Browsing by Author "Carr, Anne"

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An investigation of strategies to teach english as a foreign language to adult students from Cañar who speak kichwa as ther mother tongue
(2013) González Arteaga, María Cecilia; Carr, Anne
This research was undertaken to study Cañari-students’ social background, whose native language is Kichwa, in order to develop teaching and learning strategies through focusing on the level of formal education they present at the time they enter the university. Methods of data gathering were developed to obtain a better understanding of Cañari students and their actual condition to learn English as a new language in order to give them the knowledge and practice which they can value and use in their university and professional lives. To plan and design appropriate classes for the above mentioned students, it was also necessary to research more profoundly into topics related to neurolinguistics, EFL (English as a Foreign Language), anxiety control, didactic material, realia (objects of everyday life used as aids to teach) and practical activities related to the students’ comprehension. Finally, with these concepts and strategies, appropriate activities and lessons were designed, which made it possible for the students to develop their progress in the acquisition and learning of EFL at a beginners’ level.
Analyzing the impact of strategy-based instruction on vocabulary acquisition and the listening skill
(2011) Abad Célleri, Mónica Patricia; Carr, Anne
Improving cognitive academic language proficiency in students of international studies of Universidad del Azuay
(2011) Fajardo Dack, Tammy Mercedes; Carr, Anne
Introducing english as an international language To intermediate students by task-based audio materials In Febres Cordero high school
(2017) Niola Sanmartín, Rosa Elena; Carr, Anne
English has become a global language considered for international communication. Introducing English as an International Language to intermediate students aims to raise awareness on English learners about English having variations in different contexts. This study was carried out with third year Bachillerato students in Febres Cordero High School. Initially, the researcher collected audio material from interviews with foreigners staying in Ecuador who were native speakers of English. This data was then presented as material for the intervention after a pre-test to determine the students’ knowledge about variation of English vocabulary in different native-English speaking countries; a post-test was administered to determine the outcome of the intervention. After the treatment, students responded with an increase in their knowledge of vocabulary variation. Moreover, a follow-up survey provided qualitative data about students’ positive attitude and level of satisfaction toward the intervention. Chapter I documents the theoretical justification on which this study is based. Chapter II describes the methodology and process used for the intervention. Chapter III analyzes the data gathered from the pre-test before and post-test after the intervention. Additionally, data from the follow-up survey is presented. Finally, chapter IV summarizes the process with the conclusions and recommendations.
Sitcoms as a resource for acquiring lexicon and developing strategies for understanding vocabulary in context
(2014) Pinos Espinoza, María Isabel; Carr, Anne
According to different studies, vocabulary is directly related to the reading comprehension ability but its learning is a difficult process. This research aimed to measure the degree of usefulness of sitcoms as a teaching resource for the acquisition of lexicon as well as the acquisition of strategies for understanding vocabulary in context and their impact on reading comprehension. The treatment consisted of showing participants selected video clips of sitcoms along with transcripts and pre and post viewing activities in order to promote vocabulary acquisition and develop strategies for understanding vocabulary in context. The impact of the treatment was measured through pre and post-tests and the data collected was analysed using multivariate statistical analyses and t-tests; interviews were held in order to collect information about participants’ perceptions of the treatment and a journal was kept during the administration of the same to record perceptions of the participants and the details of the process. The results show that this treatment is effective for the acquisition of lexicon and strategies for understanding vocabulary in context but it does not have a significant impact on reading comprehension.
The effect of total physical response on improving vocabulary acquisition when applied in teenagers’ remedial classes at “Luisa Cordero High School”
(2015) Tobar Espinoza, María Gabriela; Carr, Anne
According to different studies, vocabulary is considered a key element when learning a second language because it directly influences the development of the four skills: listening, reading, writing and speaking. This research aimed to find out the impact of Total Physical Response (TPR) in vocabulary acquisition during remedial classes, and its influence in the development of the four skills. The treatment consisted of teaching participants vocabulary trough TPR, which was performed as a warming up and closing activities, then the regular class based on the course’s syllabi was taught. Pre and post-tests were administered in order to measure the impact of the treatment and the data collected was analyzed using multivariate statistical analyses and t-tests; interviews were held in order to collect information about participants’ perceptions of the treatment. The results show that the treatment is effective for vocabulary acquisition in remedial classes as well as having a positive impact in the development of the four skills.
The impact of audiovisual aids on adult efl learners´affective filters to improve speaking fluency
(2017) Serrano Crausaz, Paola Cristina; Carr, Anne
The present study was designed to investigate the impact of visual aids on young adult EFL learners’ affective filters to develop fluency in the speaking skill. In doing so, twenty-eight undergraduate students taking third level English classes at the Language Institute at the University of Cuenca – Ecuador - participated voluntarily in this research. They were asked to answer a 41-item questionnaire (adapted from the FLCAS anxiety questionnaire) regarding affective filters, which was applied before and after the intervention. An 11-item pre and post-test was applied to participants in order to measure their speaking fluency and the results were compared after the intervention. Analysis of the data revealed that participants’ affective filters remarkably influenced their English speaking fluency. Likewise, the use of audio-visual aids such as movies, interviews, sitcoms and real debates combined with collaborative learning activities like pair or group work contributed to minimize negative affective factors for instance anxiety and low self-confidence. Further findings also suggested that audio-visual aids motivated students and encouraged them to use vocabulary and grammar in real situations. The above findings along with the positive effect of collaborative learning activities constitute a way to promote adult students’ speaking fluency. These findings helped to conclude that teachers have the ability to minimize students’ negative affective filters by establishing a friendly and motivating learning environment in class, aided with the appropriate materials and means in order to create a sense of direction and fun.
VAK-based activities to increase vocabulary in EFL college students
(2018) Zhunio Cruz, María Augusta; Carr, Anne
This study addresses the relationship between the adaptation of classroom activities -to match the dominant Visual, Auditory and Kinesthetic (VAK) learning style of English as a Foreign Language (EFL) college students, and vocabulary acquisition. There were 23 participants, of which 65% were female. A t-test for related samples determined that, regardless of the learning style of students, there was a positive effect of the intervention on the vocabulary level, using Schmitt´s Vocabulary Level Test (VLT) as the pre and posttest. However, a linear regression suggested that such effect was limited.