Examinando por Materia "Speaking Skills"

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    PublicaciónAcceso abierto
    Finding their voice: motivating students to speak english through cooperative learning
    (Universidad de Córdoba, 2024-12-02) Cartagena Buelvas, Gisela; Lordouy Arellano, Danilsa Del Carmen; Paz Wechek, Martha Elvira
    This report describes the benefits of cooperation in improving speaking skills in upper-intermediate and intermediate students aged 10 to 16 as part of the Bilingualism for Peace program at Cristobal Colon, a public school in Monteria, Cordoba. The problem addressed is that the students had different and low English-speaking skills. To face this, the purpose of the internship was to help students improve their English-speaking skills with confidence trying to reduce the differences in levels that existed in the students. This was done using fun cooperative methods that promoted learning and personal growth. It included activities like group discussions, peer feedback, scaffolding, roleplay, and information gaps activities, to keep students motivated. Cooperative learning encourages small group collaboration, active communication, and peer support. This approach creates an environment in which students participate in meaningful conversations, regularly practicing their speaking skills on real-world tasks. The findings show that this method improves speaking skills and increases motivation, self-confidence, and language use in authentic contexts, in line with the program's goal of integrating language learning with peace-building values while promoting creativity and critical thinking.
  • Miniatura
    PublicaciónAcceso abierto
    Using TBL to enhance Tenth graders’ Speaking: Pre-service teachers’ Opportunities and Challenges
    (2023-02-13) Padilla Martinez, Mery Lucia; Vilchez Buelvas, Verónica; Jerez R, Sonia
    The present study analyzes, from the perspective of pre-service teachers, the learning opportunities that may arise as well as the challenges they face during the application of TBL in relation to students' speaking development. The concepts that guide this research are Speaking, which is explored from the perspective of Bailey (2000), who understands it as an interactive process seeking to create meaning to the message transmitted. Also, the TBL approach and its framework proposed by Ellis (2014) with 3 phases: Pre-task, During-task and Post-task, as well as the concept of Learning Opportunities which, according to Grabbe (2003) is the access to favorable learning circumstances. For the implementation, a task on Power and Justice was applied in a public school in Monteria, in tenth graders. The qualitative approach under the case study method was followed. For data collection class observations, researchers' and students' journals and artifacts were used to answer the question. In terms of findings, two categories were pre-established: learning opportunities and challenges. From the above, the opportunities of: Providing input in terms of language and new knowledge to encourage students to speak in class, negotiating meaning between students and teacher during the lesson and Provoking student thinking on the topic of power and justice, emerged. As well as the challenges of Coping with the overuse of L1 and the linguistic difficulties, The Inclusion of demanding topics such as Power and Justice and Fulfilling the head teacher's demands regarding the course's syllabus (content and time). This study concludes that this approach offers the opportunity to use language in meaningful ways such as developing critical thinking, using, and acquiring new knowledge but the fear of making mistakes may limit student’s participation and the demands of following grammar-focused content and time limitation may hinder the demands of TBL application.