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 :	Self-Assessment to Improve Spoken Fluency
Autor:	Bonilla Tenesaca, Josué Reinaldo
Tutor(es):	Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis:	mramirez@casagrande.edu.ec
Palabras clave :	TESIS DE MAESTRÍA;SELF-ASSESSMENT;IMPROVE SPOKEN FLUENCY
Ciudad:	Guayaquil
Fecha de publicación :	jul-2022
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Bonilla Tenesaca, Josué Reinaldo. (2022). Self-Assessment to Improve Spoken Fluency. Modality: Research Report. 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. 22 p.
Codigo Interno :	Tesis;3602
Resumen :	the process of teaching and learning English, “implies the interaction of teachers and students, in a social environment” to reach out those same fields (Saricoban & Sakisli, 2006, p.1). In addition to this, the use of new technology in the classroom allows students to feel more engaged in participating in the process as well. This is why, English has become popular among teachers all over the world and particularly in Ecuador, who find e-portfolios useful for helping and motivating students “learn through technologybased ways” (Rabbani & Kana'ni, 2020, p.50). It is not a surprise then, why so many countries have approved and encouraged the teaching of English as a foreign language. Ecuador is no exception; in 2018, the government released an official statement making English a compulsory graduation requirement for Higher Level Education students (Consejo de Educación Superior, 2019). To achieve this, before the coronavirus crisis in early 2020, students enrolled in English courses to complete activities for the speaking component which required them to engage in many real-life, face-to-face, individual or collaborative group speaking activities in the classroom. These activities went from dramatization, role-playing, conducting interviews, to conducting oral presentations in the physical presence of others in order to achieve an A2 proficiency level under the Common European Framework of Reference for Languages required to obtain a technological degree (Council of Europe, 2018). However, due to this pandemic, there has been an emergency shift to distance learning, where all these courses are being delivered in online sessions. The students enrolled in the Level 3 course (out of 5 levels) as part of their first-year curricula in a private Higher Education Institute in the city of Guayaquil revealed difficulties in the production of the oral messages. That is the reason why the need for self-assessment tasks to cover these activities is evident. The present research report explores the results of applying a pretest and a posttest as instruments for self-assessment tasks to improve oral production.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3476
Tipo:	masterThesis
Paginas:	22 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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