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
5
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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-
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los docentes puedan ayudar a mejorar dichas situaciones.
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-
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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
7
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
-
-
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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REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
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
14 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
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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REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
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
16 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
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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REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
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
Language Teaching Activities on EFL Students’ Speaking Skills at the University of
Jeddah. English Language Teaching, 12(6), 72. https://doi.org/10.5539/elt.v12n6p72
Language,
Culture, Literature, 2(1), 1–25.
Burns, A. (2010). Doing Action Research in English Language Teaching. In T. & Francis
(Ed.), Doing Action Research in English Language Teaching (Taylor & F). Taylor &
Francis.
Reglamento de Règimen Acadèmico Superior, 54 (2019). https://www.ces.gob.ec/
pdf
The Hong Kong
Polytechnic University, 22(1). https://doi.org/10.1191/0265532205lt298oa
SAGE
(Vol. 1999, Issue December).
Exam English B1
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In S. X. E. A. S.A. (Ed.), Educación y Territorio (9a. edició).
for Junior High School. IJECA (International Journal of Education and Curriculum Ap-
plication), 2(3), 1. https://doi.org/10.31764/ijeca.v2i3.2029
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towards EFL Learning. ESP World, 8(5). https://doi.org/1098-6596
Journal of Educational Psychology, 73(3). https://
doi.org/doi.org/10.1037/0022-0663.73.3.444
Working Papers in TESOL &
Applied Linguistics, 16(2). https://doi.org/doi.org/10.7916/salt.v16i2.1257
The Internet TESL Journal,
8(3). https://doi.org/10.6420/DHJHS.200207.0401
Lessard-Clouston, M. (2018). Second Language Acquisition Applied to English Language
Teaching (F. Thomas S. C (ed.)). TESOL International Association.
presentation classrooms. The Language Teacher, 31(1), 3–8. https://www.researchgate.
net/publication/255950623
presentation classrooms. The Language Teacher. https://www.researchgate.net/publi-
cation/255950623
Approaches and Methods in Language Teaching.
Richards, J. (2006). Communicative Language Teaching Today. In CAMBRIDGE UNIVER-
SITY PRESS (Vol. 25, Issue 2).
Shaheed, F. (2013). Libertad artística. UNESCO. https://es.unesco.org/creativity/sites/
cooperative learning: A pilot study. REACT.
Soulsby, E. (2009). Assessment Notes. University of Connecticut. http://cid.buu.ac.th/infor-
Vigotski, L. S. (2000). Manuscrito de 1929. Educação & Sociedade, 21(71), 21–44. https://
doi.org/10.1590/s0101-73302000000200002
Walsh, C. (2013). Pedagogías decoloniales: Prácticas insurgentes de resistir, (re)existir y (re)
vivir. TOMO I (C. Walsh (ed.)). ABYA YALA. https://glefas.org/download/biblioteca/
estudios-descoloniales/pedagogicc81as-decoloniales
Wiggins, G. (1991). The Case for Authentic Assessment. ERIC Digest. https://doi.org/
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ment. Issues, 23(March), 4–9.
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ment. ISSUES, 23.
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 20-30
DOI: https://doi.org/10.29166/kronos.v4i1.4237
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
unae (Ecuador)
unae (Ecuador)
abstract
In order to improve the pre-service formation in Ecuador, the government created an education standardized cur-
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methodology, results showed that curriculum variations revolve around the total number of practicum hours, low percentage
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key words Curriculum, Curriculum design, English teacher preparation, elt, professional competences of teachers.
fecha de recepción 15/11/2022 fecha de aprobación 23/01/2023
¿Cómo estamos preparando a los futuros profesores de inglés?: Un estudio de las
variaciones curriculares entre carreras que preparan profesores de inglés
resumen
educación para que sea usado por todas las universidades que ofrecen carreras de educación. Desafortunadamente, cuando se
-
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diferencias en el total de la malla curricular.
palabras claveelt, competencias profesionales del profesor..
How are we preparing future English teachers?: A study of the
curricular variations among selected efl undergraduate programs
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REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Cajas et al.
INTRODUCTION
THE SITUATION OF ENGLISH TEACHING IN ECUADOR
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elt) in the
country and comprised four main components. One, the creation a new English as a For-
eign Language (
efl
) curriculum for primary and secondary education. Two, the use of the
Common European Framework language indicators as the learning outcomes for primary
and secondary years. In correspondence with this, the government also stated that students
leaving secondary education need to have a B1 level of English. Three, free distribution
of efl-
mineduc
-
me
-2016-00020-
a
Ministry of Education stated that English as a foreign language (efl) must be taught in the
primary and secondary public education systems. For primary education efl has to be taught
secondary education where 3 hours were allotted (Ministerio de Educación, 2016). Through
this Ministerial Order the government manifested its interest in improving the quality of elt
in the public education sector. Regrettably, public policymakers did not consider the future
problems that would result during the implementation of this policy, for instance, a shortage
According to Directors in some schools, the shortage of English teachers resulted in
ict
such as secretaries to teach efl in their respective schools. Regarding the in-service En-
elt methodology.
efl teachers, a representative
from the Ministry of Education stated that in 2014 only 10% of these teachers had a B2
Ministry of Education, highlighted that 34% of in-service teachers had a B2 level of English
in the year 2018 and urged universities to form English teachers with the appropriate com-
there were 9,737 English teachers in the public education system at that time, there was still
efl
teachers needed to cover the students’ demand. Yet, it can be assumed that the number
of efl teachers needed may remain the same or higher than in 2018 since the government
efl teachers,
it is important to mention that this level needs to be validated via an international test, for
toefl
-
ciency among in-service English teachers in the last years. Unfortunately, the overall level
is still problematic, as mentioned before, only 34% of the current in-service teachers have
22 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
How are we preparing future English teachers?: A study of the curricular variations among selected e undergraduate programs
for them to properly carry out instructional class activities where they have to model the
language to their students.
efl
teaching position in public schools is also problematic, as the results of the English tests
administered to these group of teachers showed. In order to have a permanent position in
an English test (candidates need to demonstrate a B2 level) and a demo class. Candidates
of Education. In the case of efl, out of 2336 candidates who initially participated in this
process in 2017, only 117 teachers passed the English test. In other words, only 5% of the
candidates demonstrated a B2 level of English (Información Ecuador.com, n. d.).
In 2010, the Ecuadorian government stated that the Ecuadorian education was not
a quality education and legally addressed this problem via the Higher Education Law
declaring all education undergraduate programs to be in the national interest. In accor-
dance with this declaration, Article 104 of the Higher Education Law stated that the basic
curriculum contents and the criteria for the duration of the pre-professional practicum of
undergraduate programs in the national interest will be established by the Board of Higher
Education (loes, 2010).
Following the legal demands and in accordance with Article 104, the Board of Higher
Education, together with some heis, developed a national standardized curriculum for edu-
cation undergraduate programs. The development of this curriculum and the implications
for English teachers’ formation in Ecuador is described below.
THE ECUADORIAN STANDARDIZED CURRICULUM FOR EDUCATION
UNDERGRADUATE PROGRAMS
In order to understand the reasons that propelled the creation of the Standardized Curric-
-
lowing a rigorous process of evaluation and accreditation of
hei
s which took place in 2008,
the National Assembly (formerly known as National Congress) enacted a new Higher Ed-
ucation Law. This law aimed to improve the Ecuadorian higher education system via spe-
teaching personnel in hei-
ing and research in
hei
hei
s and the com-
munity though community outreach projects, among others.
With the aim of improving teaching and the quality of the undergraduate programs
in the tertiary education sector in Ecuador, heis were required to modify their curricula.
To meet this requirement,
hei
s started working individually or with other
hei
, for instance,
hei
the same programs. Although there was support and advice from the Higher Education
Board (Consejo de Educación Superior-ces) throughout this process, heis’ curriculum
would make in their programs. This, however, was not the case of hei
undergraduate programs where ces took the lead in the design of a new standardized
curriculum together with 33 heis’ representatives.
The standardized curriculum for education, according to ces (2015), was an innovative
curriculum proposal, based on the following characteristics: a) pertinence to the teachers’
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to structure the curriculum, d) a primary focus on students via an academic and personal
tutoring system, e) emphasis on research and f) the use of innovative teaching methodologies
as well as ict integration in education. Furthermore, this curriculum comprises 41 academic
subjects to be taught in 9 semesters. According to the creators of this curriculum, one of
the most evident innovations was the duration of the pre-service teaching practicum which
amounted to 1800 hours progressively distributed along the 9 semesters.
Although the design and the principles of this standardized curriculum may have been
helpful and innovative for primary education undergraduate programs, it posed serious
problems for other specializations, for instance, teaching English as a foreign language.
Conversely, to the government idea of curriculum standardization for pre-service forma-
elt
English teachers.
developing model considered to be perfect for elt. Finney (2002, p. 77) emphasizes that
is a coherent model of
elt
of avoiding adhering to a single model for curriculum development. Instead, curriculum
of students’ professional competencies.
In the case of English teaching pre-service formation, the curriculum needs to respond
to the current situation of English teaching in the country as well as the reality that future
The need of developing an Innovative Curriculum for English Teaching Under-
In the country, there are 60
hei
s. This includes public, private and co-funded insti-
tutions (Co-funded
hei
s are institutions partially funded by the government and students’
fees). Out of this number, 17 hei-
grams, 15 on a face-to-face mode and 2 online. This number represents the 28% of Ecua-
dorian universities. Moreover, this percentage also shows the students’ interest in English
language teaching pre-service formation.
A high student interest in pursuing an English teaching degree poses a huge respon-
sibility for hei-
elt methodology is problematic. In order to address these problems,
curriculum planners in
hei
s need to innovate their pre-service curriculum. Innovation,
however, is not always an easy task, according to Humphries and Burns (2015, p 293),
hei author-
role since they need to pave the way for facilitating innovation and avoiding prescriptions.
To facilitate innovation, according to Humphries and Burns (2015, p 239-240),
implementation and innovation lies in their hands. Hence, the need to incorporate their
-
ulum innovation cannot be seen as a series of general steps that need to be mechanically
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How are we preparing future English teachers?: A study of the curricular variations among selected e undergraduate programs
hei’s ethos and
2015, p 520). These two aspects become the heart of the pre-service formation curriculum
since they form the values and attitudes of future English teachers.
In addition, McKimm and Jones (2017) present 12 tips for curriculum development
-
which help check whether the previous standards have been met or not. The use of these
-
general to avoid prescriptions.
METHODOLOGY
-
-
of developing their curricula for the English teaching undergraduate programs, this study
employed a quantitative part which was followed by a qualitative part. In the quantitative
-
ticipating
hei
s aiming to provide an overview of the current status of these undergraduate
programs in the country. In the qualitative part, interviews were conducted to 4 Directors
obtained from the quantitative part. For the quantitative data analysis, descriptive statis-
tics were used and for the qualitative data, a thematic analysis.
The research question that this study aimed to answer was: what are the challenges that
hei
education undergraduate programs in developing their English language teaching curriculum?
PARTICIPANTS
-
guage teaching pre-service programs. Directors from the two
hei
-
glish Teaching undergraduate programs were not invited. This because due to their online
-
tion. After sending the invitations, 8 Directors accepted to participate in this research and
The criteria for selecting the 4 Directors for the interview were: a) have actively
participated in the development of the current curriculum and b) have been a program
Director under the new curriculum for at least 2 years.
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heis and Directors will not be mentioned. Hereafter, heihei1,
hei2, hei3, hei4, hei5, hei6, hei7 and hei8, and program Directors from these heis as Directors.
DATA ANALYSIS AND DISCUSSION
In Ecuador, ces
hei
-
hei
students need to send a curriculum proposal to ces
-
rization. hei-
thorized by ces
Once heis send their curriculum proposal to ces, one specialist is assigned for over-
ces
specialist are
ces specialist must
send the proposal to an academic specialist to review its academic content. The academic
specialist is usually a university professor who works for an hei in the same undergrad-
specialists deem pertinent, they will suggest corrections to the curriculum proposals. These
changes, in turn, need to be addressed by
hei
s in order to continue with the approval of the
curriculum proposals. Third, the ces
approval of the undergraduate program, once all technical and academic changes have
been made. This report may not be the same for all hei
The initial intention of the Board of Higher Education (
ces
) which was to standardize
the pre-service formation through the insertion of a new curriculum, seemed not to be
its structure and demands, curriculum planners faced certain challenges, namely: a) devel-
-
riculum content and subjects pertinent to the elt pre-service formation and c) adapting the
prescribed structure of the teaching practicum to the English language teaching curriculum.
A) DEVELOPMENT OF ENGLISH LANGUAGE PROFICIENCY
efl
teachers is a need
that heis have to address, particularly when only 34% of current in-service efl teachers
-
tably, by promoting the standardization of a common curriculum, this particular aspect
challenges to hei
the standardized curriculum, had to juggle between reinforcing their students’ English lan-
Director referred to this challenge in the following terms:
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How are we preparing future English teachers?: A study of the curricular variations among selected e undergraduate programs
The standardized curriculum focuses only on general education and does not provide a guide for
language and the standardized curriculum does not consider this aspect.
Out of the 8 participating
hei
s, 7 had established a B2 level in English as their overall En-
-
el. The selection of a B2 level in almost all heis is aligned to the language requirements
for efl teachers established by the Ministry of Education. Though, there is an apparent
common language competency goal, heis have a diverse organization of language input in
their curricula, mostly in terms of number of instruction hours. This is shown on table
1 (see Table 1).
Table 1 shows the variation in the number of instruction hours for developing English
efl teachers. The hei that has the highest number
of English language input hours (hei 1) is the institution whose aim is to form efl teachers
with a C1 level, whereas in the other hei
hei
s achieve the goal of
having graduates with a B2 level of English.
heis. Re-
sulting in having high demand for a few heis and, opposite to this, a low demand for the
majority of hei
Directors of English teaching undergraduate programs are conscious that their students
able to facilitate the acquisition of this level. Unfortunately, due to the normative orientation
of the standardized curriculum, most of them feel powerless to improve pre-service students’
-
ing to the minimum the English language input to their students in order to cope with the
government’s demands. A director referred to this in the following terms:
and, in some cases, they even have an A1 level. These are the type of students who come to the uni-
versity pursuing a career in English language teaching. Regrettably, we cannot deviate much from the
B) DIFFICULTIES IN COMBINING THE STANDARDIZED CURRICULUM CONTENT AND SUB-
JECTS PERTINENT TO THE elt PRE-SERVICE FORMATION
In 2015, ces presented the standardized curriculum as an innovative proposal comprised
of 41 academic subjects characterized, according to its creators, by: a) pertinence to the
to structure the pre-service formation, d) a primary focus on students via an academic
and personal tutoring system, e) emphasis on action research and f) the use of innovative
teaching methodologies as well as ict integration. This whole curriculum was conceptual-
ized to be taught in 9 semesters.
This structure, however, complicated matters for English language teaching curricu-
lum planners since the standardized curriculum targeted primary education and did not
elt in
general. A director referred to this in the following terms:
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Cajas et al.
The standardized curriculum had a predetermined set of subjects which are mandatory to include in
-
ciency and 2) use English as the means of instruction for the predetermined subjects from
the standardized curriculum in order to develop academic content and students’ English
hei
input as presented below on table 2 (see Table 2).
for pre-service formation, curriculum planners have not strictly followed it and, instead,
they have included additional subjects. Generally, the additional subjects are those related
to linguistics and elt. By adhering to this practice, the percentage of the use of English as
a means of instruction among heiefl
teachers in hei 1 receive their pedagogical formation almost completely in English (93.6%)
whereas in hei 5 the use of English is very limited (17%).
What it is important to emphasize is that the 7 participating heis have stated that
achieve since not all of these heis have the same language input. hei 1, on the other hand,
has an appropriate connection with the amount of English input and the overall language
C) ADAPTING THE PRESCRIBED STRUCTURE OF THE TEACHING PRACTICUM TO THE EN-
GLISH LANGUAGE TEACHING CURRICULUM
Teaching practicum in elt pre-service formation has become, according to the partici-
pants, the most problematic aspect in developing the curriculum of the English language
teaching undergraduate programs due to the high number of hours mandated by ces. The
standardized curriculum states that pre-service students need to complete a total of 1,800
HEIs Number of instruction hours to develop English language prociency
HEI 1 2304
HEI 2 960
HEI 3 1440
HEI 4 1720
HEI 5 1160
HEI 6 1600
HEI 7 1600
HEI 8 720
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How are we preparing future English teachers?: A study of the curricular variations among selected e undergraduate programs
hours of teaching practicum in local schools. This requirement, however, was not strictly
followed by all heis (see Table 3).
-
signed to teaching practicum among heis. Three heis strictly comply with the requirement
of having 1,800 hours for teaching practicum whereas the rest of the heis have assigned
between 344 to 1,640 hours to this aspect.
One of the reasons for this variation in the number of teaching practicum hours, accord-
ing to a Director, is that Article 89 of the Academic Regimen Regulation (a legal docu-
ment that helps heis operationalize the higher education law) states that the number of
hours allocated to teaching practicum for undergraduate programs is 400 hours in gener-
-
ent teaching practicum arrangement. Thus, some curriculum planners followed what was
required by the standardized curriculum and others, what was stated in the law. In other
words, curriculum planes assigned a number of practicum hours that they considered was
appropriate for their students’ formation. A Director illustrated it as follows:
In order to select the number of hours for practicum, we based our decision on the higher educa-
tion law. We did not follow the standardized curriculum because it has too many hours for teaching
practicum. When we submitted our proposal to ces for approval, the people in charge of checking our
curriculum design never questioned this type of organization.
ces assigns a specialist for the process
English language teaching undergraduate programs, as it is the case of teaching practicum.
When heis put into practice their curricula, they faced a serious problem in facilitating
the teaching practicum of their pre-service students due to the lack of in-service efl teachers
One of the biggest problems we have is that there are not enough
efl
teachers in the schools where
our students do their teaching practicum. In some schools there is only one teacher with a university
efl
have to complete 1,800 hours but if there are no efl teachers in the schools who can guide and sup-
port them, what can our students learn from someone who does not have the academic preparation
to teach English?
Table 2. Number of academic subjects and percentage of the use of English as means of instruction per HEI
HEIs Number of academic subjects % of the use of English as the means of instruction*
HEI 1 47 93.6
HEI 2 59 37.3
HEI 3 52 57.7
HEI 4 42 66.7
HEI 5 53 17
HEI 6 50 66
HEI 7 53 52.8
HEI 8 52 78.8
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Cajas et al.
efl
teachers is a problem that all
hei
s face, yet it becomes more in-
tense for heis with 1,800 teaching practicum hours. In these institutions, students start their
formation. The worry that directors have revolves around the amount of time that their
efl
teachers who may not add much
Our students complain because they say that they are not learning anything from the
schoolteacher. She is an ict teacher and she can barely speak English. I am not criticizing
the teacher: she is also forced by the school director to teach English. But our students
cannot spend long hours in school without learning anything. I feel powerless because I
cannot do anything to change this situation.
CONCLUSION
This research focused on the variations that English language teaching undergraduate pro-
grams have and the challenges that
hei
’s curriculum planners faced in designing their cur-
undergraduate programs, pre-service English language formation in the country is varied
and the pre-professional practicum.
What is common in almost all heielt
heis stated that their graduates will have
a B2 level of English and a strong knowledge of teaching methodology. However, given
the majority of these heis.
Despite the government’s intention to improve pre-service formation via a standard-
undergraduate programs. Where, in an attempt to adapt the educational standardized
curriculum to
elt
-
ent types of curricula, leaving apart the essential aspects that characterize efl teachers’
-
edge of
elt
methodology. Thus, attempts to standardize pre-service formation through an
Table 3. Number of hours assigned for pre-professional practicum per HEI
HEIs Number of hours for assigned for preprofesional practicum
HEI 1 1,800
HEI 2 1,200
HEI 3 1,800
HEI 4 1,640
HEI 5 344
HEI 6 840
HEI 7 840
HEI 8 1,800
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How are we preparing future English teachers?: A study of the curricular variations among selected e undergraduate programs
education undergraduate programs.
REFERENCES
Consejo de Educación Superior. (2017). Reglamento de Régimen Académico. Retrieved
from http://www.ces.gob.ec/doc/Reglamentos/2017/Abril/reglamento%20de%20
Consejo de Educación Superior. (2015). Propuesta del Currículo Genérico de las Carreras
de Educación. -
ownload&view=category&id=285&Itemid=604 in October 2019.
Creswell, J. W. (2014). Research design: International student edition. Sage publications
Finney, D. (2002). The eltMethodology
in language teaching: An anthology of current practice, 69-79.
in October 2019.
Información Ecuador.com (n. d). Retrieved from https://informacionecuador.com/resul-
tados-de-la-prueba-habilitantes-de-ingles-qsm5-mineduc/ in October 2019.
Humphries, S., & Burns, A. (2015). ‘In reality it’s almost impossible’:
clt
-oriented curric-
ulum change. elt journal, 69(3), 239-248.
tesol guidelines for developing efl professional
teaching standards. tesol Press.
Ley Orgánica de Educación (loes) (2010). Retrieved from: https://www.educacionsupe-
-
design, development and delivery. Medical teacher, 40(5), 520-526.
Ministerio de Educación. (2016). Acuerdo n.o mineduc-me-2016-00020-A. Quito.
-
tion of communicative language teaching curriculum in secondary schools in Bangla-
desh. The Qualitative Report, 23(5), 1104-1126
La Hora.
-
El
Comercio-
gles-basica-seguir-estudios.html in October 2019.
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. 31-42
DOI: https://doi.org/10.29166/kronos.v4i1.4246
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
abstract
provide the community in need with a service while the participating undergraduate students learn about their future
-
-
ing practices included in their curriculum. Apprentices who participated in this research were invited to an in-depth
-
terviews were later analyzed using the narrative analysis method in its content analysis form, which consists of listen-
-
ing and the practices they consider important during formal instruction.
key
words
fecha de recepción 22/11/2022 fecha de aprobación 18/01/2023
Reexión sobre las actividades de servicio a la comunidad: inuencia de la enseñanza-
aprendizaje a través de actividades de servicio a la comunidad en estudiantes de pregrado
resumen
ecuatoriana, donde el objetivo es brindar un servicio a la comunidad necesitada mientras los estudiantes de pregrado
-
incluidas en su malla curricular. Los aprendices fueron invitados a una entrevista en profundidad. Se les pidió que con-
A reection on community-service activities: Inuence of
teaching-learning through community-service activities in
undergraduate students
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A reection on community-service activities: Inuence of teachinglearning through community-service activities in undergraduate students
-
mente en sus percepciones sobre la enseñanza y las prácticas que consideran importantes durante la instrucción formal.
palabras
clave
-
mación profesional.
INTRODUCTION
Helping our communities has been considered a valuable service throughout the years,
and adding that people can learn from those forms of serving during their formal instruc-
-
derstandings in their profession in the future, which clearly constitutes an innovative way
of teaching in instructional settings. This is how the concept of service-learning was born
and adopted by educational institutions around the world. Service-learning has been rec-
ognized as one of the methods to enhance students’ skills beyond classroom environments
and make connections with their communities by understanding education yonder the of-
Bringle & Hatcher (1996):
which students participate in an organized service activity
further understanding of course content, a broader appreciation of the discipline, and an enhanced
sense of civic responsibility. (p. 222)
parameters to simultaneously help three main actors: Students who need to practice their
stakeholders of the services that the two aforementioned actors perform in order to cover
-
ology promises to not just help the students in their forthcoming careers but also enlight-
Based on the concept of this method, universities in Ecuador have applied this activity
-
co de Quito, 2022). Following this path, a public university located in the south of the
country asks students to complete 144 community-service activities (adapted from the
-
plete this amount of time in 3 semesters (48 hours each). With this aim, students from the
lower semesters are included in various programs, one of them where they teach English
to children from 5 to 11 years old. In the last 2 years, these activities were implemented
through a virtual modality due to the Covid-19 pandemic in 2019.
These service-learning projects implemented by the aforementioned university aim to serve the com-
munity, create consciousness about their needs, introduce students to teaching scenarios, and make them
-
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Sandra González
that higher education institutions wanted to implement these activities to help students
about their performance during these activities.
-
their lives, practices, and attitudes towards education, community, and vocational training.
This study sought to answer the following research question: What are the changes
that pine
METHODOLOGY
The methodology used for this study was a narrative inquiry, which blends the view of
-
& Caine, 2008). Recognizing that a narrative contains a story relevant to the narrator
and the audience, we can understand that this methodology has a valid source of infor-
-
terviewer was an important matter since, according to Savin-Baden & Niekerk (2007),
questions that elicit stories but also that she/he is able to position her/himself so that sto-
-
-
es during that period.
DATA COLLECTION
An in-depth interview guide was prepared and applied to two students who participated
pine major from April 2020 until April 2022 during the
The programs taught English to children from 5 to 11 years old for around 3 months and
camps that lasted about a month.
Students were prompted to tell their own stories about their participation in the dif-
ferent projects with no restriction, which was helpful since, according to Francis (2018),
using the narrative approach can give the researcher a deeper understanding of the subjects’
insights and their personal stories. Five open-ended questions were asked to the participants
so they allowed individuals to include any type of information they considered relevant ac-
with each participant to get them ready for the questions answered. The interviews lasted
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A reection on community-service activities: Inuence of teachinglearning through community-service activities in undergraduate students
-
-
ities started to change. Here it was evident that they went through a process where they
-
ences that marked them and how they remember their participation in the projects. Lat-
er, the testimonies were transcribed and coded, so the relevant information for the study
all their answers. This was evidenced when their answers to follow-up questions turned
repetitive or very short. Once the interviews concluded, they were transcribed and coded
using the maxqda software.
ANALYSIS AND DISCUSSION OF THE RESULTS
The data analysis started with the transcription of the obtained information from the indi-
-
-
-
et al., 1998).
After reading the transcripts several times, the process of coding was carried out using
the
maxqda
software. The coding was based on stressing the ideas that were repeated or
similar in the testimonies of the two students who participated in the study. Highlighting
aspects that were repeated in both testimonies. Therefore, these pieces of information
were used through the content analysis method to detach them from the story itself and
were part of the service-learning programs.
It is important to evidence that due to the similar stories narrated by the students
below (see Figure 1).
RESULTS AND DISCUSSION
IMPROVEMENT OF SKILLS IN TEACHING-LEARNING PROCESSES
and second semesters of the degree program when they performed this activity, so they
were merely starting their major studies when they participated in these projects. Never-
able to enhance their skills in classroom management, especially the abilities regarding
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Sandra González
matches the idea that one of the main things students improve in service-learning scenar-
a
a clear idea about teaching itself. Her initial words said:
Service learning is not an activity I wanted to do per se. I joined it because I was told it was part of
however, three semesters have passed, and I had the opportunity to practice and improve. It was dif-
among the students. a, personal communication, May 18th, 2022)
b
was also interviewed, and she provided the following insights
about the beginning of her service-learning participation:
I enrolled for this activity because I received a piece of advice saying that if I did not do it, I would be
in trouble. It was not the best way to say it. Nevertheless, after that, I actually enjoyed being part of
the program. Before the service-learning program, I would have said that it was just to complete my
b, personal
communication, May 19th, 2022)
possess the attributes most important for successful teaching and that they will not have
-
This is directly related to the motivation and willingness that pre-service teachers
have to acquire new learning (Ojala, 1997). For instance, if students felt that they already
knew how to manage a class or teach, they may not have been interested in being part
of the teaching program. However, contrary to that, students stated that their teaching
practices themselves changed when they got involved in the process:
Figure 1. Service-learning reection on chenges experienced by PINE students
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A reection on community-service activities: Inuence of teachinglearning through community-service activities in undergraduate students
now that I was already in front of a group, it is not just that. It is much more than that. It is preparing
material, catching their attention, and keeping everything on point because you need to care about
your students. It is not just lecturing them but being humans, understanding how it is that they learn
and what activities make them feel more comfortable. This process helped me improve my activities
a, personal communication, May
18th, 2022)
b contributed to this idea as well:
I think the main thing I improved was my patience. I used to be very impatient, but now I have worked
on that because I understand what I know they did not know, so I needed to be patient. Also, I learned
this activity where I took notes of the words I needed to research because I did not know them, but I
b
, personal communication, May 19th, 2022)
-
-
that they recognized to be faulty by proposing ideas to improve those areas:
I recognize that I need to improve things. I am studying my fourth semester yet, and there is a long
way to the top. Mainly, I would say that I need to improve my time management. In some classes, I
ended up not doing one or two activities that were planned because I did not manage the previous
activities correctly, and I was just focused on seeing my students having fun. In general, I think I have
May 18th, 2022)
I used to think that the topics for my students who were 10 to 11 years old could be the alphabet or
recognized I used to be very bitter. Then, if there is another chance to enter this program, I would be
b, personal
communication, May 19th, 2022)
-
an interesting fact, we can take these three codes to delimit the time frame that they went
through during their practices to notice the changes in their viewpoints.
-
them to learn how to teach, how to manage a class, and how to put into practice what
they already knew with the guidance of their teachers. Finally, based on what they already
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MINDFULNESS ABOUT COMMUNITY NEEDS
-
not only focus on enhancing students’ abilities but also on merging it with a service and
service-learning emphasizes the importance of facilitating connections between the aca-
a
the opportunity to attend these classes, giving moms, who do not have enough economic resources to
way, children can learn English.
a, we can indicate that the student greatly
understood and implemented one of the main objectives of service-learning, which is the
the justice cause that some authors claim should be included in service-learning from a
b
, as well, commented on this partic-
(from bigger cities and towns) and performed well, but the second group was from a smaller town,
and it was evident those kids needed more help. They did not know about colors or verbs that are very
b,
personal communication, May 19th, 2022)
Sometimes, when I was a kid, and something happened, something like a stomachache or so, we as
children were afraid to tell the teacher. I used to think the teacher would scold me, and I did not say
anything. Now I think that children have needs and I need to talk to them, be their friend and know
how they feel because that is important in education.
When I was a kid, teachers were not patient with us. They used to shout at us, just tell us something
b, personal communication, May 19th, 2022)
-
-
until then due to their lack of familiarity with some of the ill-fated backgrounds children
help these stakeholders in teaching-learning English scenarios.
It is also worth mentioning that these pine students found out that English plays a key
role in people’s lives. They included phrases assuring English was important and that this
language opens doors, which can be also taken as an indicator that they learned the value
of not just learning a second language but teaching it to people who can take advantage of
38 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
A reection on community-service activities: Inuence of teachinglearning through community-service activities in undergraduate students
it in future scenarios. As students of the pine major, it is a vital acknowledgment that can
trained English teachers can make available.
INFLUENCE ON VOCATIONAL TRAINING
-
vice-learning can provide pre-service teachers motivation to ensure that they select the
right professional training. In the light of this discernment, participants talked about their
helped make me see myself in the future and say, ‘This is what I want to do, this is what I want to do for
a, personal communication, May 18th, 2022)
I wanted to be a translator, but then I taught those kids and realized this is the place where I belong,
b
, personal communication,
May 19th, 2022)
-
-
pete program with an
ambition to teach physical education provides some contribution toward a democracy of
-
ous participants’ testimonies, we can observe the desire of remaining in the same major
groups are parents and guide teachers who are key in developing service-learning activities.
At the end of the course, some parents reached me and asked me to continue teaching their kids in
particular classes. I said no because I did not feel I was prepared for that yet, but it made me feel good
about myself because it told me I did a good job and other people recognized it. It made me feel proud
a
, personal
communication, May 18th, 2022)
b
-
I think our guide professor was always there for us, and it was important. He never left us ‘on seen’,
and he tried to help when there was any problem. He never blamed anything on us when anything
b, personal communication,
May 19th, 2022)
This last statement matches the claim that teacher educators should guide students in the
creation of principles when performing their educator roles and also help them build heu-
39
REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Sandra González
When it came to the second group, they were even more participative, and they talked to me telling
I want my students to feel, I will try to be their friend and address them in the best way possible.
a, personal communication, May 18th, 2022)
b, personal communication, May 19th, 2022)
-
-
-
likely to deliver diverse results about students’ changing their viewpoints about their prac-
tices depending on these variables.
The obtained information made it clear that students who participated in this study
time went by, they acknowledged that providing the community with a service while they
were learning and improving their performance as future teachers was even more valuable
than just learning in the university campus.
CONCLUSIONS
This study shows that the
pine
-
-
ing-learning skills, awareness of the community’s needs, and vocational training were
during their participation. The value of activities like service learning in preparing stu-
dents for their future careers as a teacher is demonstrated in this research. Students found
out that their pre-conceptions and previously learned skills could be improved once they
and motivation to pursue their vocational training were reinforced while they were part of
these projects. Nevertheless, as it can be observed, students need to be willing to acquire
-
ing programs so their learning can be meaningful.
Furthermore, comparing these outcomes to other studies evinced that service-learning
is a powerful tool to introduce pre-service teachers or professionals to their future real job
scenarios and identify if they selected the right career. Nonetheless, it is worth mentioning
that this study has some limitations since it cannot be generalized to other service-learning
practices due to the nature of the study and that the sources of information are individ-
changes in categories using a larger sample to evidence service-learning’s impact.
REFERENCES
-
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Bringle, R. G., & Hatcher, J. A. (1996). Implementing Service Learning in Higher Educa-
tion. The Journal of Higher Education, 67(2), 221. https://doi.org/10.2307/2943981
Bruce‐Davis, M., & Chancey, J. (2012). Connecting students to the real world: Develop-
ing gifted behaviors through service learning. Psychology in the Schools, 49. https://doi.
org/10.1002/pits.21622
Clandinin, D. J., & Caine, V. (2008). Narrative Inquiry. In The sage Encyclopedia of Qualita-
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tion. Asian Social Science, 10(21), 1.
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JTN.0000000000000406
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and Interpretation (vol. 47). sage
narrative-research/book8018
Miller, M. (2012). The role of service-learning to promote early childhood physical educa-
Physical Education
& Sport Pedagogy, 17(1), 61-77. https://doi.org/10.1080/17408981003712810
International Journal
of Qualitative Methods, 5(4), 56-69. https://doi.org/10.1177/160940690600500405
Ojala, J. (1997). Lost in space? The concepts of planetary phenomena held by trainee
primary school teachers. International Research in Geographical and Environmental Edu-
cation, 6(3), 183-203. https://doi.org/10.1080/10382046.1997.9965047
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the
teaching practices. Higher Education, 68(1), 29-45. https://doi.org/10.1007/s10734-
013-9678-9
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Teacher Education, 15(2), 45-54. https://doi.org/10.1080/01626620.1993.10734409
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org/10.1080/03098260601071324
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Universidad San Francisco de Quito. (2022). Programa de Aprendizaje y Servicio (
pasec
)
| Universidad San Francisco de Quito. https://www.usfq.edu.ec/es/programa-de-apren-
dizaje-y-servicio-pasec
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Teaching Sociology,
37(2), 120-135. https://doi.org/10.1177/0092055X0903700201
Bringle, R. G., & Hatcher, J. A. (1996). Implementing Service Learning in Higher Educa-
tion. The Journal of Higher Education, 67(2), 221. https://doi.org/10.2307/2943981
Bruce‐Davis, M., & Chancey, J. (2012). Connecting students to the real world: Develop-
ing gifted behaviors through service learning. Psychology in the Schools, 49. https://doi.
org/10.1002/pits.21622
Clandinin, D. J., & Caine, V. (2008). Narrative Inquiry. In The sage Encyclopedia of Qualita-
tive Research Methods.
sage
n275
-
ing on students’ interpersonal skills development in technical and vocational educa-
tion. Asian Social Science, 10(21), 1.
Violence. Journal of Trauma Nursing, 25(6), 381-388. https://doi.org/10.1097/
JTN.0000000000000406
Journal of Public Aairs
Education, 14(2), 205-217. https://doi.org/10.1080/15236803.2008.12001520
Narrative Research: Reading, Analysis,
and Interpretation (Vol. 47). sage
narrative-research/book8018
Miller, M. (2012). The role of service-learning to promote early childhood physical educa-
Physical Education
& Sport Pedagogy, 17(1), 61-77. https://doi.org/10.1080/17408981003712810
International Journal
of Qualitative Methods, 5(4), 56-69. https://doi.org/10.1177/160940690600500405
Ojala, J. (1997). Lost in space? The concepts of planetary phenomena held by trainee
primary school teachers. International Research in Geographical and Environmental Edu-
cation, 6(3), 183-203. https://doi.org/10.1080/10382046.1997.9965047
Oleson, A., & Hora, M. T. (2014). Teaching the way they were taught? Revisiting the
teaching practices. Higher Education, 68(1), 29-45. https://doi.org/10.1007/s10734-
013-9678-9
Action in
Teacher Education, 15(2), 45-54. https://doi.org/10.1080/01626620.1993.10734409
Learning. Higher Education. https://digitalcommons.unomaha.edu/slcehighered/148
Educational Theory,
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tice. Journal of Geography in Higher Education, 31(3), 459-472. https://doi.
org/10.1080/03098260601071324
Universidad San Francisco de Quito. (2022). Programa de Aprendizaje y Servicio (
pasec
)
| Universidad San Francisco de Quito. https://www.usfq.edu.ec/es/programa-de-apren-
dizaje-y-servicio-pasec
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A reection on community-service activities: Inuence of teachinglearning through community-service activities in undergraduate students
teachers. Teaching and Teacher Education, 20(3), 243-257. https://doi.org/10.1016/j.
tate.2004.02.004
Wells, K. (2011). Narrative Inquiry
English Education, 45(2), 184-200. https://
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pISSN 12631-2840
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kronos.idiomas@uce.edu.ec
REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 43-53
DOI: https://doi.org/10.29166/kronos.v4i1.4009
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
abstract-
-
and use as interesting topics for their presentations in Spanish.
key words
fecha de recepción 20/08/2022 fecha de aprobación 23/01/2023
resumen -
-
line teniendo en cuenta cuatro películas hispanas que son parte del contenido del curso. Este curso se imparte online y de
forma asíncrona. Los estudiantes deben ver cuatro películas en este curso, tomar pruebas cortas sobre las películas y tra-
bajar en debates y presentaciones grupales que se cargan en VT (Voice Thread). El aspecto más importante de crear un
películas que mejor sirvan para enseñar el idioma español y el vocabulario relacionado con las profesiones. La mayoría de
contenidos interesantes para sus presentaciones en español.
palabras clave-
pañol avanzado online, curso de conversación virtual, creación de una clase de conversación online con películas para
Language for Specic Purposes: using Hispanic lms and current
Hispanic issues to teach specic vocabulary and context related
to the professions online
44 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Language for specic purposes: using Hispanic lms and current Hispanic issues to teach specic vocabulary and context related to the professions online
CREATING AN ONLINE ADVANCED SPANISH CONVERSATION COURSE
In an advanced Spanish conversation class that is taught online, it may seem hard to teach
In this study, we will talk about a course we created some semesters ago that was taught
on campus, and it was called Spanish Advanced Conversation. It was created as an elec-
tive (600 level) for the new program in the Modern Languages Department at fhsu,
-
sions). This course met originally three times per week on campus and aimed at prepar-
ing students to improve their conversational Spanish skills at the advanced level. Spanish
ssp) was used for this course using Hispanic Films that directly or
Spanish program (Business, Translation & Interpretation, and Medical Spanish). The on-
line version of this course was designed to have the same content, but was delivered vir-
tually and with some minor variations, as students instead of presenting in the classroom,
would present in groups and on Voice Thread (vt). The online course would also not
meet face to face, so participation in this course was done on vt. Students could create a
thread with their opinion and critical comments on the group presentation on vt. It was
an asynchronous course where students worked at their own pace, and homework had to
be turned in on the due dates. We also needed to create a course that had balanced con-
Going back to one of the original questions about
lsp
and the balance between content-area knowledge
and linguistic content, one issue that seems conveniently lost in this discussion is about the degree
to which access to content-area information is even available. Compared to esp, most areas of lsp are
considerably under-developed, and outside of the more common areas such as Language for Business
lsp devel-
lctls-access to both instructional
-
We had limited resources to access and copy a course idea, so we ended up designing a
new course that balanced both components, the content-area knowledge, and the linguis-
tic content. We also needed to have into account the target community we were serving
lsp
programs is the role of the target community.
As we saw with culture and content, lsp courses are not taught in isolation, but rather in direct re
-
the entire structure of the course. We can divide
lsp
fl within a targeted commu-
nity of L1 speakers of the language. (10)
Students taking this Advanced Spanish Conversation course (face to face, or online) were
-
es in our department. Some students were in business, others were in nursing and radiol-
USING HISPANIC FILMS FOR SPANISH FOR SPECIFIC PURPOSES:
COMMUNICATIVE APPROACH AND TASKED-BASED ACTIVITIES
Communicative Language Teaching sees meaningful communication as the goal whereas
Task-Based Learning Approach takes it a bit further, so students need to communicate in or-
der to achieve or do a meaningful task. Both acknowledge the importance of real authentic
45
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Chita Espino-Bravo
meaningful communication
in Spanish were used in the debates and presentations students had to prepare. Students/
attendees not only learned the words, but new Spanish syntactical structures as well and
-
tween tblt and clt:
tblt and clt-
clt
engages students in the function of language use,
whilst tblt focuses on improve the comprehension-based competence of language use. However, the
clt has fallen from favor, tblt,
practice, creating a diverse environment for communication and interaction. (24)
-
vanced and graduate courses. Many lsp instructors and course designers would agree to
lsp and ssp.
When designing a new advanced conversation course for Spanish Majors in the ssp-
gram, and Graduates, we need to make it interesting and address the professions they are
-
lsp? While there
is no simple answer, through looking at the proposals presented here we can point to sev-
is important to have in mind that the course you want to design using ssp addresses lan-
For most
lsp
content itself. Learning a foreign language for any purpose is about more than simply acquiring gram-
door for learners to understand, acknowledge, and negotiate other ways of thinking and viewing the
world. (7)
Films were an ideal resource to use as they present the stories, lives, and situations of dif-
ferent people and their cultures. They were also chosen in the target language, that is in
we wanted them to learn. While designing this course, we also had in mind what Trace
Looking at the proposals presented here, four common themes seem to stand out as being consistent
While these concepts will probably sound familiar to most language teachers in some form or another,
implementation of lsp. (2)
-
tablishment of scales, like the American Council on Teaching Foreign Languages (actfl),
or the guidelines used in the Common European Framework (3). We agree with Trace
lsp, how-
-
guistic competence on its own or in relation to content-area knowledge or even cultural
the cultural backgrounds they brought into a class activity created for Spanish for Specif-
46 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Language for specic purposes: using Hispanic lms and current Hispanic issues to teach specic vocabulary and context related to the professions online
their hopes, dreams, challenges, and fears, how they relate to others, and what behaviors
-
-
tivation and retention. Students today are accustomed to learning through multi-media.
They become easily bored or distracted by more traditional pedagogies. As a generation
by providing strong images and emotional content (4).
The course goals we created were stated clearly for the Advanced Spanish Conver-
sation course, and we had into account the language ability of each student in relation to
individual improvement, not just how well a student used the language in general (Trace,
2). There needed to be new vocabulary and language structure learning and usage incorpo-
rated into the class activities we were designing for this course. Using the Communicative
Approach and Task-Based Activities (group debates and group presentations), we made
sure students had to use the new learned material in their debates and presentations in
class, or on Voice Thread (
vt
in the following quote:
For most
lsp
content itself. Learning a foreign language for any purpose is about more than simply acquiring gram-
door for learners to understand, acknowledge, and negotiate other ways of thinking and viewing the
world. (7)
related to the professions, the presentations were chosen by the students, after the instruc-
watched and visit a Hispanic country and research about it. This was done to incorporate
the cultural component about the Hispanic world into the learning activity, which was to
be developed by the students while they researched about the topic and the Hispanic coun-
In the teaching of language in its general scope, culture has taken a predominant role following the
consolidation of the communicative approach and task-based learning in the nineties. It is widely
accepted that language learning implies cultural comprehension alongside linguistic acquisition. This
comes to including cultural content in learning materials or syllabuses. What aspects of culture should
be included in each stage of the learning process? How can culture be taught so that it avoids stereo-
-
ness Spanish course. In our case, we would specify the culture we want to include with the
and used the characters to present a story. The story was part of a culture. The characters
also belonged to a country and a culture, and we learned about their stories through the
vision of the director. The culture we wanted to include in the Advanced Spanish Conver-
sation course was any aspect of a Hispanic country, the culture of that country, the Span-
ish language variations, and the accents the characters brought to the scenes, the behaviors
47
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Chita Espino-Bravo
the characters portrayed, the social norms and cultural aspects that were part of that coun-
-
-
normally deal with secondary characters, and their lives and problems as well.
controversial topic. We included ‘controversial’ topics to create debates and an interesting
The link between culture and language is inseparable for many authors, especially when paired with
devoted to language and literature, lsp-
ated within a target language community. Though culture was already mentioned as a viable tool for
Using
lsp
to create a new Advanced Spanish Conversation course became then an asset, as
we had to come up what students needed to learn at this advanced level, what grammar
-
After all, the very reason we are engaging in lsp development is to delineate language ability in terms
of a particular target language use or purpose, and indeed one of the goals we should set for our
consider that many languages for general purposes programs set their outcomes according to actfl
that were part of the course that dealt with current Hispanic issues, and they would have
-
-
ed themselves speaking between 5-10 minutes on the topic in front of a camera. Final-
ly, they had to do a longer presentation on a topic they would choose (with approval of
themes. The presentation topic needed to present a controversial aspect of the topic and
invite other students to debate and comment on the topic in the target language. It needed
to be related as well to one Hispanic country. Students would learn about how that His-
panic country would deal with an issue, or aspect of an issue. Videos of their debates and
group presentations were uploaded on vt.
The goals in this Advanced Spanish Conversation class were the following:
- Learn and use new vocabulary in Spanish about the business world, medical Spanish, and
translation/interpretation.
- Acquire, use, and practice specialized vocabulary related to the studied topics.
48 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Language for specic purposes: using Hispanic lms and current Hispanic issues to teach specic vocabulary and context related to the professions online
about diversity.
- Augment listening comprehension and improve Spanish pronunciation.
-
objectives. Hudson and Brown in Developing Courses in Languages for Specic Purposes -
plain that:
lsp) courses are those in which the methodology, the content, the ob-
lsp include courses like
-
The Spanish conversation course aimed at having the online students create and deliver
debates and presentations in Spanish at the advanced level. They were to learn new vo-
María llena eres
de gracia (Maria Full of Grace) Todo sobre mi madre
(All about My Mother) ESL: English as a Second Lan-
guage César Chávez
and La misma luna (Under the Same Moon)
these movies have in common is the presentation of the life and problems of common,
-
Todo sobre mi madre (All about My Mother) -
ple, or esl: English as a Second Language (2005), where the protagonist learns English at
an esl School to improve his skills and be able to get a better job in the us, even though
he is an undocumented illegal immigrant. Students in this course also had to write down
and presentations and had to use each word at least once during their presentation. This
helped learn new vocabulary related to the topic and use it and remember it for the fu-
-
the advanced level (A. Writer, 2017).
It was important to learn to give good presentations about the chosen topics. Students
were required to sit at a table and look professional in front of the camera. They were
asked to use ear buds as well for better sound quality. They were not allowed to read the
about their presentation, but eventually, they would be able to use their own Spanish
structures, and present without memorizing. and Darcy
us
In upper division language courses, more opportunities to develop real-world, professional skills
presentation skills. Students know all the signs of a bad presentation (reading or reciting, going over
but when it comes time to present, they default to these presentation modes, which they know are
polishes to achieve the perfect balance between scripted and spontaneous. To increase engagement with
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Chita Espino-Bravo
presentation content, students should choose topics related to their professional aspirations: literature
is full of references to public health, illness, commerce, and economic models. (178)
Students were allowed to choose the presentation topic, but it had to be related to the
-
-
plaining they needed to focus on the important information and not get lost in the details.
It was important to follow a format, that is, students had to sit at a table and follow basic
instructions on how to place the camera, so their faces and bodies would be centered on
the computer screen. The information they delivered needed to be relevant and related to
the topic they had chosen, and it needed to be a formal presentation. It was important to
or statistics if they needed to.
important to have students present well in the target language about a controversial topic,
the acquisition of professional jargon as yet another foundational professional skill that students should
develop. (176)
-
bates and the presentations, students would learn and better retain new vocabulary for
The aim of each debate and presentation was to prepare the students be able to talk about
Todo sobre mi madre (All about My Mother) (1999),
-
sida (aids), Sero positivo/negativo (hiv positive/negative),
transfusión de sangre (blood transfusion), encefalograma (encephalogram), ecografía (ul-
trasound), embarazo (pregnancy), donación de órganos (organ donation), muerte cerebral
(brain death), donador y receptor (donor and recipient), Alzheimer, and so on. Students
students would understand it better and remember it.
quiz, test, debate, and presentation. The online course was asynchronous, and students
worked on their own organizing their homework. Homework was turned in on due dates
a short quiz on Blackboard about the main characters and the plot. The conversation class
topic assigned by the instructor. The groups then presented the debate on
vt
and some
brought questions for the class to create a debate. After the debates, students worked on
longer group presentations that dealt with a controversial topic each group chose (A.
for the group presentation where they needed to talk about a controversial topic related to
-
50 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Language for specic purposes: using Hispanic lms and current Hispanic issues to teach specic vocabulary and context related to the professions online
and addressed in the group presentation and it was done in Spanish.
The Advanced Spanish Conversation course was also created for the graduate stu-
dents. All students worked on 4 debates and 4 group presentations. Graduate students
work. Using Ruggiero’s ideas about the audience for whom you create a Spanish for Spe-
ssp into our language program, and it needed to be
relevant and interesting to the students who took it who were studying Spanish for the
are changing. It is imperative that graduate programs in foreign languages broaden their
skills they are learning in their future professions, and this course helped create a space
where students could practice that at the advanced level. It was very important to make
this course available for online students, as they have the same needs as the campus ones.
Students may be interested in learning Spanish for a myriad of purposes. Some students’ goal may be to
become a Spanish or English as a second language teacher, work as an international tour guide, work
for the fbi
Spanish for professional purposes. On the other hand, some students may be interested in learning
Spanish to study content courses for a semester or a year at a Spanish-speaking university. This is an
In any of the cases, when creating a ssp course (for campus or online students) at the ad-
-
ferent professions was important. The cultural component each movie presented was also
-
-
-
sion and the language and vocabulary used for that profession. The language was used in
-
ic they thought was interesting to them and they did it in Spanish.
One last aspect we would like to mention in this study is the importance of the use of
-
times to the world of imagination. These audiovisual media lead the learners to use and optimize their
51
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Chita Espino-Bravo
We agree with them, as students in our Advanced Spanish Conversation course were able
-
-
-
ter supported at the end of the semester, than at the beginning of the semester. Students
-
hani (2019) mention a post-viewing activity:
Stoller (1988) in Ruusunen (2011) highlights the importance of post-viewing activities. They are
For our Advanced Spanish Conversation course, a short quiz would be taken to make sure
were the starting point of the debates and longer presentations student had to prepare
-
cabulary, and linguistic structures related to the professions, and an approach to under-
stand the director’s view on the topic. Group presentations were used to make students
practice their oral skills at the low advanced-advanced level. Students found a presenta-
-
fessor), and prepared a presentation using the new vocabulary learned and the structures
they had been working on in class. All students improved their presentation grade a whole
with a low A received an A+. Most students felt they had really improved their language
skills in this course, and believed they could communicate ideas about any topic better in
Spanish after taking this course.
CONCLUSION
The learning outcomes of these courses were also thought carefully as we wanted campus
and online students in the advanced level of Spanish to improve all their language skills
(writing, listening, reading, and speaking). Students used
-
cabulary from business Spanish, medical Spanish, and translation from Spanish to English,
and they were precise when using that vocabulary. Students used specialized vocabulary
-
panic world, they improved their listening comprehension in Spanish, and had better pro-
issues about the Hispanic world in Spanish, which helped improve their critical thinking
skills and connection of ideas. At the end of the course, students would be able to make
-
ic vocabulary related to that topic. All student’s presentations improved throughout the
semester. It was our hope student made what they learned their own and would not for-
get the new linguistic structures and vocabulary and culture they learned. We agree with
Trace (2015) when he says:
52 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Language for specic purposes: using Hispanic lms and current Hispanic issues to teach specic vocabulary and context related to the professions online
lsp
they could encourage and inspire their
motivator for learners who might otherwise fee that learning a language is nothing more than a re-
we want to be able to instill this notion within our learners. We are only able to accomplish this when
language as their own. (15-16)
It was interesting to note that some students learned a great deal about Hispanic culture,
To enhance teaching of cultural
-
integrated framework for measuring culture used to illustrate cultural dimensions and is-
-
al issues (2). We could well apply Mallinger and Rossy’s ideas to our Advanced Spanish
-
one same issue.
-
perience richer. Films would help better retain the new vocabulary and linguistic struc-
tures being learned.
ACKNOWLEDGEMENT
-
guide, this article would not have been written. I would also like to thank my mlng 618 va
online students who worked very hard on their course presentations and debates during
spring 2022.
REFERENCES
-
ijee (Indonesian Journal of English Education), vol. 6, n.
o
2: 119-132.
p
-
issn
: 2356-1777,
e
-
issn
: 2443-0390 |
doi
: http://doi.org/10.15408/ijee.v6i2.14531
(This is an open access article under cc-by-sa license (https://creativecommons.org/
licenses/by-sa/4.0/)
-
Language Magazine. Improving Literacy & Communi-
cation. https://www.languagemaga-
zine.com/2017/06/diversity-big-screen/
Les langues de spécialité en Europe,
xxxii, n.o 1: 61-74. https://journals.openedition.org/apliut/3570
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Chita Espino-Bravo
Abbott Ann, and Lear, Darcy. 2014
in the community in the usJournal of Spanish Language Teaching 1, n.
o
2: 171-186.
Academic Journal of Humanities & Social Sciences, vol. 3,
n.o 11: 2227.
Journal of Management Education, vol. 27, n.o 5:
608-624. doi: 10.1177/1052562903252642
Cuadernos de Aldeeu, 3: 279-292.
Global Business Languages, 19, Article 5: 55-69. http://docs.
lib.purdue.edu/gbl/vol19/iss1/5
Developing Courses in Languages for Specic Purposes (1-23). Honolulu: University of
Hawai‘i. https://core.ac.uk/download/pdf/32300318.pdf
-
Developing Courses in Languages for Specic Purposes (272-287). Honolulu:
University of Hawai‘i. doi: http://hdl.handle.net/10125/14573
Developing Courses in
Languages for Specic Purposes
edu/publications/view/nw69/
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 54-70
DOI: https://doi.org/10.29166/kronos.v4i1.4279
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
abstract
-
ever, many students are afraid of speaking because they do not want to make mistakes. A lack of motivation is a prob-
consequences can occur. Therefore, the purpose of this research is to determine methods, techniques, and strategies to
motivate students of English as a Foreign Language (EFL) to improve the speaking skill. This study is a review article,
and strategies were found to motivate students to improve the speaking skill and subskills, which can be applied by En-
glish teacher, according to their students’ level of education, age and needs. It is concluded that motivation is sometimes
-
gies and techniques to motivate and engage students.
key words Motivation, speaking skill, methods, techniques, strategies.
fecha de recepción 10/11/2022 fecha de aprobación 31/01/2023
Métodos, técnicas y estrategias de motivación para mejorar la habilidad oral de los
estudiantes de inglés como lengua extranjera
resumen
La producción oral es una de las habilidades más importantes que los estudiantes deben practicar cuando apren-
falta de motivación es un problema que afecta a los estudiantes que se encuentran desvinculados del aprendizaje. Cuando
-
palabras clave
Methods, techniques, and strategies to motivate students of English
as a foreign language to improve the speaking skill
REVISTA KRONOS
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INTRODUCTION
Globalization has produced a new society in which English has become a lingua franca,
shared among diverse groups of non-native speakers. That is to say English is not always
-
al culture that includes many areas such as business, technological innovation, consumer
values, democracy, world travel, fashion, sports, and music (Lamb, 2004). Therefore, En-
glish has become the most spoken language in the world that people need to learn, so in
many countries, English has had seen as a compulsory subject at schools.
the educative system has not developed proper learning skills for this language. Generally,
in public schools, English classes are crowded with students, there is a low allocation of
time for classes and there is usually low quality of teaching. Actually, the educative system
has changed in many aspects, but English has not accomplished the objectives to get the
standardized levels (Cronquist & Fiszbein, 2017).
In Ecuador, English is a compulsory part of the study program in primary and second-
ary schools. Therefore, learning a foreign language is considered an academic requirement
of Higher Education of Ecuador. In the English language learning process, motivation has
become an essential element, since it is a process that initiates, guides, and maintains the
spirit to accomplish a goal (Hidalgo & Villacís, 2020).
The main purpose of teaching English is to provide students with the ability to use the
English language positively and appropriately in communication (Leong & Ahmadi,
2017). Among the basic skills, speaking is one of the most important skills pertaining to
linguistic abilities, and a person who learns a second language should manage it. Furthermore,
this skill is well known as the way to standardize the level of any language (Sinaga, 2018).
Moreover, during class, students do not pay attention to class, get bored, and show little
As well, motivation and engagement in school activities decline steadily as students’
progress from elementary to middle and high school. When motivation is missing in the
out the school. Additionally, learning a second language can be stressful when motiva-
schools, there are many students who do not develop the communication skills in English,
Even though, many studies are focused on motivation, only a few are concerned on
motivating students to practice the speaking skill of English as a foreing language. For this
reason, the main objective of this study is to determine methods, techniques, and strategies
to help students to improve the speaking skill of English as a Foreign Language (efl).
METHODOLOGY
This study is a review article where bibliographic, analytical and synthetic methods were
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
articles in the area: motivation, speaking skill, English as a foreign language, teaching, and
learning. Finally, the articles were selected under the following criteria: peer-reviewed sci-
A worksheet was created to produce a database and organize the articles by catego-
ries. They were organized by title, abstract, introduction, methodology, results, discussion,
organized database, the two variables motivation and development of speaking skill were
-
information.
Main studies about motivation to improve the speaking skill are listed below (see
Table 1).
RESULTS
SPEAKING SKILL
Speaking is one of the most important skills of a language because through it, people trans-
mit a message to a listener, whether it is understood or not (Amru Bin As, 2016). Speaking
-
ing English as a Foreign Language (
efl
), it is necessary that students practice the speak-
ing skill to get a good pronunciation, word choice, pragmatics, word and sentence stress,
Speaking has some components that people need to take into consideration to produce
2021). Furthermore, it is necessary to take into consideration some aspects to master the
speaking skill, like the use of grammatical rules, the target word and the manner to pro-
nounce it (Raba, 2017).
THE IMPORTANCE OF SPEAKING SKILL
-
terconnected and integrated with each other. As it is well known, English is the universal
2018). Everybody naturally speaks before reading or writing because people need to in-
teract with others. It means that speaking is the most important skill for interacting and
communicating with the surrounding world. In language teaching, people need to follow
rules and essential elements to speak and do it in the right way (Leong & Ahmadi, 2017).
To this aim, Derakhshan et al. (2016) mention some kinds of performance criteria
for speaking skill, such as imitation, responsive intensive transactional dialogue, interper-
It is important that when people speak and interact with others, the listener must
understand what they are conveying. Also, success on speaking skill activities is based on
characteristics such as the students having the chance to speak, being motivated, having
(see Figure 1).
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SPEAKING PROBLEMS
In English as a Foreign language, the acquisition of language skills is one of the most dif-
giving a good speech using utterances grammatically well-structured and in a determined
to others because they feel worried about what errors they can produce when they are
communicating (see Figure 2).
Figure 1. Importance of speaking skill
Table 1. Studies about motivation to improve the speaking skill
Reference
#
Title Study aim
[1] A review of studies on Cooperative Learning
strategy to improve esl Students’ Speaking
Skills
This study investigates of the esl students to-
wards cooperative learning and their motivation
towards speaking skills.
[2] English language students and their motivation
to learn the language.
The aim to learn about the students’ perceptions
in relation to their motivation to learn English
inside the classroom.
[3]
Accuracy and Fluency
This paper reviews some empirical studies to
approaches to promote the speaking skill accu-
[4] Inside-outside circle as the way in building stu-
dents’ motivation and interaction in speaking
classroom activities
The researcher focused on students’ motivation
and interaction in speaking classroom activities
through Inside Outside Circle (ioc) strategy.
[5] Teaching speaking skills through motivational
strategies
in the use of motivational strategies in speaking
activities.
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
Additionally, the problems that students have to face in classrooms come from four as-
pects, such as inhibition, lack of knowledge of some topic, lack of participation, and dif-
foster their speaking skill (Sinaga, 2018). These problems can be associated with intrinsic
-
addition, teachers need to lower students’ inhibition, increase their knowledge on general
topics, improve their performance, and reduce the usage of their mother tongue.
-
on students themselves because they are afraid when they speak to others, thus they feel
speak. The second one comes from teachers about what they teach, how they teach or
what strategies, methods, techniques and activities they use the classroom, and how they
assess their students (Amru Bin As, 2016) (see Figure 2).
MOTIVATION
Denition of Motivation
Motivation has a great incidence in second language learning achievement. Also, it is
known as the prediction to acquire any language using mechanisms such as perseverance,
improvement actions and predisposition to learn. Among the reasons why people want to
Figure 2. Speaking problems
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learn a second language, it can be considered to meet a requirement, desire to learn other
According to Masgored and Gardner’s theory, a person’s motivation begins when he/
she strives and is aware of something that he/she needs to accomplish. It is accompanied
failures through which he/she learns and gets better strategies to solve and achieve goals
(see Figure 3). It means that people need high doses of motivation to accomplish their
goals, otherwise it may be unlikely to reach their objectives (wati, 2021)
In the language learning process, motivation has an important role. Language teachers
need to consider the connection between motivation and how it impacts language learning
because it refers to intrinsic goals and what people want. Teachers should help students
to identify their strengths and weaknesses and how to integrate them to accomplish their
goals (Chee Hong & Ganapathy, 2017).
Several researchers have studied and discussed students’ motivation for learning a
new language. It was found that motivation has an important impact on the learning of a
foreign language (Susanti, 2021).
THE IMPORTANCE OF MOTIVATION IN SECOND LANGUAGE LEARNING
Motivation acts as a fundamental part of the Second Language (L2) learning since stu-
dents want to learn a new culture and language to communicate in their daily life (Hud-
son, 2017). Many students believe that English opens doors for the future because it is
the most spoken language worldwide. It also depends on economic factors due to the fact
that students from low-income families have lower motivation and autonomous learning,
as opposed to those from middle or high-income families (Muslim & Sukyadi, 2020).
Additionally, motivation is important to promote the students’ interests and desires to
learn a language, as well as to open their minds toward new cultures, new languages, and
opportunities (Seven, 2020). Families and teachers have important roles, guiding students
needs (Estupiñán Boboy, 2016).
This situation is based on the socio-educational model sustained by Gardner (1985, p.
10), in which students tend to choose instrumental motivation, contrary to integrative
foreign language.
In the learning process, students need to realize how to think critically and be pro-
ductive with the material that is being taught. In many schools, teachers have presented
the content of subjects to their students and repeat them in a sequence, but they do not
probable that they feel motivated for the subject.
criticize better the subject content. In brief, teachers should motivate their students to be
critical and analytical in the language learning process, and possibly in other aspects of
their lives as well. Motivational strategies are inspiring procedures that people develop in
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
Dörnyei’s book Motivational Strategies in the Language Classroom, such as: choosing var-
ied tasks, choosing relevant topics for the learners, giving positive information feedback,
among others (see Figure 4) (Sanjay & Narayana, 2020).
TYPES OF MOTIVATION
Seven (2020) distinguishes four types of motivation: a) instrumental, b) integrative, c)
-
Instrumental motivation refers to the acquisition of a language as a means of achieving
instrumental goals in which the learner gains advantages by learning a second language. On
the other hand, integrative motivation describes the learner who wants to get involved in
who use the target language. According to Kumar (2021), instrumental motivation is
based on the material gain. On the contrary, instrumental, and integrative motivations are
fundamental in second language acquisition.
Recent research by Susanti (2021) showed that integrative and instrumental motiva-
tion are both involved in learning English. In integrative motivation, students are engaged
because they want to know other cultures and languages in order to communicate with
native speakers. This author encourages teachers to use the target language history and
culture in the learning-teaching processes by presenting conversations between native or
near-native speakers.
Also, the author suggests the use of Information and Communication Technology
(
ict
) such as apps on cellphones and
tv
-series to create interactive learning. On the other
hand, instrumental motivation is conducted to help students feel motivated in order to
get better jobs and educative careers in their future. Therefore, students need that their
teachers focus on their needs and interests, so they can improve their practice within real
Figure 3. Denition of motivation
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INTEGRATIVE MOTIVATION
Integrative motivation determines a desire to become part of a culture associated with a
second language. It means that a L2 includes knowing and adapting to a new culture to
learn a language that is not their own. Moreover, to learn a foreign language, people need
attitudes, desires, and the motivation intensity to acquire it, which means being near oth-
er language communities (Kim & Shin, 2021). Besides, Hudson (2017) agrees and says
be part of the target language community and culture.
Figure 5. Types of motivation
Figure 4. Suggested sequence of activities for eective motivational strategies in the Language classroom
Note. Adapted from Teaching Speaking Skills through Motivational Strategies (p. 42-44), by G. Sanjay & T.
Narayana, 2020, Research Journal of English, 5 (37).
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
Some students believe that their integrative motivation help them to improve their English
skills to communicate with native people, because they can interact in the target language
(Muslim & Sukyadi, 2020). Díaz Iza (2016) says that motivation plays an important role
in students’ learning because the activities, methodologies, and strategies that teachers ap
-
ply in their classes help to engage their attention and desire to learn English.
INSTRUMENTAL MOTIVATION
Based on Gardner and Maclntyre’s theory, instrumental motivation gets advantages in
-
isfaction (
wati
, 2021). Instrumental motivation makes students learn a second language
-
-
farizadegan, 2016).
According to Gardner and Lambert (1959), Instrumental motivation is when learners
are motivated to increase their knowledge or to be part of certain jobs especially if it has
includes the concepts of purely practical costs of learning a second language, increasing
students’ career or business opportunities, reward plus prestige and power, access to sci-
INTRINSIC MOTIVATION
This motivation comes from the inner desire to do something, and it does not have an
-
motivation refers to the motivation in which learners engage in activities because it is fun
to perform. It means that the activities to perform are enjoyable for them, so it generates
feelings of competence and self-determination as consequences (Alizadeh, 2016) Intrin-
sic motivation is guided by their self-factors.
EXTRINSIC MOTIVATION
-
nal aspects, such as a proper pedagogical environment, relationships, personal achievements,
METHODS, TECHNIQUES, AND STRATEGIES TO IMPROVE THE SPEAKING SKILL
-
ods, techniques, and strategies.
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METHODS
Some methods teachers could use to motivate students to improve their speaking skill in-
clude the following.
Task-based learning (tbl). It allows learners to develop tasks at the same time they prac-
tice speaking skill. To upgrade skills, facilitators have to bring in icts (Information and
communications technologies) to focus on their development, creating an interesting and
innovative way to learn English (Anil, 2016).
From another perspective, the Task-Based Language Teaching Approach focuses on
the development of the language through situations that are performed as if students were
-
speak, believed in their strengths to use the target language, and increased their vocabulary,
concluding that the use of this approach was relevant.
Project-Based Learning. It is a method that allow students to produce and show results
about projects that need to be designed, planned, and gotten results. Moreover, through
this technique, students learn by actively engaging in real-world and personal meaning-
ful projects using language skills of English as a second language (Dewi, 2016). This au-
thor concluded that after applying this technique, students were more motivated, happy,
Content and Language Integrated-Learning (clil). It is a method that guides and sup-
ports the language learning process, in which students acquire skills and abilities of the tar-
get language. Students use the communication to convey information and apply cognition,
which encourages students to increase their linguistic competence and culture, that has a
& Villafuerte-Holguín, 2021).
Improving speaking skill is a big responsibility in the teacher’s hands because they are
the means to teach and engage students’ attention. That is why they need to reinvent and
motivate how they can boost this skill.
Cooperative Learning. Vellayan et al. (2021) states that is a method where students de-
veloped their activities in a cooperative way among their classmates, creating an enjoyable
and collaborative environment of the class to achieve the teachers’ proposal. It is essential
in the sla (Second Language Acquisition) communicative skill because students feel com-
-
Namaziandost et al. (2019) mention that Cooperative Learning (cl) is centered on
the learners. Thus, this approach motivates and develops speaking skill in students. Also,
they show evidence that this method has a high impact on the communication process in a
positive way, and researchers have suggested implementing cl in the classrooms to improve
English speaking skill getting on motivated students.
TECHNIQUES
Manurung & Izar (2020) argued that the lack of interaction with others comes from in-
-
niques to speak. Some techniques for improving the speaking skill include.
Role plays.-
ing real activities developed in class as Derakhshan et al. (2016).
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
Interview techniques. They help to improve speaking skill. Sihotang et al. (2021) sug-
gest a good way to get better through describing pictures, giving opinions, and retelling
stories. In their research, they propose the naturally speaking guidebook as a good tech-
assessment is provided to check their progress.
Debate. It is a technique in which students develop their speaking abilities by defending
participate actively and speak more with their classmates in the classrooms as are shown
Storytelling. -
-
ate a sense of humor in the classroom through their own opinions and words, increasing
the students’ knowledge about other cultures, places, heritages, and beliefs. Through this
technique, teachers conduct their pupils to listen, concentrate, and follow their arguments
based on a logical sequence (Amru Bin As, 2016).
Questioning. It is a technique to trigger students to be active and to keep them speaking
along the teaching process because they participate and involve in the learning activities
(Arini & Wahyudin, 2022). Also, it enhances students to listen and understand the ques-
STRATEGIES
Teachers should select the best strategies that can help students to improve their speaking
et al., 2019). Díaz Iza (2016) suggests that a good way to motivate students is that teach-
ers establish goals, assessments, and guided strategies to enhance their students to learn a
foreign language. When they are connected, students have the chance to practice and im-
prove their English, so they are motivated and feel comfortable and reliable with others.
Bandura’s theory. The use of language strategies like Bandura’s theory helps students
from others how they act and imitate.
Group work. It enhances the student´s speaking skill. Rao (2019) says that the teachers
should apply group activities in which students get the opportunity to share their thoughts
and ideas in an integrated atmosphere through selected topics thinking based on the needs
and interests of the learners. Moreover, with this strategy, students might work inde-
pendently and try to speak more and produce sentences.
Direct and Indirect strategies. In the same way, Khodadad & Kaur (2016) cited in their
ded into subcategories as direct and indirect strategies. Direct strategies, which need men-
tal processing of language, involve memory, cognitive as well as compensation strategies.
tegies. They conduct and help in an indirect way with language acquisition.
Inside Outside Circle. This strategy is suggested by Tiwery & Souisa (2019) to teach
speaking skill. Through it, teachers can integrate all the students in the class because stu-
dents can interact and establish communicative abilities in the classroom among them.
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Also, if the students practice more, they can speak naturally and increase spoken produc-
tion as a result of their own motivation in the learning route.
Peer feedback. It is a strategy in which students evaluate themselves through feedback
(Vinansaca Trelles, 2021). This is a technique in which students feel comfortable because
feedback, they feel embarrassed about their errors.
Videos-
terests, and age.
Flashcards. Getting learners’ attention by images is used to increase vocabulary and grammar
too. Then they can easily use them later to check if they have understood the target language.
ASSESSMENT FOR SPEAKING SKILL
In the learning process, the teachers have to evaluate their educators and the assessment
way can be good when applied correctly. However, many teachers sometimes tend to be
-
tic assessment is a select technique to collect students’ advances and accomplishments. It
shows if the established objectives were successfully achieved.
RUBRICS FOR ASSESSING THE SPEAKING SKILL
Rubrics let teachers have a tool to grade their students’ learning activities or skills through
-
mit learners know how they are going to be evaluated and it facilitates feedback.
The major purpose of assessment rubrics is to assess performance. Assessing students’
product that is the result of students’ work (Ulker, 2017). Speaking assessment is usually
reported as an overall mark on bands scales or score points, in order to provide valid,
reliable and consistent results of assessment, that show the learners’ speaking achievement/
level (see Table 2).
DISCUSSION
The present research focuses on methods, techniques, and strategies to improve the speak-
ing skill of English as a Foreign Language students. Speaking is considered the most pre-
dominant skill to develop. Additionally, this skill is well known as the way to standardize
-
tioned that the speaking skill success activities are based on characteristics such as the
students having the chance to speak, being motivated, having the desire to speak, and the
level of language production being acceptable.
Four types of motivation have been described, called integrative, instrumental, in-
and communicate with members of the second language community. While, Instrumen-
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Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
tal motivation refers to those reasons, which stress the pragmatic aspects of learning the
second language, without any particular interest in communicating with the second lan-
guage community. According to Chee Hong, Y., & Ganapathy, M. (2017) instrumental
motivation was found to have a greater impact on students’ English language learning. In
better result in teenagers. They learn a second language to obtains rewards, they think
in their future and they want to continue studying to get a remarkable career, better job
opportunities, and to get better salaries.
This research presented some methods, strategies, and techniques to improve the
speaking skill. The following methods were mentioned: Albino (2017) showed that with
the implementation of the Task-Based Language Teaching approach the students felt con-
vocabulary, concluding that the use of this approach was relevant.
In the same way, Hassan & et al., (2021) they agree that task-based learning enhances
-
dence to acquire English language skills.
-
al-world and personally meaningful projects using language skills of English as a second
learners are engaged if they have high motivation to work in groups in the speaking class
so, when they work in groups they practice their pronunciation, increase their vocabulary,
and between them create ideas and sentences while they are speaking.
Content and Language Integrated-Learning encourages students to acquire and in-
crease their linguistic competence between their mother tongue and target language. Also,
Sarip (2019) mentions that Content and Language Integrated-Learning grant an advantage
Table 2. Speaking rubric
Speaking rubric
Criteria to be evaluated 2,5 1,5 0,5
Fluency
-
Occasional hesitation,
Speaker can self-cor-
rect.
Constant searching for
does not complete
utterances.
-
a native speaker
Frequent errors that
confuse listener and
require guessing at
meaning.
Most utterances contain
little communication.
Vocabulary
uses appropriate and
-
sions.
Vocabulary is just ade-
response.
Inadequate vocabulary
or incorrect use of
-
Grammar Demonstrates good
accuracy and variety of
no errors.
Frequent errors in
grammatical structures
even in simple struc-
tures.
Makes utterances that
are so brief that there is
little evidence of struc-
ture and comprehensi-
bility is impeded.
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in the educative process specially in class because it blends content that is integrated with
-
dent and participate freely with classmates to improve their speaking skills. Singh (2020)
mentions through this method creates an environment in which students connect with
their classmates in order to accomplish the learning target in the class. Learners needs to
goal and doing the activities.
One of the most useful techniques that this paper shows is debating in which stu-
dents develop their speaking abilities by giving their arguments and defending opinions
debate. Also, they participated in a cooperative way and defending their ideas in teams.
shyness, using real activities developed in class. Neupane (2019) mentions that role play
improves the students speaking skill because through this technique in EFL classroom the
Furthermore, storytelling techniques provide students with a lot of opportunities to prac-
tice their skills by completing various student-centered tasks such as describing pictures
and making predictions and personal connections in which students get intrigued and mo-
tivated to participate. According to Amru Bin As (2016), there are various post-story-
telling tasks too, including role-plays, answering questions, making alternative endings of
the story, and so on. Moreover, Eissa (2019) mentions that this technique lets students
to practice with new vocabularies and use the appropriate grammar hence, improve their
speaking skill by mastering stress, tone and intonation.
Interview techniques let students describe pictures, give opinions, and retell stories.
Also, learners ask questions to their classmates about a selected topic answering in a
-
niques to improve speaking in class because learners feel motivated to talk and describe
people with the whole class.
Finally, questioning motivates students to be active and participate with their class-
mates in their classrooms to improve their speaking ability. Wahyudi (2017) suggest the
use of questioning because it allows students to increase their vocabulary, understand what
how they act and imitate. Gani et al,. (2015) Social strategies provide students with op-
Moreover, in group work, students have a chance to speak about their relevant topics
sharing their thoughts and ideas. Otherwise, some advantages are suggested by Rospinah
et al., (2021) one of them is group work creates an interactive room, follow rules, and
Direct strategies need mental processing of language which involves memory, and, in-
direct strategies include the metacognitive processes that help to acquire a language. Based
the metacognitive strategy meaning the indirect strategy, because they are conscious of
Inside Outside Circle is a strategy used for teaching speaking skill in which students
can speak naturally and increase spoken production as a result of their own motivation in
the learning route. Wijaya & Sari (2017) argued this strategy provides students with op-
68 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Methods, techniques, and strategies to motivate students of English as a foreign language to improve the speaking skill
and speaking practice students.
-
act and provide feedback to their classmates. Rodríguez-González & Castañeda (2016)
while fostering their autonomy.
All the methods, techniques, and strategies mentioned before help teachers improve
their students´ speaking skill through motivation, since they involve successful participation
in communicative skills.
CONCLUSION
English as a foreign language.
Motivation is sometimes overlooked by some efl teachers and authorities. However,
engage students.
according to their level, to motivate their students to develop the speaking skill.
teaching and learning process.
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tional Journal of Research in English Education, 1(1), 11-15.
Amru Bin As. (2016). Storytelling to improve Speaking Skills. English Education Journal,
7(2), 194-205.
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Arini, M., & Wahyudin, A. Y. (2022). Students’ perception on questionning technique in
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and Education, 57-67.
Arung, F. (2016). Improving the Students’ Speaking Skill through Debate Technique.
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tion in Ecuador: Implementation of the Content and Language Integrated-Learning
during 2019-2021. English Language Teaching Educational Journal, 4(2), 99-112.
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Rosado, Vaca-Cárdenas
Student Motivation-An Overlooked Piece of School
(What is motivation and why does it matter? n.o 1). The George Washington Uni-
versity.
Chee Hong, Y., & Ganapathy, M. (2017). To Investigate esl Students’ Instrumental and
Integrative Motivation towards English Language Learning in a Chinese School in
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v10n9p17
Cronquist, K., & Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. El Diálogo.
Derakhshan, A., Khalili, A. N., & Beheshti, F. (2016). Developing efl Learner’s Speaking
Ability, Accuracy and Fluency. English Language and Literature Studies, 6(2), 177-186.
English
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kronos.idiomas@uce.edu.ec
REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 71-80
DOI: https://doi.org/10.29166/kronos.v4i1.4241
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
unae (Ecuador)
abstract
-
struggled to write coherent, comprehensive paragraphs and had a competency level between A1 and A2. The research-
the innovation were gathered by pre- and post-survey applications. In order to determine how the students interacted
-
teachers and learners because it might raise helpful insights concerning the importance of collaborating with students
to follow a writing process and enhance the quality of their writing.
key words
fecha de recepción 20/11/2022 fecha de aprobación 23/01/2023
Uso de padlet para la implementación del proceso de escritura
resumen Este proyecto de investigación pretendió potenciar las habilidades de escritura de los aprendices del idioma
estudio incluyeron cuarenta estudiantes de secundaria a quienes les resultaba difícil escribir párrafos completos y coher-
entes y tenían un nivel de competencia entre A1 y A2. El investigador utilizó un diseño de prueba previa y posterior para
evaluar el progreso en la escritura de los estudiantes. Las puntuaciones del post-test fueron más altas que las del pre-test,
revelando la d de Cohen = 0.33. Los hallazgos revelaron que implementar el proceso de escritura ayudó a los alumnos a
-
anza y motivación en las actividades de escritura. El estudio tiene relevancia para los profesores y estudiantes de idiomas
-
tura y mejorar la calidad de su producción escrita.
palabras clave
Use of padlet for the implementation of the writing process
72 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Use of padlet for the implementation of the writing process
INTRODUCTION
The value of learning English, which has spread to become a common international lan-
guage, has been acknowledged by educators all over the world. The four fundamental abil-
a mandatory subject for every student from second grade and promoting teachers’ train-
ing abroad. Authorities have focused on the communicative approach to guide the teach-
ing and learning process for the development of the necessary language skills (Ministerio
de Educación, 2016).
the Common European Framework of Reference (
cefr
). In order to meet the required
standards, the communicative approach proposed for the Ecuadorian English curriculum
important the use of the language productively for meaningful purposes (Ministerio de
Educación, 2012).
Despite the widely known importance of English language learning, some studies have
revealed that language learners face and share common problems such us apprehension,
fear or resistance, factors that can account for a student’s unsatisfactory writing skills (Ja-
vadi-Safa, 2018). Their motivation and performance are impacted by these failure beliefs
Manabi’s rural area, where 11th grade students from a public school are required to have
a B1.1 level of English and progress to a B1.2 level by the time they graduate from high
-
-
ciency addressing essential components in their writing pieces, such us the development of
an introduction, topic sentence, coherent organization of the supporting details, concluding
ideas, and accurate spelling, grammar, and punctuation. Besides, they are unaware of how
a writing process develops in their written assignments. In addition, students appear re-
basis for enhancing students to write good pieces of writing meaningfully and accurate-
ly. Researchers have also looked into how technology may be used as a strong tool to
encourage students to improve their writing abilities. Godwin-Jones (2018) emphasized
the importance of technology and collaborative learning activities as contributors to mo-
tivating students to write more and better. A technological tool called Padlet, according to
using Padlet, all students had the ability to contribute and learn from one another.
For this reason, this research study aims to provide more information to improve the
writing skills of students of English as a foreign language and how to increase their levels
of engagement, participation, and motivation in English language learning and writing.
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Moreira, Álvarez
METHODOLOGY
This study used both qualitative and quantitative methodologies to achieve its goal of improv-
-
tive since the data collection would measure possible improvement in students’ writings and
-
tion of data based on observations about how students collaborate using the tool.
PARTICIPANTS
A convenient sample of 40 students, 16 females and 24 males, from a public high school
in a rural area of Manabí participated in the study. The participants were the students as-
signed to the researcher and had been chosen from two other classes considering the num-
ber and the availability of students. They are in 11th grade in a range of 16-18 years of age
a foreign language for several years, but when asked to speak or write in the target lan-
VARIABLES OF THE STUDY
are described as follows:
-
ting, drafting, revising, editing, publishing.
- Writing skills: Abilities to communicate with proper standards, grammar, punctuation,
among others.
- Collaboration: Working together to create or produce something.
- Engagement in writing: Students’ level of focus, drive, and enthusiasm when completing
written assignments.
the research questions. A pre and post-test were applied to assess learners’ writing skills
at the beginning and at the end of the intervention period to measure improvement. These
to the following factors:
1. Topic sentence: Strong and clearly stated
2. Body: Development of the main idea
3. Concluding sentence: Complete, restates the main idea
5. Mechanics: Grammar, spelling, and punctuation
instrument facilitated the data collection of the frequency of students 1) staying on task. 2)
-
-
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Use of padlet for the implementation of the writing process
d) were applied before and after the implementation
to collect and analyze the students’ thoughts, feelings, and perspectives about:
1) Attitudes towards writing
2) Generating, revising, feedback
3) Collaboration
The pre-post surveys used a qualitative scale: Always, Sometimes, Rarely, and Never. Ad-
-
guage learning on a qualitative scale with the following descriptors: Strongly agree, Agree,
Disagree, and Strongly disagree.
RESULTS
Regarding the initial research question: Will implementing the writing process through
-
improved their writing skills, and increased the quality of their writings.
-
ulating their ideas in a paragraph during the pre-test. The establishment of a topic phrase
addition, there were a lot of grammatical and spelling mistakes, as well as very little vocab-
the intervention aided students in producing more consistent, detailed, and understandable
paragraphs (see Table 1).
-
dard Deviation obtained from the pre and posts tests. The mean of the pretest was 9.10
(sd 2,437) and the mean of the post-test was 15.73 (sd 1,358). Moreover, the minimum
grade in the pretest (5) improved in the post test (14).
indicated a Cohen’s d (Mean of pretest - Mean of posttest / pooled sd) = 0.33 which
represents a point at which educational interventions are considered to have achieved
educationally meaningful gains over the course of a school year (see Table 2).
Table 2 shows the values of the individual categories of performance collected from
the pre and post-tests. The outcomes demonstrate that after the implementation was
-
creased from (M = 1.83) to (M = 3.30) as the highest value among the other categories
more clearly stated topic sentences.
-
mance categories, increasing by 1.47 points from the pre-test (M = 1.58) to the post-test
(M = 3.23). According to the results, students were able to compose closing sentences that
that some students used fewer information to increase readers’ interest in the issue in the
body of their essays. Nevertheless, students did not always use the appropriate vocabulary.
than 5 errors in spelling and grammar.
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Moreira, Álvarez
-
the teacher once a week during the implementation. These observations were made on
10 groups of 4 students and considered the frequencies of students staying on task, par-
-
ing positive attitudes during the prewriting activities. The data collected were entered into
spss software to obtain an average of the frequencies from the observations of three ses-
sions of study (see Figure 1).
The observations revealed that during the development of the group work students
stayed on task (45% usually and 36.5 % sometimes). In relation to the participation of
students in group discussions, students (43.5% usually and 38.5% sometimes) participated
-
ally and 36% sometimes). Finally, throughout group projects, students showed a positive
attitude (66.5% usually and 23.5% always).
It was observed that the students who showed the highest levels of engagement were
research, and technological skills. On the other hand, those who needed the most help with
technology management and research abilities were the ones who showed the lowest levels
of engagement. However, as the sessions progressed, students were able to face technology
issues and manage the tool more easily, increasing their engagement levels.
In order to answer the third research question: What will students’ perspectives be
towards the use of technology and collaborative writing activities in class? surveys were
applied at the beginning and at the end of the intervention. The survey results revealed
that students’ perceptions had improved (see Figure 2).
The post-survey results showed that students attitude towards writing was more pos-
-
48.8% occasionally). Students also perceive themselves as writers (post-survey = 39.5%
constantly and 34.5% occasionally) (see Figure 3).
N Minimum Mean Std. Deviation
40 5 14 9.10 2.437
40 14 18 15.73 1.358
Min. Mean SD Min. Mean SD
Topic Sentence 1 3 1.83 .844 1 4 3.30 .791
Body/ Supporting details 1 3 1.87 .607 2 4 2.93 .474
Concluding sentence 1 3 1.58 .675 2 4 3.23 .577
1 3 1.85 .580 2 4 3.18 .501
Mechanics 1 3 1.97 .698 2 4 3.10 .545
76 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Use of padlet for the implementation of the writing process
Figure 2. Pre-post Survey attitudes towards writing. This gure illustrates the frequencies of the Pre and Post
surveys related to the students’ attitude towards writing.
Figure 1. Observation Checklists results. This gure illustrates the frequencies of the Observations Checklists
related to the students’ engagement in writing through the collaborative use of Padlet.
Figure 3. Pre-post Survey Generating, revising, feedback. This gure illustrates the frequencies of the Pre and
Post surveys related to the students’ abilities to generate words, revise their work, and provide feedback.
77
REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Moreira, Álvarez
The results of the pre-survey revealed that students rarely generated lots of words (47.5%),
rarely were able to adjust their writing pieces (35%), rarely used to share their writings
and drafts (52.5%), and sometimes gave feedback (32.5%) before the implementation. On
-
tion they could generate lots of words fairly, quickly, and freely (27.5 % always and 50%
always and 23% sometimes), enjoy sharing with friends a draft of what they have written
(65% always and 32% sometimes), and provide feedback (27.5% always and 50% some-
times) (see Figure 4).
In terms of collaboration, students manifested positive attitudes since the beginning of
the study. According to the result of the post-survey students agreed that they could work
on a task collaboratively with a small group, pitch in, share the work, and keep the group
on task (62.5% always and 37.5% sometimes), listen to each other’s opinions and ideas
65% always and 35% sometimes), and learn from their peers while working collaboratively
(62.5% always and 37.5% sometimes) (see Figure 5).
-
the tasks. In addition, 55% of students agreed and 30% strongly agreed that their perfor-
-
helped them to become active in writing activities. Finally, 62.5% of students agreed and
DISCUSSION
-
through the implementation of technology as well as collaboration during the lessons.
Additionally, because the writing process was included into a range of activities with
efl writing while also enhancing their
writing abilities, as indicated in Faraj (2015) and Laksmi (2006). Students were able to
articulate their thoughts in a more structured manner. Their works used more descriptive
terminology and included complete topic sentences and conclusions.
For the study to be successful, student collaboration was essential. As it is presented
develop a supportive learning environment, motivating students to produce, participate,
and interact within the groups. Students had the chance to share their ideas, give feedback,
and develop by working as a team and accepting responsibility for the task at hand through
collaborative writing.
-
dents reducing their inhibitions and reluctance to share or show their written work to a larger
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Use of padlet for the implementation of the writing process
CONCLUSIONS
-
dards and the goals of efl
engagement and willingness towards language learning. This study additionally sought to
could impact students’ perceptions of writing, group projects, and the use of technology
to improve their work.
-
ly improved between the pre- and post-test. The pre-test and pre-survey results showed
that students were not familiar with the writing process or its stages prior to implementa-
tion. They were not used to writing drafts of their written tasks, and rarely did they show
their work to someone before they submitted it. The post-survey results showed that these
conditions changed positively. Students learned the value of writing through a multi-stage,
many times as necessary, just like professional writers do.
Figure 4. Pre-post survey Collaboration. This gure illustrates the frequencies of the Pre and Post surveys
related to the students’ collaboration.
Figure 5. Post-survey Padlet. This gure illustrates the results of the surveys related to the use of Padlet after
the implementation.
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REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Moreira, Álvarez
Similarly, the outcomes of post-tests showed a notable improvement in several areas of
-
quent, useful comments students learned the importance of 1) to convey powerful, compel-
ling topic sentences. 2) To build coherence in the body with the use of supporting ideas,
-
ing pictures, commenting, and even giving likes to the posts, provided students with the
collaborative writing feature encouraged and motivated students to participate. Even the
more reserved students showed eagerness to join in group conversations and provide their
activities through an innovative tool.
REFERENCES
Belhabib, I. (2014). Diculties Encountered by Students in Learning the Productive Skills in
the efl Classroom and the Relationship between Speaking and Writing: Case of First Year
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College Students toward Collaborative Learning. En-
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teaching. In C. Goria, O. Speicher, & S. Stollhans (eds.), Innovative
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Approach. Journal of Education and Practice, 6(13), 131-141. Retrieved from https://
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Godwin-Jones, R. (2018). Second language writing online: An update. Language Learning
& Technology
Javadi-Safa, A. (2018). A Brief Overview of Key Issues in Second Language Writing
Teaching and Research. International Journal of Education and literacy Studies, 6(2). Re-
efl Class: Implement-
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English, 17-
doi=10.1.1.668.1486&rep=rep1&type=pdf
Mallon, M. & Bernstein, S. (2015). Collaborative learning technologies. Tips and trends.
Matsuya, Y. (2003). English Teaching in Japan. California Linguistic Notes, 28(1). Re-
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glishedjapan.pdf
Ministerio de Educación. (2012). Standards of Quality Education. Retrieved from
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Ministerio de Educación. (2016). English as a Foreign Language. Retrieved from
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Yau, H. (2007). Scaolding the Writing Process. Education and Human Development
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kronos.idiomas@uce.edu.ec
REVISTA KRONOS
INSTITUTO ACADÉMICO DE IDIOMAS REVISTA KRONOS
UNIVERSIDAD CENTRAL DEL ECUADOR 4(1), febrero-julio 2023, pp. 81-91
DOI: https://doi.org/10.29166/kronos.v4i1.4308
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
unae (Ecuador)
unae (Ecuador)
abstract
-
ticle aims to map out the historical events that have shaped Ecuadorian education to critically analyze the scope of the
educational policies. It is essential to specify that this article does not aim to describe in-depth the reforms and public
this sense, using a qualitative approach, this study starts with a literature review of the historical background of pub-
lic education and the teaching methods used in Ecuador since 1830. Year when Ecuador became independent. To con-
clude, there is a discussion that starts with the policies that the governments have imposed on society and the future
challenges that public education will face.
key words Educational policies, liberal revolution, church, educational models.
fecha de recepción 18/11/2022 fecha de aprobación 23/01/2023
La comprensión del alcance de las políticas educativas en el Ecuador:
un análisis de su evolución histórica
resumen La educación en el Ecuador se encuentra atravesada por procesos sociales, políticos y económicos que la vuel-
-
jidad histórica para repensar los alcances de las políticas educativas en el país. Es importante precisar que, no se pretende
-
trabajo parte de un enfoque cualitativo, por medio de la revisión de la literatura sobre los antecedentes históricos del pro-
amplía la discusión de la educación desde la comprensión instrumental que los gobiernos han impuesto a la sociedad civ-
palabras clave
Understanding the scope of educational policies in Ecuador: an
analysis of its historical evolution
82 REVISTA KRONOS 3(2), agosto-enero 2023 | pISSN 12631-2840 | eISSN 2631-2859
Understanding the scope of educational policies in Ecuador: an analysis of its historical evolution
INTRODUCCIÓN
-
se sintetiza en su falta de operatividad y calidad educativa, y se evidencia en el elevado
porcentaje de analfabetismo, críticos niveles de acceso y deserción de la educación tanto
-
terio de Educación del Ecuador, 2006).
Las causas que emergen de la literatura se relacionan con problemas económicos,
cobertura educativa, currículos desactualizados y ausencia de programas en la educación
y menos referenciados es la discusión de la complejidad histórica y social que antecede
sujeto a la línea ideológica que delimita los elementos para su caracterización.
-
ca en el tránsito desde la educación como proceso de cristianización, a su eclosión en la
-
cambios considerables en materia de política educativa. Además, se muestra un análisis en
de la coyuntura.
-
Los modelos educativos se han caracterizado, en un primer momento, por tener una fuerte
relación con la Iglesia católica y el sistema de doctrina y obediencia que debía seguir la
índices de desarrollo económico del país. En ese sentido, se trazan líneas de acción para
la reducción del analfabetismo, especialmente con programas de alfabetización para co-
munidades rurales.
En la crisis de los noventa, a razón de la reducción presupuestaria, el Estado ecuatori-
ano, en su reajuste de obligaciones, planteó un modelo educativo participativo, en el que se
el ascenso de la Revolución Ciudadana, desde el 2007 hasta el 2017, se instauró un modelo
la actualidad, este modelo persiste fragmentado por los grandes recortes presupuestarios
En esa línea, surge la importancia de enfocar esta investigación en la comprensión de
la evolución histórica educativa del Ecuador, aportando diversos elementos que permitan
entender la situación actual de la educación. Con aquello, se busca discutir la caracter-
proceso de transición histórica alineado a una coyuntura política que delimita las opciones
de implementación. Con estas posturas, se busca aportar a la discusión sobre los desafíos
83
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MARCO TEÓRICO
La educación puede ser estudiada desde diversos campos, enfoques y marcos de referen-
cia. Uno de los campos de estudio es el ámbito histórico de la educación, que se enfoca
principalmente, en aquellos procesos, prácticas y elementos que delimitaron una situación
por medio del sistema educativo (Guichot, 2006). En concordancia, estudiar la educación
desde una perspectiva histórica permite entender los fundamentos con los que se con-
struyeron prácticas para que la sociedad se estructure de acuerdo a los intereses estatales
en la toma de decisiones (Aguilar, 2019).
Desde el planteamiento de Soto et al. (2017) la perspectiva histórica en el campo de
los estudios de la educación tiene que estar enfocada en reconstruir aquellos escenarios en
los que los aspectos políticos, sociales y culturales ocasionaron reformas en las prácticas
educativas. Además, el análisis temporal permite entender aquellas situaciones de cambio
esta forma, el papel que juega el Estado al momento de plantear cambios para el sistema
educativo está vinculado con aquellas propuestas de un modelo ideal para la sociedad o, a
su vez, de los intereses que están de por medio al momento de plantear las intervenciones.
-
cias y evoluciones de un modelo educativo hacia otro, por lo que los cambios ideológicos,
políticos y económicos permiten esclarecer determinados momentos en los que la edu-
cación se estructura para dar continuidad a programas y procesos en los que la sociedad
los valores del gobierno, estos valores delimitan las características de un modelo educativo,
plantean modos de concebir la educación y establecen criterios para que la sociedad tenga
una formación de acuerdo a los intereses e ideologías gubernamentales o estatales.
asignaciones presupuestarias que el gobierno otorga al sistema educativo, hasta la práctica
diversos actores que forman parte del sistema educativo. De esa forma, el modelo educativo
está presente en todas las estructuras tanto a nivel macro, en donde se toman decisiones y
se dictan reglamentos, como a nivel micro, en donde se desarrollan procesos pedagógicos.
El trabajo está orientado desde mencionados planteamientos teóricos, en donde
han implementado en el Ecuador. El criterio de sistematización que se utiliza aborda la
modelos educativos que se han llevado a cabo. De esta forma, se demarcan aspectos claves
sobre la evolución de la educación en materia histórica y una ampliación en las discusiones
sobre los procesos de cambio político para vincular a la sociedad con la educación.
METODOLOGÍA
Esta investigación parte de un enfoque cualitativo y utiliza la revisión de literatura. Además,
se plantean diversas categorías de análisis e interpretación de los datos recolectados para
-
te, se indaga sobre las diversas reformas normativas que delimitan y alinean a un modelo
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educativo para la sociedad. De esta forma, se trata de plantear los resultados de la investi-
El análisis sobre la comprensión del alcance de las políticas educativas, parte de la cat-
egorización en dos aspectos. El primero en el que se plantean los antecedentes históricos de
los modelos educativos implementados en el país. En estas dos categorías se consideraron
el sistema educativo y los alcances o limitaciones que se presentaron. Esta categorización
aporta la comprensión de la evolución histórica y la situación actual de la educación, así
los desfases de la política educativa.
APORTES
ANTECEDENTES HISTÓRICOS DE LA EDUCACIÓN PÚBLICA EN EL ECUADOR
-
tado. Un claro ejemplo de esto es la constante referencia a la misma que se ha realizado
al. (1997) resaltan que, mediante los acuerdos nacionales en todas las constituciones del
diferentes cambios y orientaciones, de acuerdo, a la inclinación de los gobernantes que
han legitimado sus programas políticos. En ese sentido, la organización de la educación
ha pasado de encontrarse regentada bajo una orientación meramente religiosa, elitista y
vigente del 2008, se resalta que la educación es un derecho fundamental de las personas,
y regular el sistema educativo. Ejemplos de estas regulaciones son:
-
minadas escuelas primarias, escuelas secundarias y universidades.
b. En 1875 la instrucción en las escuelas primarias se encarga a los Hermanos Cristianos
a los jesuitas.
concepción de Foucault (2008), entendida como sistemas de control para lograr obedi-
encia. Este poder sirvió para que, mediante el currículo nacional, el cual incluía un fuerte
El dominio de poder totalitario de la Iglesia católica en la educación fue limitado por
instrucción de larga data conservadora. En el año de 1906, bajo su mandato, el presidente
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-
Es importante resaltar que, si bien mediante la victoria armada del general Eloy Alfaro
se alcanza la revolución liberal en el país, la instauración institucional y legal lo impulsa el
al Congreso la abolición de las comunidades religiosas (pp. 5-6).
En el período que comprende desde 1944 hasta 1983, de acuerdo con Ossenbach
del país debido a la falta de estudios realizados en el área. Sin embargo, la autora recalca
necesidad de crear una «identidad nacional no vinculada a los valores religiosos imper-
la reducción del analfabetismo, la atención preescolar y la impronta del Estado en dirigir
fomentar la educación intercultural bilingüe.
La atención del Estado bajo la gestación de estas políticas ayudó especialmente a que
educación primaria de 71,1 a 92,2%. En cuanto a la educación secundaria la tasa se amplió
del 11,6 al 40,5% (Luna y Astorga, 2011). Como resultado, en el año de 1985, de acuerdo
a un estudio realizado por la Unesco, el Ecuador se situó «entre los países con más altos
sido históricamente relegada y restringida, por tanto, los porcentajes fueron alentadores a
nivel de acceso en medio de los cercos institucionales y amplias desigualdades estructurales.
desalentadores. El país se encontró atravesado por una crisis económica e inestabilidad políti-
(el Estado y la sociedad civil) «permitieron que se disminuyan sensiblemente las inversiones
Se debe añadir, que la crisis económica y social que sufrió el país, entre 1998 y 2000,
el cierre de bancos, el feriado bancario y la transición a la dolarización (García, 2013),
infraestructura de las instituciones educativas, particularmente las que se encuentran local-
izadas en las zonas rurales del país. Además, de la disminución en la distribución gratuita
brecha de inequidad entre lo urbano-rural, acelerando la deserción y rezago educativo en
el 2001 (Amaluisa, 2011).
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Contrario al descuido en el área de la educación de muchos de los gobiernos, con el ascenso
-
ron importantes inversiones y establecieron políticas que renovaron la estructura organi-
b. Restauración de infraestructura
c. Eliminación de costos en la matrícula
d. Ampliación de la cobertura del servicio de desayuno escolar
e. Dotación de uniformes escolares
f. Desarrollo de la informática
g. Creación de partidas para docentes en el Magisterio
h. Estabilidad en las autoridades
que fue aprobado bajo consulta popular con un amplio margen de aceptación de la so-
ciedad ecuatoriana. El plan constó de ocho políticas de Estado, que fueron de aplicación
obligatoria, independientemente de las elecciones del 2007 (Cevallos y Bramwell, 2015).
-
cenal a su proyecto de educación:
1. Universalizar la Educación Inicial.
2. Universalizar la Educación Básica.
3. Incrementar la matrícula de Bachillerato a por lo menos el 75 % de la población en el
grupo de edad correspondiente.
4. Erradicar el analfabetismo y fortalecer la educación de adultos.
5. Mejorar la infraestructura física y equipamiento de las escuelas.
6. Mejorar la calidad y equidad en la educación e implementar un sistema nacional de
evaluación y rendición de cuentas.
7. Elevar el estatus de la profesión docente y mejorar la formación docente inicial, el de-
sarrollo profesional, las condiciones de trabajo y la calidad de vida de los docentes.
8. Incrementar anualmente en un 0,5 por ciento del pib el monto destinado a la educación
hasta alcanzar por lo menos el 6 por ciento.
Desafortunadamente, con el cambio de ciclo político posterior al 2017 la inversión en el
área de educación se redujo afectando negativamente a muchos programas educativos. Cabe
De acuerdo a datos del Instituto de Estadística de la Organización de las Naciones Uni-
das para la Educación, la Ciencia y la Cultura (Unesco), en Ecuador se observa un decre-
pib
. En el 2017 Ecuador destinó
4,6 % del pib a educación, en contraposición al 3,7% del pib en el 2021 (Banco Mundial,
2022) (ver Figura 1).
BREVE RECUENTO DE LOS MODELOS DE EDUCACIÓN EN EL ECUADOR
los cuales en su mayoría han sido adaptaciones de modelos empleados en otras latitudes.
en consideración las condiciones socioculturales y dinámicas sociales propias del Ecuador.
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te la Colonia, el modelo educativo español utilizado en el país se centraba en dos elemen-
tos fundamentales:
las colonias
Este modelo educativo en el país fue instrumental para mantener el control totalitario de
la Corona española y el poder de la Iglesia católica sobre la sociedad ecuatoriana. Luego
de la independencia esta orientación clasista y elitista de la educación no cambió mayor-
mente. En ese sentido, se establecieron dos grupos claramente marcados: el grupo de las
Cada uno de estos grupos recibió diferentes tipos de formación: una mejor formación
para el primer grupo, y una de baja calidad que se centraba primordialmente en las artes,
la impronta de inicio de la universalización de la educación, aunque esta universalización
se realizó solo en teoría ya que el acceso a la educación, y mucho más a una educación de
calidad y de libre acceso, estuvo atado a la situación socio-económica de las personas.
A partir del siglo
xix
, en línea con la revolución industrial, del positivismo y del
pragmatismo el Ecuador se alineó a un modelo europeo de educación que promovía el
Ejecutivo en la presidencia de Osvaldo Hurtado.
En 1970, paralelo a los cambios en la educación regular, los movimientos indígenas
del Ecuador, luego de sus arduas luchas sociales y de reconocimiento, sientan las bases de
un cambio en la educación rural. Lo que más tarde se denominó la Educación Intercultural
Bilingüe. La Educación Intercultural Bilingüe forma parte de un «fenómeno mundial, en-
-
senbach, 2017, p. 51). La educación intercultural bilingüe de acuerdo al Moseib (2013)
· Apoyar la construcción del Estado plurinacional con una sociedad intercultural, basado en
la sabiduría, conocimientos y prácticas ancestrales de los pueblos y nacionalidades, en la
4,3 4,5 4,7 4,6
55,3 5
4,4 4,6 4,6
4,2 4,1
3,7
0
1
2
3
4
5
6
2008 2010 2012 2014 2016 2018 2020 2022
Gasto público en educación, total (% del
PIB) -Ecuador %
Figura 1. Gasto público en educación, total (% del PIB) - Ecuador
Fuente: Instituto de Estadística de la Organización de las Naciones Unidas para la Educación, la Ciencia y la
Cultura (UNESCO).
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Understanding the scope of educational policies in Ecuador: an analysis of its historical evolution
· Fortalecer la identidad cultural, las lenguas y la organización de los pueblos y naciona
-
lidades.
pueblos del país.
En la actualidad el sistema educativo ecuatoriano es intercultural a nivel nacional y es inter-
loei,
2021). La distinción entre dos sistemas educativos en el caso ecuatoriano abre la posibil-
idad de plantear características propias de un modelo educativo y proyecto de Estado. No
obstante, Rodríguez (2015), establece que a partir de la loei del año 2011 hubo cambios
-
este proceso como algo jerárquico en el que todas las pautas vienen desde el Ministerio y
no hay una construcción desde los actores locales.
dominio de elementos culturales propios de la nacionalidad kichwa y no se desarrollan
elementos con las características de las otras nacionalidades indígenas. De esta forma, el
proceso de construir un modelo educativo intercultural e intercultural bilingüe sigue sien-
uno de los desafíos para la construcción de la interculturalidad en el sistema educativo es
llevar a cabo prácticas educativas interculturales en el micro nivel (aulas de clase).
DISCUSIÓN
-
generales se pretende que la sociedad cumpla con los requisitos estandarizados para tran-
sitar su vida en el sistema educativo (Delgado, 2011). En ese sentido, Avendaño y Ramón
(2016), señalan que los modelos educativos de occidente están estructurados para que la
sociedad reciba una educación adaptada a la globalización, por lo que se busca siempre
orientar los aprendizajes, en función de los modos de sobrevivencia para los sistemas pro-
ductivos y de desarrollo.
Esto implica ampliar las líneas de segregación, porque en su implementación se desa-
señala precisamente que en el Ecuador esa segregación se evidencia en las comunidades
rurales en las que los grupos de poblaciones indígenas tuvieron siempre negado el acceso
-
culturales y simbólicos de las nacionalidades indígenas.
campo educativo, por lo que las reestructuraciones están orientadas siempre de acuerdo a
lo que el gobierno de turno considera conveniente a sus intereses. Con la crisis de los no-
venta se evidenció cómo el modelo educativo tuvo orientaciones de organismos internacio-
nales que delimitaban presupuestos y orientaciones para moldear el sistema educativo. Este
modelo plantea básicamente que quienes tenían mejores posibilidades económicas tenían
acceso a una educación de calidad. Esta limitación tiende a generar mayor desigualdad al
momento de considerar el acceso a la educación de las personas.
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tualizado de acuerdo a la realidad de la sociedad y debe atender a todas las zonas y sec-
-
ses. Como en el caso del modelo de educación intercultural bilingüe en el que sus actores
son quienes construyen sus propuestas para aplicarlas.
A pesar de que en la actualidad se ha tratado de emplear un modelo de educación
las creencias y los valores de los regentes educativos. Las reformas que se han trabajado
han articulado un modelo educativo que está orientado en la universalización del acceso
en los diferentes niveles. Sin embargo, no se han atendido las necesidades en materia de
-
dríguez, 2015). La poca participación de actores locales en la toma de decisiones permite
CONCLUSIONES
-
-
grado cumplir con esta meta hasta la actualidad. Los desfases en el acceso y permanencia
siguen siendo los puntos de limitación. Es interesante destacar que, a pesar de las orient-
aciones políticas, la educación sigue siendo marginada, y con el pasar de los años se am-
grandes desfases que impiden un progreso mantenido y uniforme.
-
aquellas características culturales propias de una zona. Al tener particularidades generales
de implementación de un modelo educativo, en la mayoría de las ocasiones las personas
no logran adaptarse o no tienen los instrumentos necesarios para llevarlo a cabo. Además,
con los constantes cambios políticos que se dan en el país, los modelos educativos tien-
den a reformarse de acuerdo a los intereses o perspectivas de los actores de gobierno. Es
así que la calidad educativa tiende a estandarizarse para evitar más peso a la gestión del
sistema educativo.
A esto se suma que el país vive un continuum de inestabilidad política y económica que
coarta los consensos y, por ende, la instauración de políticas de Estado, en detrimento de
de Educación, la sociedad civil debe abanderar los procesos de universalización de la edu-
proyectos políticos a lo largo de la complejidad histórica, para coartar las fronteras educativas
abanderan la Constitución, sin una transversalización y operativización real.
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DOI: https://doi.org/10.29166/kronos.v4i1.4310
CC BY-NC 4.0 —Licencia Creative Commons Reconocimiento-NoComercial 4.0 Internacional
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. 92-102
abstract
and the ability to take control of their own learning. Learners are more comfortable with collaborative work, work-
-
er-tutor-led environment. This research was developed under the principles of qualitative research because it focused
on recollection of the perceptions of the peer teaching strategy of the participants in the English major at a public uni-
of the English teacher, peer teachers and peer learners, throughout the application of the teaching strategy. The analy-
sis of the data collected was thematic, it was concluded from this that both the tutor and the students developed team
-
ment. Overall, peer teaching had a positive impact and taking when it was aimed at students, as well as increased par-
ticipation and skills of peer teachers and learners.
keywords
fecha de recepción 10/11/2022 fecha de aprobación 11/02/2023
Percepciones de la estrategia de enseñanza entre pares en la carrera de Inglés en una
universidad pública del Ecuador
resumen
-
tomar el control de su propio aprendizaje. Los alumnos se sienten más cómodos trabajando con sus compañeros, lo que
investigación se desarrolló bajo los principios de la investigación cualitativa, ya que se centró en la recolección de las per-
-
de los datos recolectados fue temático, se concluyó que tanto el tutor como los estudiantes desarrollaron un espíritu de
-
antes, así como una mayor participación y habilidades de los compañeros docentes y los alumnos.
palabras clave
Perceptions of peer-teaching strategy in the English major at a
public university in Ecuador
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Chango et al.
INTRODUCTION
Nowadays, teaching English is considered a challenge for foreign language educators. As
a consequence, society has been transitioning to new methodologies and approaches that
is an instructional technique that has been used by teachers worldwide to successfully en-
As Coenen (2002) suggests, a peer teaching program can be applied in English
learning classrooms to engage the learners during lessons and the production of activities
that allows for open discussions outside the classroom. Thus, contributing to the learning
relationship, student-peer and having as a result a better understanding of general knowl-
sessions after classes. The teacher within the development of peer teaching assumes the role
for English teaching, it is considered a way of helping students of
efl
teachers, and gain remarkable marks. That might be the reason why researchers such as
Adil and Ali (2018), Grubbs (2009), Kavanoz and Yüksel (2010), Sunggingwati (2018)
have carried out studies on peer teaching.
This paper aims to identify the teachers, peer teachers, and peer learners’ perceptions
a strategy for level development? Why is zpd considered a principle in the implementation
of peer teaching? What are the main areas that need to be improved during the application
of the strategy?
THEORETICAL FRAMEWORK
PEER TEACHING
-
(2005) the acquisition of knowledge and skill through active helping and supporting
among status equals or matched companions. It involves people from similar social group-
ings who are not professional teachers helping each other to learn and learn themselves by
-
-
fers to the use of teaching and learning strategies in which students learn with and from
proportions, we can say that it serves as a multipurpose strategy that helps both teachers
and students in the learning environment. As stated by Stigmar (2016) peer teaching has
been invented to meet the dual requirement of improving teaching and learning quality
-
ment of social skills as well as collaboration in the process of learning and teaching while
intertwining knowledge between peers. As described by Topping (2005) peer teaching
contributes to the acquisition of knowledge and skill through active helping and support-
ing among status equals or matched companions. It involves people from similar social
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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador
groupings who are not professional teachers helping each other to learn and learn them-
selves by so doing.
Consequently, this strategy can also raise the performance of all students that have yet
to better their academic performance. As it has been corroborated, peer teaching is used
in remedial courses to cater to the needs of students who are unable to progress with the
class in a normal classroom (Abu, 2011 as cited in Utha & Rinzin, 2019). That is why
it has been proven by Burton that there are studies that have found clear and convincing
proof that having students teach, individually tutor, or academically mentor each other can
PEER TEACHING AS A TEACHING STRATEGY
The process of learning has become one of the most meaningful interests within the acqui-
sition of knowledge through teaching. So much so that it has become a goal to better this
process and simultaneously improve student outcomes. But to follow through with this it
is necessary to understand an overall conclusion resulting from a half-century of research
that states that learning isn’t just a one-way transfer of information to students and that
the role of both parts of the teaching process is important within the learning-teaching
process (Rusli, 2020). Therefore, students must have control of the learning process and
their way of understanding while using socialization between students to have the posi-
tive input of various perspectives in an academic environment.
ADVANTAGES OF PEER TEACHING
This strategy can have a positive impact on students, mainly focused on emotional develop-
ment and improvement in the educational process. Consequently, Al-Jbouri, et al. (2019)
mentioned that from the learner’s perceptions, the dominance over topics was greatly re-
-
namic where all students become active and invest more time to understand further on a
topic (Stigmar, 2016). Consequently, it is important in peer teaching to provide a warm,
non-threatening atmosphere where the tutee is habitually engaged and is unafraid to make
mistakes, there is indeed tremendous potential (Rankin & Berman, 2018).
Being part of this process of learning as an approach that centers around learners
in Burton’s (2012) investigations of the younger students acting as peer learners were
-
times life itself.
DISADVANTAGES OF PEER TEACHING
-
(Stigmar, 2016).
Manchishi & Mwanza (2016) also remarks that applying peer teaching may disclose
disadvantages that may involve evaluation and progressive changes in the strategy. Re-
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search conducted by Bulte et al. (2007) stated that there were still concerns regarding
-
ing, even though the strategy enhances social and cognitive unity. Furthermore, Burton
the assigned groups due to respect between students in an informal outdoor classroom.
strategy (Benson & Ying, 2013). Another factor that can be counted as a disadvantage in
regard to the teaching process is the procrastination and free-riding of groups of students
creates setbacks in the relationships between peer learners when working in groups. This
-
This inconvenience can be improved by individualizing evaluations and providing feedback
the tutor can see results. Teachers need to also spend additional time assembling the pairs
of works (the peer teacher and the peer learner) and training them about the strategy.
Finally, this strategy needs further requirements, continuous monitoring, and oversight,
thus proving to be a constant procedure (Wagner & Gansemer-Topf, 2005).
ZONE OF PROXIMAL DEVELOPMENT (ZPD)
Karimi-Aghdam (2017) states that a child picks up a lot of knowledge through social in-
teraction with a knowledgeable instructor. The tutor could provide the student with verbal
what a learner can accomplish on their own and what they can do with support and en-
couragement from a knowledgeable partner.
Regarding the connection between zpd
along with the evolution of their role during the implementation of peer teaching, the
following traits can be highlighted (Fani & Ghaemi 2011).
the process of learning acquisition of the learner (peer learner).
- Social interactions with a knowledgeable pair let the student practice and observe without
lets the instructor build a more competent peer.
METHODS
This research was developed following the principles of the qualitative approach. Chih-
non-numerical data. In most cases, a small and non-representative sample is used to gain
be investigated. In that way, this approach allows recollecting the unknown perceptions
on the usage of the peer teaching strategy of the group of participants from this study. All
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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador
would let the researchers interpret later on.
-
-
phenomenon (Selvi, 2008). It has been shown that this particular research methodology
after the use of peer teaching, to show the participants’ valuable input developed within
RESEARCH SAMPLE
Regarding the sampling or strategy to select the participants’ the lineal snowball strategy of
sampling has been used to select the appropriate participant to be interviewed. Bhardwaj
(2019) Snowball sampling, often referred to as chain-referral sampling, is a non-proba-
of it as a referral approach that relies on the idea of like-minded attraction. The research-
er selects a few appropriate primary data sources and uses them to uncover comparable
variables for the study. Thus, all the chain of sampling belonged to the members of the
TECHNIQUES AND INSTRUMENTS
To collect the data, two semi-structured interview guidelines were developed following the
efl teacher who was in charge of monitoring the sessions where peer teaching was applied.
The second one was directed toward the pre-service teacher, who faces the role of a peer
teacher. Moreover, to collect the richest data from the students who were peer learners, a
all the peer-teaching sessions. Bohnsack (2004) mentions that a focus group is a research
method that brings together a small group of people to answer questions in a moderated
setting. The questions are intended to provide light on an interesting topic, and the group
is selected based on predetermined demographic characteristics.
DATA ANALYSIS
This paper aims to identify the teachers, peer teachers, and peer learners’ perceptions of
-
Codes were obtained. The second coding process was debugging the codes to form catego-
ries and then themes presented below. The data analysis was carried out in Spanish since
the evaluation instruments, both the interviews and the focus group with the teachers, the
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Chango et al.
peer teachers, and the students, were carried out in Spanish as it is the participants’ moth-
er tongue. Data analysis was performed using Atlas.ti.
importance of leadership in peer teaching (see Figure 1).
peer teaching and learning. Two themes are developing leadership: the abilities learned
-
teacher and what he needs to know and develop. For instance, peer teachers must know
the methodology applied in class, need to master the language skills, and must be aware of
the things that need to be improved. Finally, the peer teacher must understand that he is
a facilitator in this process and, therefore, has to develop teaching skills such as classroom
management, assessment, methodology, and organization (see Table 1).
The second overarching theme obtained from the data is peer teaching as a strategy
for language development. There are two themes-interactive learning and student-cen-
interactive with activities that included games, videos, and presentations. Additionally,
the class environment was good, and the students were most of the time motivated. The
participants mentioned that the class was developed in pairs and groups, the classes were
understandable, and the students helped each other, especially those with low levels. As
corroborated by Utha & Rinzin (2019) students feel more comfortable in the absence of
the teacher and communication can be done fearlessly in comparison to the traditional
manner directed to a teacher.
Figure 1. Peer teaching as a strategy for the language development
is part of
is part of
is part of
eer Teachers
eer Teacher
eer teacher debe tener
buen niveseer teacher debe
conocer la metodología
is associated with
eer teacher debe
tener dominio
de las 4 habilidades
eer teacher toma liderazgo
eer teacher
aprende a
enseñar
eer teacher
crea conciencia
del rol de
profesor
is a is a is a
is
associated
with
is
associated
with
is
associated
with
eer teacher
puede subir
de nivel
Ayuda al
peer teacher
para mejorar
formas
eer teaching
fuera del aula eer teaching
en grupo
eer teaching
en el aula
eer teacher
aprende a
ser paciente
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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador
-
willing to answer all the questions they had. Learners were fearless in making mistakes in
-
ing (see Table 2).
The third overarching theme is zpd as a central component in learning. Two themes
are the construction of meaning working with zpd and cooperative learning. Regarding
the construction of meaning, participants manifested that they learn from each other, the
strong students help the weak students, and therefore, there is meaningful learning. In
these classes, the interaction was the key. There was a rapport between teachers and learn-
ers. As Rezaee & Azizi, (2012) said that zpd
ability to solve problems on his own and his ability to do so while also getting help, which
can be referred to as developmental level. Vygotsky’s theory on the nature of human de-
zpd concept.
Additionally, the concept of
zpd
worked as the more capable peers to help their peers. In this sense, peer teachers became
monitoring, and learning.
-
ence, comfort, motivation, happiness, and respect. They also did not feel nervous about
participating in class or afraid. They did not feel frustrated because they did not under-
stand something. After all, the peer teacher always supported them. Those feelings helped
them create a cooperative network in class. As Wagner & Gansemer-Topf (2005) recalled
-
teraction from their peer teachers, which means they get individualized learning. In that
sense, peer teachers reinforce their own process of learning by instructing their peers in
an environment full of opportunities to learn without feeling pressure (see Table 3).
Table 1. Peer teaching as a strategy for the language development
Overarching Theme Theme Sub-Themes Categories
Leadership development
in peer teaching and
learning
Developing
leadership
Abilities to be
learned
teacher.
Role
Need to know
or develop
Become aware of what needs to be improved
Must develop teaching skills, organization, class-
room management, assessment.
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Table 2. zpd as a central component in the process of learning
Overarching Theme Theme Sub-Themes Categories
for the language devel-
opment
Interactive learning Interactive
Classes
Active activities with games, videos, and presen-
tation
Good environment
Students are motivated
Student-centered Class develop-
ment
Teaching in groups and pairs
Students help each other
Understandable classes
Cooperative learning
Help students with low level.
Not afraid of asking questions.
Not afraid of making mistakes.
Answer students’ needs
Table 3. Areas of improvement
Overarching Theme Theme Sub-Themes Categories
-
ponent in the process of
learning
zpd and the
construction of
meaning
Construction of
meaning
Learn from each other.
Meaningful Learning
Weak and strong students work together
Help students develop their language skills.
Rapport
Interaction is the key
Work with the zpd More capable peer
Teachers promote interaction
Teachers monitors
Cooperative learn-
ing
Empathy
Do not feel afraid of participating
Does not feel nervous
Respect for peers and teachers
Do not feel frustrated
Feel motivated and happy
Feel more comfortable
Good results Better results
Better use of the language
Better understanding
Better listening and speaking
Better relationship among peers
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Perceptions of peer-teaching strategy in the English major at a public university in Ecuador
teachers and students grow and become better teachers. There were some barriers that peer
teachers had to overcome, such as feeling afraid, worried, or nervous at the beginning of
-
-
takes that can harm their peer learners, it would appear impossible for them to rate them
students do not take the classes seriously because their teachers are also their peers. Saying
this, an improvement plan is a must. Students need to be trained in this methodology, how
to manage the class, how to assess, what materials to bring to class, etc. Furthermore, most
learning. This strategy needs continuous monitoring and oversight by the main tutor or
teacher in charge of the implementation of the strategy, thus proving constant evidence of
progress (Lim, 2014) (see Table 4).
CONCLUSIONS
Students responded positively to activities that were done based on the peer teaching strat-
egy, taking into consideration conventional forms of teaching. This strategy has caused
students a positive engagement and an increase in participation within the academic envi-
ronment, creating a positive relationship with learning the English language. Although this
strategy is focused on learning, it also enforces awareness in students regarding their ca-
awareness of their role was evident due to the control of emotions that was needed for a
of peer teaching was evident when interactive activities were applied along with feedback.
-
ted the three parts: the teacher, peer teacher, and peer learner.
Table 4.
Overarching Theme Theme Sub-Themes Categories
Areas of improvement -
ment
Barriers
nervous at the beginning
Level of students
Some students do not take it seriously
Improvement Need more training.
Qualitative assessment
Search about the methodology
Material according to the level
Reinforce knowledge
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ronos-The Teaching Journal es una revista cientíca
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