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-Assessment of Students’ Speaking Skills Facilitated by Avatars in an EFL Virtual Environment
Autor:	Falcones Reinoso, Byron Xavier
Tutor(es):	Ramírez Ávila, María Rossana
Correo electronico de Director, Asesor, Colaborador, Coordinador de Tesis:	mramirez@casagrande.edu.ec
Palabras clave :	TESIS DE MAESTRÍA;HABILIDAD ORAL DE LOS ESTUDIANTES
Ciudad:	Guayaquil
Fecha de publicación :	sep-2023
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Falcones Reinoso, Byron Xavier. (2023). Peer-Assessment of Students’ Speaking Skills Facilitated by Avatars in an EFL Virtual Environment. Modality: Academic Article. 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. 30 p.
Codigo Interno :	Tesis;4229
Resumen :	It is worth saying that learning English cannot be denied or ignored, not just because it is the most significant common language spoken universally but because it is the mainstream in medicine, science, and education. (Nishanthi, 2018). When English takes part in Classroom Teaching (CRT), the educator’s main aim is to develop an interest in the language and reinforce students’ four skills to make learners excel in communication (Archana & Kumbakonam, 2016). Mastering speaking skills by no means is an essential path to acquiring and learning a foreign language, even though its importance has become undervalued among teachers (Parupalli, 2019). At the beginning of a course, a speaking task where pupils must say their names, ages, and some other information about themselves is always expected. For some teachers, it is a mandatory activity; for others, it is optional. The question among educators is how they should introduce this speaking task to the learners. Riddell (2014) implied that to get successful speaking tasks, they should have meticulous planning and proper execution in which the main goal is to make the learner gain fluency rather tan practice specific language. Also, Harmer (2007) suggested that when leading students to speak, they could use the language at their own pace and perform some oral tasks. He also suggested engagement, rehearsal, and feedback as guidelines to make well-conducted speaking tasks. All of the theories suggested above seem to be not applied in the Ecuadorian education system since Ecuador is ranked as having the lowest level of English proficiency in Latin America. Education First (2021) indicated that Ecuador ranks 90th out of 120 countries
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4502
Tipo:	masterThesis
Paginas:	30 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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