I N S TITU T O A C A D ÉMICO D E I D I O M A S
ronos
The Language Te aching Journal
Vol. 4, N.° 1 | febrero-julio | 2023
R E V I S TA
REVISTA KRONOS
Vol. 4, N.o 1 (febrero-julio 2023)
the language teaching journal | instituto académico de idiomas
REVISTA KRONOS | | pISSN 12631-2840 | eISSN 2631-2859
Kronos-
de la Universidad Central del Ecuador de frecuencia bianual, que publica en los meses de febrero y agosto. Su objetivo es la divulgación
en los procesos de enseñanza-aprendizaje de lenguas, así como en la investigación y crítica del corpus teórico y práctico alrededor
interesado en el quehacer educativo.
AUTORIDADES UNIVERSIDAD CENTRAL DEL ECUADOR
rector
vicerrector académico y de posgrado
vicerrector de investigación, doctorados e innovación
vicerrector administrativo y financiero
director del instituto académico de idiomas Santiago Sanguña, M.Sc.
DIRECCIÓN EDITORIAL
CONSEJO EDITORIAL
Chita Espino-Bravo —Fort Hays State University (ee. uu.)
Mónica Tamayo —Universidad de las Fuerzas Armadas, espe (Ecuador)
Hazel Acosta —Universidad Nacional de Educación (Ecuador)
Daniel Cazco —Universidad Nacional de Educación (Ecuador)
Andrea Rosero —Universidad Central del Ecuador (Ecuador)
Serge Bibauw —Ku
Diana Ruggiero —University of Memphis (ee. uu.)
Martina Nebbiai —Universidad Central del Ecuador (Ecuador)
Diego Bussola —Universidad Nacional de Rosario (Argentina)
Jorge Bernal —Universidad de Salamanca (España)
Marcia Criollo —Universidad Nacional de Loja (Ecuador)
COORDINACIÓN
Estefanía Llamuco Miño-Universidad Central del Ecuador (Ecuador)
Frecuencia: bianual (febrero-julio 2023)
Año de inicio: 2018
kronos.idiomas@uce.edu.ec
UCE
Código postal: 170521
Diseño y diagramación | Christian Echeverría
Editorial Universitaria, 2023
Quito, Ecuador
+593 (02) 2524 033
editorial@uce.edu.ec
Los contenidos pueden usarse libremente, sin nes comerciales y siempre y cuando se cite la fuente. Si se
hacen cambios de cualquier tipo, debe guardarse el espíritu de libre acceso al contenido.
TABLA DE CONTENIDO
Vol. 4, N.o 1 (febrero-julio 2023)
CARTA EDITORIAL ...............................................................................................................................................................................................................................................
EDITORIAL LETTER ............................................................................................................................................................................................................................................
................................................................................................................................ ......................................... 9
Carmen Moncayo Noroña, Jardel Coutinho dos Santos, Rossana Ramírez
How are we preparing future English teachers?: A study of the
curricular variations among selected efl ............................................................................... 20
Diego Cajas, Sara Cherres Fajardo, Veronica Chicaiza
through community-service activities in undergraduate students ................................................................................... .31
Sandra González González
to the professions online .................................................................................................................................................................................................................. 43
Chita Espino-Bravo
Methods, techniques, and strategies to motivate students of English
as a foreign language to improve the speaking skill ................................................................................................................................. 54
Laura Rosado Morales, Mónica Vaca-Cárdenas
Use of padlet for the implementation of the writing process .................................................................................................... 71
Helen Moreira Olives, Carlos Álvarez Llerena
Understanding the scope of educational policies in Ecuador: an
analysis of its historical evolution ........................................................................................................................................................................................ 81
Danilo Reibán Garnica, Fanny Marithza Jiménez
public university in Ecuador ........................................................................................................................................................................................................
Lisseth Chango Parra, Gabriela Córdova López, Olga González Ortiz
........................................................................................................................................ 103
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REVISTA KRONOS 4(1), febrero-julio 2023 | pISSN 12631-2840 | eISSN 2631-2859
E
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dido investigaciones relacionadas a prácticas educativas e innovadoras en el área de
Los investigadores Carmen Moncayo, Jardel Coutinho dos Santos y Rossana Ramírez,
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portancia que conlleva el incluir la evaluación de pares, el drama y el arte para un apren-
Un estudio de las variaciones curriculares entre carreras que preparan profesores de in-
por todas las universidades con dichas carreras diseñado por el gobierno.
importancia de servir a la comunidad de la cual en un futuro serán parte como profesio-
Las autoras del quinto artículo, Laura Rosado y Mónica Vaca-Cárdenas en su artículo
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los docentes puedan ayudar a mejorar dichas situaciones.
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ducción escrita.
Finalmente, en el octavo artículo de los autores Lisseth Chango, Gabriela Córdova y
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entre estudiantes.
CARTA EDITORIAL
CARTA EDITORIAL
6REVISTA KRONOS 4(1), febrero-julio 2023 | pISSN 12631-2840 | eISSN 2631-2859
La revista Kronos agradece a quienes han contribuido y colaborado con el desarrollo y pro-
Equipo editorial
Revista cientíca Kronos, 2023
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REVISTA KRONOS 4(1), febrero-julio 2023 | pISSN 12631-2840 | eISSN 2631-2859
In recent years, Kronos "The Language Teaching Journal" has disseminated research re-
of the fourth volume of the journal is presented, which features eight academic articles.
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ma-CLT Activities, with EFL B1.2 Students," by researchers Carmen Moncayo, Jardel
Coutinho dos Santos, and Rossana Ramírez, establishes the importance of including peer
assessment, drama, and art for comprehensive learning in the English language. This is
done through a 40-hour project with higher education students.
The second article, "How are we preparing future English teachers? A study of cur-
ricular variations among teacher preparation programs," by authors Diego Cajas, Sara
by the generic curriculum used by all universities with teacher preparation programs,
designed by the government.
Teaching-Learning through Community Service Activities on Undergraduate Students,"
by author Sandra González, invites readers to understand the importance of serving the
their academic and technical training.
to the professional needs of Spanish language learners. Furthermore, incorporating these
address the issue of lack of motivation, fear, and the consequences that many students
face when communicating in a foreign language. This article, titled "Motivation Methods,
Techniques and Strategies to Improve Oral Skills of Students of English as a Foreign Lan-
guage," presents various strategies, techniques, and methods that can be of great use for
teachers to help improve the oral skills of their students.
Finally, in the eighth article, written by Lisseth Chango, Gabriela Córdova, and Olga
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tained when promoting and applying collaborative learning among students.
EDITORIAL LETTER
EDITORIAL LETTER
8REVISTA KRONOS 4(1), febrero-julio 2023 | pISSN 12631-2840 | eISSN 2631-2859
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be part of future publications.
Editorial team
Kronos Scientic Journal, 2023
pISSN 12631-2840
eISSN 2631-2859
kronos.idiomas@uce.edu.ec
REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 9-19
DOI: https://doi.org/10.29166/kronos.v4i1.4316
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
abstract
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ing process. It makes use of a careful backward design as well as Gradual Release of Responsibility-GRR considerations,
40 hours were reported in this research by means of CLT-Drama activities-in EFL B1.2 Students, its impact and im-
provement in Speaking Skills. Drama is a unique space that promotes and sustains motivation, as it is a social learning
tolerance, nonlinear thinking, receptivity to other’s ideas, breaking with stereotypes, helps self-esteem by resourcing to
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key words
fecha de recepción 25/11/2022 fecha de aprobación 31/01/2023
Efecto de evaluación de pares en las destrezas orales mediante actividades de Drama-clt, con es-
tudiantes efl b1.2
resumen Este estudio de investigación-acción propone determinar el efecto de la evaluación de pares y el drama como
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abilidades). El proyecto se realizó en un período de 4 semanas, 2 horas diarias, 40 horas en total, con estudiantes del
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cia que resulta en varias ventajas: la creatividad, tolerancia, pensamiento no lineal, receptividad al pensamiento de otros,
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palabras clave Aprendizaje social, destrezas orales, drama, evaluación de pares, pensamiento no-lineal.
Peer Assessment Eect in Speaking Skills by means of
CLT-Drama activities-in EFL B1.2 Students
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
10 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
INTRODUCTION
Developing oral competence requires consistent practice and adequate meaningful practic-
es that are real as well as useful for students’ communication learning process (AL-Gar-
ni & Almuhammadi, 2019). The key to understanding the link between peer assessment
a piece aligned to the success of the learning process (Wiggins, 1991).
Assessment traditionally has been disconnected from the learning process planning
when it should be considered initially to envision learning as a dynamic holistic process
that addresses the makeup of communication. Thus, peer assessment works towards learn-
ing. It is impacting and lasting for students provide feedback during formative stage that
feedback students reach awareness of their own learning process, giving place to meta-
cognition (Joo, 2016).
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providing opportunities for students to participate and do the crossover from the grammat-
ical-theoretical competence to the pragmatic competence (Lessard-Clouston, 2018).
skills providing students timely feedback to ensure their learning through understanding
of assessment as a unique opportunity of getting to know the individual process and to
take the timely task of giving feedback for students to identify and learn from mistakes
(Soulsby, 2009).
QUESTIONS AND STATEMENT OF THE PROBLEM
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factors, English is a mandatory requirement to attain a graduate degree in superior education
according to the Academic Regime Regulations (Consejo Educación Superior[CES], 2019)
not been able to practice Speaking skills mainly due to a traditional approach that stresses
the importance of enforcing a Structural Approach style, by following grammar rules with
an enormous teacher teaching time and little time for students’ participation.
Consequently, students target grammar usage happens only in a mechanical fashion
intonation and stress is unclear and impedes understanding.
SPEAKING SKILLS AND PEER ASSESSMENT EFFECTIVENESS RELATED
STUDIES
peer assessment to instructor assessment. The results revealed reliability which depend to
Moncayo et al.
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between student and teacher oral presentation assessing methods. One factor mentioned
is the lack of both theoretical and empirical studies, plus the fact that evaluation does not
have enough research in regards to this matter.
language, content, delivery, and visual aids (King, 2002). Criteria which are established
by the teacher in assessing student’s performance. According to a research analyzing peer
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rative of the learning process events taking place in the classroom with the participation
of its actors, assertively placing the classroom into reality.
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sizing how it promotes autonomy (Johnson, D. W., & Johnson, 1981), responsibility and
an active role in learning (Cheng & Warren, 2005). Cooperative learning is particularly
learning (Shanti, Divaharan Lourdusamy, 2003). Nonetheless, Joo (2016) contrasted a
research where test culture impedes being enriched by peer assessment, highlighting one
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learning process through generating constructive feedback resulting in understanding and
metacognitive learning.
HOW TO TRAIN STUDENTS TO PEER ASSESS
the aim and thus, it goes beyond measuring levels or giving grades to their peers. Students
should build their understanding on peer assessment as a contribution to the learning pro-
cess, that must take place consistently through the process in several activities. Only then,
students will take peer assessment as a tool to have an active role in the class by helping
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en their understanding of particular aspects.
clt ACTIVITIES
Communicative Language Teaching improves Oral Skills by bringing reality into class-
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will more likely generate unpredictable situations that give place to real communication
(Richards, 2006).
There are many methods and
clt
activities that can be implemented in a class, it
learning process. Some clt activities to be mentioned are: Buzz groups, brainstorming,
project-based learning, steam
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
12 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
THE USE OF DRAMA FOR THIS RESEARCH
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lows to cater students’ diverse learning styles, plus it engages an active participation. We
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dence in students who are shy.
Consequently, when using drama, students are able to integrate all skills in their
learning process facilitating the cognitive process. Dramatization is attractive for it gener-
ates creativity which allows students to work collaboratively in problem solving. Engaging
students in the learning process is key to meaningful and lasting learning which also refers
Drama also allows learning through social interaction which makes learning signif-
study will focus on drama since studies support the fact that verbal skills have noticeably
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er advantage to be mentioned is the provision of a necessary change to lecture strategies,
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thoughts into a predetermined script and the author´s lines, it allows to draw lines con-
necting us to certain characters, resulting in an appropriation of the material through
a work that includes reality and imagination (Barbee, 2010). The use of drama allows
understanding its usefulness in real life.
RESEARCH METHODOLOGY
To start with this section, it is fundamental to understand what Action Research is. Ac-
tion research is part of a movement that has been going on for some time now, it is a way
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ing questions to identify problems and address them according to students’ needs, cater-
Action research displays the scope, action and power pedagogy has in deconstructing
of the immediate, displacing the urgency of the profound, lasting and important (Walsh,
2013). It is a way of bringing research (Creswell, 2015) into educational settings provid-
The research design that was utilized in this action research project was a pre-posttest
comparison design. Field notes, and a survey were used as qualitative tools, while pre and
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ment, and one dependent variable: Oral Skills Improvement. A dependent variable, that is
evidenced through results of pre and posttests. Table 1 below shows the research design
implemented with this action research (see Table 1).
Moncayo et al.
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PARTICIPANTS
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All students agreed to participate in the project. There were fourteen students that belong
to National Tourism Guide Career program, one student is a Nurse student and one of
participated in the peer-assessment intervention. Female students correspond to 68.75%
of the students correspond to female students and 31.25% correspond to male students.
INSTRUMENTS
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Instruments for productive skills in this research: Speaking would be based upon the
data collection for qualitative questions in regards to peer assessment. highlighting details
RESEARCHER’S FIELD NOTES ON PEER ASSESSMENT EXPERIENCE
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selves in individual, pair and group activities that students had prior to the drama perfor-
mance. The importance of having various opportunities in peer assessment training, until
reaching pretest and post-test.
Table 1. Research design for this study: variables and data sources
Intervention students:
peer assessment rubric -in drama
Comparison of results pre-
test-posttest
Independent variable:
peer assessment
1. Speaking (pretest) (posttest)
1. Speaking (pretest) and
(posttest)
Dependent variable (outcome):
oral sKills improvement
research perceptions
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
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PROCEDURE FOR CREATING MY RUBRIC FOR THE INNOVATION PROJECT
generate improvements and to create a rubric that could be both complete and easier for
students and teacher to assess and give timely feedback. The rubric is based upon the An-
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is available upon request.
RESULTS
QUANTITATIVE RESULTS
Quantitative results refer to students’ pretest scores on the rubric that responds to re-
3,62 which denotes the use of target grammar usage: have to vs. want to and wish that
dreams related to relationships in response to others in a dialogue situation, with a few
voice projection and volume while conveying a message.
the skills of initiating and responding when communicating with others in a dialogue situ-
Student post-test scores on the rubric that responds to research quantitative question:
While the total range of the rubric was 0 to 4, but the actual range was 3.31 to 4
at pretest and 3.75 to 4 at posttest, displaying students satisfy above average 3.5 with
some element of band 4. There is an overall increase in posttest students’ peer assessment
is evident in the development of the learning process and speaking skills improvement.
t -test.
Moncayo et al.
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The paired -sample t
posttest scores (t=-3.84, p<0.001). The test indicated support for the alternative hypoth-
esis, as shown in table below (see Table 2).
QUALITATIVE RESULTS
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categorized into colors, green representing metacognitive processes and critical thinking,
blue representing acceptance to peer evaluation, magenta represents social learning, brown
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tages and disadvantages.
to organize and see the frequency of similar answers for qualitative data.
Figure 2. Posttest rubric scores
Figure 1. Pretest rubric scores
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
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Survey provided information on aspects of peer assessment as a direct contribution to
metacognitive that ranges from 31 to 34%, the category of training as a positive resulting
and the advantages peer assessment had in learning process ranging from 14 to 15%, and
just 5 to 6% were some considerations of peer assessment to have disadvantages. as shown
SURVEY NARRATIVE
The survey describes data collection from students’ perception on the peer assessment
process during training and application of peer feedback assessment highlighting details
of this process.
questions and answers from participants is available upon request.
DISCUSSION
This research responds to research quantitative question: Does peer assessment have an
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the social and academic spectrum.
The study reveals results and several coincidences some of the authors pointed out
Variable 1
pretest
Variable 2
posttest
Media 0,853125 0,9421875
Variance 0,00748958 0,00439323
Observations 16 16
0,28783081
0
Degrees of freedom 15
Statistical t 3,84585385
0,00079365
Critical Value of t (one tail) 1,75305036
0,00158731
Critical Value of t (two tail) 2,13144955
Moncayo et al.
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students’ peer assessment scores. Thus, it describes and denotes the use of the tool is bet-
speaking skills improvement.
notes, and provide an idea of the day-to-day class learning environment as well as student’s
and providing several opportunities for students to peer assess, in order to reach an
understanding of the advantages of peer assessment in learning by acknowledging their
own process while providing feedback to their peers, particularly due to the fact that peer
assessment is not part of our culture.
Accompanied by the fact that drama goes beyond words, giving the possibility of
place to productivity (Barbee, 2010). Strengthening teacher’s call to encourage meaningful
CONCLUSIONS
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was found that is, in Ecuador English is a mandatory requirement to attain a graduate de-
gree in superior education according to Art.80 on the Academic Regime Regulations (Con-
sejo de Educación Superior [CES], 2019) which implies an added pressure in students
for achieving this requirement. In addition to the fact that along their academic journey,
Figure 3. Peer Assessment Eect in Speaking Skills Survey Results
Peer assessment eect in speaking skills by means of CLT-drama activities-in EFL B1.2 students
18 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
students are not provided with practice in Speaking skills mainly due to the agenda and
requirements imposed by certain educational organizations that focus on traditional Struc-
tural Approach that enforces grammar rules over students’ participation.
social learning and drama as a unique space to foster and sustain motivation. The implica-
tions of social learning ground which naturally gives place to interaction making transfer
viable, showcasing collaborative learning as essential in generating learning, portrayed in
results with a considerable improvement in speaking skills. Several assets derive from this
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over it also enables students with skills to cope with reality. The importance on trespass-
ing traditional frames and methodologies towards the aim of understanding education
and language are key in transforming life opportunities for many by achieving, doing and
acting with creativity over passivity by means of implementing CLT activities-drama as a
strategical method to cater students learning styles. This not only requires planning, but
matching a lesson plan coherently to aim and achieve peer assessment and transfer for long
link to life and to their goals to the future. When planning, assessment must be part of the
objectives and results pursued throughout the unit. It must give students the necessary con-
sideration at all times, fostering a student-centered class throughout the learning process.
To sum up, classes should consider a variety of activities to cater students’ diverse
learning styles, as well as to provide opportunities for all students to activate their speak-
writing, and decision-making when designing their own presentations, clearly evidenced
in the Drama Open House where all skills were conjugated
REFERENCES