Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.

El presente estudio de investigación se realizó con 24 estudiantes de grado quinto de los cuales se tomó como muestra 12 estudiantes para el desarrollo de la investigación en la Institución Educativa El Paraíso del municipio de Algeciras en el departamento del Huila. Con el objetivo de caracterizar...

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Autores:: Escobar Cespedes, Kerly Yolima

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2018

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
title	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
spellingShingle	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila. Classroom Expressions Speaking
title_short	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
title_full	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
title_fullStr	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
title_full_unstemmed	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
title_sort	Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.
dc.creator.fl_str_mv	Escobar Cespedes, Kerly Yolima
dc.contributor.advisor.spa.fl_str_mv	Díaz Ramirez, Marcela
dc.contributor.author.spa.fl_str_mv	Escobar Cespedes, Kerly Yolima
dc.subject.keyword.spa.fl_str_mv	Classroom Expressions Speaking
topic	Classroom Expressions Speaking
description	El presente estudio de investigación se realizó con 24 estudiantes de grado quinto de los cuales se tomó como muestra 12 estudiantes para el desarrollo de la investigación en la Institución Educativa El Paraíso del municipio de Algeciras en el departamento del Huila. Con el objetivo de caracterizar las situaciones interactivas de habla en los estudiantes a través de la validación de las técnicas del método directo como estrategia para interactuar y aprender inglés. Para lograr esto, la investigadora se basó en las habilidades de habla, la interacción en el aula, el método directo y el rol que cumple el estudiante y el maestro en el proceso de enseñanza-aprendizaje. Además, para llevar a cabo este proyecto de investigación se implementó un pre- test antes de comenzar la aplicación de las actividades para conocer las fortalezas y debilidades en la habilidad de habla de los estudiantes y en el desarrollo de proyecto se implementaron cuestionarios para conocer la percepción que tenían los estudiantes frente al material, las actividades y su propio rendimiento en las actividades interactivas de habla. Finalmente, los resultados del análisis de datos revelaron que los estudiantes mejoraron en su seguridad y confianza al expresarse, usaron expresiones dentro y fuera del salón de clases y mostraron compromiso positivo y motivación frente al aprendizaje del segundo idioma.
publishDate	2018
dc.date.issued.spa.fl_str_mv	2018-12-11
dc.date.accessioned.spa.fl_str_mv	2019-01-17T15:12:05Z
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dc.identifier.citation.spa.fl_str_mv	Escobar K., (2018). Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila. Santo Tomas University. Colombia
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identifier_str_mv	Escobar K., (2018). Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila. Santo Tomas University. Colombia reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
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dc.relation.references.spa.fl_str_mv	Andriyani A., (2015) Using the direct method in teaching to improve students’ speaking skill at purikids language course. Yogyakarta state University, Indonesia. Agneta Marie-Louise Svalberg (2009) Engagement with language: interrogating a construct, Language Awareness, 18:3-4, 242-258, DOI: 10.1080/09658410903197264 Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers' non-verbal communication on success in teaching. Journal of advances in medical education & professionalism, 5(2), 51-59. Bastidas J., (1993). Opciones metodológicas para la enseñanza de idiomas. Pasto: Jaba Ediciones, p 52-55. Businessdictionary (2018) retrieved from http://www.businessdictionary.com/definition/pattern.html Castro A. & Martinez L. (2016). The Role of Collaborative Action Research in Teachers' Professional Development. 18 (1) 39-54 Universidad del Tolima, Ibagué, Colombia. Deeptee P. & Roshan B., (2008) Qualitative Research in Organizations: A New Perspective. Currently completing a Masters in Finance and Investment at The University of Nottingham. Essien A., (2016) Understanding the hindrances of ESL students’ speaking skill development: implications for ESL oral development activities in teacher training program of uansunandharajabhat university, Bangkok. Harahap J., (2013) The effect of using the best recording technique toward students´ fluency in speaking skill at the second year of state Junior High School. Pekanbaru Indonesia. Hopkins, D. (1985). A teacherʹs guide to classroom research. Philadelphia: Open University Press. Joshkeidan (2018) the direct method of Teaching English: Ideas, Explanations and Sample Lessons. Fluentu English Educator. Recovered from https://www.fluentu.com/blog/educator-english/direct-method-of-teaching-english/# Kaddour K., (2016) Enhancing EFL Learners’ Speaking Skill Through Effective Communicative Activities and Strategies. University of Abou Bakr Belkaid Tlemcen, Argelia. Kanza D., (2016) The Importance of Self-confidence in Enhancing Students’ Speaking Skill Case study: First Year LMD Students at Mohammad Kheider University of Biskra. Requirements for the Master Degree in Science of Languages. Biskra, Algeria. Kawulich, Barbara B. (2005). Participant Observation as a Data Collection Method [81 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Art. 43, http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430. Kemmis, McTaggart, & Retallic, (2004). Four ‘Moments’ of Action Research. http://individual.utoronto.ca/sadaf/resources/parhandout2.pdf Kouicem K, (2010) The effect of classroom interaction on developing the learner’s speaking skill. Algeria. Lindsay C,. & Knight P,. (2006). Learning and Teaching English. Oxford University. Maclntyre P., & Gardner R., Anxiety and Second-Language Learning: Toward a Theoretical Clarification University of Westem Ontarin. 39 (2) Retrieved from http://faculty.capebretonu.ca/pmacintyre/research_pages/journals/anxiety_and_L2_1989.pdf. Maleki A., (2010) Techniques to Teach Communication Strategies. 1. (5) 640-646. Mineducaion., (Diciembre de 2005). Bases para una nación bilingüe y competitiva. Al tablero. Recovered from https://www.mineducacion.gov.co/1621/article-97498.html. Novaekasary (2011) Direct Method as One of Language Teaching Approaches. Recovered from https://novaekasari09.wordpress.com/2011/06/12/direct-method-as-one-of-language-teaching-approaches/ Pacheco I,. Rozo L., & Suarez E., (2011) Role of cooperative learning strategies in the development of 5th graders’ speaking skills at George Washington School. Bogotá. Pastás T. (2014). The incidence of classroom Interaction of the Development of the Speaking Skills in EFL Setting. University of Nariño. Colombia. Retrieved from: http://biblioteca.udenar.edu.co:8085/atenea/biblioteca/90438.pdf Richards J., & Rodgers T., (2001) Approaches and Methods in Language Teaching. Cambridge University press. Rivers W., (n.d.) Interaction as the key to teaching language for communication. Retrieved from http://www1.udel.edu/eli/educ647/rivers/Rivers1.pdf Stephen Krashen's Theory of Second Language Acquisition” (n.d.). Retrieved from https://www.sk.com.br/sk-krash-english.html Torky S., (2006) The Effectiveness of a Task- Based Instruction program in developing the English Language Speaking Skills of Secondary Stage Students. Ain Shams University. Thesis, degree in Education, Ain Shams University, The Cairo. Tuan L. & Nhu N. (2010) Theoretical Review on Oral Interaction in EFL Classrooms. 1 (4), 29-48. Urrutia W., & Vega E., (2010). Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School. Issues in Teachers' Professional Development, 12(1).
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spelling	Díaz Ramirez, MarcelaEscobar Cespedes, Kerly Yolima2019-01-17T15:12:05Z2019-01-17T15:12:05Z2018-12-11Escobar K., (2018). Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila. Santo Tomas University. Colombiahttp://hdl.handle.net/11634/14792reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl presente estudio de investigación se realizó con 24 estudiantes de grado quinto de los cuales se tomó como muestra 12 estudiantes para el desarrollo de la investigación en la Institución Educativa El Paraíso del municipio de Algeciras en el departamento del Huila. Con el objetivo de caracterizar las situaciones interactivas de habla en los estudiantes a través de la validación de las técnicas del método directo como estrategia para interactuar y aprender inglés. Para lograr esto, la investigadora se basó en las habilidades de habla, la interacción en el aula, el método directo y el rol que cumple el estudiante y el maestro en el proceso de enseñanza-aprendizaje. Además, para llevar a cabo este proyecto de investigación se implementó un pre- test antes de comenzar la aplicación de las actividades para conocer las fortalezas y debilidades en la habilidad de habla de los estudiantes y en el desarrollo de proyecto se implementaron cuestionarios para conocer la percepción que tenían los estudiantes frente al material, las actividades y su propio rendimiento en las actividades interactivas de habla. Finalmente, los resultados del análisis de datos revelaron que los estudiantes mejoraron en su seguridad y confianza al expresarse, usaron expresiones dentro y fuera del salón de clases y mostraron compromiso positivo y motivación frente al aprendizaje del segundo idioma.The present research study was conducted with 24 fifth grade students of which 12 students were taken for the development of the research at the El Paraíso Educational Institution of the municipality of Algeciras in the department of Huila. With the objective of characterizing the interactive situations of speaking in the students through the validation of the techniques of the direct method as a strategy to interact and learn English. To achieve this, the researcher relied on speaking skills, classroom interaction, the direct method and the role played by the student and the teacher in the teaching-learning process. In addition, to carry out this research project a pre-test was implemented before starting the application of the activities to know the strengths and weaknesses in the students' speaking ability and in the development of the project, questionnaires were implemented to know the students' perception of material, activities and their own performance in interactive speaking activities. Finally, the results of the data analysis revealed that the students improved their security and confidence in expressing themselves, they used expressions inside and outside the classroom and showed positive engagement and motivation in front of learning the second language.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.ClassroomExpressionsSpeakingTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionFormación de Recurso Humano para la Ctel: Trabajo de grado de pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadAndriyani A., (2015) Using the direct method in teaching to improve students’ speaking skill at purikids language course. Yogyakarta state University, Indonesia.Agneta Marie-Louise Svalberg (2009) Engagement with language: interrogating a construct, Language Awareness, 18:3-4, 242-258, DOI: 10.1080/09658410903197264Bambaeeroo, F., & Shokrpour, N. (2017). The impact of the teachers' non-verbal communication on success in teaching. Journal of advances in medical education & professionalism, 5(2), 51-59.Bastidas J., (1993). Opciones metodológicas para la enseñanza de idiomas. Pasto: Jaba Ediciones, p 52-55.Businessdictionary (2018) retrieved from http://www.businessdictionary.com/definition/pattern.htmlCastro A. & Martinez L. (2016). The Role of Collaborative Action Research in Teachers' Professional Development. 18 (1) 39-54 Universidad del Tolima, Ibagué, Colombia.Deeptee P. & Roshan B., (2008) Qualitative Research in Organizations: A New Perspective. Currently completing a Masters in Finance and Investment at The University of Nottingham.Essien A., (2016) Understanding the hindrances of ESL students’ speaking skill development: implications for ESL oral development activities in teacher training program of uansunandharajabhat university, Bangkok.Harahap J., (2013) The effect of using the best recording technique toward students´ fluency in speaking skill at the second year of state Junior High School. Pekanbaru Indonesia.Hopkins, D. (1985). A teacherʹs guide to classroom research. Philadelphia: Open University Press.Joshkeidan (2018) the direct method of Teaching English: Ideas, Explanations and Sample Lessons. Fluentu English Educator. Recovered from https://www.fluentu.com/blog/educator-english/direct-method-of-teaching-english/#Kaddour K., (2016) Enhancing EFL Learners’ Speaking Skill Through Effective Communicative Activities and Strategies. University of Abou Bakr Belkaid Tlemcen, Argelia.Kanza D., (2016) The Importance of Self-confidence in Enhancing Students’ Speaking Skill Case study: First Year LMD Students at Mohammad Kheider University of Biskra. Requirements for the Master Degree in Science of Languages. Biskra, Algeria.Kawulich, Barbara B. (2005). Participant Observation as a Data Collection Method [81 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 6(2), Art. 43, http://nbn-resolving.de/urn:nbn:de:0114-fqs0502430.Kemmis, McTaggart, & Retallic, (2004). Four ‘Moments’ of Action Research. http://individual.utoronto.ca/sadaf/resources/parhandout2.pdfKouicem K, (2010) The effect of classroom interaction on developing the learner’s speaking skill. Algeria.Lindsay C,. & Knight P,. (2006). Learning and Teaching English. Oxford University.Maclntyre P., & Gardner R., Anxiety and Second-Language Learning: Toward a Theoretical Clarification University of Westem Ontarin. 39 (2) Retrieved from http://faculty.capebretonu.ca/pmacintyre/research_pages/journals/anxiety_and_L2_1989.pdf.Maleki A., (2010) Techniques to Teach Communication Strategies. 1. (5) 640-646. Mineducaion., (Diciembre de 2005). Bases para una nación bilingüe y competitiva.Al tablero. Recovered from https://www.mineducacion.gov.co/1621/article-97498.html.Novaekasary (2011) Direct Method as One of Language Teaching Approaches. Recovered from https://novaekasari09.wordpress.com/2011/06/12/direct-method-as-one-of-language-teaching-approaches/Pacheco I,. Rozo L., & Suarez E., (2011) Role of cooperative learning strategies in the development of 5th graders’ speaking skills at George Washington School. Bogotá.Pastás T. (2014). The incidence of classroom Interaction of the Development of the Speaking Skills in EFL Setting. University of Nariño. Colombia. Retrieved from: http://biblioteca.udenar.edu.co:8085/atenea/biblioteca/90438.pdfRichards J., & Rodgers T., (2001) Approaches and Methods in Language Teaching. Cambridge University press.Rivers W., (n.d.) Interaction as the key to teaching language for communication. Retrieved from http://www1.udel.edu/eli/educ647/rivers/Rivers1.pdfStephen Krashen's Theory of Second Language Acquisition” (n.d.). Retrieved from https://www.sk.com.br/sk-krash-english.htmlTorky S., (2006) The Effectiveness of a Task- Based Instruction program in developing the English Language Speaking Skills of Secondary Stage Students. Ain Shams University. Thesis, degree in Education, Ain Shams University, The Cairo.Tuan L. & Nhu N. (2010) Theoretical Review on Oral Interaction in EFL Classrooms. 1 (4), 29-48.Urrutia W., & Vega E., (2010). Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School. 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Impact of direct method techniques in the characterization of interactive speaking situations in fifth grade students in a rural classroom at Institution Educative “El Paraiso”, in Algeciras, Huila.

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