universidad de guayaquil facultad de filosofÍa, letras...

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS

Y CIENCIAS DE LA EDUCACIÓN SISTEMA DE EDUCACIÓN

SUPERIOR PRESENCIAL CENTRO UNIVERSITARIO: MATRIZ

GUAYAQUIL

PROYECTO EDUCATIVO

PREVIO A LA OBTENCIÓN DEL TÍTULO DE

LICENCIADO EN CIENCIAS DE LA EDUCACIÓN

MENCIÓN: INGLÉS

TEMA:

LUDIC ACTIVITIES TO IMPROVE SPEAKING SKILLS IN STUDENTS

PROPUESTA:

DIDACTIC GUIDE WITH ORAL INTERACTIVE GAMES

AUTORES

YAGUAL SARASTI SULIMA VIRGINIA

FIGUEROA MORAN ALEXANDRA IVONNE

CONSULTOR:

MSc. LARRY TORRES

GUAYAQUIL, 2017

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

FIRMA DE AUTORIDADES

MSc. Silvia Moy-sang Castro MSc. José Zambrano García

DECANA SUBDECANO

Msc. Jacinto Calderón Vallejo Ab. Sebastián Cadena Alvarado

DIRECTOR DE CARRERA SECRETARIO GENERAL

Guayaquil, 19 de junio del 2016

MSc

SILVIA MOY-SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad.-

AUTORIZACION LEGAL

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: Diseñó y ejecutó del

proyecto educativo con el Tema:

―INFLUENCE OF LUDIC ACTIVITIES TO IMPROVE SPEAKING SKILLS

IN STUDENTS"

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Yagual Sarasti Sulima Virginia Figueroa Moran Alexandra Ivonne

C.I. 0920091121 C.I 0920128832

UNIVERSIDAD DE GUAYAQUIL


SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

―INFLUENCE OF LUDIC ACTIVITIES TO IMPROVE SPEAKING SKILLS

IN STUDENTS OF EIGHTH YEAR OF BASIC GENERAL EDUCATION

SCHOOL‖

APROBACION DEL TRIBUNAL

………………………………

Tribunal No 1

……………………… ………………………

Tribunal No 2 Tribunal No 3

Yagual Sarasti Sulima Virginia Figueroa Moran Alexandra Ivonne

C.I. 0920091121 C.I 0920128832

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

CALIFICACION DEL TRIBUNAL

______

DEDICATION

I dedicate this work to my parents for all their efforts and

unconditional support for backing me and be with me forever, for they did

not let me decay in the most difficult moments.

Sulima Yagual

DEDICATION

I dedicate this work to my parents for all their efforts and unconditional

support for backing me and be with me forever.

Alexandra Figueroa

ACKNOWLEDGMENT

My gratitude to God for giving me the existence and his light on the

path that allows me now finish my career. To my family for their

unconditional love and support, my strength and temperance. To the life for

the learned and accomplished.

Sulia Yagual

ACKNOWLEDGMENT

I thank God for blessing me with wisdom and for keeping me and always

laughing and giving me abundant life, and my parents who are the

engine that helps me to continue forward.

Alexandra Figueroa

TABLE OF CONTENTS

FIRMA DE AUTORIDADES .......................................................................2

APROBACION DEL TUTOR......................................................................3

AUTORIZACION LEGAL ...........................................................................4

APROBACION DEL TRIBUNAL ................................................................5

CALIFICACION DEL TRIBUNAL ...............................................................6

DEDICATION ............................................................................................7

DEDICATION ............................................................................................8

ACKNOWLEDGMENT...............................................................................9

ACKNOWLEDGMENT.............................................................................10

Table of contents .....................................................................................11

Tables......................................................................................................18

graphics ...................................................................................................19

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ....................21

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA ....................22

ABSTRACT .............................................................................................23

INTRODUCTION .......................................................................................1

CHAPTER ONE.........................................................................................2

THE PROBLEM .........................................................................................2

1.1. Context of investigation ...................................................................2

1.2. Problem of investigation ..................................................................2

1.3. Causes ............................................................................................3

1.4. Problem formulation ........................................................................4

1.5. Objectives of investigation ...............................................................4

1.5.1. General objective ......................................................................4

1.5.2. Specific objectives ....................................................................4

1.6. Research questions.........................................................................5

1.7. Justification .....................................................................................5

CHAPTER II ..............................................................................................9

THE THEORETICAL FRAMEWORK .........................................................9

2.1. Context of the Research ..................................................................9

2.2. Epistemologic foundation ..............................................................14

2.3. What is a ludic activity? .................................................................14

2.3.1. Types of ludic activities ...........................................................16

2.3.1.1. Storytelling .......................................................................16

2.3.1.2. Guessing games ..............................................................17

2.3.1.3. Board games ....................................................................17

2.3.1.4. Card games......................................................................17

2.3.1.5. Individual games ..............................................................18

2.3.1.6. Puzzles ............................................................................18

2.3.1.7. Spelling games .................................................................18

2.4. Factors for selecting ludic activities ...............................................18

2.4.1. Purpose ..................................................................................19

2.4.2. Group size ..............................................................................19

2.4.4. Personalization of activities .....................................................20

2.5. Classroom management ...............................................................21

2.5.1. Role of the teacher .................................................................21

2.5.2. Motivational strategies ............................................................22

2.5.3. Creating lesson stages ...........................................................23

2.5.4. Different student grouping .......................................................23

2.5.5. Seating arrangements.............................................................23

2.5.6. Feedback and correction ........................................................25

2.6. Speaking skills ..............................................................................26

2.6.1. Pronunciation ..........................................................................27

2.6.2. Grammar ................................................................................28

2.6.3. Vocabulary..............................................................................28

2.6.4. Fluency ...................................................................................29

2.7. Components of speaking effectiveness .........................................29

2.7.1. Gramatical competence ..........................................................29

2.7.2. Discourse competence ...........................................................30

2.7.3. Sociolinguistic competence .....................................................30

2.7.4. Strategic competence .............................................................30

2.8. Strategic factors for developing speaking activities .......................31

2.8.1. Cognitive factors .....................................................................31

2.8.2. Affective factors ......................................................................32

2.8.3. Performance factors................................................................32

2.9. Criteria for speaking activities........................................................33

2.9.1. Productivity .............................................................................33

2.9.2. Purposefulness .......................................................................34

2.9.3. Interactivity .............................................................................34

2.9.4. Challenge ...............................................................................34

2.9.5. Safety .....................................................................................34

2.9.7. Evaluation ...............................................................................35

2.10. Linguistic foundation....................................................................36

2.11. Sociological foundation................................................................37

2.12. Pyschological foundation .............................................................37

2.12.1. Learning styles......................................................................39

2.12.2. Zone of proximal development ..............................................40

2.12.3. Piaget’s stages of development ............................................40

2.13. Pedagogical foundation ...............................................................41

2.14. Philosophical foundation..............................................................41

2.15. Legal foundation ..........................................................................42

CHAPTER THREE ..................................................................................45

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS ................................................................................................45

3.1. Methodological design...................................................................45

3.2. Types of research..........................................................................46

3.2.1. Exploratory research ...............................................................46

3.2.2. Descriptive research ...............................................................46

3.2.3. Explanatory research ..............................................................46

3.2.4. Correlational research.............................................................47

3.2.5. Purposeful research ................................................................47

3.3. Population and sample ..................................................................47

3.4. Operationalization of variables ......................................................49

3.4.1. Independent variable ..............................................................49

3.4.2. Dependent variable .................................................................50

3.5. Research methodology .................................................................51

3.5.1. Inductive-deductive .................................................................51

3.5.2. Historical – comparative..........................................................52

3.6. Empirical techniques and research instruments ............................52

3.6.1. Observation sheet...................................................................52

3.6.1. Teacher’s interview .................................................................53

3.6.2. Oral test ..................................................................................53

3.6.3. Student’s survey .....................................................................53

3.7. Analysis and interpretation ............................................................54

3.7.1. Observation sheet...................................................................54

3.7.1.1. Speaking strategies in class .............................................55

3.7.1.2. Level of speaking skills .....................................................55

3.7.1.3. Use of ludic activities in speaking activities.......................55

3.7.1.4. Didactic material to develop speaking skills ......................55

3.7.1.5. Pedagogical strategies in class ........................................55

3.7.1.6. Motivational strategies ......................................................56

3.7.1.7. Technological devices in classroom .................................56

3.7.1.8. Physical environment .......................................................56

3.7.1.9. Group seating arrangements ............................................56

3.8. Teacher’s interview .......................................................................57

3.8.1. Analysis of teacher’s interview ................................................59

3.9. Oral test ........................................................................................60

3.9.1. Analysis of oral test.................................................................61

3.9.1.1. Playing cards....................................................................61

3.9.1.2. Fluency ............................................................................62

3.9.1.3. Grammar ..........................................................................62

3.9.1.4. Vocabulary .......................................................................63

3.9.1.5. Pronunciation ...................................................................63

3.10. Survey .........................................................................................64

3.10.1. Statement 1: Ludic activities represent a useful tool to develop

speaking skills ..................................................................................65

3.10.2. Statement 2: Social language games help to learn English

language in funny way ......................................................................66

3.10.3. Statement 3: Individual activities are necessaries to enhance

personal performance .......................................................................67

3.10.4. Statement 4: Ludic activities in group allow to have a better

development in speaking proficiencies .............................................68

3.10.5. Statement 5: Speaking skills can be improved through

innovative speaking techniques ........................................................69

3.10.6. Statement 6: Motivational activities will help to the students to

increase the interest in learning English language ............................70

3.10.7. Statement 7: Deficient pedagogical strategies affect the

performance of speaking skills..........................................................71

3.10.8. Statement 8: Speaking skills should be taught using didactic

material personalized depending on student’s interest......................72

3.10.9. Statement 9: Use of technology facilitates to the teacher the

teaching-learning process .................................................................73

3.10.10. Statement 10: A didactic guide focused on ludic activities will

help to the teacher to create a relaxing environment in order to

encourage to the students to speak in English ..................................74

3.11. Chi-squared test ..........................................................................75

3.12. Correlation between Ludic activities and speaking skills ..............77

3.13. Conclusions.................................................................................78

CHAPTER IV ...........................................................................................80

DIDACTIC GUIDE WITH ORAL INTERACTIVE GAMES .........................80

4.1. Justification ...................................................................................80

4.2. General objective ..........................................................................80

4.3. Specific objectives .........................................................................80

4.4. Theoretical aspects .......................................................................81

4.4.1. Epistemologic aspect ..............................................................81

4.4.2. Linguistic aspect .....................................................................81

4.4.3. Sociological aspect .................................................................81

4.4.4. Psychological aspect ..............................................................82

4.4.5. Pedagogical aspect.................................................................82

4.4.6. Philosophical aspect ...............................................................82

4.4.7. Legal aspect ...........................................................................83

4.5. Feasibility of application ................................................................83

4.5.1. Financial feasibility..................................................................83

4.5.2. Legal feasibility .......................................................................83

4.5.3. Human feasibility ....................................................................84

4.5.4. Political feasibility....................................................................84

4.6. Description ....................................................................................84

4.7. Table of contents ...........................................................................85

4.8. Conclusion ....................................................................................86

References ................................................................................................1

BIBLIOGRAPHY ........................................................................................4

ANEXOS ...................................................................................................1

LETTER TO THE SCHOOL .......................................................................1

ANTIPLAGIARISM RESULTS ...................................................................2

OBSERVATION SHEET ............................................................................3

TEACHER’S INTERVIEW..........................................................................4

ORAL TEST...............................................................................................5

STUDENT’S SURVEY ...............................................................................6

PICTURES ................................................................................................7

DIDACTIC GUIDE WITH ORAL INTERACTIVE GAMES .........................10

AUTORIDADES...................................................................................... XII

CONTRIBUTORS .................................................................................. XIII

JUSTIFICATION .................................................................................... XIV

CONTENTS............................................................................................ XV

GENERAL OBJECTIVE......................................................................... XVI

SPECIFIC OBJECTIVES ...................................................................... XVII

TABLE OF CONTENTS....................................................................... XVIII

Can you tell a story? ..................................................................................2

Let’s play Pictionary ...................................................................................7

What do I know about? ............................................................................12

Playing cards ...........................................................................................16

Let’s play puzzles ....................................................................................19

Hangman game .......................................................................................23

Bibliography .............................................................................................27

TABLES

Table 1: Three types of epistemology ......................................................14

Table 2: Criteria for speaking evaluation ..................................................35

Table 3: Analytic scale for speaking evaluation........................................36

Table 4: Three social aspects ..................................................................37

Table 5: Population and sampling ............................................................48

Table 6: Independent variable .................................................................49

Table 7: Dependent variable ....................................................................50

Table 8: Observation sheet ......................................................................54

Table 9: Oral test .....................................................................................60

Table 10: Fluency ....................................................................................62

Table 11: Grammar..................................................................................62

Table 12: Vocabulary ...............................................................................63

Table 13: Pronunciation ...........................................................................63

Table 14: Survey .....................................................................................64

Table 15: Statement 1 .............................................................................65

Table 16: Statement 2 .............................................................................66

Table 17: Statement 3 .............................................................................67

Table 18: Statement 4 .............................................................................68

Table 19: Statement 5 .............................................................................69

Table 20: Statement 6 .............................................................................70

Table 21: Statement 7 .............................................................................71

Table 22: Statement 8 .............................................................................72

Table 23: Statement 9 .............................................................................73

Table 24: Statement 10 ...........................................................................74

Table 25: Chi- squared test 1...................................................................75

Table 26: Chi-squared test 2....................................................................75



Table 29: Financial feasibility ...................................................................83

Table 30: Table of contents .....................................................................85

GRAPHICS

Figure 1: Motivational strategies ..............................................................22

Figure 2: Seating arrangements...............................................................24

Figure 3: Stages of development .............................................................40

Figure 4: Statement 1 ..............................................................................65






Figure 10: Statement 7 ............................................................................71



Figure 13: Statement 10 ..........................................................................74

Figure 14: Chi-squared test graphic .........................................................76

Figure 15: Correlations ............................................................................77

Figure 16: tutoring from MSc Larry Torres..................................................9

Figure 17: Checking the whole thesis ........................................................9

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FORMA DE REGISTRO DE TESIS

Tema: La influencia de las actividades lúdicas en la mejora de la expresión oral subtema: Guía didáctica con juegos interactivos orales

AUTHOR / S : Sulima Yagual Alexandra Figueroa

TUTOR: MSc. Larry Torres

INSTITUCIÓN: Universidad de Guayaquil FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. DE PÁGS: 164

TÍTULO OBTENIDO: Licenciatura Lengua Inglesa y Lingüística

ÁREAS TEMÁTICAS: Lengua Inglesa, pedagogía y didáctica

PALABRAS CLAVE: Actividades lúdicas, expresión oral, apoyos visuales

RESUMEN: Este estudio científico buscó medir la influencia de las actividades lúdicas en inglés de habilidad de los

estudiantes de habla. Esta tesis estudia cómo las actividades lúdicas pueden beneficiar a los estudiantes para

lograr la comunicación, algunos instrumentos de investigación se aplicaron a 35 estudiantes. En este caso,

se aplicaron estos instrumentos: una hoja de observación para determinar cómo se desarrollan las clases,

una entrevista con el maestro para saber más sobre las estrategias y las técnicas utilizadas en la clase,

una encuesta a los estudiantes conocer varias características educativas y una prueba oral en el que se

evaluó la habilidad del habla y sus características que muestra una marcada dificultad para hablar en clase.

Además, esta tesis tiene en cuenta varios aspectos que mejoren la habilidad del habla a través de

actividades lúdicas como lingüística, psicológica, pedagógica, bases filosóficas que compartir diferentes

puntos de vista de los investigadores, teóricos y profesores SLA con el fin de obtener un aprendizaje

integrador proceso para beneficiar no sólo a los estudiantes sino también profesores. Por lo tanto, se ha

creado una guía didáctica con juegos interactivos orales

No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X

x SI NO

CONTACTO CON AUTOR/ES Teléfono:

E-mail:

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

THESIS REGISTRATION FORM

Title: Influence of ludic activities to improve speaking skills subtitle: Didactic guide with oral interactive games

AUTHORS: Sulima Yagual Alexandra Figueroa

TUTOR: MSc. Larry Torres

INSTITUTION: University of Guayaquil FACULTY: Faculty of Philosophy, Letters and Science Education

CARREER: Languages and Linguistics

PUBLICATION DATE: No. PAGES: 164

DEGREE: Degree in English language and linguistics

THEME AREAS: English, pedagogy, didactics

KEY WORDS: Ludic activities, speaking skills, Visual Aids

SUMMARY: This scientific study looked for measuring the influence of ludic activities in English speaking skill of students.

This thesis studies how ludic activities can benefit students to achieve communication, some researc h

instruments were applied to 35 students. In this case, these instruments were applied: an observation sheet

to determine how the classes are developed, an interview to the teacher to know more about which strategies

and techniques used in class, a survey to students to know several educational features and an oral test in

which was evaluated speaking skills and its features showing a marked difficulty for speaking in class. In

addition, this thesis takes into account several aspects that will improve speaking skills by means of ludic

activities as linguistic, psychological, pedagogical, philosophical foundations that will share different points

of view of researchers, theorists and SLA teachers in order to obtain an integrative learning process to

benefit not only students but also teachers. Therefore, it has been created a didactic guide with oral

interactive games. No. REGISTRATION (Database): No. OF CLASSIFICATION :

URL (thesis on the web):

PDF ATTACHMENT: X

x SI NO

CONTACTO CON AUTOR/ES

Telephone: 0967371692 09

E-mail.

INSTITUTIONAL CONTACT : Name: Secretaría de la Escuela de Lenguas y Lingüística

Telephone: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]

UNIVERSIDAD DE GUAYAQUIL


SISTEMA DE EDUCACIÓN: PRESENCIAL ESPECIALIZACIÓN:

INGLÉS

ABSTRACT

This scientific study looked for measuring the influence of ludic activities in

English speaking skill of students. This thesis studies how ludic activities

can benefit students to achieve communication, some research instruments

were applied to 35 students. In this case, these instruments were applied:

an observation sheet to determine how the classes are developed, an

interview to the teacher to know more about which strategies and

techniques used in class, a survey to students to know several educational

features and an oral test in which was evaluated speaking skills and its

features showing a marked difficulty for speaking in class. In addition, this

thesis takes into account several aspects that will improve speaking skills

by means of ludic activities as linguistic, psychological, pedagogical,

philosophical foundations that will share different points of view of

researchers, theorists and SLA teachers in order to obtain an integrative

learning process to benefit not only students but also teachers. Therefore, it

has been created a didactic guide with oral interactive games.

Key words: ludic activities, English speaking skill, visual aids

1

INTRODUCTION

This investigation is based on the National Plan of Good Living

(2012) and the Common European Framework (2001) specially focused in

the English teaching-learning process. It has correlations between the

influence of the use of ludic activities and speaking skills, this influence

showed how useful are ludic activities to enhance speaking skills in

students.

This project of investigation was structured in the following form:

Chapter I: contains the problem: context of research, research problem,

formulation problems, causes, both general and specific objectives,

research questions, justification.

Chapter II: the theoretical framework that has a background studio which

mentions people who have investigated the same variables and the

theoretical basis that foundations and supporting this thesis.

Chapter III: methodology process, analysis and discussion of results which

contains: methodological design, types of research, population and sample,

operationalization of variables, research methods, techniques and tools of

research, analysis and interpretation data, Recommendations and

Conclusions.

Chapter IV: the proposal: title of the proposal, justification, objectives,

theoretical aspects, feasibility of their implementation, Description,

conclusions, bibliography, appendices.

2

CHAPTER ONE

THE PROBLEM

1.1. Context of investigation

The Ecuadorian Government has designed different strategies in

order to improve the quality of English language teaching in all its levels

taking as a guide the Common European Framework to implement new

strategies to benefit the teaching process having as principal objective not

only to train teachers in new methodologies, techniques and technological

aspects, but also achieve to fortify the English communicative abilities in

students in the whole country.

This Investigation was applied using the research instruments in

students and teacher, the main objective of this research was to recognize

what was the current educational situation of this classroom in order to

determine the problem of investigation.

1.2. Problem of investigation

The problem of investigation in the classroom before mentioned was

a deficiency in speaking skills, showing a low level of communicative

abilities as fluency, pronunciation, vocabulary showing a notorious difficulty

to complete English oral activities without transmitting a clear message nor

accomplish any task assigned class by the researchers of this project of

science, another factor detected was lack of motivation from students at the

3

time to start every single activity in English language resulting to be a

decisive factor in the low performance showed during the investigation.

Besides, the teacher of the classroom had several difficulties in

developing the class because of a limited use of techniques for developing

oral activities to encourage students to have an active participation in class,

once the research instruments were applied, the teacher mentioned that

does not have didactic material focused on speaking skills in order to

develop this language ability.

This thesis has followed the guidelines proposed by the Common

European Framework (2001) in reference for languages in order to be a

support for teachers in this teaching-learning process with the objective to

develop the speaking skills in students. Therefore, it has been designed a

Didactic Guide with oral interactive activities, in which teachers will obtain

new methodologies, strategies and techniques to encourage students to

practice speaking skills in a motivating way in order to improve their

performance in English as foreign language.

1.3. Causes

Inadequate strategies to develop English speaking skills.

Deficient ludic activities to work speaking skills.

Deficiency in motivational strategies.

Lack of new pedagogical methods.

4

1.4. Problem formulation

How do ludic activities influence the speaking skills in students?

1.5. Objectives of investigation

1.5.1. General objective

Determine the influence of ludic activities in the improvement of

speaking skills through a bibliographic study, statistical analysis and field

analysis to design a didactic Guide with oral interactive activities.

1.5.2. Specific objectives

To evaluate the influence of ludic activities through a field study,

bibliographical and statistical research.

To characterize the speaking skills by means of a field study,

bibliographical and statistical research.

To design Didactic Guide with oral interactive activities to improve

English communicative abilities through an interpretation and

analysis based on the information recollected.

5

1.6. Research questions

What is the current status of students in speaking skills?

What is the current status of the teacher in speaking strategies?

Which are the theoretical bases to evaluate speaking skills from the

use of ludic activities?

What transformative proposal will allow improve the speaking skills

in the English language by means of ludic activities?

1.7. Justification

Ludic activities can be a motivational technique to encourage

students to practice speaking in class to fortify speaking skills and develops

communicative competence through this motivating techniques which

provides an efficient alternative to teach speaking.

Oral production can be difficult to develop not only for students but

also for teachers due to this communicative ability needs more motivational

factors than others language skills, that is the reason for implementing as

an orientation a Didactic Guide, this leaflet contains activities for practicing

and improving speaking skills, in all its characteristics as fluency, accuracy,

pronunciation and vocabulary, and also providing to teachers new

methodologies, strategies and techniques for teaching language in class.

This project is based on The Common European Framework (2001)

that gives ―a common basis for the elaboration of language syllabuses,

6

curriculum guidelines, examinations, textbooks, etc. across Europe‖ (p.1),

resulting to be a model to be followed for developing English languages

levels. Likewise, The Common European Framework (2001) ―describes in

a comprehensive way what language learners have to learn to do in order

to use a language for communication and what knowledge and skills they

have to develop so as to be able to act effectively‖ (p.1).

In the same way, The Common European Framework (2001)

established that the use of language for ―playful purposes often plays an

important part in language learning and development, but is not confined to

the educational domain‖ (p.55), recognizing how useful the ludic activities

can be in the teaching-learning process, it suggests the following ludic

activities examples for developing oral communication proposing in one

hand, social language games that include oral stories with mistakes, audio-

visual activities, board games, card games, charades, miming, and in the

other hand, individual activities that include puzzles, media games, verbal

joking, and advertisements.

Likewise, the constitution of the Republic of Ecuador in its fifth section

about education indicates that:

Art. 26.- La educación es un derecho de las personas a lo largo de

su vida y un deber ineludible e inexcusable del Estado. Constituye

un área prioritaria de la política pública y de la inversión estatal,

garantía de la igualdad e inclusión social y condición indispensable

para el buen vivir. Las personas, las familias y la sociedad tienen

derecho y la responsabilidad de participar en el proceso educativo

(p.27).

7

This article freely translated means that educational process is a duty

of Ecuadorian Government to provide to its all people, due to that education

is a fundamental part in citizens not only for students and teachers but also

an important requirement to achieve the ideal conditions to live in family and

in society.

In the same way, The Organic Law of Intercultural Education (2011),

Title one, in its Chapter unique about Ambit, principles and objectives,

article 2, cited that:

W. Calidad y calidez.- Garantiza el derecho de las personas a una

educación de calidad y calidez, pertinente, adecuada,

contextualizada, actualizada y articulada en todo el proceso

educativo, en sus sistemas, niveles, subniveles o modalidades; y que

incluya evaluaciones permanentes. Así mismo, garantiza la

concepción del educando como el centro del proceso educativo, con

una flexibilidad y propiedad de contenidos, procesos y metodologías

que se adapte a sus necesidades y realidades fundamentales.

Promueve condiciones adecuadas de respeto, tolerancia y afecto,

que generen un clima escolar propicio en el proceso de aprendizajes;

Quality and kindness in education is right that Ecuadorian people

must have in all its levels where teachers have to be well-prepared in order

to accomplish the teaching-learning process with best quality standards and

adequate methodologies where students will be the main beneficiaries

obtaining an education according to their needs promoting moral and social

values in order to generate an appropriate school environment.

8

Additionally, this thesis is supported on the objective 4.4, Paragraph

―A‖ of National Plan of Good Living (2013), establishing that ―Fortalecer los

estándares de calidad y los procesos de acreditación y evaluación en todos

los niveles educativos, que respondan a los objetivos del Buen Vivir, con

base en criterios de excelencia nacional e internacional‖ (p.170), which

freely translated means that Ecuadorian Government is compromised to

raise the quality of education in all its levels by means of evaluations to

educational institutions and also to English teachers in order to reach those

high levels standards proposed by Ecuadorian Ministry of Education

through National English Curriculum Guidelines (2013) in order to ―align the

English curriculum to standards like the Common European Framework of

Reference: Learning, teaching, assessment (CEFR)—which is

internationally recognized and provides a common basis for the elaboration

of language curriculum guidelines and syllabi‖ (p.3), to reach those

international standards of quality in education. Besides, this project is also

based on Matrix of tensions and problems in the context of sustainable

habitat in the education axis, problems related to Zone 5 that refers to

improve the quality of education in this zone for including to all people

corresponding to this zone to the process of education and sharing

knowledge.

Consequently, the direct beneficiaries of this educational project are

students, because these students will improve their speaking skills through

the motivating oral activities that contains this Didactic Guide. Likewise, the

indirect beneficiaries are the teachers of Basic General Education School,

because they will use this Didactic Guide with oral interactive games in

order to improve the teaching-learning process using new pedagogical and

didactic techniques to teach English speaking skills

9

CHAPTER II

THE THEORETICAL FRAMEWORK

2.1. Context of the Research

Richards and Renandya (2002) expressed that the speaking skills

have a big percentage of foreign language learners that aim to develop

these skills, because this language skill is very complex and needs much

practice, for this reason the development of a foreign language can result

hard for foreign language learners because of an inadequate use of social

interactions that are required to develop this communicative proficiency.

In addition, Richards and Renandya (2002) cited that ―by and large,

using audiovisual stimuli brings sight, hearing, and kinesthetic participation

into interplay, which gets students across the gulf of imagination into the

―real experience‖ in the first place. Meanwhile, the task-oriented activities

give students a purpose to talk‖ (p.210). This is a strong reason why some

methods of teaching started to use in its curriculum the ludic activities in

order to create better educational stages for foreign language learners.

Important factors as motivation, self-esteem, confidence and an active

participation in speaking activities in classrooms to achieve the learning

process in an effective, integrative, entertained and meaningful way.

Zainuddin, Yahya, Morales and Ariza (2010) affirmed that the main

purpose of the communicative approach is to improve the communication

in foreign language learners by means of exposing students to interact in

social contexts focusing on practicing the target language and negotiating

meanings required where speaking activities are worked by playful

10

language games, information activities and social interactions. This method

was developed by Robert Lang in 1970 who mixed two factors, the

paradigm of emotional life and pshycoanalysis, also Pratima (2010)

expressed that ―Chomsky rejected behaviouristic theory of habit formation.

He said that human beings have faculty of creativity to generate infinite

number of sentences. Besisdes this, he said that structures couldn’t do

justice to the meaning‖ (p.39).

In the same way, Zainuddin, Yahya, Morales and Ariza (2010)

propose the next theoretical premises:

1. The communication principle: the acquisition of foreign language

must be promoted by communication activities

2. The task-principle: real-world tasks encourage the foreign language

acquisition.

3. The meaningfulness principle: the use of meaningful language will

engage students to develop speaking activities.

Pratima (2010) expressed that ―this approach is still very popular and

the textbooks are designed for this and different techniques are develop to

make it effective. The teacher can use an eclectic method to cater to the

needs of the learners‖ (p.40).

11

Likewise, Zainuddin, Yahya, Morales and Ariza (2010) expressed

that Suggestopedia was developed by Bulgarian psychiatrist Lozanov

(1982) ―who wanted to eliminate the psychological barriers that people have

to learning. It uses drama, art, physical exercise, and desuggestive–

suggestive communicative psychotherapy as well as the traditional modes

of listening, speaking, reading, and writing to teach a second language‖

(p.65).

Additionally, this method is able to create a relaxed environment that

benefits the English learning where the main goal of this method is to

encourage students to practice their English communicative competence by

means of social interactive activities making that the psychological locks

imposed by students and their natural fear to participate in classes

decreases in order to achieve that students obtain self-esteem required to

improve their speaking skills.

Suggestopedia, is great method to implement ludic activities as

―drama, songs, and games provides for much practice, yet in a less-

threatening and more enjoyable fashion. As in the ALM, dialogues are

employed, but they are presented in an enhanced fashion through creative

dramatics‖ (Zainuddin, Yahya, Morales and Ariza, 2010, p.66). This method

is advisable to use for developing speaking skills through creative activities

as games, guessing activities. Moreover, Salazar and Villamil (2012) made

a research to study how the implementation of games in classrooms

influence in English speaking skill of Fourth year in Public School Remigio

Antonio Cañarte located in Pereira, Colombia, after of applying the empiric

techniques the researchers could notice huge deficiencies in speaking skills

and a notorious deficiency in games and ludic activities to develop

communication skills of the students of this institution.

12

Therefore, the researchers after applying the research instruments in

order to evaluate quantitative and qualitative to the students concluded the

following aspects:

1. The students felt very comfortable using ludic activities as games,

stories, jokes and other speaking activities.

2. The students wanted to participate in every speaking activity that the

researchers applied in the classroom.

3. Motivation was very notorious in those students making easier the

process of collecting data and also making an relaxed environment

for them.

4. The feeling toward the speaking activity was becoming in a positive

attitude in some students that showed fear and anxiety at the

beginning of the ludic activity.

Similarly, in Ecuador has been researched and studied this theme in

order to understand a bit more how the ludic activities can influence in

speaking skills in English language learning in all the educational units of

this country, additionally, in National repositories can be found a lot of thesis

about this theme.

Ortega (2012) made a research about how the ludic activities in

classrooms influence in English speaking skill of Second year of Basic

Education of South American pensioner, Quito, Ecuador, after applied the

13

research instruments, the researcher detected deficiencies in speaking

skills in all its qualities and a notorious deficiency in ludic activities to

develop speaking proficiencies of the students of this institution. In addtion,

the researcher after applied the research instruments for evaluating in a

quantitative and qualitative way to the students concluded the following

aspects:

1. The teacher of the classroom did not use to apply ludic activities to

enhance speaking skills in these students.

2. The students showed preference to work speaking activities by

means of ludic activities.

3. The students expressed in the survey that the ludic activities help

them to develop speaking proficiencies and cognitive abilities.

4. The motivation increased to high levels when ludic activities were

applied.

5. It is concluded also that students learned better by using learning

styles as kinesthetic, visual and auditory.

Therefore, different investigations dealt in this background are

closely related with this project of science, because all of them refer to the

variables that are going to be developed by the researchers of this thesis,

making possible to have a valuable information about how this problem of

investigation has been researched through years for different authors in

different countries around the world and helping to the authors look for an

innovative solution.

14

2.2. Epistemologic foundation

Fermoso (2009) states that epistemology is a philosophical discipline

that studies everything about knowledge focusing on in human thoughts

helping to the science in many fields. According to Cerda (1998) cited by

Bernal (2010) epistemology ―is that philosophy or theory of science that

studies the principles critically, assumptions and results of the various

sciences, for the purpose of determining its origin and structure, value and

to reach a target‖ (p.25).

According to Piaget (1970) there are three types of epistemology:

Metascientific Paracientific Scientific

epistemology epistemology epistemology

this kind of epistemology has as

its starting point a reflection on science creating a theory of

knowledge

this kind of epistemology does not reflect on the

conditions of thought to create a theory of

knowledge

this kind of this kind of epistemology has its foundations in the

explanation of scientific knowledge and does not seek a general knowledge

Table 1: Three types of epistemology Source: (Bernal, 2010, p. 25)

2.3. What is a ludic activity?

Ortega (2012) expressed that ―it is understood as ludic activities to a

dimension of the development of individuals, being a constituent part of

being human. The concept of ludic is so wide, as complex, because it relates

to human need, to communicate, to feel, express and produce in humans a

range of emotions oriented entertainment, recreation leading us to enjoy,

laugh, scream and even cry, is a real generator of emotions‖ (p.8).

15

Ludic activities contain several types of activities where English

language learners can interact in a funny, integrative and entertained

activities in order to share with their classmates not only emotions and

enjoyment but also interchange knowledge during the process. According

to Ortega (2012) the playful activities involves several factors in the

development of psychosocial development, personality, moral values,

creativity and knowledge acquirement because during the process of

interaction by means of the ludic activities the learners experiment different

types of favorable situations that benefit this process that becomes in useful

tool for the teacher to encourage students to use the language through the

combination of ludic activities and speaking skills. Additionally, ludic

activities allow to open that psychological lock created by students at the

time to participate in classes due to some factors as fear, shyness, anxiety.

These negative factors set a tense environment having a direct influence to

psychological structures as cognitive, affective and emotional ones where

English learners cannot develop their real capacities in a normal level. these

activities can increase motivational levels to the point that negative ones

disappear, creating an adequate teaching-learning environment.

Hall, Murphy and Soler (2008) express that ―didactics is much more

specifically concerned with methods of teaching, and specifically of methods

of teaching subjects‖ (p.5), establishing also that didactic is focused on the

logical aspects in the teaching-learning process. Likewise, Navarro &

Piñeiro (2012) defined didactic ―as the discipline that studies techniques,

procedures, strategies, and methods to enhance the teaching process for

students to approach in a wide, deep, and significant way the knowledge in

the process of acquisition of English as a foreign language‖ (p. 234). Ludic

activities represent didactic tools in order to develop speaking skills

16

becoming in useful techniques to encourage students to have an active

participation in class.

2.3.1. Types of ludic activities

Ludic activities are different types of games to be applied in

educational field having as objective to make a bridge between education

and fun, in this way foreign language learners will feel comfortable at the

time to develop English activities and the teacher will have an useful tool in

order to facilitate the teaching process. For that reason, the authors of this

scientific project have decided to use the following ludic activities proposed

by the Common European Framework (2001) such as social language

games and individual activities. Besides, Harmer (2001) indicates that

games for educational purposes are commonly designed to be used for

encourage students to establish a communication among foreign language

learners in which learners will use the target language in social context in

groups, they will use social language activities as storytelling, guessing

games, board games and card games.

2.3.1.1. Storytelling

Kayi (2006) wrote that students will summarize a story that heard

from somebody previously, or ―they may create their own stories to tell their

classmates. Story telling fosters creative thinking. It also helps students

express ideas in the format of beginning, development, and ending,

including the characters and setting a story has to have‖ (p.1). these ludic

activities are very useful for encouraging speaking in foreign language

learners because of the social interaction with classmates. The level of the

English activity must be the appropriate level for learners in order to obtain

an adequate fluency and help to express their ideas without using

complicated words.

17

2.3.1.2. Guessing games

In teaching speaking by means of guessing games is obtained an

appropriate initial environment of the speaking activity, according to Klippel

(1994) cited by Herliani (2016) who affirmed that in these types of ludic

activities ―students are expected to be involved actively in speaking class

activity. Guessing game which is adopted from a television and radio can

create the teaching-learning activity which is based on the students’

excitement of playing game‖ (p.5).

2.3.1.3. Board games

According to Hornby (1995) cited by Suryani and Rusdi (2014)

express that board games can be defined as something or an ―instrument

that is used to attract student’s motivation to follow the teaching and learning

process because board game can make the students more focus in

learning, because they do not feel that they are forced to learn‖ (p.17), these

interactive activities help young learners be active in learning and playing.

2.3.1.4. Card games

Weaver and Stimola (2016) state that ―as the teacher makes up the

rules since they are easily customized, you can play around with all kinds of

variations on classic card games. You will hold teaching tools for

whatever vocabulary or grammar point you’re working on in class‖ (p.1),

also card games can be used to encourage speaking skills in a funny and

entertained way.

http://www.fluentu.com/english/educator/blog/how-to-teach-vocabulary-esl/

http://www.fluentu.com/english/educator/blog/esl-grammar-verb-tense-games/

18

2.3.1.5. Individual games

These type of ludic activities are techniques very used in classrooms

because the foreign language learners develop their communication

proficiencies individually. These activities also require that the teachers

monitor during the process only facilitating instruction and observing the

learners’ development, the individual activities that can be used for basic

learners are puzzles and spelling games.

2.3.1.6. Puzzles

Bowers (2016) cites that parents and teachers ―often underestimate

the effectiveness of puzzles in teaching children skills and concepts. There

are many types of puzzles, including those that teach spatial skills, hand-

eye coordination, math, language, social science and science concepts, as

well as logic and thinking skills‖ (p.1), this type of ludic activity can be used

by teachers also for developing speaking skills in class in order to achieve

that foreign language learners enjoy the process of solving the puzzles.

2.3.1.7. Spelling games

Harmer (2001) suggests that ―spelling rules allows students to

become aware that English spelling is not quite so random as the might

think‖ (p. 197). Therefore, this kind of ludic activity is not only a well-know

technique for enhance the speaking skills in foreign language learners but

also is possible to practice pronunciation and have fun in the same time.

2.4. Factors for selecting ludic activities

According to Brown (2010) the use games or ludic activities are very

useful techniques and are involved in language production to develop

speaking skills in foreign language learners because these activities can

19

increase some essential aspects as psychological, sociological and

motivational helping students to develop their real potential. This is why

teachers need to choose the ludic activities taking into account factors as

the purpose, group size, individual work, physical environment and

personalization of the activities.

2.4.1. Purpose

In addition, Thornbury suggests that teachers need to have in mind

what will be the purpose of each speaking activity to be develop by them in

classrooms, this factor in selecting a ludic activity is fundamental in the

success of the class, these purposes must have been designed by teachers

with a prudential time to analyze the activities and language outcome to

develop during the speaking activities.

2.4.2. Group size

―Cooperative learning principles and techniques are tools which

teachers use to encourage mutual helpfulness in the groups and the active

participation of all members‖ (Richards and Renandya, 2002, p. 52),

besides, these researchers proposed in four steps how to make group

arrangements:

1. Two people are also a group.

2. Smaller groups do not require big group management skills for that

reason groups of two or three may be best option.

3. In larger groups provide more students for completing the speaking

activity where teacher will have less numbers of group to check.

4. In order to develop large activities is recommended to create

groups of four learners.

20

2.4.3. Physical environment

The physical environment defines the teacher style and has an

important role at the time to select a ludic activity because if teachers want

students feel compromise with the language acquisition, the classroom

must be configured in order to help with that objective ―for example,

organize them around tables or clusters of desks. For frequent whole-group

discussions, try a circle or U-shaped desk configuration. If you plan on an

individualized, self-paced curriculum, you might set up learning stations‖

(Shalaway, 2016, p.1). This factor is important because teachers need to

set classrooms in an appropriate way for working individually or in group,

for that physical environment should be taken into account in planning the

activities to be applied in classes.

2.4.4. Personalization of activities

One of the factors because the speaking activities are not successful

is deficient personalization of the speaking activities by teachers, many

activities are not applied having into account learners preferences as social,

sports, music, films and so on, this factor can help teachers to obtain from

foreign language learners a lot of motivation, compromise and active

participation in classes.

In addition, according to Carrasco (2011) the personalization of

activities achieves the integration of ―the teachings by establishing a system

of fundamental objectives of education, based on the process followed for

the acquisition and use of knowledge so that the subjects can contribute to

the development of skills and mental functions of the person‖ (p.56).

21

2.5. Classroom management

Harmer (2007) indicates that in order to ―manage classrooms

effectively, we have to be able to handle a range of variables. These include

how the classroom space is organized, whether the students are working

on their own or in groups and how we organize classroom time‖ (p.34), this

author expressed the influence that classroom management has for

achieving a successful activity. The teacher needs to be aware of order and

respect when arranging a class because of its arragements will depend the

success of every activity to develop including the ludic activities.

2.5.1. Role of the teacher

The role of teacher in the speaking activities is very important

because teachers are facilitators in the activity and their participation is

passive giving the opportunity that students can develop the speaking

activity in a natural way, other aspect is ―your position and the way you

organize the positions of the students in your class is of great importance‖

(Gower, Phillips and Walters, 2005, p.21).

Gower, Phillips and Walters (2005) established that students can

infer what type of activity will be developed by the way that teacher moves

in class expressing what she perceive from students:

• the teacher’s role.

• the students’ role.

• the teachers' attention.

• If teachers expect that students talk or not.

Besides, the teacher needs to give instructions of the speaking

activity clearly because ―the best activity in the world is a waste of time if the

22

students don’t understand what it is they are supposed to do‖ (Harmer,

2007, p.37), especially in beginners where it is convenient to use common

words in order the students do not lose any detail about the speaking activity

that is going to be developed.

2.5.2. Motivational strategies

Motivational strategies can help to create an increasing interest in

learning English language, according to Dörnyei and Ushioda (2011) who

proposed the following motivational strategies:

Motivational strategies

Encouraging positive self- evaluation

Creating the basic motivational

conditions

Mainting and protecting motivation

Generating student

motivation

Figure 1: Motivational strategies Source: (Dörnyei and Ushioda, 2011, p. 107)

In addtion, Dörnyei and Ushioda (2011) affirmed that ―following

through the motivational processfrom the initial arousal of the motivation to

the completion and evaluation of the motivated action seems more

reasonable than making somewhat arbitrary decisions about selecting

ceratin central themes and building the material around them‖ (p.107).

23

2.5.3. Creating lesson stages

Likewise, Harmer (2007) cites that a ―clear start to the lesson is

necessary, just as a good play starts with the rise of a curtain, or a visit to

the doctor starts when he or she asks you, now then, what seems to be the

problem?‖ (p.40), this is the reason why teachers need to create an

adequate start of the class in order catch the whole attention of learners in

order to guarantee the success of the speaking activity.

2.5.4. Different student grouping

Richards and Renandya (2002) express that group activities are

―more than just putting students in groups and giving them some thing todo.

Cooperative learning principles and techniques are tools which teachers

use to encourage mutual helpfulness in the groups and the active

participation of all members‖ (p.52). Furthermore, also group activities help

students to acquire knowledge in a meaningful way through the interaction

with their classmates. Moreover, in pair activities the foreign laguage

learners can practice together the language making dialogues, sharing

information between them or participating in an effective way becase

working speaking activities in pairs in easy and quick to organize. In

addition. individual activites are also used by teachers in which each student

can work alone and focusing in the activity that the teacher presents, some

teachers use these type of activities to obtain more concentration and less

noise from students.

2.5.5. Seating arrangements

According to Harmer (2007) ―whatever the seating arrangements in

a classroom, students can be organised in different ways: they can work as

a whole class in groups, in pairs or individually‖ (p.43). Teachers make

24

seating arrangements depending in the activity to be developed. This is also

an aspect to take into account in order to have a success communicative

practice. There are many student-seat arrangements for the classroom, and

according to Gower, Phillips and Walters (2005), these arrangements in the

classroom will determine the following things:

1. Their attitude to each other and to you

2. Your attitude to them

3. Interaction of the types of activities

Continuing with Harmer (2007) the different seating arrangements for

helping teachers to teachers take advantages to elicit the best oral

production of foreign learners.

Figure 2: Seating arrangements

Source: (Harmer, 2007, p. 43)

Harmer (2007) expresses that ―it is much easier for the teacher to

work at one table while the others get on with their own work. This is

25

especially useful in mixed-ability classes where different groups of students

can benefit from concentrating on different tasks‖ (p.42), these different

alternatives become in an excellent way to work with ludic activities.

Likewise, Harmer (2007) wrote that in a horseshoe, ―the teacher will

probably be at the open end of the arrangement since that may well be

where the board, overhead projector and/or computer are situated‖ (p.42).

Additionally, Harmer (2007), the round table in the British legends

―was specially designed so that there would not be arguments about who

was more important than who and that included the king himself when they

were in a meeting. So it is in classrooms‖ (p.42). the circle is a good seating

arrange for ludic activities. In addition, he continues expressing that orderly

rows helps to the teacher to has a ―clear view of all the students and the

students can all see the teacher in whose direction they are facing. It makes

lecturing easier, enabling the teacher to maintain eye contact with the

people he or she is talking to‖ (p.41). these arrangements will be useful for

the teacher facilitating the participation of the students and the same time

facilitating the development of the ludic activities in classes.

2.5.6. Feedback and correction

Thornbury (2005) affirmes that ―If the teacher is constantly

intervening to assist their performance, whether by providing unknown

words or correction their errors, they can hardly be said to be self-regulating‖

(p.91), considering age level of students in this research, this is an important

aspect to be considered because if teachers do not apply feedback and

correction appropiately, the students will not consolidate the knowledge that

students acquire in classes.

26

2.6. Speaking skills

Chomsky (2006) affirmes that the human language is related to a

specific kind of mental organization and not a simply level of intelligence,

that is the reason why human language is more complex faculty because a

person who acquired a language also has learned to use its system of rules

associating sounds and meanings in order to construct grammar of a

language. Likewise, Chomsky (2006) expresses that in order to acquire a

language, the learner needs to disassociate some factors that interact with

underlying competence, establishing that learners must develop the ability

to associate sounds and meanings under the rules of the target language in

order to acquire it. Besides, Krashen (1982) developed Five Hypotheses

About Second Language Acquisition that are:

The acquisition-learning distinction that refers that are two types to

develop competence in a second language, the first one explains that

language is not acquire in a conscious way by language learners, the only

conscious factor is that learners are using the language for communication,

the second types explains that language competences can be learned

refering to study the target language, according to Krashen (1982) Some

second language theorists have assumed that children acquire, while adults

can only learn. The acquisition-learning hypothesis claims, however, that

adults also acquire, that the ability to "pick-up" languages does not

disappear at puberty‖ (p.10).

Likewise, Krashen (1982) expressed that ―the natural order

hypothesis is one of the most exciting discoveries in language acquisition

research in recent years has been the finding that the acquisition of

grammatical structures proceeds in a predictable order‖ (p.12). Besides

―The Monitor hypothesis posits that acquisition and learning are used in very

27

specific ways. Normally, acquisition "initiates" our utterances in a second

language and is responsible for our fluency‖ (Krashen, 1982, p.15).

In addtion, Krashen (1982) affirmed that the input hypothesis

expresses that a language is acquired but not learned and language

learners acquire language that structures, establishing that the focal point

of this hypothesis is to acquire the target language while learning a

language is more peripheral. Finally, Krashen (1982) expressed that

affective filter hypothesis influence the second language acquisition process

by means of three categories that are motivation, self confidence, anxiety.

.

Richards & Renandya (2002) defined the speaking skill as a complex

oral ability to speak in foreign language that needs to be practiced during

much time in order to develop this communicative proficiency that it is

became in ―the single most important aspect of learning a second or foreign

language, language, and success is measured in terms of the ability to carry

out a conversation in the language" (Nunan, 2000, p.39). Besides, speaking

skills are fundamental abilities in human communication having as principal

objective to transmit messages, feelings, thoughts to other people, ―but we

know that speaking is much more complex than this and that it involves both

a command of certain skills and several different types of knowledge‖

(Thornbury, 2005, p.1), besides that speaking has some qualities to

complement this oral skill such as pronunciation, vocabulary, grammar and

grammar.

2.6.1. Pronunciation

Harmer (2007) said that ―pronunciation is the way the sentence is

spoken will also determine exactly what it means‖ (p.61), establishing that

28

a deficient pronunciation will produce a deficient communication with other

people, because ―the lowest level of knowledge a speaker draws on is that

of pronunciation‖ (Thornbury, 2005, p.24). In the same way, pronunciation

has segments ―as the name implies, are features of speech which are

importan in English are stress, intonation, and how sounds change in

connected speech‖ (Kelly, 2000, p.3).

2.6.2. Grammar

According to Geenbaun & Nelson (2009) cited that grammar is the

central aspect in a language because grammar deals with written symbols

and sounds under a set of rules in order to built a meaning helping to create

sentences for obtaining an organize communication but grammar also

studies the ―way words are chained together in a particular order, and also

of what kinds of words can slot into any one link un the chain‖ (Thornbury,

1999, p.16).

2.6.3. Vocabulary

Thornbury (2002) expressed that ―all languages have words.

Language emerges first as words, both historically, and in terms of the way

each of us learned our first and any subsequent languages‖ (p.1),

establishing that vocabulary is a set of words that language contains in order

to communicate because vocabulary is an important aspect in learning a

foreign language and offers a base for developing the four skills due to that

―without an extensive vocabulary and strategies for acquiring new

vocabulary, learners often achieve less than their potential and may be

discouraged from making use of language learning‖ (Richards & Renandya,

2002, p.255) at the time to speak in classes, it means that if a language

learner has more vocabulary will develop speaking skills in a better way.

29

2.6.4. Fluency

Sabtu (2012) affirms that ―fluency is the extent to which speakers use

the language quickly and confidently, with few hesitations or unnatural

pauses, false starts, word searches‖ (p.2), fluency is one of the qualities of

speaking skills that students should practice in classes by means of several

types of strategies and techniques because ―learning to speak fluently is

one of the greatest challenges for all language learners‖ (Pinter, 2006,

p.55).

2.7. Components of speaking effectiveness

Canale and Swain (1980) cited by Richards & Renandya (2002)

affirmed that for developing an effective speaking development is necessary

to include communicative competences as grammatical competence,

discourse competence, sociolinguistic competence and strategic

compretence in order to complement the linguistic competence making an

interaction among those competences mentioned before for elicit a better

performance in foreign language learners.

2.7.1. Gramatical competence

Richards and Renandya (2002) affirm that foreign language learners

have to know about how words and sentences are structured in order to

convey an exactly meaning, this means to understand how words are

pronounced and how sentences have its stress in different parts of it, this is

a great advantage for learners because the knowledge of this competence

will contribute for obtaining the fluency desired by foreign language learners.

30

2.7.2. Discourse competence

This competence is related to oral and interactive activities where

there are two types of discourse, formal or informal, also this competence

requires from foreign language learners have the abilities of the cohesion

and coherence that is needed to understand and produce in order to

achieve a meaningful communication. Therefore, ―effective speakers should

acquire a large repertoire of structures and discourse markers to express

ideas, show relationships of time, and indicate cause, contrast, and

emphasis‖ (Richards and Renandya, 2002, p.207).

2.7.3. Sociolinguistic competence

According to Richards and Renandya (2002) ―Knowledge of

language alone does not adequately prepare learners for effective and

appropriate use of the target language. Learners must have competence

which involves knowing what is expected socially and culturally by users of

the target language‖ (p.207), this means that foreign language learners

need to understand the sociolinguistic part of the foreign language that is

wanted to acquire because this competence has a huge influence in

communication between different cultures and social contexts.

2.7.4. Strategic competence

Richards and Renandya (2002) expressed that strategic competence

in reference to speaking ―is the ability to know when and how to take the

floor, how to keep a conversation going, how to terminate the conversation,

and how to clear up communication breakdown as well as comprehension

problems‖ (p.208), for those reasons, the foreign language learners need to

acquire this competence that can compensate the deficiencies in the other

competencies aforementioned.

31

2.8. Strategic factors for developing speaking activities

Speaking skills are the most difficult abilities to develop for foreign

language learners, because this productive skill has different types of

factors involved in its performance, some researchers have proposed the

following factors as cognitive factors, affective factors and performance

factors.

2.8.1. Cognitive factors

According to Thornbury (2005) there are four cognitive factors that

influence in the performance of foreign language learners at the time to

speak, the factors are the following:

Familiarity with the topic, it is easier to develop a speaking activity

when the foreign language learner has a familiarity with the topic of the oral

activity developed by the teacher because learners knows every detail

about their daily life, family, job or topics that learners already know as

sports, movies, moda, this familiarity facilitates the production of speaking

activities in classrooms. Besides, familiarity with the genre, this factor

refers to the knowledge that a foreign language learner has about the genre

because if the learner is unfamiliar will be difficult to develop the speaking

activity. Additionally, familiarity with the interlocutors, if a language

learner know the people with is going to talk, this aspect will be a great

advantage for learners because it will be easy to interchange information

and expose it with those people. Finally, processing demands, this

cognitive factor refers to the complexity of presenting a topic with

complicated process and difficult procedures without resources as images,

materials or technology, this complexity will affect in the performance of

speaking activities in foreign language learners.

32

2.8.2. Affective factors

Oxford (1990) cited by Richards & Renandya (2002) stated that ―The

affective side of the learner is probably one of the most important influences

on language learning success or failure‖ (p.206), this factores are

motivation, empathy, anxiety, attitute, selft-esteem and emotions. Likewise,

Thornbury (2005) gave his contribution to this theory of affective factors

establishing the following:

Feelings towards the topic, this affective factors deal with the

disposition of learners to develop the speaking activity. By extension, Self-

consciousness is when learners are asked to participate in speaking

activities no matter if these are in group or individual activities, it is for sure

that learners will feel that sensation of anxiety, this feeling of anxiety will

raise with the thought that they are going to be evaluated one by one.

2.8.3. Performance factors

According thornbury (2005), performance factors has its own division

about some situations that affect the performance of English language

learners proposing factors as Mode, degree of collaboration, discourse

control, planning and rehearsal time, time pressure.

Mode, is a factor that deals with the action of speaking face to face

where learners can see each other and interpretate gestures making more

easy the speaking activity. Furthemore, degree of collaboration is

produced when a learners makes a speaking activity alone is more

complicated than with classmates, this means that work in groups will

benefit to develop the speaking activity. Besides, discourse control is

produced by means of individual work gives to the learner the control of the

33

situation instead of depending on other peers. Moreover, planning and

rehearsal time is when learners have time to prepare their activity is easier

to have a better performance instead of improvising the speaking activity at

all. In addtion, time pressure is develop when teachers give to the students

a deadline to present a speaking activity, this factor can influence in the

performance of the foreign language learners. Finally, environmental

conditions is also an important because the class environment does

influences in the performance of learners, there are many adverse

conditions as noise and loud music.

2.9. Criteria for speaking activities

Thornbury (2005) expressed that in order to obtain more

partcipations of learners in class increasing the speaking opportunities to

use English language has proposed some criteria as productivity,

purposefulness, interactivity, challenge, safety, authenticity and also the

authors of this thesis added other criteria that refers about how to evaluate

speaking activities.

2.9.1. Productivity

According to Thornbury (2005) ―a speaking productivity needs to be

maximally language productive in order to provide the best conditions for

autonomous language use‖ (p.90), this criteria refers to the levels of

production a class should have during the speaking activities because if

language learners only speak in L1, the teacher will have to change the

speaking strategies in order to obtain the productivity required.

34

2.9.2. Purposefulness

Thornbury (2005) states that ―Often language productivity can be

increased by making sure that the speaking activity has a clear outcome,

especially one which requires to work together to achieve a common

purpose‖ (p.90), establishing that having a purpose for every speaking

activity can enhance the performance, but if the teacher give to the foreign

language learners a speaking activity where learners need to discuss about

the topic in order to improve it, this fact will improve a lot the performance

of the activity.

2.9.3. Interactivity

This criteria refers that ―activities should require learners to take into

account the effect they are having on their audience. If not, they can hardly

be said to be a good preparation for real-life language use‖ (Thornbury,

2005, p.91), this refers that it is advisable that in every speaking activity

must be an interaction in order to convey information and a feedback.

2.9.4. Challenge

According to Thornbury (2005) is recommended to guide to the

foreign language learners to impose themselves achievements in the

learning process as to be an autonomous English speaker by means of the

establishment of steps to be followed through an appropriate process

because excessive goals can be counterproductive for learners.

2.9.5. Safety

This criteria is strongly related to the challenge criteria because at

the same time that teachers impose a goal to be achieved for the foreign

language learners, these learners need to feel confident that the knowledge

35

that are acquiring from their English teacher is the adequate because the

teacher is ―like a driving instructor will always be there to take over if things

get seriously out of hand‖ (Thornbury, 2005, p.91).

2.9.6. Authenticity

Thornbury (2005) expressed that speaking activities need to be

related to real life language use. If not, ―they are poor preparation for

autonomy. Of course, many classrooms activities such as drills and

language games can be justified on the grounds that they serve the needs

of awareness-raising or of appropriation‖ (p.91), establishing that teachers

should be use real life material in order to prepare their lesson activities.

2.9.7. Evaluation

The speaking activities has to be evaluated in different way that other

activities because every skill has its own way to be developed, in order to

evaluated speaking skills would be advisable to take into account its

qualities, according to Harmer (2001) ―for oral assessment we can judge a

students’ speaking in a different number of ways such as pronunciation,

fluency, use of lexis, grammar and intelligibility‖ (p.330).

Criteria Score

Pronunciation

Fluency

Vocabulary

Grammar

Intelligibility

Repair skills

Task completion

Table 2: Criteria for speaking evaluation Source: (Harmer, 2001, p. 330)

36

Likewise, Harmer (2001) expressed that teachers can design a

separate analytic scale in order to evaluate a speaking activity like in the

following example:

Score Description

0 The candidate cannot get the words or phrases out at all.

1 The candidate speaks hesitatingly in short, interrupt burst.

2 The candidate speaks slowly with frequent pauses.

3 The candidate speaks at a comfortable speed with quite a lot of pauses and hesitations.

4 The candidate speaks at a comfortable speed with only and occasional pause or upset.

5 The candidate speaks quickly with few hesitations.

Table 3: Analytic scale for speaking evaluation Source: (Harmer, 2001, p. 330)

2.10. Linguistic foundation

Finch (2003) expressed that ―the subject matter of linguistics,

language, is made up. Words do not grow out of the ground, they haven’t

evolved like matter from interaction of natural elements‖ (p.1), this

researcher also affirmed that skills of language are inborn because

language is human-made by using sounds and signs for communicating

each other in effective way. In addition, Chomsky (2006) affirmed that

linguistic structure deals with three conditions that are the conditions on the

class of phonetic representations, semantic representations and a system

of rules to pair phonetic and semantic representations.

37

2.11. Sociological foundation

Ezewu (2010) defined sociology as ―A scientific study of human

behavior in groups having for its aim the convening of regularities and order

in each behavior and expressing these sceneries as theoretical propositions

that describe a wide variety of patterns of behavior in learning environment―

(p. 53). Likewise, Carretero (2009), explained the three aspects about

knowledge of construction in social aspects:

Learning as a single Learning and social Learning as a result

process interaction of the social context

This aspect is based on the theory that man learns at the edge of

social context

This aspect refers that the man exchange

information at different levels

Knowledge is not an isolated aspect, it grows using social

interactions

Table 4: Three social aspects Source: Carretero, 2009, p. 34)

In the same way, Liang (2013) expressed that sociocultural theories

and second laguage acquisition present two perspectives that are ―cognitive

and social. Grounded upon SCT, social interaction and cooperative learning

are paramount in constructing both cognitive and emotional images of

reality. Human learning is a continuous reciprocal interaction of cognitive,

behavioral and environmental factors‖ (p.164).

2.12. Pyschological foundation

Psychology has supported to educational fields through many

theories in order to improve methodologies, strategies and techniques to

obtain better results in the teaching-learning proces sharing scientific facts

38

to the educative world by means of several researches about human

behavior, cognitive processes, mental development and many other

researches to benefit teachers and students to enhance every day their

performance in the educational process.

Brown (2007) states that ―theories of learning of course do not

capture all of the possible elements pf general principles of human learning‖

(p.99), there are many postures from different researchers about the types

that is needed to use in foreign language learning, but the authors otf this

project have chosen meaningful learning, learning by repetetion, learning

by discovery and unconscious learning to support this project of science.

Likewise, Brown (2007) defines meaningful learning as ―a process of

relating and anchoring new material to relevant established entities in

cognitive structure. As new material enters the cognitive field, it interact with,

and is appropiately subsumed under, a more inclusive conceptual

system.‖(p.91). In addition, Ausubel, Novak & Hanesian (2010) affirmed that

―meaningful learning by reception is important in education because is the

human mechanism that uses to acquire and save a huge quantity if ideas

and information represented by any field of knowledge.‖ (p.47), establishing

that teachers should take advantage of this theory by giving to the students

several activities in order to receive as much information as possible.

Similarly, Ausubel, Novak & Hanesian (2010) defined learning by

discovery as ―the method of discovery is especially appropriate for learning

the scientific method (the way they discover new knowledge) in a particular

discipline‖ (p. 447), this method is appropriate for students in order to

acquire huge quantities of knowledge converting to the learning by

39

discovery in the adequate method for being combined with ludic activities in

the development of speaking skills.

2.12.1. Learning styles

Tokuhama (2008) cited by Tokuhama (2010) expressed that ―all

people used kinesthetic, visual and auditory pathways to take in new

information, and there is strong evidence that different people use different

processing strategies at different times depending on the context of the

learning‖ (p.64). establishing that learners can use different ways to learn,

these learning styles is advisable to know for teachers because the students

do no learn all in the same way having facilities in one style and difficulties

in other style.

Visual learners think faster than the other learners, also this type of

learners have ability to assimilate large amounts of information, and ―identify

very quickly to people, animals or things, have great capacity to diagrams

and drawings with scenes reminiscent of the past, plan all their activities,

are good for spelling. They have difficulty formulating concepts and oral

information to memorize‖ (Ortega, 2012, p.25), the ludic activities that are

advisable for them are videos and role plays. Besides, auditory learners

interact with the outside world through sounds, according to Ortega (2012),

auditory learners ―focus on the words and deeds, easily adapt to school,

they have an ability to learn languages, remind sequential and orderly

manner so that they cannot forget any words. Has great difficulty to display

diagrams and pictures‖ (p.24), the ludic activities with songs or storytelling

are perfect activities for these language learners.

In the same way, Ortega (2012) cited that ―kinesthetic learners give

much thought to the feelings, have many problems to reason. They do not

support the strong pressures and are very slow to assimilate the

information. They are good for jobs that require interacting with others‖

40

(p.22), for that reason, it is advisable to use the ludic activities in foreign

language learners that are of this type of learning because these activities

help to enhance affective factors.

2.12.2. Zone of proximal development

Baquero (2004) expressed that Zone of proximal development refers

about the distance between the real ―level of development as determined

by the capacity to solve a problem, and the level of potential development

as determined through the resolution of a problem under the guidance of an

adult or in collaboration with a more capable companion‖ (p.137). Similarly,

Baquero (2004) expressed that Vygotsky characterizes the game as a

cultural activity in the child then this cultural activity is transformed into work,

when the child become an adult, because the game has rules becoming a

central role in its development which involve the conditions for the zone of

proximal development.

2.12.3. Piaget’s stages of development

Sensorimotor (0-2 years old)

Practical Intelligence: object permanence and acquisition of

means-ends scheme. Application of this scheme to the solution of

practical problems

Sub period of concrete

operations (6-7 to 11-12 years)

Mayor objectification of beliefs. Progress and mastery of specific

operational tasks

Stages of development

Formal operational (11-12 and 14-15 years adulthood)

Ability to formulate and test hypotheses and isolate variables. Consideration of all

possibilities of causes and effects relationship entities

Concrete operational (2 to 11-12 years)

Sub preoperative period (2 to 6-7 years). Transition of practical schemes to representations

Figure 3: Stages of development Source: (Carretero, 2009, p. 41)

41

2.13. Pedagogical foundation

Polland (2010) defines pedagogy as ―a means of enhancing student

learning and the source of teachers’ professional identity. As professionals,

teachers use expert judgement to recognize and resolve the dilemmas in

teaching and learning which they face every day in the classroom‖ (p.2). In

addition, Hall, Murphy, & Soler (2008) expressed that ―pedagogy

encompasses the performance of teaching together with the theories,

beliefs, policies and controversies that inform and shape it. ―(p.1), these two

theories describe how important is pedagogy in educational field becoming

in a guideline to be followed by teachers in order to obtain the better

performance in language learners. Besides, the methodolgy used in this

project is constructivism that has its bases on the thought that man is not

only an environmental product, the man construct knowledge by means of

social interactions that influence in the knoweledge acquired by every

person evey day, but according to Carretero (2009) this construction

depends on ―two aspects, knowing about the initial representation that we

got of new information and the activity, external or internal that we develop

about it‖ (p.22).

2.14. Philosophical foundation

Fermoso (2009) defines axiology ―as a philosophical discipline

placed by some authors in metaphysics, because values are referred to the

human being; for others, ethics, because they deal exclusively with the

ethical values‖ (p. 168), for that reason, axiology is part of this scientific

project because the students will work in groups showing human values as

honesty, respect and cooperation that come from the human spirit.

Additionally, Fermoso (2009) affirms that ―the educational process is

carried out in the interrelation of two essential elements in the systematic

42

and institutionalized pedagogy: the teacher and the student, and in that

interaction is very important axiological scale of the teacher‖ (p.178),

establishing that teachers are the best model to follow by the students.

2.15. Legal foundation

This project is based on the Common European Framework (2001)

establishing that the use of language for ―playful purposes often plays an

important part in language learning and development, but is not confined to

the educational domain‖ (p.55), recognizing how useful the ludic activities

can be in the teaching-learning process, it suggests the following ludic

activities examples for developing oral communication proposing in one

hand, social language games that include oral stories with mistakes, audio-

visual activities, board games, card games, charades, miming, and in the

other hand, individual activities that include puzzles, media games, verbal

joking, and advertisements.

Likewise, the constitution of the Republic of Ecuador in its fifth section

about education indicates that:

Art. 26.- La educación es un derecho de las personas a lo largo de

su vida y un deber ineludible e inexcusable del Estado. Constituye

un área prioritaria de la política pública y de la inversión estatal,

garantía de la igualdad e inclusión social y condición indispensable

para el buen vivir. Las personas, las familias y la sociedad tienen

derecho y la responsabilidad de participar en el proceso educativo

(p.27).

43

This article freely translated means that educational process is a duty

of Ecuadorian Government to provide to its all people, due to that education

is a fundamental part in citizens not only for students and teachers but also

an important requirement to achieve the ideal conditions to live in family and

in society. In the same way, The Organic Law of Intercultural Education

(2011) article 2 cited that:

W. Calidad y calidez.- Garantiza el derecho de las personas a una

educación de calidad y calidez, pertinente, adecuada,

contextualizada, actualizada y articulada en todo el proceso

educativo, en sus sistemas, niveles, subniveles o modalidades; y que

incluya evaluaciones permanentes. Así mismo, garantiza la

concepción del educando como el centro del proceso educativo, con

una flexibilidad y propiedad de contenidos, procesos y metodologías

que se adapte a sus necesidades y realidades fundamentales.

Promueve condiciones adecuadas de respeto, tolerancia y afecto,

que generen un clima escolar propicio en el proceso de aprendizajes

(p.10).

Quality and kindness in education is right that Ecuadorian people

must have in all its levels where teachers have to be well-prepared in order

to accomplish the teaching-learning process with best quality standards and

adequate methodologies where students will be the main beneficiaries

obtaining an education according to their needs promoting moral and social

values in order to generate an appropriate school environment.

Additionally, this thesis is supported on the objective 4.4, Paragraph

―A‖ of National Plan of Good Living (2013), establishing that ―Fortalecer los

44

estándares de calidad y los procesos de acreditación y evaluación en todos

los niveles educativos, que respondan a los objetivos del Buen Vivir, con

base en criterios de excelencia nacional e internacional‖ (p.170), which

freely translated means that Ecuadorian Government is compromised to

raise the quality of education in all its levels by means of evaluations to

educational institutions and also to English teachers in order to reach those

high levels standards proposed by Ecuadorian Ministry of Education

through National English Curriculum Guidelines (2013) in order to ―align the

English curriculum to standards like the Common European Framework of

Reference: Learning, teaching, assessment (CEFR)—which is

internationally recognized and provides a common basis for the elaboration

of language curriculum guidelines and syllabi‖ (p.3), to reach those

international standards of quality in education.

Finally, this project is also based on Matrix of tensions and problems

in the context of sustainable habitat in the education axis, problems related

to Zone 5 that refers to improve the quality of education in this zone for

including to all people corresponding to this zone to the process of

education and sharing knowledge.

45

CHAPTER THREE

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

3.1. Methodological design

According to Reguera (2010) methodology is a set of methods

selected to carry out scientific research in order to solve problems in social

or educational fields, for this reason, a researcher must have ―the capacity

enough to expose it. It means, the adequate method that allow convey that

information in order to be incorporated as social knowledge which is the only

valid option from science’s point of view‖ (Carvajal, 1990, p.105). In addtion,

Hernandez, Fernandez and Mendoza (2008) cited by Hernandez,

Fernandez and Baptista (2010) indicate that methodological design is a set

of ―systematic, empirical research and critical processes that involves the

collection and analysis of quantitative and qualitative data as well as their

integration and joint discussion to make inferences of all the information

collected and greater understanding the phenomenon under study‖ (p. 546).

This thesis contains a qualitative method with the objective to

―develop questions and hypothesis before, during or after of recollecting and

analyze data‖ (Hernandez, Fernandez and Baptista, 2010, p.7). Besides,

this project of science contains a quantitative method in order to measure

―the variables in a given context; the measurements obtained are analyzed

(often using statistical methods), establishing a set of conclusions related to

the hypothesis‖ (Hernandez, Fernandez and Baptista 2010, p.4).

46

3.2. Types of research

Once the research instruments were applied with the purpose to find

the problem that students had in speaking skills in its different features and

also showing several deficiencies in fluency and comprehension. Therefore,

the researchers applied the following types of research: Exploratory,

descriptive, explanatory, correlational and purposeful research.

3.2.1. Exploratory research

According to Hernandez, Fernandez and Baptista (2010) this "review

of literature reveals that there are only guides uninvestigated and ideas

vaguely related to the problem of study, or if we want to investigate issues

and areas from new perspectives‖ (p.79). This type of research is very

common in research studies because researchers need to inquire more

about the problem of research in order to know every detail that has not

been studied before

3.2.2. Descriptive research

Collis & Hussey (2003) expressed that this type of research helps to

the researcher to analyze a situation with the main objective to ―identify and

classify the elements or characteristics of the subject, e.g. number of days

lost because of industrial action. Quantitative techniques are most often

used to collect, analyze and summarize data‖ (p.43). Descriptive research

also helps to researchers to obtain a research very detailed describing each

step within the process.

3.2.3. Explanatory research

Hernandez, Fernandez and Baptista (2010) affirmed that explanatory

research helps to explain ―concepts or phenomena or the establishment of

47

relationships between concepts; that is, they are aimed at responding to the

causes of events and physical or social phenomena‖ (p.79), in this case,

this type of research explains every part of this project of science in order

to understand the problems of this research.

3.2.4. Correlational research

Additionally, Hernandez, Fernandez and Baptista (2010) expressed

that correlational research ―aims to understand the relationship or degree of

association that exists between two or more concepts, categories or

variables in a context particular‖ (p.81), this type of research has as main

purpose to find the influence of the independent variable over dependent

variable of this thesis.

3.2.5. Purposeful research

This research is purposeful because has as a main purpose to

improve the deficiencies in students of Eighth year of Basic General

Education School.

.

3.3. Population and sample

The population of this thesis is 36 students of Eighth year of Basic

General Education School. Likewise, Hernandez, Fernandez and Baptista

(2010) affirm that ―the sample is essentially a subgroup of the population.

Call it a subset of items that belong to that set of defined characteristics

called population‖ (p. 175), therefore the sample of thesis is 36 which was

the sample taken from the population of students of Eighth year of

Basic

48

General Education School.

ITEM STAFF POPULATION SAMPLE PERCENT

1 students 36 36 100 %

2 teacher 1 1 100 %

3 total 37 37 100 %

Table 5: Population and sampling Source: Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa

49

3.4. Operationalization of variables

3.4.1. Independent variable

Variable Dimensions Indicators

Ludic activities

Types of ludic activities

Storytelling Guessing games Board games Card games Puzzles Spelling games

Factors in selecting ludic activities

Purpose Group size Physical environment Personalization of activities

Classroom management to develop ludic activities

Role of the Teacher Motivational strategies Creating lesson stages Different student grouping Different seating arrangements Feedback and correction

Table 6: Independent variable Authors: Sulima Yagual, Alexandra Figueroa

50

3.4.2. Dependent variable

Variable Dimensions Indicators

Speaking skills

Speaking qualities

Pronunciation Grammar Vocabulary Fluency

Components of speaking effectiveness

Grammatical competence Discourse competence Sociolinguistic competence Strategic competence

Strategic factors for developing speaking activities

Cognitive factors Affective factors Performance factors

Criteria for speaking activities

Productivity Purposefulness Interactivity Challenge Safety Authenticity Evaluation

Table 7: Dependent variable Authors: Sulima Yagual, Alexandra Figueroa

51

3.5. Research methodology

Bernal (2010) indicates that methodology is a set of aspects that

every research contains in order to facilitate the scientific processes or

studies, for this reason, research methodology is an essential part to be

taken into account in research fields using different types of methods like

induction and deduction, because according to Carvajal (1990) ―without

induction, there would not exist deduction, without analysis, there would not

exist synthesis and without observation, it would be impossible

experimentation‖ (p.82). In addition, this thesis contains other methods of

research with the objective to have a better understanding of the problem

researched by the authors in order to find a solution that results favorable

for the students of the institution before mentioned.

3.5.1. Inductive-deductive

Carvajal (1990) states that the inductive method is a process in which

―we move from a knowledge of certain level of generality, to a new

understanding of greater generality. In other words, the inductive method is

a reasoning virtue of which we pass from the particular to the general―

(p.84). Likewise, Carvajal (1990) defines deductive method as a

―contemporaneous logical understands to deduction as one of the ways of

inference or logical reasoning that through the logical application or

dialectical logic guides the thought of man‖ (p.82), establishing that

deductive studies from the general parts to the specific parts trying to find a

―causal relationship or link seems to be implied by a particular theory or case

example, it might be true in many cases. A deductive design might test to

see if this relationship or link did obtain on more general circumstances‖

(Gulati, 2009, p.42).

52

3.5.2. Historical – comparative

Bernal (2010) explains that historical-comparative method is a

―procedure of research and clarification of cultural phenomena which is to

establish the similarity of these phenomena, inferring a conclusion about

their genetic parentage, it means, their common origin‖ (p.60), this method

was useful to find other scientific studies about the topic of research of this

thesis in order to facilitate the process and analysis to obtain conclusions.

3.6. Empirical techniques and research instruments

Scientific research contains different types of empirical techniques

and instruments in order to collect useful information that can be used

together, the instruments that the authors of this thesis used are:

Observation sheet

Interview

Oral test

Survey

3.6.1. Observation sheet

According to Carvajal (1990) ―Observation is a contemplative aspect

in front of the object and problem. Natural conditions cannot be changed‖

(p.87), therefore, this instrument was applied to 36 students of Basic

General Education School.

.

53

3.6.1. Teacher’s interview

According to Buendia, Colás y Hernandez (2001) cited by Bernal

(2010) an interview is a ―technique that involves collecting information

through a process of communication between interviewer and interviewee,

in which the interviewee answers questions previously designed according

to the dimensions that will be studied, raised by the interviewer‖ (p.256),

consequently, an interview was applied to the teacher of Basic General.

3.6.2. Oral test

An oral test was applied to 36 students of Basic General Education

School. The main purpose of this oral test was to obtain information about

the performance in their speaking skills in order establish what were the

real deficiencies and to create a solution for those deficiencies.

3.6.3. Student’s survey

Brace (2008) cited by Hernandez, Fernandez and Baptista (2010)

expressed that ―a questionnaire is a set of questions regarding one or more

variables to be measured. It must be consistent with the problem statement

and hypotheses‖ (p.217). Therefore, a survey was applied to 36 students of

Basic General Education School.

54

3.7. Analysis and interpretation

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION

SCHOOL LANGUAGES AND LINGUISTIC

3.7.1. Observation sheet

Table 8: Observation sheet Source: 36 students of Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa

55

3.7.1.1. Speaking strategies in class

The teacher did not apply speaking strategies correctly for

developing the speaking skills, this aspect was important issue to have into

account because speaking strategies are very important to develop this skill

and as result the students did not develop a correct performance.

3.7.1.2. Level of speaking skills

In order to analyze in a better way the speaking skills of those

students of this institution, the authors of this project decided to apply an

oral test that will be presented later of this investigation, but the level in

speaking skills observed during the observation sheet was deficient in

several aspects.

3.7.1.3. Use of ludic activities in speaking activities

The teacher did not use ludic activities to develop speaking skills, this

a decisive factor in develop speaking skills in students of Eighth year,

because nowadays, the students has a bigger interaction with multimedia

and interactive material that included several images in its reading material

instead of showing a text with only words.

3.7.1.4. Didactic material to develop speaking skills

The teacher uses a regular didactic material to develop speaking

skills, this material is not applied correctly in students of this classroom that

had as result several difficulties for completing the activity.

3.7.1.5. Pedagogical strategies in class

This factor also was very notorious because the teacher could not

manage the speaking activity effectively evidencing deficiencies in

56

pedagogical aspects as giving instructions, seating arrangements and how

to evaluate and as consequence those speaking activities did not have a

clear objective to achieve.

3.7.1.6. Motivational strategies

This aspect has a huge importance because the teacher did not

motivate their students previous a speaking activity nor their attention, the

teacher only presented the material without making a warm up about the

speaking activity.

3.7.1.7. Technological devices in classroom

The use of technology in classroom is regular, because the school

does have projectors, recorders or any technological laboratory, but this

technological devices are not used students need in order to develop

speaking skills because of this laboratory is not use for teaching language.

3.7.1.8. Physical environment

The classroom was in optimal conditions to teach and this classroom

had space enough to develop activities.

3.7.1.9. Group seating arrangements

Although the classroom is very wide in order to develop activities in

group or individual, the teacher did not use this advantage and did not make

arrangements with the chairs in order to have a better performance of the

speaking activity.

57

3.8. Teacher’s interview

This interview was applied to Maria Castro who is the English teacher

of Basic General Education School, having as objective to obtain

information about methodologies, strategies and techniques to teaching

English.

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE EDUCATION

SCHOOL LANGUAGES AND LINGUISTIC

Question 1: Would you tell me what is your English level?

Well, in this moment, I am B2 level.

Question 2: What methodology do you use for teaching English to

your students?

There are lots of methodologies that teacher can use, but personally, I use

direct method.

Question 3: What do you think about the difficulties that your students

presented in speaking activities?

Well, as you know sometimes is difficult to manage big groups of students,

and about speaking activities, in this country students do not make ludic

58

activities in classrooms so I think that is an important factor to develop in

speaking activities.

Question 4: What do you think about apply ludic activities to develop

speaking skills in your students?

Ludic activities are a great technique for encouraging them to speak.

Question 5: What do you think about using ludic activities with

technological devices to develop speaking?

As I said, technology would be an important tool to develop speaking skills

in my students because technology is really attractive for them.

Question 6: Do you consider to use new techniques for increasing

motivation in your students?

Yes, motivation is important for students.

Question 7: Would you apply ludic activities in the courtyard of the

institution?

Of course, I would.

Question 8: What is the most common problem of your students in

developing speaking skills in class?

Usually, they cannot express their ideas fluently.

59

Question 9: Have you ever consider work ludic activities in groups in

class?

Yes, in fact, the students like to work in groups.

Question 10: Would you like to count with a didactic guide focused in

ludic activities order to develop speaking skills?

Yes, it would be a great support for teachers.

3.8.1. Analysis of teacher’s interview

According to the teacher answers, she does not apply

methodologies, strategies and techniques enough in order to develop

speaking skills, she explained that many factors for the deficient speaking

skills presented by her students but she emphasized that ludic activities

would be a big help to improve speaking skills of the students.

3.9. Oral test

Table 9: Oral test Source: 36 students of Basic General Education School

Authors: Sulima Yagual, Alexandra Figueroa

60

61

3.9.1. Analysis of oral test

The authors of this project applied an oral test in order to know in

what level the students were for making this analysis, according to this

purpose, it was designed an oral activity in order evaluate the students’

communicative skills, this activity is the following:

3.9.1.1. Playing cards

Hayriye (2006) states that playing cards is a game very useful to

encourage students to speak in class, in this case, the students need to

form group of four and each suit will be a topic:

Diamonds: Family

Hearts: best friend

Spades: personal information

Clubs: favorite movie

Every student chose a card, then they will make questions about that

topic for asking to their roommates, here are some examples of this ludic

activity:

Clubs: favorite movie

What is your favorite movie?

Who is the main character in that movie?

What is your favorite part of the movie?

The main objective of this ludic activity was to encourage every

students to speak in order to measure their speaking qualities as fluency,

grammar, pronunciation, vocabulary.

62

3.9.1.2. Fluency

Table 10: Fluency Source: 36 students of Basic General Education School


On the first statement, most of the students did not express their

ideas fluently, even some of them did not want to talk and stayed in silence,

while some students spoke but without expressing a clear message, some

of those students could not complete the speaking activity, only 3% of

students spoke with fluency.

3.9.1.3. Grammar

Table 11: Grammar Source: 36 students of Basic General Education School


This statement shows that most of the students had many difficulties

at the time to make some sentences, many students did not use verbs in

correct form and they did not apply some rules of grammar, while only 6%

of students could apply grammar correctly.

63

3.9.1.4. Vocabulary

Table 12: Vocabulary Source: 36 students of Basic General Education School


81% of the students spoke using a deficient vocabulary during the

ludic activity, some of them did not know the word to express their topic

effectively, only four students used a vocabulary acceptable but only 8% of

students used an appropriate vocabulary making the ludic activity with good

performance.

3.9.1.5. Pronunciation

Table 13: Pronunciation Source: 36 students of Basic General Education School


This statement shows some deficiencies on pronunciation, 61% of

students pronounce words in an acceptable form but not in appropriate way,

while other students could not pronounced words correctly, in contrast that

only six students pronounced words correctly.

3.10. Survey

Table 14: Survey


64

3.10.1. Statement 1: Ludic activities represent a useful tool to develop

speaking skills

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree 42%

Totally agree 58%

Totally disagree Disagree Indifferent Agree Totally agree

Figure 4: Statement 1 Source: 36 students of Basic General Education School


Items Frequency Percentage

Totally disagree 0 0%

Disagree 0 0%

Indifferent 0 0 %

Agree 15 42 %

Totally agree 21 58 %

Total 36 100%

Table 15: Statement 1 Source: 36 students of Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa

These results show that 58% of students totally agree that ludic

activities can help them to develop speaking skills, establishing that the

teacher has a powerful tool to encourage students to participate in every

oral activity, while none of them disagree with this statement.

65

3.10.2. Statement 2: Social language games help to learn English

language in funny way

Totally disagree 0%

Disagree 0%

Indifferent 0%

Totally agree 44%

Agree 56%





Totally disagree 0 0%

Disagree 0 0%

Indifferent 0 0 %

Agree 20 56 %


Total 36 100%


Most of students agree with this statement affirming that social

language games benefit the English learning, for that reason, it is advisable

to apply these types of ludic activities in class for developing speaking skills

and at the same time, the students have fun in the learning process.

3.10.3. Statement 3: Individual activities are necessaries to enhance

personal performance

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree 42%

Totally agree 58%





Totally disagree 0 0 %

Disagree 0 0 %

Indifferent 0 0 %

Agree 15 42 %


Total 36 100%


The result is very conclusive at the time to express what students

think about the individual activities in class for enhancing personal

performance in each of them, therefore it is advisable to use individual

activities to develop speaking skills.

3.10.4. Statement 4: Ludic activities in group allow to have a better

development in speaking proficiencies

Totally disagree 0%

Disagree 0%

Indifferent 0%

Totally agree

50%

Agree 50%






Disagree 0 0 %

Indifferent 0 0 %

Agree 18 50 %


Total 36 100%


The use of groups for developing speaking proficiencies resulted to

be one of the preferences that students have to learn, the ludic activities

provide them a good alternative to learn English language and to cooperate

with their classmates.

3.10.5. Statement 5: Speaking skills can be improved through

innovative speaking techniques

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree 22%

Totally agree 78%






Disagree 0 0 %

Indifferent 0 0 %

Agree 8 22 %


Total 36 100%


Most of students expressed that some innovative speaking

techniques will improve their speaking skills, these innovative techniques

are the ludic activities that can be worked in groups or individually.

3.10.6. Statement 6: Motivational activities will help to the students to

increase the interest in learning English language

Totally disagree 0%

Disagree 0%

Indifferent

0% Agree 28%

Totally agree

72%






Disagree 0 0 %

Indifferent 0 0 %

Agree 10 28 %


Total 36 100%


Motivation activities are very important in English learning, for that

reason, most of students agree with this statement expressing clearly what

they think about motivation in class that needs to be provided by the teacher

in every activity to be developed in classes.

3.10.7. Statement 7: Deficient pedagogical strategies affect the

performance of speaking skills

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree 3%

Totally agree

97%






Disagree 0 0 %

Indifferent 0 0 %

Agree 1 3 %


Total 36 100%


The posture of the students is clearly expressed in these results that

are so conclusive with the idea that pedagogical deficiencies affect their

speaking skills because that a class that is not managed appropriately

brings serious problems in English learning.

3.10.8. Statement 8: Speaking skills should be taught using didactic

material personalized depending on student’s interest

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree 42%

Totally agree 58%






Disagree 0 0 %

Indifferent 0 0 %

Agree 15 42 %


Total 36 100%


The students agree that didactic material focused on their interest will

be more benefit in learning English language, this personalization can be a

great help for teachers in order to catch the students’ attention during an

oral activity and obtain better results.

3.10.9. Statement 9: Use of technology facilitates to the teacher the

teaching-learning process

Totally disagree 0%

Disagree 0%

Indifferent

0%

Agree 0%

Totally agree 100%






Disagree 0 0 %

Indifferent 0 0 %

Agree 0 0 %


Total 36 100%


The students’ preference to technology is widely expressed in this

result, technology provides them a lot of alternatives to practice their

speaking skills by means of CDs, radio, computers and internet.

3.10.10. Statement 10: A didactic guide focused on ludic activities will

help to the teacher to create a relaxing environment in order to

encourage to the students to speak in English

Totally disagree 0%

Disagree 0%

Indifferent 0%

Agree

8%

Totally agree 92%






Disagree 0 0 %

Indifferent 0 0 %

Agree 3 8 %


Total 36 100%


This statement is also very conclusive expressing that a didactic

guide that contains ludic activities will benefit to the students for setting a

relaxing environment in order create confidence in students for obtaining

better productions in oral competences.

3.11. Chi-squared test

Table 25: Chi- squared test 1 Source: 36 students of Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa Program: SPSS statistic 22 by IBM

Table 26: Chi-squared test 2 Source: 36 students of Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa Program: SPSS statistic 22 by IBM



Figure 14: Chi-squared test graphic Source: 36 students of Basic General Education School Authors: Sulima Yagual, Alexandra Figueroa Program: SPSS statistic 22 by IBM

Títu

lo d

el e

je

3.12. Correlation between Ludic activities and speaking skills

Series1 Lineal (Series1)

30

25

20

15

10

5

0

-5 0 5 10 15 20 25

Título del eje

Figure 15: Correlations Source: 36 students of Basic General Education School


The statistical process has a positive covariance of 84,976

establishing a correlation between ludic activities and speaking skills of

0,88652298, showing a direct correlation between these variables,

therefore, the use ludic activities have influence in speaking skills.

77

3.13. Conclusions

The teacher did not use ludic activities in class helping that students

lose their interest in learning English language because this type of

activity can increase motivation of students.

Students did not practice the speaking activities focused on

developing specific speaking skills as pronunciation or fluency, some

of the activities were repetition activities and memorizing words.

The interview to the teacher showed a lack of pedagogical strategies

and techniques focused on speaking has as a consequence that

students do not feel confidence at the time to participate in every

speaking activity developed in class.

Likewise, the deficiency in didactic material as a tool to encourage

students to speak is really notorious because the material should be

focused and personalized according to students’ preferences in

order to elicit their best effort in oral production.

It is concluded that is necessary to design didactic guide with oral

interactive games in order to improve speaking skills by means of

ludic activities with the purpose of improving speaking skills in the

students of the institution before mentioned.

78

3.14. Recommendations

It is recommended to implement the ludic activities in the

development of the classes in order to generate more interest of the

students using games, guessing activities and other techniques.

It is recommended to include many speaking activities having as a

main goal to have students practice speaking skills making emphasis

in their deficiencies in pronunciation and fluency.

It is recommended to implement new pedagogical strategies and

techniques in order to have a better classroom management

achieving a better students’ performance.

It is recommended to create didactic materials for developing

speaking skills, it is advisable to personalize this didactic material

taking into account the preferences of students and what topics they

like to talk.

It is recommended to apply this didactic guide with oral interactive

games in order to improve speaking skills in students of this

educational institution, this didactic guide was developed by the

authors of this thesis in order to use ludic activities as games,

guessing activities and spelling activities for achieving to catch their

attention and motivate them by means of these oral activities

increasing their interest and at the same time to have some fun in the

process.

79

CHAPTER IV


4.1. Justification

After the different research instruments applied to the students of

Basic General Education School corresponding to, it was obtained the

following information in order to be analyzed by the authors of this project

of science to obtained valuable data to solve this problem of research. The

observation sheet show several deficiencies of pedagogical strategies of

the teacher, also during the interview, the teacher of the classroom

mentioned that she did not used ludic activities in order to develop

speaking skills of the students while the survey to the students showed the

preferences to use playful activities in classes. Consequently, this didactic

guide contains oral interactive games to develop speaking skills in order to

be a support for the development the oral proficiencies in classrooms

helping to enhance the teaching-learning process in those educational

institution.

4.2. General objective

Improve the speaking skills in students through the use of ludic

activities.

4.3. Specific objectives

Motivate students to improve their speaking skills

Encourage students to participate in every speaking activity

Increase the interest of learning English language

Create a positive and relaxed environment for learning English

80

4.4. Theoretical aspects

4.4.1. Epistemologic aspect

Fermoso (2009) contributes to this project establishing that

epistemology is a branch of philosophy that studies knowledge based on

human thoughts in order to construct and consolidate the new knowledge,

in the same way, Bernal (2010) expressed that epistemology is a theory of

science that focuses on critical thinking and assumptions to obtain scientific

results in order to reach a specific objective.

4.4.2. Linguistic aspect

Finch (2003) expressed that language is an ability that needs to be

learned because words are not natural elements, but this researcher also

explained that these skills are human-made by means of sounds and signs

to communicate with other people. Likewise, Chomsky (2006) contributes

with this scientific project through his three conditions that are the conditions

on the class of phonetic representations, semantic representations and a

system of rules to pair phonetic and semantic representations.

4.4.3. Sociological aspect

Ezewu (2010) makes his contribution to this project through his

definition of sociology expressing that studies human behaviors and its

patterns related to a social cultural environment, while Liang (2013)

expressed that those socio-cultural environments benefit to the second

language acquisition presenting two perspectives that are cognitive and

social, but also establishing that the social interaction and cooperative

learning are important in human learning.

81

4.4.4. Psychological aspect

Piaget contributes to this project with his theory of cognitive

development that a human being accomplish during years where are

developed the different cognitive capacities. Likewise, Vygotsky contributes

to this scientific project with the zone of proximal development that

establishes the distance between the starting point of a student and the

development with the support of someone more capable to solve problems.

Likewise, Brown (2007) explains how the new knowledge that enters

to the cognitive system interact with the previous knowledge in order to

include it and to construct a new knowledge. On the other hand, Tokuhama

(2010) expressed that all learners have three different types of learning that

are visual, kinesthetic and auditory learning, establishing that people use

different ways to process and learn new information.

4.4.5. Pedagogical aspect

Polland (2010) defines pedagogy as a way to improve proficiencies

of students and to solve educational dilemmas for teaching in classrooms,

while Carretero (2009) makes his contribution with the definition and

analysis of constructivism and its relation to educational fields that divides

into two parts knowing about the initial representation and external or

internal aspects.

4.4.6. Philosophical aspect

Fermoso (2009) defines axiology as part of philosophy that is focused

on human values and ethical values in order to study the human behavior

helping to develop honesty, cooperation and respect. Likewise, he

espressed that axiology is strongly related to the educational process

82

affirming that teachers are a model for students during the interaction in

classrooms.

4.4.7. Legal aspect

This project is based on the common European framework (2001)

that establishes that ludic activities are an important part in the teaching-

learning process that sometimes is not commonly used for teachers during

classes.

4.5. Feasibility of application

4.5.1. Financial feasibility

Units Description Cost

1 Pack of sheets $ 5,00

200 Printed sheets $ 25,00

289 Copies from books $ 12,00

7 Bookbinding $ 14,00

1 Research cost (Bus tickets, food etc.) $ 80,00

TOTAL $136,00

Table 29: Financial feasibility Authors: Sulima Yagual, Alexandra Figueroa

4.5.2. Legal feasibility

This thesis has its bases on the Constitution of the Republic that

expresses that Ecuadorian Government is compromised to raise the quality

of education in all its educational institutions. Also is based on Article 2,

83

paragraph B quality and warmth of the Organic Law of Intercultural

Education.

4.5.3. Human feasibility

This didactic guide was developed by the human talents of the

authors, also it had the collaboration a from authorities, teachers and

students of Basic General Education School.

4.5.4. Political feasibility

This project is based on the objectives and strategic guidelines of the

National Plan for Good Living objective 4.4 literal B.

4.6. Description

This didactic guide contains oral interactive games to develop speaking

skills, these oral interactive games will be divided in six units to be

developed by students under the assistance of the teacher. The authors of

this scientific project propose to develop each unit of this didactic guide

according the ENGLISH BOOK LEVEL ONE.

84

Units Title Activities Grammar Visual aids

1

Can you tell a

story?

Storytelling

Simple present

Affirmative, negative

and questions

Flashcards

2

Let’s play

Pictionary!!

Guessing

games

Simple present

questions yes or no questions

Markers and

board

3

What do you know

about?

Board games

Simple present

Information questions

Short answers

Sheets Cards Dice

Game pieces

4

Playing cards

Card games

Possessive adjectives

cards

5

Let’s play puzzles

Puzzles

Singular and plural nouns

This, that, these, those

Markers and board

6

Hangman

Spelling

games

vocabulary

Markers and board

4.7. Table of contents

Information

Table 30: Table of contents


85

4.8. Conclusion

The proposal of this thesis was designed to develop speaking skills

that showed a marked deficiency of these students during the application of

the empirical techniques, also in order to contribute to the teacher to make

an improvement in the pedagogical field and in didactic techniques to

enhance the oral production of the students, for these reasons, this didactic

guide with oral interactive games will result a positive contribution not only

for the teacher and students but also to the whole teaching-learning process

helping as an orientation to reach different educational objectives.

1

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2015 from https://www.youtube.com/watch?v=eTVbdstastI

Monje, V. & Peralta, M. (2013). Compilation of Games and Songs to

Develop the Speaking Skills in the Sixth Level of Basic Education at

―Unidad Educativa Kennedy. Cuenca. Ecuador. Repositorio

Institucional Universidad de Cuenca. Obtenido de

http://dspace.ucuenca.edu.ec/handle/123456789/4340

Nogués, C. (2013). Enhancing oral expression in english as a foreign

language through task-based learning and dynamic assessment.

Obtenido de

https://riunet.upv.es/bitstream/handle/10251/31648/Tesis_CNogu%

C3%A9s_V3.pdf?sequence=1

Piaget J, Desarrollo cognoscitivo (2015) Retrieved in September 17, 2015

from

http://online.upaep.mx/campusTest/ebooks/DesarrolloCognitivoeInt

eligenc ia.pdf

Woolfok, A. (2010). Psicología Educativa. Mexico: Pearson.

Lobeck, A., & Denham, K. (2013). Linguistics for Everyone. United States

of America: Wadsworth, Cengage Learning.

http://dspace.unl.edu.ec/jspui/handle/123456789/2869

http://www.youtube.com/watch

http://dspace.ucuenca.edu.ec/handle/123456789/4340

http://online.upaep.mx/campusTest/ebooks/DesarrolloCognitivoeInt%20eligenc%20ia.pdf

http://online.upaep.mx/campusTest/ebooks/DesarrolloCognitivoeInt%20eligenc%20ia.pdf

6

Johnson, M. (2004). A Philosophy of Second Language Acquisition. United

Stated of America: Vail Ballou Press.

1

ANEXOS

LETTER TO THE SCHOOL

ANTIPLAGIARISM RESULTS

2

CERTIFICATION OF ANTIPLAGIARISM

OBSERVATION SHEET

3

TEACHER’S INTERVIEW

Question 1: Would you tell me what is your English level?

Question 2: What methodology do you use for teaching English to

your students?

Question 3: What do you think about the difficulties that your students

presented in speaking activities?

Question 4: What do you think about apply ludic activities to develop

speaking skills in your students?

Question 5: What do you think about using ludic activities with

technological devices to develop speaking?

Question 6: Do you consider to use new techniques for increasing

motivation in your students?

Question 7: Would you apply ludic activities in the courtyard of the

institution?

Question 8: What is the most common problem of your students in

developing speaking skills in class?

Question 9: Have you ever consider work ludic activities in groups in

class?

Question 10: Would you like to count with a didactic guide focused in

ludic activities order to develop speaking skills?

4

ORAL TEST

5

STUDENT’S SURVEY

6

14

PICTURES

Students participating in class (observation)

Survey to the students


10

DDIIDDAACCTTIICC GGUUIIDDEE XI

MMEERRCCYY DDIIAAZZ AANNDD AADDRRIIAANNAA CCAASSTTAAÑÑOO

1414

JUSTIFICATION

After the different research instruments applied to the students of

Basic General Education School, it was obtained the following information

in order to be analyzed by the authors of this project of science to obtained

valuable data to solve this problem of research. The observation sheet

show several deficiencies of pedagogical strategies of the teacher, also

during the interview, the teacher of the classroom mentioned that she did

not used ludic activities in order to develop speaking skills of the students

while the survey to the students showed the preferences to use playful

activities in classes. Consequently, this didactic guide contains oral

interactive games to develop speaking skills in order to be a support for the

development the oral proficiencies in classrooms helping to enhance the

teaching-learning process in those educational institution.

1515

CONTENTS

AUTORIDADES...................................................................................... XII

CONTRIBUTORS .................................................................................. XIII

JUSTIFICATION .................................................................................... XIV

CONTENIDO .......................................................................................... XV

GENERAL OBJECTIVE......................................................................... XVI

SPECIFIC OBJECTIVES ...................................................................... XVII

TABLE OF CONTENTS....................................................................... XVIII

Can you tell a story? ..................................................................................2

Let’s play Pictionary ...................................................................................7

What do you know about? .......................................................................12

Playing cards ...........................................................................................16

Let’s play puzzles ....................................................................................19

Hangman game .......................................................................................23

1616

GENERAL OBJECTIVE

Improve the speaking skills in students through the use of ludic

activities.

XVII

SPECIFIC OBJECTIVES

Motivate students to improve their speaking skills

Encourage students to participate in every speaking activity

Increase the interest of learning English language

Create a positive and relaxed environment for learning English

TABLE OF CONTENTS

Units Title Activities Grammar Visual aids

1

Can you tell a story?

Storytelling

Simple present Affirmative,

negative and questions

Flashcards

2

Let’s play Pictionary!!

Guessing

games

Simple present Information questions yes or no questions

Markers and

board

3

What do I know about?

Board games

Simple present Information questions

Short answers

Sheets Dice

Game pieces

4

Playing cards

Card games

Possessive adjectives

cards

5


Puzzles

Singular and plural nouns This, that,

these, those

Markers and

board

6

Hangman game

Spelling games

vocabulary

Markers and board

XVIII

1


Elementary level

Simple present

2

Group of

FIVE

40 minutes Storytelling Simple present Affirmative, negative and


(a day before)

questions

1. - The teacher will choose seven stories of different genres, for example:

Science fiction

Adventure stories

Educational stories

Moral stories

2. - After that, the teacher will select a short part of the story and will make

visual sequences in order to make flashcards without words only using

images of the story.

3. - The teacher will make 10 flashcards for each story to practice speaking

skills in class in order to achieve that students lose fear to speak and can

have some fun making this ludic activity.

3

Group of

FIVE

40 minutes Storytelling Simple present Affirmative, negative and

questions

Pre-activity (10 minutes)

1. The teacher will make a warm up about simple present tense by using pictures in order to ask students to describe what they see in those pictures showed by teacher.

2. After that, the teacher will ask students to form 7 groups of five in order to give to each group a story and its 10 flashcards (2 flashcards per student).

3. The teacher will explain to students that they will write a little story by using the pictures in sequences provided by teacher and after that, they will tell that story using the flashcards given.

While-activity (25 minutes)

1. Students write the little story in simple present by using the flashcards given (10 minutes).

2. Every group tell their story by using the flashcards by the teacher in front of the class.

3. During the speaking activity, the teacher will supervise and will encourage students to speak.

Post –activity (5 minutes)

1. Finally, the teacher will send as homework to create a story using simple present.

3

4

#{

CJS )

f)J

_ne 1<10

4

5

Another example of the activity in order to understand how to work this

activity can be watch in the following web link:

https://www.youtube.com/watch?v=eY-_8-15NuM


RY

NS

LET’S PLAY PICTIONA

Elementary level

INFORMATION QUESTIO

SIMPLE PRESENT

6

7

Group of

FIVE

40 minutes Guessing game Simple present Information

Questions

Let’s play Pictionary

The teacher will choose a topic to be develop in the speaking activity for

example:

Animals

Nature

Classrooms objects

Famous people

Family

The activity is only for practicing speaking in class in order to achieve that

students lose fear to speak and can have some fun making this ludic activity.

8

Group of

FIVE

40 minutes Guessing game Simple present Information

Questions Let’s play Pictionary!

Pre activity (10 minutes) 1. The teacher will make a little activity asking students about classroom objects for example: what is this? What is that? What is the name of this?

2. The teacher will ask students to form 7 groups of five and after that the teacher will give to each group 5 simple phrases or objects, animals, people, etc.

3. The teacher will ask each group to go to the whiteboard for drawing the phrases, objects, animals or people in order to be guessed by the rest of the class.


1. During the speaking activity, the teacher will supervise and will encourage students to speak.

Post-activity (5 minutes)

1. At the end, the group who guess more sentences will win the game

9

,,

Example of hidden phrase to draw

ALL CATS DISLIKE TAKING A SHOWER

{¡1'', .., 1

•.. \

,,t',i~,\ \ I V \1 \

// I - ,\

l. I , , , \

----- --------- ----------------

11

Group of

FIVE

40 minutes BOARD GAME Simple present SHORT

ANSWERS

What do I know about?

Pre-activity (10 minutes)

1. The teacher will explain what a board game to students is.

2. Have students (the players) sit in groups of 3–4.


1. The teacher will give the board game instructions:

Determine who goes first and progress clockwise or counter- clockwise. Each player rolls the dice in turn.

On their turns, the players move their game pieces along the path according to the number of spaces indicated by the dice.

When players land on a space, they should say one or more

things they know about the subject indicated on the space.

No player is allowed to repeat something that has already been said.

―Player Talk‖ in What Do I Know About? Cue ―Player Talk‖ Brazil

One thing I know about Brazil is that they speak Portuguese there. (Simple response)

12

whatDol KnowAbout?

Nooc,¡11

1 ¡¡

13

Ezine ,f ,. @rtídes® c. ·

15

mailto:@rtídes

Group of

FOUR

40 minutes PLAYING CARDS POSSESSIVE

ADJECTIVES

Playing cards

In this game, students should form groups of four. Each suit will represent

a topic. For instance:

Diamonds: Earning money

Hearts: Love and relationships

Spades: An unforgettable memory

Clubs: Best teacher

Each student in a group will choose a card. Then, each student will write

4-5 questions about that topic to ask the other people in the group. For

example:

If the topic "Diamonds: Earning Money" is selected, here are some

possible questions:

Is money important in your life? Why?

What is the easiest way of earning money?

What do you think about lottery? Etc.

16

CARDS

17

18

LET’S PLAY PUZZLES

Elementary level

Singular and plural nouns

This, that, these, those

Groups of

Five

40 minutes PUZZLES Singular

and plural nouns This, that,

these, those


1. The teacher will prepare basic vocabulary (at least 20 words) to make

this ludic activity that will be divided in syllables, for example:

Vo-ca-bu-la-ry

2. The teacher will ask students to form groups of five.

3. The teacher will divide the whiteboard in seven parts and will write words

in disorder.

4. If a student of any group knows how to write that word then that student

will rewrite the word and will pronounce it aloud.

5. The team that achieve to order more words appropriately will win the

game.

19

Markers and board

20

CA RY LA BU VO = VOCABULARY

21

22

HANGMAN GAMES

Elementary level

VOCABULARY

Whole

Class

40 minutes Spelling games

Hangman game

VOCABULARY

1. The teacher will be the executioner and will think of a word or short phrase

a mark out blanks (short lines) for each letter of each word. Separate words

with either a slash, a fairly wide gap, or place words on separate lines.

2. Then students will guess a letter. If that letter is in the word(s) then write

the letter in everywhere it would appear, a cross out that letter in the

alphabet.

3. If the letter isn't in the word then add a body part to the gallows (head,

body, left arm, right arm, left leg, right leg).

4. The students will continue guessing letters until they can either solve the

word (or phrase) or all six body parts are on the gallows.

23

Markers and board

24

Annexes

26

27

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31

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFÍA, LETRAS

Y CIENCIAS DE LA EDUCACIÓN


GUAYAQUIL – ECUADOR

2016

universidad de guayaquil facultad de filosofÍa, letras...

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