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 Pronunciation by Recording Monologue and Self-Assessment
Autor:	Arévalo Morales, María Dolores
Director(es):	Briones, Mariuxi
Palabras clave :	TESIS DE MAESTRÍA;ENSEÑANZA DE IDIOMA;AUTOEVALUACIÓN;GRAMÁTICA;VOCABULARIO
Ciudad:	Guayaquil
Fecha de publicación :	oct-2023
Editorial:	Universidad Casa Grande. Departamento de Posgrado
Citación :	Arévalo Morales, María Dolores (2023). Improving Pronunciation by Recording Monologue and Self-Assessment. 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;4333
Resumen :	For this innovation Pre and post-activity were taken into account. Participants took a Cambridge Online diagnostic test which determined the level where participants were. This study was developed over 6 weeks. Each week had 2 synchronous and 2 class hours, which were planned in the lesson Plan (Appendix 1). A Unit Backward Design (UBD) model was used to plan classes. This model “plans with the end in mind” (Wiggins & McTighe, 2012, p.7). When chronograms and information were given to the students it was necessary to document and record the process. Finally, the resources, tools, and teaching and learning activities were proposed as the means to fulfill the desired purpose (Wiggins & McTighe, 2012). The desired transfer goal was that students learn vocabulary related to Inventions and Discoveries. Students practiced Grammar related to present and past passive voice including the use of “by”. Students expressed organized ideas with understandable pronunciation. So that in the long run and on their own they will be able to describe their inventions or crafty hobbies with their author in a monologue including vocabulary words and learned grammar, with clear pronunciation. All the activities were with a teaching-learning method including an increasing level of difficulty in each intervention. This means that students started with simple topics such as devices known by them to finish with the implementation of one created by them. Real situations are always needed because they have to keep in mind one essential question: “How can I use this knowledge in real life?” The role of the student was to self-assess the activity based on the checklist, this exercise was repeated four times to see the improvements that students had. The teacher’s role was to guide, explain, and implement the checklist and teach how to self-assess. First, the uses of the checklist and self-assessment were explained and activities were developed in classes finishing with the teacher’s feedback. The weekly classes included grammar, vocabulary, pronunciation, and oral production. In the pursuit of supporting students' confidence, a classroom platform was activated to contact the teacher if any help was necessary. They could share their records and rubrics via the platform to save information for future analysis. During the four sessions, students would improve their recording methods and oral production by describing different tools or devices to finish with the one that they created. The checklist was used by students to self-assess their records.
URI - Direccion electronica alterna:	http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/4507
Tipo:	masterThesis
Paginas:	22 p.
Aparece en las colecciones:	Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés

Este ítem está protegido por copyright original Visualizar la licencia

Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.