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
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Campo DC Valor Lengua/Idioma
dc.contributor.authorRamirez Tandazo, Willan Stalin-
dc.date.accessioned2023-05-15T21:11:25Z-
dc.date.available2023-05-15T21:11:25Z-
dc.date.issued2023-04-
dc.identifier.citationRamirez Tandazo, Willan Stalin. (2023). Self-Assessment to Improve Speaking Skills in Tenth Graders. Modality: Research Project. Presented as Partial Fulfillment for the Degree of Magíster en Pedagogía de los Idiomas Guayaquil. 18 p.es_EC
dc.identifier.urihttp://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4000-
dc.descriptionEnglish is considered a universal language and the main means of communication. To communicate orally, students must be able to master speaking skills. Then, teachers should introduce activities in their classrooms where students can develop their speaking skills by themselves (Rao, 2019). Generally, most of the time learners do not have enough opportunity either in their classes or outside to speak English (Leong & Ahmadi, 2017). So that the only place they practice English is the students’ book. In addition, speaking skill is ignored in the classrooms where teachers pay more attention to reading and writing skills (Richards & Rodgers, 2001). Moreover, inhibition, nothing to say, low or uneven participation and mother tongue are factors that do not allow learners to improve their speaking skills (Ur, 1996). It is why learners cannot improve their speaking skills and do not have the chance of real interaction to communicate in class to express their thoughts or needs. Nevertheless, students have some problems with the use of tenses at the moment they speak in English. They find it difficult when they want to use vocabulary, expression or give a simple description. They cannot describe an object or picture while showing it to others using basic words, phrases and formulaic expressions. Hence, this action research has a goal to determine how speaking improves with self-assessment in tenth graders at Paltas-Catacocha – Ecuador. Jamrus and Razali (2019) affirmed that when students use this strategy “students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary” (p. 64).es_EC
dc.formatapplication/pdfes_EC
dc.format.extent18 p.es_EC
dc.language.isoenges_EC
dc.publisherUniversidad Casa Grande. Departamento de Posgradoes_EC
dc.relation.ispartofseriesTesis;4092-
dc.subjectTESIS DE MAESTRÍAes_EC
dc.subjectSELF-ASSESSMENTes_EC
dc.subjectSPEAKING SKILLSes_EC
dc.titleSelf-Assessment to Improve Speaking Skills in Tenth Graderses_EC
dc.typemasterThesises_EC
dc.contributor.tutorRamirez Ávila, Maria Rossana-
dc.contributor.tutorMacias Silva, Evelyn Carolina-
dc.description.cityGuayaquiles_EC
dc.description.degreeMagíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Ingléses_EC
dc.contributor.authoremailwillian.ramirez@casagrande.edu.eces_EC
dc.contributor.otheremailmramirez@casagrande.edu.eces_EC
Aparece en las colecciones: Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

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