Thesis disertation

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DEPARMENT OF LANGUAGES APPLIED
LINGUISTICS IN ENGLISH PROGRAM
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RESEARCH DISSERTATION

• THEME
• INCIDENCE OF APPLYING TASK-BASED LEARNING
  GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS
  OF SEVENTH YEAR OF BASIC OF SAGRADOS CORAZONES DE
  RUMIPAMBA SCHOOL IN QUITO.

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AUTHORSMarco
Rivera A. and Susana Navas Rodriguez ADVISORS 
DIRECTOR MSc. Lilian Avalos
CODIRECTOR MSc. Dolores Paredes
P. Quito Ecuador 
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INTRODUCTION

• -HAVING A STRONG KNOWLEDGE OF ENGLISH SPEAKING
  HELPS THE STUDENTS TO IMPROVE THEIR LANGUGE
  SKILLS.
• -SPOKEN LANGUAGE IN REAL SITUATIONS.
• -TASK- BASED LEARNING DEVELOPS COGNITIVE PROCESS,
  CREATIVE THINKING AND PROBLEM SOLVING.
• - BY SENDING TASKS THEY HAVE AN OPPORTUNITY TO
  USE LANGUAGE COMMUNICATIVELY.

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PROBLEM IDENTIFICATION

• THERE WERE MANY CONVERSATIONS ABOUT THE LOW
  PERFORMANCE IN SPEAKING PRODUCTION THEY DID NOT
  USE ENGLISH IN REAL SITUATIONS.
• TEACHERS DONT HAVE A CLEAR FRAMEWORK ABOUT
  MODELS AND TECHNIQUES OF SPEAKING PRODUCTION.
• TASK- BASED LEARNING IS A RESULT OF
  COMMUNICATIVE LANGUAGE TEACHING BASED ON
  ASSUMTIONS OF CONSTRUCTIVISM.

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PROBLEM IDENTIFICATION
E
.
Cause 2.1 Lack of authentic resources

• Effect 1.1

Effect 3.1 Traditional method applied
Effect 1.1 Low motivation to generate the
language
Effect 2.1 Not enough active techniques applied
Effect 3 Inadequate output production
Effect 1 Lack of real life language situations
Effect 2 Lack of direct contact with the language
LOW SPEAKING SKILL DEVELOPMENT
Cause 3 Low teachers profile
Cause 2 Non-existence of laboratories with
Internet.
Cause 1 Non-native environment
Cause 2.1 Lack of authentic resources
Cause 2.1 Lack of authentic resources
Cause 1.1 Spanish speaking environment
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PROBLEM SETTING

• Main problem
• How does the traditional method affect the
  speaking production in the classroom on the
  students attending the seventh year of Sagrados
  Corazones de Rumipamba school?

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Secondary problems

• How does the lack of active techniques affect the
  speaking skill affect the speaking skill to the
  students attending the seventh year of Basic of
  Sagrados Corazones de Rumipamba school?
• How does the low teachers profile affect the
  speaking skill to the attending the seventh year
  of Basic of Sagrados Corazones de Rumipamba
  school?
• How does the lack of autentic material influence
  the speaking skill on stuents attending the
  seventh year of Basic of Sagrados Corazones de
  Rumipamba school?

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VARIABLES WORKING OUT

• Independent variable
• Task - based learning and group work
• Dependent variable
• English speaking production

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OBJECTIVES

• GENERAL OBJECTIVE
• To determine the incidence of applying Task-
  based method in speaking production on the
  students attending the seventh grade at Sagrados
  Corazones de Rumipamba School during the scholar
  year 2011-2012

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OBJECTIVES

• SPECIFIC OBJECTIVES
• To diagnose 3 problems in speaking ability on the
  students attending the seventh year of SSCC de
  Rumipamba school.
• To examine the use of Task-Based learning to
  develop learners English speaking ability on the
  students attending the seventh year of SSCC de
  Rumipamba school.

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JUSTIFICATION

• Use an adequate educational model to develop
  English speaking skill.
• Task based learning method focuses on learners to
  used language naturally, share ideas.
• Reinforce teachers profile with adequate
  methodology task- based learning,group work and
  speaking techniques.

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INDEPENDENT VARIABLE
DEPENDANT VARIABLE
TASK- BASED LEARNING
SPEAKING PRODUCTION
Approaches of Task-based learning uses the 4
skills of the languages
Interactive classroom activities. Teaching
techniques. Oral interviews. Interaction
tasks. Role-plays. Discussion. Re-telling. Picture
description. Comparisons. Information
gap. Jigsaw. Speaking zone. Conversation
games. -Criteria levels for evaluating English
communication.
Componets of Task- based learning Pre-task are
strategies for inspiring learners, rules.
Task cycle are methodological opinions or task
performance.
Post tasked. Provides an opportunity to repeat
the task, to encourage reflexion, and attention
and engage learners attention
Group Work. Are activities carried out by
learners working in small groups.
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Interactive Classroom Activities
Information Gap.Exa Maps to find the way
Jigsaws. Exa. The text is cut and students put it
in order
Speaking zone.Exa.make a line
The conversation game.Exa.markers English
conversa
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DEPENDENT VARIABLE
Speaking Production
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Speaking Production
The Interpersonal Function Social Relations
Uses of Spoken English
The Ideational Function Express content and
communicate information
C2
Proficient User
C1
Common Reference Levels global scale
B2
Independent User
B1
A2
Basic User
A1
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Oral Production Activities Examples of
speaking activities include public address
(information, instructions, etc.) addressing
audiences (speeches at public meetings,
university lectures, sermons, entertainment,
sports commentaries, sales presentations,
etc.). They may involve, for example reading
a written text aloud speaking from notes, or
from a written text or visual aids (diagrams,
pictures, charts, etc.) acting out a
rehearsed role speaking spontaneously
singing.
Spoken Interaction Examples of interactive
activities include transactions casual
conversation informal discussion formal
discussion debate interview negotiation
co-planning practical goal-oriented
co-operation
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RELATION BETWEEN INDEPENDANT AND DEPENDANT
VARIABLES

• Task-based learning (TBL) refers to a method of
  English teaching that requires learners to use
  authentic language through a communicative
  approach to achieve a desired outcome (Willis,
  1998 Ellis, 2003). English speaking ability
  refers to the skill of communicating by sharing
  information fluently and accurately, including
  the choice and use of appropriate vocabulary and
  structure in all contexts. This performance can
  be measured using the rating scale adapted from
  Ribe and Vidal (1993), Council of Europe, (2001)
  and Nunan.
• Regarding to competences, speaking production is
  a crucial one. Teachers need to provide their
  students the more appropriate techniques, so that
  their students can develop speaking competence.
  As a cooker selects different ingredients to make
  his dishes delicious and nutritive, teachers have
  to select teaching techniques from different
  approaches, such as Task Based, Cooperative
  Learning, Communicative Language Teaching,
  Natural Approach.

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HYPOTHESIS SYSTEM

• WORKING HYPOTHESIS
• The Task-Based Learning Method and group work
  will improve the speaking skill in the learning
  process on students attending the 7th year of
  Basic Education at Sagrados Corazones School
  during the scholar year 2011-2012.
• ALTERNATIVE HYPOTHESIS
• Task-based learning as an active method will
  improve the speaking ability in the learning
  process on students attending the 7th year of
  Basic Education at Sagrados Corazones School
  during the scholar year 2011-2012.
• NULL HYPOTHESIS
• The Task-Based Learning method and group work
  wont improve the speaking skill in the learning
  process on students attending the 7th year of
  basic education at Sagrados Corazones School
  during the scholar year 2011-2012.

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RESEARCH TYPE AND DESIGN

• It is a descriptive research because it includes
  many particular research methodologies and
  procedures, such as observations, survey, self
  reports and test.
• It is quasi-experimental design because it refers
  to determine whether two groups are different
  after the experiment.
• POPULATION AND SAMPLE.
• SSCC has four sections the 2 grades selected were
  A and C with the population of 36 students.
• Seventeen students of 7th N that is the
  experimental group and nineteen students of 7th M
  that is the control group.
• FIELD WORK.
• The reseach was carried out in two seventh grades
  A and C of SS.CC.
• INSTRUMENTS FOR DATA COLLECTION.
• Qualitative and Quantitative. Six unit plans and
  an English Speaking test.
• PROCESSING AND ANALYSIS.
• The task based method was applied in the
  experimental group for 3 months the participants
  were tested by coversations the test was scored
  over 20 with 4 paramethers. Fluency, accuracy
  gesture and pronunciation.

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Results of the Pretests

• Fluency
• Accuracy
• Gesture
• Pronunciation

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Results of the Posttests

• Fluency
• Accuracy
• Gesture
• Pronunciation

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Reliability of Measurement
Pearson Correlation Coefficient will be applied
to test the consistency of the results of the
experimental group
As the correlation coefficient is 0,81, we can be
confident that the measurement of the tests are
reliable.
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Testing the Hypothesis
SEVENTH N -Experimental group SEVENTH N -Experimental group SEVENTH N -Experimental group SEVENTH N -Experimental group SEVENTH N -Experimental group SEVENTH N -Experimental group SEVENTH N -Experimental group
Pretest scores Pretest scores Pretest scores Pretest scores Posttest scores Posttest scores Posttest scores Posttest scores
x x2 y y2 xy
15 225 18 324 270
14 196 18 324 252
16 256 19 361 304
13 169 14 196 182
12 144 14 196 168
12 144 13 169 156
12 144 14 196 168
14 196 17 289 238
10 100 11 121 110
10 100 14 196 140
7 49 9 81 63
13 169 18 324 234
8 64 14 196 112
15 225 16 256 240
14 196 18 324 252
15 225 15 225 225
14 196 15 225 210
15 225 18 324 270
S 229 3023 275 4327 3594
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t-test To compare the difference between two means
t-test FORMULA
X mean ? Standard Deviation N number of
students
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• STATISTICAL DECISION
• The necessary t for 34 degrees of freedom at the
  significance level of 0,05 is 1,69, according to
  the table of Percentage points for upper
  probability of Student's t-distribution.
• The t obtained from comparing the means of the
  control and experimental group for 34 degrees of
  freedom is higher than the t of the table of
  Percentage points for upper probability of
  Student's t-distribution. at significance level
  of 0,05.

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Statistical Decision for Specific Hypothesis

• Statistical Decision for Specific Hypothesis
• According to the statistical results obtained the
  Null Hypothesis is rejected, and the Hypothesis
  of this research is sustained INCIDENCE OF
  APPLYING TASK-BASED LEARNING AND GROUP WORK ON
  SPEAKING PRODUCTION FOR STUDENTS ATTENDING THE
  SEVENTH YEAR OF BASIC SCHOOL AT SAGRADOS
  CORAZONES DE RUMIPAMBA SCHOOL IN QUITO WILL
  RESULT IN AN ENHACEMENT OF THEIR ORAL PRODUCTION

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CHAPTER VCONCLUSIONS
AND RECOMMENDATIONS
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CONCLUSIONS RECOMMMENDATIONS
The Pretest The mean of both groups is similar and very low The instrument used to measure allowed to measure different parameters and was not stressing for the students Teachers should recognize that spoken production is a weakness in English program Teachers should look for effective ways of evaluating and teaching oral production
The Posttest The performance of the experimental group was higher Teachers should try different methodologies and test their progress statically
The techniques They really invited students to talk Cooperative working and jigsaws Speaking Zone Conversational Game Teaches should use the means that are available, such as internet, in order to find ideas, techniques, methodologies that help in the teaching process.
The statistical result A level of significance of 0,05 The time Institutions should encourage its teachers to make educational research
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TEACHING TECHNIQUES FOR SPEAKING PRODUCTION

• 1.Task- based learning Approach
• 2.1 Theory
• 2.2 Principles
• 2.3 Techniques and Activities
• 2. Cooperative learning
• 3.1 Theory
• 3.2 Principles
• 3.3. Techniques and Activities
• 3. Interactive Classroom activities
• Information gap
• Jigsaws
• Techniques and Activities
• 4. Interactive Classroom activities
• Speaking zone
• Conversation game
• Techniques and Activities
•  

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THANKS