: CESAR MARIN

Teléfono: (04) 2294888

E-mail: [email protected]




xvii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN: PRESENCIAL ESPECIALIZACIÓN LENGUA INGLESA Y LINGÜÍSTICA

ABSTRACT

This thesis is about the influence of group techniques in the development of

oral expression in school 8th graders "Manuel Rendón Seminario” during the

school year 2015 – 2016. It aims to examine the influence of the group

techniques in the development of oral expression students. Since teachers do

not use new techniques to motivate the pupils during the learning of the

foreign language, students do not develop one of the most important English

language skills. The investigation was made by means of a literature review,

statistical analyses, and surveys. The dependent variable is the Oral

Expression of the English language and the independent variable is the group

techniques. The type of project problem is Socio - Educational, supported by

field research, descriptive and exploratory character. The proposal is based

on the collaborative learning which is a didactic technique that helps to the

students in their learning process, through little teamwork. These activities

help them to improve their understanding about a topic. These tools can help

students to learn in an easier and entertaining way.

KEY WORDS: English language learning, collaborative group techniques,

motivation, oral expression.

- 1 - - 2 -

xvii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN: PRESENCIAL ESPECIALIZACIÓN LENGUA INGLESA Y LINGÜÍSTICA

RESUMEN

Esta tesis trata sobre la influencia de las técnicas grupales en el desarrollo de la

expresión oral en escolares de 8 ° grado "Manuel Rendón Seminario" durante el

año lectivo 2015 - 2016. Tiene como objetivo examinar la influencia de las

técnicas grupales en el desarrollo de estudiantes de expresión oral. Dado que los

profesores no utilizan nuevas técnicas para motivar a los alumnos durante el

aprendizaje del idioma extranjero, los estudiantes no desarrollan una de las

habilidades más importantes del idioma inglés. La investigación se realizó

mediante una revisión de la literatura, análisis estadísticos y encuestas. variable

dependiente es la expresión oral del idioma inglés y la variable independiente son

las técnicas grupales. El tipo de problema del proyecto es socioeducativo,

apoyado por investigación de campo, carácter descriptivo y exploratorio. La

propuesta se basa en el aprendizaje colaborativo que es una técnica didáctica

que ayuda a los estudiantes en su proceso de aprendizaje, a través de poco

trabajo en equipo. Estas actividades les ayudan a mejorar su comprensión sobre

un tema. Estas herramientas pueden ayudar a los estudiantes a aprender de una

manera más fácil y entretenida.

PALABRAS CLAVE: Aprendizaje del idioma inglés, técnicas grupales

colaborativas, motivación, expresión oral.

- 1 - - 2 -

INTRODUCTION

Nowadays the learning of a foreign language has become very

common and basic in society; since it is linked to education and professional

growth. It makes part of the curricular “malla”. The learning of a foreign

language is very important because it will contribute to the student’s

professional life.

This investigation proposes the development of the collaborative

learning in order to achieve students, participation and challenge them. It

implies the correct use of the didactic materials, and techniques which has

become a basic and essential requirement for the teachers. English learning

is easier when students have the opportunity to communicate with each other

through dialogues, games and other interactive activities. This project

consists of four chapters:

Chapter I. - It includes the context of the public school investigated

and the importance that a foreign language has around the world, especially

inside the country. The statement of the problem includes the development of

the causes that will help to develop and know the problematic.

Chapter II. - It specifies the theoretical argumentation, the theories that

support the topic in which the proposal is developed and investigated. This

chapter also refers to the pedagogical explanation and study of the problem.

- 1 - - 2 -

Chapter III. - This chapter describes the methodology, the methods,

and the techniques that allow collecting information. This methodology will

fulfill the aims proposed in the investigation. It analyses and interprets the

results of the surveys applied to students and teachers to know about the

situation of the problem in a scientific and technical way.

Chapter IV. – It shows the recommendations and solutions to the

problem for teachers and students, presenting the proposal of this

investigation. The proposal corresponds to the design of a didactic guide

based on the collaborative learning with the help of group techniques for the

development of oral expression in the eighth graders at “Manuel Rendón

Seminario” public school.

- 1 - - 2 -

CHAPTER I

1 THE PROBLEM

1.1 CONTEXT INVESTIGATION

The present project is made at "Manuel Rendón Seminario” public

school in the city of Guayaquil, Guayas during 2015-2016. This institution

belongs to “District 8” at “Dirección Provincial de Educación del Guayas”.

Nowadays it has an amount of 1575 students in the afternoon section.

Furthermore, this public school has an adequate infrastructure to

develop educational work. However, the limitation of didactic resources is the

biggest problem that affect to teachers and students in this public school

since teachers don’t apply ludic activities that help to increase the level of a

foreign language in the English classes.

The students and teachers are threatened by some dangerous

external agents such as drugs or alcohol, which do not allow them to play

their roles properly and this affects the learning process, some activities are

realized to develop the skills and increase fluent English vocabulary.

This campus is located in “Socio Vivienda”, a popular area in the north

of Guayaquil city. Around the area, there are other schools such as the

replica "Vicente Rocafuerte" and "Maria Esther Carletti" high schools. The

- 11 - - 11 -

authorities of this schools are made up of the following way: The

Director. Ab. Berardor Rodríguez Gallegos Msc. and Subdirector Janet

Pazmiño.

In the “Ministerial Agreement” a new curriculum is attached, where it

shows that English language will have five weekly hours; from the eighth year

of basic education. This document is not only for the public schools but also

for private schools which must continue the English program presenting their

curriculums or educational projects to the corresponding “District”.

1.2 INVESTIGATION PROBLEM

1.2.1 CONFLICT SITUATION

In daily life, communication proves to be the most important in the

society. It is one of the capacities that allow the human being to establish a

better relationship with other people. Therefore, it is important to say that oral

expression helps to state ideas with specific meanings. It shows the

proficiency and knowledge of the speaker. If it is not the speaker`s native

language, it will cause tension and fear between those ones who make it for

the first time.

This problem is evident among the students of “Manuel Rendón

Seminario” public school, since they have low development of oral expression

in the foreign language, due to the lack of didactic resources that appear in

the classroom briefly, teachers do not have enough teaching materials.

- 22 - - 22 -

For this reason, the students show a lack of motivation and interest in

the area of the English language, causing boredom in the students. It is also

possible to observe that some of the students come from different institutions

where they acquired a base in English; thus obtaining different types of levels

in the classroom, which generates among them the formation of groups;

luckily existing certain discrimination between their classmates

simultaneously provoking fear at the moment of doing any oral activity.

Another presented problem was the change occurred inside the

national curriculum according to the resolution 41-014 of the Department of

Education, published on March 11, 2011, which announced that English

language would not be taught from the first grades of basic education in

public schools; as it has been happening in previous years.

Nowadays, it is very common to find these kinds of situations

mentioned before in public schools that is why it is necessary to offer

confidence in the students to achieve a better learning process and to

cultivate the integration inside the classroom. All these activities will improve

the teamwork between the educational communities of the school.

Another problem is the low participation of the parents in the academic

process since they do not help to their children in the control tasks. This

problem has generated a low academic performance, a high index of school

failure, difficulties in the study process, lack of dynamism and creativity in the

students, minimum development of skills in teachers and students to

accomplish actively the class techniques.

- 33 - - 33 -

The group techniques symbolize a tool of practical work that helps the

students to develop their skills in a more familiar environment, but basically it

allows students, and members of the groups, obtain a major frequency of

participation which will help to improve oral production in the English

language.

It is understood that the English language learning is a task that will take

place during the life; nevertheless it is very important for the development of

the different skills, because the students will get the confidence, when faced

with a linguistic experience inside the school environment.

1.2.2 SCIENTIFIC FACT

During the investigation conducted from 12 to 14 years old students at

“Manuel Rendón Seminario” public school located in Socio Vivienda, could be

observed the existence of many problems such as: a great number of

students inside classrooms, the lack of planning, and implementation of new

original and creative activities, and lack of motivation in the students. And this

does not allow to achieve a good learning in the foreign language learning

process. Thus, it is necessary that teachers apply another techniques, such

as group activities since they help to improve teaching. The teacher can use

a didactic guide that helps them to develop these techniques effectively.

In addition, it was found that teachers do not guide the student´s learning.

Therefore, students cannot improve their levels due to lack of planning and

implementation of new, original and creative activities by teachers. Therefore,

the English teaching and the learning techniques are not developed or

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applied efficiently. It has not allowed a creative participation of students in the

learning process.

Due to the lack of motivation students present displeasure for the English

subject and even worse they reject it. This problem produces between them

weariness and lack of interest when they are in the English classes. Likewise,

they feel fear when the teacher asks to develop some of the skills in a topic

determined in class.

Therefore, teachers have to motivate students to achieve their attention. In

this way, teachers will obtain their more active class. And they will achieve a

collaboration of all the members of the group with a good conviviality and

interaction. It allows an effective job, since the students will show more

confidence and safety when they share their ideas. It promotes interest in a

foreign language and a better teamwork. Thus, it accomplishes with what the

actual government demands, such as promoting the integration of the

educational community.

1.3 CAUSES

It has been detected in the eighth graders of "Manuel Rendon Seminario”

public school different reasons that do not allow them to develop oral

expression properly. Likewise, they show some difficulties when the teacher

applies group techniques. The most visible reasons that originate these

problems are:

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Discrimination in the classroom of the students who have previous

knowledge of the language.

The students feel unmotivated in the classroom due to the lack of

resources provided by the teachers.

Lack of integration among the students.

Inappropriate application of the group techniques that do not help to

improve the learning process in the students.

Low participation inside the classroom for students' excess.

1.4 FORMULATION OF THE PROBLEM

How do the group techniques influence the development of eighth

graders’ oral expression at "Manuel Rendon Seminario” public school, located

in “Socio Vivienda” I zone 8, “District 8” at “Dirección Provincial de

Educación”. Canton Guayaquil, parroquia Tarqui during the academic year

2015-2016?}

1.5 GENERAL OBJECTIVE

To analyze the Influence of group techniques in the development of

oral expression, through a literature review, statistical analysis, and field

surveys to design a didactic guide on collaborative learning.

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1.6 SPECIFIC OBJECTIVES

To define the influence of group techniques through a literature review,

statistical analysis and surveys of teachers and students

To describe the oral expression through a literature review, statistical

analysis and surveys of teachers and students.

To select the most important aspects of the research to design a

didactic guide based on cooperative learning.

1.7 QUESTIONS OF INVESTIGATION

How important is the use of group techniques in the development of oral

expression in the English language?

How can students increase their oral expression in English language?

How do the group techniques influence the cooperative learning?

How does the lack of group techniques affect the learning of a foreign

language?

How do teachers and students lack of motivation affect the foreign language

learning process?

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1.8 RATIONALE

This project of investigation has allowed the observation of the low

development of students’ oral expression; which prevents the development of

tasks and good interpersonal relationship. This problem is very common in

the public schools of our country. Furthermore, it is very worrying at present;

due to the fact that the students have some problems, such as demotivation,

fear and shyness to speak in English. It means that they cannot express their

emotions and ideas in the English classes.

This project is suitable in the educational area since it focuses on

improving the teaching of foreign languages. Since, there are some difficulties

that do not allow developing the skills in this language such as: listening,

writing, speaking and reading. Therefore it is important to solve this type of

needs, principally the speaking skill. Since the oral expression is the main skill

of a language and it permits the communication in the society.

In addition, it contributes to the science and its main objective is to

implement strategies used to improve the oral communication, which forms

part of the four basic skills within the teaching-learning process of the English

language. This project will help teachers to build up motivating and innovative

ideas for their English classes. Students will also be able to analyze and

create moral and cultural values through dialogues, brainstorming, games

and others interactive activities.

These activities will be useful to improve the speaking skill in the

English learning process. This guide will allow teachers have an updated

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material for their different daily activities in this area. This investigation will

result in benefit of the students with low development of the basic oral

expression of eighth graders of "Manuel Rendón Seminario” public School, as

well as its educational community who will have real motivating and dynamic

classes.

This project will contribute to the formation of ethical and creative

students to achieving a good performance in the speaking skill, by means of a

better use of the didactic material; hereby it will develop emotional skills

substantially improving the quality of education. The students will achieve a

significant progress in the production of ideas. Thus, the students will speak

in English in a natural and family way. Furthermore, the students will learn

about the cultures from other countries.

In addition, it is important and necessary to teach English as a foreign

language; because it is the most spoken language throughout the world. It is

also considerate as a universal language. This language has allowed the

communication between people of different countries. Therefore it is

necessary to have basic knowledge about it. For example the pupils should

know how to start and end a dialogue. It will help them during their academic

life or in their social and professional development.

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CHAPTER II

2 THEORETICAL FRAME

2.1 BACKGROUND

The relating problem about the lack of development of oral expression

in the English language was investigated at the library of the Faculty of

Philosophy, Letters and Science Education of the University of Guayaquil,

examining other thesis linked with our topic.

In this investigation we were able to find three projects that are related

to ours. The first is about improvement of the speaking skill through the

application of group work techniques, the second one is about how to

improve the speaking skill and the third one is about motivation techniques for

achieving effective English learning. They are focused from other

perspectives, since these proposals are about audiovisual material for

teachers and students of advanced levels. The present project focuses on

improving oral expression through group techniques with a guide based on

collaborative learning.

Due to this, it was decided to start the investigation of this problem at

“Manuel Rendón Seminario” public school. For this reason, it is necessary to

explain the variables of this matter which are: the oral expression and the

group techniques which will be shown through scientifically arguments such

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as: theoretical philosophical, sociological, epistemological and legal,

through a descriptive and bibliographical way.

The following project is orientated to strengthen the eighth graders’

English learning of “Manuel Rendón Seminario" public school. The

problematic of this institution is the lack of a didactic guide about group

techniques; specifically in the English area, as a tool to help teachers in the

teaching-learning process, to improve the academic level of the students.

The collected information through the teacher and school board

helped to determine the importance of executing this investigation about the

correct application of the group techniques. It will increase the academic

achievement of students. Crandall (1999) and Morales (2000) state that

students learn and develop socio-affective strategies through various group

activities. In addition, these authors claim that the group techniques help

teachers to improve their classes. Furthermore, these activities increase the

oral expression in the students. Teachers will have a didactic guide based on

collaborative learning for making their classes more efficient.

Nowdays, there are some factors, such us: lack of interest for learning

a foreign language which do not allow to develop the English´s speaking skill

in the classroom. Tennyson (2001) and Sivira (2008) state that the use of

group techniques improve the attitudes and decrease the fear and the

isolations feelings in the students that undermine the spontaneous

development in the communicative process. In addition the same authors

claim that students will feel safe when expressing to others. These

techniques increase the student´s speaking skill.

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The development of this project shows the application of two methods

such as: inductive method and deductive method. The inductive method

allowed studying the problem, from the specific to the universal. The purpose

is to enrich the knowledge about the use of the new strategies, which improve

and innovate the teaching process. On the other hand deductive method

allowed studying the problem from the universal to the specific which increase

and innovate the teaching process through the use of new strategies for

enriching the students’ knowledge. The purpose of these methods is to

determine effective group techniques to develop a critical thinking in eight

graders.

Nevertheless teachers must not forget the role as a guide and a

planner in the teaching-learning process. Furthermore; they also must search

strategies that help to improve the collaborative learning among their

students. Panitz (2002) claims that the collaborative learning is fundamental

the participation member´s group to perform different tasks. Moreover, this

author states that the teacher is a designer and planner who structure the

activities to develop in class. He clarifies the doubts of their students; offering

them motivation, confidence and safety.

2.2 PEDAGOGICAL FOUNDATION

The word “pedagogy” originates from the ancient Greek

<<paidagogos>>. This term was composed <<paidos>> ("child") and

<<gogy>> ("lead" or "out"). The pedagogy is an instrument that has been

changing over time according to the modifications that it is appearing in the

education system, trying to find well-being for students, thus achieving a

significant and effective learning. Cuiza (2008) states that the Pedagogy is a

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set of knowledge which is linked to the education as social and human

phenomenon. Therefore, it is a psychosocial science which aims to study

education for perfecting it. The word “education” comes from the Latin

<<educare>>, meaning feed and nurture the knowledge. According to Piaget

(1969), the goal of education is to create people who are able to do new

things and do not repeat what other generations did. It means that the

students are able to create their own ideas and do not copy ideas from other

people.

2.2.1 GROUP TECHNIQUES

2.2.1.1 DEFINITION

According to Villaverde (1997) Group techniques are tools that

strengthen the students learning, since they build knowledge. The

contributions of each team member are valid because they use their ingenuity

and creativity. These techniques strengthen the interaction among students

and create a sense of belonging in the group. Group techniques are a way of

study that facilitates the student learning. These auxiliary tools reinforce

learning in a playful and meaningful way. Aguilar (1990), claims that group

tecniques are a set of processes that achieve a goal and gratification group.

According to Cambridge English Dictionary (2016) The word “group”

come from italian <<gruppo>>. It refers to the plurality of beings or things that

make a set. A group is a set of people who play specific and reciprocal roles.

They act according to standards, values and purposes that were previously

arranged to maintain the stability in a society.

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Kisnerman (1970) states that:

Group is a set of individuals that interact with reference to a particular

object, The individual is propeled for belonging to a group by different

motivations of impersonal type, to get friends, to meet other

personalities, to acquire knowledge, experience and training (p.74).

According to Cambridge English Dictionary (2016) the word

“technique” comes from Greek <<téchne>> that means art or science. A

technique is a set of procedures or materials to apply in a specific task to

achieve a particular result. Salazar (2004), states that techniques are

procedures or activities that students perform when they learn.

Briefely, a technique is a tool that achieves a goal; in education a

technique is the logical and psychological procedure to guide the learning

student. It is the particular resource that teachers use to achieve the

purposes planned from srategies. Rosler (2007) claims that techniques help

to improve the performance in education. The same author claims that

through these techniques teachers can catch the attention of their students.

Therefore, the use of group techniques facilitate and stimulate the group’s

action for achieving proposed goals in the most effective way. In this sense

the group techniques are tools that help to solve problems in the group.

This type of group techniques allows analyzing the condition inside a

group, and the relationships among them. Johnson and Johnson (1998)

states that different group activities improve the integration among

themselves. It allows to enrich their learning process of each group´s

member.

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The group techniques are directed by the teachers who facilitate and

increase the learning of the students. These techniques are considered as

auxiliary tools which allow improving the knowledge of the pupils; these tools

achieve motivation and creativity to have a social experience among the

members of the group. The aim of these activities is to carry out the

development of the education and learning to promote a better conviviality.

Bastidas (2005) states that:

To achieve an active and meaningful learning, the teacher must

consider it as a spontaneous and personal activity which the goal is to

offer their students an enjoyable experience, learning towards a

potential development as thinkers, creative, critical and reflective.

(p. 93)

The group techniques can be applied in an effective way in the

learning of the students. The teachers must be sure of the purpose and the

aim by which these tools are going to be used; it is also necessary to know

the particularities that have all the students and their level of learning.

Sammons (1998) claims that student’s progress is evidenced when teachers

use the adequate techniques.

2.2.1.2 IMPORTANCE OF THE GROUP TECHNIQUES

The use of group techniques in the classroom is very important since

these techniques help to enrich the performance of the students. The

intercommunication of the participants helps to solve problems. Lewin (2009)

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states that group activities help strengthen the student's behavior. The same

author claims that the application of these techniques increases the

integration among member´s groups and at the same time it achieves the

efficacy in the learning of them.

Galarza (2005) states that students through the group techniques are

able to solve problems since they interact and share the knowledge with

others partners. It shows that the group techniques produce a better

resolution of the problems and help to enrich the knowledge of the students,

since these techniques allow the interaction with each member of the group.

From the first moment that the group techniques are used in the classroom,

the teacher is developing the students’ creativity, collaboration and the

curiosity for the investigation.

Rodriguez (2007) states that:

It is important to use group techniques in the classroom because it

improves the productivity of the students. The interaction of the

members produces a source of energy and capacity of appropriation of

knowledge and resolution of difficulties, which overcomes the scope

that a student might achieve himself.

The group study allows the students to associate with others into

community. Kuri (2012) claims that group learning allows to interact with

others and learn through experiences. It means that students are able to

learn in a more interactive way.

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2.2.1.3 CLASSIFICATION OF GROUP TECHNIQUES

It is important that the teachers apply the group techniques in an

appropriate and timely way. Therefore, the teacher must plan according to the

environment and education’s level of each person. According to Cavodies

(1991) group techniques can be divided into:

2.2.1.3.1 GROUP TECHNIQUES OF PRESENTATION

These techniques allow a reciprocal individual knowledge. It is the

basic condition to remove individualist barriers from the beginning. People

know and realize teamwork.

2.2.1.3.2 GROUP TECHNIQUES OF INTEGRATION AND PARTICIPATION

These techniques allow the participation of all group’s members. They

increase the ability to make decisions, encouraging teamwork and the use of

resources.

2.2.1.3.3 GROUP TECHNIQUES OF TEACHING-LEARNING

These techniques are used to streamline the teaching-learning process

or to solve problems.

The group techniques can solve many of the problems that exist in the

public schools, such as: bullying and discrimination due to the different

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English levels in the classroom. Since some students have previous English

knowledge and they mock their other classmates whose do not know this

language. These problems harm many students in their learning process.

Acevedo (2010) states that the mock in the classroom produces lack of self-

esteem in each student. Therefore, some institutions are forced to solve this

type of problems.

2.2.1.4 TYPES OF GROUP TECHNIQUES

Group techniques emerged of the hands of many streams and authors

who devoted themselves to the study. Among the best known we can

mention those developed by Kurt Lewin.

Kurt Lewin created group activities at Harvard University in 1945, where he

developed different techniques such as debate, roundtable, .etc. to discover

the emotions, feelings or behaviors and interactions that individuals

experienced in groups. Likewise the same author mentions the following

kinds of group techniques:

2.2.1.4.1 INTERVIEW

It has a definite purpose which can be to obtain and give information,

or receive instructions and recommendations, etc. It is realized by two people

where there are many questions and answers around a topic.

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2.2.1.4.2 GROUP INTERVIEW

It follows a similar pattern of the individual interview. However, the

interviewee is not an individual but a group of five or six people.

2.2.1.4.3 ROUNDTABLE

It is integrated by a group of people gathered to study a problem. This

study is performed through a discussion where all members of the group can

express their ideas and listen to the different points of views in order to reach

a positive agreement.

2.2.1.4.4 BRAINSTORM

It is a technique where a group of people create ideas and get a group

of conclusions in relation to a problem. Its aim is to motivate the group, taking

into account the participation of everyone. It is advisable to use this technique

to start a class.

2.2.1.4.5 DEBATE

It is an oral activity that involves the discussion of a topic by two

groups where defenders are a group of people who advocate a topic and

must be convinced of the positive side, while the attackers must be convinced

of the negative side.

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2.2.1.4.6 DRAMATIZATION

This technique refers to the "theatrical" interpretation of a problem. It is

a useful tool for improving communication in the group, allowing freedom of

discussion.

2.2.1.5 ADVANTAGES OF USING GROUP TECHNIQUES IN THE

CLASSROOM

According to Barrios (2000) the good suitable use of the group

techniques will always have positive results such as:

They help to have a judicious learning and teaching.

It induces the growth of the personality of the students.

It facilitates the communication of the pupils allowing them the exchange

ideas learned of an individual form.

It knows the different characteristics and capacities of each student has

to reach in the group.

Therefore, these techniques are a tool that helps students in the

speaking skill since it allows a better participation in the classroom.

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2.2.1.6 DISADVANTAGES OF USING GROUP TECHNIQUES IN THE

CLASSROOM

The decrease of the individual work provoking the "idleness" since some

students entrust that the others work.

Some students avoid expressing constructive critiques because they

feel afraid of being expelled of the group for expressing different ideas.

This is given by the fear of the jeer that certain students present.

Some students feel afraid to express themselves in English because

they think their vocabulary is not appropriate. They also believe that

their pronunciation is not correct enough.

Therefore it is necessary that teachers offer safety to their students.

“The school must offer all kinds of situations that stimulate students in their

oral expression and the pupils adopt the precise language resources

appropriately, considering that the speaking skill is the main faculty that

allows human being to live in the society”. (Madrigal, 1992, p. 149).

2.2.2 THE COMMUNICATION

The word “communication” comes from Latin <<communicare>> it

means to share something. The communication is a process to hand down

ideas where two or more people intermediate in an interaction. It is the use of

a specific code for the transmission of a message to allow human beings to

relate with others. Frank (1973) states “Communication is the study of the

theory and principles of origin, emission, reception and interpretation of

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messages” (p. 39). This communication develops through speech by a vocal

sound which occurs among humans.

According to Romero (1999) the communication is more developed at

school since the speaking skill is very common between teacher and students

inside the classroom. In addition, the communication allows to the people

exchange criteria or ideas from their point of view. Barnes (2007) states that

the main way to communicate with other people is “to talk”, where the

students express their ideas to others.

Also, communication increases the people´s knowledge since it is

produced from the first years of life. This skill has allowed to human being for

surviving inside the society which allows a better personal relationship.

According to Piaget (1955) the learning is a process that it is acquired

through the experiences of each year. Likewise, the same author claims that

communication increases the knowledge.

2.2.3 ORAL EXPRESSION

The oral expression is one of the four language skills, which serves to

develop and to improve the learning. The word “expression” comes from Latin

<<expressus>> it means wrung or stepped out. It is the capacity developed

by human being to communicate ideas, thoughts, and concepts.

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XPRE

MUNI

Flores (2004) states that the speaking skill is the ability to

communicate clearly and fluently with others. It also means listening to

others, respecting their ideas, etc.

Graphic # 1

DIFFERENCE BETWEEN

EXPRESSION AND

COMMUNICATION

E SSION:

To express feelings through words,

behaviors and gestures.

COM CATION:

To broadcast ideas between two

or more subjects.

Elaborated: Miluska Del Pezo and Maira Loor.

2.2.3.1 THE IMPORTANCE OF ORAL EXPRESSION

Oral expression is as important as the existence of the human being. It

is the way to share personal meaning, in order to influence behavior, to share

information or achieve understanding of a message. Miretti (2006) states that

the oral expression is a tool that helps to build up the knowledge. Oral

expression helps to improve the integration in the society. It is a basic

element to express among other people.

2.2.3.2 ENGLISH ORAL EXPRESSION

The English oral expression increases the knowledge in the students

since they transmit and exchange their thoughts and they learn new

experiences. Moreira and Pérez (2004) claim that it is important to develop

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the oral expression of English language since students will perform their

profession efficiently.

The advantage of this skill is the interaction among people; since it is

possible to get different topics of an informal and general way and, finally to

obtain a feedback of an immediate way. However, there are certain obstacles

in the oral expression such as: to use incomplete sentences or to repeat the

same words and it cannot achieve an understanding between the sender and

the receiver.

2.2.3.3 TECHNIQUES FOR USING CORRECTLY THE ORAL

EXPRESSION

Oral expression has some techniques that the people must follow to

communicate orally with effectiveness. From antiquity, to express orally has

been one of the principal activities of the life in society. Therefore, people

must learn how to express properly in public. In addition, there are some

factors that the teachers have to apply inside the classroom such as:

clarity, vocabulary, fluency, voice, visual control, and the control of movement

and body expression.

2.2.3.3.1 THE CLARITY

It is important that the teacher expresses in a clear and easy way for

getting the understanding of their students.

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2.2.3.3.2 THE VOCABULARY

It is necessary to use a correct vocabulary that the students can

understand.

2.2.3.3.3 THE FLUENCY

The teacher has to use words in a spontaneous and natural way.

2.2.3.3.4 THE VOICE

It is the principal instrument that each teacher must have to achieve

the attention and the discipline inside the classroom. Therefore, the teachers

must use a high tone of voice for being listened by all the students.

2.2.3.3.5 VISUAL CONTROL

It is necessary that teachers show through the vision the safety in

students, to achieve it; the teacher can use resources that capture the

attention of them.

2.2.3.3.6 CONTROL OF MOVEMENT AND BODY EXPRESSION

When teachers give their classes usually do some incorrect physical

expressions for example: sit on the desk and get close on the board. They do

not help in the process of the communication. The position of an educator

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influences the harmony of the students since they tend to see the teacher as

a model.

2.2.3.4 DEVELOPMENT OF ORAL EXPRESSION

Since childhood people learn to express orally acquiring new

vocabulary. Vargas (2003) states that new words improve the knowledge. It

means the constant and creative use of the speech enriches our language

and it allows having fluency at the moment to establish a dialogue.

In addition, it allows the formation human being´s personality which

implies that the sentences expressed to others are linked with the

experiences of every day. Pinker (1994) states that each baby is a genius of

language because they have the capacity of learning to produce the first

words. This author claims that the language is universal since children really

invent it generation after generation.

The teaching of oral expression is essential in the learning foreign

language. Communicative competences is the skill set that allows an

appropriate participation in specific communicative situations. Dell (1966)

states that participate in a communicative interaction means to accomplish

the purposes of personal communication.

The development of the communicative competences starts from the

moment a person is born and continues throughout life, but this process is

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achieved from childhood. These competences can be accomplished in the

following ways:

1. It occurs at the individual level and realize the human ability to acquire

and use language or linguistic codes.

2. It corresponds to the social level, it refers to the human role in the

building knowledge and social interaction.

The aim is that the students develop competences to communicate

orally in common situations of their daily life. Nowadays, the students come in

contact with the foreign language through television programs, films, internet,

interactive games, songs, among others.

At the beginning of the training and the development of the oral

expression in students, it is necessary to know that this communicative skill is

a process that represents a dynamic exchange of ideas, experiences,

feelings and knowledge between the sender and the receiver. Brown & Yule

(1983) state that oral expression is an interactive process that consists in

producing, receiving and processing information.

This skill is considered as the main axis of all communicative process

because it is the most common and used by humans being since ancient

times. Furthemore, the students must consider some essential aspects of

English language such as grammar, phonetics and semantics when they

learn to express orally. Bygates (1991) claims that grammar, pronunciation

and vocabulary are important tools in oral expression.

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2.2.4 THE MOTIVATION IN THE ORAL EXPRESSION

2.2.4.1 DEFINITION

The word “motivation” comes from latin <<motus>> it means

movement. The motivation is the action that stimulates to an individual for

achieving all objectives. When a person is motivated believes that is

necessary or convenient to achieve an objective. Tapia (2005) claims that the

motivation is a set of variables which activate and guide the behavior to

achieve a goal.

In the same way Dornyei (2005) states that:

Motivation is an abstract and hypothetical concept that exists to

explain the reason because people think and behave in different

ways. The motivation is linked to basic aspects of the human mind

and it has a decisive role in the success or failure in any learning

situation. (p. 25)

The motivation is composed of needs, wishes, tensions, and

expectations. It is a step to learning. In addition, it is the interest that the

students have for obtaining their own learning or activities. Pina (2005) states

that there are two kinds of motivation.

2.2.4.1.1 POSITIVE MOTIVATION

It is the desire for improvement, and it is guided by a positive spirit.

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2.2.4.1.2 NEGATIVE MOTIVATION

It is the obligation that the people comply through punishments,

threats, etc. inside the family or the society.

According to Faustino (2005) it is necessary to motivate in a positive

way to students when they communicate their ideas in a group, for that they

can express naturally to others. It allows students to overcome their fear of

speaking. The teacher may apply different teaching strategies to help

students increase their knowledge since they learn better talking. “The

motivation determines the level of effort that you put into learning a foreign

language or the second language. The motivation leads to the success of the

learning”. (Nakanishi, 2002, p.1). Students must strive to accomplish their

goals because it is part of the motivation. According to Valdés (2005) in his

article claims that motivation is the willingness to make a great effort to

achieve goals, conditioned by the effort's ability to satisfy some personal

need.

2.2.4.2 GENERAL APPROACHES FOR MOTIVATION

According to Pila (2012) there are four approaches for increasing the

motivation which the teachers have to know and employ them correctly in

their classes, which are:

2.2.4.2.1 BEHAVIORAL APPROACH

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It explains the motivation with concepts as reward. For example when

the theacher gives extra points to their students for having done an excellent

quiz. It can encourage or discourage students' knowledge.

2.2.4.2.2 COGNITIVE APPROACH

It considers people as active and curious, where they search

information to solve their problems of personal importance.

2.2.4.2.3 HUMANISM APPROACH

This approach focuses the student´s capacity for personal growth,

freedom to choose his destination and positive qualities.

2.2.4.2.4 SOCIAL APPROACH

It implies that motivation is considered as the product of two main

stages. The first is the expectation, hope or illusion that the individual has to

achieve a goal, and the second is the willpower that the individual has to

obtain a goal for him/herself.

2.2.4.3 THE MOTIVATION IN THE CLASSROOM

According to Barrios (1997) the school is a workplace where the

students face different activities; it requires more cognitive effort than

physical. In the English class, the most immediate environment for students is

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composed by the classmates and the teacher which establish relations

through of communication.

The development of the learning depends on the techniques and

teaching methods that contribute in the advance of the oral expression in the

communication activities. Spaulding (1992) states that it is important the

student's relationship with the teacher since this allows a better motivation in

the learning. In addition the teacher has to encourage and increase the

vocabulary of his students. Pérez (1996) states that the stimulation is the

main task that the teacher has to do. Therefore, it allows students to strive

and increase interest for learning.

2.2.4.4 MOTIVATION FOR STUDENTS

The teachers must know the following aspects to motivate their students:

To apply the activities in a logical and orderly way.

To take the mistakes as a new teaching.

To increase the communication and good relations among students,

performing group activities.

To propose the reasoning and the understanding as the best tool for

the resolution activities and conflicts.

To apply the knowledge acquired to next situations for students.

It is important to apply these aspects since in the classroom the

motivation is transcendental because students are easily distracted. It means

that teachers should make questions, change activities, which improve the

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students’ attention. Furthermore, they will achieve their attention in the

English language. Rodríguez (2007), claims that teachers will improve their

activities teaching if they know and apply new motivational strategies in their

classes.

2.2.5 RELATION BETWEEN GROUP TECHNIQUES AND ORAL

EXPRESSION

By means of use group techniques in class the teaching-learning

process is more effective. These techniques allow students actively

participate and build new knowledge. According to Jimenez (2014) group

techniques and oral expression facilitate the learning because they allow

developing individual-collective process of reflection and discussion and

creating a discipline of community work.

Group techniques in the development of the oral expression help

students express their thoughts, improve their social attitude and develop

their personality to the success of the hand of the teacher. In addition they

serve up to stimulate the classes of a different way involving to the students.

Therefore it is important to indicate that group techniques are

processes that help to make a part of learning and facilitate the students´ oral

expression. Group techniques are essential to develop in students the

English oral expression which will promote the interest of students towards

the correct use of the foreign language.

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Barnes (1976) states that speaking in front of a group of students help

to increase the trust among them. Thus, it is necessary that the teachers

apply these techniques in their classes. Fernández (2006) states that the use

of group techniques is important in teaching because they achieve a deep

and lasting learning.

2.2.6 THE COOPERATIVE LEARNING

2.2.6.1 DEFINITION

This is a method of instruction, which students work in groups to

perform a specific task. This method can help students develop leadership´s

skills and ability to work with others as a team. Johnson D.W. (1999) claims

that the positive self-reliance of each student allows to get his/her goals, if

other classmate accomplishes his/her goals.

2.2.7 THE COLLABORATIVE LEARNING

2.2.7.1 DEFINITION

It is a didactic technique that promotes the learning focused on

students; it is based on small workgroups where students with different skill

levels use a variety of learning activities to improve their understanding in

English.

According to Prescott (1996)

The collaborative learning searches to develop individual and group

skills; from the discussion among students when they explore new

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concepts, for that reason each student is responsible for his/her own

learning, and the same way to obtain the group's growth.

The following authors provide the following definitions about

collaborative and cooperative learning.

Kagan (1994) and Ovejero (1999) state that cooperative learning is an

educational technique which improve performance and enhance intellectual

and social skills of students. Furthermore, the same authors claim that this

learning refers to a series of instructional strategies including cooperative

interaction from student to student, on a topic, as an integral part of the

learning process.

Likewise, Salinas (2000) and Scagnoli (2006) state that collaborative

learning is the acquisition of skills and attitudes that occur as a result of group

interaction. It is produced through the participation of two or more individuals

to achieve a better understanding of a concept, problem or situation.

Therefore, it is necessary to establish the differences and similarities between

collaborative learning and cooperative learning.

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Graphic # 2

DIFFERENCES AND SIMILARITIES BETWEEN COLLABORATIVE

LEARNING AND COOPERATIVE LEARNING

DIFFERENCES SIMILARITIES

Collaborative learning: - Shares the information. - Builds the knowledge. - Works in group and rarely it

is divided.

Cooperative learning:

- Obtains individual results. - Produces a group product. - The job is divided by the

teacher or member´s group.

Both learnings have an aim: - The purpose of this strategy is to get students help among them to

achieve their goals - The knowledge is discovered by students and transformed through interaction with the environment.

- The learning comes from an active relationship between teacher and students and among students.

By: Miluska Del Pezo and Maira Loor.

This project is based on the collaborative learning since it will achieve

the improvement of the English language. It seeks to promote spaces which

allow the development of individual and group skills from the discussion

among students. Wilson (1995) claims that the classroom is a place where

students should work together, using a variety of tools and information

resources to allow the search of learning objectives and the solution of

problems.

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2.2.7.2 IMPORTANCE OF THE COLLABORATIVE LEARNING:

According to Villalobos (2011) The importance of this strategy of

teaching and learning is that all members participate in "community" to

achieve common goals, it is a way to work together to overcome the isolation

and the competitive positions that both harm the functionality of the groups in

general. Kauchak (1999) states that the collaborative learning encourages the

development of participation which allow students to talk about their new

ideas with other students in the group.

According to Figueroa (2011) there exists some adventages and

disadvantages which are important for teachers to know; such as:

2.2.7.3 ADVANTAGES

- To promote feelings of self-sufficiency.

- To stimulates personal skills.

- To allow achieving the objectives enriching the knowledge.

- To share the responsibility.

- To build the knowledge through contributions of ideas

2.2.7.4 DISADVANTAGES

- The time is not enough when students help to other classmates.

- The group members may have different ideas.

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- It is possible that exist an authoritarian leader in the group that does not

take the opinions of others.

- Some students want to work in an individual way.

- They depend on the knowledges of other classmates.

2.2.8 DIDACTIC GUIDE

2.2.8.1 DEFINITION

According to Romero (2012) the didactic guide link research of

investigation means individuals activities as group activities. It is an

instrument for teachers and students which have all necessary information for

the correct performance inside the academic activities of learning. The

teacher aims that students feel interest in some new unknown topic. This tool

helps teacher to arouse the interests of their students. García (2002) states

that the didactic guide is a document that facilitates the study and link the

cognitive processes of the students.

2.2.8.2 IMPORTANCE

It is important to recognize that the didactic guide is a resource which

purpose is to guide students in an independent methodological activity.

Martínez (2000) claims that it is a fundamental instrument for the organization

of students job which offer the necessary orientations and allow integrating

didactic resources for the study of the school subjects. It serves up as support

to the teaching process, guiding teachers and students in their teaching-

learning process. Roldán (2013) states that it promotes autonomy through

different teaching resources such as: explanations, examples, comments,

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- 3737 -

diagrams, graphs, and other similar actions that the teachers use in their

activities.

2.2.8.3 CHARACTERISTICS

To offer information about the content and its relation with the

academic program.

To show indications about how to achieve the development of skills

and aptitudes of the students.

To present orientation about the methodology of the class.

2.3 EPISTEMOLOGICAL FOUNDATION

2.3.1 EPISTEMOLOGY DEFINITION

It is a discipline that consists in a constant reflection which tries to get

the knowledge and validate it.

The following authors provide the following definitions about Epitemology:

Popper (1963) defines epistemology as the validity of knowledge,

which is based on the way of study (methods and techniques) how the

individual acquires knowledge. In addition, it has a logical and

methodological character, it means normative and philosophic. It is

called normative because it is based in theory of science and

philosophic because it is based in the philosophy of science.

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- 3838 -

Sánchez (1998) states that the epistemology is the branch of

philosophy which is responsible of the study of knowledge. It is the

study of the foundations and methods of scientific knowledge. The

knowledge is the exact relationship between the knower and the

known object in the teaching - learning process.

Piaget (1967) claims that epistemology is based on the validity of

knowledge but also on the conditions as the individual obtains

knowledge. In addition, the same author states that epistemology has

a fundamentally scientific character. It arises from the synthesis of two

previous theories: apriorism and empiricism. For Piaget, knowledge is

not something innate in the individual according to apriorism, nor it is

something that is achieved only through observation of the

environment according to empiricism. Therefore, Piaget claims that

knowledge is produced by the interaction of individuals with the

environment.

2.3.2 KNOWLEDGE DEFINITION

According to Platon (340 b.c.) knowledge is the result of the learning

process. it is admitted and assimilated through perception into the cognitive

structures (set of ideas) and prior knowledge (independent of experience) of

the subject. It means that knowledge is the end product that is saved in the

cognitive system, mainly in the memory.

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- 3939 -

Likewise, Piaget (1967) talks about knowledge and divide it into three

types,which are: physical, logicial-mathematic and social knowledge.

2.3.2.1 PHYSICAL KNOWLEDGE

It basically refers to the empirical abstraction of objects (it referes to

the observable characteristics of objects or actions of the subject with them).

This knowledge is acquired by the child through manipulation of objects

around them which are part of their interaction with the environment.

2.3.2.2 LOGICAL MATHEMATICAL KNOWLEDGE

It is more abstract than the physical knowledge. And it requires

children derive their knowledge through observed things. Likewise they invent

answers to explain what they have witnessed.

2.3.2.3 SOCIAL KNOWLEDGE

It is the most complex of knowledge that children acquire. It

depends on the understanding of the ways in which individuals communicate.

Because, this type of knowledge requires a complex understanding of human

emotions and social signals. This knowledge takes the child to interact with

other children or with teachers in their child-child and child-adult relationship.

It is achieved by encouraging group interaction.

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Therefore, this project according to Epistemology is based on the

knowledge acquired through students’ interrelationship with socio-cultural

environment. This foundation defends this project because it is orientated to

supply the needs of the students. Since, they get their own knowledge with

the help of the teacher, who discovers the potentials and capacities of each

one of them.

2.4 PHILOSOPHICAL FOUNDATION

The constructivism is part of philosophical since it allows to know

sources of human character towards the current pedagogy. Enriquez (2009)

states that the philosophical conception of man has three components: man

as a human cultural, historical and social.

2.4.1 CONSTRUCTIVISM

It is an educational theory based on the construction of knowledge; it

means that each person learns by him/herself, building their knowledge and

understanding through their own perception of the world. Vigotsky (1978)

claims that the human being learns through the influence of the environment.

Therefore, the knowledge is a social product. It means that it is not the result

only genetic inheritance, but it occurs through a social and cultural activity.

On the contrary Piaget (1952) determines that the constructivism is the

product of the human interaction with natural and social stimulus. The

learning is always an inner and subjective reconstruction. It means that the

individual adcquires his/her own knowledge through daily experiences.

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2.4.2 SIMILARITIES BETWEEN VIGOTSKY AND PIAGET’S THEORIES

Piaget (1952) and Vigotsky (1978) both authors are based on the

relationship between development and learning of each person. They

also focus on the development of the knowledge and the interaction

with the environment. (Piaget gives more attention to the interaction

with the physical environment, while Vygotsky focuses on the

interaction with the social environment.) And finally, they make a

constructivist approach of the knowledge (knowledge is not a copy of

reality, but a construction the individual.)

2.4.3 DIFFERENCE BETWEEN VIGOTSKY AND PIAGET’S THEORIES

Vygotsky (1978) believes that learning can act as a facilitator of

restructuring. He considers that the development depends of learning.

Also, in his theory he claims that individuals learn through social

interactions. He explains that dialogue is an important tool in the

development of students, during their growth and development their

basic language becomes more complex. He believes that language is

key to the human development. In addition, he thinks that children

learn actively through practical experiences. Also, he thinks that

learning is built by social interactions with the support of someone

more expert.

Piaget (1952) believes that social factors may facilitate the

development but do not determine its way. His theory describes and

explains the changes that occur in the thinking. He indicates that

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cognitive development occurs through stages of maturation and

experience: (Sensio-motor, preoperational, concrete operations and

formal operations). He discovers in his theory that through interaction

with the environment the students acquire new information. Also, he

indicates that children get and build actively their knowledge.

Likewise, Carretero (1994) states that the essence of constructivism is

the individual as an own construction, which is achieved through the

interaction with the environment. It means that the knowledge acquired is not

a copy but an own product based on the experiences since it is a product of

the cultural and social interaction. During the learning process the students

learn to build their knowledge which helps in their future learning it means

they will apply their knowledge effectively inside society. According to Méndez

(2002) the constructivism is a theory that explains the nature about human

knowledge; it means that the new knowledge arises of the prior knowledge.

Díaz and Hernández (2004) state that the constructivism as a social

behavior means that the knowdlege is a construction of the human being. It is

acquired through interaction with others. The education of each individual

depends on several aspects that influence in his/her behavior. It takes place

in a progressive way. It means that the individual learns through his/her own

experiences. Abbott (1999) states that the learning is an objective process

which each person creates his/her knowledge constantly through his/her new

experiences.

According to Ausubel (1982) the constructivist paradigm promotes the

intellectual development of the students. It means that they must learn to

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think in a different way, applying human values which will do humanistic and

participatory individuals in society. It means that students will not only focus

on knowledge but rather they will participate from humanist perspective,

accepting the positive attitudes and rejecting the negative attitudes (problems

with their parents, discrimination in the classroom, fear, etc.) of the

environment.

2.5 PSYCHOLOGICAL FOUNDATION

2.5.1 COGNITIVE PARADIGM

The cognitive paradigm is focused on the study of mental

representation. It describes and explains the origin of these representations

and its role in the development of knowledge. According to Chavez (2007) the

Cognitive Theory is based on the learning as an internal process intentionally

produced by the individual, which is obtained by the interaction between

environment and subject.

According to Villarroel (1995):

The cognitive paradigm explains that learning is based on the

experiences, information, impressions, attitudes and ideas of students.

Then, the learning is a permanent change of knowledge, due to the

reorganization of past experiences unlike of new information acquired.

Knowledge is not a figurative copy of reality; it is a subjective

elaboration that carries out the acquisition of mental representations.

(p. 88)

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The cognitive paradigm is the knowledge obtained from the perception,

the memory and the learning, until achieving the formation of concepts and

logical reasoning. Badillo (1995) and Castro (2008) state that cognitive

paradigm explains how the human being appropriates or develops knowledge

in his/her mind, through actions, such as recognizing, understanding,

organizing and using information received through the senses.

2.5.2 COGNITIVE PARADIGM IN THE EDUCATION

According to Hernández (2010) the paradigm is focused on emphasizing

that education aims to develop the learning skills, not only to teach

knowledge. The same author mentions the following levels that the teachers

should carry out in the education, for example:

Knowledge: it is the retention of information taught.

Understanding: it is the perception of the semantic aspects of

information taught.

Application: it is the use of the information taught.

Analysis: it is the study of the information taught in parts.

Summary: it is the creative combination of information taught to build

an original whole.

Evaluation: it is the judgments about the value of the material taught.

This research is based on the cognitive paradigm since the students

are considered protagonists of the education because they have learning

potential and they can develop it between teacher-student interactions.

According to Proaño (2014) the teacher is considered as an analytical-

thinking person. It means that he/she analyzes the difficulties that the

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students present inside the classroom such as students’ behavior. The study

of the teacher´s thoughts is a form of reflection-action-advice based on the

communication. "The teacher evaluates situations constantly; he processes

information about these situations. He takes decisions about what to do next,

he guides actions on the base of these decisions, and he observes the effects

of actions in the students “(Clark, 1978, p. 3).

It is important to know that natural human interactions allow the

development of reciprocal learning; where students share their thoughts but

these thoughts have to be analyzed before expressing them to others.

Rodríguez (2008) states that the group activities are the fastest way to learn,

since students share their experiences and knowledge with others.

2.6 SOCIOLOGICAL FOUNDATION

The social learning theory conceives to the social communities as

places for the acquisition and creation of knowledge. The learning takes into

consideration the importance of social interactions among people acting in a

social and cultural world, where build social meanings and cognitive

structures. “I find myself in my daily life inside a social world. A world shared

from the outside with activities organized in groups”. (Schutz 1972, p. 329)

In our society it is important the social interaction between teachers

and students. This social interaction is a reciprocal process that allows to

establish a better relationships to develop individual skills and human values.

It is important to recognize that each student has different characters and

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kind of learning. Furthermore, it depends of the environment where the

teaching-learning process is developed.

Salazar (1976) claims that the education is a process that achieves the

interaction between two or more subjects. In addition, it allows the human

being’s improvement since he/she learns and increases his/her knowledge.

The education has as aim to train active, creative and participative subjects

since the interaction is important between teachers and students, or among

students, which creates a suitable environment for the learning process.

Sprinthall (1993) states a comfortable environment is produced by a good

interpersonal relationship between teachers and students. It will generate a

better student´s learning process.

Therefore, the interaction among students of the same age in the

classroom is important. Cubero (2004) states that the comunication among

young people is essential to the construction of knowledge. It means that

teenagers create their own concept and self-worth. Students feel more trust

when they express their ideas freely among themselves on the contrary,

when they do it with someone older for example: the teacher or member of

the family. The students show shyness and act differently in front of older

people. Bacete (2006) states that the interaction among students produce

entertainment, affection and safety. this situation does not achieve when they

interact with old people.

Likewise, Bandura (1977) considers that external factors are as

important as the internal since they interact with the learning process. The

learning does not occur only by direct and personal experience but it happens

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with the observation and imitation of others through verbal or visual

experience. The same author claims that the learning is acquired through the

observation and models’ imitation.

Briefely, the construction of learning is the result of interaction with the

environment. It means that the students will integrate with others to form part

of a new social world. Therefore, it is important that teachers emphasize the

acquisition of knowledge based from the social point of view.

2.7 LEGAL FOUNDATION

This research is based on the Code “Buen Vivir”, “Constitución de la

República del Ecuador” and “Ley General de Educación” in the following

items.

Art. 2.5. The Code "Promoting social inclusion and cohesion, peaceful

coexistence and culture of peace, eradicating all forms of discrimination and

violence"

Art. 28.- Constitución de la República del Ecuador mentions that: "Education

will respond to the public interest and will not be serving individual and

corporate interests. Universal access, retention, mobility and graduation

without discrimination and compulsory at the initial, basic and high school

level or equivalent is guaranteed. It is the right of every person and

community cultures interact and participate in a learning society. The State

shall promote intercultural dialogue in its many dimensions. Learning will be

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developed so schooled and unschooled. Public education will be universal

and secular at all levels, and free up the third level of higher education

inclusive. "

Art. 2. q. Ley General de Educación mentions that: "Individual effort and

motivation people for learning and the recognition and appreciation of

teachers, ensuring compliance of their rights and support their work, as an

essential factor of quality of education is promoted."

Art. 2.5. The code Buen Vivir promotes the incorporation and social

cohesion, the peaceful conviviality and the culture of peace, eradicating all

kind of discrimination and violence.

Art. 28.- Constitución de la República del Ecuador mentions that: "Education

will answer to the public interest and will not be serving up individual and

corporative interests. It guarantees the universal access, retention, mobility

and graduation without discrimination and compulsory at the initial, basic and

high school level or equivalent. It is the right of every person and community

cultures interact and participate in a learning society. The State shall promote

intercultural dialogue in its many dimensions. Learning will be developed in a

schooled and unschooled way. Public education will be universal and secular

at all levels, and free up the third level of higher education inclusive. "

Art. 2. q. Ley General de Educación promotes the individual effort and the

motivation to the people for the learning, as well as the recognition and

valuation of the teacher, the guarantee of the fulfillment of their rights and the

support to their work, as an essential factor of quality of the education.

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These articles are based on improving the teaching-learning process

through the integration and motivation of students. Therefore it is necessary

to indicate that the parents are an essential part of the academic process of

their children. In addition, these articles indicate that the teacher should

encourage the development of intelligence and personality of their students,

through the trust, safety and teamwork they can solve problems of their daily

life.

Briefly, these articles support that the group technique creates an

environment of interaction where the students can express their ideas inside

a group. In this way, it allows overcoming the discrimination that often exists

in school. These activities also help to improve the English oral expression in

the students.

2.8 VARIABLES OF INVESTIGATION

2.8.1 INDEPENDENT VARIABLE

Influence of the group techniques in the process of English language

learning.

2.8.2 DEPENDENT VARIABLE

The students of eighth year of the public school Manuel Redon

Seminario have a low development in the oral expression.

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CHAPTER III

3 METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1 METHODOLOGICAL DESIGN

This thesis is based on the quantitative and qualitative approach

according to Hernández Sampiere. Due to, the quantitative approach allows

to stablish the hypothesis previously from the start of a study. Data collection

is based on measurement and analysis in statistical procedures. Likewise, the

qualitative approach is based on the fact that the researcher begins to

examine the social world. This approach is based on methods of non-

standardized data collection. No numerical measurement is performed;

therefore, the analysis is not statistical. The collection of data consists of

obtaining the perspectives and points of view of the participants.

The methodology of this research about group techniques used as a

tool to improve the students’ oral expression is structured under a qualitative

profile. Since, it aims at the description of phenomenon’s qualities from the

first approach with the community. After this research it will be supplemented

with the quantitative method which will give numerical measurement to the

actual data obtained through different data collection techniques used in the

development of this project.

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3.2 TYPES OF INVESTIGATION

This present project has different types of investigation which will be

mentioned below:

3.2.1 EXPLORATORY RESEARCH:

This research is considered bibliographical since it is based on the

objective is to examine a poorly studied research topic or problem.

3.2.2 DESCRIPTIVE RESEARCH:

This research is considered descriptive since the objective is to specify

properties and important characteristics of any phenomenon to be analyzed.

Describes trends of a group or population.

3.2.3 EXPLANATORY RESEARCH:

It is an explanatory research since it seeks to establish the causes of

events or phenomena that are studied.

3.2.4 BIBLIOGRAPHICAL RESEARCH:

This research is considered bibliographical since it is based on the

compilation of information about group techniques and oral expression

investigated in books, websites and other sources.

3.2.5 FIELD RESEARCH:

It is a field research because it took place where the problem in the

classroom occurs specifically in the eighth graders at the “Manuel Rendón

Seminario” public school.

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3.2.6 EXPLICATIVE RESEARCH:

This research is explicative because it uses the inductive-deductive

method which tries to answer the reason of investigation. It determines the

causes of the problem; for example, in this case the causes of difficulties

student’s oral expression in English are analyzed.

3.3 POPULATION:

“The population is the infinite or finite set of elements with common

features, which will be extended to the findings of the investigation. It is

limited by the problem and the objectives of the study” (Arias, 2006, p. 81)

The population is composed by 45 students and 1 English teacher of

"Manuel Rendón Seminario” public school.

STUDENTS

45

ENGLISH TEACHERS

1

TOTAL

46

Graphic n° 1 (Population)

Created by: Miluska Del Pezo and Maira Loor

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3.4 SAMPLE

In the development of this work it was considerated the

conceptualization of the sample. Arias (2006), claims that “The sample is a

representative and finite subset which is extracted from the accessible

population” (p. 83). The sample is composed of 45 eighth graders at "Manuel

Rendón Seminario” public school.

Lavayen (2010) proposes the following formula to calculate the sample

size in the finite populations:

N n=

E2 (N - 1) + 1

To interpret this formula; n= is the sample size; N is the population

size; E, it is the level of precision or sampling of error which is 5%.

45 n=

(0,05)2 (45 - 1) + 1

45 n=

(0,0025) (44) + 1

45 n=

0,11 + 1

n= 40

3.5 OPERATIONALIZATION OF VARIABLES

VARIABLES

MEANING

DIMENSIONS

INDICATORS

Independent

variable (GROUP

TECHNIQUES)

Group techniques are methodological tools that are developed through a successive planning of activities in order to carry out the teaching-learning process, in which individuals are an active part of the process.

Finality

Objectives

Achievements to reach

Context

Physical environment

Features external environment

Features group

Group size

Ripening and group training

teacher training

Diversity of techniques

Group management

Dependent variable (ORAL

EXPRESSION)

Oral expression is the verbal way of communication, which uses the spoken word. It is composed of a set of conventional phonological signs as a way which serves up to externalize the ideas, feelings, orders, and knowledge of a person. It allows having a dialogue or discussion with others.

Communication process

Sender

Receiver

Message

Forms of oral expression

Spontaneous

Reflexive

Nonverbal language

Appearance

Postures

Eye contact

Facial expressions

Gestures

Verbal language

Voice tone

Diction

Pronunciation

Fluency

Vocabulary

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3.6 METHODS OF INVESTIGATION

They are set of logical procedures followed by researches to discover

the internal and external relations of the processes reality. Therefore, it

served to identify the characteristics of the problem; it was applied in all the

research process.

The following methods were used in this research:

3.6.1 INDUCTIVE – DEDUCTIVE METHOD:

This method determines a general law that begins from the particular

phenomena to general and vice versa. These methods were used to find

alternative solutions of the problem in the proposed goals in the research. It

begins with the study of general topics through the comparison and

generalization of the information.

3.6.2 STATISTICAL METHOD:

It contemplates certain stages which allowed collecting information and

making calculations to obtain results of the investigation. It also carried out

research for the formulation of conclusions.

3.6.3 ANALYTICAL - SYNTHETIC METHOD:

This method helped to break up the problem in its variables. It

determined the lack of use group techniques in eighth graders at “Manuel

Rendón Seminario” public school, and it also allowed collecting solutions to

these problems for the proper development of the didactic-guide of group

techniques that facilitate the development of teaching-learning process.

3.7 TECHNIQUES AND INSTRUMENTS OF INVESTIGATION

In the investigation about influence of group techniques in the

development of oral expression applied at "Manuel Rendon Seminario" public

school the researchers used different techniques to collect the data. These

techniques and instruments were applied to the teacher and students in order

to get a better oral communication and adequate participation. The

instruments used in this research are:

3.7.1 SURVEYS

Tamayo and Tamayo (2008) claims that the survey is a technique that

allows providing answers to problems in descriptive terms after the systematic

collection of information. This technique allowed obtaining opinions of people

which are important for the investigator. This technique was used for

collecting the information of the eighth graders at “Manuel Rendon Seminario”

public school.

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3.7.2 INTERVIEW

It is a dialogue with a connoisseur person in the subject. It will be

applied in the project to collect accurate information and to know the reality of

the environment based on the experience and knowledge that has the

interviewee. It determines the relationship between the hypotheses and the

reality of environment. Corbetta (2007) states that the interview is a

conversation realized by an interviewer with a number considerable of topics

according to a specific plan with a purpose cognitive. Furthemore, the same

author claims that it is guided by the interviewer and it will have a non

standard flexible scheme.

3.7.3 QUESTIONNAIRE

Tamayo and Tamayo (2008) states that questionnaire contains

essential aspects of the phenomenon. It allowed obtaining data of the

problem through questions. In this research two models were developed: one

will be directed to teachers and the other to students.

3.8 ANALYSIS OF INFORMATION

The surveys and interviews applied at “Manuel Rendón Seminario”

public school to analyze and get the results therefore. And also, they allow to

develop and interpret the statistical tabulation. It allowed to realize a

comprehensive study of each data, taking into consideration the research

objectives and variables. The analysis is represented graphically to contrast

hypotheses with variables which demonstrate the validity or invalidity of them.

TABULATION OF RESULTS

1 2 3 4 5

1.-

You learn more easily when the teacher applies group techniques.

1

19

25

2.-

You participate actively in the group activities.

1

11

32

3.-

The group activities improve the oral expression.

2

7

4

8

24

4.-

You enjoy working within a group.

2

1

2

3

37

5.-

Your teachers use a large number of group techniques.

29

8

6

1

1

6.-

Your teacher manages the classroom efficiently.

1

7

36

7.-

You create dialogues in English with your classmates or teacher.

1

8

35

8.-

You can ask and answer simple questions in English such as “What`s your name?, How old are you?, How are you?, Where are you from?, etc.

1

3

10

30

9.-

You feel better when you work with your partners in groups.

3

1

2

5

33

10.- When your teachers use group techniques, the class is more dynamic and active.

1

1

6

36

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3.9 INTERPRETATION OF RESULTS

Survey questions to students of the “Manuel Rendon Seminario” school

STATEMENT N° 1

You learn more easily when the teacher applies group techniques

Table n°1

OPTION FREQUENCY PERCENT

5 strongly disagree 0 0% 4 disagree 0 0%

3 undecided 1 2,00%

2 agree 19 42,00%

1 strongly agree 25 56,00%

TOTAL 45 100%

Source: Eighth graders of “Manuel Rendon Seminario” public school

Elaborated by: Miluska Del Pezo and Maira Loor.

Graphic n° 1

You learn more easily when the teacher applies

group techniques

0% 0% 2%

5 STRONGLY DISAGREE

4 DISAGREE

56%

42%

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE

Source: Eighth graders of “Manuel Rendon Seminario” public school Elaborated by: Miluska Del Pezo and Maira Loor.

The results show that around 56% of students consider that group

techniques improve and increase their learning. In addition, 42% of students

state that they enjoy participating in group activities, because they consider

that group techniques will help them to learn easily. A much smaller group

that corresponds to a 2% thinks that the teacher does not help them in the

group activities because the teacher believes that their students can do it

alone.

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STATEMENT N° 2

You participate actively in the group activities.

Table n°2:


5 STRONGLY DISAGREE 0 0%

4 DISAGREE 0 0%

3 UNDECIDED 1 2,00%

2 AGREE 11 25,00%

1 STRONGLY AGREE 33 73,00%

TOTAL 45 100%



Graphic n° 2

You participate actively in the group

activities.

73%

0% 2%

25%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE

Source: Eighth graders of “Manuel Rendon Seminario” public school Elaborated by: Miluska Del Pezo and Maira Loor.

The students feel that the group techniques are very important for

doing a more interactive class, for this reason 73% of population likes to

participate in group activities and 25% of the students think that they feel

compelled to interact with their peers . However 2% of students prefer to work

in an individual way.

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STATEMENT N° 3


Table n°3:



4 DISAGREE 7 16%

3 UNDECIDED 4 9,00%

2 AGREE 8 18,00%


TOTAL 45 100%



Graphic n° 3


53%

4%

16%

9%

18%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE



The graphic shows that 53% of students consider that group

techniques help them to improve their oral expression since they feel

confident for expressing their ideas to other classmates 18% of the students

agree with group techniques but they think that due to their shyness they

cannot improve their oral expression. And the rest of the percentage

disagrees because they feel shame when they speak English.

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STATEMENT N° 4


Table n°4



4 DISAGREE 1 2%

3 UNDECIDED 2 4,00%

2 AGREE 3 7,00%


TOTAL 45 100%


Elaborated by: Miluska Del Pezo and Maira Loor

Graphic n°4


82%

5% 2% 4%

7%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE



The graphic shows that 82% of the population enjoy working in groups

because they can help others and share new experiences and 7% of the

population thinks that working in groups is not amusing. However, the rest of

the population thinks that group techniques are not good because they have

to follow orders from a leader.

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STATEMENT N° 5

Your teachers use a large number of group techniques

Table n°5



4 DISAGREE 8 18%

3 UNDECIDED 6 13,00%

2 AGREE 1 2,00%


TOTAL 45 100%

Source: Eighth graders of “Manuel Rendon Seminario” public school Elaborated by: Miluska Del Pezo and Maira Loor

Graphic n°5

Your teachers use a large number of group techniques

2% 2%

13%

18%

65%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE


The presented data indicates that 65% of students state that the

teachers do not apply group techniques in their classes to enhance the

knowledge of students and 18% of students indicate that the teacher rarely

uses these techniques and also she has low creativity. However, 17% of the

students agree that their teacher uses group techniques but she continues

teaching with the traditional methodology.

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STATEMENT N° 6


Table n° 6



4 DISAGREE 0 0%

3 UNDECIDED 1 2,00%

2 AGREE 7 16,00%


TOTAL 45 100%



Graphic n°6


0%

82%

0% 2%

16%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE


The graphic shows that 82% of the students surveyed consider that

their teacher manages the classroom efficiently since she helps them to

answer some questions and keep discipline in the classroom. And 16% of

students state that sometimes the teacher does not have authority. While 2%

of students consider that the teacher does not pay attention when they are

working because the teacher does others activities such as: checking

homework, surfing on internet, etc.

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STATEMENT N° 7


Table n° 7


5 STRONGLY DISAGREE

1

2%

4 DISAGREE 0 0%

3 UNDECIDED 0 0,00%

2 AGREE 8 18,00%

1 STRONGLY AGREE 36 80,00% TOTAL 45 100%



Graphic n° 7


2% 0% 0%

80%

18%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE



The result shows that 80% of the population states that they can create

small dialogues in English and 18% of the population indicates that they can

do it as long as they have the aid of their teacher or their classmates who

have a better English level. However 2% can not do dialogues because they

think that their English level is not good enough.

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STATEMENT N° 8

You can ask and answer simple questions in English such as “What`s

your name?, How old are you?, How are you?, Where are you from?,

etc.

Table n° 8



4 DISAGREE 1 2%

3 UNDECIDED 3 7,00%

2 AGREE 10 22,00%


TOTAL 45 100%


Graphic n° 8

You can ask and answer simple questions in English such as “What`s your name?, How old are you?, How are you?, Where are you from?,

etc. 0%

69%

2% 7%

22%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE


This graphic shows that 69% of the population can answer and ask

common questions to obtain basic information from others. While 22% believe

that these questions are a little difficult since they do not understand them.

And 9% of the students cannot do it because they do not like foreign

languages.

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STATEMENT N° 9

You feel better when you work with your partner in groups.

Table n° 9



4 DISAGREE 1 2%

3 UNDECIDED 2 4,00%

2 AGREE 5 11,00%


TOTAL 45 100%



Graphic n° 9

You feel better when you work with your partner in groups.

2%

7% 4% 5 STRONGLY DISAGREE

4 DISAGREE

76%

11%

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE


The graphic shows that 76% of the students consider that is better to

work inside groups since they feel safety and they can share ideas, 11% of

students agree but not totally because they are distracted however 13% state

that only a student works during the activity and the rest of group´s member

do not do it.

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STATEMENT N° 10

When your teacher uses group techniques, the class is more dynamic

and active.

Table n° 10



4 DISAGREE 1 2%

3 UNDECIDED 0 0,00%

2 AGREE 6 14,00%

1 STRONGLY AGREE 37 82,00% TOTAL 45 100%



Graphic n° 10

When your teacher use group techniques, the class is more dynamic and active.

2% 2%

82%

0%

14%

5 STRONGLY DISAGREE

4 DISAGREE

3 UNDECIDED

2 AGREE

1 STRONGLY AGREE


The result shows that 82% of the students think that using group

techniques as main tools benefit the teacher’s classes since they are more

amusing and it facilitates their learning, 14% of students believe that these

techniques are sometimes boring and difficult to understand, and 4% totally

disagree because they think that is not necessary because they prefer to

work alone.

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INTERVIEW TO THE TEACHER

Teacher’s name: Lcda. Elena Sinche Wong.

1. – Do you think that your students are more motivated when you apply

the group techniques?

Yes, because they feel more comfortable and they enjoy it more.

2. - Do your students accept and enjoy working in groups?

Yes, they do.

3. – Do you believe that your students can improve the English level

with different group techniques?

Yes, because they interact more and that is the purpose of the language.

4. - Do you think as a teacher you will improve your classes if you have

a didactic guide about the group techniques?

It would help me a lot.

5. - Do the students establish better relationship among them when they

work in groups?

Yes, they do. They tend to accept their peers more.

6. - Do you think that English language teaching has disadvantages

compared to other subjects. For example, the teachers don’t have

enough didactic material and the students don’t show interest for this

language?

Yes, with other classes they at least know the language, in English classes

they start from the beginning of learning one.

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7. – Do the group techniques increase the academic achievement of the

students?

Yes, it is imperative to use the techniques to improve the level of the

language in the students.

8. – Do the group techniques allow the participation of all students?

Yes, but in some cases some students do not participate because they do not

feel enough prepared.

9. – Do you believe that foreign language’s teachers need to learn about

different classroom strategies?

Yes, I do. Because, they need to learn various strategies to apply in class.

10. – Do you apply group techniques in your classes to improve the

students’ speaking skill?

Yes, I do. But, I do not often apply because I do not have much time.

However, I think that the students develop their oral expression when they

interact with other students.

According to the interview made to the English teacher, it was possible to

determine that she agrees to use new techniques that help students to

socialize among themselves and thus to improve the level of knowledge in

the English language. She also indicated that the use of group techniques will

help to have a more comfortable environment in the classroom.

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TABLE N°11. CHI SQUARE

Source: “Manuel Rendón Seminario” Public School

Elaborated by: Del Pezo Miluska and Maira loor

Nivel de Significancia: Alfa=0.05 o 5

Estadístico de prueba a utilizar: Chi Cuadrada

Valor P o significancia

The chi square test states that the value of P is less than 0.05

therefore there is a clear relationship between the variables. For this reason,

it is concluded that the group techniques will promote the English oral

expression of the students.

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3.10 CONCLUSION

In public schools, it is common to find deficiency in the English

learning, especially in oral expression. Therefore, it was necessary to make a

field investigation to determine the causes and solutions of this problem.

According to the results obtained from the interviews and surveys done to the

English teacher and to eighth graders of “Manuel Rendón Seminario" public

school could indicate the following conclusions:

The majority of the results are positive because the students answer

the survey indicating that they like to participate in group activities but these

techniques are done in other school subjects such as social studies,

language and literature etc. However these activities are not used in English

classes.

The results also indicated that students do not know about group

techniques applied in a foreign language to improve their oral expression.

Since, the teacher does not use them properly. Likewise, the interview made

the teacher indicates that she does not apply them because she does not

have enough time and in addition, the classroom has a large number of

students.

These results allow checking that the two variables showed at the

beginning of the project are important for the teachers since they should know

and apply new teaching methodologies such as group techniques

(roundtable, brainstorm, debate, etc.) which help to improve the oral

expression and increase the students’ motivation.

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3.11 RECOMMENDATIONS

To achieve the correct use of the group techniques at the “Manuel

Rendón Seminario” public school it is important to recommend to the teachers

of the institution to know and identify the abilities and levels that their students

have in the English classroom.

Teachers should use support tools such as a didactic guide which

motivate students and increase the effectiveness of their learning. Also, the

teachers should update their knowledge and apply new methodologies, such

as dynamics and group techniques that promote and encourage a better

teaching-learning process. When the group techniques (brainstorm,

dramatization, roundtable, etc) are used in the English classroom, the

education and the communication will work as principal axis of a motivator

and creative learning. Therefore, it is important that this proposal can be

applied in order to students can improve their English oral expression.

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CHAPTER IV

4 THE PROPOSAL

4.1 TITLE

Designing a guide of group techniques based on collaborative learning.

4.2 JUSTIFICATION

At “Manuel Rendón Seminario” public school exists a lack of

development in the English oral expression because teachers use a

traditional education which has been taught for a long time where the

students are simple receiving information, it means that the students only

copy text, paragraphs memorize, and receive orders. According to

Rivadeneira (2012) this teaching method is named “traditional education”.

Therefore, it is necessary to create a didactic guide of group techniques that

allow students and teachers to participate among them. Likewise, this guide

will be based on the pedagogical constructivism which indicates the active

participation of students since they build their own knowledge. Furthermore, it

changes the traditional classes to modern classes.

This didactic guide was elaborated taking into account the needs of

eighth graders in the foreign language. Since, there are some shy students

that do not like to participate in English classes, because they think that their

classmates could mock of them. Furthermore, there are different kinds of

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levels in the English class; due to some students that come from private

schools where they acquired previous knowledge in a foreign language. At

the same time it does not allow them the integration with other classmates,

especially in teamwork.

The didactic guide is structured for teachers. This instrument allows

developing trust among teachers when they do group activities in order to

improve the participation of their students. This guide also allows having a

better interaction in the classroom. Thus, it will increase and contribute in the

teaching-learning process of the English language.

4.3 GENERAL OBJECTIVE

Promote the group techniques as a main tool for the teacher and

increase the knowledge in the classroom.

4.4 SPECIFIC OBJECTIVES

To use different group activities in order to produce a more dynamic

class for the teachers and students as well.

To apply the group techniques for improving the oral expression in the

students.

To identify the importance of the use of the group techniques in the

development of the oral expression to improve fluency of this skill.

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4.5 THEORETICAL ASPECTS

The implementation of a didactic material in the area of English is

important because it is an essential element that improves the teaching-

learning process in eighth graders of "Manuel Rendon Seminario" public

school. This didactic guide will improve the quality of education.

The group techniques are strategies that serve to enrich the

knowledge of students. According to Marquez (1978) the group techniques

contribute to the integration of children and teenagers. Furthermore, these

techniques allow effective teaching and collaboration among them.

4.6 FEASIBILITY

4.6.1 FINANCIAL

The creation of a didactic guide contains different strategies to improve

the teaching in the classroom. It achieves that teachers and students employ

it; as a main and essential tool in their classes. In addition this guide will be

colored and have a considerable price. It will be accessible for the people of

low resources. At the same time it will allow to obtain good results in

educational quality. This guide will generate a more comfortable environment.

4.6.2 LEGAL

The. Art 2.5 of the “Código del Buen Vivir” mentions that the teacher

has to encourage the social integration in students, also the eradication of all

kinds of discrimination and violence, since the teachers are the main

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educators for creating an environment of trust in their classes. Furthermore

the. Art. 4.4.c. mentions that teachers have to harmonize the educational

processes of skills, abilities, competitions and achievements of learning, for

the correct and effective promotion of students among the different

educational levels.

4.6.3 TECHNICAL

For the performed and application of this project, the teachers will have

a didactic guide where they can find different activities to achieve an effective

learning; in addition, they will use some materials such as: markers, pens,

wallpapers, etc.

4.6.4 HUMAN

The development and implementation of this proposal has the support

and approbation of the school directives. Likewise, the teachers have interest,

experience, and knowledge for the development of this. They are able to

monitor and help students if needed. This didactic guide will help teachers to

achieve a better learning for their students.

4.6.5 POLITICAL

The. Art. 4.4. of the “Plan Nacional del Buen Vivir” mentions that the

teacher has to design and to implement tools and instruments that allow the

cognitive development of the student population, and thus the students have

to finish the school year with a better level in their studies. This project is

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based on this article; because it is wanted the students to improve their

English oral expression with the aid of group techniques. Likewise, they finish

their school year with a good level of this skill in the English language. .

4.7 DESCRIPTION

The didactic guide about group techniques is a great support that will

determine the kind of technique and methodology that the teachers will use

as a resource in their classes. This guide is divided into five units which each

one has the following components: the name of the technique, the goal, the

development, the materials, the number of participants, and the time.

This proposal is focused on helping teachers to improve the quality of

English oral expression in the students. The didactic guides about group

techniques will be digital and printed for teachers in order to improve the

teaching-learning process.

4.8 METHODOLOGICAL RECOMMENDATIONS

The application of group techniques will improve the teacher´s

methodological processes in addition, to encourage the development of

contents and units. It will help transfer and assimilate of knowledge in

students. Therefore, it is recommended the use of this didactic guide the

teachers have to know the following recommendations:

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To be aware about the importance of group techniques of education

and use them in the classroom for achieving changes in the

educational processes of the institution.

To apply the group techniques since they allow them to develop their

job efficiently and achieve a better academic level in their students.

To prepare in advance the type of technical and didactic materials that

they develop during the classes.

To develop activities such as those that serves up to enhance interest

and desire to participate in the group.

To listen to opinions of each group´s member in the development of

the classes.

To take into account the level of students´ knowledge and the place

where the group activities will be realized.

To use words or terms according to the level of the students with those

the activity is performed.

To promote the integration in the students and encourage a process of

reflection about the utility that has the knowledge to develop in each

group activity.

To determine the goals that will be achieved in each activity.

To take into account the number of students with whom the teacher will

work in each group activity.

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Library of the School languages

Source: School of Languages and Linguistic

Elaborated: Miluska Del Pezo and Maira Loor

Source: School of Languages and Linguistic


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Counselor images

Tutorial

Source: Complejo Norte Minerva


Source: Complejo Norte Minerva


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“Manuel Rendón Seminario” public school images

Principal entrance of the school

Source: “Manuel Rendon Seminario” public school


Schoolyard



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Mainboard School



Interview to the English teacher



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Survey to the eight graders

Source: Eight graders of “Manuel Rendon Seminario” public school




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Eight graders





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INTERVIEW THE TEACHER

Teacher’s name: Lcda. Elena Sinche Wong.

1. – Do you think that your students are more motivated when you apply

the group techniques?

Yes, because they feel more comfortable and they enjoy it more.

2. - Do your students accept and enjoy working in groups?

Yes, they do.

3. – Do you believe that your students can improve the English level

with different group techniques?

Yes, because they interact more and that is the purpose of the language.

4. - Do you think as a teacher you will improve your classes if you have

a didactic guide about the group techniques?

It would help me a lot.

5. - Do the students establish better relationship among them when they

work in groups?

Yes, they do. They tend to accept their peers more.

6. - Do you think that English language teaching has disadvantages

compared to other subjects. For example, the teachers don’t have

enough didactic material and the students don’t show interest for this

language?

Yes, with other classes they at least know the language, in English classes

they start from the beginning of learning one.

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7. – Do the group techniques increase the academic achievement of the

students?

Yes, it is imperative to use the techniques to improve the level of the

language in the students.

8. – Do the group techniques allow the participation of all students?

Yes, but in some cases some students do not participate because they do not

feel enough prepared.

9. – Do you believe that foreign language’s teachers need to learn about

different classroom strategies?

Yes, I do. Because, they need to learn various strategies to apply in class.

10. – Do you apply group techniques in your classes to improve the

students’ speaking skill?

Yes, I do. But, I do not often apply because I do not have much time.

However, I think that the students develop their oral expression when they

interact with other students.

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ENTREVISTA AL PROFESOR

Nombre del maestro: Lcda. Elena Sinche Wong.

1.- ¿Cree usted que sus estudiantes están más motivados cuando

aplican técnicas grupales?

Sí, porque ellos se sienten más cómodos y disfrutan más.

2.- ¿Sus estudiantes aceptan y disfrutan trabajar en grupos?

Si.

3.- ¿Cree usted que sus estudiantes pueden mejorar el nivel de inglés

con diferentes técnicas grupales?

Sí, porque ellos interactúan más y ese es el propósito del idioma.

4.- ¿Cree usted que como profesor mejorará sus clases si tiene una

guía didáctica sobre las técnicas grupales?

Sí, me ayudaría mucho.

5.- ¿Los estudiantes establecen una mejor relación personal entre ellos

cuando trabajan en grupos?

Sí, porque ellos tienden a aceptar más a sus compañeros.

6.- ¿Cree usted que la enseñanza del idioma inglés tiene desventajas en

comparación con otras asignaturas. Por ejemplo, los profesores no

tienen suficiente material didáctico y los estudiantes no muestran

interés por este idioma?

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Sí, con otras clases por lo menos saben el idioma, en clases de inglés

comienzan desde el principio.

7.- ¿Las técnicas grupales aumentan el rendimiento académico de los

estudiantes?

Sí, es imprescindible utilizar las técnicas para mejorar el nivel de la lengua en

los estudiantes.

8.- ¿Las técnicas grupales permiten la participación de todos los

estudiantes?

Sí, pero en algunos casos algunos estudiantes no participan porque no se

sienten lo suficientemente preparados.

9.- ¿Cree usted que los maestros de lenguas extranjeras necesitan

aprender sobre las diferentes estrategias de la clase?

Si. Porque, necesitan aprender varias estrategias para aplicar en clase.

10.- ¿Se aplican técnicas grupales en sus clases para mejorar la

habilidad de hablar de los estudiantes?

Si, lo hago. Pero, no las suelo aplicar porque no tengo mucho tiempo. Sin

embargo, creo que los estudiantes desarrollan su expresión oral cuando

interactúan con otros estudiantes.

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SURVEY QUESTIONS TO STUDENTS OF THE “MANUEL RENDON

SEMINARIO” PUBLIC SCHOOL

INDICATE YOUR OPINION ABOUT THE FOLLOWING STATEMENTS

USING THE SCALE BELOW:

5= STRONGLY DISAGREE, 4=DISAGREE, 3= UNDECIDED, 2= AGREE, 1= STRONGLY AGREE

5

4

3

2

1

1.-

You learn more easily when the teacher applies group

techniques.

2.- You participate actively in the group activities.

3.- The group activities improve the oral expression.

4.- You enjoy working within a group.

5.- Your teachers use a large number of group techniques

6.-


7.-


8.-

You can ask and answer simple questions in English such as “What`s your name?, How old are you?, How are you?, Where are you from?, etc.

9.- You feel better when you work with your partners in groups.

10.-

When your teacher uses group techniques, the class is more dynamic and active.

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- 105105105 -

PREGUNTAS DE LA ENCUESTA A LOS ESTUDIANTES DE LA ESCUELA

PÚBLICA "MANUEL RENDÓN SEMINARIO"

INDIQUE SU OPINIÓN SOBRE LOS SIGUIENTES DECLARACIONES

USANDO LA ESCALA A CONTINUACIÓN:

5 = MUY EN DESACUERDO, 4 = EN DESACUERDO, 3 = NO ELEGIDO, 2 = ACUERDO, 1 = MUCHO

ACUERDO

5

4

3

2

1

1.-

Se aprende más fácilmente cuando el maestro aplica

técnicas grupales.

2.-

Usted participa activamente en las actividades grupales.

3.-

Las actividades grupales mejoran la expresión oral.

4.- Disfrutas trabajando dentro de un grupo.

5.- Sus maestros utilizan un gran número de técnicas grupales.

6.- Tu maestro controla el aula de una manera eficiente.

7.-

Usted crea diálogos en inglés con sus compañeros de clase o con su maestro.

8.-

Puedes preguntar y responder preguntas sencillas en inglés como "¿Cómo te llamas ?, ¿Cuántos años tienes ?, ¿Cómo estás ?, ¿De dónde eres ?, etc.

9.-

Te sientes mejor cuando trabajas con tus compañeros en grupos.

10.-

Cuando su maestro utiliza técnicas grupales, la clase es más dinámica y activa.

Students list of “Manuel Rendon Seminario” public school

No. NAMES

1 Aguirre Loor Madelayne Nayeli

2 Alvarez Choez Maria Cristina

3 Andrade Vélez Mario Baruc

4 Benavides Morales Karla Nahomi

5 Bohórquez Valero Alex Bryan

6 Bravo García Michael Angel

7 Burgos Panta Jeremy Alexander

8 Calle Colcha Carmen Liliana

9 Castillo Pinillo Brithanny Nicole

10 Cedeño Pionce Nayeli Madelein

11 Cepeda Cepeda Luis Adrian

12 Defaz Intriago Xiomara Elizabeth

13 Del Valle Lopez Melanie Andrea

14 Falcones Farias Ariel Manuel

15 Fernandez Menoscal Michael Alexander

16 Figueroa Loor Yaretzy Yazbeth

17 Galarza Rugel Melany Cristel

18 Game Peralta Allan Davis

19 Guevara Cecén Cristian Jair

20 Hidalgo Cabrera Gabriela Ana

21 Hidrovo Loor Patricio Fernando

22 Leon Burgos Camila Naomi

23 Macias Herrera Daniela Carolina

24 Medina Padilla Sandy Patricia

25 Montaño Rendón Nayla Gabriela

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26 Montencel Santillán Jimmy Daniel

27 Montoya Carrillo Luis Fernando

28 Mosquera Segura Jeremy Alexander

29 Ochoa Pilay Anthony Daniel

30 Ortega Yanez Neitan Alberto

31 Osorio Mora Steven Jostin

32 Paguay Amaguaya Katheryn Estefania

33 Paucar Parrales Melanie Lissette

34 Perez Mori Edwin Andrick

35 Pin Trujillo Emely Edith

36 Ramirez Gonzalez Daniela Concepcion

37 Sanchez Alvarado José Adrian

38 Santana Soledispa Andrea Luisa

39 Sarmiento Ayala Bryan Steven

40 Troncozo Jamas Jennifer Elizabeth

41 Valencia Alvarado Adriana Stefanía

42 Yanez Macias Leonardo Giuseppe

43 Zambrano Conde David Joel

44 Zambrano Lucas Yarely Victoria

45 Zambrano Macias Victor Hugo

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Del Pezo Borbor Miluska Author

Loor Saltos Maira Author

Lic. Sofía Vásconez Miranda. Msc.

Tutor

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Activities tables

Del Pezo Borbor Miluska Author

Loor Saltos Maira Author


Tutor

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Del Pezo Borbor Miluska Loor Saltos Maira Author Author

Lic. Sofía Vásconez Miranda. Msc. Tutor

Del Pezo Borbor Miluska

Author

Loor Saltos Maira

Author


Tutor

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Tutorial activities

Del Pezo Borbor Miluska

Author

Loor Saltos Maira

Author


Tutor

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Lic. Sofía Vásconez Miranda. Msc. Tutor


Tutor

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