000			03721nam0a22003130i04500
001			UTC-124580
005			20240326112758.0
008			240325s2023####ec#####grm####00####spa#d
082			_aPROYECTO 370 M233fa
100			_aMaji Lema, Jorge Samuel
245			_aFactors in the development of speaking skills in efl _cMaji Lema, Jorge Samuel
264			_aEcuador :
264			_aExtensión Pujilí ; _bUniversidad Técnica de Cotopaxi ; _c2023
300			_a67 Páginas ; _c30 cm
336			_atexto _btxt _2rdacontent
337			_ano mediado _bn _2damedia
338			_avolumen _bnc _2rdacarrier
500			_aIncluye CD-Rom y Anexos
502			_aProyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Viera, Rodrigo ; Dir.
505			_a1. General informatio. 2. Justification. 3. Problem statement. 4. Objectives. 5. Activities and task system in relation to the objectives proposed. 6. Scientific and technical foundation. 7. Theoretical framework. 8. Methodology. 9. Results of the study. 10. Results of the semi-structured interview applied to english teachers. 11.Research impacts. 12. Conclusions and recommendations.13. References. 14. Annexes.
506			_aLOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
520			_aThe English language has acquired great importance in the educational system around the world. One of the most important skills is speaking. But it has been evidenced that some students tend to present problems in the development of English speaking in the classroom. This may be associated with different factors in the teaching of English as a foreign language. The present study aims to determine the factors that affect the development of oral proficiency in high school students of Delia Ibarra de Velasco High School during the 2022-2023 school year. The present study was developed with a mixed method (quantitative-qualitative). Therefore, being a mixed approach research, a semi-structured interview guide was used with English teachers to learn their opinions about the most important factors that hinder the development of oral proficiency and how this problem could be alleviated. In addition, the researcher applied a questionnaire to determine what factors affect the development of oral skills from the students´ point of view. The population for this research consisted of 50 students from the Delia Ibarra de Velasco Educational Unit in the province of Cotopaxi, Canton Pujilí; 22 males and 28 females between 14 and 18 years of age. The results of the semi-structured interview show that cultural boundaries and the use of the mother tongue are factors that significantly affect the students. The students consider that English is not as important as their mother tongue, which is Kichwa. On the other hand, the results of the questionnaire that was applied to identify the factors that affect the development of speaking skills showed that affective factors, the role of the teacher and the educational environment in relation to the learning of speaking skills moderately affect the development of the students´ speaking skills. It is important to prioritize affective factors, teacher role and educational environment in EFL development and to adapt planning, methods and teaching strategies according to students´ needs.
526			_aCarrera de Licenciatura en Pedagogía de Lenguas Nacionales y Extranjeras ;
526			_aEspecialidad en Inglés
526			_aIngles
650			_aEDUCACIÓN INGLÉS _aENSEÑANZA-LÍNEA _aENSEÑANZA-APRENDIZAJE.
856			_uhttp://repositorio.utc.edu.ec/bitstream/27000/9867/1/PP-000187.pdf _yDocumento
942			_2ddc _cTES _n0
999			_c20087 _d20087