universidad de guayaquil - ugrepositorio.ug.edu.ec/bitstream/redug/24310/1/tacuri -...

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

EDUCACION

SISTEMA DE EDUCACION SUPERIOR SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

EDUCATIVE PROJECT

PREVIOUS TO OBTAIN THE DEGREE LICENCIADO IN LANGUAGES

AND LINGUISTIC

TOPIC:

TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL.

PROPOSAL

DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES

TO MOTIVATE TO DEVELOP THE WRITING SKILL

IN THE STUDENTS OF THE EIGHT YEAR

OF BASIC EDUCATION REPUBLICA

DE ALEMANIA HIGH SCHOOL

AUTHORS: JENNY TACURI HIDALGO

MIRIAM FERNANDEZ VILLEGAS

PROJECT ADVISOR: MSC. LARRY TORRES VIVAR

GUAYAQUIL, 2016

ii


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

SISTEMA DE EDUCAION SUPERIOR SEMIPRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

____________________________ __________________________

MSc. Silvia Moy-Sang Castro MSc. José Zambrano García DECANA SUBDECANO

________________________ _________________________

MSc. JACINTO CALDERON MSc. LARRY TORRES VIVAR

DIRECTOR SUBDIRECTOR

______________________

AB. SEBASTIAN CADENA

SECRETARIO GENERAL

iii

Guayaquil, diciembre 14 del 2015

MSc SILVIA MOY-SANG CASTRO, Arq.

DECANA DE LA FACULTAD DE FILOSOFÍA

LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad.-

De mis consideraciones:

En virtud de la Resolución del H. Consejo Directivo de la Facultad de Filosofía,

Letras y Ciencias de la Educación en la cual se me designo Asesor de Proyectos

Educativos de la Licenciatura en Ciencias de la Educación, especialización:

LENGUAS Y LINGÜÍSTICA, tengo a bien informar lo siguiente:

Que las egresadas: JENNY NATALIA TACURI HIDALGO Y MIRIAM BEATRIZ

FERNANDEZ VILLEGAS

Diseñaron y ejecutaron el proyecto con el

Tema: Teaching Strategies to Develop the Writing Skill

Propuesta: Design of Handbook with Practical Activities to motivate the students

to Develop the Writing Skill applied to students of eight year of basic educational

unit “Republica de Alemania”.

El mismo que ha cumplido con las directrices y obligaciones dadas por el

suscrito.

Las participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto; por lo expuesto, se procede a la APROBACION del

Proyecto y pone a vuestra consideración el informe de rigor para los efectivos

legales correspondientes.

Atentamente

…………………………………………….

MSc. LARRY TORRES VIVAR

iii

PROJECT ADVISOR

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL

AUTOR/ES: JENNY TACURI H. MIRIAM FERNANDEZ V.

TUTOR: MSC. LARRY TORRES VIVAR

REVISORES: MSC. LARRY TORRES VIVAR

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

CARRERA: LENGUAS Y LINGUISTICA

FECHA DE PUBLICACIÓN: 2.015

No. DE PÁGS:

TÍTULO OBTENIDO: LICENCIADO EN CIENCIAS DE LA EDUCACION MENCION LENGUA INGLESA Y LINGUISTICA

ÁREAS TEMÁTICAS: (el área al que se refiere el trabajo. Ej. Auditoría Financiera, Auditoria, Finanzas) ENGLISH LANGUAGE, WRITING SKILL, DIDACTIC PEDAGOGY, SOCIOLOGY, TEACHING STRATEGIES

PALABRAS CLAVE: (términos con el que podría ubicar este trabajo) ACADEMIC PROCESS TEACHING STRATEGIES WRITING SKILL RESUMEN: ( de qué se trata, para qué, por qué?)?) This project consists of four chapters. The themes is: Teaching strategies to develop the writing skill, the proposal of this Project is design a handbook with practical activities to motivate the students of eight year of basic education at Republica de Alemania public high school of the Canton Naranjal, Province of Guayas to develop the writing skill. Diagnostic tests regarding strategies used by teachers during class have been previously performed on students during preliminary field research at the institution. Weaknesses were detected in the student’s abilities in the English subject. This was especial ly the case with their writing skills, and their interest in it. They also had very little knowledge of basic vocabulary, due to a lack of innovative strategies, which led to a lack of motivation. Although they were able to pronounce simple words in English, the students had a hard time writing them. This is because pronunciation is very different from writing which is why these students were unable to express their ideas in the form writing. There are not enough teaching materials. We proceeded to take a sample of 44 students from the eighth grade year and then collect bibliographic information of theories related to the topic. We decided to design a manual with activities that will motivate the student to work on their writing skills. Writing skills is one of the most difficult skills in the English language and mastering it does not only consist of students copying a text in a mechanical manner, it also consists of one being able to express themselves through writing. This is the purpose of the proposal. The authorities of the school, the teachers, parents, as well as the students are supportive of achieving the same goal. With this proposal we will be contributing to education as a greater understanding of the English language will be achieved

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: x SI NO

CONTACTO CON AUTOR/ES Teléfono: 0984310258 0996535605

Email: [email protected] [email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad

Teléfono: (04)2294888

E-mail: lenguas y lingüí[email protected]

x

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: ESTRATEGIAS DE ENSEÑANZA PARA DESARROLLAR LA DESTREZA ESCRITA. DISEÑO DE UN MANUAL CON ACTIVIDADES PRACTICAS PARA DESARROLLAR LA ESCRITURA

AUTOR/ES: JENNY TACURI H. MIRIAN FERNANDEZ V.

TUTOR: MSC. LARRY TORRES VIVAR

REVISORES: MSC. LARRY TORRES VIVAR

INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL

FACULTAD: FILOSOFIA LETRAS Y CIENCIAS DE LA EDUCACION

CARRERA: LENGUAS Y LINGÜÍSTICA

FECHA DE PUBLICACIÓN: 2.015

No. DE PÁGS:

TÍTULO OBTENIDO: LICENCIADO EN CIENCIAS DE LA EDUCACION MENCION LENGUA INGLESA Y LINGÜÍSTICA

ÁREAS TEMÁTICAS: (el área al que se refiere el trabajo. Ej. Auditoría Financiera, Auditoria, Finanzas) ENGLISH LANGUAGE, WRITING SKILL, DIDACTIC PEDAGOGY, SOCIOLOGY, TEACHING STRATEGIES

PALABRAS CLAVE: (términos con el que podría ubicar este trabajo) ACADEMIC PROCES TEACHING STRATEGIES WRITING SKILLS

RESUMEN: ( de qué se trata, para qué, por qué?) Este Proyecto consta de cuatro capítulos, cuyo tema es Estrategias de Enseñanza para desarrollar la destreza escrita, con el diseño de un manual de actividades prácticas para desarrollar la

escritura en los estudiantes del Octavo Año de Educación Básica de la Unidad Educativa Republica de Alemania, del

Cantón Naranjal, Provincia del Guayas. Previas investigaciones de campo realizadas en la Institución por medio de una prueba de diagnóstico a los estudiantes que consistía en conocer las estrategias que utiliza el docente durante la clase,

se detectó ciertas fallas en los estudiantes con respecto a la asignatura del Idioma Ingles, especialmente en una de las

destrezas como es la escritura, se notó poco o ningún interés en la asignatura, desconocimiento de vocabulario básico, debido a falta de estrategias innovadoras, lo cual provocaba falta de motivación. Aunque podían pronunciar palabras

sencillas en ingles pero al momento de escribirlas es difícil para ellos, pues la pronunciación es diferente de la escritura,

no pueden expresar sus ideas en forma escrita, no tienen suficiente material didáctico. Se procedió a tomar una muestra

de 44 estudiantes de Octavo Año Básico y luego de recopilar información bibliográfica de teorías relacionadas con el tema se decidió diseñar un manual con actividades que motiven al alumno a trabajar en la destreza escrita, puesto que el

writing es una de las destrezas más difíciles en el idioma inglés, y no se trata solo lograr que los alumnos copien un

texto de manera mecánica, sino de que ellos puedan expresarse de manera escrita, siendo este el objetivo de la propuesta. Además de que tanto las autoridades del plantel, como docentes, alumnos y padres de familia se mostraron

dispuestos ante la realización de la misma. Cabe recalcar que con esta propuesta, estaremos contribuyendo con la

educación pues se lograra una mayor comprensión del idioma inglés.

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: x SI NO

CONTACTO CON AUTOR/ES Teléfono: 0984310258 0996535605

E-mail: [email protected] [email protected]

CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Facultad

Teléfono: (04)2294888

E-mail: [email protected]

iv

DEDICATION

This Project is dedicated to my dear parents: Abraham Tacuri and Nelly

Hidalgo, for their love, understanding, and their economic and emotional

support. They would motivate during hard times in which it seemed my

goal was out of reach, but thanks to them today I am able to finish my

academic career.

Jenny Tacuri Hidalgo

v

Dedication

First of all, to God my Lord, for supporting me in good and bad times.

Secondly, I want to dedicate this work to my mother with all the love and

affection that I feel for her, she has motivated me to never give up my

goals in order to have a dignified future.

Third, I also want to name to my tender son Mathias Ruiz for being the

engine that drives me to be a better person every day. I want to be a great

example for him and want him to see reflected a spirit and desire to excel.

Finally, to all my family who has incentivized me to achieve my goals.

Miriam Fernandez Villegas

vi

THANKFULNESS

I would first like to thank the University of Guayaquil, the faculty of the

philosophy department, the school of language and linguistics, for the

opportunity to acquire knowledge and experience in their classrooms. The

professors of the institution that with their teaching throughout my

academic career, have helped me appreciate my education. I would also

like to thank to Msc. Larry Torres Vivar, for his kindness and support as a

tutor of this project.

Jenny Tacuri Hidalgo

vii

THANKFULNESS

I would like to thank those that made possible the realization of the project

possible: To the University of Guayaquil and the school of Languages and

Linguistics. Also to the teachers for the knowledge shared during our time

studied here. I would especially like to thank Msc.Larry Torres for his

excellent advice as a mentor for this Project.

Miriam Fernández Villegas

viii

GENERAL INDEX

Title page i

Page of directives ii

Project Advisor’s report iii

Dedication iv

Dedication v

Thankfulness vi

Thankfulness vii

General Index viii

Abstract xii

Resumen xiii

Introduction 1

CHAPTER I.

THE PROBLEM

Context of investigation 2

Conflict situation 3

Scientific fact 4

Causes 5

Formulation of the problem 5

Objectives 5

Research questions 6

Justification 6

CHAPTER TWO.

THEORETICAL FRAMEWORK

Background Research 8

Importance of learning English as a second language 8

ix

Definition of teaching 9

What are strategies? 10

Importance of teaching strategies 10

Types of strategies 11

Characteristics of strategies 12

General strategies 13

Causes involved in student motivation 15

Writing skill 16

What is writing skill? 17

Importance of writing 18

Characteristics of a good writing 20

Types of writing 21

Techniques to develop writing skills in English 22

Epistemological Foundation 23

Humanism 26

Pedagogical foundation 26

Constructivism 27

The Impact of Constructivism in Learning 29

Psychological Foundation 31

Language and the Brain 31

Learning Process 32

Learning Situation 32

Teaching Situation 32

Evaluation of Learning Performance 33

The Learner Differences 33

Intellectual Development 34

Sociological Foundation 34

Sociology of education 35

Legal Foundation 35

Analysis of 4 article 37

Analysis of 26 article 37

x

CHAPTER THREE

METHODOLOGY

Design Methodology 41

Methods used in this research 42

Empirical method 42

Theoretical methods 42

Scientific method 43

Method inductive 43

Hypothetical-deductive method 44

Analytical–synthetic method 44

Research types 45

Instruments of investigation 46

Observation 46

Interview 47

Population and Sample 47

Simbology 48

Stratum 48

Likert Scale 49

Operationalization of Variables 50

Chi Square 51

Survey to the Students 52

Interview to the Principal 53

Interview to the English Teacher 54

Results of the Survey 55

Chart of Frequency #1 56

Chart of Frequuency #2 57






xi




Conclusions 66

Recommendations 67

Analysis of Interview to the teacher 68

CHAPTER IV

PROPOSAL

Antecedents 70

Justification 70

Summary of diagnosys 71

Fundamental problem 72

Objectives of the proposal 72

Importance of the proposal 73

Feasibility of the proposal 73

Description of the proposal 73

Application of the proposal 76

Legal aspect 77

Pedagogical aspect 77

Psychological aspect 77

Sociological aspect 77

Beneficiaries 78

Social impact 78

Conclusions of Chapter IV 80

Bibliography 80

Bibliography Reference 82

Websites 84

xii


Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

TOPIC: TEACHING STRATEGIES TO DEVELOP THE WRITING SKILL;

PROPOSAL: DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES TO

MOTIVATE THE STUDENTS TO DEVELOP THE WRITING SKILL.

AUTHORS: JENNY TACURI HIDALGO

MIRIAN FERNANDEZ VILLEGAS

PROJECT ADVISOR: MSc. LARRY TORRES VIVAR

ABSTRACT

This project consists of four chapters. The themes is: Teaching strategies to develop the writing skill, the proposal of this Project is design a handbook with practical activities to motivate the students of eight year of basic education at Republica de Alemania public high school of the Canton Naranjal, Province of Guayas to develop the writing skill. Diagnostic tests regarding strategies used by teachers during class have been previously performed on students during preliminary field research at the institution. Weaknesses were detected in the student’s abilities in the English subject. This was especially the case with their writing skills, and their interest in it. They also had very little knowledge of basic vocabulary, due to a lack of innovative strategies, which led to a lack of motivation. Although they were able to pronounce simple words in English, the students had a hard time writing them. This is because pronunciation is very different from writing which is why these students were unable to express their ideas in the form of writing. There are not enough teaching materials.We proceeded to take a sample of 44 students from the eighth grade year and then collect bibliographic information of theories related to the topic. We decided to design a manual with activities that will motivate the student to work on their writing skills. Writing skills is one of the most difficult skills in the English language and mastering it does not only consist of students copying a text in a mechanical manner, it also consists of one being able to express themselves through writing. This is the purpose of the proposal. The authorities of the school, the teachers, parents, as well as the students are supportive of achieving the same goal. With this proposal we will be contributing to education as a greater understanding of the English language will be achieved. ACADEMIC PROCES TEACHING STRATEGIES WRITING SKILLS

xiii


Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

TOPIC: ESTRATEGIAS DE ENSEÑANZA PARA DESARROLLAR LA DESTREZA ESCRITA; PROPUESTA: DISEÑO DE UN MANUAL CON ACTIVIDADES PRÁCTICAS PARA MOTIVAR A LOS ESTUDIANTES A DESARROLLAR LA DESTREZA ESCRITA. AUTORAS: JENNY TACURI HIDALGO. MIRIAM FERNANDEZ VILLEGAS. TUTOR: MSc. LARRY TORRES VIVAR

RESUMEN

Este Proyecto consta de cuatro capítulos, cuyo tema es Estrategias de Enseñanza para desarrollar la destreza escrita, la propuesta de este Proyecto es el diseño de un manual con actividades prácticas para motivar a los estudiantes del Octavo Año de Educación Básica de la Unidad Educativa Republica de Alemania, del Cantón Naranjal, Provincia del Guayas, a desarrollar la destreza escrita. Previas investigaciones de campo realizadas en la Institución por medio de una prueba de diagnóstico a los estudiantes que consistía en conocer las estrategias que utiliza el docente durante la clase, se detectó ciertas fallas en los estudiantes con respecto a la asignatura del Idioma Ingles, especialmente en una de las destrezas como es la escritura, se notó poco o ningún interés en la asignatura, desconocimiento de vocabulario básico, debido a falta de estrategias innovadoras, lo cual provocaba falta de motivación. Aunque podían pronunciar palabras sencillas en ingles pero al momento de escribirlas es difícil para ellos, pues la pronunciación es diferente de la escritura, no pueden expresar sus ideas en forma escrita, no tienen suficiente material didáctico. Se procedió a tomar una muestra de 44 estudiantes de Octavo Año Básico y luego de recopilar información bibliográfica de teorías relacionadas con el tema se decidió diseñar un manual con actividades que motiven al alumno a trabajar en la destreza escrita, puesto que el writing es una de las destrezas más difíciles en el idioma inglés, y no se trata solo lograr que los alumnos copien un texto de manera mecánica, sino de que ellos puedan expresarse de manera escrita, siendo este el objetivo de la propuesta. Además de que tanto las autoridades del plantel, como docentes, alumnos y padres de familia se mostraron dispuestos ante la realización de la misma. Cabe recalcar que con esta propuesta, estaremos contribuyendo con la educación pues se lograra una mayor comprensión del idioma inglés. PROCESO ACADÉMICO ESTRATEGIAS DE ENSEÑANZA HABILIDAD DE ESCRITURA.

1

INTRODUCTION

English is considered one of the most important languages worldwide, but

its teaching is not so easy as teachers must be aware of the strategies

that should be used to facilitate the learning process for students during

class. In this project we need to implement innovative teaching strategies

in the development of English language skills such as writing for eighth

grade students of the school Republic of Germany, the Canton Naranjal.

There were some flaws in the teaching methods, which resulted in the lack

of student’s interest in class. This is because the classes were not

engaging, and there was also little motivation from the teacher.

This project helps us to implement these strategies, being very beneficial

for teachers, students and the institution. This project is divided into four

chapters:

Chapter one describes the problem, the causes, among which are not

training teachers to use strategies to help students develop writing skills.

This gives students little motivation to learn the English language.

The second chapter shows the theoretical framework. Teaching strategies,

motivation, and the importance of writing skills. It also highlights the

epistemological, sociological, educational, psychological and legal

foundations. All of this is supported by bibliographic research.

Chapter three discusses the methodology, the research instruments that

were used, the Likert scale, the survey of students, and analysis of the

results using statistical graphs, conclusions and recommendations.

Chapter four details the proposal that will be used to remedy the problem

that was found through conducting researching on students of the

institution.

2

CHAPTER I

THE PROBLEM

CONTEXT OF INVESTIGATION

Through an Observation during the classes of the English language in the

students of the Eighth Year of Basic Education of the Unit Educational

Republica de Alemania, Area 5, District 09D12 Naranjal Balao, in Guayas

Province, in the school year 2.015 - 2.016., we could notice that the

students had little or any motivation to learn, due to lack of didactic and

technological resources, it happens because the teacher was using

antiquated teaching strategies, it was not using an appropriate pedagogy,

and it is necessary to stand out that the writing skill was very poor.

Consequently had a very low level, they had little knowledge of

vocabulary, and they could not express their ideas in a written way, neither

they could take a dictation of basic words. The positive of this situation is

that both teachers and authorities wanted that we apply our project in this

Institution in order to solve this problem. They were agree that we can

interchange our experience.

Knowing this situation, we have decided to carry out in this institution our

project, with the topic: Strategies of Teaching to Develop the Writing Skill,

with the idea of a proposal of designing a Handbook with Practical

Activities to motivate the students to develop the writing skill

The education is an influential factor in the progress of people, it is

necessary to give a great importance, to invest in education is considered

very profitable because it can help people to face a world that constantly

produces changes, such as in knowledge and technology. Although in

the educational aspect Ecuador is improving considerably, regrettably

3

English Language subject, the country is ranked in the most low levels in

comparison to other countries

4

This is why it is necessary to know new strategies to teach students. Thus,

they are being involved in a new modern era where English is important.

However, teachers have to be trained to get a good teaching in their

students. In order to reach this, the government must help them, in that

way they will be able to get a good performance in education.

Conflict Situation

In the Educational Unit Republica de Alemania, we observed that students

in eighth grade of Basic Education were having trouble while their English

teacher was explaining a class. They were not motivated to learn.

We were allowed to give a test of knowledge to the students in this grade,

and we also noticed the difficulties that they had to write simple words in

English. Students had to take a dictation and they were confused about

writing while they were listening to the pronunciation. Besides that, they do

not have technologic or didactic resources to make their learning simple.

The lack of understanding of the English language could be explained by

the fact that the majority of the public school students from where taught

English is not as a requirement.

This lack of understanding also could be due to the teacher failing to

apply new strategies to motivate the students.

Perhaps due to a lack of training and upgrading, for this reason we believe

that the teacher is unable to awaken the students' interest in the English

language.

We consider the writing skills to be one of the Most Important skill in the

English language also as it relates to reading.

5

SCIENTIFIC FACT

The Vice minister of Education clarifies that until the year 2017 English's

Lack of interest in the writing skill of the English language in the students

of the eigth year of basic education of the educational unit Republica de

Alemania, Zone 5 District 09 D12, teaching will be obligatory for all the

public and private institutions from second year of basic”, it specified,

since this will be a transition process so that the teaching of this subject is

of good quality in the ecuadorian educational system.

According to these publications it can notice that although at the moment

in the educational institutions teachers are not imparting the English

language from elementary school, however, the teaching of this language

will be compulsory the next year until the high school, but while this

process lasts, it could be one of the reasons which there are some fails in

this educational model.

Undersecretary of Senescyt said: The overall average in the field of

English of the tenth year of basic education, as well as students of the

third level of high school, in Ecuador is 13/20. Our teachers have an initial

level and it is a big problem for the final results that the modern education

requires.

In the teaching and learning of English language it is essential to prepare

teachers and be upgrading with new methods of strategy to transfer

knowledge to their students.

There are sectors in the country where some schools, the English

language is an optional subject, but receive only one hour a week,

becoming very necessary for learning to start from childhood, because is

here where students learn doing which will help in the future to take

advantage their prior knowledge.

6

According to the UNESCO with statistical researching this year, Ecuador is

ranked in 37th place among 42 countries that takes into account the study,

classified as a very low level.

CAUSES

Low motivation.

Lack of technological and educational resources.

Little importance for the English language.

Difficulty of students to write simple sentences.

No control of homework.

Lack of teacher training.

Failure to implement new teaching strategies for writing skills.

Low development of cognitive factors.

Inadequate teaching-learning activities.

Lack of vocabulary.

Lack of understanding of the written skills.

FORMULATION OF THE PROBLEM.

What is the impact of teaching strategies to develop the writing skill of the

English language in students of eighth year of Basic Education of the

Republic of Germany Public High School, Zone 5, 09D12 Naranjal District

Balao, Guayas Province, school year 2015-2016?

.

OBJECTIVES

General

To determine the importance of teaching strategies to develop the writing

skill of the English language

7

Specifics

To identify the impact of teaching strategies through a literature review

and statistical analysis.

To measure the performance of the writing skill in the English Language

through a diagnostic test.

To choose the most important aspects of the research to design a

handbook with strategies to improve the writing skill.

Research questions

1. How teaching strategies were implemented in the educational

institution?

2. What activities were developed to improve teaching strategies?

3. How the Writing Skills will benefit the development of students?

4. Why is important to develop the writing skill in the English language?

5. How does the application of a handbook improve the writing skill?

JUSTIFICATION

The topic to apply new strategies for developing the writing skill in English

language in students of eighth year of Basic General Education at

Republic of Germany, Public High School, 09D12 District, Zone 5, in the

city of Naranjal in Guayas Province in 2015 - 2016 school year, is of great

importance, since it will help to improve writing skill in the English

language.

We have chosen to focus on one of the most important skill of the English

language, it is the writing one, for this reason it is interesting and

important. To create new strategies with activities to develop this skill,

although in this institution where we did our researching, was not giving

8

the real importance to this subject, because students are not motivated in

a correct way to express their thoughts in writing on a foreign language.

7

The purpose of our research is to provide an easy and effective learning in

the teaching of English language to the teaching way, taking into account

the shortcomings of the students, so our work will be to implement new

strategies to achieve good results

Our project is justified because it will satisfy the needs and requirements

of the students of the eighth year of basic education of the Republic of

Germany Public High School, so they can understand and develop writing

skill as motivational strategies that will be useful to facilitate the teaching

and learning of English as a second language in students.

Therefore learning of writing in the English language is necessary, as we

know the pronunciation is different of writing. It means while students read,

they also learn to write and practice reading also they learn to recognize

new words and way of writing, since writing is important to learn the

language, the teacher must help students develop this skill, because

without practice of writing students cannot advance their knowledge.

The project will have a good reach among the principal, teachers and

students because the learning process will be updated through of an

important didactic resource that will work as an additional book, making

teachers give the new content with enthusiasm, arousing interest in their

students for learning a new language.

8

CHAPTER II

THEORETICAL FRAMEWORK

BACKGROUND RESEARCH

Strategies to strengthen the writing skill in the English language are

needed in the development of this research project, since it is going to

help students in acquiring the new knowledge in a correct form in the

learning – teaching process. In Guayas Province, at República de

Alemania Public High School, has detected shortcomings in the writing

skill, for this reason our project aims to perform a handbook which

contains practical activities that motivate students to develop the writing

skill.

Importance of learning English as a second language.

According to Minho (2009)

Learning the English language has many benefits, both in

the workplace and personally, since currently we live in a

globalized world that demand to be more competitive.

Companies need to find new economic horizons in other

borders, which is necessary people can communicate in

other language (p.42).

Marero (2011) states that:

“In the teaching of foreign languages such as English, It is very

important teachers dominates not only the linguistic content but

also the most appropriate forms and methods to do it." (p.23).

9

COMMENT:

We can notice that learning English language could be considered a

necessity not optional help. Currently our working and academic lives

depend on the English language, for this reason we have to acquire it as a

Second language. In addition, the technology plays an important role to

make easier the teaching-learning process.

DEFINITION OF TEACHING.

Education is the action to instruct, teach, educate and indoctrinate statutes

or rules. It is a procedure and method of giving instruction, which is formed

by a group of knowledge, ideas and principles that are taught to someone.

The interaction between teacher-student-knowledge make these elements

in the most important in the teaching-learning process. According to the

encyclopedic tradition it mentions that the teacher is the source of

knowledge and the student, a simple receiver of information. This concept

means that the teaching is given by the teacher that impart knowledge to

the student, through strategies and techniques. But for current trends such

as cognitive, teacher becomes a facilitator of knowledge, acting as a link

between it and the student through a process of interaction. Therefore, the

student has the obligation of being engaged with the self-education.

Teaching as transmission of knowledge is based on perception, mainly

through speaking and writing. The exhibition of teachers, support texts and

Techniques of participation and debate among students are some of the

ways in which the teaching process takes shape.

With scientific advances, education has incorporated new technologies

and uses to transmit knowledge, as the Internet and video-conferences.

10

The technology also has been developing distance learning and

interaction,

11

beyond sharing the same physical space.

COMMENT:

Nowadays, the teacher should make use of various techniques and

methods in order to transmit their knowledge using technology, to awaken

in students the desire to learn and motivating them to the pursuit of

knowledge.

WHAT ARE STRATEGIES?

According to: Carrasco (2011)

In colloquial speech, the word strategy is understood as a

capacity or ability to guide to a subject. In the educational

field, the strategies are all those forms and approaches that

help the teacher to give a class in an easier and

understandable way. The strategy, then, refers to all acts

that help learning. (p.36).

Importance of teaching strategies

Although many years the development of teaching and learning in

classroom, was based on the image of the student as a kind of "empty

vessel" where the teacher was filling with the knowledge they had been

taught in class; thus, students should only be present in the classroom and

with this was intended, at least in theory, to learn everything about any

course where were enrolled. Recent scientific studies have confirmed that

students generally retains a small part of that information, while the rest

forget it.

12

How do students achieve a higher percentage in their meaningful

learning?

The answer would be that we should be involved in their own learning so

that students will build it together with the teacher, and then can use it.

Involve students in their learning can be done through the application of

technical or educational, such as cooperative learning, problem-based

learning, project-oriented learning strategies.

COMMENT:

The teaching strategies are of great importance for teachers that want to

change their outdated way of teaching, so that students can acquire the

knowledge teachers impart them and feel enthusiasm during class.

Types of strategies

There are three types of strategies that influence a lot in classrooms, they

are: methods, techniques and procedures.

The etymological definition of the word "method" means "way to come to

an end." To work in an orderly way, we have to use methods to achieve

the objectives or what is the same, to direct our activity towards a planned

order following a certain order and arrangement.

In view of the above, we can define the didactic method as a rational

organization and practice of teaching resources that serve to lead students

learning to the desired results.

A method involves, on the one hand, an orderly process actions, and

secondly that these actions would be more or less complex strategies

among which are mainly technical. Of course, it is normal that a method

includes different techniques, arranged in due form in the temporal aspect,

and the use of this technique, is to the choice determined methods that

advise or not use. So the techniques are more or less complex actions

13

that aim to achieve a known result and required for the proper application

of a particular method.

An educational resource is any technique, a strategy that will serve to

specify a time for the teaching a part of the method in the learning

process. So the techniques are like the most important tools that can be

used throughout the course of each method.

As concerns as a didactic term, teaching methods are used in a more

restricted way than "learning process" sense, it is a way to develop

specific instructional technique.

"Is truth that regularly, every new method emerges as opposed to another

and ends up taking extreme positions, which limits have a clear,

comprehensive, flexible and tolerant view." (Manzano,2007, p.25).

The truth is that within the strategies, methods used according to the

needs that arise during classes.

COMMENT:

The strategies are procedures to conduct an objective, in the educational

field are useful in the teaching process to achieve student understanding.

We can also note that among the strategies is important the methods used

at the time to teach. Although in the teaching of English language students

do not give importance to the writing skill, but it is necessary that teachers

look for new strategies, using new methods required in class in order to

awaken the interest to write in English.

CHARACTERISTICS OF STRATEGIES

According to Steve Wheelwright and Robert. H Hayes there are 5

characteristics that are central to a strategy, as follow:

14

1. Time horizon: Generally the term strategy is used to describe activities

which comprise a broad time horizon, relative to the time it takes to

perform and its impact takes to watch.

2. Impact: The strategy do not be shocking since its selection but at the

end it must be relevant.

3. Effort Concentration: A strategy is effective when it requires

consolidate effort, what diminishes implicitly, the resources available for

other activities.

4. Decisions pattern: Many of the strategies require time with certain

types of taken decisions supported each other following an orderly pattern.

5. Capacity Introduction: A strategy involves a wide range of activities,

therefore it requires all steps of a structure acting almost interchangeably,

in this way will reinforce the strategies. A strategy is a long-term and far-

reaching, contains and controls the most important actions of the

organization and is a key determinant of success or failure for a long time.

COMMENT:

The strategies must be applied always during the learning-teaching

process, it will strengthen the methodologies used in any activity.

GENERAL STRATEGIES.

These strategies refer to those tasks that we carry out in our researching

to facilitate the work of writing, as shown below:

15

Review of environmental conditions, which must be appropriate to do the

work of writing, and deal with external comfort, in areas such as lighting,

the

absence of distractions (noise, television, etc.), we mean the select

the

appropriate place to do it.

Review of personal circumstances, are related to mood, attitude and

interest, favorable condition for attention, concentration, and the state of

vision, among others.

To take advantage the materials that possess, tools and support

resources, for example, the information gathered, reference books

(dictionaries, manuals, works as literature), computer support (browser,

Internet, correction programs , etc.).

COMMENT:

In the developing strategies of writing skill process is necessary to

observe and select the appropriate place to practice in order to develop

this skill, thus can achieve better concentration, useful media and

technology will make more pleasurable this activity.

Motivational strategies

Definition

The more important goal of the motivation is to encourage students to

learn doing their best effort, it requires attention and critical thinking.

Motivation manages to get those students to conduct their efforts to

achieve certain goals and encourage them to want to learn.

16

One reason is something that sets a value for someone. Motivation

therefore consists of a set of values that manage to make an individual "is

put in place" to achieve their goal.

The motivation can put away the indifference to attempt to get the goal we

have set. Between reason and courage there is no difference, there is

motivational syndrome.

"A student is motivated when feel the need to learn what is being treated.

This need led him to work hard and persevere in the work to be satisfied"

(Carrasco, 2011, p.22)

To achieve getting students to learn, it is not enough to explain the matter

well and require the study. You must be able to awaken their attention,

develop a real interest in the study, and encourage them to perform

schoolwork. Since motivation is to arouse the interest and attention of the

students the importance of content in each subject.

Comment:

Students must be motivated if teachers want to engage them in the

teaching-learning process. It means, teacher have to make the effort to

learn the new knowledge and the only way to do it is they should be

motivated, that is seeking ways to leave the monotony and feel excited

during class. Since, it is not enough with the explanation of the teacher.

Causes involved in student motivation

You must use the art, technical and educational resources, in the process

of teaching English. Motivation should also be considered as an individual-

psychological issue, it is a situation that comes "from inside.”

17

However, we must take into account the ability that each person has to

learn new languages. If a person has a high level of aptitude can learn a

foreign language easier, less effort and better results than others, since

they have developed their cognitive aspect. But in a classroom the teacher

will find students with different types of personalities. Therefore, teachers

must cultivate an attitude of realism combined with idealism, perhaps the

teacher is thinking that to learn the English language is required to have a

good memory, intelligence or good musical ear, nevertheless the reality

may be something combined.

"Research shows that intelligence and ability to learn languages are

independent one of each other, but at the same time the native language

contributes significantly to the ability demonstrated later when learning

additional languages " (Sparks,2006, p.29).

Therefore we can say that the language learners in any situation will

present complex traits and different skills, so the teacher should be ready

to respond with curricular adjustments and individualization.

COMMENT:

The ability of students is part of the motivation in class, so the teacher

should pay more attention to students who are not fit enough for the

English

language.

WRITING SKILL

Sometimes writing skill can be considered boring and difficult for students,

because the it is not the same as to the phoneme, for this reason students

have to know how and when give it to them, because their learning will

18

depend if it is correct or not, otherwise the student might even get to feel

bored for this subject.

Regarding this, teachers must toggle the writing and oral activities to

develop proposals for writing skill, because even when use fun techniques

can have the enthusiasm that might have oral work.

At the beginning level, for example, the writing is often taught after

speaking, listening and oral interaction.

Therefore, everything what people write, first, should have an oral basis,

and always work thinking in English.

There are many activities that students can do, such as writing messages

to their peers, Christmas cards, messages for Father's Day or Mother,

emails, riddles with phrases written on the back of a partner and guess

who class objects, animals, etc. By giving importance to the oral skill many

errors are avoided in writing.

COMMENT:

Teachers should emphasize English language skills, learning to achieve

and although the writing may be of little interest in the students, the

dynamic activities make students can learn and write new words.

WHAT IS WRITING SKILL

In the same way as reading, speaking, and listening, the writing is part of

the four English language skills, as well as the written form of the

language is being a social practice.

This skill is a process that develops at the same time with the reading skill.

Analysis of writing expression

19

As we know there are some differences between English and Spanish, to

make the teaching of reading is different. Spanish is an alphabetic

language, it means, it relates between grapheme and sound.

While in the English language each grapheme has different

pronunciations, so that students learn to read having phonics problems. In

the process of learning to write we realize that it goes hand in hand with

reading, because

while the student learns to read, they learn how to spell words. In this way

they can learn new vocabulary.

It is important motivation for learning writing students, and it is necessary

that they receive motivation in their homes so they can improve their

writing.

COMMENT:

It is very important the writing skill, because it helps us to communicate. In

the English language is so necessary to master this skill, because it also

involves three other skills such as reading, speaking and listening, thus

the teacher should focus their teaching in their students. They always

must be willing to help their students to learn

IMPORTANCE OF WRITING

Nowadays when Learning to communicate has become the principal

object while studying a foreign language, each skill plays an important

part. To have success a very important part is played by teaching

language skills in a communicative way. The aim of this investigation is to

consider the importance of teaching writing skills in a communicative way

and what teachers should do to have effective teaching. Writing also

20

enhances language acquisition; it develops critical thinking and helps

learners to express freely as in their mother tongue, using English for

communicative purpose. This project highlights the potential of the writing

process, its important place in using English for communication.

The teacher has to use different techniques and strategies to develop

communicative writing according to the age and language level of

students. Teachers should have clear objectives in the teaching process.

When texts do not offer a lot of writing activities is the teacher who has to

prepare communicative writing assignments. An effective writing

assignment can advance important course objectives, the instructions

should be given clear, in this way it encourages students to learn actively.

The goal is not simply dictate and written down a part but to develop into a

higher level so as it continues the idea of what they hear at communicative

level.

Here are several strategies shown to the student to develop writing skill in

class so that they learn to be funny and not so heavy.

• Straight copying. - Help students to enable assimilating a new language

since the beginning.

• Match pictures with a text. - It is vital for visual memory of younger

students, to attract their attention through a text link with a real object or

an image.

• Organize and copy. - Fill gaps

• Creation of dictionary. - Tell students to write down new words in a

notebook, it could be a fun way to get organized and learn a new

vocabulary.

• Dictation. - It is advised to choose topics related to their age and the

dictation not be very long.

21

Some teachers make one of the most common mistakes and who are

determined to correct the errors word by word aside what really matters,

which is to motivate students and not to make a big problem of this. It

does not mean that teachers do not have to correct the mistakes but they

have to minimize them and not to give them too much importance,

because students learn by making mistakes.

The content must be worked before the proposed task. These activities

are

called "pre-writing activities". They consist in talking of the proposed

class

subject, give students ideas to have a reference point.

COMMENT:

It is considered that the writing is one of the most difficult in the English

language skills, it is not just that students copied some text mechanically,

it is encourage them that they can express their ideas and feelings in a

writing way, so it is important use dynamic strategies for the student to be

motivated to develop this skill, so the teacher should encourage their

students even if they can show errors when writing.

CHARACTERISTICS OF A GOOD WRITING

Defining make good writing? The views on this issue vary widely. Different

strokes exist that make good fiction versus good poetry. However, we can

find a general list of the characteristics of good writing (in no particular

order)

1. Clarity and Focus: In good writing, all text will be meaningless and

22

readers cannot get lost or have to reread passages to figure out what's

going on.

2. Organization: When a writing is well prepared not only is clear, but also

presented in a way that is logical and aesthetically pleasing.

3. Ideas and themes: When a writing is well prepared, must contain clear

ideas and themes.

4. Language (word choice): Good writing includes options for precise

and accurate well prepared words and phrases.

5. Grammar and style: Good writing, must follow the rules of grammar

(and breaking those rules only when there is a good reason). The style

is also

important, writing should be clear and consistent.

COMMENT:

In order to develop good writing, it will be necessary to consider details

like how writing, knowing prepare phrases or sentences, notice the

grammatical style, etc. We can take advantage of some resources like a

good dictionary of English or any book or manual of English grammar.

TYPES OF WRITING

There are four main types of Writing: expository, persuasive, descriptive,

narrative and each has a specific style.

Expository Writing. - In this type of writing the main objective is defined

in explaining an idea or concept, including supporting details. This script is

usually based on a theme and for this reason it is necessary to facts, not

opinions, examples and supporting details. This type of writing is generally

23

used in textbooks or articles and essays. Thus, these essays and articles

are organized following a logical sequence. Expository writing style is

more formal, so it cannot be used an informal language or slangs used

with friends.

Persuasive writing. - It is usually in articles and essays form. It is also

based on specific details and examples of support; however, persuasive

writing is not based largely on the facts. The writer often expresses an

opinion and try to convince the audience to do something or be satisfied

with the point of view of the writer. It should be clear and concise, but it

can also be a little more forceful and dramatic to help convince the reader.

For example, there are times when writers exaggerate their details to

influence the reader in a more emotional way than in an expository essay.

Descriptive writing. - Fiction and poetry are made up of this type of

writing, since, the main goal is not only to inform but also to entertain.

Maybe someone can read this kind of script to enjoy the beauty of the

language and writing. Then, this style tends to use more adjectives and

adverbs, and figurative language and imagery, to create details that allow

the reader to imagine the landscape and events in their minds.

Narrative writing- Is a little similar to the descriptive writing, it aims to

entertain the reader; however, rather than try to entertain the reader with

the beauty of its language, the writer is trying to tell a story. If an author

uses a style of expository writing to tell a story, the author could quickly

bore the reader. Narrative writing uses a more descriptive language with

pictures, because the author wanted the reader to imagine the characters,

scenes and settings to become part of world history and to connect to the

context. Narrative writers could also change their style depending on the

type of story. For example, if a writer wants to create a thriller, they could

24

use, broken phrases to build up the most exciting moments. Therefore, the

category of narrative style can influence the style of writing as well.

COMMENT:

In the teaching-learning process the teacher can review with students the

types of writing, in this way he can influence the development of their

writing.

Techniques to develop writing skills in English

There are different techniques to develop writing skill in students, which

are explained below:

Traced Letters

When the moment is near that students know the trace of the letters of

an

easy, fast, smooth, uniform, accurate and reasonably attractive way, we

can say that students will master the mechanisms of writing. It is also

important to achieve writing letters in a clear way.

Copy

The action of copying the words, phrases or texts is one of the first stages

of writing composition. It is amazing to see the large number of errors

made most when students copy in English. Therefore, the teacher must

teach this skill as well as other skills. This technique is useful because it

gives students practice in the correct spelling of words. On the other hand,

25

copying without thinking about what you're writing is undoubtedly very

boring for students. Consequently, the teacher can use stories in which

students can choose from several options from time to time. All options are

meaningless and are

written correctly, so avoid that students are afraid to make a choice for

fear of failure.

EPISTEMOLOGICAL FOUNDATION

Epistemology is generally considered a branch of philosophy that studies

the scientific knowledge regarding the definitions and methods used, and

the laws that elaborate. The main objective of the Epistemology is the

Education, which studies it in a critical way to make it perfect.

Applying epistemology to the educational field it will help to analyze the

critical and reflexive facts, to make a diagnosis of their progress and

pitfalls, with a correct or true point of view. External and internal

elements are through various sciences studied since it influences in the

educational process, not only to make an analysis, but also to provide

solutions.

Epistemology of education are evaluated in terms of their autonomy and

their contribution, and the scientific basis of the methods used in formal

education.

Epistemology deals with education, the organization of the school

curriculum, the link between the different subjects in how knowledge is

transmitted, the social sense, the school context, the teacher training, the

educational facts, the quality of education, and so on. It is changing

constantly, as its object of study is a social phenomenon, therefore,

changeable and susceptible of being affected by multiple individual and

community factors.

26

The epistemological foundation must be taken into account because it is

very important in the educational área, because it has a metacognitive

dimension that point the education of the individual clearly.

According Leibnitz, regarding to the acceptance about that all knowledge

progresses through the senses, except the intelligence, can not avoid the

projection of each learning activity in the thinking of each person. Beyond

the key factors of the concepts of Leibnitz.

According to the linguistic dimension of its own components, have made

certain investigations of writing, there are few studies that have assumed

the study from the educational idea. Several studies have been designed

in order to achieve communication skills, a little have been devoted to the

study of orality through the use and application of educational modules, it

means the use of riddles, drama, etc.

It must be considered some aspects such as:

• To define the vocabulary

• To control of emotions

• The selection of formal words

• The interaction

The epistemological foundation is explicit that deals in everything related

to research, but very little can design programs in terms of modules. From

the standpoint of scientific research provided the study of language and

speech it has prevailed.

According Ruiz (2010)

“Epistemology studies the problems that are related to the actual scientific

knowledge" (p.37)

27

"By epistemology or philosophy of science understand rational reflection

that aims science, and this reflection is done using a philosophical

instrument, made of concepts, methods and categories" (Rendon, 2005,

p.4).

COMMENT:

Within education, the Epistemology studies the aspects such as learning,

looking for causes and then help us find the solution. We have chosen the

topic of strategies to develop the writing skill in the English language,

because both teachers and students are not giving the desired importance

to it that is why many students cannot develop this important skill.

Following the epistemological way we have based our investigation in the

República de Alemania Public High School, in order to find a solution to

solve this problema, in this way through our proposal that consists of a

handbook with useful activities to develop the writing skill, we are sure that

it can contribute to the student, and improve the teaching-learning process

of the English language.

Humanism

Humanism was an intellectual current, which originated in the fifteenth

century in Italy, seeking the expansion of knowledge to form the man an

individual who is truly human and natural, in contrast to the divine and

supernatural which formed the medieval goals.

The characteristics of the humanist movement are:

- The big respect for the nature that considers source of investigation for

the advancement of science.

- Preference for the study of classical languages (Greek and Latin), which

are basis of modern languages.

28

PEDAGOGICAL FOUNDATION

Language acquisition involves many methods. Through the years all the

available methods have been mention, but for writing skill teaching there is

one very helpful single method strongly recommended. So, it becomes

inevitable for teachers to know the different methods of teaching and

learning, so it can help us to apply the correct one to success in our

classroom according to the students learning styles and individual needs.

Nowadays, technology and strategies have taken an important part in

students’ learning process, in which is presented as a guide and students

are more involved to develop his own language competence.

Gaims & Redman (1986) states that:

In modern methodology two main tendencies set apart:

methods in which the teacher has the most important

role and chooses the items students will learn opposing

the one where focus shifts away from the teacher to the

students. This makes students more responsible for their

own learning and allows to meet individual needs of each

students.(p. 19)

.

The objective of teaching English must be to present our students

innovated and interesting ways to learn a new language. During our

observations we can notice that the teacher uses traditional methods and

techniques to get students attention, therefore the class was not active

and students did not feel the necessity to participate in it.

Each Teaching methods are based on a particular vision of understanding

the learning process.

29

Our proposal have base in communicative approach because it provides

us the necessary tools to achieve our goal by interactive and activities,

making students responsible of their own learning process and language

improvement.

Acquisition is a natural process, similar to the way

children develop ability in their first language. It is

subconscious process when students are not aware of

the fact they are acquiring language but are using the

language for communication (Krashen,1993, p.32).

English teachers must find methods that are the most appropriate during

the different stages of the teaching - learning process.

Constructivism

Constructivism is a philosophy of learning founded on the premise that

by reflecting on our experiences, we construct our own understanding of

the world we live in. Each of us generates our own “rules” and “mental

models,” which we use to make sense of our experiences. Learning,

therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

“Constructivism says that people constructs their own understanding

knowledge of the world through experiencing things and reflecting on

those experiences” (Giesen ,2.007,p.27).

Constructivism influences Instructional theory by

encouraging discovery, hands-on, experiential collaborative,

project based, and task-based learning. Constructivist,

epistemology, as a branch of the philosophy of science,

30

offers an explanation of how human beings construct

knowledge from information generated by previous

experiences ( Larson, 2001,p.33).

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the

issues around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts

must be understood in the context of wholes. Therefore, the

learning process

focuses on primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that

students use to perceive the world and the assumptions they make to

support those models

4. The purpose of learning is for an individual to construct his or own her

meaning, not just memorize the “right” answers and regurgitate someone

else’s meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make the assessment part of the

learning process, ensuring it provides students with information on the

quality of their learning.

The Impact of Constructivism in Learning

Teachers focus on making connections between facts and

fostering new understanding in students. Constructivism asks

student responses and encourages them to analize, interpret and

predict information.

Wertsch (1995) said that:

31

A further criterion that distinguishes scientific from

everyday concepts is the fact that the former are learned in

formal schooling setting whereas the latter emerge on the

basis of

children's experience in the everyday world. He argued that

schooling’s emphasis on using language to talk about

language (that is, on decontextualized, metalinguistic

reflection), as opposed to talking about nonlinguistic reality,

is an important force in the emergence of scientific concept

(p.16).

Constructivism changes drastically the teaching learning process. It makes

active classes and students more responsible about their own language

acquisition. M. Gail Jones and Laura Brader Araje in a journal from

University of North Carolina wrote that,

Constructivism has emerged as one of the greatest

influences on the practice of education in the last twenty five

years. Teacher embraced it pedagogy with an enthusiasm

that is rare in these days of quick fixes and shopping mall

approach to school improvement (Jones & Brader, 2002,

p.61)

There were many changes in the teaching - learning process, comparing

traditional and constructivism classroom.

Traditional Classroom

Begins with parts of the whole emphasizes basic skills

32

Strict adherence to fixed curriculum

Textbooks and workbooks

Instructor gives / students receive

Instructor assumes directive, authoritative role

Assessment via testing / correct answers

Knowledge is inert

Students work individually

Constructivism Classroom Begins with the whole-expanding to parts

Pursuit of student questions / interests manipulative materials Learning is interaction‐building on what students already know

Instructor interacts / negotiates with students

Assessment via student works, observations, points of view, tests.

Knowledge is dynamic / changes with

Experiences

Students work in groups

PSYCHOLOGICAL FOUNDATION

It has been known for a long time that language acquisition and

processing are associated with a specific part of the brain; namely the

perisylvian region of the left hemisphere, at least for the vast majority of

humans. The age of a person is very important to acquire a second

language.

Hagen (2008) states that:

33

L1 acquisition among children is an astonishingly rapid

process. For all of recorded history, children have managed

to become fluent in a language in a period of three to four

years, with virtually no explicit help from parents and peers.

On the other hand, it is not the least bit uncommon to

find adults who have struggled with a second language for

a decade or more without achieving fluency (p.35).

In language learning there are three aspects from psychological

perspective: language and the brain, learning processes and learner’s

differences.

Language and the Brain

The location and the representation of a language in the brain has been of

interest of biologist and psychologist because neuron linguistic was the

first influence cognitive perspective on second language acquisition when

systematic study began in the 1960s.

According to Sakai (2.011)

Language acquisition is one of the most fundamental

human traits, and it is obviously the brain that undergoes

the developmental changes. During the years of language

acquisition, the brain not only stores linguistic information

but also adapts to the grammatical regularities of language.

Recent advances in functional neuroimaging have

substantially contributed to systems-level analyses of brain

34

development. In this Viewpoint, language acquisition is

represented in the mature brain. (p.27)

Learning Process

Based information. The learning process must start with some observation

to know the learner’s learning style, needs and other important factor.

After knowing the learner and deciding what learning experiences are to

be provided, we have to help them in acquiring the language. According to

Sakai, the learning process is divide into three states.

Learning Situation

It also deals with the environment factors and learning situation

which

learning situation which come midway between the learner and the

teacher.

Topics like classroom climate and group dynamic techniques and aids

which facilitate learning, evaluation techniques, and practices, guidance

and counseling etc. which help in the smooth functioning of the teaching

learning process.

Teaching Situation

It suggests the techniques of teaching. It also helps in deciding what

learning situation should be provided by the teacher to the learners

according to his/her mental and physical age, his previous knowledge and

interest level. By describing the learner’s characteristics, to choose which

35

teaching aids are appropriate for the particular subject.

Evaluation of Learning Performance

Main objective of education is all-round development of the learner. It

includes cognitive, affective and psychomotor aspects of personality.

Educational Psychology suggests various tools and techniques for

assessment and evaluation such as performance test, oral test and written

test. It does not stop at measurement only, after the testing results are

analyzed causes for poor performance, backwardness in any aspect of

development is corrected by maladjustment are helped by guidance and

counselling study habit, examination techniques and learning styles are

analyze.

The Learner Differences.

Each learner is a different world and teacher needs to focus on that. The

learner differences include the learning aptitude, gender, culture, age

and

other demographic variables. One of the important aspects of catering for

individual learner needs is teachers’ involvement in developing learner

autonomy. According to Richard Felder and Rebecca Brent,

Students have different levels of motivation, different

attitudes about teaching and learning, and different

responses to specific classroom environments and

instructional practices. The more thoroughly instructors

understand the differences, the better chance they have of

meeting the diverse learning needs of all of their students.

Three categories of diversity that have been shown to have

important implications for teaching and learning are

36

differences in students’ learning styles. (Felder & Brent,

2005, p.32)

Intellectual Development

Most students undergo a developmental progression from a belief in the

certainty of knowledge. At the highest development level normally seen in

college, students’, individuals display thinking patterns resembling those of

expert scientists and engineers. According to Richard Felder and Rebecca

Brent,

“Different levels of intellectual development constitute the third category of

students’ diversity“ (Felder & Brent, 2005, p.32)

SOCIOLOGICAL FOUNDATION

Educational sociology has been defined as the application of sociology to

Educational problems.

Brown (1990) said in this connection that,

The educational sociologist utilizes all that has been learnt in

both the fields and adds them to the whole process of the

education”. He also adds that is particularly interested in

finding out how to manipulate the educational process to

achieve better personality development. Sociology of

education has emerged as more relevant subject for

prospective teachers (p.15).

In recent years, greater interest has been shown in the analysis of the

educational system as a pattern of social interaction and thus a different

role for sociology in relation to education has been conceived. Education

37

means different things to different people. It is a process as well as a

product. Educational sociology is particularly interested in finding out, how

to manipulate the educational process to achieve better social and

personality development.

Sociology of education.

Educators remain to be convinced that sociology perspective can do any

more than explicate the general influences on students of social factors

such as, gender, race or class; all of these factors comprise starting points

for educational transformation.

Young (2010) said that,

Sociology of education is even more deeply marginalized

From its constituency because, unlike, say, economic

policy, the historical constitution of the core of practice in

educators has developed within an individualizing culture

as a practice focused not on aggregates or groups

but individuals (p.30).

LEGAL FOUNDATION

According to this foundation, our investigation is related with the following

articles of the Education Law of Ecuador.

De acuerdo a la Ley Orgánica de Educación Intercultural.

Capitulo I Del Derecho a la Educación.

Artículo 4.- Derecho a la Educación.-La educación es un derecho humano

fundamental garantizado en la Constitución de la Republica y condición

necesaria para la realización de los otros derechos humanos.

38

Son titulares del derecho a la educación de calidad, laica, libre y gratuita en los

niveles inicial básico y bachillerato, asi como a una educación permanente a lo

largo de la vida, formal y no formal, todos los y las habitantes del Ecuador.

El Sistema Nacional de Educacion profundizara y garantizara el pleno

ejercicio de los derechos y garantias constitucionales.

ANALYSIS OF 4 ARTICLE.

Education is a right guaranteed by the constitution.

Education is a part of human rights.

Education is free.

COMMENT:

The education is an Ecuadorian right, nowadays there are no obstacles to

not study, since the government guarantees the free education and it must

be of excellence.

Segun la Constitucion del Ecuador. Titulo II. Capitulo II Derecho del Buen

Vivir.

Sección quinta

Menciona en el Art. 26.- Que 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 el derecho y la responsabilidad de participar en el proceso

educativo.

ANALYSIS OF 26 ARTICLE

39

Education is a duty of the state.

It is the responsibility of the family and society to be part of the educational

process.

Comment:

As we can see in this article the Education has a big relation with living

good,

it is very important that the Constitution guarantees this right to the people.

41

CHAPTER III

METHODOLOGY

DESIGN METHODOLOGY

We will establish what information sources are (primary and secondary).

Primary sources contain new and original information, the result of an

intelectual work.

The primary documents are: books addressed, journals, newspapers,

diaries, official documents of public institutions, technical research and

public or private institutions reports, patents, technical standards, etc.

The secondary data sources, contain organized and prepared information

product of analysis, related to original primary documents.

The secondary sources are: encyclopedias, anthologies, directories,

publishing books or articles that interpret other related research work.

This research will use results of the independent and dependent variables,

consequently they will be analyzed and processed by statistical measures

that will give us more specific results. We made surveys to the students

and teachers of República de Alemania Public High School, who provided

value information for the preparation of this research. It was necessary to

engage in the English classes in order to know and realize about the real

roblem that it has.

All these data will be processed using mathematical and statistical

methods.

Also, the synthetic method is used, since the problema is real, which

allows the understanding of a particular fact or phenomenon and structural

issue

42

addressed in the research. All these phenomena encircle the real topic

investigated.

METHODS USED IN THIS RESEARCH

A correct procedure establishes the meaning of the events and

phenomena that lead to the scientific interest to find, demonstrate and

bring knowledge.

METHODS

They are organized ways to proceed reaching a particular result or

particular purpose to uncover the truth and systematize knowledge.

EMPIRICAL METHOD

Allows the researcher a number of results mainly from the experience of

the investigation concerning to their problems. It also leads to make a

preliminary analysis of the information and verify and check the theoretical

concepts that allow revealing the essential relations and fundamental

characteristics of the object of study through various practical procedures.

With the application of this method, we achieved through observation

andexperience, to describe the pedagogical problem, with their respective

variables.

THEORETICAL METHODS

This method allow to discover the object of research, the essential and

relevant relations, which are not detectable with the perception. Therefore,

it is supported basically on the abstraction, analysis, synthesis, induction

and deduction processes.

43

SCIENTIFIC METHOD

According to De la Torre and Navarro, it is defined as "A rigorous

procedure, formulated in a logical way to achieve the acquisition,

organization, expression, and systematization of knowledge, both

theoretically and in the experimental phase." (Mendez, 1995, p.22).

In the structure of this project, the scientific method, guided us to follow

the most important steps of this investigation, including the problem,

objectives, assumptions, methodological structure, foundation, the

descriptive statistics, and the final report that ends with the didactic

proposal designed by the authors.

METHOD INDUCTIVE

It is a way of reasoning that leads:

a) From the particular to the general.

b) From a part to a whole.

Induce is to go beyond the obvious.

Process of knowledge that start by the observation of particular

phenomena in order to reach conclusions and general premises that can

be applied to similar situations observed.

Research in many parts of it, was building the knowledge gradually,

culminating in his final report.

44

HYPOTHETICAL-DEDUCTIVE METHOD

Deducción. - is a type of reasoning that leads;

a) From the general to the particular.

b) It completely simple.

It is the method to go from general statements to particular facts.

Knowledge process that begins with the observation of general

phenomena in order to point out the particular truths explicitly contained in

the overall situation.

In our research using this method, it was positive on several occasions

since, it left the whole structure to reach the goals.

ANALYTICAL–SYNTHETIC METHOD

Analytical method involves the analysis (in Greek, meaning

decomposition), it is the separating of a simple part of elements. It relies

on to know a phenomenon it is necessary to break it down into its parts.

Synthetic Method: Involves synthesis (Greek synthesis, which means

union), that is, joining elements to form a whole.

The synthesis and analysis allowed the researchers to simplify or expand

different concepts, according to the advancement of the different themes

in the project structure.

45

RESEARCH TYPES

Exploratory

Superficially we identify the flaws that exist within the República de

Alemania public High School, with regard to learning English where we

determine areas for improvement in the learning process.

The research was limited to a descriptive study, data collection based on a

theory has allowed describe the learning activities that exist in this

Institution. The results are presented systematically and objectively

interpreted.

Analytical level

All information obtained in the exploratory level such as surveys and

interviews were analyzed by performing the processing of results through

the conclusions

The research design is descriptive and correlational. It is descriptive

because it describes the problems raised in the investigation, which can

predict the same causes and effects. Likewise, the study is correlational

because the research seeks to answer questions such as: What is the

impact of teaching strategies to develop the writing skill in the English

language?

Synthetic Level

The analysis of the results of learning strategies in the República de

Alemania Public High School, was of great importance to the proposed

46

information. With the results that we obtained, were used to stablish and

established proposals the conclusions and recommendations.

INSTRUMENTS OF INVESTIGATION

Techniques.

As a technique for collecting information were interviews with teachers and

students surveys at the República de Alemania Public High School.

For the collection of the final report we will use the descriptive and

analytical methods that will be shown in statistical graphics.

The collection of information that we made was field and office research.

Different members of the República de Alemania Public High School,

engaged in the learning process through interviews and surveys.

The field research allowed us to use techniques and instruments of work

contributing to the effectiveness of the results, thus the establishment of

the conclusions.

The research techniques are:

- Observation

- Interviews and

- Technical.

OBSERVATION

Observation is a technique that consist of observing the phenomenon, fact

or event, carefully, taking information and record it for

analysis.Observation is a fundamental element of any investigative

process; it supports the researcher to obtain more data. Much of

47

knowledge that the science possess has been acquired through

observation.

INTERVIEW

Interview is a term that is linked to interview verb (the action to develop a

chat with one or more people with the aim of discussing certain topics and

with a purpose).

Population and Sample

Population

It is the total set of individuals, objects or observable measures that have

some common characteristics in one place and at any given time.

The total of the population of this work is 471, divided in: one (1) authority,

ten (10) teachers, and four hundred sixty (460) students.

Sample

The sample selection is also what is called sampling, which is the process

by which a sample is obtained.

To complete our sample were selected the following people: one (1) Dean,

one (1) teacher and forty four (44) students, who make a total of 46 people

that is the size of the sample. We could get this size through applying the

following formula:

SIMBOLOGY

n = sample size

N = Population

E = Margin of Error 5% - (0.05)

48

STRATUM

TOTAL POPULATION

Authority

TOTAL

1

Teachers 10

Students 460

Total 471

SAMPLE

Authority 1

Teachers 1

Students 44

Total 46

49

LIKERT SCALE

The Likert scale is a commonly used survey tool that requests an

assessment of some variable from among a range of potential responses.

A Likeart scale is bipolar, meaning it provides options ranging between

two potential extreme positions. To assess end user acceptance of a

software program, for example, as in the figure below, a Likert scale might

provide a series of statements and five responses ranging from "I strongly

agree" to "I strongly disagree."

The main responses are:

Strongly agree

Agree

Neutral

Disagree

Strongly disagree

50

OPERATIONALIZATION OF VARIABLES

VARIABLES DIMENSIONS INDICATORS

I. V.

TEACHING

STRATEGIES

IMPORTANCE

-MOTIVATE STUDENTS

-ACQUIRING

KNOWLEDGE EASIER

-HELP BOTH TEACHERS AND

STUDENTS

TYPES

- METHODS

- TECHNIQUES

- PROCEDURES

CHARACTERISITCS

- TIME HORIZON

- IMPACT

- EFFORT

CONCENTRATION

- DECISIONS SAMPLES

- BE ABLE TO INSERT

D.V.

WRITING SKILL

CHARACTERISTICS

- CLEAR AND

FOCUSED

- ORGANIZATION

- TOPICS AND IDEAS

- LANGUAGE

- STYLE AND

GRAMMAR

TYPES

TECHNIQUES

- EXPOSURE

- PERSUASIVE

- DESCRIPTIVE

- NARRATIVE

- DRAW LETTERS

- COPY

- HELPING COPY

- BRAINSTORMING

- FREEWRITING

- DICTATION

51

CHI SQUARE

Directed to students of the Eighth Year of Basic Education of the Unit

Educational Republica de Alemania, Area 5, District 09D12 Naranjal

Balao, in Guayas Province, in the school year 2.015 - 2.016.

CHI SQUARE TEST.

Objective.- To demonstrate the relation between the Independent and

Dependent variable.

Independent Variable: Teaching Strategies.

Dependent Variable: Writing Skill

What is the incidence in the Teaching Strategies in the Writing Skill?

Source: República de Alemania Public High School Researchers: Jenny Tacuri H. and Mirian Fernández V.

Level of significance: Alpha= 0.05 or 5%.

CHI SQUARE TEST

As we can see the value P es less than 0,05, for this reason we can affirm

that there is a relation between the two variables. Therefore, the teaching

strategies do influence in the writing skill.

52

SURVEY TO THE STUDENTS

Write an (X) on the answer you must consider the most appropriate

required answer on each questions:

STRONGLY AGREE (1) AGREE (2) NEITHER AGREE NOR DISAGREE (3)

DISAGREE (4) STRONGLY DISAGREE (5)

1 2 3 4 4 5

1. Your teacher should use different

teaching strategies

1.

2. The teacher must motivates you to write

in English

3. The teacher uses didactic materials in

class

4. The teacher should help you to develop

writing skill

5. The teacher uses writing strategies in class

6. The teacher is dynamic when he

teaches writing skill

6.

7. The teacher uses technological

resources during the English class

7.

8. The teacher is creative in the teaching –learning process

9. You feel motivated when you write in

English

10. The writing skill is very important for

you

THANKS FOR YOUR COLLABORATION

53

INTERVIEW TO THE PRINCIPAL.

OBJECTIVE OF THE INTERVIEW

To know directive's point of view about the importance of effective writing

skill aids for teaching English to begginer students.

QUESTION1:Would you be interested in learning about a project with new strate

gies to develop writing skills in the English language?

ANSWER1: The project for writing skills will have a lot of support for the educati

onal part since I believe that in our country we do no yet rely on these studies.

QUESTION2: Would you say that the national English textbooks achieve the

expected level of English language learning?

ANSWER2: We have high expectations for the books of the English language,

however it is very important to do wthatever we can for academic improvement.

QUESTION.3: Should the directors and professors plan activities so that the

students may develop writing skills?

ANSWER3: I believe it is a great idea, although the system of planning has

always been carried out at the Institutional level like it has with teachers. If it

weren’t for planning, the growing of the educational preparation would not have

happened.

QUESTION4:Do you believe that with implementing new teaching strategies for

English writing, students will respond positively?

ANSWER4: I think that disciplining the form of writing the English language is a

more explicit and clear structure. I believe that the student will be able to

improve in the use and application of the educational correspondence.

QUESTION5: How would you consider the level of English achieved by the

students of the Institution?

ANSWER5: In actuality it is understood that an expectation is being placed

on professors for their students to achieve the application of knowledge of

academic preparation of English. I think that an improvement in the application of

academic preparation will be accomplished and that from now on it will be

considered more.

54

INTERVIEW TO THE ENGLISH TEACHER

OBJECTIVES OF THE INTERVIEW:

To know teacher”s point of view about the importance of effective skill

writing aids teaching English to beginner students.

Questions1: Do you believe that the new strategies can be worked with

in the classroom to improve writing of the English language?

Answer 1: I believe new strategies could improve writing of the English

language.

Question2: How would you capture your student”s attention during

class?

Answer 2: To get the students attention during class could do differnt

types of games.

Question 3: What is your strategy for teaching writing of the English

language?

Answer 3: A strategy to teach writing the English language would

repeated several time and spell Word.

Question 4: Would you consider it important to use new strategies to

teach English?

Answer 4: If it would be very important to use new strategies to teach

the English language.

Question 5: Do you believe that using new strategies will improve the

learning of the English language?

Answer 5: If i believe that using new strategies would improve learnig of

the English language.

55

RESULTS OF THE SURVEY.

QUESTIONS

ALTERNATI-

VES

1 2 3 4 5 6 7 8 9 10

STRONGLY

AGREE

22 32 2 30 36 9 5 29 12 39

AGREE

9 7 5 5 3 10 0 7 9 2

NEITHER

AGREE NOR

DISAGREE

8 2 0 6 1 11 0 2 16 2

DISAGREE

5 3 37 3 4 13 39 6 7 1

STRONGLY

DISAGREE

0 0 0 0 0 1 0 0 0 0

TOTAL 44 44 44 44 44 44 44 44 44 44

Source: “República de Alemania” Public High School Researchers: Miriam Fernández Villegas y Jenny Tacuri Hidalgo

56

ANALYSIS OF RESULTS

Survey to students

Statement 1. Your teacher should use different teaching strategies

Sample: 44 students

CHART OF FREQUENCY # 1

ALTERNATIVES FREQUENCY PERCENTAGE

STRONGLY AGREE 22 50%

AGREE 9 21%

NEITHER AGREE NOR DISAGREE 8 18%

DISAGREE 5 11%

STRONGLY DISAGREE 0 0%

TOTAL 44 100%



COMMENT

According to the results 50% of students are strongly agree with the

question number one that is related with teaching strategies in English, it

is very Important for us, because it represents the half of students and it

will be easier the application and developing of the proposal.

50%

21%

18%

11% 0%

GRAPHIC 1

STRONGLY AGREE

AGREE

NEITHER AGREE NORDISAGREE

DISAGREE

STRONGLY DISAGREE

57

ANALYSIS OF RESULTS

Survy to the students

Statement 2. The teacher must motivate you to write in English

Sample: 44 students




AGREE 7 16%


DISAGREE 3 7%


TOTAL 44 100%



ANALYSIS

In these results, although a high percentage of students answer in a

positive way, it seems that the English teacher is not doing his best effort,

because after the diagnosis activity we can detect many students do not

know write basic vocabulary in English. It happens since teachers do not

use the adequate techniques to improve this skill.

73%

16%

4% 7% 0%

GRAPHIC2

STONGLY AGREE

AGREE


DISAGREE

STONGLY DISAGREE

58

ANALYSIS OF RESULTS

Survey to the students

Statement 3. The teacher uses didactic material in class

Sample: 44 students



STRONGLY AGREE 2 5%

AGREE 5 11%


DISAGREE 37 84%


TOTAL 44 100%



ANALYSIS

According to the results of this statement the 84 % of students are not

agree with the different tools that the English teacher uses in class. It is a

big quantity of students that indicate they need other kind of materials in

order to acquire in

a good form this new language. It is essential that applying our project

both teachers and students are going to take advantage of it.

5% 11%

0%

84%

0%

GRAPHIC 3

STRONGLY AGREE

AGREE


DISAGREE

STONGLY DISAGREE

59

ANALYSIS OF RESULTS

Survey to the students

Statement 4. The teacher should help you to develop the writing skill

Sample: 44 students




AGREE 5 11%


DISAGREE 3 7%


TOTAL 44 100%



COMMENT

The results of the survey indicates that 68 % of students answer that their

teacher should help to develop the writing skill, however a considerable

number of them are not agree. It means that the teacher is not using these

strategies

in a correct way, for this reason with our didactic material we are going to

reinforce the learning-teaching process.

68% 11%

14% 7% 0%

GRAPHIC 4

STRONGLY AGREE

AGREE


DISAGREE

60

ANALYSIS OF RESULTS

Survey to the Students

Statement 5. The teacher uses writing strategies in class

Sample: 44 students




AGREE 3 7%


DISAGREE 4 9%


TOTAL 44 100%



ANALYSIS

According to the results of the statement number 5, most of the students

are in strongly agree, but it happens because they have not received new

and modern strategies required in the acquisition of a new language. They

feel satisfied with what has been learned, but we know that they need

learn more.

82%

7% 2% 9% 0%

GRAPHIC 5

STONGLY AGREE

AGREE


DISAGREE

61

ANALYSIS OF RESULTS


Statement 6. The teacher is dynamic when he teaches writing skill

Sample: 44 students




AGREE 10 23%


DISAGREE 13 30%


TOTAL 44 100%



ANALYSIS

The results of this statement show us that a minimum quantity of students

are strongly agree that the English teacher give the calls in a dynamic

way. However, the responses of the rest of the students was negatively,

proving that the teacher is failing and he has to upgrade his knowledge

because students feel bored and disinterested for the English class.

20%

23% 25%

30%

2%

GRAPHIC 6

STONGLY AGREE

AGREE


DISAGREE

62

ANALYSIS OF RESULTS


Statement 7. The teacher uses technological resources during the English

class. Sample: 44 students




AGREE 0 0%


DISAGREE 39 89%


TOTAL 44 100%



ANALYSIS

Most of the students agree that the English teacher do not use

technological resources in the teaching-learning process. It is a big

disadvantages for them, since modern education and new strategies to

acquire a new language are based in the usage of modern instruments

that are going to facilitate the understandable of the new knowledge.

11%

0%

0%

89%

0%

GRAPHIC 7

STONGLY AGREE

AGREE


DISAGREE

63

ANALYSIS OF RESULTS


Statement 8 The teacher is creative in the teaching-learning process

Sample: 44 students




AGREE 7 16%


DISAGREE 6 14%


TOTAL 44 100%



The results in this statement show us that although a high percentage

answer affirmatively affirming that the teacher is creative during the class,

others answered that he is not. It demonstrate us that teacher must

change their strategies and techniques in order to engage and involve not

only a few students but also all students in class.

66% 16%

4% 14%

0%

GRAPHIC 8

STONGLY AGREE

AGREE


DISAGREE

STONGLY DISAGREE

64

ANALYSIS OF RESULTS


Statement 9. Yo feel motivated when you write in English

Sample: 44 students




AGREE 9 21%


DISAGREE 7 16%


TOTAL 44 100%



In this statement the whole students do not agree, there are several kind

of responses which tell us that students are not sure about their

knowledge in the English language. Teachers must put more emphasis in

the teaching of the students, because they do not feel confident with

educators and the relationship between them in very important in any

academic process.

27%

21% 36%

16% 0%

GRAPHIC 9

STONGLY AGREE

AGREE


DISAGREE

65

ANALYSIS OF RESULTS


Statement 10. The writing skill is very important for you

Sample: 44 students




AGREE 2 4%


DISAGREE 1 2%


TOTAL 44 100%



Acording the results of this statement almost the whole students affirm that

English language is very important for them, it is good since students

show willingness to acquire a new language that is spoken all over the

world.

89%

4% 5% 2% 0%

GRAPHIC 10

STONGLY AGREE

AGREE


DISAGREE

STONGLY DISAGREE

67

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

With tabulated, analyzed and interpreted the surveys we could obtain

results in our research that conduct to the following conclusions and

recommendations as follow:

1) Students of this classroom are in full agreement that the teacher will

use different techniques and teaching strategies. Which the teacher must

get involved and encourage them to develop this skill. Since they claim

that the classes are boring.

2) In the results the students are interested in learning the new ways to

acquire the English language, through exercises and activities that will

help to develop the writing skill, because it is not developed totally.

3) According to the results students do not like writing in English language.

4) Students agree that the teacher makes his best effort to develop the

writing skills but is is not enough.

5) Students want that the teacher must use technological resources. They

think that applying them in the cademic process they will increase their

academic level.

6) Teacher must be creative and dynamic in the teaching-learning

process.

7) The highest percentage shows instability and indecision regarding the

motivation to write.

68

Recommendations

1) The results of the research suggests that the teachers must use

techniques and teaching strategies.

2) Students are willingness to support the new didactic material.

3) Teachers have to upgrade their knowledge.

4) The institution must ask to the government for the implementation of an

English lab.

5) Parents have to support educational process in all aspects.

69

ANALYSIS OF INTERVIEW TO THE TEACHER

According to the english´s teacher interview, who considers that students

have lack of confidence, difficult to writing, because they do not know how

to, but because they are afraid to do. This is even more problematic when

it comes to young learners as there is the common fear of making a fool

of themselves in front of their peers.

There are, of course those more unique students who will try to dominate

the competences classroom when it comes to write, however, more often

than not this is not the case and when it does happen it also limits the less

confident learners.

What they need more than instruction is confidence and the motivation to

write out in class and not be afraid to do.

As teachers it not only our duty to teach, but it is also our duty to motivate

our students to write and participate during a class. We need to help

reduce their fears and provide a comfortable environment for them to learn

and to make them feel more at ease.

Writing is by far the most important skill needed when it comes to learning

and teaching process.

Writing is everywhere in real life and even though the students may be

able to avoid skills such as reading and writing English in real life, it is not

the case with writing.

So how can we motivate our students to really love writing English? What

can we do to help reduce fear and give them the confidence they really

need? Those students who have more of a positive attitude when it comes

70

to language learning will be less likely to suffer from performance and

learning anxiety thus making them participate more.

The activities applied during the English clases encourage students to

practice their language skills. It is not a common thing for the teachers to

Split their classes into large groups for practicing their language skills and

communicative.

The Teacher think that is necessary and important the application of

different types of strategies to get the students attention, promote the

interaction and motivation during class.

The scenario of a Role Playing Game is set in any reality, A strategy to

teach writing the English language would repeated several time and spell

Word.

71

CHAPTER IV

THE PROPOSAL

DESIGN OF A HANDBOOK WITH PRACTICAL ACTIVITIES TO

MOTIVATE THE STUDENTS OF EIGHT YEAR OF BASIC

EDUCATION AT REPUBLICA DE ALEMANIA PUBLIC

HIGH SCHOOL TO DEVELOP THE

WRITING SKILL

ANTECEDENTS

According to the investigation and the collection of data obtained in the

Chapters 1, 2 and 3, has concluded that this proposal that is going to be

presented in this project will be very important in the English language for

students of the eighth year of Basic Education at the “Republica de

Alemania" Public High School.

We hope that with the completion and implementation of this proposal

both teachers and students will increase their academic level in the

teaching – learning process.

JUSTIFICATION

In recent decades there has been much inefficiency in the teaching

English, because teachers of elementary schools have not given their best

effort in

Imparting a truly education of English as a second language, which is

reflected in students when they are in higher years.

72

When we applied the observation techniques, we noticed that students do

not possess prior knowledge not even in a basic vocabulary, for this

reason when teachers give new information it is very difficult for students

acquire the new content in a correct way. Sometimes, authorities and

parents think that teachers are working incorrectly, because of the low

scholar accomplishment of students, but they must understand that the

lack of knowledge begins in early years.

For this reason, we think that is important to put in practice this proposal

that consist of design a handbook with practical activities to motivate the

students to develop the writing skill, which is going to influence in the

learning outcomes positively, in students of eighth year of Basic Education

at Republica de Alemania Public High School. Furthermore, not only

students but also teachers will use this didactic material as an additional

tool that will not replace the text book, but will help to reinforce and

strengthen the teaching English.

SUMMARY OF DIAGNOSIS

This research has been very clear and precise, which has helped us to

detect and identify numerous problems in the teaching-learning process of

the English language, specifically in the writing skill.

The preparation of this proposal has taken the following steps:

1. Identify the problem.

2. Development of a research plan.

3. Gathering information.

4. Check and analysis of information.

5. Resources that have been used for research.

6. Analysis of results.

73

FUNDAMENTAL PROBLEM

In our early research, and according to the techniques used before the

application of our proposal, we detected the following problems in students

the eighth year of Basic Education at Republica de Alemania Public High

School.

Lack of interest in the students especially in the English subject, it

happens because they are demotivated due to teachers do not use the

appropriate strategies and techniques to engage and involve students in

acquiring the new knowledge.

We also noticed that there are large classes which lead bad behavior

between students and they cannot concentrate in the English classes.

Besides, the little or nothing support that parents give to their children at

home make the teacher´s work even more difficult.

OBJECTIVES OF THE PROPOSAL

General

To design a Handbook with teaching strategies in order to strengthen the

writing skill, using practical exercises that will reinforce the teaching of the

English language.

Specifics

• To show the new didactic material to the students.

• To demonstrate the usefulness of the handbook both students and

teachers.

74

• To evaluate activities that the handbook contains.

IMPORTANCE OF THE PROPOSAL

We believe that our proposal is very important because it will help to solve

problems that students have in the acquisition of a new language. In

addition, this handbook will help to the education, since will serve as a

support in the teaching-learning process. Furthermore, this proposal will

be developed through activities that achieve motivate and stimulate

interest in the English subject, since students can improve specially the

writing skill, and well as their academic yield.

FEASIBILITY OF THE PROPOSAL

This proposal is feasible because we can count with the support of

authorities, teachers and students. We also had the necessary resources

such as financials, human talent, technology, etc. Likewise, the Director

always was agree with us in the development of this investigation,

because he realized that students had their academic level very low in the

English language as a subject. On the other hand, the collaboration that

we receive by the English teacher was very important because he

demonstrate interest in the new didactic material and wanted to take

advantage with this opportunity that we give them. We also have the

support of parents who are interested that their sons and daughters

increase their academic level, which will be reflected at the end of this

proposal, for this reason we are sure that this proposal is feasible in their

implementation since the entire educational community have the

willingness of support.

DESCRIPTION OF THE PROPOSAL

75

This proposal will run in the "Republica de Alemania” Public High School,

belonging to Naranjal Village, Guayas Province. Our proposal on the topic

design of a handbook with practical activities to motivate the students to

develop the writing skill is leaded to intermediate students, especially of

eighth year of Basic Education. It is divided into 10 chapters which are

detailed below:

Lesson One: Greetings

Good Morning

Good Afternoon

Good evening

Hello and Good Bye

Write the correct greeting in each picture.

Look at the picture and write hello or good bye

Lesson Two: Names of fruits

Soup of Letters

Find the names of fruits In This soup of letters

Unscrable the words and write the name of the fruit.

Lesson Three: The colors

Look at the pictures and match the correct color.

Look at the picture and write the name of the color.

Lesson Four: Wild Animals

Write the number in the circle as Appropriate

Write the names of animals for each number

Lesson Five: Domestic Animals

Write the name of each animal.

76

Cross puzzle.

Write the names of domestic animals in the cross puzzle.

Lesson six: Days of the Week.

Write in the correct order.

Hangman.

Days of the week.

Lesson seven: Months of Year

List the months in the correct order.

What Is Missing?

That Identify the months are missing from the boxes below.

Write the month that is missing in the correct box

Lesson Eight: Ordinal Numbers.

Write the ordinal number to each month.

Circle.

Lesson Nine: Grammar

Use of a or an

Complete with a or an in the blanks.

Adjectives

Choose the correct adjective.

Lesson Ten.

Occupations

Look at the pictures and match the correct occupations.

Personal Pronouns.

Read and color the subject pronouns:

77

Lesson Eleven

Verb to be. - Simple present.

Use. Affirmative forms.

Put in order the words to make the sentences.

Verb to be negative form

Complete the sentences with the correct pronoun the negative form of be.

Use contractions.

USE: Yes / no questions.

Question with be: yes/no questions.

Complete the questions. Write the correct form of the verb be on the lines,

acording to the picture.

LESSON TWELVE

Sport and activities

Write the missing vowels to complete the words for outdoor activities.

Write as next to the action sports and ts next to the team sports.

Country and nationalities

Fill in the the country or nationatily.

APPLICATION OF THE PROPOSAL

Phase N.-1 Presentation of the proposal. Phase N.-2

Implementation of the proposal.

78

Phase N. - 3

Evaluation of the proposal.

79

LEGAL ASPECT

The Board of the Faculty of Philosophy, Letters and Sciences Education

will be developed when the student end all processes involved in the

academic curriculum

PEDAGOGICAL ASPECT

Pedagogy is very important in the teaching-learning process, especially

whether we are working with teenagers where they need to be motivated

constantly, but they lose the concentration easily. For this reason we have

taken into consideration in our project the pedagogical foundation that

allows us to share useful strategies and techniques that the use of

educational resources such as technology, ludic activities, etc. also

contributes to this process, therefore implementing this handbook will

achieve better performance in students.

PSYCHOLOGICAL ASPECT

In all educational process is very important to take into account the

behavior of the students. Nowadays, where families have different

problems and the most affected are the students that reflect these

problems in several ways in the educational institutions. It is a big

challenge for teachers that have to make their best effort at the moment to

impart their classes. With the design of this project we are providing new

ideas and a comfortable environment in classroom.

SOCIOLOGICAL ASPECT

For giving a perfect class, is very essential that teachers create a good

atmosphere inside the classroom. It will facilitate the academic process,

80

since us as teachers must apply the empathy in our activities. It will

improve

the relationship between teachers and students that in an academic

process is very important.

BENEFICIARIES

The direct beneficiaries will be students, institution, faculty and community.

Students because they are going to leverage the use of this handbook so

that they feel motivated to learn the English language.

Teachers also will benefit because this handbook will be an useful tool

when teaching their classes, since it would help to develop innovative

strategies. For the institution will also be of great benefit since the

community will appreciate the work made by them.

Finally, the community will benefit, so that parents will observe a change in

their sons and daughters to note that the performance of them is

improving, reaching an excellent level in the area of English.

SOCIAL IMPACT

Our proposal will have a great social impact in educational community in

which the teacher may feel encouraged to use this booklet. Therefore,

students will show a good attitude when learning English language.

Furthermore, they will feel congratulated with people that have supported

during the time that lasted this project.

81

CONCLUSIONS OF CHAPTER IV

In conclusion we can say thar with the effectiveness of this proposal

students will develop cognitive strategies which will help them to improve

their writing skill, at the same time their academic level will increase

considerably and will be reflected at the end of the school year.

With this proposal we have demonstrated that students like to learn a new

language like the English. We say this because they have showed

progress and the interest for this subject has increased significantly.

82

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http://www.eal-teaching-strategies.com/

HANDBOOK WITH PRACTICAL ACTIVITIES

TO MOTIVATE THE STUDENTS

TO DEVELOP THE WRITING SKILL

Lesson One.

Greetings.

WRITE THE CORRECT GREETING IN EACH PICTURE.

Good Morning

Good Afternoon

Good Evening

Good night

Hello and Good Bye

LOOK AT THE PICTURE AND WRITE HELLO OR GOOD BYE

LESSON TWO.

Soup of Letters

FIND THE NAMES OF FRUITS IN THIS SOUP OF LETTERS

W A T E R M E L O N

Q L O C I I L E Q A

A P E H B O O S I G

P I N E A P P L E F

I L D R N A A M U O

L N O R A N G E F E

E F F I N A U L S L

M H H E A D Y O J P

O E J S S A E N L P

N I L E Z P E A R A

UNSCRABLE THE WORDS AND WRITE THE NAME OF THE FRUIT.

PALPE __________________

ANABNA __________________

EOMLNATERW __________________

SECHRERI __________________

REAP __________________

APLPNPEIE __________________

NELOM __________________

NOLEM ____________________

EGANRO ___________________

LESSON THREE

The colors

LOOK AT THE PICTURES AND MATCH THE CORRECT COLOR

RED

PINK

BLUE

YELLOW

ORANGE

PURPLE

BROWN

GREEN

BLACK

WHITE

LOOK AT THE PICTURE AND WRITE THE NAME OF THE COLOR

LESSON FOUR

Wild Animals.

WRITE THE NUMBER IN THE CIRCLE AS APPROPRIATE.

Eagle

Zebbra

**

Bear

Lion

Giraffe

Wolf

Monkey

Elephant

Gorilla

WRITE THE NAMES OF ANIMALS FOR EACH NUMBER

1 ______________________ 2_____________________

3_______________________ 4_____________________

5_______________________ 6______________________

7_______________________ 8______________________

9________________________ 10______________________

LESSON FIVE

Domestic Animals

WRITE THE NAME OF EACH ANIMAL.

CAT DUCK RABBIT COW HEN

PIG HORSE CHICKEN SHEEP

TURKEY DOG ROOSTER DONKEY

CROSS PUZZLE

. WRITE THE NAMES OF DOMESTIC ANIMALS IN THE CROSS

PUZZLE

7

1d o g 2

8

3

13

9 6

5 12 4

Across Down

LESSON SIX

Days of the Week.

Days of the Week

Write in the correct order

Sunday Sunday

Tuesday

Thursday

Saturday

Monday

Wednesday

Friday

HANGMAN

Days of the Weeks

CHOOSE A LETTER THE BOX BELOW IF A LETTER IS GUESSED

CORRECTLY, WRITE IT ON THE LINE. IF A LETTER IS GUESSED

WRONG, DRAW A BODY PART.TO YOU GET TO BE HANGMAN.

A b c d e f g h i

J k l m n o p q

R s t u v w x y z

T__ __ __ __ __d__ __

A b c d e f g h i

J k l m n o p q

R s t u v w x y z

__ e__ __ __ s__ __ __

LESSON SEVEN

Months of Year

January April February March June

July August October November

May December September

WHAT IS MISSING?

COMPLETE

IDENTIFY THE MONTHS THAT ARE MISSING FROM THE BOXES

BELOW

WRITE THE MONTH THAT IS MISSING IN THE CORRECT BOX

JANUARY ______ MARCH ______ MAY

JUNE ______ AUGUST _____ OCTOBER

______ DICIEMBRE

LESSON EIGHT

Ordinal Numbers

1st First 7th Seventh

2ndSecond 8th Eighth

3rdThird 9th Ninth

4thFourth 10th Tenth

5th Fifth 11th Eleventh

6th Sixth 12th Twelfth

WRITE THE ORDINAL NUMBER TO EACH MONTH.

January is the first month March is the__________

May is the_________________ August is the__________

December is the___________ July is the_____________

September is the __________ October is the___________

February is the_____________June is

the_______________

April is the_______________ November is the___________

Circle

1.Circle the fourth boy from left.

2.Circle the seventh Cup from right

3.Circle the sixth fish from right

4. Circle the second cat from left.

5. Circle the tenth dog from right.

6. Circle the ninth chicken from left.

LESSON NINE

USE OF A OR AN

Use an before a Word that starts with a vowel sound. If it does not

start with a vowel sound, use a. For example:

An elephant A chair

An hour A house

COMPLETE WITH A OR AN IN THE BLANKS

_____sheep _____egg

_____horse _____apple

_____hen ____lemon

_____pig ______gorilla

_____island _______ice

________orange ______ star

Adjectives

CHOOSE THE CORRECT ADJECTIVE

BEAUTIFUL / UGLY YOUNG / OLD OUTGOING / SHY

STRONG /WEAK TALL / SHORT POOR /RICH

FAST / SLOW EXPENSIVE /CHEAP BAD / GOOD

COLD / HOT BIG / SMALL SAD /HAPPY

LESSON TEn

Occupations

LOOK AT THE PICTURES AND MATCH THE

CORRECT OCCUPATIONS.

Secretary

Lawyer

Doctor

Nurse

Police

Pilot

PERSONAL PRONOUNS

SINGULAR PLURAL

1st I 1st We

2nd You 2nd You

3rd He 3rd They

She

It

READ AND COLOR THE SUBJECT PRONOUNS:

Cow he Mary

they Guayaquil Happy

elephant monkey You

We It Chicken

You apple I

banana She animals

LESSON ELEVEN

VERB TO BE.- SIMPLE PRESENT

Use: We use the verb to be to refer to an action or events that

takes place habitually, but with the verb "to be" the simple present

tense also refers to a present or general state, whether temporary,

permanent or habitual.

I am tired

He is handsome

The verb to be in the simple present can be also used to refer to

something that is true at the present moment.

She is 20 years old.

It is a dog.

Affirmative forms of the verb to be

Subject

Pronouns

Full

Form

Contracted

Form

I am 'm

you are 're

he/she/it is 's

we are 're

you are 're

they are 're

PUT IN ORDER THE WORDS TO MAKE THE SENTENCES, USING

THE AFFIRMATIVE FORM OF THE VERB TO BE

1. NURSE IS SHE A She is a nurse S V Comp

2. HE TALL IS _____________________

3. SECRETARY A ARE YOU___________

4. COW A IT IS ________________

5. WE PILOTS ARE ______________

6. AM I A DOCTOR

______________

7 ARE POLICES THEY __________

VERB TO BE NEGATIVE FORM

Structure

Subject+ verb to be in negative +complement

For example

I ´ m not

You´ re not

He ´ s not

She´ s not

It ´ s not

We´ re not

You´ re not

They ´ re not

COMPLETE THE SENTENCES WITH THE CORRECT PRONOUN THE

NEGATIVE FORM OF BE. USE CONTRACTIONS.

1. She´ s a nurse._______________ doctor.

2.____________Tuesday. It´s Saturday.

3. I´ m in New York- _____________ in Argentina.

4. You´ re from Perú.______________from Spains

5. He´s a lawyer. ___________________a carpenter.

YES / NO QUESTIONS.

USE. Sometimes the subject pronoun in an answer is different from

the subject pronoun in the question.

Structure

Verb to be + subject + complement.?

Is he a doctor?

she

tall

Are you a student?

we

they

QUESTION WITH BE:

YES/NO QUESTIONS

COMPLETE THE QUESTIONS. WRITE THE CORRECT FORM OF THE

VERB BE ON THE LINES, ACORDING TO THE PICTURE.

1. ______he a pólice? 2. ______she a nurse?

3._______it pencil? 4. ____they singers?

5. _____I a teacher?

LESSON TWELVE

SPORT AND ACTIVITIES

Baseball rock climbing

Basketball rollerblanding

Biking skateboarding

Bowling Soccer

Camping Swimming

Figure skating Table tennis

Football tennis

Golf track and field

Gymnastics volleyball

Hockey wall climbing

WRITE THE MISSING VOWELS TO COMPLETE THE WORDS FOR

OUTDOOR ACTIVITIES.

1. Cl__mb__ng

2. B__k__ng

3. V__ll__yb__ll

4. B__s__b__ll

5. Sk__t___ b__ __rd__ng

6. R __ll___rbl__d__ng

WRITE AS NEXT TO THE ACTION SPORTS AND TS NEXT TO THE

TEAM SPORTS.

Ex.AS__ Surfing

Ex. AS surfing

1._______skateboarding

2._______hockey

3._______volleyball

4._______rollerblading

5._______soccer

6._______baseball

7._______rock climbing

8._______basketball

COUNTRIES AND NATIONALITIES

Australia Australian BRAZIL BRAZILIAN

Canada Canadian Colombia Colombiam

Costa Rica Costa Rican Ecuador Ecuadorian

Korea Korean Mexico Mexican

United States American Venezuela Venezuelan

FILL IN THE THE COUNTRY OR NATIONATILY.

Country Nationality

1. Australia Australian

2. Korea

3. Colombiam

4.United States

5. Japanese

6.Ecuador

7. Canadian

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF THE EDUCATION

GENERAL CORDINATION OF ACADEMIC RESEARCH AND PROJECTS

FORMAT FOR PRESENTATION OF RESEARCH TOPIC

SYSTEM: Semipresencial EXTENSION: Guayaquil

FIRST AND LAST NAME OF STUDENT: TACURI HIDALGO JENNY NATALIA

ESPECIALIZATION: Languages and Linguistic EXIT YEAR: 2.015

EMAIL: : [email protected] PHONE: 2865332

DISTRICT: 09D12 Balao Naranjal ZONE: 5 Circuit: 04 FIRST AND LAST NAME OF STUDENT: FERNANDEZ VILLEGAS MIRIAM BEATRIZ

ESPECIALIZATION: Lenguas y Lingüística EXIT YEAR :2.015

EMAIL: [email protected] PHONE: : 0996535605

Theme of Research Report

DISTRICT

ASPECT Concordance

TÍTLE OF RESEARCH

Strategies to develop the writing skill of the english language for the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District 09D12 Naranjal Balao Province of Guayas. County Naranjal School year 2.015-2.016. Design of Handbook to students with activities writing skill.

SITUATIÓN OF CONFLICTO

Deficienty performance of the writing skill in the students of eighth grade basic education.

SCIENTIFIC FACT

Deficienty performance in the writing skill of the english Language in the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District: 09D12 Naranjal Balao Province of Guayas, County Naranjal, School year 2.015 - 2.016.

CAUSES

-Teaching Strategies for writing skill. -Level of motivation. -Cognitive Factors. -Teaching-Learning Activities.

FORMULATION OF THE PROBLEM

What is the impact of Teaching Strategies to develop the writing skill of English Language, in the students of eighth grade basic education at Unidad Educativa República de Alemania, Zone 5, District: 09D12 Naranjal Balao. Province of Guayas County Naranjal, School Year 2.015 - 2.016.

OBJECTIVES OF THE INVESTIGATION

GENERAL OBJECTIVES -To determine the importance of teaching strategies to develop writing skill of the english language trough a field research to improve the writing skill.

SPECIFIC OBJECTIVES -To identify the incidence of teaching strategies trough a bibliographical study and statical analysis. -To measure the performance of the writing skill of the language english trough a diagnostic test. -To choose most important aspects of research to design a handbook with teaching strategies to improve the writing skill.

JUSTIFICATION

"TODAY THE IMPORTANCE OF WRITING HAS INCREASED, WITHIN THE ACQUISITION OF ENGLISH" (Pérez Ruiz 2002) The theme "Strategies to develop the English writing skill in the students of eighth grade of Basic General Education at Unidad Educativa República de Alemania, 09D12 District, Zone 5, in Naranjal city, Canton Naranjal, Guayas Province in the 2015 - 2016 school year", has a great importance because it will help to improve the writing skills in both, English and Spanish language, reinforcing the grammar of both languages. This project shows various activities to be performed in the classroom. Students will improve their English by reinforcing what has been learned in Spanish. This connection is necessary because it will link and strengthen ideas and writing in both languages. This project benefits and contributes to further research because it shows a deep analysis of the factors that make students have their shortcomings in writing and possible causes to determine the solution to the problems that are currently facing our young people and in many cases, adults. According to this, the written skills benefits the student in the English language, as they will be forced to notice grammar and vocabulary on it. And when working on writing, the students will practice and associate words and phrases to help them to communicate in their social, family and student life. Thus, valuates the fundamental principle of El Buen Vivir, learning to respect the community of their country, and the national and cultural writing. Finally, this project is beneficial for teachers because it will help as a teaching material to develop new strategies in writing. Also, it benefits the Institution as an implementation of new strategies for English.

GANTT’S DIAGRAM

CHONOGRAM OF ACTIVITIES

ACTIVITIES SEPTEMBER 2015

OCTOBER 2015

NOVEMBER 2015

DECEMBER 2015

APPROAL OF THE TOPIC

X

TUTORING X X X

FORMULATION OF THE PROBLEM

X X

THEORETICAL INVESTIGATION

X X

SURVEYS AND INTERVIEWS

X X

ANALYSIS OF RESULTS

DEVELOPMENT OF THE PROPOSAL

X X

PRESENTATION X

GRADUATION X



ENTREVISTA AL DIRECTOR

OBJETIVO DE LA ENTREVISTA

Conocer el punto de vista del Director sobre la importancia de las ayudas efectivas y habilidades

de escritura para la enseñanza de Inglés en estudiantes principiantes

Pregunta 1: ¿Estaría interesado en aprender acerca de un proyecto con nuevas estrategias para

desarrollar habilidades de escritura en el idioma Inglés?

Answer1: El proyecto de las habilidades de escritura tendrá un gran apoyo para la parte educativa

ya que creo que en nuestro país todavía dependemos de estos estudios.

Pregunta 2: ¿Cree ud que los libros de texto en inglés nacionales alcanzaran el nivel esperado de

aprendizaje de idiomas Inglés?

Respuesta2: Tenemos altas expectativas para los libros del idioma Inglés, sin embargo, es muy

importante hacer lo posible para de cualquier forma lograr una mejora académica.

QUESTION.3: Cree ud que los Directores y Profesores deben planear actividades para que los

estudiantes pueden desarrollar habilidades de escritura?

ANSWER3: Creo que es una gran idea, aunque el sistema de planificación siempre se ha llevado a

cabo a nivel institucional como lo ha hecho con los maestros. Si no fuera por la planificación, el

crecimiento de la preparación educativa no hubiera sucedido.

Pregunta 4: ¿Usted cree que con la implementación de nuevas estrategias de enseñanza para la

escritura Inglés, los estudiantes responderán positivamente?

Answer4: Creo que la disciplina de la forma de escribir el idioma Inglés es una estructura más

explícita y clara. Creo que el alumno será capaz de mejorar en el uso y aplicación de la

correspondencia educacional.

Question5: ¿Cómo ud considera el nivel de Inglés alcanzado por los alumnos de la Institución?

Answer5: En la actualidad se entiende que la expectativa esta siendo dirigida en los profesores

hacia sus estudiantes para lograr la aplicación del conocimiento de la preparación académica de

Inglés. Creo que una mejora en la aplicación de la preparación académica se llevará a cabo y que

a partir de ahora se considerará más.



ENTREVISTA AL PROFESOR DE INGLES

OBJETIVO DE LA ENTREVISTA:

Conocer el punto de vista del Profesor sobre la importancia de las ayudas efectivas y habilidades

de escritura para la enseñanza de Inglés en estudiantes principiantes

Preguntas1: ¿Usted cree que las nuevas estrategias se pueden trabajar con en

el aula para mejorar la escritura del idioma Inglés?

Respuesta 1: Creo que las nuevas estrategias podrían mejorar la escritura del

idioma Inglés.

Pregunta 2: ¿Cómo podria usted captar la atencion del estudante durante la

clase?

Respuesta 2: Para conseguir la atención de los estudiantes durante la clase

podría hacer diferentes tipos de juegos.

Pregunta 3: ¿Cuál es su estrategia para la enseñanza de la escritura del idioma

Inglés?

Respuesta 3: Una estrategia para enseñar a escribir el idioma Inglés sería repetir

varias veces y deletrear la palabra.

Pregunta 4: ¿Usted consideraría importante utilizar nuevas estrategias para

enseñar Inglés?

Respuesta 4: Si sería muy importante la utilización de nuevas estrategias para

enseñar el idioma Inglés.

Pregunta 5: ¿Usted cree que el uso de nuevas estrategias mejorará el

aprendizaje del idioma Inglés?

Respuesta 5: Si creo que el uso de nuevas estrategias mejoraría el aprendizaje

en el idioma Inglés.

RESULTS OF THE SURVEY.

QUESTIONS

ALTERNATI-

VES

1 2 3 4 5 6 7 8 9 10

STRONGLY

AGREE

22 32 2 30 36 9 5 29 12 39

AGREE

9 7 5 5 3 10 0 7 9 2

NEITHER

AGREE NOR

DISAGREE

8 2 0 6 1 11 0 2 16 2

DISAGREE

5 3 37 3 4 13 39 6 7 1

STRONGLY

DISAGREE

0 0 0 0 0 1 0 0 0 0

TOTAL 44 44 44 44 44 44 44 44 44 44

AT REPUBLICA DE ALEMANIA PUBLIC HIGH SCHOOL. CANTON

NARANJAL, PROVINCE OF GUAYAS.

Source: República de Alemania High School

Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas



DURING THE INTERVIEW TO THE PRINCIPAL.



Source: República de Alemania High School Elaborated by: Jenny Tacuri Hidalgo and Miriam Fernandez Villegas

INTERVIEW TO THE ENGLISH TEACHER



WITH THE STUDENTS OF THE EIGHTH YEAR OF BASIC EDUCATION




WITH THE PROJECT ADVISOR

universidad de guayaquil - ugrepositorio.ug.edu.ec/bitstream/redug/24310/1/tacuri -...

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