Por favor, use este identificador para citar o enlazar este ítem: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2268
Título : Peer Feedback to Promote Speaking Fluency in University Students: An Action Research Study
Autor: Abad Suarez, Manuel Alberto
Tutor(es): Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis: mramirez@casagrande.edu.ec
Palabras clave : TESIS DE MAESTRÍA;PEER FEEDBACK;WHATSAPP;FLUENCY;SPEAKING
Ciudad: Guayaquil
Fecha de publicación : abr-2020
Editorial: Universidad Casa Grande. Departamento de Posgrado
Citación : Abad Suarez, Manuel Alberto. (2020). Peer Feedback to Promote Speaking Fluency in University Students: An Action Research Study. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, Guayaquil. 55 p.
Codigo Interno : Tesis;2443
Abstract: The purpose of this study was to improve learners’ oral skills through the use of peer feedback of students’ audios uploaded in WhatsApp chat groups. Twenty-two participants were exposed to different activities in order to increase their speaking fluency. An action research study that included quantitative and qualitative instruments was conducted. The study consisted of the application of a pretest-posttest, a Likert survey, and field notes. Results indicated an increase of 4.46 points on their average performance. In an analysis of the rubric by categories, post results outperformed pre-test data in four categories: Fluency, accuracy, pronunciation, and interactive communication. Also, the effect size (d) values from all the constructs show that they are over 0.99 which according to Cohen is a large effect size for all of them. Students also reported positive perspectives on the use of peer-feedback. Consequently, the study reflected that peerfeedback of audios is an efficient strategy for EFL learners. The research contributes to the English teaching field as a formative mechanism for enhancing students’ speaking fluency. Implications of this study suggest other higher education authorities and EFL teachers engage students in the lessons with authentic and student-centered activities.
URI - Direccion electronica alterna: http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2268
Tipo: masterThesis
Paginas: 55 p.
Grado Academico: Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
Aparece en las colecciones: Tesis - Educación Superior con Mención en en las Nuevas Tendencias en la Formación de Profesores de Inglés

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Tesis2443CLAU.pdf490.17 kBAdobe PDFVisualizar/Abrir


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