1. Repositorio Digital Universidad Casa Grande
2. Posgrado
3. Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

Título :	Improving Speaking Fluency through Authentic Content with the Aid of Video Blogs
Autor:	Portes Balanzátegui, María Isabel
Tutor(es):	Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis:	mramirez@casagrande.edu.ec
Palabras clave :	TESIS DE MAESTRÍA;VIDEO BLOGGING;IMPROVING SPEAKING
Ciudad:	Guayaquil
Fecha de publicación :	ago-2021
Editorial:	Uiversidad Casa Grande. Departamento de Posgrado
Citación :	Portes Balanzátegui, María Isabel. (2021). Improving Speaking Fluency through Authentic Content with the Aid of Video Blogs. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Uiversidad Casa Grande. Departamento de Posgrado, Guayaquil. 16 p.
Codigo Interno :	Tesis;3029
Resumen :	English has become the international language in a globalized world. People have different motivations to learn it. Its importance in communication, commerce and media is increasing. The growing interest for English learning around the world is then reasonable and because of this, quality language teaching, strategies and resources are in high demand (Richards, 2002). Since successful language acquisition is usually measured by how well an individual carries a conversation in the target language (Brown, 2002), learners are interested in improving their English to reach a high level of both fluency and accuracy (Richards, 2006). Nevertheless, according to Zhang, of the four skills, it is speaking that students find the most difficult to master (as cited in Al Hosni, 2014). English language instruction has become compulsory in Ecuador since 2016, and the curriculum design itself is based on the levels and standards of the Common European Framework of Reference (CEFR; Ministerio de Educación, 2016). The expectation is that students will achieve a B1 level at the end of their Baccalaureate, which means that to start university they should be able to “enter unprepared into conversations on familiar topics'' in English. Nevertheless, the result of a proficiency test taken at a public university revealed that 80 % of the participants were A2 or less (Neira, 2020). Although this is just an example, it shows why in a report from an English proficient index, Ecuador was placed 93 out of 100 countries and in the last position among Latin American countries analyzed according to the level of competence in the language. If we take into consideration that the two previous years the country ended up 81 and 65 respectively (Education First, 2020), the necessity of finding and applying new strategies that can better guide instruction becomes evident.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/2960
Tipo:	masterThesis
Paginas:	16 p.
Grado Academico:	Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés
Aparece en las colecciones:	Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

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