Browsing by Author "Youman Henley, Thomas Elden"

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Analysis of the blended learning and flipped classroom methods in the EFL classroom in order to identify an effective learning method
(2016) Avila Iñiguez, Mayra Susana; Bermejo Campos, Paola Cristina; Youman Henley, Thomas Elden
The purpose of this project is to identify the best method (Blended Learning or Flipped Classroom) to improve the level of education for 4th grade students. As it has been shown, teachers need training to change the traditional methods of education by using innovative methods, as it is important to have high-quality education that can be adapted to new educational paradigms. Flipped Classroom and Blended Learning are two important methodologies for teachers who use these methods to improve and change their traditional classes (which generally have used books and the blackboard) by introducing creative and participatory classes for students. The goal in analyzing and comparing these two methodologies is to look for a teaching method in which students can participate and understand the new language. This research tries to demonstrate which of these two methodologies can be used to attract and maintain students’ attention. This research aims to help teachers to leave out traditional material in favor of finding better strategies or methods to improve the teaching and learning process.
Compilation of games and songs to develop the speaking skills in the sixth level of basic education at "Unidad Educativa Kennedy"
(2013) Monje Marca, Verónica Alexandra; Peralta Contreras, Miriam Janneth; Youman Henley, Thomas Elden
This project has been developed to determine the importance of the use of games and songs in the classroom. Games and songs can be used in activities that encourage students to use language in a different and fun way. When they use these kinds of activities they have to use the language to communicate their feelings and use language in real situations. Using games and songs are activities that help the student lose fear, pay attention to class, and participate in the class. Through games and songs, they can be motivated to use the language since songs and games involve the students through a different learning process. For this reason teachers must keep in mind the strengths and weaknesses of the students so they can use the correct game or song to achieve the set objective. Therefore, students need activities that increase their curiosity and the desire to learn in a fun way. Students feel motivated and they start to speak without feeling the pressure of learning a foreign language. Moreover, games and songs provide advantages as: they increase creative thinking in the students; they help students build good relationships between themselves, and they can be used with students from all ages. Therefore, with the use of games and songs, the learners have to use the target language. They can develop their vocabulary and fluency simultaneously. Without doubt, games and songs are the best teacher`s tool to develop vocabulary with his/her students.
Descriptions and narrations as efl learning resources to develop speaking skills in senior students of the high schools of Azogues
(2016) Cabrera Guillén, Carolina de Jesús; Vivar Zambrano, Verónica Filomena; Youman Henley, Thomas Elden
Despite the fact that numberless teaching techniques have been implemented in the late years, teachers, linguists and education researches still complain about the gaps they detect in the language classroom when it comes to develop students’ communicative competence. On an attempt to achieve is aim, we have framed the use of descriptions and narrations in order to explore the context, and use it as clues to produce oral language. Obviously, the framing of our research topic has given way to some questions: (1) how can Description and Narration benefit low-level students? (2) In which areas of language can Description and Narration be significantly helpful? (3) What strategies are teachers supposed to use in order present attractive and motivational activities related to description and narration as an effective way of learning English language? Our proposal thoroughly responds to these questions because it is based on some previous studies that have proved to be efficient enough in developing students’ communicative competence; that’s is why, our research project focuses on exploring context-building descriptions and storytelling narrative and how it influences on senior learners’ learning, at the time that it promotes a friendly atmosphere. The above-described details justify the fact that the use of description and narration as a tool in the language classroom makes the Pedagogic component that must be included into the language syllabus in order to strengthen and fill the gap, which has affected the upgrading of the language teaching-learning process. This way, it is our endeavor to present in detail the positive characteristics of description and narration as a solution to reinforce and complement the already-existing techniques and strategies commonly used in the teaching of English language to students of beginnings levels.
Develonping the speaking skills trough multiple intellingence-based activities with fourth graders at verbo elementary school
(2013) Farfán Mora, Juana Marcela; Youman Henley, Thomas Elden
The theory of Multiple Intelligences proposed by Howard Gardner in 1983 suggests that each person has more than one intelligence. Some intelligences are more developed than others. Therefore, every student has strengths and weaknesses. Teachers have to take advantage of their students’ strengths and design appropriate materials to motivate pupils to learn. In this research paper, the use of the theory of the Multiple Intelligences as another method to teach speaking is analyzed. The main purpose of this work is to demonstrate that the Multiple Intelligence theory could be an excellent tool to be used in the EFL classroom. A set of materials and activities based on the MI theory were created and applied during two weeks with EFL fourth-grade students from “Verbo” elementary school, in Cuenca, Ecuador. The sample of this study involves 16 students. An interview, questionnaire, pretest, and a posttest were used in order to collect data which served as the basis for this study. The results of this investigation show that the application of activities based on the MI theory helped these students with their speaking skills. It also shows that some students were more willing to participate than before.
Developing reading comprehension through talking stories in the fourth grade of basic education at "Doce de Abril" elementary school
(2013) Castro Zeas, Eliana Priscila; Loja Gomes, María Soledad; Youman Henley, Thomas Elden
The topic of this thesis is “Developing Reading Comprehension through Talking Stories in the Fourth Grade of Basic Education at Doce de Abril Elementary School”. The purpose of this work is to develop innovative strategies to improve the reading comprehension skills of fourth grade students at Doce de Abril Elementary School. In order to determine the students’ actual level of reading comprehension, a diagnostic test was applied. The test was based on a 90-word story in English which contained sequenced sentences and relatively simple vocabulary. After a reflexive analysis of the diagnostic test the teacher-researchers concluded that the students did not reach an understanding of the readings in English and for that reason they did not show much interest or motivation to develop this skill. The results found have led the authors of this work to use a variety of materials based on reading which are beneficial to engage students in the learning process. This project was based on the application of strategies and techniques through ICT to improve English reading comprehension. The treatment lasted for 12 sessions including the pre-test, 4 interim tests and the final test. The results seem to suggest that the treatment involving a variety of methods and approaches led to a considerable and measurable improvement in the students’ reading comprehension skills.
Development of the speaking skills in third year students of “Bachillerato Superior” at Colegio Nacional Ingapirca through the production and use of a guidebook for tourism for the Ingapirca archaeological complex
(2016) Sarmiento Ojeda, Christian Israel; Youman Henley, Thomas Elden
This work is emphasized on the development of the English speaking skills within the students own context. It is important for students to experience the new language inside authentic situations since they become motivated to learn about their own culture and in that way they might expand their linguistic abilities. The purpose of this project is focused on providing students guidance for improving the speaking skills by the use of a touristic guidebook about Ingapirca. This thesis will seek to help students to familiarize with touristic terms in order to help scholars to improve their communicative competence as a source of Teaching English as a Foreign Language. Thus, allowing EFL students of the Parish of Ingapirca to learn about their own history and culture is an effective way for arousing their interest to learn. As a result, learners would be eager to transfer their existent knowledge about the Ingapirca Ruins from the native language into the foreign language.
La Incidencia de la expansión urbana de Cuenca sobre las parroquias rurales próximas a la ciudad en el periodo comprendido entre 1950-2004
(2004) Youman Henley, Thomas Elden; Aguilar García, María Leonor
Interactive storytelling to improve the listening skill of 8th grade at INAN High School
(2015) Yunez Baquero, Edith Mercedes Maritza; Youman Henley, Thomas Elden
This research paper is about Total Physical Response Storytelling and its influence in the teaching- learning process of English as a second language of students of the 8th grade of basic general education at "INTEGRACIÓN ANDINA" High School in the city of Cuenca in the years of 2014 and 2015. A new educational system is necessary to answer the needs of today’s society to allow overall development in education. It is necessary to develop a new teaching program in the teaching-learning process of English through Storytelling. The search for the best way to learn and teach is the inescapable responsibility of every teacher who must face challenges with enthusiasm while looking forward to changes. Such changes will bring innovative methodological strategies, allowing students to improve their listening skills, eventually leading to better development of their reading, writing, and speaking abilities. Since 90% of knowledge of a new language is acquired through reading, and through reading students gain the knowledge that will be the basis for a high cultural level both in learning and in the development of language skills, reading is an essential means of cultural development in education.
Multiple intelligences: the use of role play to enhance the speaking skills in a EFL classroom with students of tenth level of basic education at Colegio Particular Laico Internacional of Azogues
(2013) González Pesántez, Gabriela Estefanía; Prieto Urgilés, Fabiola Isabel; Youman Henley, Thomas Elden
The main objective of this project was to prove that Role Play based on multiple intelligences can foster speaking skills in students of tenth level of basic education. The research was applied at Colegio Particular Laico “Internacional” located in Azogues, since they do not have a good level of verbal abilities at the moment of using English in their learning process. The study demonstrated that at the beginning many students were not able to use the language correctly since the activities that teachers employed in their classes were focused mainly in reading and writing. For this reason, they showed interest in improving their speaking abilities. After role play activities were applied, many students lost the fear of speaking in public and they acquired new vocabulary. Furthermore, students’ participation in class increased because of the motivation they received during the development of these activities, and some of them also improved their fluency and pronunciation. To summarize, the study showed that the correct use of this strategy can enhance speaking abilities in students, and enrich communication by using English as a foreign language.
Promoting oral interaction in the EFL classroom through the use of speaking activities
(2016) Sari Culcay, Johanna Valeria; Torres Vázquez, Kléver Mauricio; Youman Henley, Thomas Elden
This research work is about the use of a booklet with speaking activities used in an English classroom of freshman students of “IntegracionIberoamericano High School” and discusses the students’ interests developing these activities for a meaningful oral interaction between (students-teacher) and (students-students). In addition, this research work has 5 sections: the first section is an introduction about the importance of communication in our daily life, the second section presents the literature review, section in which different authors are mentioned who presented some perspectives about the development of oral communication in the EFL classroom, as well in the third section is mentioned the methodology used during the development of the research work. On the other hand in the fourth section the data analysis is presented with the results obtained by the participants after to apply the booklet with the speaking activities, and finally in the fifth section, are presented the conclusions and recommendations after to be finished the research work. It is important to mention that the use of this booklet will be considered as a different option and an innovative methodology that future teachers can use in the classes as a helpful and meaningful tool to develop the students speaking skills and a good oral communication.
Teaching english at the university level through short stories and multimedia
(2012) Youman Henley, Thomas Elden; Carrasco Pozo, Marcela
TED talks as a mobile-learning tool to enhance speaking skills in ninth graders at the American School
(2015) Quizhpi Picón, Ana Lucia; Youman Henley, Thomas Elden
The objective of this research project is to provide the teacher and ninth graders at the American School with new didactic English material in which they can develop, improve, and create entertaining oral activities in a different and educational way. This application is known as 'TED talks mobile-learning'. The research also focused on finding the main causes that prevented students from improving their speaking skills, which helped the researcher analyze and find a solution to the problem. After the application of 'TED talks mobile-learning', the results were satisfying because of the immediate change in the students’ interest in participating in speaking activities. It was clear that their level of participation was increased due to the implementation of a new didactic material in their Educative System.
Use of the total physical response method as an efl teaching tool to improve the listening comprehension skill of tenth graders
(2016) Aucapiña Sanunga, Johnny Geovanny; Orellana Plaza, Marcia Andrea; Youman Henley, Thomas Elden
This monograph proposes to teach the English language using the Total Physical Response (TPR) method as a tool to enhance the listening comprehension skill of Tenth Graders at Unidad Educativa Latinoamericano. The study analyzes the cognitive procedure in the listening ability in order to know in which way the input is processed in the mind of the listener. As well, it reviews factors that make listening comprehension more efficient in young learners. It also studies bibliographic information about common behaviors that most adolescents show during this stage, which is supported by the application of qualitative and quantitative techniques carried out in this research. Additionally, it evaluates the features, advantages, operation of the TPR method, allowing both authors of this study to determine that this method would help teenage students improve their listening comprehension, increase their self-confidence and motivation in class. Finally, this study proposes several TPR lessons in order to suggest teachers how these could be implemented in class with teenage students.
Using ‘trace effect’ computer video games as a didactic tool in the EFL classroom to enhance students’ vocabulary in eleventh grade at San José de Calasanz high school
(2016) Iñamagua Acero, Mayra Gabriela; Youman Henley, Thomas Elden
This research was carried out with the intention of determine the effectiveness of the Video Game as a didactic tool in a EFL classroom, UnidadEducativa San jose de Calasanz, as well as its influence on the development of the students’ vocabulary sub-skill. The purpose of the proposal was based on three main points: a) The central purpose of this research was to know how meaningful and memorable may be for learners the acquisition of vocabulary via video game. b) In order to reinforce the vocabulary from this video game "Trace Effect", the researcher designed useful extension activities based on reading, and writing strategies. c) Via the results of this project, the researcher produced a new way of teaching English vocabulary.