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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF
EDUCATION
PRESENCIAL SUPERIOR EDUCATIONAL SYSTEM
CENTRAL UNIVERSITY: GUAYAQUIL BRANCH
EDUCATIONAL PROJECT
IN PARTIAL FULLFIMENT OF THE REQUIREMENTS FOR THE
DEGREE OF LICENCIADO EN CIENCIAS DE LA EDUCACIÓN
MENCIÓN: LENGUAS Y LINGÜÍSTICA INGLESA
TOPIC:
INFLUENCE OF MOTIVATION IN THE DEVELOPMENT OF LISTENING
COMPREHENSION ON STUDENTS OF TENTH GRADE OF THE UNIDAD
EDUCATIVA VEINTICUATRO DE MAYO SCHOOL.
PROPOSAL
DESIGN OF INTERACTIVE MUSIC PROGRAM BASED ON
MOTIVATION TO DEVELOP THE LISTENING SKILL
RESEARCHERS:
Kook Quiñonez Daniela De Jesus
PROJECT´S ADVISOR MSc. MANUEL AVILES
GUAYAQUIL-ECUADOR
2015-2016
2
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: LENGUAS Y LINGÜÍSTICA
DIRECTIVOS
MSc. SILVIA MOY-SANG CASTRO MSc. WILSON ROMERO DECANA SUBDECANO FACULTAD DE FILOSOFÍA FACULTAD DE FILOSOFÍA
MSc. ALFONSO SANCHEZ AVILA ABG. SEBASTIAN CADENA DIRECTOR SECRETARIO GENERAL ESCUELA DE LENGUAS
3
MSc. SILVIA MOY-SANG CASTRO DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad. De mis consideraciones:
APROBACION DE TUTOR
En virtud de la disposición de la Autoridad Académica de la Facultad de Filosofía
Letras y Ciencias de la Educación, Escuela de Lenguas y Lingüísticas me
designaron consultor Académico de Proyectos Educativos de licenciatura en
Ciencias de la Educación, Mención: Ingles.
Tengo a bien informar lo siguiente: que la integrante Kook Quiñonez Daniela
diseño el proyecto educativo con el Tema: INFLUENCE OF MOTIVATION IN
THE DEVELOPMENT OF LISTENING COMPREHENSION ON STUDENTS OF
TENTH GRADE OF THE UNIDAD EDUCATIVA VEINTICUATRO DE MAYO
SCHOOL.
PROPOSAL: DESIGN OF INTERACTIVE MUSIC PROGRAM BASED ON
MOTIVATION TO DEVELOP THE LISTENING SKILL.
Las mismas que han cumplido con las directrices y recomendaciones dadas por
el suscrito. Las participantes han ejecutado las diferentes etapas constitutivas
del proyecto, y por lo expuesto se procede a la APROBACIÓN y pone a vuestra
consideración de rigor para los efectos legales correspondientes.
Atentamente
……………………………………………………..
MSc. MANUEL AVILES ASESOR
4
MSc. SILVIA MOY-SANG CASTRO DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN Ciudad. De mis consideraciones:
AUTORIZACION LEGAL
Por los fines legales pertinentes comunico a usted que los derechos intelectuales
del proyecto educativo con el Tema: “Influence Of Motivation In The
Development Of Listening Comprehension On Students Of Tenth Grade Of The
Unidad Educativa Veinticuatro De Mayo School”.
PROPOSAL: Design Of Interactive Music Program Based On Motivation To
Develop The Listening Skill.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente
………………………….
Daniela Kook Quiñonez
C.I. 0924798002
5
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
ESCUELA DE LENGUAS Y LINGÜÍSTICA
PROYECTO
TEMA:. “Influence Of Motivation In The Development Of Listening
Comprehension On Students Of Tenth Grade Of The Unidad Educativa
Veinticuatro De Mayo School”.
PROPOSAL: “Design Of Interactive Music Program Based On Motivation To
Develop The Listening Skill”:
APROBACION DEL TRIBUNAL
…………………………..
Tribunal Nº 1
………………………….. …………………………..
Tribunal Nº 2 Tribunal Nº 2
…………………………. Daniela Kook Quiñonez
0924798002
6
EL TRIBUNAL EXAMINADOR OTORGA AL
PRESENTE TRABAJO
LA CALIFICACIÓN DE: _______________
EQUIVALENTE: _________________
TRIBUNAL
…………………………..
Tribunal Nº 1
………………………….. …………………………..
Tribunal Nº 2 Tribunal Nº 2
7
DEDICATION
I dedicate this important Project to my God and parents, because they
supported me in all my days at University. Also, I have special grateful
words to my former classmates, who were leaving this career for many
reasons, but whom I always brought with me in all hard days of classes
of my past.
Daniela de Jesus Kook Quiñonez
8
ACKNOWLEDGEMENT
To my all professors, because through all of them I have learned so much
about life and profesional behaviour to face difficulties. Basically, thanks a
lot to this University, since she was the source of my personal commitment
and madurity. And finally to my main enemy, who in the first years was my
friend. Me, I would not be here if it were not by him. He taught me I was
always strong, in spite of my past unbelief of myself.
Thanks!
Daniela de Jesus Kook Quiñonez
9
INDEX OF CONTENTS
Firma de Autoridades ii
Aprobacion de Tutor iii
Autorizacion Legal iv
Aprobacion del Tribunal v
Calificacion del Tribunal vi
Dedication vii
Acknowledgement viii
Index of Contents ix
Índex of Tables xii
Índex of Graphics xiii
Abstract xiv
Repositorio Nacional en Ciencia y Tecnología xv
CHAPTER I
THE PROBLEM
Context Of Investigation 1
Conflict Situation 3
Scientific fact 6
Causes 6
10
Problem Formulation 7
Objectives Of Investigation 7
General Objective 7
Specific Objectives 7
Questions Of The Investigation 8
Justification 8
CHAPTER II
THE THEORETICAL FRAMEWORK
Background Of The Investigation 12
Independent Variable 12
The Motivation 12
Importance Of Motivation 14
Advantages Of Technology In Motivation 15
Multymedia And Motivation 17
Indicators Of Motivation 19
External Rewards 19
Rewards as compensations 22
Listening 23
Stages Of Listening 24
Importance Of Listening 26
Types Of Listening 31
11
Active listening 31
Philosophical Foundation 33
Sociological Foundation 38
Legal Foundation 39
CHAPTER III
METHODOLOGY
Methodological Design 50
Methods Of The Investigation 50
Techniques And Instruments Of The Investigation 52
Conclusions 72
Recommendations 72
CHAPTER IV
THE PROPOSAL
Title 76
Justification 76
General Objective 77
Specific Objectives 77
Physical And Sectorial Location 78
12
Satellite Map 78
Description Of The Proposal 79
Feasibility Of The Application 88
Glossary Of Relevant Terms 73
Bibliografía 74
Websites 80
13
TABLE INDEX
Table # 1 Population 53
Table # 2 Sample 53
Table # 3 Influence of the motivation 57
Table # 4 Motivation developed by the teacher 58
Table # 5 Stimulation during the teaching 59
Table # 6 Dynamics for the motivation 60
Table # 7 The use of motivational tools 61
Table # 8 Capacity in the listening skills 62
Table # 9 Difficulties to discriminate the sounds 63
Table # 10 The use of appropriate exercises 64
Table # 11 Learning environment 65
Table # 12 Use of innovative strategies 66
Table # 13 Contribution of the technology to the learning 67
Table # 14 Contribution of the digital tools 68
Table # 15 Adaptation of the teachers 69
Table # 16 The music program for the teacher 70
Table # 17 Benefits of using digital programs 71
14
GRAPHIC INDEX
Graphic # 1 Influence of the motivation 57
Graphic # 2 Motivation developed by the teacher 58
Graphic # 3 Stimulation during the teaching 59
Graphic # 4 Dynamics for the motivation 60
Graphic # 5 The use of motivational tools 61
Graphic # 6 Capacity in the listening skills 62
Graphic # 7 Difficulties to discriminate the sounds 63
Graphic # 8 The use of appropriate exercises 64
Graphic # 9 Learning environment 65
Graphic # 10 Use of innovative strategies 66
Graphic # 11 Contribution of the technology to the learning 67
Graphic # 12 Contribution of the digital tools 68
Graphic # 13 Adaptation of the teachers 69
Graphic # 14 The music program for the teacher 70
Graphic # 15 Benefits of using digital programs 71
15
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN ESCUELA DE LENGUAS Y LINGÜÍSTICA
TEMA:. “Influence Of Motivation In The Development Of Listening
Comprehension On Students Of Tenth Grade Of The Unidad Educativa
Veinticuatro De Mayo School”.
PROPOSAL: “Design Of Interactive Music Program Based On Motivation To
Develop The Listening Skill”:
Researcher: Daniela de Jesus Kook Quiñonez
Project´s advisor: MSc. Manuel Aviles
ABSTRACT
Taking into account the importance of motivation and the use of new
technologies (ICTs) in teaching English as a foreign language, the objective of
this research was to design an interactive computerized program with the use of
English songs and listening activities, to improve consequently the respective
listening skill. In this way, the proposal was implemented with the thirty five
students of the tenth year, "A" course of the morning session, of the Unidad
Educativa Veinticuatro de Mayo School. These students were exposed to
activities in which the songs were the main part to develop them. For this, the
computer lab was used where each student had to pay attention to the videos
and to carry out the subsequent tasks in class, during five weeks and a half,
three days to the week. After the class time was over, students took a quizz to
determine progress in acquiring their Listening skill in English as a foreign
language. Subsequent to the implementation of the proposal, the results obtained
are presented, the conclusions and pedagogical implications.
KEYWORDS: Motivation, interactive program, listening activities, new
techonologies
16
CHAPTER I
REPOSITARIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TITULO Y SUBTITULO: TEMA:. “Influence Of Motivation In The Development Of Listening Comprehension On Students Of Tenth Grade Of The Unidad Educativa Veinticuatro De Mayo School”. PROPOSAL: “Design Of Interactive Music Program Based On Motivation To Develop The Listening Skill”:
AUTORDaniela de Jesus Kook Quiñonez REVISORES:MSc. Manuel Aviles
INSTITUCIÓN: UNIVERSIDAD DE
GUAYAQUIL
FACULTAD: FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y Linguistica
FECHA DE PUBLICACIÓN: 2015 N. DE PAGS:
“Influence Of Motivation In The Development Of Listening Comprehension On Students
Of Tenth Grade Of The Unidad Educativa Veinticuatro De Mayo School”
Design Of Interactive Music Program Based On Motivation To Develop The Listening
Skill”:
ABSTRACT: Taking into account the importance of motivation and the use of new technologies
(ICTs) in teaching English as a foreign language, the objective of this research was to design an
interactive computerized program with the use of English songs and listening activities, to improve
consequently the respective listening skill. In this way, the proposal was implemented with the
thirty five students of the tenth year, "A" course of the morning session, of the Unidad Educativa
Veinticuatro de Mayo School. These students were exposed to activities in which the songs were
the main part to develop them. For this, the computer lab was used where each student had to
pay attention to the videos and to carry out the subsequent tasks in class, during five weeks and a
half, three days to the week. After the class time was over, students took a quizz to determine
progress in acquiring their Listening skill in English as a foreign language. Subsequent to the
implementation of the proposal, the results obtained are presented, the conclusions and
pedagogical implications.
N. DE REGISTRO (en base de datos): N. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO URL (tesis en la web):
ADJUNTO PDF: SI NO
CONTACTO CON AUTORES/ES: Teléfono: E-mail:
CONTACTO EN LA INSTITUCION: Nombre: Escuela de lenguas y Linguistica,
Facultad de Filosofía, Ciencias de la Educación.
E-mail: [email protected]
X
17
THE PROBLEM
CONTEXT OF INVESTIGATION
This present investigation is carried out at Unidad Educativa
Veinticuatro de Mayo School. This institution is located on Esmeraldas
and Aguirre Street, on the commercial center, close to the financial
movement of the most representative and important avenue in Guayaquil,
9 de Octubre Street, which is characterized for offices and commercial
buildings everywhere. Therefore it is easy to infer or deduce this school
belongs to zone 8, district 3, circuit 4, parroquia 9 de Octubre.
The structure is a typical middle class house in the area, with three
floors. Children feel like at own home, because being not very big school,
they enjoy knowing each other, from the first to the last course. Its
construction is of reinforced concrete on the main street, Esmeraldas,
where a fluid urban traffic linking the south with the center of Guayaquil.
Outside, there are some outlets of spare parts for vehicles of all
kinds. The surrounding streets show an intense movement of people, cars,
buses, informal traders and hawkers. Inside, the school features fifteen
ventilated classrooms, a little playground, and a library. Also, the school
has a computer lab, where students receive computer classes.
.
It is important to distinguish the memorable name of the school,
because it represents a reason to pride for Ecuadorian people, and, of
course, for Guayaquil citizens, too: “Veinticuatro de Mayo”. This name
comes from its origin, since was founded on May 24th, 1960, in memorial
of Batalla Del Pichincha, that gives Ecuador the totally freedom of Spanish
power. The authorities of that time decided to emphasize this important
18
battle, so they resolute to put the full written name “Veinticuatro” instead of
using numbers.
This name was accepted immediately by parents of that time, who
trusted in teachers of this important and well-known institution to educate
students. Since then this school has as principal ideal the “freedom” word,
stood out in its daily activity for achieving this through the education to its
students. This ideal is put in practice every day, as a prime rule, according
with the teachers´ and headmaster's opinions, who have as their favorite
quote, one located on inner wall of backyard: "La educación os hará
libres" (The Education make you free).
It is worth empathizing that this remarkable date in our country is
celebrated with special enthusiasm here, since it is also the celebration of
its foundation as a public school. On this date, students and their parents
participate with teachers of a series of activities including traditional music,
food, dances, and plays with the main heroic characters of this libertarian
battle Simon Bolivar, Abdón Calderon, Antonio Jose de Sucre, José de
Antepara, among another ones.
This school has fifty-six years providing a good education to
students of Guayaquil, from first to tenth course of Basic Education, being
of a great help for parents who live or work on surroundings and belong to
a low economic level. In this context is important to highlight that a little
number of them is Ecuadorian indigenous and their parents everyday work
at nearby Public market. Also, it is worth stressing that, in general, all of
students have something in common: parents working around nearby
streets. In consequence, the school gives to them the calm of having their
children are safe and sound, while they work. As a result of this great help
to them, Unidad Educativa Veinticuatro de Mayo School has two shifts,
morning and evening; both sessions have twenty-seven teachers in total,
19
with approximately five hundred students. Its headmaster is the teacher
Ernesto Castillo and the English teacher, Silvina Pino, is the only one for
its both shifts.
Finally, to make this educational project the students chosen belong
at "Tenth A" of the morning session of the current school year.
CONFLICT SITUATION
Low development of listening comprehension in student of 10th BGE
at Unidad Educativa Veinticuatro de Mayo School, it is notorious the lack
of acquirement in this skill because of a deficient teaching-learning
process without the necessary concern about the development of each
student.
Students do not pay attention to English teacher due to they are not
motivated with right didactic resources. Computer laboratory is only
available for Computer classes, but it can be used for English classes, too.
Thus, the only resource to teacher consists in board, markers, an English
book and sometimes a radio-tape recorder, whereby English class could
seem a little boring to students, considering that nowadays Technology is
a fundamental part in the teenagers' life, every day and every moment.
This can be seen in the easy handling they have of it since they are born.
It is important to acknowledge, the generation of these teenagers is
called "Generation Z", also named as "Post-millennium", "IGen" and "Net
generation", which spans people born between the year 1995 and the
2010. This generation is characterized sometimes by the excessive use
to social interaction through social networks instead of the real contact,
face to face, e.g., which are a true challenge for many of them.
20
Consequently, they are experts handling online communities like
Facebook, Instagram, Twitter, WhatsApp, Snapchat and YouTube. Also,
they are very impatient, desiring immediate results in everything, with the
risk of getting bored very quickly. It is very comprehensible, because
Internet has always been there for them, and they take it for granted.
In such a context, nowadays teenagers and children are equally
very influenced by a visual society, where everything comes into the eyes,
where obviously our the sense of sight is fully exploited, without giving
importance to the rest of senses, specially the sense of hearing, which is
linked to the listening skill.
In consequence, it is not surprising that Unidad Educativa
Veinticuatro de Mayo School students do not pay attention to English
classes, because the teacher only has the board, English book and
markers to interact with them. Then they are easily distracted, talking with
each other and they even use open wireless Internet connection to browse
the Internet and listen to music or briefly socialize with another peers from
their respective cell phones.
Interestingly, all students of 10th BGE have cell phones with this
technology, even though their parents belong to the low and medium low
economic level. This might be because teenagers besides being
immersed in a visual society, living in a consumer society, where the use
of cell phone or the technology can be seen as a real need to be
recognized within her.
The teacher's reprimands only have partial effect, since they are
attentive for a few minutes, but then they become distracted. On the other
hand, due to new government regulations, the teacher cannot impose
21
punishment on students, and they know it, taking advantage to backslide
in the use of cell phone in class or being distracted. The teacher then must
appeal to patience and usually she tries to talk to their parents, but they
argue not to have time to deal with this problem, because of their
respective jobs and the current economical situation of our country.
Therefore, in summary, a considerable number of Unidad Educativa
Veinticuatro de Mayo School students do not know about the correct
English pronunciation of different words, so that it is frequent that they
cannot discriminate the different sounds or any oral expression of teachers
say, which do not make students be able to understand what they are
listening.
Furthermore, it is noticeable that students are not motivated in
English subject, because the behavior of the group is inappropriate for a
teacher to teach correctly. Thereby, students demonstrate their
dissatisfaction toward the contents, methodologies and resources that
teachers propose in order to teach the English language.
And clearly, without parents‟ help the academic development of
students has a worrying deficit: a low development in listening skills which
causes that students get bad grades and do not achieve the learning
required and as a result, students do not pass the exams, making they do
not overcome the deficiency.
Consequently, it is necessary that teacher uses her creativity and
patience to draw students´ attention with motivation and use of right
didactic resources. The computer lab could be used to interact with them
and make them to improve for themselves the listening skill, using an
interactive music program, with songs and listening activities.
22
The main goal is to make funny the English language for them, with
motivation by extra points, constant praises and games where they can
form working groups. Thus, with small contests, they strive to improve the
listening skill, including the singing learned songs.
SCIENTIFIC FACT
Deficiency of listening comprehension in students of 10th BGE at Unidad
Educativa Veinticuatro de Mayo School, zone 8, district 3, circuit 4,
Guayas province, Guayaquil city, parroquia 9 de Octubre, school year
2016 – 2017.
CAUSES
The necessity of didactic and interactive resources within the
educational institution lead to the low dynamism in the instruction
process, so many times keeping on a traditional education,
because of the educators and the low technical resources to adapt
them to the teaching.
Inappropriate pedagogical strategies by the teachers is continuous,
consequently, it exists an absence of willingness by the students to
participate in the instruction, due to it does not exist new things or
contents during the proposed activities in the classroom.
Inappropriate infrastructure, it leads to an uncomfortable
environment to learn, due to the fact that the number of students
and the physical conditions of the classrooms avoid developing the
training process.
23
The employed elements during the teaching do not adapt to the
necessity that each student presents, therefore, it exists great
differences in the academic development in the groups of students.
PROBLEM FORMULATION
How does motivation influence in the development of listening
comprehension in students of 10th BGE at Unidad Educativa Veinticuatro
de Mayo School, zone 8, school district 3, circuit 4, Guayas province,
Guayaquil city, parroquia 9 de Octubre, school year 2016 – 2017.?
OBJECTIVES OF INVESTIGATION
GENERAL OBJECTIVE
To analyze the influence of motivation in the development of listening
comprehension, through a bibliographical and statistical study to design an
interactive music program.
SPECIFIC OBJECTIVES
To determine the influence of the teachers work in the development
of motivation levels through a bibliographical and statistical study in
order to come up with new teaching strategies.
To identify the factors that affect the development of listening
comprehension in the students through bibliographical and
statistical study in order to come up with new teaching strategies.
24
To develop an interactive music program from gathered information
of surveys in order to improve the listening skill in students, through
listening of songs and exercises, like short questions, complete
sentences and fill in the blank spaces.
QUESTIONS OF THE INVESTIGATION
1. What is the importance that motivation has in teaching-learning
process?
2. What aspects influence in the development of students during
teaching process?
3. How does the teacher develop the listening skill during the teaching
process?
4. What didactic resources does the teacher apply during the teaching
process?
5. What indicators does the teacher use to assess the levels of
development in listening skills of students?
JUSTIFICATION
The continuous changes that come up during the twenty-first
century make that within the education be necessary to take actions that
allow maintaining the rate of change, therefore ICTs appear as necessary
tools in the teaching-learning process from initial school years to higher
education at university.
25
According to (Good Living Plan, 2013)
“The territories and digital cities are characterized by the use of the
technologies of the information and communication. Its principal
advantage expresses in a cleaner, preserved and predictable
environment; a cleaner, agile, and sure mobility scheme; a system of
electric power cleaner, efficient and decentralized; access to better
services of communication.”
Translated by Daniela.
It is important to implement new digital tools in teaching process because
in this way teachers give to students a better teaching-learning process
where students are going to be interested in learning a second language
and get an improved academic development at school, which also
provides them a better professional development.
Therefore, this research seeks to find out the factors that affect
the development of listening comprehension skill in students of 10th BGE,
taking into account that motivation influences directly on behavioral
aspects of students; consequently the present study will allow linking the
mechanisms to develop these variables appropriately in English learning.
Since all of information about the problem of listening skill that
affects this group of students is gathered, the proposal will be
implemented according to the necessities and will help teacher to impart a
better education instead of using traditional methodologies.
It is necessary to emphasize that this investigation is feasible
because it will provide teachers with a new strategy, which will encourage
26
students to improve their listening skills without applying traditional
methodologies and focusing on the meaningful learning of students.
CHAPTER II
THE THEORETICAL FRAMEWORK
Getting to know that an academic study requires of well selected material
to fulfill with the ideal writing, the theoretical or conceptual framework, takes the
27
research into a consistent theory and postures that aid the manufacture of any
investigation at the moment of emitting comments and other points views. Here
for the benefit of this work, it is important for the researchers herewith, inform the
importance of this item as a pre-reading study for establishing the relevance of
this chapter.
Childs (2010), mentions Smyth (2004) who describes the conceptual
framework as:
A tool to scaffold research and therefore, to assist a researcher to make
meaning of subsequent findings(…) also that it forms part of the agenda
for negotiation to be scrutinized and tested, reviewed and reformed as a
result of investigation. At any stage, therefore, a framework should only
be seen as a snapshot of a developing work, and as a means of
communicating the various elements of any analysis, not an attempt to
accurately portray the entirety of the field. (p.25).
The essentiality of the theoretical framework remarks literature with
consistent theories, which in company with definitions and proper reference;
demonstrate an understanding of theories specifically ideal for this investigation
paper.
The theoretical framework is not often something readily found in the
literature. One should do pertinent research studies and follow analytic models
that give relevance to the research problem you are investigating.
12
The selection of a theory should depend on its appropriateness, ease of
application, and explanatory power (Corvellec, 2013).
BACKGROUND OF THE INVESTIGATION
The information gotten for the realization of this chapter that has to do
with literature, concepts and specialized theories, will be taken from the internet,
academic researches from libraries, especially from the faculty of philosophy
itself and other works alike that have contributed with the proper information
according to the topic herein. While looking up information, we could appreciate
that lots of works have been done before referring to the dependent variable
(Listening) herein, as a predominant skill for learning a new language and
despite the similarity, our opinion will be original. This study work will have the
support of the authorities of the School of language, the Dean and the research
department. Also, it will follow the alignments of the APA sixth edition for the
respective inspection of the anti-plagiarism requirements. It will also count with
the recommended steps of the University of Guayaquil without any alteration of
the format for the elaboration of a project. Therefore, the present project is well
prepared for the benefit of the students of tenth year at Veinticuatro de Mayo
Public School.
In order to give a better reliance to the achievement of this work, this
project will have the support of theoretical, epistemological, sociological and
pedagogical psychological and legal foundations.
INDEPENDENT VARIABLE
THE MOTIVATION
13
When dealing with motivation, we are giving relevance to one of the most
ponderous stimuluous a person can give or have on his own. Motivation is the
core of any activity that enables to establish on a place or a position. When
learning or having an activity of aprehension of information, a good and well-
intentioned motivation is the relief for any teacher and glory for a student,
therefore it is convenient a teacher is prepared with extra activities as motivation
for taking advantage when teaching or handling with an English lesson at school.
For (Ball, 2014) “Motivation can be defined as forces acting either on or
within a person to initiate behavior. It is what gets you going (…) it is what
potentially makes you truly enjoy your job.” (p. 26)
Motivation is constant, never ending, fluctuating, and complex, and that it
is an almost universal characteristic of practically every organismic state
of affairs. While allowing for the effects of the environment on motivation,
Maslow drew a distinction between behavior theory and motivation theory,
arguing that “behavior is determined by several classes of determinants,
of which motivation is one and environmental forces are another”
(Maslow, p.7-11). Quoted by (Stirling, 2014) (p.4)
For Stirling (2014), motivation should always be in a class, it must
awakes behaviors during the process of teaching-learning ESL. So both students
and teachers create a motivational ambience as a forth-and-back communication.
Stirling pins down that for a good motivation is worthy, a good environment
should be present, with this, it is attributed to the experience a teacher has to
carry on a class. In fact, since the English language requires of much attention
and motivation, teachers must be attentive especially to those students do not
want to take part of it.
14
Stirling, (2014) mentions (Ryan and Deci, Intrinsic and Extrinsic
Motivations: Classic Definitions and New Directions), who recognized that
extrinsic motivation varies in the degree to which it is inclusive of autonomy, that
is, extrinsic motivations may be more or less internalized, thus, they conceived a
continuum of extrinsic motivation with categories of increasing autonomy:
amotivation, external regulation, introjection, identification, and integration
(Stirling,2014,p.8).
For (Brown, 2007), extrinsic motivation is the general desire or willingness
of someone to do something on your own with external rewards or compensation.
Extrinsically enthusiastic students, for instance, may detest routine
exercises, finding them uninteresting, with no interest within the subject, and will
always be in expectation for the teacher to reward them yet the potential for an
excellent grade will probably be enough to hold a student motivated to ensure
them to set on the effort to perform effectively on the activity.
External motivation is once you are stimulated by outside factors, rather
than the inner drivers of innate motivation. Extrinsic determination drives
you to accomplish things for real rewards or challenges, instead of the
enjoyment of it. Personal development cannot happen overnight but
improving your life is one way to reach your goals. Hope this article helps,
(redfieryheart, 2010,p.9)
IMPORTANCE OF MOTIVATION
Motivation does not only mean that a person will obtain satisfaction from
doing or finishing an activity. It implies that the satisfaction they assume from
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several external rewards will still be a motivator regardless if the job to be carried
out contains minimum interest.
Considering that motivation is everything that we receive or perceive from
other people or organizations, they must be reflexed on only one purpose that is
to stimulate the mood of people and young learners at school.
Curricula is only headed to build systematically processes of learning but
without taking into account what or which model of motivation students will
acquire, then it is important to dissuade authorities and programmers to pay
attention to extrinsic motivation to get more interest on behalf of the students,
especially those who are apart from learning and have behavior problems that
have incidence in poor performance.
Therefore, with a good motivation sustained at school, a learner can even
better his proficiency with parents at home, in fact a good motivator must exalt
the potential and abilities of a student for making of him a good son or citizen in
future.
ADVANTAGES OF TECHNOLOGY IN MOTIVATION
One advantage is the unlimited opportunities for motivating students in
accessing the language as well as the variety of texts, and genres available.
However, some drawbacks might be that they can also come across to sites not
graded according to their level, or that include inappropriate language or culture,
some information may be not reliable or written properly. Considering these
inconveniences, this study uses the best of the information in form of short
stories, dialogues, songs, and videos to enhance students‟ listening skills through
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the development of a didactic guide that observes the level of students as well as
their interests.
To take advantage of motivation, technology is a good pretext for getting
along with learning a new language, since young learners have fun in using
technology, the teacher in association with book providers that yearly present
new material that can be found in platforms created for modern students, must
harness this consideration as a well-prepared motivation for engaging the
students into ESL learning.
McPherson & Murray (2014) explain that “internet is the worldwide
network of computer networks that connects computer users who gain access
through an ISP (Internet Service Provider)…it is a hypertext-based system for
accessing a variety of resources on the internet.”
Little, Devitt, and Singleton (as cited in McPherson & Murray, 2014) have
found that students consider the information in the internet authentic,
engaging and more motivating than pedagogical texts. There are
advantages and disadvantages of letting students search the net by
themselves.
At present, in our country and with the attention of the municipal mayor,
people can access to technology from different places, meanwhile students
want to explore, check or review the content presented in English teaching
books, for what as a prize, they can do so for more practice outside in the
comfort of their houses, which is an advantage since they are being motivated to
rehearse and have contact with the language off the lessons themselves.
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(Klopfer, Osterweil, Groff and Haas, 2009) quote that technology can have
a reciprocal relationship with teaching. The emergence of new
technologies pushes educators to understanding and leveraging these
technologies for classroom use; at the same time, the on-the-ground
implementation of these technologies in the classroom can (and does)
directly impact how these technologies continue to take shape. (Kloper et
al., 2009,p.3)
As motivation, in institiutions that do not count with technology, young
learner easilly can be persuaded to take part in it. It is up to the teacher to
encourage students into technology as a motivation way to learn ESL.
Undoubtedly, without these recent technologies (i.e. digital games, Web
2.0, etc.) in the classroom, strong lessons can still be achieved, but
there‟s a sharp disconnect between the way students are taught in school
and the way the outside world approaches socialization, meaning-making,
and accomplishment. It is an advantage the power of these emerging
technologies for instructional gain. (Kloper et al., 2009,p.3)
According to Kloper et al. (2009), an English class must be surounded by
technology. In effect, students have much more fun with technology, this makes
them feel modernized, and together with the correct guidance, will make a
session class fruitful and full of joy.
MULTYMEDIA AND MOTIVATION
Multimedia refers to any computer-mediated software or interactive
application that integrates text, color, graphical images, animation, audio
sound, and full motion video in a single application. Multimedia learning
systems offer a potentially venue for improving student understanding
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about language. Teachers try to find the most effective way to create a
better foreign language teaching and learning environment through
multimedia technologies. (Gilakjani,2012) (p.1)
In a multimedia classroom, the teacher should take advantage of it for
example the use of artifacts that permit the facility of a session, such as
microphone, audio-visuals and others, would easily engage students into a new
way of learning. Since those artifacts promote attention, the studetns would also
like to make use of it, creating enthusiastic ambience at any time. Plus, with the
assitance of these resources, a teacher can reduce the necessity of speaking
aloud to the learners.
Another advantage to be taken into account as a reward, the teacher can
create facilities to stimulate students with music or songs that the students like
the most to relief tensions. “With songs teachers do not need to write the same
language points several times for the different classes, which will not only save a
lot of time in the class, but also release teachers from heavy labor”. (Gilakjani,
2012, p.57)
DISADVANTAGE OF MOTIVATION
(Lepper, Greene, and Nisbett, 1973) found that rewarding children with
extrinsic rewards can actually reduce their intrinsic interest in something.
The researchers observed preschool children drawing. They then
randomly selected some of the children and asked them to draw some
more, promising rewards for the best participants. The rest of the children
just drew pictures, without the promise of a reward. (p. 43)
Two weeks later, the drawing behavior of the children was observed and
the researchers found that those who had been rewarded before drew less, but
those who had never been rewarded still drew at the same rate. Hence, the
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rewards had reduced the children's interest in something that they had previously
enjoyed. (Deci, 2014)
One of the disadvantage of extrinsic motivation is that students get used
to always expect compensation for doing something in class, they get
accustomed to such practice of expecting something in return just for being
present in class. This type of attitude is not one of the most desirable types of
behavior expected from the average student. This is the reason why motivation is
important to maintain a class cheering, extrinsic motivation is acceptable when
there is a control that is the reason not to fall into a routine of even motivation.
The same motivation would cause a disappointment from students, the teacher
that does not prepare the ideal motivation for activities, can be causative of
boredom as well.
INDICATORS OF MOTIVATION
Indicators or key performance indicators are the ones that students will be
able to perform at the end of the unit or at the end of using the interactive
music program. They are the actions that give evidence of the
accomplishments of the objective.
(The new curriculum guidelines EFL, 2014) (p. 27)
External rewards
For (Cherry, 2016) “Extrinsic motivation refers to behavior that is driven by
external rewards such as money, fame, grades, and praise. This type of
motivation arises from outside the individual, as opposed to intrinsic motivation,
which originates inside of the individual.” (p.19)
This is the essence which rises as an objective to pursuit or accomplish a
common purpose. It designs itself as the key motivation for accomplishment of
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any topic or event. There are many ways in which extrinsic motivation can be
applied in order to reach certain aims and objectives. It all depends on the
listening activity and the objective, whether is to listen to certain key words,
specific information or a combination of tasks.
Internet
(Merriam, 2016) “It is an electronic communications network that connects
computer networks and organizational computer facilities around the world.”
The internet, just like any other type of didactic material, is nothing but a
tool in which it can relate to do the same types of activities in a compilation or
sets. Listening activities are limitless through this mean of communication and
modern technology. The types of listening activities and the objectives provided
can be endless with the internet in the classroom whether extrinsic or not.
Songs
(Merriam, 2016) “A short piece of music with words that are sung, the act
of singing, a series of musical sounds that are produced by a bird or an animal
(such as a whale).”
Songs are very motivational tool in listening tasks. They not only provide
practice to improve the listening skills, but they are also a source of information,
intonation, pitch, stress, accent and pronunciation for students could adapt their
listening and speaking patterns as well. The variety of extrinsic exercise can be a
vast and wide range of tasks that student can find challenging. Fill in the gaps,
vocabulary meaning with matching exercises, unscrambling words or even
sentences are just a few types of exercises that can apply in a song activity
worksheet to improve the listening skill in students.
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Interactive activities
(Merriam, 2016) “They are controlled by or connected to another
computer or to a network, while so connected or under computer control, in or
into operation or existence.”
Interactive activities are just a few type of extrinsic sources that can help
construct more innovating tasks for students to develop listening and speaking
skills at once. Integrated activities are also a task that students should be
accustomed to.
Digital games
(Kolko, 2016) “A digital game is an interactive program for one or more
players, meant to provide entertainment at the least, and quite possibly more.”
Digital games can be full of plenty of information that develop listening
skills as tasks in which students follow instructions in order to get to the next level
of the game, listening to the stages of the course of the game, inferring
information and deciphering data as well. These are some of the activities that
students engage for listening comprehension and the other skills involved.
Microphone
(Merriam, 2016) “A device into which people speak or sing in order to
record their voices or to make them sound louder.”
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Microphones are a symbol that represent the one who is speaking,
singing or giving a speech. It amplifies the voice of the person that holds it. It puts
the person using the microphone in the spotlight.
Audio-visuals
(Merriam, 2016) “They are designed to aid in learning or teaching by
making use of both hearing and sight, of or relating to both hearing and sight.”
Audio visual aids are helpful tools that allow students to synthesize and connect
information through pictures and words.
Rewards as compensations-
For (Merriam, 2016):
Compensation (also known as Total Rewards) can be defined as all of the
rewards earned by employees in return for their labor. This includes:
Direct financial compensation consisting of pay received in the form of
wages, salaries, bonuses and commissions provided at regular and
consistent intervals. (p.82)
The compensations are the knowledge and skill management the
students will accomplish from such activities and participation of the listening
tasks to develop and improve listening skills.
Rewards can be classified as the praising or extra points students get from
teachers every time they answer questions correctly or complete a task
accordingly.
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Control in motivation
(Edward Deci, 2009) “Control in motivation involves doing a task with a
sense of pressure, demand, or coercion. It comprises two subtypes of extrinsic
motivation that have not been well internalized.”
The purpose to pressure students into completing tasks is to get them
used to the type of stress factor students from other language all face. The
Common European Framework Report applies this type of time stress on the
exams, which classify the students‟ proficiency level of the English language.
Getting students used to this type of stress will not only train students to work
under pressure, but it will also give them the ability to perform well in completing
such tasks.
LISTENING
Listening is a psychological phenomenon, which takes place on a
cognitive level inside people‟s heads, and a social phenomenon, which
develops interactively between people and the environment surrounding
them. It is considered listening as a complex process, which needs to be
understood in order to teach it, and subsequently, evaluate it before
integrating it with phonological aspects and with the skill of speaking.
(Bueno, Madrid and McLaren, 2006) (p. 282), as cited by (Segura, 2011,
p.11)
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The activity of listening corresponds to a variety of events that takes place
in the brain whether it is complex or not, it is so realistic that happens all the time.
In a modern life where issues are at hand in different ways, we could easily say
that the whole world has become listeners, departing from in-house to the many
kind of listening activities that daily take place in our surroundings such as music,
news, technology and so on. For that reason, teachers should take advantage of
the many facilities the listening offers for integrating, maneuvering or dedicating
time to the listening teaching.
Consequently, (Brown, 2006) quotes that listening is a complex activity,
and we can help students comprehend what they hear by activating their prior
knowledge. Assuming (Brown, 2006) for a good listening activity, the facilitator
(the teacher) must understand that teaching listening requires many factors like
previous knowledge that represent a background before introducing the listening
process into a ESL learner.
(Harmer, 2011) on the other hand coins that listening is the way we pay
close attention to hear sounds, words and phrases in order to convey meaning,
the blocks of information that give meaning in their own way. Referring to this,
(Brinton, et al., 2014) quote that active listeners use a variety of skills and
strategies to handle their processes according to their immediate objectives of
communication.
As far as this paper takes shape, it can be said that listening is an interactive skill,
as it is an active process. This interaction can be between the listener and
emitter.
STAGES OF LISTENING
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For (Brown, 2006) teachers can help ease the difficulty to listening by
training students in different types of listening.
Listening can be divided into four basic stages Inactive, Selective, Active and
Reflective.
• Inactive listening.
Being physically, but not mentally, part of a conversation. This kind of
listening deals with the participation the leaner involves the attention to a
conversation or not interest aim. This can be used in the classroom as a way to
distract or call the attention to the students when doing extra activities.
• Selective listening.
Hearing what you want or expect, not what is actually said. It is important
to let students listen what they want effectively as a reward to a work they have
fulfilled successfully. As a motivation and to honor this work that is seen in the
theory of the independent variable that deals with the extrinsic motivation, the
selective listening should not only be taken as the purpose of working with but, as
a reward too.
• Active listening.
Hearing and absorbing the content of a message. The active listening
herewith, has to do with the attention that is paid to the respective aim, object of
the exercise. The teacher can ask the students to listen specific patterns from a
conversation or an audio just as an exercise or for taking advantage of minimal
sounds and so tune up the hearing.
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• Reflective listening.
Actively listening while also considering context. This stage enables to
listen and at the same time do the activity as a reinforcement of the study.
Retrieved from (Learning through Listening, n/d, p.3)
IMPORTANCE OF LISTENING
In the past, people used to refer to listening and reading as „passive‟
language skills. However, effective listening and reading require active
attention, not passive reception. So one way to increase your listening
skills is to make conscious use of the context in which you are listening,
and not just the words the speaker is saying. The context provides a wide
range of additional information. Some is available to the ear (in the form of
background noise, voice quality, accent, and so on), and some to the eye
(for example, the speaker's facial expression and gestures, and actions in
the background). (Lynch & Anderson, 2012, p.2-3)
Listening has many objectives, starting from the necessity of decoding
speeches, event that happens when inferring while listening. Listening is
important since with this decoding of essential information, a listener can make
conclusions and convey this information if necessary, therefore the exercise of
listening is a mental process that requires closed attention.
As a means of instruction, it makes learners able to acquaint themselves
with the new language and speech decoding. It also helps to develop habits and
skills when teachers and students communicate.
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(Harmer, 2011) refers that motivation in listening activities enhances
learners‟ pronunciation. Learners can easily and sooner get acquainted with pitch
and intonation, two of the phases of the listening skill. In fact listening permits to
tune other senses that normally cannot be assumed but indifferent. The teacher
should motivate students within the listening skill, every time so they can afford
the facility of understanding anything at different stages.
The ability of listening is that of being able to understand what is being
said, the essential of this skill is that make of a person a good communicator that
can be an emitter and a receptor with total power of inference.
One of the most important skills required from anyone who wants to be an
excellent communicator is that of being able to listen effectively. However,
there are many people who seem to lack this powerful and vital resource
which results in a less than perfect communication. (Lee, 2002) (p.5)
(Wilson, 2008) remarks that “the things listeners do – pick up acoustic
signals, re-imagine them into words, turn the words into meaningful sentences
into propositions using linguistic and non-linguistic context – are bewilderingly
complex cognitive process.”
By assuming (Wilson, 2008) listening is a difficult ability for students to
comprehend since the many strains are always at hand in order to interact with it.
Word intonation, word stress, phonetics, vowel sounds and others are faced by
students of ESL, factors that keep that difficulty present in most of today‟s English
classrooms at public school and outside too.
For talking, it is required to hear and understand the emitter. Listening is
that important so there could be clear and sound communication among people.
It is also a known fact that acquiring all of the language skills, Reading, Listening,
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Speaking and Writing is something that takes time to be potential.
In fact, of the four skills listening might be the least understood, thus,
making it one of the most important skills to learn so language acquisition
could take place in students or anyone learning a language, including their
native tongue. In the natural approach, students are required to listen for
about two years before they start uttering their first words (Brinton et al.,
2014) (p.26).
What are the listening deficiencies?
Recognize helpful clues in what people say in conversation that will help
you to identify the general topic of a conversation, and then to see if your guess
at the topic is confirmed by what you hear subsequently. Be prepared to change
your mind, if you find that what you then hear does not match your first guess at
what the topic is.
Flexibility of this sort is an essential skill in listening. Research has shown
that we are more tolerant of uncertainty in our own language than in another
language (Kasper 1984). We make an initial guess at what a conversation is
about, then listen for more information to confirm or disconfirm that guess, and
change our interpretation if we need to. When listening to a foreign language, we
are more likely to keep to our original guess at the conversation topic than in our
own language, even when we realize that some later information seems to
conflict with it. (Lynch & Anderson, 2012) (p.5)
Listening is the skill in which all non-English people have problems with.
When English, just like any other language, is not the person‟s native language,
there will always be deficiencies that the person will not be able to overcome
unless real professional training takes place. This also addresses people that are
teachers yet they face problems with listening of their own. The best way to have
educators get rid of such problem is by encouraging them to improve their
listening as well in order to become better instructors in the language.
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STRATEGIES OF LISTENING
As any other activity, listening as a skill, needs of techniques to properly
be dealt with. The necessary strategies that are the most common might be
useful for the purpose of this paper work to be a guide for further researchers.
The Top-down and the Bottom-up are essential techniques used for eliciting
performance from students in an English class.
Top-down and Bottom-up are essential and innate since information in
fact are processed simultaneously when interacting with people at any time. The
previous knowledge is a part of learning in the cognitive of a language
processing.
Top-down strategies are listener based. The listener taps into background
knowledge of the topic, the situation or context, the type of text, and the
language. This background knowledge activates a set of expectations that
help the listener to interpret what is heard and anticipate what will come
next. Top-down strategies include, listening for the main idea, predicting,
drawing inferences and summarizing. (Tyagi, 2013) (p.3)
Assuming (Tyagi, 2013) the top-down technique should be taken into
account by the teacher for letting the students get acquainted of prior information
for them can make a good listening exercise after an explanation. Too, the
teacher should show the students how to master this technique by giving them
hints or tips of how to grasp basic information before going to the listening
exercise.
Bottom-up strategies are text based; the listener relies on the language in
the message, that is, the combination of sounds, words, and grammar that
creates meaning. Bottom-up strategies include, listening for specific
details, recognizing cognates, recognizing word-order patterns. (Tyagi,
2013) (p.3)
For (Tyagi, 2013) the bottom-up process stands for the appreciation of the
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information that is at hand like sounds, informal messages, images, songs, that at
first gives you a hint for what it is intended to mean, for then incorporate them to
our understanding. This process of getting information before going to the
listening activity is what makes the students be prepared for it.
This process of the listening comprehension requires of these two stages
simultaneously. The bottom-up starts with an external source that corresponds
with the received message, so listener decodes in a lineal way the sounds, from
the smallest to the most complex, understanding each phoneme to shape words,
sentences, and with these to develop a paragraph and finally a text. Namely,
listener constructs meaning through individual small pieces. By contrast, the
external source of the top down has as its main goal to promote the listener to
reconstruct the meaning of received message, regarding the context and his prior
knowledge of this foreign language, predicting the content and structure by
getting a general idea of the message.
(Harmer, 2011) includes six principles that teachers should observe when
dealing with listening:
- Encourage students to listen as much as possible outside the classroom.
Students can listen to different kinds of songs, or the ones they prefer,
besides they can watch videos.
- Once may not be enough. This means students should listen at least
twice, and if there are more exposures the better for the class. If the task
is difficult to students, the teacher can repeat as many times as needed
so students get the correct answer. The teacher can also provid multiple
choice answers to lessen the difficulty of the task. Finally, teachers can
pause where the answer is in order to students to focus on the correct
response. Besides, teachers can include some pre-listening tasks to
prepare students for what they are going to be exposed to. The recording
can be split into different chunks to motivate better comprehension.
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- Encourage students to respond to the content of a listening, not just to the
language. Some comprehension questions can be set, and other skills
like inferring, and critical thinking.
- Different listening stages demand different listening tasks. The process or
sequence can be from general to specific, as described in a top-down
approach.
- Good teachers exploit listening texts to the full. Teachers can develop
several activities to optimize the recording. Students hardly ever listen to
English outside the class, thus, teachers can take advantage of this
source of input. Facilitators can reinforce skills. (Thornbury, 2006) asserts
that “listening skills are cross language, that means they are transferable
among the languages students learn.”
TYPES OF LISTENING
The following quotes refer to the different types of listening that for our
purpose, it will be pointed just the most relevant to take advantage of the best
suggestions when dealing with the exercise of listening.
The Active listening demonstrates interest and encourages continued
speaking. Attentive listening obviously and carefully, showing attention.
Biased listening person hears only what they want to listen.
Comprehension listening seeking meaning (but little more). Critical
listening in order to evaluate, criticize or otherwise pass judgment on what
someone else says. Discriminative listening concentrate for something
specific but nothing else (e.g. a baby crying)(…) Reflective listening
reflecting back to the other person what they have said. (…) (Tyagi, 2013)
(p. 4-5)
Active listening
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It has to do with the pre-disposition a learner has when doing the exercise
of listening, this is referred when a conversation is in action and requires direct
attention so replies can be emitted during the interaction.
Attentive Listening
It refers to the attention of what something or somebody is emitting, in
here it is important that no distraction is close so the attention can be succeeded.
Bias Listening
The Bias listening is oriented to the fond of what a person prefers the
most to listen. This type should be used as a strategy by the teacher to know in
advance what they are most fond of and take advantage of it as a score to win
confidence.
Comprehension Listening
More than just follow concerns, this type is adjusted to get to know more
than it. Details, specific clues, pronunciation and so on, that permit to establish
another position of what it is being listened.
Critical Listening
Refers to the position of making clarifications, criticism and adjustments
for any purpose.
Discriminative Listening
One can be listening or paying attention but in the distance you hear
something that is not what you are expecting to, then you discriminate your
attention to the far for getting to know what it is
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Reflective Listening
Within the reflective listening, a learner can make inferences and beyond.
This is the way for doing the listening comprehension exercise in class, that
permit the students create their own conclusions.
PHILOSOPHICAL FOUNDATION
What is the teaching of philosophy if not the teaching of freedom and
critical reasoning? Philosophy actually implies exercising freedom in and
through reflection because it is a matter of making rational judgments and
not just expressing opinions, because it is a matter not just of knowing,
but of understanding the meaning and the principles of knowing, because
it is a matter of developing a critical mind, rampart par excellence against
all forms of doctrinaire passion. (Unesco,2007, p.9)
Many things have come up, when dealing with philosophy, new
methodologies, techniques, studies, that are tied with the free thinking. But then
again, why this knowledge cannot be acquired correctly in the different stages of
education? Why are subjects a nightmare for students? Why do we have to force
some people to learn? Who is to blame?
If it could be seen what they really like or hate in their early life, we would
know or look for a way on how to present subjects to them. That is why teachers
have to observe what is happening in their lessons. If they loved wisdom since
they are kids, they would have no limits in their motivation implied and learning
the language. It is still possible, at homes and classrooms to find some wisdom. It
is still possible to correct our mistakes, to learn again and better.
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The reason why to get learners involved in education, is perhaps the
necessity of being free to think about the gathering of knowledge. If would be a
good thing to make children be interested in knowledge so they can feel free to
choose the best for them. In this way, Marzano, (2011) manifests that parents
should involve students into high performance. That is why teachers need to be
observers of how a session class is running to get to know the best way to deal
with each student.
Within this idea, the students should be able to understand the concepts
that involve axiology and its philosophical study of value, by enabling the
students of 10th BGE at Unidad Educativa Veinticuatro de Mayo School, to show
the value of meaningful learning and the good part of speaking and understand
another language.
PEDAGOGICAL FOUNDATION
Pedagogy is “the understanding of how learning takes place and the
philosophy and practice that support that understanding of learning”.
Curriculum (the content of learning) and pedagogy (how learning
happens) in early years settings are shaped by views about children, the
role of educators and families, and relationships among them.
(Ontario,2014) (p.5)
The role of pedagogy remarks a clear importance in learning a new
language, departing from the application and the accommodation of curriculum to
the pedagogy per-se.
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With a well-organized class, where strategies, concerns and techniques
are put together, no learning can be a mess. The rest or the other part of the
process is solved by the children in fact.
(Ontario, 2014) refers to children and learners that they are the ones
purpose of any study when dealing with education, since education for
them, is immersed in curiosity, capability and potentiality.
It literally indicates, Children are competent, capable of complex thinking,
curious, and rich in potential. They grow up in families with diverse social,
cultural, and linguistic perspectives. Every child should feel that he or she
belongs, is a valuable contributor to his or her surroundings, and deserves the
opportunity to succeed. When we recognize children as capable and curious, we
are more likely to deliver programs and services that value and build on their
strengths and abilities. (Ontario,2014,p.7)
On the other hand, the phenomenon of education does not only depend
on receiving education but on granting it, a situation that for teachers or
educators is everlasting. Ontario,(2015) remarks that,
Educators are lifelong learners. They take responsibility for their own
learning and make decisions about ways to integrate knowledge from
theory, research, their own experience, and their understanding of the
individual children and families they work with. Every educator should feel
he or she belongs, is a valuable contributor, and deserves the opportunity
to engage in meaningful work. (Ontario,2014,p.7)
Learning experiences that prepare students to respond or comprehend
authentic and meaningful ESL process, are easily taken by constructivism, that
36
utilizes different methods, and adapt different assumptions about the nature of
knowing and understanding
Constructivism sees learning as a dynamic and social process in which
learners actively construct meaning from their experiences in connection with
their prior understandings and the social setting. In relation with constructivism,
one important new trend is the education based on technology which is the
effective use of technological tools in learning. As a concept, it concerns an array
of tools, such as media, machines and networking hardware, as well as
considering underlying theoretical perspectives for their effective application.
On the other hand, extrinsic motivators can often distract students from
learning the subject at hand. It can be challenging to devise appropriate rewards
and punishments for student behaviors. Often, one needs to escalate the
rewards and punishments over time to maintain a certain effect level. Also,
extrinsic motivators typically do not work over the long term. Once the rewards or
punishments are removed, students lose their motivation, (Winter M., 2002)
PSYCHOLOGICAL FOUNDATION
All consciousness of facts and phenomena of experiences are based
upon the operation of the nervous system particularly the brain. Then
follows an abstract analysis of the mental structures that are operating.
(Wundt & Titchener). Mental process should be regarded as functions or
operations of the organism in its adaptation to and modification of the
environment. (James) as cited by (Gallardo,2014, p.n/d)
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Psychology in education plays an important role in the learning of the
English language, it is the best way to take advantage the teaching-learning
process. Teachers at 10th BGE at Veinticuatro de Mayo School, must not only be
prepared for giving facilities but also be in concern of what and how to get along
with education. Yet education is not only teaching, but an interactive process of
letting go and receiving, where inside these two extremes, occurs the processing
of dealing with information that in concordance of mental situations, an optimal
apprehension of information which with the appropriate techniques, the English
learning can be always a success.
However, teacher not always reach to develop in their students a correct
understanding because they do not know how the mental structures work, so
that, the students do not get a meaningful learning because of the low quality of
teaching they receive. Within this foundation, it can be added the behavioral
aspect influenced by the motivation, because this behavior is considered a
scientific condition, it means that the psychological sciences will determine the
levels of complexity that be presented in the instruction process, therefore, it will
be possible to reach a better improvement of the listening skills.
Taking into account this educational point of view, the fact of
understanding the transformation that all contents have within the learning
processes, there will be some tool that teachers can employ at the moment of
teaching.
To recognize the clear and meaningful ideas of the contents
taught.
To comprehend the obstacles presented during the teaching
– learning process.
38
To establish the teaching process in a didactic and dynamic
way in order to become students the main actors in the
instruction process.
To develop a comfortable environment promoting an
appropriate listening skills development in the classroom.
To give students some interactive tools to encourage them
to learn by playing.
To make students feel motivated through the application of
new dynamics during the teaching – learning process.
SOCIOLOGICAL FOUNDATION
Being that this is study made by students of the Language and Linguistics
in English, this foundation will be based on “sociolinguistics” as explained by
(Thornbury, 2011) who assorts that:
“Sociolinguistics studies the way language and society are interrelated,
and in particular the way different social contexts influence language use
and the impetus it gave to the development of the communicative
approach. Sociolinguistic descriptions of how language is used in different
communities prompted scholars to re-think the goals of second language
teaching and to describe these in functional rather than structural terms.”
(Thornbury, 2011, p.8)
39
The sociology of education is a core field within the discipline of sociology;
however, it is also considered a part of the discipline of education. This dual
existence is one of the unusual characteristics of the sociology of education, and
some say that one source of tension is the difference between those who see the
sociology of education as a pure science and those who see it as an applied field
of study. Within sociology, the sociology of education overlaps with many other
subfields, such as social stratification, race and ethnicity, and religion. Because of
the broad range of topics within the sociology of education, there is hardly a
subfield in sociology in which it does not have something to contribute. (Saha,
2011, p.299)
Education does not only have to take place in a classroom but in every
part whatever physical or mental. The students at 10th BGE at Veinticuatro de
Mayo School need to be paid attention in their bias also, since it is well
connected to the surroundings and the environment where they establish their
social lives.
LEGAL FOUNDATION
Education is a right in Ecuador as stated in the constitution and other
legal documents. It is a must especially for children and teenagers. There are
many activities the authorities have developed to raise the level in all premises
beginning from elementary school to universities. There are scholarships for
teachers to study their masters or doctorates programs abroad. In the case of
English there is a program called “Go Teacher”. English teachers register, take
tests and if they are eligible, they are given the opportunity to go to study English
and methodology in an English speaking country. In return, they have to work for
the government for two years in an assigned school, high school or university.
40
In this regard, authorities in their efforts to improve English teaching
practices gave the TOEFL ibt test for free to public teachers. However, in an
interview shown in a public channel, provided by the Minister of Education he
reported that less than the 2% of the teachers passes the exams or got a B2
level. Training sessions followed but the problem is still there. If teachers have
not got the required level (B2) for high school, students will not reach their
expected level either (B1).
Authorities expect teachers to observe the documents provide in their
website to plan their classes, to use the assigned book, and to assess
accordingly. They have used the Common European Framework (CEF) as
national standards, as well as principles of Communicative Language Teaching
(CLT) as the approach to be applied in the lessons.
The present Ecuadorian constitution, chapter 2, the right to the Good
Living Act, section fifth, recognizes the right of Education as an in alienated right
to its citizens, Article 26. Children have the right to education, the right to equal
opportunity, no discrimination and immune from any other deficiencies,
guaranteeing quality and the best type of welfare.
The legal foundation backs up the Good Living Act offering a better way
of life to the Ecuadorian citizen, with the equal right to the proper education,
without any constrictions, obstacles, or conditions to the right of bearing such
privileges and entitlements.
The Ecuadorian government supports this act to the utmost respect of the
law and it lies all its responsibilities upon such act, guaranteeing the right to
pursuit equality and sovereign as a whole.
41
This interactive music program is developed observing the legal
documents. It also try to enhance the repertoire of students vocabulary by
including extensive material available in the web and that teachers can recycle to
teach their lessons, bringing interest, enthusiasm, and laughter to their lessons,
creating positive learning atmospheres as suggested by Marzano (2003) to help
students improve their academic performance in learning English as a Foreign
Language (EFL)
42
Variables
CONCEPTS
DIMENSION
INDICATORS
Independent
Motivation
IMPORTANCE
ADVANTAGES OF
TECHNOLOGY IN
MOTIVATION
MULTYMEDIA AND
MOTIVATION
DISADVANTAGE OF
EXTRINSIC MOTIVATION
External rewards
Curricula
Internet
Songs
Interactive activities
Digital games
Microphone
Audio-visuals
Songs
Rewards as
compensation
Control in motivation
Dependent
Listening comprehension
DEFINING
STAGES OF
LISTENING
Inactive
43
SOURCE: STUDENTS FROM 10TH
BGE AT VEINTICUATRO DE MAYO SCHOOL
AUTHOR: KOOK QUIÑONEZ DANIELA DE JESUS
IMPORTANCE
STRATEGIES OF
LISTENING
TYPES OF LISTENING
Selective
Active
Reflective
Use of the context
Decoding speeches
Pitch and intonation
Top-down
Bottom-up
Active listening
Attentive Listening
Bias Listening
Comprehension
Listening
Critical Listening
Discriminative
Listening
Reflective Listening
44
LINK RESOURCES
1. Learners‟ Experience of Presence in Virtual Worlds by Mark Childs
University of Warwick, Institute of Education November 2010. Pg 25
http://www2.warwick.ac.uk/alumni/services/eportfolios/edrfap/childs
_thesis_presence.pdf
2. A summary of motivation theories by Benjamin Ball
http://www.yourcoach.be/blog/wp-content/uploads/2012/03/A-
summary-of-motivation-theories1.pdf
3. MOTIVATION IN EDUCATION (Article by Diana Stirling, Associate
Researcher, Learning Development Institute), 2014
http://www.learndev.org/dl/Stirling_MotEdu.pdf
4. Using the technology of today, in the classroom today
Eric Klopfer, Scot Osterweil, Jennifer Groff, Jason Haas using the technology of
today, in the classroom today an Education Arcade paper.pag.3
http://education.mit.edu/wpcontent/uploads/2015/01/GamesSimsSocNets_EdArc
ade.pdf
45
5. I.J.Modern Education and Computer Science, 2012, 4, 57-66
Published Online May 2012 in MECS (http://www.mecs-press.org/)
The Significant Role of Multimedia in Motivating EFL Learners‟ Interest in English
Language Learning.
Abbas Pourhosein Gilakjani
6. The importance of teaching listening and speaking skills 2011, Segura
Alonso, Rocío
https://www.ucm.es/data/cont/docs/119-2015-03-17-
12.RocioSeguraAlonso2013.pdf
7. (Learning through Listening,n/d,p.3) http://www3.onf.ca/sg/100745.pdf
8. Effective English Learning ELTC self-study materials Tony Lynch
and Kenneth Anderson, English Language Teaching Centre,
University of Edinburgh 2012 pag. 1,2
http://www.ed.ac.uk/files/imports/fileManager/UNIT_2_Listening.pdpg
9. Teaching Listening
Steven Brown………..Cambridge University Press 2006
file:///C:/Users/Eduardo/Downloads/Brown-Teaching-Listening%20(1).pdf
46
10. “Listening : An Important Skill and Its Various Aspects” Babita Tyagi De
(2013) pgs 4 - 5
http://www.the-criterion.com/V4/n1/Babita.pdf
11. PHILOSOPHY A SCHOOL OF FREEDOM 2007, pag 9
http://unesdoc.unesco.org/images/0015/001541/154173e.pdf
12. How Does Learning Happen? Ontario‟s Pedagogy …2014 for the Early
Years Pag. 5-6-7
http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf
13. Psychological Foundations of Education2014, n/d
http://es.slideshare.net/rhamylle13/psychological-foundations-of-education-
complete
Rami Gallardo L.
14. Sociology of Education (Lawrence J. Saha) 2011. pag 299
http://sociologia.davidjustino.com/wp-
content/uploads/2014/02/sociology_education_theories.pdf
BIBLIOGRAFÍAS
PHILOSOPHY A SCHOOL OF FREEDOM. (2007). http://unesdoc.unesco.org/images/0015/001541/154173e.pdf.
How Does Learning Happen- Ontario’s Pedagogy. (2014). http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf.
The new curriculum guidelines EFL. (2014). Retrieved from www.collaborativelearning.com (task based learning
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anderson, t. l. (2012). effective english learning ELTC self study materials. university of edinburgh .
Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. Ball, B. (n.d.). A summary of motivation theories . Retrieved from
http://www.yourcoach.be/blog/wp-content/uploads/2012/03/A-summary-of-motivation-theories1.pdf
Brown, L. V. (2007). What Are Extrinsic Motivation and Rewards? . Retrieved from Psychology of motivation. New York: Nova Publishers. : https://www.google.com.ec/#safe=active&q=extrinsic+motivation
brown, s. (2006). Teaching Listening . : cambrige university press. Cherry, K. (2016, June 21). Extrinsic Rewards. Retrieved from
https://www.verywell.com/what-is-extrinsic-motivation-2795164 Childs, M. (2010). Learners’ Experience of Presence in Virtual Worlds. University
of warwick : institute of education . Corvellec, H. (2013). College of Education. Alabama State University; What is
Theory?: Answers from the Social and Cultural Sciences. Stockholm: Copenhagen Business School Press. Retrieved from http://libguides.usc.edu/writingguide/theoreticalframework
Creswel, j. w. (2013). Qualitative and Inquiry, Research Desing 3 rd Ed. . London : Lauren Habib.
Deci. (2014). Retrieved from http://webshare.northseattle.edu/fam180/topics/praise-rewards/problems.htm
Edward Deci, R. R. (2009, December 23). Self-Determination Theory of Motivation. Retrieved from http://www.education.com/reference/article/self-determination-theory-of-motivation/
erick klopfer, s. o. (2015, febrero). using technology of today. Retrieved from in the classroom todat an education arcade paper: http://education.mit.edu/wp-content/uploads/2015/01/GamesSimsSocNets_EdArcade.pdf
gallardo, r. (2014). psychological foundation of education. http://es.slideshare.net/rhamylle13/psychological-foundations-of-education-complete.
Gilakjani, A. P. (2012, May). The significant role of music in motivating EFL learners. Retrieved from http://search.proquest.com/openview/c6d36820ce06bdd628149ea3d3b35afc/1?pq-origsite=gscholar
gilakjani, a. p. (2012, may). the significant role of ultimedia in motivating EFL learners' interest in english language. Retrieved from I.J.Modern Education and Computer Science Published Online : http://www.mecs-press.org/
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Harmer. (2011). Listening and Speaking skills. Retrieved from http://www.listeningandspeakingskills.edu
Harmer, J. (2001). Practice of english Language Teaching Third Edition. New York: Longman.
J., S. L. (2011). Sociology of Education. http://sociologia.davidjustino.com/wp-content/uploads/2014/02/sociology_education_theories.pdf.
Klippel, F. (1985). Keep talking . New York: Cambridge. Kolko, B. (2016). Digital games. Retrieved from
http://faculty.washington.edu/bkolko/games/definitions.shtml Kothari, C. (1190). Research Methodology. India: New Age International. Lee, I. B. (2002). Ianbrownlee. Retrieved from
https://ianbrownlee.wordpress.com/2013/04/08/the-8-principal-problems-of-effective-listening/
Listening, L. t. (n.d.). Merriam. (2016). Merriam-Webster. Retrieved from http://www.merriam-
webster.com/dictionary/Internet Nilson, •. (2003). Teaching At Its Best: A Research-Based Resource for College
Instructors. 2nd edition, Anker Publishing. Ozer, O. (2004, October). Fountain- magazine . Retrieved from Education :
http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piaget-and-Vygotsky
Perkins. (1986). In Perkins. Salomon. Raptou, V. (2001). U s i n g I n f o r m a t i o n G a p A c t i v i t i e s. The Canadian
Association of Second Languages Teachers, paragraph 2. redfieryheart. (2010, December 30). Ezine Articles. Retrieved from
https://redfieryheart.wordpress.com/2010/12/30/why-extrinsic-motivation-is-necessary/
Sartre, J. P. (1946). THE HUMANISM OF EXISTENTIALISM. Retrieved from http://www.uri.edu/students/szunjic/philos/human.htm
Segura Alonso, R. (2011). The importance of teaching listening and speaking skills. Retrieved from https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf
Stirling, D. (2014). MOTIVATION IN EDUCATION . Associate Researcher,Learning Development Institute.
Swanson, R. A. (2013). Theory Building in Applied Disciplines. Retrieved from http://libguides.usc.edu/writingguide
Teresa Pica, Hyun-sook Kang. (2006). NFORMATION GAP TASKS, Their Multiple Roles and Contributions to Interaction Research Methodology. In studeies in seconda languages acquisition, volumen 28 (p. 321). Los Angeles, California, United States: Cambridge uUniversity Press.
Thornbury, S. (2005). How to teach Speaking. USA: Logman. Tyagi, B. (2013). An Important Skill and Its Various Aspects.
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Unabridged, D. (2016). Dictionary.com Unabridged. Retrieved from http://www.dictionary.com/browse/curricula
Vygostsky. (1985). The Social Formation of Mind. Massachusetts: Cambridge. Vygotsky, L. (1978). Mind and Society. Massachusetts: Harvard University Press. Vygotsky, L. S. (1978). Interac tion between Learning and Development. New
York: Cambridge. Winter, M. D. (2002). Learning to Teaching and Teaching to Learn Mathematics.
Retrieved from Resources for Professional Development, Mathematical Association of America,: https://cft.vanderbilt.edu/guides-sub-pages/motivating-students/
Winter, S. M. (2012). Learning to Teaching and Teaching to Learn Mathematics: Resources for Professional Development, Mathematical Association of America. Mathematical Association of America.
50
CHAPTER III
METHODOLOGY
METHODOLOGICAL DESIGN
To carry out this investigation will be employed methodological
frameworks that will help to develop a meticulous study of the variables
that have been mentioned, in this way it will be able to evidence clearly the
development of the phenomenon and the consequences that are derived
of it.
The present study will be developed at Unidad Educativa
Veinticuatro de Mayo School during the school year 2016 – 2017,
therefore, it is considered a field research because it employs qualitative
and quantitative characteristics of the investigation and all the results
gathered from the problem will base on this criteria.
Furthermore, it frames in a feasible investigation, due to the fact
that it will be employed all the gathered information in order to design a
proposal that allows solving the problems that afflict the students of this
institution.
TYPES OF INVESTIGATIONS
Bibliographical Investigation
It will be applied the bibliographical investigation because it will be used
digital and written documents, furthermore, it will be analyzed the
information of other sources of investigations that have relevance to the
present study.
51
Field Investigation
Due to the fact that this investigation will be carried out at Unidad
Educativa Veinticuatro de Mayo School with the students of 10th grade, in
this way, the phenomenon that occur in this problem will be shown at the
same place.
Exploratory Investigation
It is necessary this kind of study because it will allow knowing the problem
from the dimensions that imply each variable, it means the analysis of this
topic but from its previous studies.
Descriptive Investigation
As it is mentioned, this kind of investigation will allow describing each one
of the factors that influence in the teaching – learning process within the
English subject.
Explanatory Investigation
From this perspective, it will allow assuming possible hypothesis about
what is observed, it means to give criteria that will be substantiated or
excluded with the instruments of the investigation.
METHODS OF THE INVESTIGATION
Analytical Method
This method will be applied because the same one focuses in the division
of the phenomenon that is part of the problem, in this way will be known
52
each one of the indicators directed to the development of the English
skills.
Synthetic methods
From this perspective, it will do the reverse process, because it will
rebuild each one of the stages with the respective phenomenon that
involved in the same one, in this way the problem will be studied and
consequently, it will give the objective and efficient results to the
production of the proposal.
TECHNIQUES AND INSTRUMENTS OF THE INVESTIGATION
Observation
It will be employed this technique because it is one of the principal
and necessary techniques in the development of the investigation, due to
the fact that allows knowing effectively how the phenomenon occurs within
the educational context.
Directed Observation
This technique will imply that the investigators deepen in the
problem in order to evidence the development of the objects of the study,
it is important to emphasize that in spite of being within the context of the
problem, it must not participate nor interfere in the nature of the same one.
Indirect Observation
This kind of investigation will relate to other studies about the
variables during the development of the problem because in this way it will
be known integrally the involved phenomenon.
Survey
This kind of tool is usually the most employed in the investigative
processes, because from its design to the results that derive of the
53
application, it is effective, therefore, to use it will guarantee the objectivity
and the quality of the study.
Population
It refers to the universe of study, it means all the individuals that are
part of the Unidad Educativa Veinticuatro de Mayo School, which are
detailed below.
Chart #1. Population
No. Detail People
1 Directives 1
2 Teachers 1
3 Students 35
TOTAL 37 Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Sample
To carry out an investigative work will be chosen a sector of all the
population in the study, in this way it will be employed a sample aleatory
that will present an error margin 0.05%.
Chart #2. Sample
No. Detail People
1 Directives 1
2 Teachers 1
3 Students 35
TOTAL 37
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
54
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF THE
EDUCATION
CAREER: LANGUAGES AND LINGUISTICS
SURVEYED
FECHA: ________________________
1. The extrinsic motivation influences in the students during the teaching –
learning process.
Totally agree Disagree
Agree Totally disagree
Indifferent
2. The students are enough motivated to start the English classes.
Totally agree Disagree
Agree Totally disagree
Indifferent
3. It exists the necessity to stimuli the students during the teaching.
Totally agree Disagree
Agree Totally disagree
Indifferent
4. The application of dynamics supports the development of the extrinsic
motivation.
Totally agree Disagree
Agree Totally disagree
Indifferent
55
5. The teachers must employ constantly motivational tools to encourage
the participation of the students.
Totally agree Disagree
Agree Totally disagree
Indifferent
6. The listening skills of the students are appropriated with the school level
in which they are.
Totally agree Disagree
Agree Totally disagree
Indifferent
7. The students present difficulties when they have to discriminate sound
of the English language.
Totally agree Disagree
Agree Totally disagree
Indifferent
8. The teachers apply constantly different exercises to develop
appropriately the listening skills.
Totally agree Disagree
Agree Totally disagree
Indifferent
9. It is necessary to make a learning environment focused on stimulating
the listening skills in the English language.
Totally agree Disagree
Agree Totally disagree
Indifferent
56
10. Using innovative strategies will enhance the listening skills of the
students.
Totally agree Disagree
Agree Totally disagree
Indifferent
11. The technology will provide meaningfully to the development of a
context of dynamic learning.
Totally agree Disagree
Agree Totally disagree
Indifferent
12. The digital tools help to the development of English skills.
Totally agree Disagree
Agree Totally disagree
Indifferent
13. The teachers must adapt to the new technologies in order to involve
them in the instruction.
Totally agree Disagree
Agree Totally disagree
Indifferent
14. The design of a musical program will provide of innovative didactic
tools to the teachers.
Totally agree Disagree
Agree Totally disagree
Indifferent
15. The practice of the activities through digital programs will enhance the
listening skills in the students.
57
Totally agree Disagree
Agree Totally disagree
Indifferent
ANALYSIS AND INTERPRETATION OF THE INFORMATION
1. - The motivation influences in the students during the teaching –
learning process
Chart N° 3. Influence of the motivation
Alternative Frequency %
Totally agree 10 29%
Agree 17 49%
Indifferent 8 22%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 1
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
29%
49%
22%
0% 0%
Influence of the motivation
Totally agree
Agree
Indifferent
Disagree
Totally disagree
58
The 88% of the asked students expressed to agree with the statement
about the motivation and its influence in the teaching – learning process,
while a 22% were indifferent about this situation.
2. The students are enough motivated to start the English classes.
Chart N° 4. Motivation developed by the teacher.
Alternative Frequency %
Totally agree 0 0%
Agree 5 14%
Indifferent 5 14%
Disagree 25 72%
Totally disagree 0 0%
TOTAL 35 100%
Source: 28 Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 2
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 72% of the surveyed students expressed to disagree with the
motivation that the teacher develops during the teaching, but the 14%
agreed about it and the 18% were indifferent about this situation.
0% 14%
14%
72%
0%
Motivation developed by the teacher
Totally agree
Agree
Indifferent
Disagree
Totally disagree
59
3. It exists the necessity to stimuli the students during the teaching.
Chart N° 5. Stimulation during the teaching
Alternative Frequency %
Totally agree 20 57%
Agree 15 43%
Indifferent 0 0%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 3
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The whole students expressed to agree with the statement that it must be
stimulated the participation during the teaching of English language, so
that, it is evidenced the necessity of a meaningful learning in the English
subject.
57%
43%
0% 0% 0%
Stimulation during the teaching
Totally agree
Agree
Indifferent
Disagree
Totally disagree
60
4. The application of dynamics supports the development of the
motivation.
Chart N° 6. Dynamics for the motivation
Alternative Frequency %
Totally agree 15 43%
Agree 15 43%
Indifferent 5 14%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 4
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
A 43% of the questioned students determined to totally agree about the
application of dynamics that develop the extrinsic motivation in the
students, while a 43% considered to agree and only a 14% pointed out to
be indifferent before this statement.
.
43%
43%
14%
0% 0%
Dynamics for the motivation
Totally agree
Agree
Indifferent
Disagree
Totally disagree
61
5. The teacher must employ constantly motivational tools to encourage the
participation of the students.
Chart N° 7. The use of motivational tools
Alternative Frequency %
Totally agree 20 57%
Agree 15 43%
Indifferent 0 0%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 5
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 100% of the students that were questioned, they expressed the
necessity that the teachers employ frequently motivational tools in order to
encourage the participation in them.
57%
43%
0% 0% 0%
The use of motivational tools
Totally agree
Agree
Indifferent
Disagree
Totally disagree
62
6. The listening skills of the students are appropriated with the school level
in which they are.
Chart N° 8. Capacity in the listening skills
Alternative Frequency %
Totally agree 0 0%
Agree 6 17%
Indifferent 17 49%
Disagree 6 17%
Totally disagree 6 17%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 6
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 17% of the students that answered thus survey expressed to disagree
with the statement that the listening skills are according to the academic
levels in which the students are, while a 49% said to be indifferent, the
17% manifested to agree and the last 17% declared to totally agree that it
exists this accordance.
0%
17%
49%
17%
17%
Capacity in the listening skills
Totally agree
Agree
Indifferent
Disagree
63
7. The students present difficulties when they have to discriminate sound
of the English language.
Chart N° 9. Difficulties to discriminate the sounds
Alternative Frequency %
Totally agree 10 28%
Agree 9 27%
Indifferent 10 28%
Disagree 6 17%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 7
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 28% of the students declared to totally agree about all the difficulties
that present to discriminate the sounds of the English language,
meanwhile a 27% said that this happens constantly, a 28% pointed out to
be indifferent about it and the last 17% manifested to disagree with this
affirmation.
28%
27%
28%
17%
0%
Difficulties to discriminate the sounds
Totally agree
Agree
Indifferent
Disagree
64
8. The teacher applies constantly different exercises to develop
appropriately the listening skills.
Chart N° 10. The use of appropriate exercises
Alternative Frequency %
Totally agree 0 0%
Agree 12 34%
Indifferent 13 38%
Disagree 10 28%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 8
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 34% of the students that answered this survey considered to totally
agree that the teacher employs appropriate exercises to the development
of the listening skills, but a 38% said that they were indifferent and a 28%
pointed out to disagree that this occurs.
0%
34%
38%
28%
0%
The use of appropriate exercises
Totally agree
Agree
Indifferent
Disagree
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9. It is necessary to make a learning environment focused on stimulating
the listening skills in the English language.
Chart N° 11. Learning environment
Alternative Frequency %
Totally agree 15 43%
Agree 20 57%
Indifferent 0 0%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 9
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
Entirely the questioned students expressed that is essential to encourage
a comfortable learning in order to develop the teaching – learning
processes of the English language, this is because they need to feel
motivated to get a meaningful learning.
10. Using innovative strategies will enhance the listening skills of the
students.
43%
57%
0% 0% 0%
Learning environment
Totally agree
Agree
Indifferent
Disagree
Totally disagree
66
Chart N° 12. Use of innovative strategies
Alternative Frequency %
Totally agree 11 31%
Agree 20 57%
Indifferent 4 12%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 10
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The 88% of the students pointed out to agree that the innovative strategies
will allow enhancing the listening skills of them, meanwhile the other 12%
were indifferent about this situation.
11. The technology will provide meaningfully to the development of a
context of dynamic learning.
31%
57%
12%
0% 0%
Use of innovative strategies
Totally agree
Agree
Indifferent
Disagree
Totally disagree
67
Chart N° 13. Contribution of the technology to the learning
Alternative Frequency %
Totally agree 2 6%
Agree 30 86%
Indifferent 3 8%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 11
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
A 92% of the questioned students declared to agree with the proposed
criteria, what they mean is that the technology will benefit positively to the
development of a dynamic learning, promoting the development of the
listening skills, meanwhile a 8% were indifferent about it.
12. The digital tools help to the development of English skills.
6%
86%
8%
0% 0%
Contribution of the technology to the learning
Totally agree
Agree
Indifferent
Disagree
Totally disagree
68
Chart N° 14. Contribution of the digital tools
Alternative Frequency %
Totally agree 25 72%
Agree 5 14%
Indifferent 5 14%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 12
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
A 86 % of the questioned students pointed out to agree about the digital
tools will allow developing adequately the different skills of the English
language, but a 14% were indifferent to this statement.
13. The teacher must adapt to the new technologies in order to involve
them in the instruction.
72%
14%
14%
0% 0%
Contribution of the digital tools
Totally agree
Agree
Indifferent
Disagree
Totally disagree
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Chart N° 15. Adaptation of the teachers
Alternative Frequency %
Totally agree 30 86%
Agree 5 14%
Indifferent 0 0%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 13
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The whole questioned students reported to agree that the teacher must
adapt to the technological resources that are going to be employed in the
teaching, therefore, it is presented the necessity of the training to the
teachers.
14. The design of a music program will provide of innovative didactic tools
to the teacher.
86%
14%
0% 0% 0%
Adaptation of the teacher
Totally agree
Agree
Indifferent
Disagree
Totally disagree
70
Chart N° 16. The music program for the teacher
Alternative Frequency %
Totally agree 13 38%
Agree 12 34%
Indifferent 10 28%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 14
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
A 72% of the questioned students pointed out to agree that the music
program that is proposed, it will be an innovative resource for the teachers
in the instruction, meanwhile the other 28% were indifferent with the
proposed criteria.
15. The practice of the activities through digital programs will enhance the
listening skills in the students.
38%
34%
28%
0% 0%
The music program for the teacher
Totally agree
Agree
Indifferent
Disagree
Totally disagree
71
Chart N° 17. Benefits of using digital programs
Alternative Frequency %
Totally agree 15 43%
Agree 20 57%
Indifferent 0 0%
Disagree 0 0%
Totally disagree 0 0%
TOTAL 35 100%
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Graphic N° 15
Source: Unidad Educativa Veinticuatro de Mayo School
Developed by: Daniela Kook
Analysis:
The whole questioned students expressed to agree with the use of digital
programs that will allow developing correctly the listening skills, due to the
proposed activities will encourage the willingness in the students.
43%
57%
0% 0% 0%
Benefits of using digital programs
Totally agree
Agree
Indifferent
Disagree
Totally disagree
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CONCLUSIONS
The students present low rate of motivation which incidences
simultaneously in the participation during the teaching – learning
process.
The students have difficulties in the different levels referred to the
listening skills, so that, it makes complex the development of the
communicative situations and affects directly the academic
development.
It is carried out low frequent some activities that stimulate the
participation of the students in the teaching, therefore, the learners
do not feel motivated in the English classes.
The English classes are carried out with low didactic resources that
motivate the students, so that, it can be developed the behavioral
problems of the students.
The proposed activities to develop the listening skills of the
students are not efficient, because many students have not been
able to develop appropriately this capacity.
RECOMMENDATIONS
To implement the music program in the teaching – learning of
English language, because it will favor the participation and the
construction of the contents by the students.
To carry out activities daily that develop the motivation in the
students, due to this component is essential for the active
participation in the instruction.
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To make a training to the teachers about the appropriate use of the
present proposal in order to take advantage of it totally during the
classes.
To consider the deficiencies of each students in the listening skills
in order to reach an optimal level according to the academic grade
in which the students are.
To promote a learning context of fellowship and dialog, because
this will help that students feel motivated and they will participate in
communicative situations easily.
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SURVEY TO THE TEACHER
DATE:________________________
1.- Why are the listening skills important in the English language?
2.- How do you asses the listening skills in the students that are in your
charge?
3.- What difficulties have you found in the development of the listening
skills in the students?
4.- What strategies do you employ daily to develop the listening skills?
5.- What quality of motivational structures do the students possess?
6.- How does the motivation influence in the learning of the students?
7.- What aspects are important in the development of the motivation in the
students?
8.- When do you have to use motivational strategies in the students?
9.- What importance do the new technologies have in the teaching?
10.- How do the digital tools influence in the learning and development of
the English skills?
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UNIVERSITY OF GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
SURVEY TO THE STUDENTS
DATE: ________________________
1.- What do you consider is the most complex of learning English?
2.- Why do you believe that the learning of English language uses
constantly music?
3.- How do you feel when your teacher talk to you in English?
4.- Do you understand the dialogs between your teacher and your
partners?
5.- Do you feel motivated for participating in the English class?
6.- Do you believe that the motivation is important to your learning?
7.- What activities do you motivate to participate in the English classes?
8.- How do you feel when the English classes start?
9.- Would you like to implement digital tools in the English classes?
10.- Do you consider that use technological resources will help to develop
the English skills?
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CHAPTER IV
THE PROPOSAL
TITLE
To develop an interactive music program from gathered information of surveys in
order to improve listening skills in students.
JUSTIFICATION
The use of technology in the social aspects has been more frequent, from
the little procedures to the great systematization of the information, in which it has
been required the digital tools because the globalization bases principally on this
kind of implementation, they have become necessarily in the daily life to improve
the human beings‟ life.
From this perspective the education has been influenced by this process,
because it is usual the use of the internet in all educational processes, but also
the new technologies must be implemented to the instruction in all the subjects
and even more if they are taught in foreign languages, so that it will be able to
count with didactic and innovative resources to teach and learn.
The students must develop the necessary skills to domain the English
language, it is more frequent the routine process such as the use of the book, the
board, markers, they do not help to encourage these personal abilities, for which
the digitalization becomes in a ludic tool to the teaching, so that the students are
stimulated to be the active part in the construction of contents.
Definitely, the new technologies are already within the educative
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aspects, it exists the necessity of directing them effectively, before this the
present proposal bases on the development of a musical platform, it means a
technological – didactic resource that can be applied wherever teaching process
planned by teacher is taking place and one of the biggest advantages that it has
is the accessibility to its graphic environment in order to avoid any complication in
the practice.
Thus, the innovative mechanisms of learning are generated to enhance
the listening skills, but also to stimulate one of the behavioral process, which is
the most complex, the motivation of the students, so that, in this digital tool they
will find a new way of learning actively the English language and this will be
evidences in the qualitative and quantitative results that can be applied to the
students.
GENERAL OBJECTIVE
To analyze the implementation of the interactive music program to the
development of listening skills in the students of 10th grade in order to improve
their understanding by the use of this skill.
SPECIFIC OBJECTIVES
To develop a musical platform with interactive exercises through the
application of digital tools in order to stimulate the participation of
the students.
To recognize the principal experiences of the students through the
activities in the platform in order to improve it to its application.
To assess the progress of the listening skills through the musical
platform in order to encourage them to develop their skill.
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PHYSICAL AND SECTORIAL LOCATION
Province: Guayas
Canton: Guayaquil
Parroquia: 9 de Octubre
Sector: Urban
Direction: Esmeraldas y Aguirre
Characteristic of the institution Public
Characteristic of the community: Low level
SATELLITE MAP
www.google/maps.com
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DESCRIPTION OF THE PROPOSAL
In this interactive music program, there are different activities which have
been developed to improve the listening skills in the students of 10th grade at
Unidad Educativa Veinticuatro de Mayo Public School, where it has been found a
serious problem in the understanding of them when the teacher speaks them or
gives them different orders or commands.
This is the presentation of the interactive music program where it can be seen the
START button which the students are going to be asked to click, besides there
are two pictures related to the English language and they allude to the listening
skill.
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In this first activity the teacher will have students listening to the audio in order to
answer the simple short questions about the modal verb CAN or CAN‟T.
81
In the second activity the teacher asks to students to listen the music and
according to it, they have to complete the sentences by using the correct form of
the verb to be AM – IS - ARE.
82
In this third activity the topic is about the planets where the students are going to
learn the vocabulary related to the planets such as Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Neptune, Pluto. The students have to listen to the story and
answer the questions.
83
In the fourth activity the students will be taught about the WH- questions, the
teacher will have to explain the use of each one of them in order to encourage
students complete the different questions by listening the audio.
84
The fifth activity is about the different Months of the year such as January,
February, March, April, May, June, July, August, September, October, November
and December. The teachers will start this class by using flashcards and make
students be familiar with the vocabulary and then ask them to listen to the audio
and answer the questions.
85
This sixth activity is about mathematical logic, in which the teacher will improve
the reasoning of the students through the use of patterns, the students will be
asked to listen to the audio and according to it, complete the sequences.
86
The seventh activity is about the application of the appropriate grammar rules
about the verbs used with the third person in which the students will be explained
by the teacher that they will have to add –s, -es or –ies to the different verbs. But
in this case they will have to correct the mistakes they find in the sentences.
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And the eighth and last activity is about the adjective of demonstrative adjectives
such as THIS – THAT – THESE – THOSE, the students will have to be taught
about the use of each one and the teacher will have them listen and complete the
next questions.
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FEASIBILITY OF THE APPLICATION
Financial
The development of the musical platform will be in charge by the
investigators, therefore all the proposed activities will be designed without falling
into financial costs, besides within the educational establishment there are the
facilities to use it in the computer science laboratory.
Technique
During the development of the methodological stages will be verified that
the problem would have to be addressed with innovative proposals, so that, the
technological resources becomes in one of the most important pedagogical
resources to enhance the listening skills in the students, because they base on
the interactive practice and it helps to the improvement in the academic
development of the students.
Human
It evidenced that the teachers required didactic tools to plan the teaching
processes in a dynamic way, add to that the directives agreed with the necessity
of employing the ICT to the integral learning of the students, so that, it is feasible
that this musical platform is implemented in this public institution.
SOCIAL IMPACT
89
Currently, the educative community involved in this institution, it does not
count with this kind of technological – didactic tool, therefore, the incorporation of
the same one to the teaching, it will cause largely a revolution, that will
encourage the active participation in the processes within the classroom, so, all
the collectivity are motivated before this investigation.
BENEFICIARIES
The students will be directly benefited with the implementation of this
interactive music program at Unidad Educativa Veinticuatro de Mayo School,
because they will have a totally new resource, but above all will be ludic in order
to learn and enhance the listening skills of the English language, so that, it will
improve in the academic performance.
Moreover, the teacher will be benefited too, due to she will be able to
adapt the activities of the learning cycle with the exercises in the musical
platform, in this way it will be possible to alternate the teaching strategies and
motivate the participation of the students overcoming the principal difficulties that
occur when the instruction becomes a routine.
Fill in the blanks activities
These activities, such as songs with gaps where students place the words
they listen to in the empty spaces, will motivate students into paying attention to
the details of the excerpt. Note taking is also essential in order for any of the
following activities to be done correctly. (The new curriculum guidelines EFL,
2014)
Complete sentences
In this activity, students have to listen to the audios and put the sentences
they hear to make sure those ones are written correctly on the task. This activity
goes beyond the fact for students to pay attention, since they must pay attention
90
to grammar structure with special detail in discrimination of words, vowels and
word stress. (The new curriculum guidelines EFL, 2014)
Short questions according to the listening-
This activity shows students possibility to infer the received message,
according with the context and their own experiences. Teacher must do the role
of coach when students are engaged in this activity. (The new curriculum
guidelines EFL, 2014)
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ANEXOS
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