PDF superior Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador

Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador

Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador

The research followed a mixed quali-quantitative approach. Regarding the qualitative, from the proposal of materials and activities to teach a second language, according to Hidalgo (2017) and Leedy and Ormrod (2001). Regarding the quantitative methodology, it was possible to provide a descriptive and frequency analysis of the data provided by the researchers, as they were presented in their specific context or state, in which the characteristics of the phenomenon Creswell (2003) cited by (Hidalgo ( 2017) Regarding the study method, he referred to a case study that allowed identifying a specific case or situation and looking for possible solutions to a specific problem, allowing to provide a method to analyze the teaching and learning process, the problem of research and propose some possible solutions based on the collection of data from surveys and interviews, for this purpose Yin (1984: 23) cited by Zainal (2007), defines the research method of the case study "as an empirical investigation that investigates a contemporary phenomenon within its context of real life, when the boundaries between the phenomenon and the conte xto are not clearly evident; and in which multiple sources of evidence are used "(page 77) The population was constituted by the students of the eighth grade of basic education of the Ecuadorian public schools of the province of Tungurahua and whose sample was of 32 students and 3 teachers of The applied instrument was a survey of 10 questions, whose answer alternatives were Yes / No and multiple choice.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

established the Communicative Approach as the most distinguished, accepted norm in the area of language teaching and learning. Since, the National English Curriculum Guidelines (2012) identified the essential goal of the current curriculum design that is to help students build up their communicative language skill throughout the concern of the following assumptions: Language is a system for the expression and conveyance of meaning, also its primary function is the interaction and communication. As well, the structure of language reflects its functional and communicative uses and it is important to know that the primary units of language are not merely its grammatical and structural features, but also categories of analytic, functional, and communicative meaning as exemplified in discourses.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Regarding the results above, before explaining the results of observations did in the observed classes it is important to describe characteristics of some of the methods that teachers indicated to use in class. Nunan (1999) refers to the Task-Based language teaching (TBL) as an approach that focuses more in the use of language to explain different tasks rather than teach the linguistics features. In the observed classes, teachers assigned tasks to students such as completing charts, filling in the blanks, read texts and discuss answers, etc. However, teachers neither used English to explain the tasks nor students used the language to develop the activities; both used the Spanish language. About the Natural Approach, Richards & Rodgers (2001) remark that exposure to the target language and the amount of input received by learners is an important issue in this approach. Students in the observed classes did not receive appropriate language input because their teachers spoke in Spanish and only read instructions and pronounce vocabulary using the English language.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

In the Audio-lingual Method, Díaz-Rico & Weed (1995) observe the use of this method in the decades from 1930 to 1970. It focuses on communicative skills, which were developed through the listening of particular sound patterns and the repetition of them acquire a correct pronunciation and the understanding of second language. This methodology was developed taking into account the way kids acquired their first language; they were taught to learn their mother tongue as a process of habit formation. This method used ordered structures in dialogues that created pattern, which turned into habits. The weakness of this method was the lack of creativity at the moment of talking since patterned drills were used. It is important to say that this method is used to teach idioms and greetings that are normally patterned. Similar observations are the ones from Richards & Rodgers (2001) who stated that the Audio-lingual method or Audiolingualism primary objective was to reach oral proficiency, leaving a second role for the study of grammar or with a little grammatical explanation however, the number of classes also limited of ten or less are considered optimal. In this method many procedures are repeated such as hear a model dialogue containing key structures that are the focus of the lesson. Pattern drills dialogues are taught to be memorized by students, expecting them to minimize mistakes production.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

communication, and that to achieve success in learning a second tongue, students have to be encouraged to take risks and practice speaking and understanding of the target language. At this point, some methods to teach a foreign language such as the Audiolingual Method, The Communicative Language Teaching, among others agree with the prior statement. In this way, the Audiolingual Method, which according to Richards and Rodgers (2001) corresponds to an approach focused on drills usage and patterned input reception, to help students to achieve communicative competence through memorization. It is essential to say that the role of the teacher is central and active. Additionally, the other method to take into account is Communicative Language Teaching where communicative competence is the goal trough fluency in the foreign language, (Richard & Rodgers 2001). In the observed classes there was seen that 40% of the observed teachers used English in their classes. The problem was that they used the foreign language to express basic ideas and used elemental vocabulary. In other words, even though instructors stated they used English in class the failure comes when they do not use the language accurately in some cases.
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Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Factors that influence the English language teaching-learning process in Ecuadorian private high schools

Some of the reasons that teachers gave for having a preference for small classes were that this allows them working with the students individually and in a personalized way, giving feedback, correcting errors, and motivating them. Other important reasons given were that with smaller numbers it is possible to carry out certain types of group activities and some of the teachers simply stated that this allowed them to teach better. This information given was corroborated in the classes that were observed because in small classes it was easier to control discipline, assess the students, and give them feedback individually. On the contrary, in the classes with big number of students occurred the opposite just as Hayes (1997) states that English teachers think that large classes hinder them from teaching efficiently
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Nowadays, the learning of English language is considered something very essential. It is used in almost all areas of knowledge and human development. Regrettably, most of the students of Ecuador that finish high-school recognize that they do not have a good level of English that will allow them to have an effective academic development. Consequently, students often lose a lot of opportunities such as jobs with better payment, trips, immersion programs, opportunities to improve their creativity and self-confidence to develop any work that involves English. For this reason, it is essential to do a research about the factors that affect the English language-teaching learning process, especially in Ecuadorian public high schools, in order to find out some practical alternatives that will help to the improvement of the students’ English level and to the teaching - learning process.
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:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

:Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

education is the growing use of extra devices by which educators establish and connect accuracy concepts, and understanding. Among the many devices available for teachers, there are visual aids. The most common form is real objects, or better known as realia, pictures or photographs, maps, diagrams. Investigators suggested that in teaching we ought to appeal to the mind generally through the visual and hearing sense organs, because researchers believe that possibly the 85 percent of learning is captivated by these senses. But not all public schools are privileged to have access to these devices. This may vary according to the institution, location and perhaps even the quantity and type of resources available to teacher. It has been point out that in some poor areas, teachers have to improvise and create their own home made resources in order to continue teaching. And if the teacher’s budget is limited, he or she can always rely on tools, such as the dictionary which is a very accessible tool. The black board is an additional piece of equipment that teachers may use, even though they might feel that is standard piece of equipment, (Wood, 2011).
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Factors that Affect the English Language Teaching - Learning Process In Ecuadorian Public High Schools

Factors that Affect the English Language Teaching - Learning Process In Ecuadorian Public High Schools

The importance of English language usage has been increasing in all over the world because it is considered as ¨The universal language¨. In Ecuador, teaching English has become a challenge as a result of the new requirements of the society and the modern educational curriculum. Nowadays, the government of our country has given much importance to teaching English. It mainly focuses on its importance by creating innovative projects which can improve the English level in public high schools especially for the less-educated and trained learners. Unfortunately, the lack of English teachers, a limited number of professionals with a good level of English proficiency, and the inadequate teaching methodology have made difficult to get good results. In addition, the physical conditions where the teaching process is applied needs to be renewed according to the necessities of the present time.
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Analysis of cooperative learning in the teaching learning process of English language with the students of sixth level “C” of Language Center at “Universidad Nacional de Chimborazo” Veloz District, city of Riobamba, Chimborazo Province during the school t

Analysis of cooperative learning in the teaching learning process of English language with the students of sixth level “C” of Language Center at “Universidad Nacional de Chimborazo” Veloz District, city of Riobamba, Chimborazo Province during the school term october 2016 march 2017

In Ecuador, English language was adopted by educational institutions because currently English is an indispensable language to communicate around the world. The importance of English language in the Ecuadorian educational process has been discussed. According the opinion of some teachers, it is very important that the students speak the language fluently and write correctly. Nowadays many teachers apply cooperative learning method in their classes because it is becoming so popular due to it is a quick way of teaching English as a second language but there are some problems that they find when they do it, for example the lack of participation of low-achieving students in the group makes the task difficult to perform and take longer than planned because all students have different forms of learning.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools

Factors that affect the English language teaching-learning process in Ecuadorian public high schools

infrastructure. As a result of this study, it was identified that many teachers only use textbooks, dictionaries, workbooks and posters to teach English. Moreover, many schools have dilapidated buildings and these are used for classroom activities. Finally, the authors conclude that many schools have no adequate staff rooms and offices, and there are not enough supplementary materials to improve the teaching and learning process. During this study the authors did not find any limitations. Another important study was conducted by Subedi (2003) which had as purposes to identify how the interaction between instructional resources and class size is, which is the availability of the resources in every school observed, and how the class size affects the achievement of the students. As a result of this study, it was determined that the class size has influence in the achievement of the students; the effect was very negative because teachers need more materials and resources in large classes, and they have no available enough materials in the schools. As
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The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades

The Development of the English Language Teaching in the High Schools of Ecuador during the last two decades

In 2007, when Correa became the new president of Ecuador, the education in our country experienced some important changes. One of the first things he did was increase the number of mandatory English hours in public schools to five. His government also made some changes regarding teacher and student rights. For example, teachers now have to demonstrate a higher lever of English in order to teach. Every two years they have to take a TOEFL test and get a B2 level certificate or higher. The results of the test will affect their ability to find employment. Student’s rights have also changed in recent years, as well as their attitudes towards learning. When they get to school for the first time they think they will not fail the school year, which is learned the hard way, as most of them have a really hard time at the end of the school year, having to deal with most teachers to be given a second opportunity to pass.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

Factors that affect the English language teaching-learning process in Ecuadorian public high schools, research carried out at “Colegio Nacional Calderón”, “Colegio Nacional Luxemburgo”, “Colegio Nacional Técnico Nicolás Jiménez”, “Colegio Helena Cortés Be

In sum, the large number of students was pointed out as a constraint to the frequent use of individual activities, because it was not easy to control, monitor or provide feedback one by one; furthermore, oral individual activities were considered highly time consuming. Over forty-five students in a class and less than forty minutes assigned by each lesson did not allow teachers correcting exercises done as classwork and homework one by one. Oral and written individual activities in front of the class were considered fire proofs for students who, in many cases feel afraid of failing, consequently, they refused to participate. These aspects were mentioned as negative for individual activities daily. Despite of that the MinEduc had considered individual activities as a 20% of partial assessment; thus, individual activities have to be planned and included in English lessons.
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La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

La influencia de las clases numerosas en el proceso de enseñanza-aprendizaje del idioma Inglés en los colegios de Ecuador

This research “The influence of large classes in the English language teaching- learning process in Ecuadorian high schools” is aimed to determine whether or not large classes affect the English language teaching-learning process in Ecuadorian high schools. Three research questions were proposed to carry out the investigation; and, a questionnaire was structured and applied to two hundred nine students from three public educational institutions and one private high school in the city of Quito who were selected at random. They were attending to eight year of basic to third year of secondary and their ages oscillated between 12 and 18 years old.
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he influence of large classes in the English language teaching-learning process in Italian high-schools

he influence of large classes in the English language teaching-learning process in Italian high-schools

To teach a second language the teacher should take into consideration the process of learning and the way how the brain processes the new knowledge; therefore, applying the best methods and approaches let the students to learn the language in the most effective way. Curran (as cited in Richards & Rodgers, 2001) claims that Community Language Learning is a method that establishes in a clear |way the role that two basic elements play in a class: the teacher who makes the role of counselor and the students who make the role of clients. Therefore, the humanistic techniques that these two important elements of communication include have become part of an integral formation because during the process of communication teachers and learners manifest their feelings and emotions; thus, teachers should use this particular feature within the teaching-learning process, bearing in mind that the linguistic knowledge reflects people’s emotional and behavioral abilities.
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The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

The Influence of Large Classes in the English Language Teaching Learning Process in Ecuadorian High Schools

At last, the implications related to how feedback is dealt to the students will also be a matter of discussion of this work. Assisting every students’ requirement may turn to be impossible in big classes. Feedback is important for both, students and teacher; however, it has to be planned in a way that saves time and unnecessary work. This study puts forth that a little more than half of the students, 51.60%, show disagreement with the fact that they cannot benefit from a good feedback, though the difference with the ones who feel that the class lacks this benefit, is not big. The reason for this little margin between the ones who agree and the ones who disagree is simple to explain, the teacher can only answer so many questions due to the lack of time common in large classes, so the students who have questions with no answers, feel as if they were left aside, growing a negative feeling towards the teacher’s way to work out the students’ doubts. Truscott (1999) and Krashen (1994) have discussed the effect of feedback in students. It must be given out the appropriate way to avoid the students’ self-limitation in their participation because of possible public embarrassment, but it cannot be left on the side.
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Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Factors that affect the English language teaching-learning process in Ecuadorian public high schools.

Nowadays, there are many benefits of using technology in the classroom especially as students become increasingly digitally literate. This increasing focus on technology use in a classroom and the different ways that today learners communicate have impacted how computers and any other technological device are used in the classroom in order to prepare students to meet the demands of the 21 st century. In fact, these technology tools have also been used to extend classroom communication outside the classroom. In others words, today with a single laptop, an android phone, a projector and an internet connection a teacher can make the class more enjoyable, save time and give students authentic and meaningful learning experiences. As a result of it, students gain an awareness of the importance and the value of communication.
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Some factors that affect the English language learning process in primary public education in some institutions from Bogotá.

Some factors that affect the English language learning process in primary public education in some institutions from Bogotá.

Related to what the authors mention, the public school in Bogotá should work with the whole of the educative community to improve the result in the project of bilingualism in the school. The resources are not important, but the participation of actors of the primary public school will make a huge difference in our city, there are two types of schools: Private and Public, both have different ways of teaching. Some private schools usually include English in other subjects like science and mathematics in addition to English, hence they have more English language learning hours per day, this adds an English environment for the students, and fast reach of goals in the learning process, another big difference is that the private schools have more native speakers as English teachers, more about this topic will be exposed below.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools.

In previous studies, Finn, Pannozzo, & Achilles (as cited in Bray & Kehle, 2011) indicate that less than 20 students per class is considered small, and more than 20 is considered a large one. Both authors explained that the fact of having large or small groups in the classroom does not necessarily result in higher achievement or failure rates because there are different factors that are very important in students when learning another language. As a result, what really matters is how well teachers are prepared.
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The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

The influence of large classes in the English language teaching-learning process in Ecuadorian high schools

There are many researchers and debaters about class size reductions who are skeptic when demonstrating the evidence for efficiency and educational improvement standards. Blatchford (2003) supports the idea that there is trouble when the number of students goes over 30. One of the best things in education is to have smaller classes which allow for a better quality of teaching and learning. Furthermore, (Jerner & Loomis, 2007, p. 1, 2, 3) assert “ Smaller class sizes enable teachers to spend the t ime and energy needed to help each child succeed and enhance safety and discipline in the classroom”. Although research tends to support the belief that small classes give optimal effects, not all studies on the subject reflect this affirmation; working in small-class- settings is not necessarily a synonym for increasing learning.
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