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 :	Peer-Feedback to Enhance Students' Speaking Accuracy
Autor:	Tenelema Chenche, Joyce Andreina
Correo electronico del autor:	joyceandreina.tenelema@casagrande.edu.ec.
Tutor(es):	Ramírez Ávila, María Rossana
Palabras clave :	TESIS DE MAESTRÍA;Peer-Feedback;TO ENHANCE STUDENTS' SPEAKING ACCURACY
Ciudad:	Guayaquil
Fecha de publicación :	ago-2022
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Tenelema Chenche, Joyce Andreina. (2022). Peer-Feedback to Enhance Students' Speaking Accuracy. 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. 14 p.
Codigo Interno :	Tesis;3647
Resumen :	Over the last two years, everybody has been forced to make changes in their lives. Students and teachers also change their way of studying and teaching. Teachers have to innovate their classes; online apps are now part of classes and changed face-to-face methodology to online methodology. It was a big challenge teaching online because teachers had to make more meaningful classes and make sure students were learning and acquiring the language. Having an online methodology has its pros, and one was that students could have access to different online activities where they could practice their language, they could even be part of activities that require working in groups even if they were in different places. In contrast, there were students that did not participate in class, so teachers could not know if they were learning. One of the ways of realizing if they were learning and improving their speaking skills was by recording videos and receiving feedback from the teacher and peers. This study was composed by 20 students. These students were studying at the A1 level, which was confirmed by taking a diagnostic test that revealed all of their weaknesses. Grammar and speaking were identified as their main problem. Students were unable to form simple sentences, making it difficult for them to introduce themselves when asked during the oral examen. Despite their difficulties, they are active and eager to learn students. They enjoy learning English and have been employing gamification techniques for the past two years of the pandemic. The goal of this proposal is to demonstrate how using peer assessment can help students improve their speaking skills. Students, on the other hand, will learn to provide feedback to their peers and will overcome their fear of speaking in L2.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3529
Tipo:	masterThesis
Paginas:	14 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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