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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
TOPIC
PARTICIPATORY TECHNIQUES FOR DEVELOPING THE
ORAL EXPRESSION.
PROPOSAL
DESIGN OF A HANDBOOK WITH PARTICIPATORY
TECHNIQUES IN ORDER TO DEVELOP THE ORAL
EXPRESSION FOR ENGLISH TEACHERS
AUTHORS:
CRISTINA KATERINE FARFÁN DURÁN
KERLLY NOHELY PÉREZ JIMÉNEZ
TUTOR: MSC. LARRY TORRES
GUAYAQUIL – ECUADOR
2019
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
HIGH STANDARD SYSTEM OF EDUCATION
AUTHORITIES
--------------------------------------------- --------------------------------------------
MSC.Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña
DEAN SUB-DEAN
------------------------------------------- ------------------------------------------
MSc. Sara Anaguano Pérez Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARY
iii
iv
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF
EDUCATION SCHOOL OF LANGUAGES Y LINGUISTICS
EDUCATIONAL PROJECT
TOPIC:
“PARTICIPATORY TECHNIQUES FOR DEVELOPING THE
ORAL EXPRESSION.”
PROPOSAL:
DESIGN OF A HANDBOOK WITH PARTICIPATORY
TECHNIQUES IN ORDER TO DEVELOP THE ORAL EXPRESSION FOR
ENGLISH TEACHERS
APPROVAL OF THE COURT
………………………………….
Tribunal No. 1
………………………………….
Tribunal No. 2
………………………………….
Tribunal No. 3
____________________________
CRISTINA FARFAN DURAN
C.I. 0911987519
____________________________
KERLLY PEREZ JIMENEZ
0942484296
v
EL TRIBUNAL EXAMINADOR
OTORGA AL PRESENTE TRABAJO
QUALIFICATION OF THE COURT
LA CALIFICACIÓN DE: ________________________
EQUIVALENTE A: __________________________
TRIBUNAL
____________________________ ____________________________
vi
DEDICATION
I would like to take these lines to thank my family, for being patient
and supportive during my whole career, but specially my mother and father
because they cheered me up every single day, and every single time I felt
I was not strong enough to continue and overcome all obstacles that were
part of this process, not only in the entire career but during the
development of this project.
Kerlly Pérez Jiménez
I really want to dedicate this project to my dear children who
inspired me to start this stage in my life to pursue my university degree,
my family who gave me their support when it was needed, and God who
gave me the strength to keep on trying and never give up during my
learning process, to all the people that make this possible.
Cristina K. Farfán Durán
vii
ACKNOWLEDGEMENT
I am also grateful to my tutor, MSc. Larry Torres because he knew
how to guide me with his knowledge, experience, orientation, and
forbearance every session, no matter how busy he was he always had the
willingness to solve any doubt and advise me throughout this project, with
a big smile and good mood, what made it all relaxing, peaceful and easy.
Without all this, the present project could not have been finished
successfully.
Kerlly Pérez Jiménez
Special thanks should be given to Instituto de Fomento al Talento
Humano for the help and support received that allowed me to keep on my
university studies, I would like to extend my gratitude to my academic
advisers who guided me in the development of this project, to all the
teachers who gave their teachings and their patient guidance, enthusiastic
encouragement and useful critiques to pursue my dreams during the
career.
Cristina K. Farfán Durán
viii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
“PARTICIPATORY TECHNIQUES FOR DEVELOPING THE ORAL
EXPRESSION.”
DESIGN OF A HANDBOOK WITH PARTICIPATORY TECHNIQUES IN
ORDER TO DEVELOP THE ORAL EXPRESSION FOR ENGLISH
TEACHERS
Autores: Cristina Katerine Farfán Durán Kerlly Nohely Pérez Jiménez
Tutor: MSc. Larry Torres
Resumen
Las técnicas participativas son actividades a las que recurren los
educadores para alentar a los estudiantes a participar activamente
durante las clases. El presente proyecto diagnostica los problemas que
los estudiantes de décimo grado de una institución educativa enfrentan al
momento de desarrollar la expresión oral. Los datos recopilados a través
de encuesta y entrevista realizadas a estudiantes y a la docente del
salón evidenciaron que las clases son monótonas por lo que los alumnos
no muestran interés de participar, lo que afecta el desarrollo de la
producción oral. En consecuencia, se propone la elaboración de un
manual que contiene técnicas participativas con la finalidad de facilitar al
docente de recursos didácticos que permitan crear un mejor ambiente en
la clase, que mejore la relación con los estudiantes, fomente el trabajo
colaborativo y entusiasme a los estudiantes a hablar. Este proyecto
también considera un estudio bibliográfico por lo que la propuesta se
sustenta en fundamentaciones socio-pedagógicas con un enfoque
constructivista.
Palabras Claves: Participatory Techniques, handbook, oral production.
ix
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
“PARTICIPATORY TECHNIQUES FOR DEVELOPING THE ORAL
EXPRESSION.”
DESIGN OF A HANDBOOK WITH PARTICIPATORY TECHNIQUES IN
ORDER TO DEVELOP THE ORAL EXPRESSION FOR ENGLISH
TEACHERS
Authors: Cristina Katerine Farfán Durán Kerlly Nohely Pérez Jimé
Tutor: MSc. Larry Torres
Abstract
Participatory techniques are activities that educators use to encourage
students to participate during classes actively. This project diagnoses the
problems that tenth grade students of an educational institution face when
developing oral expression. The data collected through a survey and
interview conducted with students and the classroom teacher showed that
the classes are monotonous, so the students do not show interest in
participating, which affects the development of oral production.
Consequently, it is proposed to develop a handbook that contains
participatory techniques in order to facilitate the teacher of teaching
resources that allow creating a better environment in the class, that
improves the relationship with the students, fosters collaborative work and
encouraging the students to speak. This project also considers a
bibliographic study, so the proposal is based on socio-pedagogical
foundations with a constructivist approach.
Keywords: participatory techniques, handbook, oral production.
x
UNIVERSIDAD DE GUAYAQUIL
FACULTAD FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA/CARRERA LENGUA Y LITERATURA INGLESA
UNIDAD DE TITULACIÓN
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS/TRABAJO DE GRADUACIÓN
TÍTULO Y SUBTÍTULO: Técnicas Participativas para Desarrollar la Expresión Oral. Manual con Técnicas Participativas para Desarrollar la Expresión Oral para Profesores de Inglés.
AUTOR(ES) : Kerlly Nohely Pérez Jiménez Cristina Katerine Farfán Durán
REVISOR(ES)/TUTOR : TUTOR: MSc. Larry Torres Vivar REVISOR:
INSTITUCIÓN: Universidad de Guayaquil
UNIDAD/FACULTAD: Filosofía, Letras y Ciencias de la Educación
MAESTRÍA/ESPECIALIDAD: Inglés
GRADO OBTENIDO: Licenciadas en Lengua y Literatura Inglesa
FECHA DE PUBLICACIÓN: No. DE PÁGINAS:
ÁREAS TEMÁTICAS: Colegio Nacional Vicente Rocafuerte
PALABRAS CLAVES/KEYWORDS: Técnicas participativas, manual, expresión ora
RESUMEN: Las técnicas participativas son actividades a las que recurren los educadores para alentar a los estudiantes a participar
activamente durante las clases. El presente proyecto diagnostica los problemas que los estudiantes de décimo grado de una institución
educativa enfrentan al momento de desarrollar la expresión oral. Los datos recopilados a través de encuesta y entrevista realizadas a
estudiantes y a la docente del salón evidenciaron que las clases son monótonas por lo que los alumnos no muestran interés de participar,
lo que afecta el desarrollo de la producción oral. En consecuencia, se propone la elaboración de un manual que contiene técnicas
participativas con la finalidad de facilitar al docente de recursos didácticos que permitan crear un mejor ambiente en la clase, que mejore la
relación con los estudiantes, fomente el trabajo colaborativo y entusiasme a los estudiantes a hablar. Este proyecto también considera un
estudio bibliográfico por lo que la propuesta se sustenta en fundamentaciones socio-pedagógicas con un enfoque constructivista.
ADJUNTO PDF: SI NO
CONTACTO CON AUTOR/ES: Teléfono: 0969243636 E-mail: [email protected]
CONTACTO CON LA INSTITUCIÓN: Nombre: Escuela de Lenguas y Lingüística
Teléfono: (04) 229-4888
E-mail:
xi
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF EDUCATION
SCHOOL OF LANGUAGES OF LINGUISTICS
UNIDAD DE TITULACIÓN
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
THESIS REGISTRATION FORM
TITLE Y SUBTITLE: Participatory Techniques for Developing the Oral Expression. Handbook with Participatory
Techniques in Order to Develop the Oral Expression for English Teachers
AUTHORS: Kerlly Nohely Pérez Jiménez Cristina Katerine Farfán Durán
REVISER: /TUTOR: TUTOR: MSc. Larry Torres Vivar REVISER:
INSTITUTION: University of Guayaquil
FACULTY: Philosophy, Letters and Science of Education
SPECIAL FIELD: English
DEGREE OBTAINED: English Language and Literature
PUBLICATION DATE: PAGES:
THEMATIC AREAS: Colegio Nacional Vicente Rocafuerte
KEYWORDS: Participatory techniques, handbook, oral production
ABSTRACT: Participatory techniques are activities that educators use to encourage students to participate during classes actively. This
project diagnoses the problems that tenth grade students of an educational institution face when developing oral expression. The data
collected through a survey and interview conducted with students and the classroom teacher showed that the classes are monotonous, so
the students do not show interest in participating, which affects the development of oral production. Consequently, it is proposed to develop a
handbook that contains participatory techniques in order to facilitate the teacher of teaching resources that allow creating a better
environment in the class, that improves the relationship with the students, fosters collaborative work and encouraging the students to speak.
This project also considers a bibliographic study, so the proposal is based on socio-pedagogical foundations with a constructivist approach.
PDF: YES NO
CONTACT WITH THE AUTHORS: Cell phone number: 0969243636 E-mail: [email protected]
CONTACT WITH THE INSTITUTION:
Name: School of Languages and Linguistics
Number: (04) 229-4888
E-mail:
xii
TABLE OF CONTENTS
................................................................................................................................. ii
AUTHORITIES ........................................................................................................ ii
................................................................................................................................ iii
APPROVAL OF THE COURT ............................................................................... iv
QUALIFICATION OF THE COURT ....................................................................... v
DEDICATION ......................................................................................................... vi
ACKNOWLEDGEMENT ....................................................................................... vii
Resumen ............................................................................................................. viii
Abstract ................................................................................................................. ix
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ................................ x
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ............................... xi
INTRODUCTION .................................................................................................. xvi
CHAPTER I ........................................................................................................... 18
THE PROBLEM .................................................................................................... 18
PROBLEM OF THE INVESTIGATION ................................................................ 18
CONFLICT SITUATION ....................................................................................... 18
SCIENTIFIC FACT ................................................................................................ 19
CAUSES ............................................................................................................... 19
FORMULATION OF THE PROBLEM .................................................................. 20
OBJECTIVES........................................................................................................ 20
General objective .................................................................................................... 20
Specific objectives .................................................................................................. 20
SCIENTIFIC QUESTIONS OF THE RESEARCH ................................................ 20
JUSTIFICATION ................................................................................................... 21
THEORETICAL FRAMEWORK ........................................................................... 23
BACKGROUND .................................................................................................... 23
THEORETICAL FOUNDATION ........................................................................... 25
ORAL EXPRESSION ........................................................................................... 25
DEFINITION .......................................................................................................... 25
ORAL EXPRESSION SUB-SKILL ....................................................................... 26
IMPORTANCE OF ORAL EXPRESSION ............................................................ 27
ORAL EXPRESSION LEARNING STRATEGIES ............................................... 28
Cognitive strategies. .............................................................................................. 29
xiii
Activating memory .............................................................................................. 29
Meaning from the context ................................................................................. 29
Meaning focused-output.................................................................................... 29
Meaningful interaction ....................................................................................... 30
Metacognitive strategies. ...................................................................................... 30
Planning ................................................................................................................. 30
Monitoring and control of the process .......................................................... 30
Self-assessment .................................................................................................. 31
Oral Expression in real life ................................................................................ 31
PARTICIPATORY TECHNIQUES ........................................................................ 32
DEFINITION .......................................................................................................... 32
IMPORTANCE ...................................................................................................... 32
PRINCIPLES INVOLVED IN PARTICIPATORY TECHNIQUES ........................ 33
PARTICIPATORY TECHNIQUES FOR TEACHING ORAL EXPRESSION....... 34
Brainstorming .......................................................................................................... 34
Think-pair share....................................................................................................... 34
Recorder-Reported ................................................................................................. 34
Songs ......................................................................................................................... 35
Jigsaw ........................................................................................................................ 36
Debates, Round table ............................................................................................. 36
Role-Play ................................................................................................................... 37
Storytelling ............................................................................................................... 37
CLASSIFICATION OF PARTICIPATORY TECHNIQUES .................................. 38
Motivation techniques ............................................................................................ 38
Performance Techniques ...................................................................................... 39
Audio and audiovisual techniques ..................................................................... 39
Dynamic techniques ............................................................................................... 39
ADVANTAGES OF PARTICIPATORY TECHNIQUES ....................................... 39
PHILOSOPHICAL FOUNDATION ....................................................................... 40
PEDAGOGICAL FOUNDATION .......................................................................... 41
SOCIOLOGICAL FOUNDATION ......................................................................... 42
CHAPTER III ......................................................................................................... 51
METHODOLOGY .................................................................................................. 51
xiv
METHODOLOGICAL DESIGN ............................................................................ 51
TYPES OF RESEARCH ....................................................................................... 51
Field research .......................................................................................................... 51
Descriptive research .............................................................................................. 52
Documentary research........................................................................................... 52
POPULATION AND SAMPLE ............................................................................. 53
Population ................................................................................................................. 53
Sample ....................................................................................................................... 53
OPERATIONALIZATION OF VARIABLES ......................................................... 54
METHODS OF INVESTIGATION ......................................................................... 55
Scientific Method ..................................................................................................... 55
Inductive and Deductive Method ......................................................................... 55
Analytical Method ................................................................................................... 56
TECHNIQUES AND INSTRUMENTS .................................................................. 56
Survey ........................................................................................................................ 56
Interview .................................................................................................................... 56
Bibliographic Review ............................................................................................. 57
ANALYSIS AND INTERPRETATION OF DATA ................................................. 57
Survey Analysis ....................................................................................................... 59
Interview Analysis ................................................................................................... 61
CONCLUSIONS AND RECOMMENDATIONS ................................................... 73
CONCLUSIONS .................................................................................................... 73
RECOMMENDATIONS ........................................................................................ 74
CHAPTER IV......................................................................................................... 75
THE PROPOSAL .................................................................................................. 75
JUSTIFICATION ................................................................................................... 75
OBJECTIVES........................................................................................................ 76
General objective .................................................................................................... 76
Specific objectives .................................................................................................. 76
FEASIBILITY ........................................................................................................ 76
FINANCIAL ........................................................................................................... 76
LEGAL .................................................................................................................. 76
HUMAN ................................................................................................................. 76
POLITICS .............................................................................................................. 77
xv
DESCRIPTION OF THE PROPOSAL .................................................................. 77
CONCLUSIONS OF THE PROPOSAL ................................................................ 78
CONCLUSIONS .................................................................................................... 78
RECOMMENDATIONS ........................................................................................ 79
BIBLIOGRAPHY ................................................................................................... 80
............................................................................................................................... 87
INTRODUCTION ................................................................................................... 88
TABLE INDEX
TABLE 1 .................................................................................................53 TABLE 2 .................................................................................................54 TABLE 3 .................................................................................................63 TABLE 4 .................................................................................................64 TABLE 5 .................................................................................................65 TABLE 6 .................................................................................................66 TABLE 7 .................................................................................................67 TABLE 8 .................................................................................................68 TABLE 9 .................................................................................................69 TABLE 10................................................................................................70 TABLE 11................................................................................................71 TABLE 12................................................................................................72
GRAPHS INDEX GRAPH 1…………………………………………………………………….…63 GRAPH 2 ................................................................................................64 GRAPH 3 ................................................................................................65 GRAPH 4 ................................................................................................66 GRAPH 5 ................................................................................................67 GRAPH 6 ................................................................................................68 GRAPH 7 ................................................................................................69 GRAPH 8 ................................................................................................70 GRAPH 9 ................................................................................................71 GRAPH 10.………………………………………………………………………..……72
ANNEXES
DOCUMENTS
PHOTOGRAPHIC EVIDENCES
RESEARCH INSTRUMENTS
xvi
INTRODUCTION
Participatory techniques are activities that educators use to
encourage students to participate during classes actively. These
techniques are meant to be used in the classroom, which means that
teachers should prepare the classes in advance and the materials to be
used.
A speaking class requires interaction among the students to make
the learning communicative and a handbook of participatory techniques
will provide teachers ideas of activities to perform in class. The
participatory techniques handbook will be a pedagogical resource for
teachers since it will not only promote oral skill development but it will
promote in the students’ collaboration and critical thinking.
For instance, activities like debates will enhance students to speak
and participate with respect and tolerance to their classmates´ opinions.
This study delivers information related to the use of participatory
techniques in classroom in the development of oral expression.
This study is based on bibliographical research, field and statistical
study for presenting the proposal of a handbook of participatory
techniques to develop oral expression in English, oriented to the students
of the tenth grade at Unidad Educativa Vicente Rocafuerte.
Chapter I.- This chapter mentions the Educational Institution
where the study took place. It also includes the problem statement, the
formulation of the problem, the objectives and the justification of the
study.
xvii
Chapter II.- Chapter two refers to the theoretical foundations that
focuses on the variables of the study. It includes theorists that supports
the importance of oral expression and participatory techniques as well.
The chapter includes theorists, concepts, and studies related to this
research.
Chapter III.- This chapter describes the methodology that includes
the methods, techniques and instruments. It also shows the analysis of
the results triangulated during the investigation.
Chapter IV.- Chapter four refers an overview of the proposal with
its conclusions and general recommendations. The proposal includes a
description of each technique, the objectives of the implementation of the
techniques and the process to perform the activity.
18
CHAPTER I
THE PROBLEM
PROBLEM OF THE INVESTIGATION
Second language learning requires the development of all four
language skills, and speaking is the most important skill the students most
acquire to communicate effectively. The current project considers a study
at Unidad Educativa Fiscal Vicente Rocafuerte, located in Jose Velez
Villamar 2203, in Guayaquil. As educators of the institution, it is noticeable
that students face trouble with oral expression when they try to
communicate with their peers or teachers. Moreover, the students find it
difficult to express their thoughts accurately so the message will be clearly
understood using formal or informal language.
According to other studies, it is considered that Ecuador presents a
low level of oral expression, which shows that although theoretical
knowledge exists, and the government supports students with
scholarships or exchanging programs to improve their profile. It is
necessary to develop new techniques or methodologies that contribute to
enhance this skill and support students to prepare in a better way, so that
they can communicate successfully in all areas of life.
CONFLICT SITUATION
Based on these observed deficiencies through the use of
instruments of evaluation at Vicente Rocafuerte High School, with students
of 10th Grade of the academic period 2019 - 2020, it is evident the
existence of a conflict situation concerning the development of oral
expression skills, which does not allow them to interact according to what
19
is determined into the level A2 of English teaching curriculum which
suggests the skills that students must develop at the end of their studies
on each level, in order to interact and exchange general and personal
information.
This problem is determined by the lack of oral expression skills and
the inadequate teachers’ class management which produces a low level of
spoken interactive participation among the students, rigid classes, lack of
motivation, absence of self-confidence to share their ideas, and a deficit of
dynamism. It is evident that this situation is influenced by the low use of
participatory techniques in the English teaching-learning process.
The current study has the purpose of developing participatory
techniques that contribute to improve the oral expression and help
students to boost their oral skills fulfilling the requirements established by
the CEFR in order to find the way they can communicate their thoughts
and needs successfully.
SCIENTIFIC FACT
Deficiency in the development of the Oral Expression of the English
language in students of 10th E.G.B at ‘’Unidad Educativa Fiscal Vicente
Rocafuerte ‘’ the academic year 2019-2020.
CAUSES
The causes observed are the following:
● Low level of the oral expression in the English learning process (the
emission, reception, and understanding of the message).
● Inadequate application of participatory techniques for developing oral
expression in the classroom.
● Lack of knowledge of new strategies and methodologies that promote
oral expression skills
20
FORMULATION OF THE PROBLEM
How does the use of participatory techniques influence the
development of Oral Expression in students of the 10th E.G.B at ‘’Unidad
Educativa Fiscal Vicente Rocafuerte ‘’ the academic year 2019-2020 “?
OBJECTIVES
General objective
To determine how the participatory techniques, influence the oral
expression development through a bibliographic, statistical and field
research; to design an educational handbook with techniques to develop
the oral expression directed to English teachers
Specific objectives
● To determine the importance of participatory techniques through a
bibliographic, statistical and field research
● To analyze the oral expression skills through statistical and field
research
● To design a handbook with participatory techniques for teachers in
order to develop the oral expression, by interpreting the theoretical
and empirics data obtained.
SCIENTIFIC QUESTIONS OF THE RESEARCH
● Does the implementation of a survey to students of 10th grade EGB
show the conflict situation presented in the project?
● Will the performance of an interview as an instrument of
investigation to teachers contribute to demonstrate the lack of oral
expression skills?
● What is the role of the use of participatory techniques in the English
teaching-learning process?
● Will the use of participatory techniques help students to improve the
oral expression skills of English as a foreign language?
21
● Will the design of a Handbook with participatory techniques allow
teachers to contribute to the development of the Oral Expression in
the classroom?
● Does the Handbook with participatory techniques help students to
enhance oral expression skills?
JUSTIFICATION
The diagnostic that was made to the students of the 10th year
B.G.E at Vicente Rocafuerte High School, period 2019 – 2020, shows as
results, low level concerning to the oral expression skills, due to the lack
of knowledge about the use of participatory techniques that will improve
the English teaching process.
The English language is widely used in all aspects of living; it is
considered as a necessary tool that helps professionals to access
international information or communicate with others around the world. In
this concept, the main objectives of the English Curriculum as a foreign
language in Ecuador are to improve the oral communication skills in order
to get the students to state their ideas and to develop personal, social and
intellectual skills to foster the ability to interact as it is determined in the
CEFR within the Level A2.
It exists several contributions and researches regarding this conflict
that proved how important it is that teachers apply and handle the
classroom with participatory techniques. Based on a research, the article
published at Electronic Magazine Sinéctica (Rosales, Ortiz, & Lozano,
2013) makes reference to the theory of language acquisition (Krashem,
1981), which exposes that the second language needs to be used not
only through a formal teaching process by grasping grammatical structure
rules, discursive connectors and correcting mistakes with a tutor support.
However, they should involve students in a natural environment and real
22
contexts activities that encourage students to understand and receive the
message in an interactive way as informal learning, what means that the
interaction among students with well-trained personnel by getting clear
instructions and using participatory techniques in the classroom will create
a significant learning process.
In the Magazine Modern Tongues (Olmedo Bula, 2015) from The
University of Costa Rica exposes about the Teaching Speaking Principles
(Bailey, 2005), teachers must provide opportunities according to their
learners’ needs. It is necessary to have something to talk about in a
meaningful way through different kind of strategies and tasks that could be
individual or group activities. The interaction among students depends on
the situation, either it is in formal or informal language contexts.
On the other hand, the book Techniques for Group Learning (Kuri,
2012), affirms that implementing participatory techniques in the classroom
makes the teaching-learning process go faster and also develop critical
creativity consciousness, collaboration, responsibility, and group work.
This idea is also mentioned, in the book ‘’ Manual de Técnicas de
Dinámicas Grupales Volumen II’’ (Centro de integración Juvenil A, C,
2013), which says that techniques that promote group work are essential
since they stimulate communication and interaction to strength humans’
relationships.
Finally, this research will beneficiate directly to teachers and
students, and indirectly to the community by encouraging solidarity and
cooperation to improve communication skills. The most significant
commitment for educators is stated in the Ecuador National Development
Plan where a qualified, inclusive, and intercultural education must be
guaranteed to all Ecuadorians
23
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND
The difficulties teachers face when encouraging students to perform
oral communicative practices motivate the design and implementation of
different participatory techniques to develop oral expression among
students. León (2014), states that the absence of the use of participatory
techniques influences the lack of motivation of teachers in the teaching
process of English, which produces they apply boring traditional
methodologies that do not motivate students to talk and express their
ideas and opinions in the classroom. This issue makes pupils do not have
self-assurance when they want to communicate orally with their
classmates in English because they feel nervous whether they misspell a
word or misuse grammar structures. Furthermore, Quiroz and Castillo
(2008), mention that participatory techniques such as Role Play improve
the speaking skill in English in the classroom. It is affirmed that students
learn and develop oral expression skills by exchanging information with
their classmates and collaborating among them.
A research project on participatory techniques for the development
of oral communication in English by Proaño (2015) was performed with
students of the first grade of high school at Unidad Educativa Jacinto
Collahuazo in Otavalo. The results showed that the insufficiency of
participatory techniques in the oral expression of the English classroom
transformed the activity into a boring class, which produces that students
were not dynamic, neither creative. Also, the students found it difficult to
express their ideas and understand what their classmates said in English.
24
On the other hand, the teachers agreed that their lack of knowledge
regarding theories, methods, and participatory techniques to promote
communicative activities affect the development of the oral expression of
English as a foreign language in the classroom. Hence, the teaching-
learning process does not motivate the students´ cognitive development.
Another study by (Montaguano, 2015) named participatory
techniques in the improvement of oral production of the foreign language
English, carried out at Instituto Tecnológico Los Shyris with the students of
the second grade of Bachillerato General in Quito, showed that the use of
participatory techniques are relevant in the learning process of a foreign
language. The results demonstrated that the use of participatory
techniques in the teaching-learning process enhanced the students’
participation in communicative activities and therefore, developed their oral
expression skills.
Loor & Benavides (2014), carried out an investigation named
Participatory techniques for the development of oral expression, which
was accomplished with the students of ninth grade at Francisco Huerta
Rendón High School in Guayaquil. The authors mentioned that the
absence of participatory techniques by the educators during the teaching-
learning process, produced a boring and agitating class environment
inducing learners do not feel motivated either comfortable to express their
thoughts in the classroom. They also affirmed that the low level of
vocabulary implemented by the students, regarding the target level which
is A.2, is another fact that makes they do not develop their oral expression
skills, and as a result, they cannot communicate with their classmates
successfully.
The previous studies evidenced how the use of participatory
techniques significantly improved oral expression when used correctly and
25
with continuity. Therefore, students can get used to the language used in
the activities presented in class.
THEORETICAL FOUNDATION
ORAL EXPRESSION
DEFINITION
Oral expression is the person’s ability to communicate and express
in a meaningful way own ideas or thoughts, using the appropriate
phonological language structures. It is compelling to consider that this is
the essential skill to be fostered because it is the foundation to
communicate with others into the personal, academic, and professional
field. Escobar (2012), defines the oral expression as the manifestation of
oral language used by the purpose to communicate with others. This
process takes place primarily in the structuring of mental actions, so it
reveals the level of intelligence and creativity that students have or may
have on certain content.
According to Ling, Ling & Eng (2016), English second language
(ESL) learners are keen to perform dialogues to talk to others and express
their ideas or thoughts. This performance requires oral language skills,
and its development will depend on the learning process and the methods
applied in the classroom. Therefore, the oral expression cannot occur
without communication with others, and English educators must take into
account the sub-skills that students must acquire to communicate in the
target language.
Ministerio de Education del Ecuador (2012) established The English
Language Learning Standards “that are outcomes students are expected
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to achieve at the end of a proficiency level in terms of knowledge and skills
gained throughout the process,” and one of those ELLS is the oral
production and interaction.
ORAL EXPRESSION SUB-SKILL
It is necessary to acknowledge that the participatory techniques that
will be proposed in the current project are related to the oral expression
sub-skills of fluency, understanding, and vocabulary. Derwing, Munro,
Thomson & Rossiter (as cited in Grimshaw, Cardoso & Waddington, 2016)
states that fluency is the speaking practice with a coherent flow. Mayo &
Barrioluengo (2017) states that the oral expression is to put into spoken
words what it is thought, and therefore it is necessary to know the right
words that allow students communicate what they mean effectively. This
project, which case study are students of English level A2, according to
the CEFR, educators need students to concentrate on meaning in
communication without immediate concern for accuracy. When the
speaking interaction happens fluently, there is a better perception among
the participants.
Oral expression in English requires an understanding of the
message by the recipient; therefore, during the interaction, the participants
need to be able to use and pronounce words and structures correctly in
order to be understood. Haghighi & Rahimy (2017) consider that
pronunciation plays a significant role in students’ communicative skill and
performance. Consequently, when educators provide instructions about
pronunciation, they should be pronunciation coaches on learners’ need.
Moreover, the focus of teaching is on intelligible pronunciation rather than
perfect pronunciation. In that matter, when educators teach speaking, it is
important to take into account that the students, when speaking, must
show oral competence.
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Educators are aware that the ideas and thoughts of learners cannot
be spoken without having built vocabulary. Dakhi & Fitria (2019) coincide
that vocabulary is the foundation for communication, and the words
learned by the students help them express their feelings, ideas, and
opinions. The number of words that students learn will support them to
develop oral language skill while acquiring English as a second language.
Each of the above characteristics of the oral expression regulates the
general guidelines that must be followed to communicate orally with
effectiveness.
Communicative Language Teaching (CLT) principles will be
considered at the time of designing the handbook with participatory
techniques. Authors like Richards (2006) states that CLT is a principle
related to the objectives of language teaching and how learners acquire a
language to develop communicative competence. Richards also mentions
that the best classroom tasks support the learning process, and also the
teachers and students´ role in the classroom. Likewise, Jabeen (2014)
mentions, “communicative language teaching is strongly associated with
activities such as group work, pair work, open dialogues, and role-playing
among others” (p. 68).
IMPORTANCE OF ORAL EXPRESSION
Acquiring a second language involves comprehension and
production. According to Elnadeef & Abdala (2019), production entails the
cognitive process that includes language exposure, scaffolding, drilling,
and classroom rich interactivity and supportive effective environment.
Subsequently, Reitbauer, Fürstenberg, Kletzenbauer & Marko (2018),
suggest three types of cognitive loads. The intrinsic load that refers to the
natural complexity of the information received. The extraneous cognitive
load refers to the instructional procedures, and the students receive and
28
perceive the information. Finally, the germane cognitive load, that refers to
the learner characteristics such as the capacity of the working memory.
When people want to communicate something, they tend to get
involved in conversations to express their opinions. However, for L2
students, the lack of willingness to speak up their ideas and thoughts
affects the English learning process. Alikhani & Bagheridoust (2017),
consider that the students´ willingness to communicate may depend on the
situation, circumstances, and context of the class. This means that
educators must provide classroom environments that encourage the
students to participate, actively, during the speaking tasks. Hence, they
will feel comfortable enough to express their ideas individually or within a
group.
Another essential characteristic when learning oral expression is
the opportunity to be immersed in a different culture. Students may know
the language, but they are unable to understand the culture behind the
language. Liu (2017), mentions that “the absence of deep knowledge of
the culture behind the language may affect communication.” Language is
a needed part of the culture and learning a foreign language not only
means learning a different language knowledge but in students, it enriches
their cross-cultural awareness to communicate with the outside world
ORAL EXPRESSION LEARNING STRATEGIES
Learning strategies not only benefit educators but allow learners to
learn independently to become autonomous learners as well (Wael, Asnur,
& Ibrahim, 2018). Consequently, it is important to identify the most
effective speaking strategies to develop oral expression among students.
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Oxford (1990) emphasized that learning strategies include cognitive and
metacognitive processes that will help students to be self-sufficient and
self-assess their performances.
Cognitive strategies.
Activating memory
Baddeley (as cited in Ibarra & Martínez, 2018), defines memory
strategy as a practice for temporary storage and control of information
required to the different activities in the learning process. When learning a
second language, memory strategies is usually used when developing
vocabulary. Abbassi, Hassaskhah, & Tahriri, (2018), consider that the
challenging and questionable vocabulary learning is not its acquisition but
its recognition and the ability to access them when talking.
Meaning from the context
English learners are constantly exposed to a wide range of words
that find difficult to understand and remember. A cognitive strategy that
helps students to acquire knowledge while learning a second language is
learning the definition of a word or phrase from the context. The training
program by Goerss et al. (as cited in Kuhn and Stahl, 1998) that consisted
in given general guidelines on how to derive word meanings from context
had as results that students grow in learning from context.
Meaning focused-output
Meaning focused-output requires the cognitive skill to produce
orally why the speaker wants to say. Dominguez (2018), states that
meaning-focused output refers to how learners speak up their thoughts by
oral expression.
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Meaningful interaction
Krashen (1988), states that second language acquisition requires
meaningful and natural interaction in the target language. Krashen also
emphasizes that during the interaction, the speakers should be the only
concern on the message they are conveying.
Metacognitive strategies.
The main purpose of educators is students´ learning, and therefore,
it is required the application of metacognitive strategies as planning,
application of knowledge, monitoring, regulation, and reflection. To Flavel
(as cited in Safari & Meskini, 2016) metacognition is the metacognitive
processes that involve planning, monitoring, control of the processes, and
self-assessment.
Planning
For educators, planning plays an important role when preparing
activities to enhance students’ participation in class but also seeks the
students to be aware of the importance of planning when preparing an oral
presentation. Planning will help the students to give order to their tasks
‘performance. According to Li et al. (2015), planning is the ability to identify
a sequence of steps necessary to solve a problem and to appreciate how
future actions may alter circumstances.
Monitoring and control of the process
According to Ranalli (2018), monitoring and control are the
foundations of theories of self-regulated learning (SRL). Ranalli considered
then as “a cyclical method in which students observe the effectiveness of
their learning techniques or approaches and reply to this feedback in a
variety of ways, altering from covert changes in self-perception to clear
changes in behavior.”
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It is important to that monitoring and control of the process are
pertinent for L2 learning process since they enhance students to be
autonomous and facilitate self-regulation of thought, strategic behavior,
motivation, and affect. Moreover, Nunaki, Damopolii, Kandowangko &
Nusantari (2019) consider that monitoring and control of the process
encourage the students to reflect on their learning processes.
Self-assessment
For many educators, self-assessment is not considered as part of
the learning process among the students because as Lee (2016)
mentions, students feel that assessment is the responsibility of teachers
while teachers consider that they cannot rely on students´ judgment. In
order for students to take into consideration self-assessment, Thawabieh
(2017) considered that it is necessary to implement some methods that will
help the student. They are awareness of the value of self-assessment,
determination of learning outcomes, determination of assessment criteria,
giving students with opportunities to implement self-assessment and,
students have to reflect about their self-assessment by justifying and
providing feedback to themselves and the teachers.
Oral Expression in real life
According to (Hosni, 2014), it is evident that a language is learned
by practicing it. Thus, teachers must assess their students in order to
create opportunities for developing oral expression into the classroom and
supervising that all the students practice it. Consequently, it will lead to a
teacher-student interactive environment, communication activities and
participatory techniques will make them boost their skills in the use of
English language, which is of great importance to be prepared to face
different communicative situations through the continued and structured
language practice.
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PARTICIPATORY TECHNIQUES
DEFINITION
Participatory techniques are tools that are used by teachers in the
teaching-learning process, with the purpose that learners acquire
knowledge easily in the classroom, through the application of their
experiences of real life, anecdotes, opinions, daily life problems and
personal information activities in class. According to Ruiz & Pérez (2011),
participatory techniques are tools that help to strengthen the teaching-
learning process in a creative way, they provoke both individual and group
work, facilitate reflection and analysis and take into account the
sociological and historical reality of the groups with which they work.
Moreover, Koutsopoulos & Papoutsis (2016) these techniques are
important to build interrelationships between the students participating in
the learning processes; so, they can learn from each other. This means
that participatory techniques promote group work as an alternative to
collaboration.
Therefore, participatory techniques contribute to the process of
teaching English in the classroom, as long as established procedures are
used. In addition, they are activities that are assessed by the teacher in
order to have an active class that leads to improving oral expression skills.
IMPORTANCE
According to Huang & Wang (2013), the main theoretical basis for
participatory teaching is cooperative theory and constructivist theory.
Kagan (as cited in Farmer, 2017) states that cooperative learning is a
teaching planning that refers to students working together to accomplish a
common purpose. Students work together to acquire and are responsible
for their classmates´ learning, as well as their own. Ciobanu (2018) also
33
mentions that the variation of the didactic methodology is required to
concatenate the desires of learning theories with the real potential children
have. The innovation of the didactic methodology is an essential element
of the pedagogical restructuring because, in the students´ development,
the methodology plays an important role.
At the same time, Lev Vygotsky (1994), the founding father of social
constructivism states that social constructivism, is the interaction among
students´, and this interaction promotes a personal critical thinking
process. Consequently, participatory techniques encourage pupils to be
more confident with their capacities within a group in the classroom, which
will allow them to generate information quickly.
PRINCIPLES INVOLVED IN PARTICIPATORY TECHNIQUES
Huang & Wang (2013) emphasizes that the practice of participatory
techniques requires specific principles to follow during the performance of
the assignments. First, comprehensiveness, which requires individual self-
development in the academic and even social purpose. Then, full
participation between teachers and students. Educators should create an
environment for students to participate in class actively, stimulate the
learning enthusiasm of the learner, train students’ ability for mastering and
applying knowledge so that every student can be fully developed. After
that, guidance by teachers, it means that educators play the role of a
coach, who guides and stimulates students’ interest in learning, and
autonomy. Then, the full process of participatory teaching and learning.
Teachers should organize and plan the teaching activities, including
content, methods, objectives, and assessment in order to meet the
students´ needs. Finally, teamwork, where the tasks assigned by the
34
teacher are completed in terms of a series of sub-group, always reflect the
learning organization and cooperation.
PARTICIPATORY TECHNIQUES FOR TEACHING ORAL EXPRESSION
Brainstorming
Brainstorming is the use of the mind to report the problem
dynamically. Al Masri, A. (2019) considers that it is a technique of learning
that is based on the freedom of thought and is used to produce the
maximum number of ideas to address a subject of open topics of
interested or professionals to the subject during a short session. Also,
brainstorming includes the generation and production of ideas and
creative ideas from individuals and groups to solve a particular problem,
and these ideas and opinions are good and useful.
Think-pair share
Think Pair Share (TPS) is a challenging technique for Cooperative
Learning. TPS is an open-ended question task where the students have
from a half to one minute to think about the question and share their
thoughts with others. To Sanjaya (2013) TPS is intended to encourage the
students to challenge and succeed at a problem which initially beyond
their ability. This method according to Kagan (as cited in Lara, González-
Torres, González & Muracciole, 2015) is helpful for encouraging time on
task, and, listening to each other. At the same time, Weih (2015) states
that this technique is suitable when the teacher needs students to review
what they think of what they have learned, and then to verbally express
their thoughts or ideas with peers for social learning to take place.
Recorder-Reported
The Recorder-Reporter strategy was created by Weih (2015), and it
is an effective strategy to engage the students in the speaking practice the
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technique consists the students share their thoughts and ideas within a
small group about a question that the teacher has posed following a
lesson that had been taught. Then, the teacher assigns the role to be the
Recorder-Reporter to a student within the group. The selected student
writes down the main points raised by the group, and then, reports out to
the class.
This strategy best suits if each group has a different question, and if
each student in the group is responsible for writing down the main points
even if they are not the Recorder-Reporter. Therefore, all are responsible
for listening and writing. Each person in the small groups writes on his
paper and then hand it to the teacher. During the reporting out to the
class, the teacher should keep his own opinions and comments to himself.
The teacher should corroborate students’ answers by only telling them in
positive terms that they did a good job.
Songs
Songs provide innumerable benefits. They create a cheerful,
relaxed, and fun environment in which students can develop various skills.
In addition to these benefits, songs are a great educational tool which
allows students to incorporate knowledge interestingly; besdies, the
musical rhythm motivates students to learn.
To Yee Pinn Tsin (2015) songs composition using popular tunes
appeals students as it involves them through various modalities, namely
auditory, kinesthetic, and visual learning styles. The use of songs as
participatory techniques has significance from a constructivist method as it
could help students construct the meaning on different topics. The
sociocultural perspective also supports this technique in terms of student
engagement. Moreove, from a cognitive perspective as students were able
to make connections in learning. Vygotsky's theory (1978) suggests from
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the sociocultural approach, that social environment affects the individual’s
knowledge and considers social interaction essential to produce and
consolidate knowledge.
Jigsaw
Cooperative learning is a pedagogic preparation that offers learners
with cognitive and emotional achievements when they interact with others
to attain common goals. (Devi, Musthafa & Gustine, 2015; Gillies & Boyle,
2010), and one of the various classroom practices of cooperative learning
is the Jigsaw technique.
Jigsaw techniques involve group reflection on learning, team
recognition, and group responsibility for individual learning. Karacop and
Diken (2017) consider that Jigsaw activity is a teaching training in which
students are accountable for learning, at the same time for teaching other
learners in their classrooms. However, it is necessary to take into account
that Jigsaw, like any other participatory technique, has its limitations and
might bring chaos to the classroom. For instance, when the students
realize that the cooperative assignment is not challenging enough for the
participants, and therefore, they consider that performing the task will not
contribute to their learning.
According to Amedu, and Gudi (2017) to have a cooperative group
task performed effectively members worked together, it is necessary to
guide the participants throughout the assignment and provide feedback
that allows the students to keep them in the learning process.
Debates, Round table
Discussions on debates are an effective activity for the use of oral
language. This approach is useful as a content-related team-building
exercise, according to Kagan (as cited in Lara, González-Torres, González
37
& Muracciole, 2015), where the teacher suggests a problem with many
possible answers. Then, the learners write a response and give the paper
to the group. Finally, the group discusses all reasonable answers on the
sheet and reach an agreement on a topic. This technique requires prior
preparation by the teacher in order to be effective.
Role-Play
Role-play is a participatory technique that facilitates the
understanding of the theoretical contents. Stimulates and motivates from
the experiential. It forces people to think and solve situations creatively. It
proposes "the game" as a personal challenge where each one integrates a
significant part and the constitution of the result, forcing them to recognize
their abilities and deficiencies. According to O’Sullivan (2011), role-play
requires the skill to scheme into a variety of fictitious situations by playing
to be someone or something other than one’s self.
Storytelling
Brown (as cited in Ishak & Mulyanah, 2017) emphasis that one of the
language actions that can take learners closer to the authentic context is
speaking and storytelling is an effective technique to be used in the
classroom context and the daily activities. However, the challenge to use
this technique is the lack of courageousness among students to
communicate what they want to tell clearly, spontaneously, and
meaningfully. Sharing stories through storytelling is effective in language
learning for children and adolescents at school and high school.
Traditional oral storytelling event seeks to create environments
where the tellers can perform interactively with the listeners. The intention
of this technique is for the participants not memorized but utilized through
spontaneous performance assisted by the audience participation and
interaction (Hwang et al., 2016). Different from story reading, in which
38
listeners might receive the information passively, storytelling required
audience participation. During the storytelling process, the audiences are
encouraged to give repetitive phrases or refrains or even to suggest
variations in some certain free story components. These elements in the
storytelling strategy were, therefore described as a type of two-way co-
creative communication (Roney, 1996).
“Narratives stimulate students to connect what is happening in the
classroom with the real world; they provide a way of understanding,
organizing and communicating experiences” (Ewing and Simmons, 2004).
Teachers can extend storytelling skills into performance opportunities such
as a play, recital in drama or acting by groups, which allow students to
exchange ideas and thoughts, to share their own emotions in a natural
way, which results in a significant learning process.
CLASSIFICATION OF PARTICIPATORY TECHNIQUES
Participatory techniques are classified according to the elements
that participate actively. (Sánchez, 2016):
Motivation techniques
Motivation techniques incentive students to participate in tasks
while learning at the same time. According to Pranoto et al. (2016),
motivation techniques stimulate in students’ cognitive motivations creating
a pleasant and dynamic environment for work. In addition, necessary
attention must be given to this type of technique since, if there is no
motivation, any action that is carried out, will not be completely
satisfactory.
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Performance Techniques
Performance techniques usually are developed through
dramatizations, theater, and dance. Regarding ESL learning, this
technique supports the process since body expression is needed to
convey the message to communicate with others. Bonney (2015), states
that this technique characterized by the corporal expression, through
which situations of behavior and ways of thinking are presented.
Audio and audiovisual techniques
The use of sound and images are particular characteristics of these
techniques. The use of them needs previous elaboration material and
requirements since the tasks need moments of reflection analysis within
the group after been presented to video or listening to tasks. (Kaur, 2015)
Dynamic techniques
Shah (2017) emphasizes that Dynamic techniques involved the
student in participating, reacting, and adopting spontaneous, positive
attitudes toward tasks. Moreover, this technique engages the students on
an affective level, which means they will perform better and will enhance
them to participate actively.
ADVANTAGES OF PARTICIPATORY TECHNIQUES
Király, Köves, Pataki, and Kiss (2016) mention that participatory
techniques develop a sense of participation among student while learn to
listen comprehensively. The techniques also stimulate critical thinking to
perform and therefore, communication. This interaction promotes
interpersonal relationships, which would be challenging to achieve with
individual work techniques.
Among other benefits of the application of participatory techniques,
are that students fears, inhibitions, tensions, and manage to create a
40
feeling of security. So, the teaching-learning process is developed in a
dynamic
and stimulating way.
PHILOSOPHICAL FOUNDATION
Scientific and technological advances, as well as historical-social
development, have conditioned the significant progress of the world in
which professionals from different spheres are involved, and it requires
communication in a second language. At this point, communication takes
place in the framework of forums, conferences, and different scientific
events where speakers of other languages attempt to achieve
understanding. In this regard, the training of university professionals at
present, demand the knowledge of English as a tool that will allow them to
deepen, from the science in the advances that are published daily in the
English language. González, López, and Reyna (2018) emphasize the
active quality of language, which is recognized in its performing nature, so
that, from its perspective, when something is described, it is acting
accordingly. This theory explains how speakers of a language use
language to carry out actions with a certain intention, and how those who
listen infer that intention.
Similarly, Grice, Cole, and Morgan (as cited in Kaburise &
Ramachona, 2018) mention that pragmatic rules that govern conversation,
require attention to contextualize what is said with the topics, the audience
and the place where the communication is developed. From this
approach, it can be understood that 8th-grade students can appropriate
oral expression through the relation of simple objects, associating things,
names, places related to their daily life, and establishing associations to be
able to form a valid logic of that knowledge. That will undoubtedly help
41
them in their way of thinking, and operate according to the structured
symbols that they can build in the development of their learning process
(Brunner, 2017).
PEDAGOGICAL FOUNDATION
In the pedagogical approach, the constructivist theory clutches that
knowledge is not discovered, it is constructed. The students construct
knowledge from their way of being, thinking, and interpreting information.
From this perspective, the students are the responsible being who actively
participates in their learning process. Vygotsky (as cited in Shernoff et al.,
2016), reflects that students take part in the construction of their
understanding and the educator must organize the environment and
provide activities and material that are of interest to the students, and
allow them to interact since learning do not occur in isolation. However, it
is crucial the interest of the student to learn.
Students should be involved in assignments that show
understanding from the beginning to the end of the class given, and
Wiggins and Mc Tighe (2015) suggest that in the approach learning for
understanding, students need criteria, feedback, and opportunities for
reflection from the beginning of and throughout any sequence of
instruction. Three conditions that help the students to be familiar with this
approach, which are understanding goals, understanding performances,
and ongoing assessment. This is supported by Perkins (1993), who states
that understanding a topic of study is a matter of being able to perform in a
variety of thought-demanding ways with the topic, for instance to: explain,
muster evidence, find examples, generalize, apply concepts, analogize,
represent in a new way, and so on.
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Under these premises, the development of the students´ experience
is understood as a process of exchange. Piaget (as cited in Harasim,
2017) argues that the development of language entails social interaction,
which facilitates the exchange of knowledge. This will help the students to
achieve a better appropriation of language in its future performance. For
Piaget, the student is an explorer that is mobilized by the interest of
learning, and the teacher must create the conditions for the student to
formulate hypotheses and reach conclusions.
Piaget´s theory is supported by Bruner (2015) since he considers
the importance to create conditions for students to discover for
themselves. The teacher uses scaffolding: giving clues, asking questions,
giving support and arises the question "How is learning organized so that
the child recognizes that when he has information, he can go further, that
there is a connection between the facts he has learned and other data and
situations?“ (p.83). From this argument, Frauenberge & Quintana (2017)
believe that teachers can carry out innovative activities that can apply to
their particular group of students and all these activities may, at some time
be compiled in a manual that is provided to other teachers. Teachers are
not expected to be experts in the creation of a manual; therefore, it is
expected that this will be a collaborative work, where everyone's
contribution can create up to new participatory techniques that influence
knowledge development.
SOCIOLOGICAL FOUNDATION
Regarding the sociological approach, Vygotsky's theory (1978)
offers from the sociocultural approach, that social environment has an
emotional impact on the individual’s learning and reflects social interaction
is essential to produce knowledge. collaborative work environment in a
classroom might provide substantial benefits to the learner who comes
43
from different backgrounds, different skills, and opinions; and, those
learners can contribute to a final performance. A study from Castillo,
Heredia, and Gallardo (2017) assessed 46 groups to estimate their
collaborative work competency level. A collaborative competency checklist
was designed for this purpose. Results confirmed a positive relationship
between the high level of collaborative work competency and academic
achievement. Furthermore, Collaborative work encourages students to
improve academically, socially, and psychologically as they also improve
critical thinking, and develops positive attitudes towards educators
(Roberts, 2005). Brown (as cited in Ishak & Mulyanah, 2017) stresses the
community practice where interdependence stimulates an atmosphere of
cooperative responsibility, mutual respect, and a sense of group identity.
Students are social beings from the moment they belong to an
environment where they must interact with more people; therefore,
working in a team and in collaboration is a task that should be encouraged
in classrooms. Morgan (2016) emphasizes that collaborative work
generates positive relationships, as it favors responsibility and
commitment to others. Likewise, it improves social and interpersonal
relationships because it generates empathy, helps to know and better
understand people, and thus have more capacity to solve situations.
Additionally, it encourages learning to learn since knowledge is not only
constructed while solving problems. Finally, it increases the students' self-
esteem, their motivation, and interest in learning.
Pang et al. (2018) mention that although researches have explored
knowledge acquiring methods in collaborative learning and aspects
causative to students´ accomplishment, queries persist as to whether
collaborative learning can thoroughly enhance students’ learning.
Hobaugh (as cited in Pang et. al., 2018) points out “the necessity to focus
on the cultural and emotional aspects of collaborative learning; he
44
accentuates the social dynamics amongst group members as a major
cause of ineffective group work.” Similarly, Gunawardena, cited in the
same study, maintains that social interactions are a complex and crucial
factor necessary to mediate group activity in a text-based environment.
Despite the fact, collaboration conveys benefits to academic
performance, Azari and Pouyan, (2016) consider that collaborative work is
time-consuming and might generate a chaotic situation in the classroom.
Besides, there is the possibility that some students are reluctant to work
with peers, and conflict could happen. However, Thurlow et al. (2004)
consider that there is a positive effect when social interaction and
technology are integrated. For that matter, the current study suggests the
use of technology to prepare participatory techniques
LINGUISTIC FOUNDATION
According to Chomsky (2015), Linguistic theory used to entail of
processes of analysis, mainly segmentation and classification, planned to
establish a body of linguistic resources, guided by restricted assumptions
about structural properties and their arrangement. It means, teachers
prepared students to understand only concepts of grammar structures
expecting the students to apply language by remembering theories.
Nowadays, the speaker of the target language will perceive, interpret,
form, or use an utterance in certain ways and not in other ways.
EFL learners are usually exposed to the features of spoken English
through the clear learning method to recognize and correct mistakes in
pronunciation, and improve accent, diction, and intonation (Ahmad, 2018;
Gilakjani, 2011; Hussain & Sajid, 2015; Kamijo, 2018; Koike, 2014).
Regarding this study, the researchers consider the Ecuadorian in-Service
English Teacher Standards by Ecuador Education Ministry (2012) to
support the proposal. The Ecuadorian in-Service Standard focus not only
45
in the students´ skills but in the teachers´ competence as well and states
that teachers should know, understand, and use the major theories and
research related to the structure and acquisition of language to help
English language learners’ to develop language and literacy and achieve
in the content areas.
The document is organized into five domains that fit with those
stated for the Ecuadorian general curriculum and of some which are
related to English language teaching and learning. The domain refers
language that includes specific domains for language structure and
communication, language acquisition and development and language
fluency.
Regarding Structure of English and Communication, teachers must:
1. Understand the components of language (phonology, morphology,
syntax, pragmatics and semantics) as an integrative system,
2. Use knowledge of these interrelated aspects of language to help
students develop oral, reading, and writing skills in English, and
3. Demonstrate knowledge of rhetorical and discourse structures as
applied to English learning.
Regarding Language Acquisition and Development, teachers must:
1. Demonstrate understanding of current and historical theories and
research in language acquisition as applied to students,
2. Understand theories and research that explain how L1 literacy
development differs from L2 literacy development,
3. Recognize the importance of students’ L1 and / or languages
varieties, if they are not Spanish, e.g. quichua and other native languages
(and that they are learning Spanish as a second language) to build on
these skills as a foundation for learning English,
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4. Recognize the importance of students’ L1 and language varieties
(when they are Spanish) to build on these skills as a foundation for
learning English,
5. Comprehend and apply knowledge of socio-cultural, psychological,
and political variables to facilitate the process of learning English, and
6. Understand and apply knowledge of the role of individual learning
styles in the process of learning English.
LEGAL FOUNDATION
The main advances that are in a place to radically transform
Ecuadorian education now have a legal framework that legitimizes and
promotes it. This legal set is made up of: The Constitution of the Republic
(approved in 2008), The Organic Law of Intercultural Education LOEI; and
The Regulation of this Law. According to Article 3, in its literal q of the
LOEI document:
“The development, promotion and strengthening of the intercultural
bilingual education in Ecuador”.
According to the Article 57, in its numerals 14 and 21 of the
Constitution of the Republic, in reference to the Rights of the communities,
peoples and nationalities, establishes:
“Develop, strengthen and strengthen the system of intercultural
bilingual education, with quality criteria, from early stimulation to the upper
level, according to cultural diversity, for care and preservation of identities
in line with their Methodologies of teaching and learning.”
Ministerio de Educación del Ecuador (2019), states “Guaranteeing
the quality of education for all Ecuadorians is a commitment that involves
the population in the programs of teaching English as a foreign language.”
47
Therefore, The Ministry of Education and the Peace Corps of the United
States renewed the signing of the inter-institutional cooperation instrument
called "Memorandum of Understanding between the Ministry of Education
of Ecuador and the Peace Corps-Ecuador," which will be valid for many
years. The renewal of the Program of Teaching English as a Foreign
Language of the Peace Corps Ecuador aims to increase the knowledge of
English of students of the public education system, to improve language
skills through the implementation of communication activities and the
promotion of activities of teaching centered on the student, through the
accompaniment of volunteers to the teacher. The agreement seek to
provide students with a public education system that allows strengthening
methodologies in teachers.
The Common European Framework of References and the
Ecuadorian Educational Ministry established the English Curriculum
Guidelines objectives for Ecuador (2012) that according to the population
and culture diversity, it should be considered into the school planification
curriculum.
“The main objectives of the curriculum of English as a foreign
language are:
● Develop students' understanding of the world, other cultures and
their own and their ability to communicate their points of view
through the foreign language.
● Develop the personal, social and intellectual skills necessary to
reach their potential and participate productively in an increasingly
globalized world that operates in other languages.
● Promote love for learning languages from an early age, through
interesting and positive learning experiences, in order to encourage
the motivation of students to continue learning.
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● Achieve the exit profile proposed in the national curriculum for EGB
and BGU. "
Furthermore, based on the expected results, the participants of this
study must develop de following skills:
● Can understand sentences and frequently used expressions related
to areas of most immediate relevance (e.g. very basic personal and
family information, shopping, local geography, employment).
● Can communicate in simple and routine tasks requiring a simple
and direct exchange of information on familiar and routine matters.
Ecuadorian Educational Ministry considers two guidelines to define
what ESL learners must acquire to develop their spoken production skills.
One of them is the CEFR, which for Level A2 determines that students will
should be able to:
Understand sentences and frequently used expressions related to
areas of most immediate relevance very basic personal and family
information. Communicate in simple and routine tasks requiring a
simple and direct exchange of information on familiar and routine
matters.
Describe in simple terms aspects of his/her background, immediate
environment and matters in areas of immediate need.
The second guideline is the English Language Learning Standards (ELLS)
that specifies the proficiency level for A2 students, they are:
Use a series of phrases and sentences linked onto a list to
communicate in simple, routine tasks within the personal,
educational, public, and vocational domains.
49
Handle very short social exchanges within the personal,
educational, public, and vocational domains even though they can
usually understand enough to keep the conversation going
themselves.
CONTEXTUAL FRAMEWORK
Vicente Rocafuerte is a high school located in Jose Velez Villamar
2203 in Guayaquil, in Guayas Province. This Institution was created on
December 26th 1841 under the name Colegio Nacional Vicente
Rocafuerte when Governor of Guayaquil, Vicente Rocafuerte, asked to the
president then Juán José Flores, for the creation of a public institution.
The name changed several times but finally in 1900 it received the official
one Colegio Nacional Vicente Rocafuerte, which keeps until today.
Since its creation until 1937 was a mixed-gender education
institution,then they decided that must be just for male; but in 2011 due
top the changes on the educational laws By Presidente Rafael Correa, it
was mixed again. Vicente Rocafuerte High School currently has 5000
students and 400 educators which are divided in morning and evening
section. The first principal was Teodoro Maldonado Cora, in 2009 Carmen
López became the first woman that obtained this charge but the current
principal is Frank Granja. Some former presidents such as Lizardo García,
José Luis Tamayo, Carlos Arroyo del Río, Carlos Julio Arosemena Monroy
and Otto Arosemena Gómez were formed there.
This Middle School offers a high-quality education with values,
culture and suitable to scientific changes that prepare students with a
reflexive, productive and solidary capacity according what Bachillerato
Internacional stipulates. In 2015 this high school was remodeled with 60
50
classrooms and 12 laboratories, including computer sciences and physics
were added. It also has a sport area with a pool, a stadium, an athletic
track and 6 multipurpose courts. The educational model leaded by this
Institution is Constructivism, since it imparts knowledge and values, which
is based on the active participation of students during the teaching -
learning process of English as a foreign language.
No project related to the variables already shown was applied in
this high school, thus it concludes that this one is relevant because its
proposal is the design of a Handbook with Participatory Techniques for
teachers for developing the Oral Expression of English as a foreign
language.
51
CHAPTER III
METHODOLOGY
METHODOLOGICAL DESIGN
The current thesis project, for the objectives pursued, involved
quantitative and qualitative data analysis in providing a solution by
developing a proposal based on a theoretical basis on participatory
techniques. According to Sampieri (2018), a quantitative analysis is
applied in the sense that it is oriented to the description, understanding,
explanation, and interpretation of the social phenomena. Therefore, this
type of analysis will help the researchers to achieve a better perspective
and understanding of the problem or situation studied. On the other hand,
Sampieri refers the quantitative research as a method to describe and
understand how people feel, think and act, and includes activities that are
part of the process and that are aimed at the interpretation and solution of
problems or to the transformation of a concrete reality.
TYPES OF RESEARCH
Field research
Field research is presented through the manipulation of an
unverified external variable, in strictly controlled conditions, in order to
describe in what way or for what causes a particular situation or event
happens. Patten and Newhart (2017) state that Field Research is the
process that, “using the scientific approach, enables to obtain new
knowledge in the field of social reality” or to diagnose needs and problems
in order to apply the knowledge for practical purposes.
52
This research began with a survey to students and an interview to
teachers of the tenth grade at Unidad Educativa Fiscal Vicente
Rocafuerte, the academic year 2019-2020. The information collected
helped the researchers to identify the reasons why learners do not
develop the speaking skill properly.
Descriptive research
The present study was founded on descriptive research, and
according to Nassaji (2015), the purpose of descriptive research is to
define a phenomenon and its characteristics. This research focuses more
on what rather than why or how the phenomenon occurred. The results of
the research will help the researchers to recognize the types of learning
practices used by the English teachers on participants during the
diagnosis and describe the techniques to improve the oral expression and
identify the concerns of low progress of the speaking skill.
Documentary research
Documentary research is a type of study of questions that uses
official and personal documents as a source of information. These
documents can be of various types: printed, electronic, or graphic.
According Hartas (2015) documentary research is a technique that
consists in the selection and compilation of information through the
reading and critique of documents and bibliographic materials, libraries,
newspaper libraries, documentation, and information centers. Harta also
states that documentary research is characterized by the predominant use
of graphic and sound records as sources of information.
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POPULATION AND SAMPLE
Population
The participants for this research were students of tenth grade at
Unidad Educativa Fiscal Vicente Rocafuerte, the academic year 2019-
2020. The students at the end of ninth grade take a mock KET exam;
therefore, the students who are promoted to tenth grade have an entry-
level that corresponds to the level A2 of the CEFR. There were forty male
and female participants with an age range of 14 and 15. Additionally, the
teacher of the group participated in the research to collect information
about the classroom techniques applied in the classroom.
Sample
In this research project, the whole population was used because it
is a small group of participants, and their English teacher was willing to let
their students participate in the study. The population was represented by
40 students of the 10th grade EGB, afternoon shift at Vicente Rocafuerte
High School. Therefore, it facilitated the study, and using the different
statistical calculations; the results included accurate information about
what causes the problem. According to Etikan, Musa, and Alkassim
(2016), convenience sampling is a sampling technique where subjects are
selected given the convenient accessibility and proximity of the subjects to
the researcher, availability at a given time, or the willingness to participate.
Table 1
POPULATION SAMPLE
N n
Students 200 40
Teachers 5 1
Total 205 41
PARTICIPANTS
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OPERATIONALIZATION OF VARIABLES
Table 2
VARIABLES
DIMENSIONS INDICATORS
DEPENDENT
VARIABLE
ORAL EXPRESSION
LEVEL A2
Oral Sub-skills
Fluency
Understanding
Vocabulary
Oral expression in real
life
Oral Expression
Communicative Language
Purpose
Learning Strategies
Cognitive:
Activating memory
Meaning from the context
Meaning Focused-output
Meaningful Interaction
Metacognitive:
Planning
Monitoring and Control of
the process
Self-assessment
INDEPENDENT
VARIABLE
PARTICIPATORY
TECHNIQUES
(Spoken Interaction)
Techniques To Develop
The Oral Expression Definition
Principles involved in Participatory Teaching
Participatory Techniques for teaching Oral Expression
Classification of Participatory Techniques
Advantages for using Participatory Techniques
Interactive environment Teachers’ guidance Organizing and planning Team work
Brainstorming
Think-pair
Recorded - Reported
Jigsaws
Songs
Debates, Round table
Roleplays
Storytelling
Motivation Techniques Performance Techniques Audio and Audiovisual Techniques Dynamic Techniques Critical thinking Interpersonal Relationships Create security Dynamic class
Elaborated by: Cristina Farfán and Kerlly Pérez
55
METHODS OF INVESTIGATION
Scientific Method
The scientific method refers to the series of stages that must be
covered in order to obtain a valid knowledge from the scientific point of
view, using for these reliable instruments. This method minimizes the
influence of the subjectivity of the scientist in his work. Russell (2017)
considers that scientific method purposes are to discover what the facts
are, and the discovered facts must conduct the use of the method.
Inductive and Deductive Method
The inductive and deductive method was used for the elaboration of
the theoretical framework and the analysis of diagnostic results. Hence, it
is possible to discover, analyze, and systematize the results obtained in
order to generalize the problem; it was used for the interpretation of
results, conclusions, and recommendations focused on the proposal
(Morse, 2016).
Regarding the study, induction was a procedure where a particular
property and relationship could be inferred from real facts about Oral
Communication. Its complement was the deductive procedure, through
which the researcher transformed true general assertions to others, or
particular characteristics of the objects under study.
According to Abreu (2015), through the inductive method, it is
possible to observe, study and know the generic or common
characteristics that are reflected in a set of realities to elaborate a proposal
of general nature while the deductive method allows the researcher to
determine the characteristics of a particular reality that is studied by
derivation or result of the attributes or statements contained in propositions
or general scientific laws formulated previously.
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Analytical Method
The analytical method helps the researcher to focus on the
breakdown of a whole, disarticulating in various parts or elements to
determine the causes, nature, and effects. Swartz and Krul (2018) define
the method as the study and examination of a particular fact or object, and
it is the most used in the field of social sciences and natural sciences. The
use of this method in the study, the researchers can analyze the causes
and consequences of the problem of oral expression in students of the
tenth grade at Unidad Educativa Vicente Rocafuerte.
TECHNIQUES AND INSTRUMENTS
Survey
The survey was run at the beginning of the study to the sample to
identify how familiar the students are with participatory techniques and the
importance to develop communicative skills through the oral expression.
The survey was an original document created by the researchers and
consisted of 10 questions. The items were analyzed with a Likert scale: 1
(strongly disagree) to 5 (strongly agree). The researchers decided to apply
the Lickert Scale since the data obtained after the results helped to
understand the “feelings, attitudes, or perceptions related to a series of
individual statements or items.” (Harpe, 2015)
Interview
The interview was carried out, and the participants' English teacher
agreed to participate in an interview to understand the student's perception
of oral expression. The interview was recorded with the teacher's approval
and then transcribed into a word document. Brannen (2017) states that the
interview supports to balance the findings during a study. The interview
lasted 15 minutes. That time allowed the teacher to express her ideas
57
naturally. During the interview, there were moments where other questions
arose to clarify a response.
Bibliographic Review
The bibliographic review of this study supported the researchers to
analyze and discuss different scientific reports related to the current
research project. According to Sampiere (2017), the bibliographic review
helps the researcher to observe and reflect systematically on realities
(theoretical or not) using different types of documents.
ANALYSIS AND INTERPRETATION OF DATA
Data obtained from the survey administered at the beginning of the
study were entered and codified in an Excel spreadsheet to analyze them
quantitatively and generate descriptive statistics. Descriptive statistics
summarized a set of data obtained quantitatively to have a general view of
the information (Sampieri, Collado, & Lucio, 2014). The information
collected from the interview administered at the beginning of the study
helped the researcher to verify and confirm the student´s response from
the survey.
58
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
SURVEY FORMAT OBJECTIVE: The current survey’s purpose is the use of participatory techniques to
develop the Oral Expression of English language of students of 10th Grade of Educación General Básica from Unidad Educativa “Vicente Rocafuerte”, in order to implement a Handbook with Participatory Techniques for the teachers of this subject. INSTRUCTIVE: To fill in the present instrument, we suggest to draw an ‘’x’’ in the square
of the alternative that you consider correct, in the right-side box. Answer according to the next scale from 1 to 5: (1) totally agree, (2) Something in agreement, (3) Neither agree or disagree (4), Some agreement and (5) Nothing in agreement.
No. Indicators 1 2 3 4 5
1 I consider that to develop the oral expression in class is very important to improve the communicative abilities in English.
2 I believe that the use of real-life situations in each session of English class helps me to boost the oral expression.
3 I think it is difficult for me to talk in English (debates, interviews, etc.)
4 I consider that the use of English language in class is t enough to develop the oral expression skills.
5 I think that the activities performed by the teacher to develop the oral expression are dead-alive
6 I believe that the educator knows how to implement exercises that develop the oral expression in English
7 I consider that the activities implemented by the teacher motivate students’ participation in the English class.
8 The educator frequently executes activities to develop the oral expression.
9 I think that the use of another didactic resources will help me to improve the oral expression in English.
10 I believe the textbook used in class is enough to improve the oral expression.
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Survey Analysis
The results of the survey conducted to the students of the tenth
grade at the Unidad Educativa Vicente Rocafuerte showed that a large
percentage of students know the importance of learning a second
language and that the activities they carry out in the classroom will allow
them to acquire it. Moreover, they agreed that the book is not an
appropriate resource. Even though the survey was not an open-ended
question, at the end of the survey, some students commented that the
activities from the book are inconsistent with the student´s age or their
interests.
It is noteworthy to consider that there is a relationship between the
questions coded as four and five since the students were undecided when
answering. The responses of these questions show that students show
apathy when performing activities in the classroom, they do not know
about communication activities and therefore they are not able to identify
the importance of using the language in class to develop oral expression is
limited.
60
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION -
SCHOOL OF LANGUAGES AND LINGUISTICS
INTERVIEW BASIC INFORMATION:
Teacher’s name and last name: Miss Ivonne Pacheco
Degree: English and Literature Teacher
Years of teaching English experience: 20 years
Grades: Tenth Grade of General Basic Education A, B, C,
Schedule: 7:00 am - 3:00 pm
QUESTIONS:
1.Do you have any idea of the principal causes or problems that influence the oral expression skills among your students? What are they?
I consider that the causes that influence the oral expression skills are the lack of didactic materials, which are pretty important tools for teachers because they can help them to turn boring class hours into interesting ones and for students as they motivate pupils to express themselves orally in English. Other factors are the limited time spent for practicing oral activities and the monotonous oral expression activities implemented.
2.What are the techniques that you use to develop the oral expression in your classroom?
The only one technique that I apply to develop the oral expression is asking questions to my pupils about any topic already learnt from the student book because the teaching learning-process is based on this material.
3.Do you believe that using participatory techniques correctly through specific contexts plays an important role into the teaching process to help your students improve the oral expression? Why?
Yes, I do. My point of view is that teachers need to get involved into the teaching process, this means that they need not only to teach structures but to assess their students in order to get self-confidence at the moment that they need to express their ideas or thoughts or with any of the activities realized during the English classroom hour, the teacher’s assessment and the type of techniques will give them the clue on how they will perform an activity and as a result they will express their information in a complete and natural way.
4.How do you think the design of a Handbook with participatory techniques will allow to boost the oral expression skills among your pupils?
I think this material will stimulate teachers to acquire more abilities to assess learners to express their ideas easily either in informal topics such as personal opinions or daily life activities or in formal topics such as debates or interviews and to make them feel self-confident as they perform these exercises, which will result in the improvement of students’ oral expression.
5. How useful do you consider the application of a Handbook with participatory techniques as a query and teaching tool within your teaching process? Why? In my opinion
the application of a Handbook with participatory techniques is very relevant and significant since teachers could use it as a reference material to check and implement the techniques suggested, to guide us how to execute oral expression activities correctly and in a simple way and at the same time to stimulate learners to participate actively in oral expression activities in class .
61
Interview Analysis
The tenth-grade teacher agreed to participate in an interview to
understand the student’s perception of oral expression. The teacher
mentioned that two critical factors affect the students to improve their oral
expression in class. The class schedule, the academic-hour English class,
is not enough to perform communicative tasks and the lack of authentic
material since the only resource the teacher has during class in the
course-book. Consequently, the students and even the teacher felt
discouraged during the learning process.
Another concern that arose during the interview is that even the
students are aware of the importance of learning English they are reluctant
to participate actively during English class, but it could be based on the
activities that do not engage them to participate. So, they are
unenthusiastic to work in groups, and when they do, the lack of interest
brings chaos to the class.
Regarding the use of a handbook as a resource to provide tasks to
perform in class, the teacher reflects on the importance of having a
document that could guide her to include participative activities to the
students´ assignments. The handbook will help the teacher to be aware of
the activities that will encourage the students to participate while they get
the self-confidence to perform in class
62
UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION
SCHOOL OF LANGUAGES AND LINGUISTICS
SURVEY RESULTS OBJECTIVE: The current survey’s purpose is the use of participatory techniques to develop the Oral Expression of English language of students of 10th Grade of Educación General Básica from Unidad Educativa “Vicente Rocafuerte”, in order to implement a Handbook with Participatory Techniques for the teachers of this subject. INSTRUCTIVE: To fill in the present instrument, we suggest to draw an ‘’x’’ in the square of the alternative that you consider correct, in the right-side box. Answer according to the next scale from 1 to 5: (1) strongly disagree, (2) disagree, (3) undecided, (4) agree, (5) strongly agree
No. Indicators 1 2 3 4 5 TOTAL
1 I consider that developing oral expression in the classroom is very important to improve communicative skills in the English language.
2 3 6 9 20 40
2 I believe that the use of real-life situations in English class helps me develop my oral expression.
2 2 10 18 8 40
3 I think I have difficulty speaking in English (debates, exhibitions, etc.)
15 12 5 6 2 40
4 I consider that the use of the English language in class to develop oral expression in limited.
16 11 10 2 1 40
5 I think the teacher knows how to do activities that develop oral expression in the English class.
13 14 10 1 2 40
6 I believe that the educator knows how to implement exercises that develop the oral expression in English
4 18 13 3 2 40
7 I think the activities that the teacher uses motivate the participation of the students in the English class.
2 20 8 9 1 40
8 The teacher frequently performs activities to develop oral expression.
12 19 3 4 2 40
9 I believe that the use of other didactic resources will help me improve oral expression in English.
10 14 13 1 2 40
10 I think the textbook is enough to improve my oral expression.
17 14 7 1 1 40
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ANALISYS OF THE RESULTS
Table 3
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 1
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that 50% of the students answered that they fully agree
that oral expression should be developed in the classroom to improve
communication skills in the English language. These students coincide that the
only place where they have contact with English language was in the classroom.
Only two students who represent, due to the sample, 5% of the students
answered that they strongly disagree because they could learn English by
listening to songs or watching movies out of the classroom. On the other hand,
only six students seem indifferent if oral expression develops in the classroom.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 3 0.075 7.50%
Undecided 6 0.15 15.00%
Agree 9 0.225 22.50%
Strongly Agree 20 0.5 50.00%
Total 40 1 100.00%
1.- I consider that developing oral expression in the classroom is very important to improve communicative skills in the English language.
1
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Table 4
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 2
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
Graph shows that most of students between the ones who agreed and
strongly agreed (26 students), consider that the use of real-life situations in the
English class will help them to develop their oral expression. Some of these
students also pointed out those tasks where they can express what they are
familiar with motives them to speak. Only four students disagree. On the other
hand, 25% of the sample, which corresponds to ten students, could not decide if
the use of English in the classroom would allow them to improve their oral
expression, similar to the answers in graph 1.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 2 0.05 5.00%
Undecided 10 0.25 25.00%
Agree 18 0.45 45.00%
Strongly Agree 8 0.2 20.00%
Total 40 1 100.00%
2.- I believe that the use of real-life situations in English class, helps me develop my oral expression.
2
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Table 5
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 3
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
Graph shows that the students present difficulties when speaking in
English. Twenty-seven students of the sample answered that they are totally and
moderately in agreement with this question. Therefore, they are not confident
enough to participate in activities where they must interact with others. These
students represent 67.5% (between the one who agreed and strongly agreed).
Very few, eight students answered that even they are aware of their deficiencies
at the time of speaking, they are in moderately and disagree in presenting
difficulties when speaking in English.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 6 0.15 15.00%
Disagree 2 0.05 5.00%
Undecided 5 0.125 12.50%
Agree 12 0.3 30.00%
Strongly Agree 15 0.375 37.50%
Total 40 1 100.00%
3.- I think I have difficulty speaking in English (debates, exhibitions, etc.).
3
Strongly Disagree
15% Disagree
5%
Undecided 12%
Agree 30%
Strongly Agree 38%
I think I have difficulty speaking in English (debates, exhibitions, etc.).
66
Table 6
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 4
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that in the survey regarding this question, two group of
the samples that correspond 67.5%, consider that the use of the English
language to develop oral expression in-class time is limited. This question is
related to the answers to questions one and two since the students consider
important to have plenty of English class to improve their speaking skill. That only
25%, which corresponds to 10 students of 40, seems indifferent; while 7.5%
answered that they are totally and moderately disagree that t is not limited in-
class time, the use of the language to develop a good oral expression.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 1 0.025 2.50%
Undecided 10 0.25 25.00%
Agree 11 0.275 27.50%
Strongly Agree 16 0.4 40.00%
Total 40 1 100.00%
4.- I consider that the use of the English language in class to develop oral
4
67
Table 7
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 5
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that two groups of the sample, that correspond 27
students, consider that the exercises that the teacher performs to improve oral
expression in the English class are monotonous, that prevents the students from
making the most of class time. Only two students disagree, but it was evident that
those students were not interested in participating in interactive tasks. It is again
evident that 25% of students are not able to decide if exercises that the teacher
performed to improve the oral expression in the English class were monotonous.
These answers were the results of students who like to perform the same
activities without any risk of mistakes.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 1 0.025 2.50%
Undecided 10 0.25 25.00%
Agree 14 0.35 35.00%
Strongly Agree 13 0.325 32.50%
Total 40 1 100.00%
5.- I consider that the exercises that the teacher performs to improve the oral expression in the
5
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Table 8
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 6
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
In the graph, it is observed that 32.5% of the students are indifferent that
if the teacher knows or not how to carry out activities that develop oral in the
English class, while the majority 45% of the population answered that they are
moderately in disagreement with this question. That is to say that the students
affirm that the teacher does not know how to carry out activities that develop oral
expression in the English class. These results are related to question 5 because
the fact in this question an important percentage of students affirmed the classes
are monotonous, it is inferred that the students think teachers do not know how to
develop new and different assignments.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 4 0.1 10.00%
Disagree 18 0.45 45.00%
Undecided 13 0.325 32.50%
Agree 3 0.075 7.50%
Strongly Agree 2 0.05 5.00%
Total 40 1 100.00%
6.- I think the teacher knows how to do activities that develop oral expression in the English
6
Strongly Disagree 10%
Disagree 45%
Undecided 32%
Agree 8%
Strongly Agree 5%
I think the teacher knows how to do activities that develop oral expression in the English class.
69
Table 9
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 7
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that most of the students, 55%, that correspond to the
answer of two groups, disagree that the activities the teacher use motivate the
participation of the students in the English class. Only 2.5% affirms that the
teacher does motivate participation. On the other hand, 20%, that is eight
students could not decide if the teacher motivates the participation of the
students in the class. These answers agreed with the questions above. Classes
are monotonous, and students feel reluctant to participate actively.
CODE ALTERNATIVES FREQUENCY RELATIVE FREQUENCY PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 20 0.5 50.00%
Undecided 8 0.2 20.00%
Agree 9 0.225 22.50%
Strongly Agree 1 0.025 2.50%
Total 40 1 100.00%
7.- I think the activities that the teacher uses motivate the participation of the students in the
7
70
Table 10
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 8
CCreated by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that for this question, two groups of the sample that
correspond to 31 students affirm that the teacher does not frequently carry out
activities to develop oral expression in the classroom, and a minority 15% say
they do. One of the reasons for having these answers is because teachers
comply with the course-book, and it does not contain communicative activities.
CODE ALTERNATIVES FREQUENCY Frecuencia Relativa PERCENTAGES
Strongly Disagree 12 0.3 30.00%
Disagree 19 0.475 47.50%
Undecided 3 0.075 7.50%
Agree 4 0.1 10.00%
Strongly Agree 2 0.05 5.00%
Total 40 1 100.00%
8.- The teacher frequently performs activities to develop oral expression.
8
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Table 11
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 9
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that two groups of the sample, that correspond to 60%
of students agreed that they need other teaching resources to improve oral
expression in English. 33% of the students are indifferent whether there are other
teaching resources to improve oral expression in English. These responses
supported the answers to the previous question. Students were aware that the
activities are boring, and the teacher needs to use different participatory
techniques.
CODE ALTERNATIVES FREQUENCY Frecuencia Relativa PERCENTAGES
Strongly Disagree 2 0.05 5.00%
Disagree 1 0.025 2.50%
Undecided 13 0.325 32.50%
Agree 14 0.35 35.00%
Strongly Agree 10 0.25 25.00%
Total 40 1 100.00%
9.- I believe that the use of other didactic resources will help me improve oral expression in
9
Strongly Disagree 5%
Disagree 2%
Undecided 33%
Agree 35%
Strongly Agree 25%
I believe that the use of other didactic resources will help me improve oral expression in English.
72
Table 12
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
Graph 10
Created by: Cristina Farfán and Kerlly Pérez Source: Information obtained from the survey at Vicente Rocafuerte
COMMENT:
The graph shows that out of the 40 students surveyed, only 31 students
said that the textbook is not enough to improve oral expression, which represents
76.5%. A minority of 5% say that the textbook is enough to improve their oral
expression. These answers validated the previous questions regarding the use of
other resources in the classroom; therefore, coincide the need to expand the
activities, and it is necessary to provide support to the teacher.
CODE ALTERNATIVES FREQUENCY Frecuencia Relativa PERCENTAGES
Strongly Disagree 17 0.425 42.50%
Disagree 14 0.35 35.00%
Undecided 7 0.175 17.50%
Agree 1 0.025 2.50%
Strongly Agree 1 0.025 2.50%
Total 40 1 100.00%
10.- I think the textbook is enough to improve my oral expression.
10
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CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Students are aware to the importance of learning English; however,
they do are not confident enough to participate in classroom
activities since they are discouraging them from performing class
assignments, especially if they are in the group.
The teacher does not have enough resources to learn of and apply
the participative technique in class.
Lack of knowledge about participative techniques or the use of
authentic materials in class affects the learning process since most
of the activities are taken from the course-book. These situations
affect the class environment and affect the learning process and
consequently, the acquisition of abilities such as working
collaboratively and critical thinking.
Most of the students recognize that the use of a course-book does
not guarantee the development of oral expression. It was evident by
the teachers that the students were bored while performing the
activities suggested in the book.
74
RECOMMENDATIONS
To improve the classroom environment during the English learning
process, as well as provide the teacher with adequate resources to
engage the students to participate actively in class.
Therefore, it is recommended the elaboration of a Handbook that
includes participative techniques as a guide for the teacher to
prepare tasks that enable the students to participate in class, work
collaboratively, and develop critical thinking.
Teachers must learn about different participatory techniques and
must be prepared on the use of them.
Teachers must learn how to prepare activities with authentic or
semi-authentic materials that hook the students´ attention and their
interest.
75
CHAPTER IV
THE PROPOSAL
DESIGN OF A HANDBOOK WITH PARTICIPATORY TECHNIQUES
IN ORDER TO DEVELOP THE ORAL EXPRESSION
FOR ENGLISH TEACHERS
JUSTIFICATION
This proposal is based on the designing of a handbook with
participatory techniques for developing the oral expression for English
teachers, as part of the holistic growth of the learners; providing some tips
to create a natural environment and assessing their pupils to acquire great
experiences and good results into the significant learning process.
Due to the deficiencies that students face at the time of speaking,
the students´ difficulties to communicate effectively is evidenced in the
absence of abilities to interact during English class. Moreover, the
students can use of English language in neither formal nor informal
dialogues. For this reason, this proposal seeks to improve oral expression
through participatory techniques handbook to provide teachers with
activities to improve the students´ English learning process. Additionally,
the handbook classroom will help teachers to develop class management
in order to turn a monotonous class into a dynamic and interesting one.
76
OBJECTIVES
General objective
To encourage the development of oral expression through
participatory techniques handbook.
Specific objectives
To improve the oral expression abilities among students.
To develop the students´ interest to participate actively in
communicative and collaborative tasks.
To provide teachers with engaging activities to perform oral
expression assignments.
FEASIBILITY
FINANCIAL
This proposal has an economic cost of 20 American dollars that
includes the costs of printing, and copies of this material. The authors of
this project divided the cost.
LEGAL
The current proposal is supported by the Ecuadorian regulation of
the organic law of education and interculturality, wherein its chapter three,
that refers to the national curriculum states obligatory to select or develop
didactical material.
HUMAN
The handbook proposed is a document prepared by experienced
teachers, guided by a tutor and supported by the directors of the institution
where the study took place.
77
POLITICS
The educational policies of the Ecuador National Development Plan
are related to those provided in the regulations of the Ecuadorian
Regulation of the Organic Law of Education and Interculturality, in the
sense that both recognize the importance of having trained teachers and
didactical material.
DESCRIPTION OF THE PROPOSAL
The proposal of this study is the design of a handbook with
participatory techniques as a resource for the English teachers to facilitate
and strengthen the development of the oral interaction of the students in
order to develop the oral expression.
The participatory techniques proposed in the handbook include
brainstorming, think-pair-share, jigsaw, reported-recorded, storytelling,
role-play, debates, round table, and songs techniques. It is imperative to
mention that the techniques proposed were chosen to enhance students´
participation and promote collaborative performance.
The activities proposed include games, simulations based on topics
of daily life, and conversations among others; therefore, the manual will
benefit the educator to acquire good management of the class, and in turn,
the students will be motivated to interact in class following the teachers´
guidance.
The handbook also shows, among other details, the objective of the
tasks and the description of them; therefore, the educator who uses the
handbook will be able to understand the use of the resource, its purpose
and the methods to perform each activity. In addition, the required
78
resource to put into practice the handbook refers to the use of
whiteboards, pens, markers, paper, and printed documents.
The handbook proposed was prepared considering not only the
political requirements by the Ecuador Education Ministry, but it also took
into account the CEFR standards for level A2 learners. Therefore, the
activities are focused not only in the production of the spoken language
but in the ability to interact with others.
CONCLUSIONS OF THE PROPOSAL
CONCLUSIONS
The design of this proposal seeks to develop oral expression during
English classes through participatory activities to enhance students´
participation and promote collaboration. The activities will not only
enhance their participation, but they will help them to develop critical
thinking, and accountability on their assignments.
Collaboration, critical thinking, and accountability are concatenated
in the techniques proposed and facilitates the learning process that
includes the language acquisition but also the development of holistic
students. Working in groups or with a peer will help them to learn how to
be competent and not only competitive.
On the other hand, if the students are motivated to work in class, it
will benefit the relationship teacher-student and the positive attitude
towards the teacher will allow a better classroom environment.
79
In conclusion, this participatory techniques handbook will give value
to the learning process and language acquisition.
RECOMMENDATIONS
The current study is a proposal after the analysis of the problems
that the student face at the time of communicating and the difficulties the
teachers have when preparing classroom activities to enhance students´
participation. Consequently, there are three recommendations to follow
when implementing the handbook.
First, it is important to consider that collaborative work is time-
consuming, and therefore, it is required that the class be prepared in
advance. In addition, the students should have time to adapt to this type of
approach since there may be students who prefer to work alone.
Therefore, students should be aware that oral production only
works through interaction. Second, teachers must be trained in the
development and use of participatory techniques that allow interaction
among peers. Finally, in order to identify accurate results with the use of
the proposed handbook, it is recommended to carry out the
implementation of this proposal with two groups of students, the control
and experimental.
80
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INTRODUCTION
The present handbook has been created meanly with the purpose
to serve as a guide for English teachers to implement activities that
promote the participation of students of level A2 of English and develop
the oral expression skill.
This educational resource will assist not only teachers, but students
as well, to turn boring English class into an interesting and fun one.
Moreover, the activities from the handbook will help the teacher to grasp
the students’ attention, which will lead the English teaching-learning
process to create a relaxing and appropriate environment. Hence, the
students will be willing to participate actively in class.
The handbook content includes the following participatory
techniques: Brainstorming, Think-pair share, Recorder-Reported, Jigsaw,
Songs, Debates/ Round table, Role-Play, and Storytelling.
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PARTICIPATORY TECHNIQUE: BRAINSTORMING
Brainstorming, as a participatory technique helps the students at
any English level to generate ideas to address a particular topic of interest.
At a low level of English proficiency, brainstorming enhances students to
share their opinions and thoughts spontaneously. Al Masri (2019) states
that “brainstorming is a method of learning that is based on the freedom of
thought and is used to generate the greatest number of ideas to address a
subject of open topics of interest to the subject during short sessions of
class.”
OBJECTIVES
To develop the creative imagination and the search for solutions to
problems.
To promote autonomous and original performance.
To show the participants not to make judgments until a determined
number of ideas has been generated
To develop positively listen to the ideas of others, avoiding negative
comments that can frustrate the creative process.
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TOPIC/ ACTIVITY #1: Introducing myself
PERFORMANCE:
The teacher ask students to divide in 5 groups of 8 students each
one.
The teacher provide a set of personal questions to be answered
individually.
The teacher sets roles to the students: one is the timekeeper and
another one reports some of the answers
Each student introduces him/herself using the information from the
questions and has 1 minute to speak.
The selected student reports the answers to the teacher
MATERIALS Whiteboard and markers
OBJECTIVETo provide personal information and
meet all students.
CONTENT Simple present tense
TIME 15 minutes
NUMBER/ GROUP OF
STUDENTS40 students
91
The teacher writes down the information on the board and then the
students categorize the answers while the teacher monitors.
Categorization: name, last name, nationality, address, phone
number, hometown, hobbies, favorite subject, favorite food, favorite
color, pets, and so on according to the students´ answers.
The teacher speaks out the information collected while the whole
class pays attention
RECOMMENDATIONS:
The teacher should manage the time provided to each student
during the activity.
It is also recommended to take control of the order.
The teacher should make students feel confident while performing
the activity by avoiding correcting their mistakes until the end of the
task
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ACTIVITY #2: My city
PERFORMANCE
The teacher asks pupils to form 5 groups of 8 people and give to
each student a sticky note.
The teacher assigns a student to be the timekeeper of the group.
The teacher asks the students to choose a peer and take turns to
describe their hometown and encourage them to focus on: touristic
places, commercial centers, landmarks, parks, food courts,
MATERIALSWhiteboard, sticky notes, and flip
chart papers
OBJECTIVETo give information and describe a
place correctly
CONTENT
Simple present tense, possessive
adjectives, descriptive adjectives
and definite and indefinite articles
TIME 15 minutes
NUMBER/ GROUP OF
STUDENTS40 students
93
museums, weather, food, people, and favorite place. The students
have 6 minutes to perform the task.
After the peer interaction, the students must write in the sticky notes
the adjectives that came out during the task and paste it on the flip
chart paper given to each group and attached on the classroom
wall.
The designated speakers from each group speak aloud the
adjectives in their flip chart while the teacher writes them down on
the board.
The teacher encourages the students to repeat the description of
their hometown using the given adjective to write the full sentence
on the board.
The students then, write five sentences using five different
adjectives.
RECOMMENDATIONS:
The teacher should take control of the time he/she provides for the
task by using a stopwatch.
The educator has to be attentive about students’ doubts about the
explanation of the activity or any vocabulary word.
The teacher should supervise learners not to be noisy while
performing the task.
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PARTICIPATORY TECHNIQUE: THINK-PAIR SHARE
Think-pair-share is a cooperative learning strategy that will help the
students to stimulate higher-level thinking, to develop critical and analytical
thinking skills during the discussion between peers. This participatory
technique will have the students active throughout the class and will help
them to raise their attention (Gok, 2018) mentions four benefits to the
students who use this technique. The first benefit is positive
interdependence for completing the peer`s task. The second benefit is the
face-to-face interaction since the students feel motivated to help each
other. The third benefit is individual accountability to perform efficiently.
The fourth benefit is the development of interpersonal skills.
OBJECTIVES
To develop positive interdependence for completing the peer`s task
To motivated students to help each other
To develop individual accountability to perform efficiently
To develop interpersonal skills
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TOPIC/ ACTIVITY #1: My personal taste.
PERFORMANCE
In this activity students complete questions with the WH missing
words and then use the questions to interview a partner. The class is divided
into pairs and each student two flashcards and a two worksheet with
questions about the flashcards. The questions include facts and opinions
about the pictures. The answers must be creative and uncommon.
MATERIALS Flashcards
OBJECTIVETo make decisions, think quickly, make
explanations and provide reasons.
CONTENTConjunctions of reason (because, as, since),
simple present tense, Wh words
TIME 10 minutes
NUMBER/ GROUP OF
STUDENTS40 students
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Think: The students have ten minutes to complete the questions on the
worksheet by deciding what the missing words are in each question and
then have to answer the question looking at the flashcards. (eg. picture 1.
Where are the people? Answer: bus stop, what do you think are they
looking at?) (eg. picture 2. Where is the man? Answer: train station. Why
do you think the man is looking at his watch?)
Pair: The students then work with their partner to compare the questions
and the answers. If the answers are different the students have to support
their responses.
Share: When the time limit has been reached, the questions are checked
with the class.
RECOMMENDATIONS:
Teacher will control each student’s time to answer the questions.
The images of the flashcard have to be large and clear.
Students should not be allowed to use any dictionary when making
the questions.
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TOPIC/ ACTIVITY #2: Solving environmental issues
PERFORMANCE
Students are paired and the teacher will give six pieces of paper to
each pair of students.
The students form two questions by joining the papers.
The students will read them and make a decision about possible
ways to solve the problems mentioned in the questions.
Finally, one member of each pair will tell the questions to the class
and decisions they made.
RECOMMENDATIONS:
Students should not be allowed to use their cellphones or any
device to look for vocabulary words or pronunciation.
The teacher should monitor the students’ participation.
Students could be allowed to receive their group members’
assistance about pronunciation while making the decisions.
MATERIALS Paper, notebooks
OBJECTIVETo make decisions and provide possible
solutions to some environmental issues
CONTENT Would
TIME 15 minutes
NUMBER/ GROUP OF
STUDENTS40 students
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PARTICIPATORY TECHNIQUE: RECORDER-REPORTED
The recorder-reported technique allows participants to be
responsible for listening, writing, and reporting a topic of discussion
verbally. This technique is from Weih (2018), who mentions that the
practice of this technique reinforces to the students the importance of their
discussion and keeps each one accountable.
OBJECTIVES
To encourage the students to write questions for an interview
To develop accountability in the students.
To listen to the partner without interruptions
To report objectively without bias
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TOPIC/ ACTIVITY #1: Choosing the best job
PERFORMANCE
The teacher will form 8 groups of 5 people and then consigns roles.
One student is the reporter and another student is the interviewee.
The teacher writes on the board the question “What do you think is
the best job in the world?” to be used to start the interview.
The recorder student asks the same question to the student and
while the student respond to the questions, the rest of the group
member should write the interviewee answers.
The group shares their writings to compare the information
collected after the interview.
One student reports to the class the answers given by the student.
MATERIALS Paper, a pen or a pencil.
OBJECTIVE To give opinions
CONTENTPhrases to express opinions (I think, in my
opinion, I believe)
TIME 7 minutes
NUMBER/ GROUP OF
STUDENTS40 students
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RECOMMENDATIONS:
Teacher should respect all students’ points of view.
The students that play the role of recorder- reported shouldn’t be
someone whose oral expression level is low, because they need to
boost this skill by sharing their opinions.
Teacher should endorse pupils’ answers in a constructive way.
Teacher must monitor that all students must take notes of the
interview even only one reports to the class.
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TOPIC/ ACTIVITY #2: How to make am origami paper flower
PERFORMANCE
Teacher makes 8 groups of 5 people and gives instructions to the
students on How to make an origami paper flower.
Teacher gives the group strips of paper that describe how to make
an origami paper flower. The students have to put them in order
and then make one. Start by placing one piece of paper on your
work surface.
1. Turn the paper so that it looks like a diamond.
2. Bring the bottom corner of the diamond to the top corner of the
diamond and fold it into a triangle. Run your fingernail along the
crease and all future creases.
3. Starting with the right bottom corner, bring it to the top tip of the
triangle and fold.
4. Do the same with the left side to make a diamond like so.
MATERIALS Origami paper, cellphones, infocus
OBJECTIVE To provide steps by using sequence adverbs
CONTENT Sequence adverbs
TIME 15 minutes
NUMBER/ GROUP OF
STUDENTS40 students
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5. Take the right side of the diamond and fold it down at an angle
to match the right bottom edge of the diamond.
6. Repeat the last step again on the left side to form this shape.
7. Gently unfold the side you just made and insert your finger. It is
like a little ice cream cone. Push this cone flat.
8. The cone is now flat. Repeat again on the other side to make it
symmetrical.
9. On both sides, fold the tips of the flat cones down like so.
10. Fold the flattened cones in half toward the center of the diamond
like so.
11. Pick up the origami and adhere the two sides of the cone
together with a glue dot. You have made one petal. Repeat the
entire process 5 more times to make six total petals for each
flower. Connect the six petals together with glue dots to make
one flower.
One student records the process of making the origami flower by
the group.
Then one student reports the process to the class while the video is
played on the board.
Process in pictures
1. 2. 3.
4. 5. 6.
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7. 8. 9.
10. 11.
RECOMMENDATIONS:
The teacher should not disrupt the task by saying the time left,
therefore each reporter-recorded should take control of the time
each group member takes to talk, in order to avoid students, get
nervous.
Recommendations and corrections should be presented at the end
of all group presentations and in a general way for the whole class
to keep students’ confidence.
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PARTICIPATORY TECHNIQUE: JIGSAW
Jigsaw is a collaborative and cooperative learning technique that
stimulates better learning, develops students’ curiosity, and satisfaction of
the learning practice. Hwang (2016) considers that participants in Jigsaw
groups should be active to participate in the learning process since this
technique helps the students to be comfortable about their roles. Jigsaw
technique can be used in every level of English proficiency.
OBJECTIVES
To develop personal initiative, creativity, and decision making.
To Analyze the information found about a topic and learn to
synthesize what is useful and what is not
To promote collaborative work
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TOPIC/ ACTIVITY #1: Let’s learn about some sports
PERFORMANCE:
Teacher divides the whole class in 8 groups of 5 people
Provides to each group a picture of a specific sport: Football,
swimming, basketball, tennis and track running
Each group member will be provided a piece of paper of a different
color and one number. Student #1 has to prepare the definition of
the sport of its group. Student #2 writes a short history about the
same given sport. Student #3 writes about some advantages.
Student #4 write about some disadvantages. Student # 5 writes
about the equipment/ tools implemented. Each student writes their
assignments in a piece of paper.
Each group member will read the information and learn about the
given sport.
MATERIALS Pictures, color papers and information printed
OBJECTIVE To share information about a sport
Simple present tense, simple past, definite and indefinite
articles, infinitives, gerunds, adverbs of manner, verbs
go, do and play.
TIME: minutes
TIME 15 minutes
NUMBER/ GROUP OF
STUDENTS40 students
GRAMMAR
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The teacher asks the students to gather by the same numbers and
each one, should tell about the sport learnt in the previous task, and
discuss the information for 8 minutes.
RECOMMENDATIONS:
Order is important to perform this task successfully.
Students cannot read the information given more than 3 minutes.
The teacher should take all pieces of paper provided off in order to
avoid students to repeat the exact words, make effort and enhance
the oral expression.
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TOPIC/ ACTIVITY #2: My family
PERFORMANCE
Teacher divides the whole class in 8 groups of 5 people
Gives to each group a paper with a family member written: father,
mother, siblings, grandparents and pet(s).
Each group member will roll a dice to obtain a color, all ‘’greens ’’
will have to prepare the description of their fathers, all ‘’yellows’’ of
their mother, all ‘’reds’ of their siblings all ‘’oranges’’ of their
grandparents, and all ‘’ purples’’ of their pets .
Each student will have only 2 minutes to prepare the description,
he/she can write down some adjectives on a color paper provided
by the teacher (one color according the topic) in order to remember
the information.
Then, the class regroup for colors and describe the family member,
next each group contrast all descriptions all this in 8 minutes, then
MATERIALS
A dice (6 different colors of cardboard paper to make it,
scissor and glue), papers with the family member, color
papers and flipcharts.
OBJECTIVE To describe family members
GRAMMARComparative adjectives, possessive adjectives,
descriptive adjectives.
TIME 12 minutes
NUMBER/ GROUP OF
STUDENTS40
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each group paste their color papers on a flipchart, make a simple
drawing of all family members and add the name of it.
RECOMMENDATIONS:
The teacher should check students do not write down everything
they will say to their partners.
It is recommended only one student per group pastes the color
papers and draw in order to save time.
The teacher should verify all students participate when contrasting
ideas after describing the family members, in order all of them
practice comparative adjectives.
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PARTICIPATORY TECHNIQUE: STORYTELLING
Storytelling is a technique that engages students´ imagination and
creativity and produces students´ interest in the classroom. This
technique focuses on recalling events and relating facts about a particular
theme, and consequently, the students get engaged in the activity.
Teachers need to take into account that through this participatory
technique, the students share different stories or anecdotes in their form of
speaking, which stimulates their imagination. Moreover, Edosomwan and
Peterson (2016) state that storytelling motivates learners as well as helps
them access, express, and retain information and knowledge. It also
promotes brain-based learning and reflective thinking.
OBJECTIVES:
To develop into the student an appreciation and respect for their
peers and other cultures and active participation.
To encourage students to design their own stories using their
imagination to get along with others and learn about life.
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TOPIC/ ACTIVITY #1: Telling an anecdote visiting a favorite place in your
city
PERFORMANCE
Teacher give a set of questions and ideas about what to say (eg.
good experience, bad experience, compare and contrast.
Each student will be able to tell their own experience when visiting a
special or favorite place in the city.
RECOMMENDATIONS:
Students should know the rules about not talking at the same time.
To respect the group time.
To help each other.
To give everyone a chance to participate or say something.
To take the ideas or topics seriously.
MATERIALS Notebook
OBJECTIVE
To allow the student to retell an anecdote with their own
words, using imagination, sounds effects, share past
facts. To express emotion and feelings
GRAMMAR Past tense
TIME 3 minutes per student
NUMBER/ GROUP OF
STUDENTS40
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TOPIC/ ACTIVITY #2: The mysterious bag
PERFORMANCE
Teacher will give each group a bag with different objects inside.
The first student will take out an object and will start the story, then
the second student will pick up another object and will connect the
story, and so on…
Students should participate creatively by using all the objects of the
bag.
RECOMMENDATIONS
Students should know the rules about not talking at the same time.
To respect the group time.
To help each other.
To give everyone a chance to participate or say something.
To take the ideas or topics seriously.
MATERIALS 8 bags, different kind of objects
OBJECTIVE To be able to create a story using each object in the bag
GRAMMAR Simple Past Tense
TIME 3 minutes per student
NUMBER/ GROUP OF
STUDENTS40 students, 8 groups of 5
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PARTICIPATORY TECHNIQUE: ROLE PLAY
Role-play is a speaking activity that allows students to put
themselves into an imaginary situation with imaginary characters to give
them the option to choose and create a scene to act it out. The use of
real-life situations will help them to improve their oral expression skills with
no rigid routines. According to Sweeney, O'Sullivan, and McCarthy (2015)
role-play in education “influence on the participants’ attitudes and
emotions, while simultaneously promoting higher-order cognitive skills.”
Role-play enhances students to develop know-how and understanding.
OBJECTIVES
To help students to incorporate language production by playing real
situations scenes or dialogues.
To make use of functional language according to the planned
situation.
To keep a real situation and natural environment in order to let them
feel confident by expressing their feelings and emotions.
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TOPIC/ ACTIVITY #1: Telling about your daily routine
PERFORMANCE
Teacher gives the students roles, the interviewer and the interview
and explains the tasks.
Students prepare their roles on a paper in order to organize the
conversation.
The students role-play the job interview where the interviewer
responds questions about daily routines.
Teacher provides feedback of the role-play
RECOMMENDATIONS
Students should know the rules about not talking at the same time.
To respect the group time.
To give everyone a chance to participate or say something.
To take the ideas or topics seriously.
MATERIALSA piece of paper to write down some ideas in order to
give a complete speech
OBJECTIVETo express and describe daily routine, habits and
hobbies
GRAMMAR Simple present tense, daily routines
TIME 3 minutes per group
NUMBER/ GROUP OF
STUDENTS40 students. Grouped in pairs
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TOPIC/ ACTIVITY #2: At the International School of languages
PERFORMANCE
Students simulate they want to apply to an International School of
Languages and they need to ask for information about their
language courses, make the conversation with the shop assistant.
The conversation might start like this: Good morning. Can I help
you?
Don't forget to say "please" and "thank you"
Students prepare their roles on a paper in order to organize the
conversation.
The students role-play the conversation
RECOMMENDATIONS
Students should know the rules about not talking at the same time.
To respect the group time. To take the ideas or topics seriously.
To help each other. To give everyone a chance to participate or say
something.
MATERIALS The application form
OBJECTIVE To ask and give personal details
GRAMMARAsking and giving personal information. Wh question
words
TIME 3 minutes
NUMBER/ GROUP OF
STUDENTS40 students group in pairs
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PARTICIPATORY TECHNIQUE: DEBATES, ROUND TABLE
The purpose of the debates or round tables is discussing a topic
given in order to convince the audience to endure a point of view. There
are several kinds of topics that can be used to create a debate into the
English class, from educational, technological, motivational, politics, social
issues, etc. that will allow the students to give their opinions and
contrasting ideas with the rest of the class.
OBJECTIVES:
To be able to contrast ideas, agree, or disagree with others point of
view.
To encourage students to improvise
To develop critical thinking
116
TOPIC/ ACTIVITY #1: What does true friendship mean?
DO YOU AGREE OR DISAGREE?
1. Friends are the people you feel you have most things in common with
2. Is it important to hold on to your good friends? 3. Is it important to have one very close friend? 4. Family is more important than friends?
PERFORMANCE
This activity requires an invited teacher.
The topic will be given by the class teacher and the students group
to discuss their ideas
Each group has a leader who decides what participant answers
what question.
MATERIALS Notebook
OBJECTIVETo express own thoughts, ideas, feelings, about the topic
given, being collaborative with the group
GRAMMAR Simple Present
TIME 10’ for group and 15’ for the debate in front of the class
NUMBER/ GROUP OF
STUDENTS40 students, 8 groups of 5 students
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The teacher chooses two groups to debate the topic and the
questions.
Each student gets the opportunity to debate the arguments of each
question
At the end of the debate the invited teacher decides what group
won the debate
RECOMMENDATIONS
Students should know the rules about not talking at the same time.
To respect the group time.
To give everyone a chance to participate or say something.
To take the ideas or topics seriously.
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TOPIC/ ACTIVITY #2:
ADVANTAGES AND DISADVANTAGES OF USING SMARTPHONE
Debate the following subtopics
Its use in school
Its use by children and teenagers
Its use at work
Its use to study
PERFORMANCE
This activity requires an invited teacher.
The subtopics will be given by the class teacher and the students
group to discuss their ideas
Each group has a leader who decides what participant answers
what question.
MATERIALSPaper to write down the principals ideas and classified
key information
OBJECTIVEBeing able to create structures: Introduction, reasons,
conclusions and recommendations, Classroom rules
GRAMMAR present continuous, simple present, should, migh
TIME15 minutes for discussing by groups, and 5 minutes to
give recommendations in front of the class
NUMBER/ GROUP OF
STUDENTS40 students, 5 groups of 8
119
The teacher assigns the groups that will present arguments about
the advantages and disadvantages of using cellphones
RECOMMENDATIONS
Students should know the rules about not talking at the same time.
To respect the group time.
To give everyone a chance to participate or say something.
To take the ideas or topics seriously.
120
PARTICIPATORY TECHNIQUE: SONGS
Songs are an exciting and engaging universal tool concerning any
topic into the classroom. Songs connect culture, and the use of different
languages and slangs support the teachers´ role to obtain and keep
learners’ attention and motivation, disregarding the age of the students.
“Music stimulates thinking and helps improve skills such as verbal memory
and auditory memory” (Mobbs and Cuyul, 2018)
OBJECTIVES:
To learn on a particular use of grammar
To learn vocabulary, idioms, expressions, and speech patterns
To improve speed and intonation
To engage students’ participation
121
TOPIC/ ACTIVITY #1: The emotions corners (happy /upset /energetic/
calm/sad)
PERFORMANCE
The teacher will assign to each corner an emotion: happiness,
sadness, energetic, and peaceful
While the teacher plays 30 seconds of a song, students will move to
the corner of the emotion that the song makes them feel
The teacher will give the student time to discuss why that song
makes them feel in that way.
Each group should explain in front of the class their thoughts and
feelings, by answering the next questions:
o What type of musical genre is it? • Why did you feel ….
when you listened to the music? Did the song remind you a
particular event in your life? Who are some artists do you like
or dislike that play this type of music?
MATERIALS Laptop, recorder, USB, internet,
GRAMMAR
TIME 10 minutes
NUMBER/ GROUP OF
STUDENTS40 students
OBJECTIVE To encourage students express their feelings
122
RECOMMENDATIONS:
Teachers need to select carefully the song connecting the topic of
the class.
Language level of the class and the age of the group must be
according to the song
Teacher should be aware of cultural issues when using songs as a
tool
123
TOPIC/ ACTIVITY #2: Time for fun, let’s sing karaoke!
PERFORMANCE
The teacher chooses two groups to participate
The teacher plays the song with a karaoke program
Each group should be able to guess what the title of that song is
The group that answered the title of the song gets the opportunity to
send a participant to sing it. The student should sing using the
correct lyrics and right pronunciation. In case they do not recognize
that song, they lose the chance
The other group will have the opportunity to guess the song and win
points.
Place/Equipment Computer laboratory
TIME 2 minutes each song
NUMBER/ GROUP OF
STUDENTS40 students, 5 groups of 8
OBJECTIVETo recognize the song, to memorize the lyrics, to learn a
correct intonation and rhythm.
124
RECOMMENDATIONS
The selected song must be related to the topic of the unit.
Language level of the class and the age of the group must be
according to the song
Teacher should encourage the students’ participation since
students could be reluctant to participate
125
ANNEXES
126
DOCUMENTS
TUTOR DESIGNATION LETTER
127
LETTER OF ACCEPTANCE OF EDUCATIONAL
INSTITUTION
128
URKUND SCREENSHOT
129
AMPLIFIED URKUND SCREENSHOT
130
PROPOSAL EVALUATION
131
TUTORSHIP PLAN
132
TUTORSHIP MANAGEMENT
133
134
135
136
137
138
FACULTAD FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA/CARRERA LENGUA Y LITERATURA INGLESA
UNIDAD DE TITULACIÓN
LICENCIA GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO NO
COMERCIAL DE LA OBRA CON FINES NO ACADÉMICOS
Nosotras, Pérez Jiménez Kerlly con C.C .: 0942484296 y Farfán Durán Cristina con C.C .:
0911987519, certificamos que los contenidos desarrollados en este trabajo de titulación, cuyo
título es “Participatory Techniques for Developing the Oral Expression.” son de nuestra
absoluta propiedad y responsabilidad Y SEGÚN EL Art. 114 del CÓDIGO ORGÁNICO DE LA
ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*, autorizamos el
uso de una licencia gratuita intransferible y no exclusiva para el uso no comercial de la presente
obra con fines no académicos, en favor de la Universidad de Guayaquil, para que haga uso del
mismo, como fuera pertinente
_______________________ _______________________
Kerlly Nohely Pérez Jiménez Cristina Katerine Farfán Durán
C.C. No. 0942484296 C.C. No. 0911987519
*CÓDIGO ORGÁNICO DE LA ECONOMÍA SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN (Registro Oficial n. 899 -
Dic./2016) Artículo 114.- De los titulares de derechos de obras creadas en las instituciones de educación superior y centros
educativos.- En el caso de las obras creadas en centros educativos, universidades, escuelas politécnicas, institutos superiores
técnicos, tecnológicos, pedagógicos, de artes y los conservatorios superiores, e institutos públicos de investigación como resultado
de su actividad académica o de investigación tales como trabajos de titulación, proyectos de investigación o innovación, artículos
académicos, u otros análogos, sin perjuicio de que pueda existir relación de dependencia, la titularidad de los derechos
patrimoniales corresponderá a los autores. Sin embargo, el establecimiento tendrá una licencia gratuita, intransferible y no
exclusiva para el uso no comercial de la obra con fines académicos.
139
PHOTOGRAPHIC EVIDENCES
Applying the instruments in the institution Vicente Rocafuerte
140
Tutorship for the Thesis development with MSc. Larry Torres
141
RESEARCH INSTRUMENTS
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGUÍSTICA
FORMATO DE ENCUESTA OBJETIVO: La presente encuesta tiene como propósito las técnicas participativas en el desarrollo
de la Expresión oral en el idioma inglés en los educandos del Décimo Año de Educación General Básica de la Unidad Educativa “Vicente Rocafuerte”, para llevar a cabo el diseño de un Manual con técnicas participativas dirigidas al personal docente de dicha asignatura.
INSTRUCTIVO: Para llenar este instrumento escriba una ‘’X’’’ en el número que corresponda a la
alternativa que considere correcta en el cuadrado de la derecha.
Conteste en una escala del 1 al 5 donde:
1= Totalmente en desacuerdo 2= desacuerdo 3= Indiferente
4= de acuerdo 5= totalmente de acuerdo
No. DETALLE 1 2 3 4 5
1 Considero que desarrollar la expresión oral en el salón de clase es muy importante para mejorar las habilidades comunicativas en el idioma inglés.
2 Considero que el uso de situaciones de la vida real en la clase de inglés me ayuda a desarrollar mi expresión oral.
3 Creo que tengo dificultad al momento de hablar en inglés (debates , exposiciones ,etc.) .
4 Considero que el uso del idioma inglés para desarrollar la expresión oral en la hora de clase el limitado.
5 Considero que los ejercicios que realiza el profesor para mejorar la expresión oral en la clase de inglés son monótonos.
6 Pienso que el profesor sabe cómo realizar actividades que desarrollen la expresión oral en la clase de Inglés.
7 Pienso que las actividades que emplea el profesor motivan la participación de los estudiantes en la clase de inglés.
8 El profesor realiza frecuentemente actividades para desarrollar la expresión oral.
9 Considero que el uso de otros recursos didácticos me ayudará a mejorar la expresión oral en inglés.
10 Pienso que el libro de texto es suficiente para mejorar mi expresión oral.
142
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION - SCHOOL OF LANGUAGES AND LINGUISTICS
INTERVIEW FORMAT BASIC INFORMATION:
Teacher’s name and last name:
Degree:
Years of teaching English experience:
Grades:
Schedule:
QUESTIONS:
1.Do you have any idea of the principal causes or problems that influence the oral expression skills among your students? What are they?
2.What are the techniques that you use to develop the oral expression in your classroom?
3.Do you believe that using participatory techniques correctly through specific contexts plays an important role into the teaching process to help your students improve the oral expression? Why?
4.How do you think the design of a Handbook with participatory techniques will allow to boost the oral expression skills among your pupils?
5.How useful do you consider the application of a Handbook with participatory techniques as a query and teaching tool within your teaching process? Why?
143
EDUCATIONAL INSTITUTION: UNIDAD EDUCATIVA VICENTE ROCAFUERTE
INTERVIEWER: CRISTINA FARFAN – KERLLY PEREZ
TEACHER: IVONNE PACHECO SUBJECT: INGLES
GRADE: 10TH EGB SCHEDULE: 2h40 pm – 3h20 pm
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION - SCHOOL OF LANGUAGES AND LINGUISTICS
OBSERVATION CRITERIA FORM
OBSERVATION CRITERIA
THE TEACHER YES N O
1. Shows confidence while presenting the topic in an appropriate speed according to students’ fluency level.
X
2. Assigns activities to promote the oral expression skill among pupils. X
3. Presents and develop the topic implementing only the English language in order to encourage the development of the oral expression.
X
4. Strengthens the explanation of the topic to the students that have issues with oral expression.
X
DIDACTIC RESOURCES YES N O
1. Didactic resources are adapted according the proposed activities to encourage the oral expression.
X
2. Didactic resources are implemented creatively to obtain learners’ attention in the oral fluency development
X
3. Resources like videos, audios and readings are applied in varied activities in order to assess the oral expression.
X
4. Extra resources are being implemented, apart from the textbook, with the purpose of enhancing complementary skills like memory, creativity and comprehension
X
THE STUDENTS YES N O
1. Participate actively in the tasks proposed by the teacher in order to upgrade the oral expression.
X
2. Students have a good English level to perform conversations and dialogues among them.
X
3. Pupils are interested in learning and improving the oral expression.
X
4. Try to express their ideas by utilizing only English to enhance the oral expression.
X
