university of guayaquil faculty of phylosophy, letters and sciences of education in-person higher

i

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHYLOSOPHY, LETTERS AND SCIENCES OF EDUCATION

IN-PERSON HIGHER EDUCATION SYSTEM

ACADEMIC CENTER: GUAYAQUIL

EDUCATIVE PROJECT

PRIOR TO THE ACCOMPLISHMENT OF THE TITLE OF BACHELOR’S

DEGREE IN EDUCATION SCIENCES

MAJOR IN ENGLISH LANGUAGE

TOPIC:

The influence of listening techniques in the ability of listening comprehension

PROPOSAL: Design of a CD with interactive videos based on listening techniques

AUTHORS:

Alvear Ramos Débora Alexandra Rizzo Loor Kattya Ivette

TUTOR:

MSc. Carlos Valle

GUAYAQUIL, 2017

ii

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero DECANA SUBDECANO

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARIO GENERAL

iii

MSc

SILVIA MOY-SANG CASTRO, Arq. DECANA DE LA FACULTAD DE

FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD.-

De mis consideraciones:

En virtud que las autoridades de la Facultad de Filosofía, Letras y

Ciencias de la Educación me designaron Consultor Académico de

Proyectos Educativos de Licenciatura en Ciencias de la Educación,

Mención: Inglés -Francés , el día 07 de Julio del 2017

Tengo a bien informar lo siguiente:

Que los integrantes Alvear Ramos Débora Alexandra con C.C.

0950615773 y Rizzo Loor Kattya Ivette con C.C. 0940962921 diseñaron

el proyecto educativo con el Tema: The Influence of listening

techniques in the ability of listening comprehension. Propuesta:

Design of a CD with interactive videos based on listening techniques.

El mismo que ha cumplido con las directrices y recomendaciones dadas

por el suscrito.

Los participantes satisfactoriamente han ejecutado las diferentes etapas

constitutivas del proyecto, por lo que procedo a la APROBACIÓN del

proyecto, y pongo a vuestra consideración el informe de rigor para los

efectos legales correspondiente.

Atentamente

…………………………………………….

MSc. Carlos Valle Consultor Académico

iv

Guayaquil 28 de Agosto de 2017

Msc SILVIA MOY-SANG CASTRO Arq. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN. CIUDAD.-

Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el tema:

Tema: Influencia de las técnicas de escucha en la habilidad de la comprensión auditiva.

Propuesta: Diseño de un CD con videos interactivos basados en técnicas de escucha

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

_ _ Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor

C.I 0950615773 C.I 0940962921

v

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

TEMA: INFLUENCIA DE LAS TÉCNICAS DE ESCUCHA EN LA HABILIDAD DE LA COMPRENSIÓN AUDITIVA.

PROPUESTA: DISEÑO DE UN CD CON VIDEOS INTERACTIVOS BASADOS EN TÉCNICAS DE ESCUCHA

APROBADO

………………………………

Tribunal No 1

……………………… ………………………

Tribunal No 2 Tribunal No 3

Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor C.I 0950615773 C.I 0940962921

vi

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

vii

Dedication

This project is dedicated to God for his infinite love, for giving us

health and wisdom to finish this important stage of our lives. Moreover, it is

also dedicated to our whole family for their unconditional support and for

giving us the constant motivation to reach our goal. Finally to all our

teachers for transmitting us their great knowledge that led us to culminate

our professional studies.

Débora Alexandra Alvear Ramos

Kattya Ivette Rizzo Loor

viii

Acknowledgements

It is really exciting for us to express our infinite thankfulness to all

those people who supported us on our professional career. First of all, we

are completely grateful with God who gave us fortress and intelligence

during this long learning process. Besides, for keeping us with life and

good health throughout these years.

We would like to thank our parents that were our support in bad

moments and motivated them to go on, in spite of the adversities.

Moreover, we thank them for their affective, economical and moral

backing. We are convinced of their guidance and their persistent help were

the essential pillar to reach our achievement.

In addition, we express our sincere gratitude to our dear teachers

for their continuous support, for teaching us with love, patience and

responsibility, especially we are grateful with our project’s tutor who gave

us his valuable help to finish this project. Finally, we thank to all our

partners and friends who were sharing beautiful moments and their

unfailing friendship throughout the academic process.

Débora Alexandra Alvear Ramos

Kattya Ivette Rizzo Loor

ix

GENERAL INDEX

Front page i Directives ii Documents iii Dedication vii Acknowledgements viii Table of Content ix Repository xii Abstract xiv

Introduction Chapter I

1

The problem

Context of the investigation 2 Conflict Situation 2 Scientific fact 3 Causes 3 Formulation of the Problem 4 General objectives 4 Specific objectives 4 Questions of the investigation 5 Justification 5 Chapter II

Theoretical Framework

Background 8 Linguistic foundation 21 Psychological foundation 22 Technological foundation 22 Sociological foundation 23 Philosophical foundation 23 Pedagogical foundation 25 Legal foundation 25 Chapter III

Methodology, process, analysis and discussion of the

results

Methodological Design 27 Investigation Types 27 Population and sample 28 Variable matrix chart 29 Methods of investigation 30 Techniques and instruments of investigation 31 Analysis and interpretation of data 36 Conclusions 55 Recommendations 55 Chapter IV

The Proposal

Title 56

x

Justification

56

General objective 56 Specific objectives 57 Theoretical aspects 57 Feasibility 59 Description 60 Conclusion 61 References 62 Bibliography 68

Annexes 70

INDEX OF TABLES

Table 1 Levels A2.1 and A2.2 (A2+): listening comprehension 6 Table 2 Population and sample 28 Table 3 Operation of variables 29 Table 4 Dialogues and presentations comprehension 36 Table 5 Audios to develop listening 37 Table 6 Teacher's communication in English 38 Table 7 Practice at home 39 Table 8 Times of listening to audios 40 Table 9 Listening activities stages 41 Table 10 Listening techniques 42 Table 11 Performance of dialogues 43 Table 12 Audiovisual tools 44 Table 13 Sound quality 45 Table 14 Audio resources 46 Table 15 Interactive Videos 47 Table 16 Daily Life Videos 48 Table 17 Comparison between audios and videos 49 Table 18 Dialogues by natives 50 Table 19 The influence of listening techniques 52 Table 20 Pearson’s Correlation Test 53

INDEX OF GRAPHICS

Figure 1 Listening Techniques 15 Figure 2 Dialogues and presentations comprehension 36 Figure 3 Audios to develop listening 37 Figure 4 Teacher's communication in English 38 Figure 5 Practice at home 39 Figure 6 Times of listening to audios 40 Figure 7 Listening activities stages 41 Figure 8 Listening techniques 42 Figure 9 Performance of dialogues 43

xi

Figure 10 Audiovisual tools 44 Figure 11 Sound quality 45 Figure 12 Audio resources 46 Figure 13 Interactive Videos 47 Figure 14 Daily Life Videos 48 Figure 15 Comparison between audios and videos 49

Figure 16 Dialogues by natives 50

Figure 17 Graphic of Pearson’s Correlation Test 53

xii

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: Influencia de las técnicas de escucha en la habilidad de la comprensión auditiva. Diseño de un CD con videos interactivos basados en las técnicas de escucha.

AUTOR/ES: Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor

TUTOR: MSc. Carlos Valle

REVISORES:

INSTITUCION: UNIVERSIDAD DE GUAYAQUIL FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN: No. of PÁGS:

TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística ÁREAS TEMÁTICAS Lengua Inglesa

PALABRAS CLAVE: Técnicas de escucha Comprensión auditiva Videos

RESUMEN: Esta investigación considera la influencia de las técnicas de escucha para el desarrollo de la comprensión auditiva de los estudiantes del octavo año “D” del Colegio Ciudad de Esmeraldas de Guayaquil en el periodo lectivo 2017-2018 quienes presentaron insuficiencia en su comprensión auditiva, ayudándolos a alcanzar un alto nivel de comprensión de los que ellos están escuchando. El marco teórico recogió información de las dos variables establecidas: técnicas de escucha y la comprensión auditiva, basadas en los principios de importantes campos científicos tales como: Psicología, Lingüística, Sociología, etc.; los cuales manifiestan la influencia que tienen las técnicas de escucha en la comprensión auditiva. La información fue obtenida a través de un estudio de campo y bibliográfico. Esta investigación es Descriptiva, Explicativa y Proposicional. Se recogió datos durante el 2017 con una población de treinta y ocho estudiantes en el Colegio Ciudad de Esmeraldas. Las técnicas aplicadas fueron entrevista al profesor de inglés, encuestas a los estudiantes complementada con una guía de observación para reconocer las técnicas de escucha que el profesor utiliza para el desarrollo de la compresión auditiva. Este proyecto es factible debido a los gastos mínimos de los videos realizados, además es relevante ya que se centra en la búsqueda de una solución para el problema que los estudiantes presentan en la comprensión auditiva; las técnicas de escucha son un conjunto de procedimientos o actividades que se utiliza como una forma de estudio necesaria para todos los niveles de comprensión auditiva y es original debido a la baja cantidad de investigaciones hechas acerca del tema. Los principales beneficiarios de este proyecto son los estudiantes quienes emplearán videos basados en técnica de escucha para desarrollar la habilidad de la comprensión auditiva.

No. DE REGISTRO (en base de datos):

No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI NO

CONTACTO CON AUTOR/ES Teléfono: 2734479 - 0993623524

E-mail: [email protected]

[email protected] CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y

Lingüística Teléfono: (04)2294888 Ext. 123


mailto:[email protected]



xiii

NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY THESIS REGISTRATION FORM

TITTLE AND SUBTITTLE: The influence of listening techniques in the ability of listening comprehension. Design of a CD with interactive videos based on listening techniques.

AUTHOR/S: Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor

TUTOR: MSc. Carlos Valle

REVISORES:

INSTITUTION: UNIVERSITY OF GUAYAQUIL FACULTY: FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION

CAREER: Languages and Linguistics

DATE OF PUBLICATION No. of PÁGS:

DEGREE: BACHELOR OF SCIENCE IN EDUCATION, MAJOR IN ENGLISH LANGUAGE AND LINGUISTICS THEMED AREAS: English Language

KEYWORDS: Listening Techniques Listening comprehension Videos

ABSTRACT: This research considers the influence of listening techniques in the ability of listening comprehension on the students of eighth year “D” at Ciudad de Esmeraldas High School of Guayaquil, in the academic year 2017 – 2018 who presented insufficiency in their listening comprehension, helping them to reach a higher level of understanding of what they are listening. The theoretical framework collected information of both established variables: listening techniques and listening comprehension, based on the principles of important scientific fields such as: Psychology, Linguistics, Sociology, etc.; which manifest the influence that has listening techniques on listening comprehension. The data was obtained through a field and a bibliographical study. This research is Descriptive, Explanatory and Propositional investigation whose objective was to find out how the proper use of the techniques for autonomous work influence in listening comprehension. Data was collected during 2017 with a population and sample of 38 students at the Ciudad de Esmeraldas High School. The empirical techniques applied were an interview towards the English teacher, surveys to the students complemented with an observation guide to recognize the listening techniques that teacher uses to develop the ability of listening comprehension. This project is feasible due to no high-level expenses of the videos made, it is relevant because it focuses on the search of a solution to the problem that the students have; the listening techniques are procedures or activities applied as a form of a necessary study for all levels of listening comprehension and it is original due to the low amount of research made about the topic. The main beneficiaries of the project are the students who will employ videos based on listening techniques to develop the ability of listening comprehension.

No. REGISTRATION (Database): No. DE CLASIFICATION:

DIRECTION URL (thesis en la web):

ATTACHED PDF: X YES NO

CONTACT WITH AUTHOR/S Telephone: 2734479 - 0993623524

E-mail: [email protected] [email protected]

Institutional Contact: Name: Secretary of the School of Languages and Linguistics

Telephone: (04)2294888 Ext. 123





xiv

RESUMEN

Esta investigación considera la influencia de las técnicas de escucha para

el desarrollo de la comprensión auditiva de los estudiantes del octavo año

“D” del Colegio Ciudad de Esmeraldas de Guayaquil en el periodo lectivo

2017-2018 quienes presentaron insuficiencia en su comprensión auditiva,

ayudándolos a alcanzar un alto nivel de comprensión de los que ellos

están escuchando. El marco teórico recogió información de las dos

variables establecidas: técnicas de escucha y la comprensión auditiva,

basadas en los principios de importantes campos científicos tales como:

Psicología, Lingüística, Sociología, etc.; los cuales manifiestan la

influencia que tienen las técnicas de escucha en la comprensión auditiva.

La información fue obtenida a través de un estudio de campo y

bibliográfico. Esta investigación es Descriptiva, Explicativa y

Proposicional. Se recogió datos durante el 2017 con una población de

treinta y ocho estudiantes en el Colegio Ciudad de Esmeraldas. Las

técnicas aplicadas fueron entrevista al profesor de inglés, encuestas a los

estudiantes complementada con una guía de observación para reconocer

las técnicas de escucha que el profesor utiliza para el desarrollo de la

compresión auditiva. Este proyecto es factible debido a los gastos

mínimos de los videos realizados, además es relevante ya que se centra

en la búsqueda de una solución para el problema que los estudiantes

presentan en la comprensión auditiva; las técnicas de escucha son un

conjunto de procedimientos o actividades que se utiliza como una forma

de estudio necesaria para todos los niveles de comprensión auditiva y es

original debido a la baja cantidad de investigaciones hechas acerca del

tema. Los principales beneficiarios de este proyecto son los estudiantes

quienes emplearán videos basados en técnica de escucha para

desarrollar la habilidad de la comprensión auditiva.

Palabras Clave: Técnicas de escucha Comprensión auditiva Videos

xv

ABSTRACT

This research considers the influence of listening techniques in the ability

of listening comprehension on the students of eighth year “D” at Ciudad de

Esmeraldas High School of Guayaquil, in the academic year 2017 – 2018

who presented insufficiency in their listening comprehension, helping them

to reach a higher level of understanding of what they are listening. The

theoretical framework collected information of both established variables:

listening techniques and listening comprehension, based on the principles

of important scientific fields such as: Psychology, Linguistics, Sociology,

etc; which manifest the influence that has listening techniques on listening

comprehension. The data was obtained through a field and a

bibliographical study. This research is Descriptive, Explanatory and

Propositional investigation whose objective was to find out how the proper

use of the techniques for autonomous work influence in listening

comprehension. Data was collected during 2017 with a population and

sample of 38 students at the Ciudad de Esmeraldas High School. The

empirical techniques applied were an interview towards the English

teacher, surveys to the students complemented with an observation guide

to recognize the listening techniques that teacher uses to develop the

ability of listening comprehension. This project is feasible due to no high-

level expenses of the videos made, it is relevant because it focuses on the

search of a solution to the problem that the students have; the listening

techniques are procedures or activities applied as a form of a necessary

study for all levels of listening comprehension and it is original due to the

low amount of research made about the topic. The main beneficiaries of

the project are the students who will employ videos based on listening

techniques to develop the ability of listening comprehension.

Key Words: Listening techniques Listening comprehension Videos

1

Introduction

Most of Ecuadorian students of eighth course have deficiency on

English subject due to many causes; one of them is the removal of English

from the National curriculum. Fortunately, this situation has changed and

the Minister of Education has integrated the English as a mandatory

subject on the curriculum again.

For that reason, learners think English is a complicated subject and

they consider the listening comprehension as the most difficult skill to

acquire since most of time, they are producing speaking, writing or reading

but in few occasions they practice listening due to the insufficiency of

listening techniques on English class. This project is focused on the

development of listening comprehension through the implementation of

listening techniques.

The first chapter explains about the context of the investigation,

the conflict situation at high school, the scientific fact, the causes that

produced the problem, the formulation of the problem, the established

objectives, the questions of the investigation, and the justification of the

research.

The second chapter is the theoretical foundations which authors

grounded their investigation, and the relevant background. The third

chapter consists on the methodological design, the methodology,

techniques and instruments used to carry out this research, the analysis-

synthesis of the result from the data obtained.

The fourth chapter refers to the proposal and its description, the

justification, the theoretical basis, the feasibility and the objectives to be

reached. It also gives out a conclusion to consider on the implementation

of the proposal.

2

CHAPTER I

THE PROBLEM

Context of the investigation

“Ciudad de Esmeraldas” high school was founded in 1985 as a

Public School #85 with no name. The first director was Elías Rivero

Góngora who named it “Ciudad de Esmeraldas”. It started originally

working in the streets Callejón Parra and the 29 but the place turned

antipedagogic because of narrowness and its current location is Connor

and la 29.

This institution belongs to Zone 8, District 4, Circuit 5 Province of

Guayas, Canton Guayaquil, Parrish Febres Cordero. In 2013 the

institutions Delia Ibarra de Velasco, Tomas Jefferson and Ciudad de

Esmeraldas were fused in accordance with resolution subscribed by Abg.

Juan Carlos Rodríguez. Nowadays, the institution has 450 students

approximately and 60 teachers, it is directed by Msc. Oscar Anchundia.

Statement of the problem

Conflict situation

When students learn a foreign language they have many difficulties

in the four abilities: speaking, reading, writing and listening but specially

they have problems with the listening comprehension. When the authors

did a field study, they could find some factors which cause this situation.

First of all, in Ecuador most of students of eight course face for the

first time the study of a foreign language, because it was not obligatory

3

English teaching in public schools, therefore they get to high school with

deficiency in this area. As second factor, the educational public institutions

have no sufficient didactic resources for the development of listening

comprehension such as: laboratories equipped with computers, TV,

projectors, etc.

In addition, most of practice in listening comprehension that

students receive in the classroom is superficial and unreal since it consists

in a recorded and acted material where the language is not authentic, the

contact with the spontaneous listening is minimum and it is not

concentrated in real situations. All these events cause conflict when

students do not understand the message, since they only repeat what

audio says, then it results impossible to transmit it and pupils cannot

communicate in English.

Consequently, it is very important the use of listening techniques,

therefore this project proposes serious ways to improve the listening

comprehension ability based on listening techniques. The authors will

design a CD with interactive videos that could describe possible situations

of daily life.

Scientific fact

Insufficiency in the listening comprehension in the students of

eighth course “Ciudad de Esmeraldas” High School, Zone 8, Distrite 4,

Circuit 5 Province of Guayas, Canton Guayaquil, Parrish Febres Cordero,

school year 2017-2018.

Causes

Insufficiency of listening techniques.

Scarcity of didactical technological resources.

4

Deficiency of a proper English teaching from the beginning of

the scholar life.

Formulation of the problem

How do the listening techniques influence in the ability of the

listening comprehension in the students of eighth course of “Ciudad de

Esmeraldas” high school, Zone 8, District 4, Circuit 5 Province of Guayas,

Canton Guayaquil, Parrish Febres Cordero, school year 2017 – 2018?

General Objective

To analyze the influence of listening techniques in the development

of the listening comprehension in the students of eighth course by doing a

field study in order to design a CD with interactive videos based on


Specific Objectives

To define the listening techniques through a bibliographical

analysis.

To measure the listening comprehension of students by

applying a survey.

To design a CD with interactive videos based on listening

techniques through the recollected data.

5

Question of the Investigation

What empirical technique should be applied to find out the

level of listening comprehension of students of eighth course

“Ciudad de Esmeraldas” high school?

What is the updated situation of students of eighth course?

Which are the theoretical foundations of the listening

techniques in relation to listening comprehension?

How to design a CD with interactive videos based on

listening techniques to improve the listening comprehension?

Justification

Nowadays, English language is one of the most spoken languages

around the world, for that reason it is so important to prepare children and

teenagers to live in a multicultural and multilingual society, the best way

for doing that is giving a quality education as the Good Living National

Plan (2013-2017) states “To improve educational quality at all levels and

modalities, for the generation of knowledge and holistic training of

creative, solidary, responsible, critical, participatory and productive people,

under principles of equality, social and territorial equity”(p.4.4)

In addition, it is crucial the use of pedagogical and didactic

recourses students get motivated to learn a foreign language “To promote

intercultural dialogue as the backbone of the pedagogical model and the

use of educational spaces” (Good Living National Plan ,2013-2017, 4.8)

According to the English Proficiency Index (2014), Ecuador is

located in the thirty fifth position demonstrating that this country has a low

level of English and one of the most complicated abilities to acquire is the

listening comprehension due to the insufficiency of listening techniques

used in English class since the main Ecuadorian’s schools or high schools

do not have the sufficient tools or they only have a CD player what is not

really motivating to students. The students of eighth course at “Ciudad de

6

Esmeraldas” high school have a huge deficit of listening comprehension

due to the causes before mentioned, therefore to reach the appropriate

level (A2), it is necessary to implement the listening techniques.

According to National Curriculum Ministry of Education, students of

eighth course should reach the standard of A2, in accordance with

Common European Framework of Reference (CEFR), they should

comprehend basic phrases used in daily life communication as it is

explained, in the table below.

Table 1. Levels A2.1 and A2.2 (A2+): listening comprehension

A2

Can understand enough to be able to meet needs of a concrete type provided

speech is clearly and slowly articulated.

Can understand phrases and expressions related to areas of most immediate

priority (e.g. very basic personal and family information, shopping, local

geography, employment) provided speech is clearly and slowly articulated.

Source: https://www.coe.int/t/dg4/linguistic/source/framework_en.pdf Author: Common European Framework

As teachers, it is necessary to educate with didactic resources in

order to motivate them in the learning process of a foreign language.

There are many authors that confirm the good influence that have the

listening techniques in the ability of listening comprehension. One of the

most effective techniques is the use of videos in English class. Videos are

a functional pedagogical strategy which reinforces the listening

comprehension; these resources provide a dynamical environment and

the experimentation of words through the shown images.

In view of these considerations, the authors state students may

develop listening ability through videos based on listening techniques

instead of audios because they could understand in a better way

moreover, they could learn phrases and not only words. Furthermore, the

http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf

7

videos are focus on daily life situations what are very useful to improve

communication skills.

8

CHAPTER II

THEORETICAL FRAMEWORK

Background

Listening comprehension is one of the most complicated abilities to

develop for learners of a foreign language as consequence, many authors

have researched ways to improve this skill, Hamouda (2013) points out

the importance of understanding the difficulties on listening skill that

learners have in order to search for strategies that develop the ability of

listening comprehension what is in accordance with this research since the

listening techniques are essential to develop listening comprehension

ability. Another scientific research that has been relevant with this project

is about the effects that have the audiovisual resources on listening ability

Woottipong (2014) expresses

In order to develop listening skills, effective material used in English

as a Foreign Language classes is a crucial aspect of the teaching

method. Technology has played an increasingly important role in the

methods of instruction. One technology is video which offers

instructors a wide variety of resource material to be employed in EFL

classrooms to improve students’ listening comprehension (p. 201)

Woottipong’s research was focused on the effects that have the

videos on the improvement of listening comprehension and the cited

researcher realized the positive effects that have these materials on

students of a foreign language such as: a bigger motivation, more

concentration, a better understanding.

As well as, Gilakjani & Sabouri (2016) refer essential strategies to

overcome the difficulties on listening comprehension such as: the use of

authentic materials, listening tasks, the implementation of (TV, radio,

news, films produced by native speakers), feedback activities and the

9

importance of teaching through language body and paralinguistic. All

these aspects were considered by the authors for the development of this

project.

Listening comprehension

Listening has been denominated as one of the most valuable skills.

Hamouda (2013) defines listening as the essential language ability

therefore this ability merits a special priority among the other skill areas.

Although most of learners present complications with this skill, it is crucial

to look for strategies to improve listening skill. Gilakjani & Sabouri (2016)

explain

Learners face a lot of problems when they listen to a language. If

teachers are expected to assist learners to improve their listening

comprehension, they should comprehend their listening difficulties in

understanding spoken passages and teach them effective listening

comprehension strategies to be able to solve their listening

comprehension problems (p.123)

Therefore, it is indispensable the improvement of this ability to

achieve a successful learning of a foreign language. Agreeing with

Gilakjani & Sabouri (2016), listening is the most significant ability and the

most faster of acquiring for learners of foreign language since it is always

used through the daily communication, for that reason it is so important

the development of listening comprehension, too.

Listening comprehension is the capacity of listening and

understanding received information or messages and sometimes

responding to them. According to Ahmadi (2016) “Listening

comprehension is the different process of understanding the spoken

language” (p.8). On the other hand, Hamouda (2013) states that listeners

become constructers of meaning through the comprehension of what they

10

listen to since listening comprehension is a process of interaction between

listeners and environment.

Listening comprehension is a mix of several aspects as Gilakjani &

Sabouri (2016) refer “Listeners comprehend the oral input through sound

discrimination, previous knowledge, grammatical structures, stress and

intonation, and the other linguistic or non-linguistic clues” (p.124). The

combination of these aspects helps listeners to get a good comprehension

of information.

Methods of English language teaching

Not all students have the same way of learning for that reason, it is

necessary to apply the most suitable method based on their deficiency to

achieve an adequate learning.

Direct method is called natural method by some authors as well,

due to it rejects the style of learning of formal organization of a language

and it is based on a spontaneous learning Wahyuni (2013) mentions:

The direct method is the learning of language in relevant setting. The

direct method of teaching, sometimes called the natural method. Not

limited to but often used in teaching foreign languages, the method

refrains from using the learners' native language and uses only the

target language (p.21)

Agreeing with Syaputri (2012) direct method is based on

experiences just as people learn their mother tongue, they have to

experience foreign language without translation thus they will think in the

target language and communicate in the same way. Richard &Rogers

(2001) claim “In the Natural Approach, a focus on comprehension and

meaningful communication as well as the provision of the right kinds of

11

comprehensible input provide the necessary and sufficient conditions for

successful classroom second and foreign language acquisition” (p.140).

Hence, this method is one of the most effective to develop the listening

skill and the other ones.

Audio-lingual Method is focused on structures of daily life

dialogues and on use of target language. “As far as possible, the target

language is used as the medium of instruction, and translation or use of

the native tongue is discouraged” (Richard & Rogers, 2001, p.58). This

method is based on practice more than theory in order to give students a

higher level of understanding.

Samawiyah & Saifuddin (2016) state that this method is very useful

since help learners improve listening skill by practicing, memorizing and

drilling in this manner students understand the content through the

recognition of sounds and words. In addition, this method needs didactical

resources for its completed development. Audio-lingual is a method that is

crucial for the training of listening skill due to the application of

communicative activities.

Strategies to practice

Top down and bottom-up processing

There are two strategies in the process of listening comprehension,

they are bottom-up and top-down. Segura (2013) argues “In real life

listening, students use a combination of the two processes, giving more

emphasis to one or the other depending on their reason for listening”

(p.15). The top down process is based on life experiences or learners’

previous knowledge. According to Richards (as cited in Djouadselma,

2014):

12

Top down processing refers to the use of background knowledge in

understanding the meaning of a message. Background knowledge

may take several forms. It may be previous knowledge about the

topic discourse; it may be situational or contextual knowledge. Or it

may be knowledge stored in long-term memory in the form of

“schema” and “script” plans about the overall structure of events and

the relationships between them (p.10).

When teachers apply this kind of processing, they focus on the

previous knowledge that students acquired by their experiences. On the

other hand, bottom-up processing is emphasized to decode the receive

data such as sounds, words, structures etc. Woottipong (2014) expresses

that bottom-up consists on understanding words through the interpretation

of sounds since human being has different types of knowledge and one of

them is world knowledge what is similar to real life since firstly individuals

know what happen and then they image what they are going to listen,

about the importance of mixing both processes to improve the listening

comprehension. Woottipong (2014) opines:

The idea is that listening comprehension is the outcome of an

interaction of a numbers of pieces of knowledge. This means that

listeners have to use many types of knowledge. The knowledge of

specific aspects of language such as word meanings or grammatical

structures, and the influence of the listener’s expectation and

background knowledge, the particular situation and the topic itself all

contribute to the listeners’ ability to comprehend spoken messages

(p.203).

As consequence, to achieve an effective and an active listening it is

essential to use the bottom-up and top-down processing in which learners

do a feedback about their life experiences but also, catch the new

vocabulary and structures explained.

13

Stages of listening activities

There are three stages for developing the listening activities: pre-

listening (activities done by teachers and students about previous

knowledge of topic), while-listening (relevant activities with students and

their understanding) and post-listening (activities in which teachers verify

the total students’ comprehension of a topic).

Pre-listening in this stage, teachers prepare students through

activities that catch the attention and motivate them to listen. “It is the most

important stage. In this stage, the teacher prepares his students about

what they are going to listen and ask them questions about the topic in

order to motivate and encourage them” (Djouadselma, 2014, p.10).

Useful activities make students engage with the context and

generate the background knowledge. As Wei (2012) mentions these pre

activities create interest on students, moreover they involve in the context

through the previous knowledge about the topic. For students recognizing

the purpose of a listening activity Oxford (as cited in Djouadselma, 2014)

suggests some tasks: “discussing the topic, brainstorming, and presenting

vocabulary, sharing related articles” (p.11).

While-listening at this point students have a general idea of what

they are listening and they can do activities according to what they listen.

Wei (2012) points out “While-listening activities are usually designed to

help learners develop the skill of eliciting messages from spoken

language” (p.25).

It is important that teachers use serious tasks for students

comprehend in a better way. Djouadselma (2014) claims that while-

activities are carried out in the process of a aural lesson these tasks help

14

students to understand what they are listen to and complete correctly all

the activities. These are some tasks suggests for Wei (2012) identifying

numbers or letters, dictation, taking notes, filling gaps with missing words,

map activities, choosing the correct pictures from a description, etc. The

use of these tasks helps to fulfill a successful comprehension.

Post-listening is an essential stage because in this part of

listening, teachers can verify if students comprehend and if they are able

to develop the final activities. In accordance with Macháčková (2009) this

stage is to check if pupils understood what they have listened and if they

could finish the task in a correct way.

In addition, in this phase teachers may integrate the other skills

through the same topic since they have acquired new vocabulary and

more knowledge. Rost (2012) expresses “Post-listening tasks can involve

additional reading, writing, speaking, and interaction, and may include

comparing notes, negotiating a summary with a partner, and formulating

responses, or questions about what was just heard”. Therefore, the

authors of this project point out the use of these listening activities are

indispensable not only for developing listening comprehension but also, to

improve the other abilities.

Listening techniques

A Technique is a set of procedures or materials applied in a specific

task to obtain a specific and an effective result. Richard & Rogers (2001)

“The actual moment to moment techniques, practices and behavior that

operate in teaching a language according to a particular method” (p.26),

therefore a listening technique is any activity or task that teachers use in

class to develop the listening comprehension such as: notes-taking,

listening and drawing, telling stories, watching a movie or a video, etc.

15

Types of listening techniques

The techniques below are the most common techniques to develop

the ability of listening comprehension.

Figure.1 Listening Techniques

Source: Analysis of independent variable Authors: Alvear Ramos Débora & Rizzo Loor Kattya

Listening and drawing is a very useful activity in a classroom

since students not only improve listening skill but also, they are motivated

and they become active learners through this technique “Engaging them in

fun listening activities will hopefully motivate them to practice more

listening and take advantage of all opportunities around them”

(Busyteacher, 2016).

LISTENING AND DRAWING

WATCHING VIDEOS

STORYTELLING

LISTENING

TECHNIQUES

LISTENING AUDIOS

RECORDER MAKING

DIALOGUES

NOTES

TAKING

16

Storytelling is defined by Khasanah (2011) as a narrative and

linguistic technique that can be based on real or imaginary situations and

storytellers sometimes uses poetry, music or dance. According to

Khasanah (2011) “Teaching English by applying storytelling has the good

result, because it can improve students listening skill. It can be valuable

for children in their daily life to improve their language

comprehension”(p.16). Consequently, this activity enhances the learning

of a foreign language since students not only improve the listening

comprehension but also, they acquire new vocabulary, grammar

structures and pupils sometimes recreate the stories what helps them in

the oral expression.

Making dialogues is a technique in which students create short

conversations (practicing their pronunciation) the audience listen

(improving their listening comprehension ability), it is very useful since

learners develop their communicative skills. Kuehn (2012) points out

dialogues plays a very important role in the developing of these skills and

gives good reason for making dialogues in class such as: express life

situations, know different cultures, learn vocabulary and sentence

structures.

Note-taking is a simultaneous technique in which learners have to

write down while they are listening, this technique is used in order to

develop the listening skill since students do not remember all what they

have listened and forget the received information. According to Hayati &

Jalilifar (2009) note-taking is elemental for learners of all levels since

through this technique people can record and store the information in

order to use it in another occasion. In this manner, learners not only

practicing their listening skill but also, they acquire in a huge way

vocabulary and grammar structure through this relevant strategy.

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Listening audios recorder is a meaningful technique specially for

beginners of English class because students will listen to native speakers

and over more, they will develop intonation, rhythm and accent which are

crucial supports for listening skill as Kashdan (2006) explains:

When students are beginning English learners, the audio recorder is

a vital tool for providing them with reviews of oral explanations and

pronunciations of new material between lessons. When parts of

lesson sessions are recorded, students can listen over and over to

their teachers’ voices along with their own voices speaking letters,

words, phrases and sentences in English that they learned during the

lesson (p.1).

Through this technique students develop their listening

comprehension since students can repeat the audios the times needed to

their completed comprehension. Moreover, with these kinds of materials

you can introduce some types of contents such as: audio books,

interviews, dialogues etc.

Watching videos this technique is one of the most important

resources in the acquisition of a foreign language because they are

programs with visual and aural presentation that catch the attention of

learners. According to Woottipong (2014) “Video materials can be used an

alternative instructional tool for teaching listening since they are a rich

source of conversation and dialogue by English speakers” (p.201). This

material is a rewarding tool to enhance the listening comprehension since

students not only listen but also, they observe the intonation and body

expressions of speaker to understand in a better form.

For Djouadselma (2014) “The use of video as teaching material will

help student’s to correct their mistaken pronunciation, learn a new

vocabulary and provide information”(p.24). Furthermore, learners acquire

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a greater motivation since videos can expose them common situations of

daily life.

Stages of listening

Different authors have classified the stages of listening in four, five

or six stages, however, the researches of this project considered pertinent

to describe six stages in the listening process, they occur in sequences

and it is very important to study them to enhance the listening skill.

Hearing is the first stage of listening, Malgaj (2009) claims hearing

is the action of receiving the “sound waves” causing stimulation to the ear

what is called a “physical response”. This process is the combination of

catching of sound waves and recognizing particular sounds; therefore in

this stage learners receive the acquisitions of words or vocabulary.

Attending after hearing the brain is focus on things that are

encourager such as strong noise, visual aids or corporal movement.

Segura (2013) claims “It refers to a selection that our brain focuses on”

(p.12). It is a very important stage since students will reach an effective

listening if teachers achieve to catch their attention with dynamical

resources.

Understanding in this stage they understand what they have seen

or heard, it is necessary to analyze the meaning of the entire teaching

environment such as phrases, gestures, sounds, etc. Next, they associate

them with the context and comprehend the message. Agreeing with

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Boundless (2017) understanding is crucial to recollect information. Next,

they associate them with the context and comprehend the message.

Remembering is a meaningful stage since students of a foreign

language have a good teaching they can storage on their brain what they

have received since the memory is selective and only what have marked

is remembered. According Malgaj (2009) at this point a people store on

their minds the received and understood information although every

person has its own perception and what remembered may change a little

bit from the original.

Evaluating in this stage is when the teacher evidences if students

have obtained an effective listening and determines if the sources have

been the best ones to transmit the message According to Segura (2013)

states that “It is at this point when active listeners weigh evidence, sort fact

from opinion and determine the presence or absence of bias or prejudice

in a message” (p.13). There are some ways to verify the clarity of the

message such as may be expressing their opinions or explaining it with

their own words

Responding agreeing with Nunan (2001) in this point the listener

has completed the process, the teacher may do verbal such as: questions

or explanations, and non-verbal such as: written exercises or tests in order

to establish the successful or failure that speaker have reached at the

moment of transmitting a message.

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Visual and paralinguistic support

Visual and paralinguistic are valuable sources in the development

of listening comprehension ability. Mevada & Shah (2015) mention “(…)

listening is a process that involves not only auditory aspect but also visual

and attention processors” (p.28). They also state that visual elements such

as: images, chart, flashcards, etc is an amount of that help students to

understand better the speech and engage them with the content. Another

important factor is the communication face to face that is related with the

paralinguistic elements that are essential for the upgrade of listening

comprehension skill, agreeing with Camacho (2013) the paralinguistic

elements such as gestures, tone and rate voice, pronunciation, body

expression have a deeply impact in the communicative competence.

Face to face communication is a crucial aspect in the

development of listening comprehension as students need to listen a

spontaneous speech and not only recorded material that are unreal and

superficial situations. Segura (2013) states “There are listening activities

called “live listening”. In these kind of activities, the teachers or visitors talk

face to face with the students, which is a way of interaction to practice

listening” (p.63)

In his article Bowles (2015) explains how a message can be

understood and interpreted clearly through a face to face communication.

Teachers should use this kind of communication with more frequency in

order to achieve students become effective learners.

Non-verbal communication Gestures, body expressions,

intonation, accent, etc are considered non-verbal aspects and affect

directly or indirectly in the listening skill. According to Arosenius (2011)

recently, a lot of confidence has also been put in the importance of facial

expressions and hand and arm gestures that help listeners to understand

21

the speaker’s intended meaning. These aspects of language are also

called paralinguistic cues, or more commonly non-verbal communication,

which is the term used in this study.

Hamouda (2013) points out “(…) listening text without visual

support or the speakers’ facial expressions and gestures interfere with

learners’ listening comprehension” (p.135). The exclusion of these

important elements creates a lack of concentration. If teachers require

students to become active listeners, they have to use these kinds of cues

in order to transmit their speech in a better way and achieve students

reach an effective listening.

Theoretical Foundations

Linguistic

Linguistic is one of the most important foundations in the study of a

Language, without Linguistic we may not know the meaning of a

Language. Rost (2012) states that “Linguistic processing (sound

perception, word recognition, syntactic parsing) as the fundamental skill in

listening” (p.203).

However, agreeing with Mevada & Shah (2015) Listening is not only

based in linguistic aspects but also, in non-linguistic elements at different

stages. These elements are essential to understand completely a speech

as is explained by Dirven and Oakeshott-Taylor (as cited in Mevada &

Shah, 2015) “listening is really a complex skill and people need to use all

types of linguistic and non-linguistic knowledge to derive the meaning

including comprehension of words phrases, clauses, sentences and

connected discourses” (p.26). It is indispensable the use of both linguistic

elements in a foreign language class to develop an active listening.

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Psychological

As the authors have before explained listening is formed by

different stages. It means that it is a mental process that requires the

cognitive knowledge. However, listening comprehension has positive and

negative psychological aspects. According to Hamouda (2013), boredom

and frustration are negative elements that affect the listening

comprehension which is provoked for the shortage of motivation, lack of

interest about topic, insufficiency of didactic material all these elements

make students lost attention to the class and do not develop the listening

comprehension.

Depends on teachers to create an environment of motivation that

catch students’ attention to improve the listening skill. Vandergrift (2005)

mentioned a positive relationship among foreign language listening ability,

using metacognitive strategies such as “integral to self-regulated learning”,

and reported levels of “intrinsic and extrinsic motivation”

Technological

The authors of this project state that technology plays an important

role in the development of listening comprehension. According to

Woottipong (2014) technology is an elemental tool that has been

increasingly to the benefit of education. In this technological era exits

amount of resources for the improvements of this skill as Mevada & Shah

(2015) mention “Today in the era of technology the teacher cannot confine

himself by using only chalk and talk method, it becomes very easy to

explain difficult concept with the use of multimedia like, text, pictures,

graphs, sounds, videos etc.” (p.28).

Agreeing with Jones (2002) Teachers can use technology in

different ways and technology is perfect to present information in several

forms such as: visual, aural or text. In this manner, pupils acquire more

23

knowledge that is why technology is a valuable source to motivate

students in the language acquisition.

Sociological

According to Vygotsky’s theory (as cited in Learning Theories,

2014) man is a social being, it means that he has a cognitive learning and

receives knowledge of the environment and society as well as he

contributes to the society in the teaching learning process.

On the other hand, Piaget’s theory (as cited in Heo, Han, Koch,

Aydin, 2011) “Piaget maintains that Egocentrism is related to language

learning as an inner speech and can affect on differentiation in cognitive

development” (p. 736) it means that the human being acquires a foreign

language due to internal aspects such as “personality”, “modeling”,

“imitation”, etc. what prepare man to assimilate or accommodate to the

environment. Nonetheless, both theories are based on the development of

individual in order to create active learners. Therefore, the authors claim

the use of both theories in a classroom is essential for acquiring a foreign

language

Philosophical

In the search of philosophical foundations, the authors have

encountered two philosophical currents which have a huge impact in the

acquisition of a foreign language: “Cognition” and “Metacognition”.

The first is cognition which authors have defined as the mental

process of learning through inner factors that every person develops.

Individual has an intuitive cognition about knowledge of a language.

24

According to Rubin (as cited in Ospina, 2012) The cognitive factors

play a very important role in the acquisition of a foreign language if

students develop the verbal intelligence, process the phonology and save

the information in the long-term memory they learn a language

successfully. It is necessary to look for strategies to develop these factors

and improve the learning.

On the other hand, “Metacognition is the ability to be conscious of

one’s mental processes” (Raimi & Katal, 2012, p.73). Metacognition is

formed by two elements knowledge and strategies. Knowledge is the

received data to develop their learning and strategies are the skills they

manage to regulate their learning. The use of metacognition is

indispensable in the English language class Raimi & Katal (2012) also

claim that tasks such as: self-evaluation about achievement and mistakes

and self-observation that are essential to reach a metacognitive

knowledge.

Metacognitive knowledge informs planning decisions taken at the

outset of learning and the monitoring processes that regulate the

completion of a learning task, e.g., self-observation, assessment of

problems and progress, and decisions to remediate; it also provides

the criteria for evaluation made once a learning task is completed

(p.76).

Therefore, it is crucial to teach cognitive and metacognitive

strategies which make active learners and help them to develop their inner

aspects in order to improve their skills in the acquisition of a foreign

language.

Pedagogical

There are several theories of learning and each one has different

way to educate but the authors consider the constructivism as the ideal

25

theory learning since it is based on the self-learning it means learners

create their own knowledge according to the techniques and activities

provided by teachers . Can (2009) explains “constructivist language

learning should be action oriented where language is learned through

collaboration, free creation is praised, and learning is achieved by actively

doing projects and self teaching” (p.65)

Wijayant (2013) points out that a constructivist class includes

relevant material to teach, learners develop activities in group, teacher is

an interactive agent that helps students obtain the construct their

knowledge basically by their experiences or according to what they

already know.

It means that pedagogical foundation is essential to the

development of this project since through the constructivism theory

teacher will guide students to reach a adequate level of listening

comprehension using the listening techniques.

Legal

The present project is based on the enhancement of individual and

collective skills, the service to the community, the solution of country

educational problems, and the development of interculturality what is in

accordance with the National Ecuadorian Constitution and National Good

Living Plan.

“El sistema nacional de educación tendrá como finalidad el

desarrollo de capacidades y potencialidades individuales y colectivas

de la población, que posibiliten el aprendizaje, y la generación y

utilización de conocimientos, técnicas, saberes, artes y cultura. El

sistema tendrá como centro al sujeto que aprende, y funcionará de

manera flexible y dinámica, incluyente, eficaz y eficiente. El sistema

nacional de educación integrará una visión intercultural acorde con la

26

diversidad geográfica, cultural y lingüística del país, y el respeto a los

derechos de las comunidades, pueblos y nacionalidades.” (National

Ecuadorian Constitution, 2008, p. Art. 343).

“La educación como servicio público se prestará a través de

instituciones públicas, fiscomisionales y particulares. En los

establecimientos educativos se proporcionarán sin costo servicios de

carácter social y de apoyo psicológico, en el marco del sistema de

inclusión y equidad social.” (National Ecuadorian Constitution, 2008,

p. Art. 345).

“El sistema de educación superior tiene como finalidad la formación

académica y profesional con visión científica y humanista; la

investigación científica y tecnológica; la innovación, promoción,

desarrollo y difusión de los saberes y las culturas; la construcción de

soluciones para los problemas del país, en relación con los objetivos

del régimen de desarrollo.” (National Ecuadorian Constitution, p. Art.

350).

“To promote intercultural dialogue as the backbone of the

pedagogical model and the use of educational spaces.” (National

Good Living Plan, 2013, p.4.8).

27

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION

Methodological Design

The authors define the present project as a qualitative and

quantitative research due to the instruments used and analysis done, it is

qualitative due to the analysis of the variables and the synthesis carried

out on the results and it is quantitative due to the recollection of the

information through the empiric instruments: surveys and interview.

Types of Investigation

According to their purpose, it is applied since Kothari (2004)

explains “Applied research aims at finding a solution for an immediate

problem facing a society or an industrial/business organization (p.3). This

project searches a solution for low level of listening comprehension of

students of eighth course at “Ciudad de Esmeraldas” high school therefore

as an applied research in which their final goal is to develop of listening

comprehension through the use of videos based on listening techniques.

As well as it is a correlation research according to Simon& Goes

(2012) this kind of research studies the connection that exists among the

variables of an investigation through the correlation test and cross-

tabulation, that means it is a correlation project since it since it examines

the grade of relation between the listening techniques and the listening

comprehension what is evidenced in the chip square and the Pearson’s

correlation test.

Agreeing with Williams (2005) the descriptive researched is focused

on the study of the characteristics of a phenomenon based on the

28

observation and the relationship between variables, for that reason it is a

descriptive research, due to the description of the studied problem, causes

and methodology used in class. It is a descriptive research too, since it

proposes a solution for this problem by using listening techniques.

Given (2008) defines the explanatory research as the intention of

explain a phenomenon through the description of it that is why authors

assume this research is explanatory because of the explanation of the

theoretical aspects of the variables in order to analyze the influence of

listening techniques (variable independent) on listening comprehension

(variable dependent).

Population

The present project was proposed at “Ciudad de Esmeraldas” High

School. When the researchers had the interview with the English teacher,

he said there were four sections of eighth course and he suggested that

surveys be carried out in the students with the lowest percentage of

academic performance in this subject so the course referred was eighth

“D” which is formed by thirty-eight students, the total of population.

Therefore, it was not necessary to apply the sample formula since the

population is less than one hundred.

Table 2. Population and sample

Nº DETAIL PERSON

1 Teacher 1

2 Students 38

Total 39

Source: Teacher and students from “Ciudad de Esmeraldas” high school, eighth course section “D”

Authors: Alvear Ramos Débora & Rizzo Loor Kattya

29

Table 3. Operation of variables

VARIABLES DIMENSIONS INDICATORS

DEPENDENT

Listening

comprehension

Methods of English

teaching

Direct method

Audio-lingual method

Strategies to practice Top-down

Button-up

Stages of listening

activities

Pre-listening

While listening

Post listening

INDEPENDENT

Listening

techniques

Types of techniques Listening and drawing

Storytelling

Making dialogues

Notes taking

Listening audios

Watching videos

Stages of listening Hearing

Attending

Understanding

Remembering

Evaluating

Responding

Visual and

paralinguistic support

Face to face Communication

Non-verbal actions

Source: Analysis of dependent and independent variables

Authors: Alvear Ramos Débora & Rizzo Loor Kattya

30

Research Methodology

For the progress of this project was necessary the use of theoretical

and empirical methods:

Inductive-Deductive: According to Trochim (2006) most of social

investigations use the deductive and inductive methods through solve a

society problem, for that reason this project implemented these methods

since it studies a social educational problem and it began with the

observation of the class and determined the problem then it explained the

analysis of variables based on the theoretical foundations and proved the

influence of listening techniques on the ability of listening comprehension.

Analysis – Synthesis: Agreeing with Codinhoto (2014), this

analysis is the design of the research it means the theoretical basis and

the synthesis is the verification that is why the authors of this project

implemented this method since they analyzed the theoretical basis of the

variables then they verified the recollected the data through the use of

tools such as observation, surveys and interview, they carried out with on

population and finally they analyze and summarize the results.

Historical – Logical: This method was crucial since this project is

based on the theoretical foundations of great philosophers such as Piaget

and Vygotsky and how these theories influence in the language learning-

teaching process. In addition, the authors have realized how listening

techniques have evolved to improve listening skill.

Empirical method: This method was used in the observation of an

English class where authors could observe the reality of the situation and

https://www.researchgate.net/profile/Ricardo_Codinhoto

31

had a clear vision of problem additionally; they use it to recollect de data

from students and teacher.

Techniques and tools research

In order to analyze the influence of variables in the section “D” of

eighth course at “Ciudad de Esmeraldas” High School, the researchers

have implemented the following techniques:

Observation

Interview

Survey

Observation: The authors used this instrument on students of

eighth with lowest percentage of academic performance in English class in

order to establish the causes of their low academic performance in English

subject and to determine the skill in which they present more

complications. According to the observation, they realized that they have a

huge problem related to listening comprehension due to the deficiency of


Survey: Students did a survey based on the Likert’s scale of

frequency to determine the level of deficiency of student’s listening

comprehension what gave as result a high-level of insufficiency of listening

comprehension since they do not understand dialogues according to their

levels due to scarcity of didactic and motivational resources and listening

techniques.

Interview: The English teacher was interviewed through open

questions based on the variables and the proposal in order to verify the

32

methodology that he uses to develop the listening comprehension and

what kind of listening techniques are implemented in his class. Through

the interview done the authors found out insufficiency listening techniques

and pedagogical strategies.

Analysis of the observation applied

Through field study and observation carried out on students of

eighth course the researchers realized the main problem that affects the

academic performance of English subject and establish its causes.

Students can express basic phrases very well, they can read short text

according to their level and they can write short sentences but most of

students have a high percentage of deficiency of listening ability since they

do not understand what the listening exercises from book (audios tracks).

Due to the insufficiency of didactic resources and the scarcity of

methods and techniques used for their teacher, students cannot develop

the listening ability. Therefore, by observing the class the authors of this

project states that the variables to study are listening comprehension and


Interview to the teacher

Objective: To verify the methodology that teacher uses to develop

the listening comprehension and the listening techniques implemented.

General Information:

Degree Level: Bachelor's Degree in Education, English Language &

Linguistics.

Scientific Level: B2

Years of experience teaching: 7 years

33

1. According to your opinion, which are the causes that affect the

listening comprehension?

Well, the first cause is the lack of attention of students; they do not interest

for practice their listening ability. Secondly, it is the environment as you

can see classrooms are small and narrow. Additionally, the noise from

other classrooms interrupts our class. Finally, this high school does not

have the necessary implements to develop this skill.

2. Which resources do you use to improve listening skill?

I work only in the listening exercises from the book and I sometimes bring

my CD player since there is not another tool.

3. Could you refer some listening techniques do you use in

class?

To be honest with you, I only work listening audios because high school

does not support teachers with the resources to implement other

techniques.

4. Do you think listening techniques are crucial to develop

listening comprehension, why?

For sure, listening techniques are very important. It would be great that

students could watch movies, videos or stories to learn faster and improve

their listening ability a lot.

5. What do you think about other listening techniques such as

notes-taking and listening and drawing that it is not necessary

to have digital resources to employ them?

34

They are good but I will implement them on students of high levels

because students of eighth course have a very low listening

comprehension so they cannot notes-taking or listening and drawing.

6. Which of the listening technique do you think is the most

effective in your class of eighth course?

If I had the necessary resources, I would use the listening technique of

watching fairytales according to their level since they are visual learners

and they learn through what they watch and listen to.

7. How do you carry out the stages of listening activities?

As we do not have with the sufficient time to do all the activities I

sometimes do the pre-while-post activities. First, I explain the topic of the

audios while they are listening, I ask them to repeat it and finally I ask

some questions about it.

8. Would you like to use videos to develop listening

comprehension, Why?

Yes, videos are essential to teach a foreign language because students

get more motivated and they can understand in a better way.

9. How would you implement videos to your English class?

Well, I would try to talk to director to take students to computational lab

and I would project videos monitoring that students do the listening

activities and comprehend new words although I think it wouldn’t be

necessary since they can learn vocabulary through images shown on

videos.

35

10. Do you consider that videos based on daily life situations are

essential to real communication, why?

Yes of course, videos based on these dialogues are helpful since they

learn not only words but also, they learn phrases that are essential if they

have to help a foreign person or if they have to travel these types of

situations are basic and important to learn.

.

36

ANALYSIS OF THE APPLIED SURVEY

STATEMENT # 1

I find difficulty to understand dialogues and presentations in English language.

TABLE 4

Dialogues and presentations comprehension

CODE CATEGORY FREQUENCY PERCENTAGE

ITEM

N°1

Always 25 66%

Usually 5 13%

Sometimes 5 13%

Hardly ever 2 5%

Never 1 3%

Total 38 100%

Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya


.

Comment: According to obtained results the 66% of students always find

difficulty to understand dialogues in English, as well as 13% usually find

difficulties as well as 13% of students sometimes find difficulties,5% of

students hardly ever find difficulties and only the 3% of students can

understand dialogues and presentations in English.

Always Usually Sometimes Hardly ever Never

Fig. 2

5%3% 13%

13% 66%

37

STATEMENT # 2

The audios used in class are sufficiently motivating to develop listening comprehension.

TABLE 5

Audios to develop listening


ITEM

N°2

Always 2 5%

Usually 0 0%

Sometimes 8 21%

Hardly ever 5 13%

Never 23 61%

Total 38 100%



.

Comment: According to obtained results the 61% of students claim that

the audios used are never motivating, 21% of students point out they get

sometimes motivated for the audios, 13% of students argue hardly ever

they are motivated by audios and only the 5% states that audios are

always motivating.


Fig. 3

5%0%

21%

61% 13%

38

STATEMENT # 3

The teacher helps me develop my listening through the use of English throughout the class.

TABLE 6

Teacher's communication in English


N°3

Always 2 5%

Usually 2 5%

Sometimes 7 18%

Hardly ever 12 32%

Never 15 40%

Total 38 100%



.


teacher never speaks in English during the class , 32% of them declare

that he hardly ever speaks in English, 18 % of students argue he

sometimes speaks in English and only 5% of students point out he usually

speaks in English as well as another 5% he always speaks in English

throughout the class.


Fig. 4

5% 5%

40% 18%

32%

39

STATEMENT # 4

I Practice at home my listening comprehension through songs, stories, movies and videos in English.

TABLE 7

Practice at home


ITEM

N°4

Always 10 27%

Usually 13 34%

Sometimes 8 21%

Hardly ever 5 13%

Never 2 5%

Total 38 100%



.

Comment: According to obtained results the 34% of students states that

they usually practice English at home, 27%of them point out they always

do it, 21%of them claim they sometimes practice through different media

,13% of students practice hardly ever and 5%denay that practice at home.


Fig. 5

5% 13% 27%

21%

34%

40

STATEMENT # 5

The number of times I listen to an audio is adequate for my complete listening comprehension.

TABLE 8

Times of listening to audios


ITEM

N°5

Always 1 61%

Usually 2 18%

Sometimes 5 13%

Hardly ever 7 5%

Never 23 3%

Total 38 100%


Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Debora & Rizzo Loor Kattya

.


the number of times that they listen an audio is never adequate,18% of

them states that it is hardly ever adequate,13% point out that they

sometimes comprehend with times repeated and the 5% and 3% of

students express that the repetition of audios is always and sometimes

adequate.

Fig.6

3% 5%

13%

61% 18%


41

STATEMENT # 6

The teacher performs activities before, during and after each listening exercise.

TABLE 9

Listening activities stages


ITEM

N°6

Always 8 21%

Usually 11 29%

Sometimes 12 32%

Hardly ever 0 0%

Never 7 18%

Total 38 100%



.

Comment: According to obtained results the 32% of students claim

teacher sometimes performs listening activities, 29% of them points out

most of time teacher prepares listening activities, 21% of students argue

teacher always introduces listening activities and only 18% of them states

that teacher never performs listening activities .


Fig. 7

18% 21% 0%

32% 29%

42

STATEMENT # 7

The teacher uses listening techniques such as listening and drawing, taking notes, telling stories, etc.

TABLE 10

Listening techniques


ITEM

N°7

Always 0 0%

Usually 3 8%

Sometimes 5 13%

Hardly ever 8 21%

Never 22 58%

Total 38 100%



.

Comment: According to obtained results the 58% of students state that

teacher never uses listening techniques, 21% of them claim teacher hardly

ever implements any listening technique,13% of students point out he

sometimes uses any techniques ,only 8% of students argue he usually

employs a techniques and any student claim he always uses listening

techniques.


Fig.8

0%8%

13%

58% 21%

43

STATEMENT # 8

The teacher makes students perform the dialogues listened.

TABLE 11

Performance of dialogues


ITEM

N°8

Always 10 26%

Usually 11 29%

Sometimes 5 13%

Hardly ever 7 19%

Never 5 13%

Total 38 100%



.

Comment: According to obtained results there are similitude of opinions

with 29% and 26% that refer teacher makes students perform the

dialogues most of time,19% of students point out teacher hardly ever

makes students perform the dialogues, 13% of students argue he

sometimes makes them perform the dialogues and the same quantity

states that he never makes them perform.


Fig. 9

13% 26%

19%

13% 29%

44

STATEMENT # 9

The teacher implements audio-visual tools such as: videos, songs, movies, etc.

TABLE 12

Audiovisual tools


ITEM

N°9

Always 2 5%

Usually 2 5%

Sometimes 5 13%

Hardly ever 14 37%

Never 15 40%

Total 38 100%



.

Comment: According to obtained results the 40% of students claim

teacher never uses audiovisual resources, 37% of them refer he hardly

ever implements these kind o resources, only 13% of students point out he

sometimes employ audiovisual resources and with 5 % students opine he

always and usually uses these resources.


Fig. 10

5% 5%

40% 13%

37%

45

STATEMENT # 10

Audio's Sound quality in the classroom is good.

TABLE 13

Sound quality


ITEM

N°10

Always 3 8%

Usually 5 13%

Sometimes 10 27%

Hardly ever 10 26%

Never 10 26%

Total 38 100%



.

Comment: According to obtained results the 34% of students claim the

quality of sound is never good, 26% of them express it is hardly ever good,

with a similarity of 19% and 13% of students opine the quality of sound is

sometimes and usually good and only 8% point out the sound is always

good.

Fig.11

26% 8%

13%

27% 26%


46

STATEMENT # 11

The audios used in class are adequate to enrich my vocabulary.

TABLE 14

Audio resources


ITEM

N°11

Always 1 3%

Usually 4 10%

Sometimes 8 21%

Hardly ever 9 24%

Never 16 42%

Total 38 100%



.

Comment: According to obtained results the 42% of students express that

audios used in class are never helpful for learning vocabulary,24% of them

opine they hardly ever learn vocabulary from audio, 21% of them claim the

audios are usually helpful, 10% of they point out audios enrich their

vocabulary only 3% of students state they learn sufficient vocabulary from

audios.


Fig. 12

3% 10%

42% 21%

24%

47

STATEMENT # 12

Videos with animated characters get my attention and help me to participate in class.

TABLE 15

Interactive videos


ITEM

N°12

Always 19 50%

Usually 10 27%

Sometimes 5 13%

Hardly ever 2 5%

Never 2 5%

Total 38 100%



.

Comment: According to obtained results the 50% of students argue

animated videos always help them to participate in class, 27% of them

express these kind of videos usually get their attention,13% of students

point out animated videos sometimes become them more participate and

only 5% of them claim animated videos never get their attention.


Fig. 13

5% 5%

13%

50%

27%

48

STATEMENT # 13

Videos based on dialogues of daily life are useful for communicating in real situations.

TABLE 16

Daily life videos


ITEM

N°13

Always 22 48%

Usually 12 44%

Sometimes 1 2%

Hardly ever 2 4%

Never 1 2%

Total 38 100%



.

Comment: According to obtained results the 58% of students opine

videos of daily life always improve their communication skill, 31% of them

express these videos are usually helpful to communicate in real situations,

only 5% of students claim videos about daily life are hardly ever useful and

with similarity of 3% they states that these videos are sometimes and

never useful to communicate.

Fig.14

3% 5% 3%

31% 58%


49

STATEMENT # 14

I find videos more interesting than audios.

TABLE 17

Comparison between videos and audios


ITEM

N°14

Always 24 63%

Usually 13 34%

Sometimes 1 3%

Hardly ever 0 0%

Never 0 0%

Total 38 100%



.

Comment: According to obtained results the 63% of students claim videos

are always more interesting than audios, 34% of them opine they usually

find videos more interesting, 30%of them states that videos are sometimes

more interesting and any student point videos are never more interesting

than audios.


Fig. 15

300%%

34%

63%

50

STATEMENT # 15

The dialogues represented by natives are more understandable.

TABLE 18

Dialogues by native


ITEM

N°15

Always 18 47%

Usually 15 39%

Sometimes 3 8%

Hardly ever 1 3%

Never 1 3%

Total 38 100%



.

Comment: According to obtained results the 47% of students point out

native videos are always more understandable, 39% of them claim they

usually understand in a better way through native videos, only 8% of them

express these videos are sometimes understandable, with similarity of 3%

they states that native videos are hardly ever and never understandable.


Fig. 16

8% 3%3%

47%

39%

51

CHI SQUARE

Objective: To show statistically if there is relation between the

independent and dependent variable.

For the purpose of making sure through statistical means that there

is a relationship between the independent variable (Listening techniques)

and the dependent variable (Listening comprehension) the collected data

of the opinion questions 2 and 7 from the survey given to the students of

eighth year at “Ciudad de Esmeraldas” High School which expressed:

“The influence of listening techniques in the ability of listening

comprehension”” and “deficiency of listening techniques”; through the

PSPP Program provided by the Mathematical department in the Faculty of

Philosophy, Letters and Educational Sciences; the Chi-square test

expresses that under the range between 0,00 – 0,05, the variables of this

thesis do have a relationship, thus it is pertinent to design a CD with

interactive videos based on listening techniques.

Independent variable: Listening Techniques.

Dependent variable: Listening Comprehension

52

TABLE. 19 THE INFLUENCE OF LISTENING TECHNIQUES IN THE ABILITY

OF LISTENING COMPREHENSION


Significance level: Alfa = 0, 05 o 5%

Statistical of test to use: CHI Square

P Value or significance

As the value of p was less than 0, 05 it affirms that there is relation

between the variables and therefore the listening techniques influence in

the ability of listening comprehension

53

Table.20 Pearson’s Correlation Test

Analysis of the Correlation between the independent and dependent variables through Pearson’s Correlation Test.

X= The audios used in class are sufficiently motivating to develop listening comprehension.

Y= The teacher uses listening techniques

2 0

0 3

8 5

5 8

23 22

Source: Microsoft Excel 2007 Authors: Alvear Ramos Débora & Rizzo Loor Kattya

Fig.17 Graphic of Pearson’s Correlation Test

Source: Microsoft Excel 2007 Authors: Alvear Ramos Debora & Rizzo Loor Kattya

Pearson’s Correlation Coefficient = 0,95085507 According to the Pearson’s Correlation Test, authors verify the high

correlation that exists between independent variable (listening techniques)

and dependent variable (listening comprehension), due to the obtained

25

20

15

10

5

0

0 5 10 15 20 25

The teacher uses listening techniques

the

au

dio

s u

sed

in c

lass

are

su

ffic

ien

tly

mo

tiva

tin

g t

o

de

velo

p t

he

list

en

ing

com

pre

he

nsi

on

54

coefficient (0,95085507), authors argue there are sufficient relationship

between both variables since the established range is 0.9 to 0.99 to have

positive correlation.

In accordance with the general objective of analyzing the influence

of listening techniques in the development of the listening comprehension

in the students of eighth course by making a field study in order to design

a CD with interactive videos based on listening techniques, the authors

confirm the achievement of this objective since through the methods and

techniques used in this project, it was manifested the high level of

influence that have the listening techniques on listening comprehension

ability.

According to the first specific objective that searched defining the

listening techniques through a bibliographical analysis, it was successfully

fulfilled since the theoretical framework on chapter two, the researchers

pointed out the best listening techniques used in class based on previous

scientific research and important authors.

In related to the second specific objective, authors state that was

achieved since it referred to measure the listening comprehension of

students by applying a survey, through the analysis of the survey carried

out on students of eighth course, the authors confirm the high-level of

deficiency of listening comprehension due to the causes mentioned

before.

The third specific objective was about to design of a CD with

interactive videos based on listening techniques through the recollected

data, it was fulfilled as well, since the study of theoretical basis and

analysis of the variables through the instruments used that support the

design of a CD with interactive videos.

55

Conclusions

The methods and techniques carried out gave as result the

influence that listening techniques have on listening comprehension.

Through the empirical methods the authors realized the

deficiency of listening techniques that exists in the public

Education due to the scarcity of resources.

Through the analysis-synthesis, authors verified the positive

relationship between independent and dependent variables by

using chip square and correlation test.

Through the historical-logical method the researchers cited

serious authors that contribute to the development of listening

comprehension.

Recommendations

In the search of an Education of quality some recommendations are

stated.

Authors recommended to the Educational National Authorities

provide to the institutions the required didactic and pedagogical

instruments.

English teachers should seek innovated strategies to involve

students in the acquisition of a foreign language especially in the

ability of listening comprehension.

It is important that students practice constantly what they have

learned using listening techniques such as: watching movies or

listening English songs, in order to become active learners.

56

CHAPTER IV

THE PROPOSAL

Title

A CD with interactive videos based on listening techniques.

Justification

Through the field study carried out on the students of eighth course

at “Ciudad de Esmeraldas” High School, the authors identified the main

causes that provoked the insufficiency of listening comprehension. Firstly,

most of students have deficiency in this area because in previous years,

they did not have English as a subject since the study of English was not

mandatory at school Secondly, in this high school there is not the sufficient

resources for the correct teaching of the foreign language, another

relevant cause is that didactic materials are not really motivating to

develop the listening comprehension.

In search of solutions for this problem, it is necessary to implement

didactic resources that stimulate students to learn a foreign language,

involving them in a direct form in the learning-teaching process focused on

aspects they use in their daily life. For that reason, it is important to use

listening techniques in order to improve this skill.

One of the most significant techniques is the use of videos since

most of students are visual learners and they can understand in a better

way through scenes shown, moreover as these videos are they can learn

phrases which are useful for real life communication instead of simple

words.

57

These videos are interactive since they count with pre-while-post

activities based on the other listening techniques and students not only

watch and listen but also, they do activities to reinforce what they have

listened and watched. The authors claim the use of videos can obtain a

dynamical environment as well as the development of listening

comprehension.

Objectives

General Objective

To design a CD with interactive videos applying the listening techniques in

order to develop the ability of listening comprehension.

Specific Objectives

To motivate students in acquiring a foreign language through

animated videos in order to improve their listening skill.

To develop the communicative skill through the dialogues

videos to comprehend common phrases of daily life.

To use listening techniques through pre-while-post activities

in which students may participate in class and become in active

learners.

Theoretical Aspects

Pedagogical

The use of videos has important benefits in the pedagogical field,

the University of Queensland (2017) carried out a research about the

videos benefits and encountered the implementation of these pedagogical

58

resources contributes increasing the intelligence in order to solve

problems, motivating and involving students, developing different types of

learning in class.

Additionally, Gezegin (2014) considers that videos are efficient in

the developing of understanding due to the illustration of visual examples

and they are a perfect combination between real life and school life

specially in English class.

Psychological

Another valuable aspect which videos provide is psychological,

agreeing with Mirvan (2013) these materials motivate students to learn

due to similar real-life situations. Moreover Woottipong (2014) mentions

that when students watch videos they can learn to transmit moods and

feelings in the target language.

Social

In a social aspect, videos are essential since learners can know

other cultures “Since different languages embody the differences of

countries in such aspects as social customs, natural environment, tradition

and national ethos, it is impossible to learn a foreign language without a

good understanding of its cultural background” (Wang, 2014, p. 24).

Students not only learn a foreign language but also, they develop

intercultural communication and notice the differences of the cultures by

watching videos. In addition, according to Vygotsky theory man is a social

being, it means that he has a cognitive learning, man receive knowledge

of the environment and society as well as he contributes to the society that

is related to listening ability since teachers provide resources to develop

this skill and students produce an interactive communication.

59

Technological

Technology is another significant aspect to motivate learners for the

acquisitions of a foreign language. “Teachers and instructors must be well

trained in order to implement the different technological resources to

create a more integrated and interactive class” (Bonilla & Espinoza, 2014,

p.428). One of the most important technological and practical resources

which teachers should implement is video Woottipong (2014) claims

“Technology has played an increasingly important role in the methods of

instruction. One technology is video which offers instructors a wide variety

of resource material to be employed in EFL classrooms to improve

students’ listening comprehension”(p.201).

Feasibility

Financial

Nowadays, there are a lot of websites that offer the creation of

animated videos and they give special packs and discount for teachers or

students, in addition some sites offer days free for debt users. Therefore,

this proposal is an economic resource that teachers can introduce in class

in order to motivate students and develop listening skill.

Legal

This proposal is not only focus on didactical activities but also, it

wakes the interest of students for educational sciences and technology

what achieves the expectative of National Good Living Plan (2013-2017)

“To promote reciprocal interaction among education, the productive sector

and scientific and technological research, for the transformation of the

productive structure and satisfaction of needs” (p.4.6). These videos are

ideal for beginners as it is mentioned in CEFR they need to understand

phrases of daily life communication that are used on common places such

as: school, stores, restaurants, etc.

60

Technical

Technology plays an important role for the development of listening

skill, videos are updated resources. To create videos, it is not necessary to

be an expert designer since there are a lot of ways to get them. Moreover,

they can be used in an easy way since teachers do not need big

laboratories to project them, as a matter of fact a TV or a computer can be

useful to present them.

Human

To design videos is not indispensable to count with native speaker

since there are a lot websites that have platform with American or English

voices that teacher can use to the creation of videos the most important

thing is imagination and creativity of each one in order to create didactic

videos that motivate students to learn the foreign language.

Description

These videos were developed in a platform on line specialized in

making animated videos used for creating any kind of videos specifically

for educational aspects, in order to motivate students in a better way, the

authors design animated videos. Moreover, since videos are converted in

a CD is the easy manipulation and they can be projected in a computer or

DVD. These videos may be used to teach the meaningful vocabulary for

students of eighth course since videos are focused on real life

communication that people use every day in common places such as:

school, restaurant, stores etc.

In addition, this CD is divided in 10 items which content pre-while-

post activities which are based on listening techniques such as: listening

and drawing, storytelling, making dialogues and each that are crucial for

61

verifying the listening comprehension of learners that activities become

videos in an interactive resource since students not only watch them but

also, they participate in class by doing the exercises.

This proposal can be used for beginner learners of English

language as a way of motivating and didactic learning, it has the basic

content to comprehend and to express the vocabulary that people use in

daily life situations without the necessity to translate.

Conclusion

The study carried out by the authors of the present project, resulted

in favor of videos for development of listening comprehension since most

of learners are visual more than aural. As consequence, the use of videos

is a valuable resource because students comprehend in a better way

using visual aids and they try to imitate the paralinguistic features of native

speakers what it is helpful for the improvement of other skills.

In addition, the activities of each video are essential for a completed

development of this ability, as a matter of fact students prefer interactive

activities in which they are involved in a direct form instead of general

activities such as: listening and repeating, memorizing words, translating,

etc.

62

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Students of eighth course “D” from “Ciudad de Esmeraldas” High School

Survey to students of eighth course section “D”

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Interview to the English teacher of eighth course

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Our Project tutor, Msc.Carlos Valle

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INSTRUMENTOS

Ficha de observación

ASPECTS EXC MB B REG MAL

El aula de clases tiene el ambiente correcto para la adquisición de la lengua extranjera

La institución tiene los suficientes recursos didácticos y pedagógicos

El maestro usa métodos y técnicas para mejorar el proceso de enseñanza-aprendizaje

Las actividades llevadas a cabo en clases estimulan al estudiante para el estudio del idioma

El maestro demuestra el dominio del contenido de la clase.

Los estudiantes pueden expresar frases básica en Inglés

Los estudiantes pueden leer un texto corto en inglés

Los estudiantes entiendes audios o discursos en inglés

Los estudiantes pueden escribir oraciones cortas

Los estudiantes tienen el vocabulario adecuado de acuerdo al nivel establecido

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Cuestionario de entrevista al maestro de Inglés de Octavo del

Colegio “Ciudad de Esmeraldas”

Información General:

Nivel Académico:

Nivel Científico:

Años de experiencia en la enseñanza:

1. ¿De acuerdo a su criterio, cuáles son las causas que afectan la

comprensión auditiva?

2. ¿Qué recursos usa para mejorar la habilidad auditiva?

3. ¿Podría referir algunas técnicas de escucha que usted utiliza en clase?

4. ¿Cree usted, que las técnicas de escucha son crucial para el desarrollo

de la comprensión auditiva; por qué?

5. ¿Qué opina acerca de las otras técnicas de escucha tales como tomar

notas o escuchar y dibujar, las cuales no necesitan recursos digitales para

su uso?

6. ¿Cuál de las técnicas de escucha cree usted que es la más efectiva en

su clase de octavo año?

7. ¿Cómo realiza las etapas de las actividades auditivas?

8. ¿Le gustaría usar videos para el desarrollo de la comprensión auditiva;

por qué?

9. ¿Cómo implementaría los videos en su clase de inglés?

10. ¿Considera usted que los videos basados en situaciones del diario

vivir son esenciales para comunicaciones reales; por qué?

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Encuesta a los estudiantes

1= SIEMPRE 2=USUALMENTE 3=ALGUNAS VECES 4=CASI NUNCA

5=NUNCA

ENUNCIADOS 1 2 3 4 5

1.Encuentro dificultad para entender diálogos y presentaciones en ingles

2. Los audios usados en clases son lo realmente motivantes para desarrollar la comprensión auditiva

3. El profesor me ayuda a desarrollar mi habilidad auditiva a través del uso de ingles durante toda la clase

4. Practico en casa mi comprensión auditiva a través de canciones, historias, películas y videos en inglés

5. El número de veces que escucho un audio es el adecuado para mi complete comprensión auditiva

6. El maestro realiza actividades antes, durante y después de cada ejercicio auditivo

7. El docente utiliza técnicas de escucha tales como escuchar y dibujar, tomar notas, escuchar historias, etc.

8. El profesor hace que los estudiantes representen los diálogos escuchados

9. El maestro implementa herramientas audio visuales como videos musicales, películas, etc.

10. La calidad de sonido de los audios en el aula de clases es buena

11. The audios used in class are adequate to enrich my vocabulary.

12. Los videos animados llaman mi atención y me ayudan a participar en clase

13. Los videos basados en diálogos de la vida cotidiana son útiles para comunicarnos en situaciones reales

14. Encuentro los videos más interesantes que los audios

15. Los diálogos representados por nativos son más entendibles

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These activities are introduced before each video and they are about basic vocabulary related to the topics of videos in order to know the previous knowledge of students.

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Screenshot of video N°1. In this video is introduced some vocabulary which is commonly used in a restaurant, such as different types of food and phrases to make an order.

While-listening activity of video N°1, it is about selecting the food that the boy ordered according to what they hear

What did Frank order?

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Screenshot of video N°2. In this video is introduced some vocabulary which is commonly used at the school, such as commands, classrooms objects and phrases related to homework or subjects.

While-listening activity of video N°2, it is about underlining the correct statement according to the dialogue listened.

Underline the correct statement that Vicky said:

a. I did not do my homework.

b. I did not bring my homework.

c. I forgot to do my homework.

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Screenshot of video N°3. In this video is introduced some vocabulary which is commonly used at the airport, such as luggage, directions and phrases related to general and flight information.

While-listening activity of video N°3, it is about memorizing the vocabulary learned from the video listened.

Match the numbers with the object according

what you listen.

1 2 3 1

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Screenshot of video N°4. In this video is introduced some vocabulary which is commonly used in a conversation with a friend, and it also refers basic phrases to invite somebody to a birthday party.

While-listening activity of video N°4, it is about remembering and completing some phrases from the video watched.

Do you remember?

The party is:

on _ _ _ at _ _

o’clock.

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Screenshot of video N°5. In this video is introduced some phrases which are commonly used for buying, and it also refers vocabulary such as: types of clothes, sizes, color, ways of payments, etc.

While-listening activity of video N°5, it is about listening to the audio and determining who person say it, if the seller or the client.

Put a mark (X) in the person who said this

phrase:

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Post listening activities. Students have to work in groups in order to role play each dialogues represented in videos.

Exercises for practicing at home through a link that shown after each video.