Browsing by Author "Moscoso Carvallo, Ligia Eulalia"

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Application of role-plays to develop conversation skills in the 9th and 10th grade of basic education in a rural School Azogues-Ecuador
(2014) González Parra, Diana Lucía; Moscoso Carvallo, Ligia Eulalia
The importance of Ecuadorian students attaining a functional use level in the English Language has recently become a primary objective for the Ecuadorian government. However, many students have difficulty with using English to convey an idea, thought or opinion. This situation has led to the development of this study, which consists in applying role-plays to develop conversational skills in the 9th and 10th grades of basic education in a rural school. For this study, the 9th and 10th grades were unified due to the small number of students in both grades. In total, twelve students participated as subjects for this research. Speaking and listening pre-test and post-test, role-play rubrics, videos, and follow-up activities were the data collection instruments used. In order to develop a theoretical framework, a bibliographic method was used. Moreover, quantitative method was applied for data collection. The analysis of data results was developed by observing the videos of the different role-plays, applying a speaking and listening pre-test and post-test, and using two types of statistics study: descriptive and inferential statistics. The findings show that despite students’ slight problems in fluency, accuracy, and confidence while using the English Language in the post-test, they improved their grades in comparison with the pre-test. The students’ improvement in the post-test could be connected to the different types of role-plays and activities used, demonstrating the effectiveness of the role-plays to improve speaking and listening skills.
Los profesores de inglés y su práctica docente: Un estudio de caso de los colegios fiscales de la ciudad de Cuenca, Ecuador
(2012) Calle Calle, Ana María; Calle Astudillo, Susana de las Mercedes; Argudo Serrano, Juanita Catalina; Moscoso Carvallo, Ligia Eulalia; Smith Andrew, James; Cabrera Ortiz, Freddy Patricio
Generalmente se cree que la principal razón para el limitado conocimiento y uso del inglés por parte de los estudiantes que se gradúan de los colegios está relacionada con la ausencia de estrategias efectivas de enseñanza, situación que ocurre en un alto número de colegios fiscales de la ciudad de Cuenca. Para conocer la medida en que se produce este hecho y para identificar las razones de los bajos conocimientos del inglés de estos estudiantes, se llevó a cabo unestudio exploratorio. La investigación incluyó una encuesta impresa con un cuestionario, la que fue contestada por 168 profesores de inglés, 92 profesores fueron monitoreados en el aula durante una clase, y finalmente 54 profesores fueron entrevistados deuna población total de 215 profesores de inglés de los colegios fiscales de Cuenca. Los resultados revelan que el bajo rendimiento de los estudiantes de los colegios secundarios en el inglés se afecta negativamente debido al uso de estrategias de enseñanza tradicionales, como son el aprendizaje centrado en el profesor, la falta de interacción entre los estudiantes en la lengua meta y la confusión de los profesores al tratar de emplear diferentes estrategias comunicativas. En un futuro cercano, los resultados de la investigación se utilizarán para elaborar estrategias basadas en tareas y mejorar la habilidad de los profesores en la enseñanza de inglés a través de talleres de capacitación.
Pronunciation, listening and spelling problems of spanish-speaking people of Cuenca
(1993) Moscoso Carvallo, Ligia Eulalia; Youman, Ion
Task-based language teaching applied to intermediate students of Asucion high school to motivate english language production
(2014) Calle Calle, María Daniela; Moscoso Carvallo, Ligia Eulalia
One of the reasons for the limited knowledge and poor performance in English of the high school students is related to the use of traditional teaching strategies. Task-based language teaching (TBLT) has become a significant issue in the field of second language acquisition in terms of promoting process-focused programs and developing communicative tasks to enhance learners’ real language. Throughout this research project, task-based activities are applied in English classes to a group of intermediate high school learners between the ages of seventeen and eighteen in a private institute in Cuenca. The purpose of this research project is to motivate intermediate high school students to improve their English language output by using TBLT and to determine the improvement in students’ language output as a result of using TBLT in the classroom. The data and results are evaluated using quantitative and qualitative analysis. Statistics as well interpretative analysis are used to examine the data collected. With respect to students’ motivation, the findings revealed that, TBLT had a considerable impact on students’ motivation. Qualitative results show that, most of the time, students accomplished the outcomes and had positive remarks about the different tasks used in TBLT lessons. However, researchers concerned with second language acquisition should continue conducting further studies in order to determine the effectiveness of TBLT.