Maestría en Lingüística Aplicada a la Enseñanza del Idioma Inglés como Lengua Extranjera

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Browsing Maestría en Lingüística Aplicada a la Enseñanza del Idioma Inglés como Lengua Extranjera by Subject "ACTIVIDADES"

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    Activity – Based Learning Approach to develop the Oral Communicative Competence in Primary School Students
    (Ecuador : Latacunga : Universidad Técnica de Cotopaxi (UTC), 2024) Sarabia Tapia, Vilma Raquel; Castro Bungacho, Sonia Jimen
    Despite the fact that many students begin learning English at a very early age, they still face many problems in using the language in an oral way. One way to address this problem is to introduce communicative teaching methodologies to motivate students to speak English during their classes. The three main purposes of this study are: understand the impact and the characteristics of using the Activity-Based Learning Approach in oral communicative competence development, examine Primary 4 students' oral communicative competence development after the implementation of Activity – Based learning strategies, and to evaluate the student's perceptions towards the English learning process before and after using activities-based learning. In the research participated Thirty-four Primary 4 students from a public school in Latacunga - Ecuador. First, a survey was taken to know the student's perceptions of Teaching learning process before the ABL treatment. The participants performed a pretest to determine their abilities in the use of the English Language in an oral way, three different speaking activities by using ABL methodology were applied. A posttest was then carried out to determine the extent to which students had improved their speaking abilities. The participants were taught once a week in an English class that lasted 80 minutes. The study was conducted over nine–week periods. The findings confirmed a significant difference between the students’ scores of their speaking ability for the pretest and posttest which showed in quantitative data. In the final, a survey was taken after the treatment to know the student's perception towards ABL use, the finding showed that most of the participants had positive attitudes toward the use of ABL in English Classes, in addition, students were less hesitant, and more relaxed while they were learning English through activities.