Peer teaching program using ecrif and pdp frameworks to improve speaking and listening skillsin the first level of the pedagogic english major at the technical university of cotopaxi Hele Mabel, Dávalos gomez

Incluye CD-Rom y Anexos

Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Checa, Mercedes ; Dir.

1. General information. 2. Justification. 3. Beneficiaries. 4. Problem statement. 5. Objectives. 6. Activities and task system in relation to the objectives proposed. 7. Scientific and technical foundation. 8.Research questions 9. Methodology. 10. Analysis and discussion of results. 11. Research impacts (technical, social, environmental, education or economic. 12.Conclusions and recommendation. 13. References. 14. Annexes.

LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.

Speaking and listening are fundamental skills that English learners must master in order to become proficient users of the language. In the context of teaching English as a Foreign Language (EFL), many students face various problems when developing the aforementioned skills. That is why the present project was carried out to describe the experiences of preservice teachers and students in the implementation of the peer teaching program using the ECRIF (Encounter, Clarify, Remember, Internalize and Fluently) and PDP frameworks. (Pre-stage, During-stage and Post-stage) at the Technical University of Cotopaxi. This implementation idea arose from a project called ´Implementation of a peer-to-peer teaching program based on two student-centered frameworks to improve performance in speaking and listening skills of weak students in the first, second, and third semesters of the degree.´ of English at the Technical University of Cotopaxi´. The researcher applied a qualitative approach, as well as a survey with open and closed questions that were used as data collection for the students. The reflection guide was also used as a data collection instrument for teachers in training. The population consisted of five students of the first quarter of the English major at the Technical University of Cotopaxi. The main findings showed positive and negative aspects of the implementation. The positive results were, that by applying this program with the use of the ECRIF framework and PDP the students were able to improve their speaking and listening skills through different applied techniques. In the same way, the students considered that this program should be applied in face-to-face classes instead of virtual ones. Thus, regarding the material, most of the students felt very satisfied with the applied material, while the rest of the students felt satisfied, and the rest felt comfortable. On the contrary, the teachers in training found some inconveniences such as the lack of participation in class, technological problems, lack of time management for the activities, unknown vocabulary for the students and, as a student suggested, the materials for the development of the class could be improved by using more technological tools. As negative points, the teachers in training did not know how to give clear instructions and the didactic material had a vocabulary unknown to the students that did not allow them to carry out the activities in the requested time. The researchers suggest strengthening this project by including it in the study plans to provide a better learning experience for students.

Carrera de Licenciatura en Pedagogía de Lenguas Nacionales y Extranjeras ;

Especialidad en Inglés

Ingles