UNIVERSITY OF GUAYAQUIL FACULTY OF PHILOSOPHY, …repositorio.ug.edu.ec/bitstream/redug/37410/1/Luque - Sanchez.pdf · Yuliana Estefany Sánchez España. ix ACKNOWLEDGEMENTS I thank

UNIVERSITY OF GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCES OF EDUCATION

SCHOOL OF LANGUAGES AND LINGUISTICS

EDUCATIONAL PROJECT

IN FULFILLMENT OF THE REQUIREMENTS FOR OBTAINING THE ENGLISH

LANGUAGE AND LINGUISTICS DEGREE

TOPIC

IMPORTANCE OF THE VARK MODEL TECHNIQUE FOR STRENGTHENING THE

SPEAKING SKILL.

PROPOSAL

DESIGN OF LUDIC WORKSHOP IN ORDER TO STRENGTHEN THE SPEAKING

SKILL, THROUGH THE VARK MODEL TECHNIQUE.

AUTHORS:LUQUE COQUE ÁLVARO ABEL

SÁNCHEZ ESPAÑA YULIANA ESTEFANY

ADVISOR: Msc. LARRY RANDOLPH TORRES VIVAR

GUAYAQUIL, SEPTIEMBRE, 2018

I

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 VICEDECANO

___________________________

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARIO GENERAL

II

III

Guayaquil, 6 de agosto del 2018

Msc SILVIA MOY-SANG CASTRO Arq. DECANA DE LA FACULTAD DE FILOSOFÍA, LETRAS YCIENCIAS DE LA EDUCACIÓN. CIUDAD. -

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema:

Tema: Importance of the VARK model technique for strengthening the speaking

skill.

Propuesta: Design of ludic workshop in order to strengthen the speaking skill,

through the VARK model technique.

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

Atentamente,

____________________________________________

Luque Coque Álvaro Abel CI: 0930869417

Sánchez España Yuliana Estefany C.I0930001334

IV

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

SISTEMA DE EDUCACIÓN PRESENCIAL

CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL

PROYECTO

TEMA: IMPORTANCE OF THE VARK MODEL TECHNIQUE FOR

STRENGTHENING THE SPEAKING SKILL.

PROPUESTA:DESIGN OF LUDIC WORKSHOP IN ORDER TO

STRENGTHEN THE SPEAKING SKILL, THROUGH THE VARK MODEL

TECHNIQUE.

APROBADO

………………………………

Tribunal N° 1

……………………… ………………………

TribunalN°2 Tribunal N°3

Luque Coque Álvaro Abel Sánchez España Yuliana Estefany C.I.: 0930869417 C.I.: 0930001334

V

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

________________ ________________

MSC. LORNA CRUZ MSC. LUCILA SÁNCHEZ

_________________

MSC. GLENDA MORALES

vi

DEDICATORY

This project is mainly dedicated to God, followed by my family in which they

have taught me as human value, the responsibility and commitment, thanks to all the

teachers that have trained me in order to achieve our goals

Alvaro Abel Luque Coque

vii

ACKNOWLEDGEMENTS

First of all, the completion process and the completion of the grade test thanks

to the help of all the people that are part of my family circle and friendship, in which

they have supported motivationally and lovingly.

I would like to especially thank my parents, Blanca Coque and Olavides Luque,

who have been my motivation to continue to succeed in this life.

I also want to thank my thesis partner Yuliana Sánchez Who has been

professional and committed, besides having an intense and rigid character at the same

time, really considered to work as a couple can be a bit stressful and tedious, but the

main point is that We both aim at the same goal that is titled as a professional teacher.

I want to thank our tutor Msc. Larry Torres for guiding me and being support

from beginning to end in this thesis completion process.

Finally, I want to thank immensely all the students of the School of Languages

and Linguistics because they have been good professionals, who have guided, taught

and trained me to be a future teacher.

Alvaro Abel LuqueCoque

viii

DEDICATORY

The present investigative work is dedicated in the first place to God, for giving

me the opportunity to have a beautiful family and to be filled with blessings, taking care

of my steps along the way.

To my family, especially my parents, for their sacrificial work, their love, trust,

respect and unconditional support in every decision made in each stage of my life.

To my teachers, my thesis partner and to all the people who have supported me

and have allowed this work to be carried out successfully.

Yuliana Estefany Sánchez España.

ix

ACKNOWLEDGEMENTS

I thank God for a blessed life, because he has been my light, my path and my

guide, for being the support and strength in those moments of difficulty and weakness,

for getting up when I felt falling.

Thanks to my beautiful parents, for their advice, their tireless struggle to make

me a good person, supporting and directing me at all times, for instilling values and

principles.

To my thesis tutor, for having guided me throughout this process, contributing

with valuable information, giving me the support to develop professionally.

Yuliana Estefany Sánchez España

x

TABLE OF CONTENT

DEDICATORY ........................................................................................................... vi

TABLE OF CONTENT ............................................................................................... x

CHAPTER I ................................................................................................................ 2

THE PROBLEM ......................................................................................................... 2

1.1 CONFLICT SITUATION. ............................................................................... 2

1.2 SCIENTIFIC FACT ........................................................................................... 3

1.3 CAUSES. .......................................................................................................... 3

1.4 OBJECTIVES ................................................................................................... 3

1.4.1 GENERAL OBJECTIVE. ........................................................................... 3

1.4.2 SPECIFIC OBJECTIVES. ...................................................................... 4

1.5 PROBLEM FORMULATION. ........................................................................ 4

1.6 INTERROGANTS OF THE INVESTIGATION............................................... 4

1.7 JUSTIFICATION. .......................................................................................... 5

2. BACKGROUND OF RESEARCH ....................................................................... 6

3. THEORETICAL BACKGROUND ..................................................................... 12

INDEPENDENT VARIABLE .................................................................................... 12

VARK MODEL ......................................................................................................... 12

3.1. DEFINITION. ............................................................................................... 12

3.1.1. CHARACTERISTICS ........................................................................... 13

4. ASSESSMENT OF LEARNING USING FLEMING & MILLS’ VARK ......... 15

5. PNL MODEL– VARK REPRESENTATION. ..................................................... 16

NLP stands for Neurolinguistics Programming in which it explains that human beings

perceive and interpret our environment in our daily lives, these are our conscious

xi

and unconscious mental processes that we experience every day, that is, how our

mind / brain works. ................................................................................................... 16

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS .. 42

REFERENCES ......................................................................................................... 74

BIBLIOGRAPHY ...................................................................................................... 81

............................................................................................................................... 105

TABLES INDEX

Table 1 Population and sample 46

Table 2 Operationalization matrix of the variables 47

Table 3 Oral Reading helps a lot in improving linguistic intelligence of pupils. 52

Table 4: Teacher’s motivation has great influence in pupil’s reading interest. 53

Table 5: To improve your English level you need listening and speaking exercises 54

Table 6: Your learning process is more effective when you use gestures and use expressive movements 55

Table 7: In class you feel more comfortable when there is collaborative work between the teacher and the

students. 56

Table 8: Teacher’s motivation has great influence in pupil’s speaking interest. 57

Table 9: Teaching aids, visual or auditory helps student to cope up and comprehend to the reading selection.

58

Table 10: Applying reading teaching techniques and strategies of teacher contributes in easy and fast

comprehension of learners 59

Table 11: I participate actively in interaction activities. 60

Table 12: I prefer role play classes for oral skill learning 61

xii

GRAPHICS INDEX

Graphic 1 16

Graphic 2 17

Graphic 3: DIDACTIV RESOURCES 19

Graphic 4 USE OF MUSIC 20

Graphic 5 21

Graphic 6 23

Graphic 7: Oral reading helps a lot in improving linguistic intelligence of pupil 52

Graphic 8 : Teacher’s motivation has great influence in pupil’s reading interest. 53

Graphic 9: To improve your English level you need listening and speaking exercises 54

Graphic 10: Your learning process is more effective when you use gestures and use expressive movements 55

Graphic 11: In class you feel more comfortable when there is collaborative work between the teacher and

the students. 56

Graphic 12: Teacher’s motivation has great influence in pupil’s speaking interest. 57

Graphic 13: Teaching aids, visual or auditory helps student to cope up and comprehend to the reading

selection. 58

Graphic 14: Applying reading teaching techniques and strategies of teacher contributes in easy and fast

comprehension of learners 59

Graphic 15: I participate actively in interaction activities. 60

Graphic 16: I prefer role play classes for oral skill learning 61

xiii

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

Unidad de Titulación

“IMPORTANCE OF THE VARK MODEL TECHNIQUE FOR STRENGTHENING

THE SPEAKING SKILL”.

Authors: Álvaro Luque Coque & Yuliana Sánchez España

Advisor: Msc. Larry Torres

ABSTRACT

This thesis explores the importance of learning methods of the visual, auditory,

reading and kinesthetic for the strengthening of Speaking Skill in the first year students

of the Bachillerato of the "Provincia de Bolívar" School in Guayaquil, Ecuador. This

thesis argues the great importance of VARK MODEL learning methods for improving

the oral ability of the English language.

This study was carried out through interviews and surveys to gather information

about the current situation of the school and proposes the implementation of play

workshops for the sensory exercise that allows to develop the speaking skill.

Finally, this document contributes to an indispensable tool to develop and

improve the ability to speak English.

KEYWORDS: Strengthening, sensorial development, competences, objectives,

xiv

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

Unidad de Titulación

DESIGN OF LUDIC WORKSHOP IN ORDER TO STRENGTHEN THE SPEAKING

SKILL, THROUGH THE VARK MODEL TECHNIQUE.

Authors: Álvaro Luque & Yuliana Sánchez España

Advisor: Msc. Larry Torres

RESUMEN.

Esta tesis explora la importancia de los métodos de aprendizaje del visual,

auditory, reading and kinesthetic para el fortalecimiento del Speaking Skill en los

estudiantes de primer año de Bachillerato del Colegio "Provincia de Bolívar" de

Guayaquil, Ecuador. Esta tesis argumenta la gran importancia de métodos de

aprendizaje VARK MODEL para la mejora de la habilidad oral del idioma inglés.

Este estudio se realizó a través de entrevistas y encuestas para recopilar información

sobre la situación actual del colegio y propone implementación de Talleres lúdicos

para el ejercicio sensorial que permite desarrollar el speaking Skill

Finalmente, este documento contribuye a una herramienta indispensable para

desarrollar y mejorar la habilidad de hablar en inglés.

PALABRAS CLAVES: Fortalecimiento, desarrollo sensorial, competencias,

1

INTRODUCTION

This thesis is a study of the importance of the methods of learning Visual,

Auditory, Reading and Kinesthetic of the students of the first year of the

baccalaureate of the Technical Tax School "Province of Bolívar". Period 2018-2019.

Based on a field, bibliographical and statistical research, this thesis proposes the

implementation of ludic workshops for sensory exercise that allows the development

of oral skills. The goal of this project is to improve the level of oral ability in students.

Chapter I.- Contains the context of the research, research problem,

causes, objectives and justification.

Chapter II.- contains the theoretical foundation and the science used in this

thesis. This project contains the background of the thesis and the theory

framework that includes Epistemological, Pedagogical, Psychological, Sociological

and legal foundations

Chapter III.- explains the methodological design, the types of research,

techniques and instruments used in research to collect data. This chapter ends with

conclusions and recommendations.

Chapter IV.- focuses on the proposal: its objectives, the theoretical foundations

and the description of the proposal and its implications. He also gives conclusions

reached at the end of this project.

2

CHAPTER I

THE PROBLEM

1. INVESTIGATION PROBLEM.

1.1 CONFLICT SITUATION.

One of the biggest problems in The Unidad Educativa Provincia de Bolívar is

the low academic performance in the practice of Speaking skill in the students of the

first of baccalaureate of this Educational Institution.

To make an example, almost 7.5 of the 10% of the students in the process of

baccalaureate have presented complicity in the verbal practice, which there are many

factors that causes failures in the motor development of the student, the use of

vocabulary is important for the relationship of grammatical use words and idiomatic

expressions, the constant reading causes the brain to project images and allows the

use of logic of general contents and many more skills that will allow the student to

obtain good results in the learning of a foreign language.

On the other hand, it is essential that the teacher use methods that motivate

the student to be interested in the foreign language and this makes the performance

will be favorable, it makes that the students are motivated to learn and investigate their

knowledge is strengthened by achieving their education with good results

3

1.2 SCIENTIFIC FACT

Deficiency in the development of the speaking skill because the teaching

methods of the teacher are traditional, making the development of the student is

delayed.

1.3 CAUSES.

- Extensive grammar practices, because teacher planning lacks of dynamism

and interaction in class.

- Lack of vocabulary games for the development of the acquisition of English

language interest.

- Lack of didactic resources for the strengthening of oral ability due to the fact

that the teacher teaching methods are traditional.

1.4 OBJECTIVES

1.4.1 GENERAL OBJECTIVE.

To determine the importance of the techniques of visual, auditory, reading and

kinesthetic teaching through bibliographic and statistic studies, for strengthening the

speaking skill.

4

1.4.2 SPECIFIC OBJECTIVES.

- To Discover the importance of the use of visual, auditory, reading and

kinesthetic teaching techniques through

- To Identify strengths and debilitates to improve of the students in the foreign

language through.

- To elaborate a didactic guide for the development of the speaking skill for the

correct use of recreational activities for the development of sensory exercises.

1.5 PROBLEM FORMULATION.

How does the application affect in visual, auditory, reading and kinesthetic

learning techniques for the strengthening of the speaking skill of the students of

eleventh grade parallel A - B the technical Fiscal Secondary Provincia Bolivar in the

city of Guayaquil, lective period 2018?

1.6 INTERROGANTS OF THE INVESTIGATION.

How important is the creation of ludic workshops for the use of sensory practices of a

foreign language?

What are the difficulties presented in the Project Development?

How important is analyzing strengths and weaknesses in learning a foreign language?

Why are the methods of visual, auditory and kinesthetic teaching necessary in oral

production and interaction?

Why vocabulary learning methods necessary for the development of the project?

5

How important are reading methods for the strengthening of the project?

How important is the evaluation of the project in the improvements of oral production?

1.7 JUSTIFICATION.

At present we have the opportunity to learn languages through many means

and methods of learning so we know the importance of learning a foreign language

whether English, German, French, Italian etc., that is why it is worth emphasizing that

learning a language, it allows to open many doors whether in the educational, social

and cultural work, is to go beyond the daily life of an institutional system of each

country.

On the one hand, learning a foreign language allows us to expand our

knowledge in the field of education by adopting and expressing what we have learned

in order to realize what we can create and implement by optimizing existing methods,

making them avant-garde and universal.

It is important that teachers should be involved in the objectives and

shortcomings in the learning of a new language because it allows us to correct and

create new changes, establish proposals in the use of teaching methods.

The strengthening of the visual, auditory, reading and Kinesthetic methods is

really necessary, indispensable and relevant because it is the connection that makes

our brain activate by sensory patterns that are the ones that establish connections of

eventualities, doubts, questions with the benefit of putting in maximum splendor the

skills that are developed in the English language.

6

CHAPTER II

THEORETICAL FRAMEWORK

2. BACKGROUND OF RESEARCH

Recent researches have proven many projects that resemble the proposed

theme of which precedes in the first chapter of this project.

The researches were filtered, analyzed each reference in order to find theses

based on the importance of VARK MODEL teaching techniques and their problems on

the development of oral production for the development of Speaking Skill.

Castro, S., and Guzmán de Castro, B. (2005). Learning styles in teaching and

learning: a proposal for its implementation. Research Magazine, (page 89)

(REPOSITORIO UNSAS , 2017)

The project of Castro, S., & Guzmán de Castro is similar to the theme raised on

the VARK MODEL teaching techniques, it shows the indispensable and necessary for

the students in the development of learning a foreign language because they allow to

know the strengths and weaknesses of the human being, in this case aimed at the

students of the Educational Unit Province of Bolivar that are the educational medium,

when analyzing each VARK method, we have the benefit of inducing our sensory

system to capture information so that once understood is expressed to the individual.

7

Visual the brain feeds to capture graphic and symbolic pictographic readings

and everything that is expressed through images helping the student to be creative

and relate events and situations to process information based on our experiences and

understanding.

Auditory is the fact of listening to information no matter if it is formal or informal

but it will always be taken into account in the educational field that must be formal, we

have here all kinds of events that may exist, from the simplest communication to the

most important for our receptivity and information retention.

Reading is the practice of reading comprehensively by inducing written

production as a result of its comprehension.

Kinesthetic is the practice of body movement using the motor of our body,

this analysis of each method is intended to help and give understanding and

understanding to the subject and proposal, to be based on the theme and proposal is

a very important plus to develop a student, it is worth noting that these methods existed

before, but our purpose is to get more involved in the objectives of the individual,

understand that a class taught images and projections makes our class more dynamic

and in turn helps the teacher to evaluate, to be observant and analytical and see the

great relevance of the details of an image. Also understand that when using a class

based on dictations, audioscritps, music and topics that lead to active listening, it is of

great benefit for our information retention and optimizes our concentration to 99%,

classes based on the Kinesthetic method helps us to understand a content easier

because we can feel it directly, it is worth noting that we can have shortcomings in the

8

operability of the use in the visual, auditory, reading method but Kinesthetic plays a

very important role that is in making them understand by other brain patterns.

Milagros Beatriz Escarena Cruz & Carlos Eduardo Puma Ángelo (2017).

Learning styles with performance in the communication area, Repositorio.Unsa.

(Puma, 2017, pág. 12/90)

In this project the following authors a Fio Rivas, Martin Richard, are By quoted

Milagros Escarena Saavedra Delgado and Sulmy Liliana, use the VARK model as a

proposal to their theme and as a summary it is explained that it focuses on the VARK

model from the universal point of view, that is to say in all scope its focus is the

strengthening and learning of the human being.

It is referenced that the VARK learning styles is an intelligent technique that

puts into function networks (RNA) and Multilayer Perceptron (PMC), which is the

association of the neuronal system, this analysis plays a very important role in the

human being because is involved in the psychological part of the human being,

although it is true the concept of Psychology is the way of feeling, thinking and

behaving of a person or a community, relating it to learning a language. This helps us

to understand several factors such as knowing what their intrigues and strengths are,

to ask questions of; What am I doing to develop your understanding of the foreign

language in the students? Am I motivating my students to produce their oral

communication? How can I make my class interesting? Questions that ultimately

contribute to the development of both the teacher and the learner.

9

From the point of view of science VARK style is the perfect teaching method at

General level and that is coupled with the Universality of wanting to understand topics

of all kinds, this also induces the student to develop their skills and their

communication flows in an adequate and congruent way.

Marlene Elizabeth León Córdova; learning styles in the development of English

language speaking in 8vo “a” student of basic general education, (egb), "Madre Laura"

school, Santo Domingo de los colorados, period 2015-2016. (Marlene, 2015-2016)

It is generally believed that the reason for limited knowledge and use of English

by students who graduate from schools, is related to the absence of strategies and

learning styles, a situation that occurs in a high number of tax colleges in the country.

The author indicated that the problem encountered was the lack of application

of participatory techniques by the teacher, which in turn causes the student's

disinterest, generating a boring, not very dynamic class, in which the teacher is the

one who imparts his knowledge while the student is limited to listening.

Currently talking about education as a constant struggle to find tools and work

systems that allow optimal learning, this implies quality teachers, fully trained who are

constantly improving, who love their career and enjoy at the moment of transmitting

this knowledge, projecting wisdom, love for teaching, which will allow the development

of an interactive class that awakens interest to its students. (MAYERLY RODRÍGUEZ,

2015)

10

A trained teacher becomes a counselor for the student, is able to carefully

evaluate every detail, identify their skills and failures at the time of learning. It is his

duty to find effective methods that facilitate the learning of the language focusing his

attention on the development of the ability of oral expression.

The student who has developed the visual learning style, is able to absorb a lot

of information, because when visualizing establishes relations between ideas and

concepts, the sheets, videos, films, graphics optimize this type of learning.

he student with a developed auditory style learns by listening to the educational

material, assimilates the contents better when they are explained by other people, the

format of the expository class is of great help, they learn through readings aloud and

music.

The student with kinesthetic characteristic maintains a learning based on

experimentation, that which is obtained because our body has muscle memory, which

allows us to act through memories, experiences, producing the need to feel so that

learning is generated.

As a disadvantage, it is established that this type of learning is considered

slower than those explained above, but as an advantage it is considered that this

knowledge will last longer.

Another project that has relevance with the investigation belongs to Mayerly

Rodríguez & Sanabria Sara Jacobo Vargas, Topic: Development of Oral Expression

11

in English through theatrical situations-sketches in cycle II of a public School of

Bogotá. (Mayerly, RepositoryUnilibre, 2015)

They take as their point of reference the definition of DellHymes: "It has to be

understood as a set of skills and knowledge that allow speakers of a linguistic

community to understand each other", linking the social and cultural use of a lang.

The authors of this project demonstrate how it is possible to work with adult

students through theatrical situations developed in the classroom doing it in a dynamic,

complete way, which includes: vocabulary, intonation, feelings, so when speaking of

oral skills, manifests as a set of skills and knowledge that are expressed to

communicate something, with a social focus, respecting cultural diversity.

They also show that most students learn best by the kinesthetic means,

because learning is more natural in practice, effective technique to learn a second

language, because you enjoy what you do.

Sketches are very useful tools, which generate motivation in students for

learning a second language. This work allows us to directly observe obstacles and

student needs throughout the activity developed.

In the role play, students learn to improvise, to remember and to carry out a

fluent interaction, working as a team in various activities, adapted to their reality, using

elements that make them feel comfortable, with the objective of appropriating the

theme facilitating his performance in the language inside and outside the classroom.

12

3. THEORETICAL BACKGROUND

INDEPENDENT VARIABLE

VARK MODEL

3.1. DEFINITION.

VARK Learning, it was developed and optimized in 1992 by the Professor Neil

Fleming and Collengs Mills. They developed this model emphasizing that we do not

speak of strengths but rather of sensory preferences, demonstrating that if an event

of any kind is visualized in front of several individuals, these people will express it

according to what their sensory system has captured first, whether it is an image, a

voice or physically feel the situation. (Mills., 1992, pág. 1)

In the educational field, it helps the teacher to first understand a need before

evaluating strengths or competences. That is why it is necessary to clearly understand

the students' objectives and weaknesses as a necessity. (Milss, 1992, pág. 1)

It is important to take into account that for Neil Fleming and Collengs Mills this

study it involves the behaviors of the student in relation to the representation that they

have developed the most, of which the following are detailed; Conduct, learning,

reading, spelling, memory, imagination, storage of information, periods of inactivity,

communication, distraction, once again deepens that those factors are a contribution

to the development of the understanding of student learning. (Collengs, 1992, pág. 1)

13

GRAPHIC 1 VARK MODEL

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

3.1.1. CHARACTERISTICS

Visual. - it is understood that it helps us to find the meaning of a text, ideas and

events in a quicker way and in large quantities, it also helps us to remember

experiences, ideas and eventualities of all kinds.

Auditory. - it is understood that it works according to neural patterns that leads

us to think in an orderly way every time we listen and this can be through dialogues,

music, in short, everything that refers to active listening.

Reading. - a very dynamic example is in an evaluation since at the moment of

reading and remembering the brain it does so in an orderly manner in the same way

this induces the written expression to be congruent and prudent.

14

Kinesthetic or also known as Social Learning, explains the use of the motor

of the human being, using our body parts such as learning to ride a bicycle, play of

mimicry with hands and facial signals, concentration game like chess, dice, monopoly,

patches and other activities that require the use of our senses that can be felt as hands

and mobility of the body, this induces concentration based on dynamism, creativity

and induces the proactivity and agility of the mind in the learning process. (Pedraza,

1992)

Source: Provincia de Bolívar High School

Authors: Álvaro Luque & Yuliana Sánchez

VISUAL

•Written instructions

•Conceptual Maps

•Diagrams, models, synoptic tables

•Animations, videos, photographs and illustrations

AUDITORY

•Verbal instructions

•Audioscripts

•Debates and confrontations

•Brainstorming

•Read the same text and reflect

•Disconnected

READING

•Literary compositions, diaries, logs and reports,

•Elaboration of summaries, reviews and synthesis of texts,

•Review of texts from classmates.

KINESTHETIC

•Role playing and dramatizations

•Group dynamics that require sitting and standing

•Using the board to solve problems

•Manipulation of objects for explanation of phenomena

•Gestures to accompany oral instructions.

GRAPHIC 2: CHARACTERISTIC VARK

15

4. ASSESSMENT OF LEARNING USING FLEMING & MILLS’ VARK

To know the title an assessment, is a method of situational evaluation that is

used in a process of selection of personnel for companies, the selectors through the

role-playing participation of the applicants visualize and analyze behaviors, proactivity,

motor development, communication, image necessary factors to know if it is the right

person for the position. (Mills, 2012, pág. 1)

b

Source: Provincia de Bolívar High School

Authors: Álvaro Luque & Yuliana Sánchez

Once the meaning of the word evaluation is understood, Fleming & Mills relate

it to the VARK MODEL learning style that is used in the educational field. The fusion

of the Assessment and VARK learning model define the development that humans

use at the time of learning and process those who contribute to the brain's sensory

system, in which the teacher can visualize the student's performance through this

activity to see attitudes, interests, strengths and weaknesses and that put in first place

GRAPHIC 3: ASSESTMENT

16

the development of Kinesthetic learning because playing with role and ponder in

practice the movement of motor sensor, readings, audios being a great contribution

for the development of the activity implemented. (Mills, 2012)

5. PNL MODEL– VARK REPRESENTATION.

NLP stands for Neurolinguistics Programming in which it explains that human

beings perceive and interpret our environment in our daily lives, these are our

conscious and unconscious mental processes that we experience every day, that is,

how our mind / brain works.

Source: Provincia de Bolívar High School

Authors: Álvaro Luque & Yuliana Sánchez

It is the domain of thinking and expressing according to our particular way of

feelings, desires and purposes that is why it goes hand in hand with the VARK learning

method which is the preferred representation system of the human being in a learning

process and that is focuses specifically on the educational field and that is interpreted

as preferences of students in their development of information gathering (Burton,

2009)

GRAPHIC 1

PNL MODEL

17

Visual students, it is mentioned that they think about images and their ability to

retain information is agile, since they create a conceptual map in their mind and this

helps them to better organize their tasks (Marcano, 2011)

Auditory students, this modality indicates that the students are sequential with

the information they receive when listening. Besides, this makes them orderly, their

ability to speak and explain a subject of study is effective, although one of their

weaknesses is that if they forget a word they stop and start again. They emphasize

that the system develops favorably in subjects that have as objects languages and

music (Romo, 2006)

6. BEHAVIORS

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

In this section it is pointed out that learning styles are mainly shaped by the

behavior and appreciation of our environment and thus our brain patterns store

information and have their sense of training and responses of our stimulus.

GRAPHIC 2

BEHAVIORS

18

Oxford and Ehrman discusses four dimensions of learning style that are likely

to be among those most strongly associated with L2 learning: sensory preferences,

personality types, desired degree of generality, and biological differences.

(Oxford/Ehrman, 1990, pág. 2)

According to Ehrman mentions that learning styles work with the everyday tasks

in education and our skills that allow us in our routine life, for example, a person can

be extroverted or introverted or an open mind or a closed mind as it is known today in

the 21st century, the learning styles are adjusted to the preference option, to the

aptitude we take in the face of situations that happen in our environment, how to solve

an English problem we always try to find the best way to solve them, whether it is to

research the internet, read a book, listen to music and many factors that allow the

solution to an event. (PscEhrman, 1992, pág. 2)

On the other hand, Rebeca L. Oxford emphasizes the 9 learning styles that the VARK

styles are working in the following way; visual, auditory, kinesthetic (oriented to

movement) and tactile (oriented to touch). Sensory preferences focus on the channels

of physical learning and appreciation with the students you feel in your comfort zone.

Visual students like to read and get visual inflection. Auditory students are comfortable

in conversations and oral directions without frills. The kinesthetic and tactile students

like the movement a lot and like to work with tangible objects, work outside the

classroom. (Rebeca, 2004, pág. 2)

19

7. DIDACTIC RESOURCES.

Educational resources in the educational field is considered special and very

important for the learning of an English language because it allows the development

of VARK MODEL in all students.

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

The educational resources in the educational field are considered special and

very important for the learning of an English language, since they allow the

development of the VARK MODEL in all the students, (Tulmo, 2013, pág. 1)

Regarding the subject of Elizabeth's study, it indicates the importance of the

use of the didactic resources in the classroom, since this allows the student to develop

their skills and abilities and also awakens interest in learning, all this leads to the

development of their ability motor, reason why when a didactic resource is used, such

as reading on the computer and then responding with several alternatives on a

platform, this induces the student to use Reading as a general model MODEL VARK

that allows the use of the activation sensory of critical thinking and the appearance of

connections of new or reformed ideas. (Elizabeth, 2013, pág. 1)

GRAPHIC 3: DIDACTIV RESOURCES

20

8. USE OF MUSIC.

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

Monica Romero, Luz Tinjaca, MarilúCarrero, Using Songs to Encourage Sixth Graders

to Develop English Speaking Skills. (Mónica Romero, 2012, pág. 1/18)

The following authors cited, make reference that the use of music in the

classroom is very important for the development of interactivity of students since

according to their studies the majority of students are afraid to speak, music is an

excellent way to lose their fear and develop their oral skills by contributing to the vark

model learning methods because music allows the focus of the auditory part of the

student helping them to retain and concentrate information in this case the musical

speech as an object of learning as well as this is part of the motivation of study interest.

GRAPHIC 4 USE OF MUSIC

21

9. COMMUNICATIVE COMPETENCES.

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

Cruzata Guzman, communicative competence of the professor, (Guzman,

2012)

Regarding Cruzata, the teacher is the main and fundamental pillar for students

to develop their skills, skills and points to improve. That is why the communicative

pedagogical competence of the teacher is called the acquisition of knowledge for the

student since an accurate and consistent communication forms the understanding of

the students ie it is the key to start where they can ask, doubt and other factors that

show interests and intrigues.

Chomski cited by Hathaway Hymes, (Hymes, 2016) proposes the concept of

communicative competence, which is dynamic and differential. The central argument

is that social life affects not only external performance, but also internal competition.

Therefore, social factors must be included within the conception of the phenomenon

of language. Four sociolinguistic criteria are proposed for the definition of

communicative competence

GRAPHIC 5

COMMUNICATIVE COMPETENCES

22

Fernandez (2002) Quoted by Ulises Sánchez (Sánchez, 2010) considers that

communicative competence is fundamental to the point of view of the knowledge of

the communicator that this case would enter the teaching work and bring into play the

students cognitive elements and also refers to the motivational and affective sphere,

the argument emphasizes the cognition skills that play an important role in the

reasoning process, interests, motivations and other aspects that add the

characteristics of the person in this case the students.

The competence of communication is emphasized as a psychological

methodology and the reasoning, the relation and the analysis of the objects of the

studies reflected in contexts, the grammars and the readings for the students are

attributed to him.

Roméu A. (2003), in relation to communication competence with a focus on

cognition, for this author knowledge is essential to achieve a diverse communication

and this is what is taught to the student, that is, for the cognitive part to function in a

They have all the activities they need to learn and the skills and abilities of student

production and development. (Medina, 2010)

23

DEPENDENT VARIABLE

10. SPEAKING SKILL DEFINITION

Source: Provincia de Bolívar High School Authors: Álvaro Luque & Yuliana Sánchez

The author establishes that one of the difficulties that occur most frequently in

the student is the fear of being wrong, feeling questioned or being the object of ridicule

from their classmates. There are students who perform grammatically well or who

show an enriched vocabulary, but when exposing something in front of others they

come into conflict, because they do not have enough fluency and do not know how to

handle the topic that is going to be discussed. (Tarigan, 1990)

According to Ladlouse speaking is described as the activity as the ability to

express oneself in the situation, or the activity to report acts, or situation in precise

words or the ability to converse or to express a sequence of ideas fluently. (Ladlouse,

Zakymedia.com, 1993)

GRAPHIC 6

SPEAKING SKILL DEFINITION

24

When there is interaction between two or more people a relationship is created,

this relationship is also called oral communication, the author indicates that when a

person speaks it is because they want to express something: feeling, idea, thought, it

is because there is a need for others to receive information. This interaction

encourages competition, because none of the participants wants to remain silent when

asked by their partner, trying to maintain a fluent conversation and answer each of the

questions that are asked.

This is not as simple as it seems, to get to master a second language you need

discipline, dedication, a study schedule, daily practices, among other things.

According to Stern watch a small child’s speech development. First he listens,

then he speaks, understanding always produces speaking, that in order to learn to

speak we need to learn to listen, as in the childhood stage, children become receptors,

in their first years of life they begin listening attentively to everything that is said to

them, they pay attention to the movements of the mouth, intonation, position, of who

is speaking to you. When a word sounds familiar to you, that is, you have heard it

repeatedly, you want to imitate it, until you can say it in the same way you heard it.

(Stern, 2001)

10.1.1. SPEAKING IS PRODUCTIVE SKILL

As we said before the ability to speak includes listening, this is inseparable,

when the text is produced and this in turn should make sense, speaking is

communicating orally and within this communication intervened the speaker, listener,

25

message and feedback. It is necessary to listen carefully when someone speaks,

paying attention to their intonation and to the information expressed, capturing the

message of the sender. Once this information is retained, it is analyzed, adapted to

our context, to what we want to transmit, and is in turn expressed, that is why it is very

important to listen, so that at the moment of expressing it, it is done correctly, with the

adequate intonation, that our information has a correct sense, that it is clear. For

teachers this part of learning is very important, where sounds play an important role.

(Stern 2001)

10.1.2. EVALUATE TALKING

The work of the teacher is to constantly evaluate the student with each of the

activities that take place within the classroom, to keep track of, checking if the

information given is correctly received, if the tools or methods with which he is working

are effective, if you have been able to motivate the student to be a researcher, have

autonomy in learning, look for information by their own means to be able to function

without problems, with adequate security. The teacher usually evaluates his student

through the question and answer scheme, through essays with a specific topic or free

in most cases. (CANDLIN, 1980, pág. 1)

Those objectives may be classified in terms of several types of speaking

performance:

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10.1.3. IMITATIVE:

In this oral interpretation intervenes the imitation of words, sentences or

expressions, when you study a new word or a sentence, it is listened to several times,

until you have very clear sound, voice strength, intonation, with the aim of reproducing

it with the same intensity, as similar as possible. This is a phonetic level of oral

production, a number of prosodic, lexical and grammatical properties of language.

(CANDLIN, 1980, pág. 1)

10.1.4. INTENSIVE

Here we work trying to retain small paragraphs, we refer to short texts,

expressed aloud, a very short type of speech, this helps to exercise the mind because

it goes from less to more. Previously we emphasized the structure of a word, its sound,

intonation, how it is transmitted, and then continue with short paragraphs, generating

ideas, exchanging information, being able to ask a question and answer it in turn.

(CANDLIN, 1980, pág. 1)

10.1.5. RESPONSIVE

Very simple conversations are established, short dialogues, developed in a

limited level, brief greetings, small talks, with the aim that it is short information easy

to understand and retain that little by little it is extended for the future to be able to

develop much more conversations long

The following article states that many students have difficulty in establishing a

conversation with native speakers because they do not have the oral ability or skill

27

necessary to perform correctly, there are students who can master English grammar

without this ability. (Club)

According to Donald, another option is to go to the different activities that take

place in the clubs, since they share the same interest, which in this case is to learn to

master a second language, you enjoy meeting people and exchanging information, if

you do not enjoy this type of activities and you want something more personalized you

can work in the interaction with a tutor or through the use of social networks, which

are constantly updated by presenting innovative ideas to socialize. (DONALD, 2008)

It is also clear that to learn to speak English you must create an environment

linked to it, that is, speak, think, express, try to develop all kinds of activities adapted

to the language.

Many centers of studies have included films and songs as indispensable tools

for learning the language, because they consider that in this way they reach the

student faster. When working with songs, the first thing that develops is the auditory

part because the song is heard over and over again until the student becomes familiar

with the rhythm and intonation, after which the visual part is worked on, the reading is

intervened and writing when reviewing the lyrics, working on the grammar,

understanding the meaning or meaning of the song, then singing it and being able to

express it adapted to a kinesthetic style. (Fawkes, 2013)

Speaking of learning a second language is not only referring to a cultural but

also economic approach, which is why today many companies demand that their staff

28

have knowledge of a second language since this allows them to enter a foreign market,

this is why there is more and more demand from companies regarding the degree of

education of their employees, generating greater competitiveness. (Fawkes, 2013)

In learning we use methods that help us develop skills, skills for fluency in oral

expression, although it is true today we see that student activities have been

increasing, while decreasing teacher participation in the classroom demonstrating that

the student is being encouraged to handle an interactive discourse, there is better

management of the class, achieving adequate communication, the role of the teacher

being fundamental, as he could make corrections that significantly help us moment to

feed the thirst to learn, although it is not considered appropriate to make immediate

corrections because they generate an interference in the development of the activity

that generates the interruption within the dialogue, this is indispensable.

An atmosphere of trust must be generated, so that any correction or doubt of

the student is spontaneous, so that they do not feel fear at the moment of a mistake

and can continue with their intervention within the activity. So that the student does

not lose interest in the class, multiple activities can be developed, such as

brainstorming, which was implemented in 1930, known because it develops our written

ability, working in groups with the objective of generating the maximum number of

ideas in a limited space of time. Within this activity we can observe the group

collaboration, the predisposition of the students to socialize, how much they can

contribute and the level of knowledge. There are many dynamic ways to work this

activity. (Effendi, 2015)

29

10.1.6. FROM A FIGURE.

Activity that has as objective that they look at the figures and answer multiple

questions about what they do, what objects are in it, the concept of that figure etc., or

looking for alternatives to fill a blank space of some sentence, songs can be used to

develop their listening skills, since as they listen to the song, they pay attention to the

words, interrelate and give them meaning, once the message of that song is

understood they have the ability to interpret it, they can express the feeling of singer

(Effendi, 2015)

10.1.7. PREDICTIONS.

The teacher pauses and the students continue the story in their own way, this

activity is related narrative activity, where the same scheme is followed, the teacher

initiates a story, while the student assigned with a number or letter in an orderly

manner allows express an idea that is generating the development of said history.

(Effendi, 2015)

10.1.8. QUESTIONS AND ANSWERS.

We can work the oral skill so that a question is asked to a student, the student

responds, his / her classmates are invited to participate generating possible answers

to that question and thus a participatory class is generated, in the case of

grammatically incorrect answers the teacher can make the relevant corrections

(Effendi, 2015)

30

10.1.9. ENGLISH FROM START TO END.

Another very effective method is that English is taught throughout the class,

avoiding speaking in Spanish, in this case in the native language or native language

so that students get used to this methodology. (Effendi, 2015)

11. METHODS FOR DEVELOPING SPEAKING SKILLS.

11.1. CLEAR CONCEPT.

For this we need to have knowledge of each of the meanings contained in the

oral communication and as a definition of this we have that is the action of

communicating or communicating, it is also given by the transmission of signals,

through a common code to the sender and receiver, which aims to transmit feelings,

thoughts, everything that we have in our interior and wants to be expressed or shared

with others, so it is considered that not only a person intervenes in communication, but

two or more people, because through this interaction an emitter and a receiver

intervene, to this we add a message that is considered as a code or language by a

physical medium that can be air or some device like telephone or computer framed

within a context, which should make sense.

Acording to Rubin and Thompson established that good students: (Rubin,

SCIELO, 2006, pág. 1)

• They find their own way and take responsibility for their own learning.

• Organize information about the language.

31

• Make intelligent assumptions.

• Use contextual pathways to help themselves understand the language.

It is very important the interest shown by the students for the learning of the

second language, that motivated student will take a responsible attitude, seek

resources that enrich their knowledge, seek answers to all their doubts, apply

techniques and resources taught by the teacher, in many cases This type of student

becomes a great contribution to the classroom, because it encourages his classmates

to be researchers to raise their level of competitiveness.

According to Celce Murcia, M. 1991 Teaching English as a Second or Foreign

Language. 2nd "the teachers, because of this, must be aware of the pronunciation

needs of their students from the beginning and apply different techniques in their

attempts to solve the problems, not only in the area of sounds but also in the area of

the intonation, the accent, the rhythm and the pauses ". (Murcia, 1991, pág. 57)

When a student needs to expose some topic or idea by learning the second

language he needs to do it with security and this has to be demonstrated before the

others, for this reason it is very important to work in the aforementioned activities,

because this will improve his performance. If you learn correctly, remembering it again

and again will dominate the subject. (Murcia, 1991, pág. 57)

32

11.2. EPISTEMOLOGICAL FOUNDATION.

According to the studies indicate that epistemology as a theory of knowledge

begins with ancient philosophy where multiple epistemological reflections are found

specifically in Platon and Aristotle.

In the educational field, epistemology plays a very important role because it

allows the individual to analyze, investigate, reflect on an object, in this case the main

resource is learning a foreign language and in the process is perfectly associated with

VARK skills, its objective is to develop solutions for a resource studied in an

environment. “All our knowledge starts from the sense, passes the understanding and

ends in the reason” (Kant, 2012)

The following message of the Philosopher Kant is mentioned referring to the

scope of general understanding, in which it can be associated with the proposed topic

since it is involved in the ability to understand an object with the acquisition of feeling

as the Kinesthetic function does, then go through the observatory and detail in which

highlights the Reading and Auditory, resulting in the understanding of the object. (Kant,

2012)

Stoics 300 AC Group of Philosophers denominated Stoic groups define in

language like means for the understanding of the human mind, the main subject of

study is the linguistics developed in general theories of the languages as it is the

Phonology (Part of the linguistics that studies the phonemes or theoretical descriptions

of the vowel and consonantal sounds that form a language) the association of

phonology is involved in the auditory learning style because it is developed by

listening, in addition semantic functions and syntax are involved, we can relate it to the

33

Reading function because it induces to the study of orthography composed of

grammatical functions. (Acosta, Catedra Epistemologíca, 2013)

Finally, the analysis and relationship of our project, we can understand that

everything leads to the recognition of facts, words and phrases, in addition to being

involved in the behavior of the individual when acquiring new knowledge in the same

way induces the search for the reason of being putting the individual in a recursive

focus or that is in frustration by not understanding an object, frustration is not essential,

but it is necessary for the resolution of problems since when we find ourselves in a

situation of conflict due to the emergent situation, the brain seeks and it is headed for

an immediate solution. (Acosta, Catedra Epistemologíca, 2013)

11.2.1. PEDAGOGICAL FOUNDATION

According to the article published by Dorelly Gutiérrez Gutiérrez with the theme

Development of oral skills through interactive tasks, Bogotá Jan./Dec. 2005,

establishes that human beings are social human beings and maintain constant

communication. (DorellyGutierrez, 2005)

The grammatical factors that generate demotivation and lack of resources are

some of them. Dorelly noted that students preferred to submit to written activities in

order not to expose their work orally, because of the lack of skill in handling the second

language. One of the limitations for the exercise of oral activity is the object of the

mockery of their peers, that is to say that most of the activities were taught in a group,

with the aim of learning to be sociable and help by contributing of ideas. When it was

possible to determine which learning model received the most information, the activity

34

was easier, which facilitated the performance and at the same time, having the ability

to guide colleagues to determine the learning style improves their performance.

Bygate (1987: 1), who states: "The students often have the power to speak with

confidence to carry out their most basic transactions, the skill by which they are judged

more frequently, and through which they create or lose friends. (DorellyGutierrez,

2005)

The environment where learning takes place is very important, it must be a

place that transmits security and trust, the teacher fulfills the role of moderator in the

classroom, making corrections in an appropriate manner and preventing disrespect

among classmates. class, in each of the activities to be performed.

"In the interaction, students can use everything they have in language,

everything they have learned or in an informal way absorbed in real-life exchanges"

(Rivers, cited in Brown, 1994, p.159)

To develop the speaking skill it is very important to handle situations according

to the reality experienced at that moment, it is very useful for the students, to learn

and familiarize with habitual words, phrases or dialogues, which are usually used in

their family, school, work environment and When working with a large course, the best

option is group work, through this, encourage social participation, allow the exchange

of information, adapt and learn to work with colleagues who have a different learning

model, this is a positive point. (Rivers, cited in Brown, 1994, p.159)

35

11.2.2. PSYCHOLOGICAL FOUNDATION.

This type of foundation is perfectly related to our subject, because it allows

internally to know the behavior of an individual through our senses and neuronal

functions of our brain based on cognition, mental ability and storage capacity,

information retention, preferences, connections of communication and other factors

of our neuronal system.

Learning Styles Based on Jung's Theory of Personality. (CANDLIN, 1980)

In this analysis based on the psychological foundation makes reference to

learning styles according to their personality in a certain way and is associated with

the teaching style VARK MODEL, it is worth noting that it does not mention them

directly but its process is adaptable, then it is detailed the theories of psychological

functions based on the Jungs theory.

Extraversion vs. Introversion

Sensation vs. Intuition

Thinking vs. Feeling

Judging vs. Perceiving

In the function extraversion explains that the learner prefers to study outside

the world that surrounds them, that is to say if we put it in an educational environment

an extroverter student prefers to listen to classes outside the classroom, since it will

allow him to socialize in a more collaborative, social and dynamic way, normally the

activities are group in this function, one of the characteristics mentioned in the study

36

of this function is that they learn through direct experiences, they love working in

groups, they get better ideas outside the classroom than they do inside, they express

ideas with frequencies , according to their study in percentages there is 60%

extroverter, if we analyze the whole explanation this function clearly resembles

Kinestestic learning because of its development and interest of an extroverter that is

experienced with the individual in a group manner and in experiences outside the

classroom of classes.

In the Introverted function the student is very sociable but unlike an extroverted

they solve problems without the help of a work group, so they express themselves that

they are independent with their learning development, a point to consider is that they

prefer the use of brainstorming, this generates ideas for critical and internal thinking,

this function in the same way this function highlights the visual style because when

thinking about a brainstorming we create images to define a resolution is Reading

because it is involved in Analysis of ideas and theoretical concepts.

Studies indicate that 40% of Introverted exist, and its main characteristics are

that they are good at working independently, prefer to listen to see and reflect and

focus on the auditory part and Reading for the type of similarity analysis.

Sensation, in this function it is defined that there are at least 65% of sensitive

people, it is characterized by living experiences outside the outside world, they enjoy

living from new work routines and they are adaptable to changes in the learning

environment, this definition is coupled perfectly to the kinesthetic style because direct

37

experiences are experienced with the environment and events helping the personal

and group interaction contributing to the development of feeling.

Regarding the intuitive function there are at least 35% that develop this

learning system and merge with the kinesthetic and visual learning style since their

interests are focused on learning through experiences, challenges and details, this

makes the student Inquiring and meticulous at the time of the learning process.

To know the meaning of this function first, it is necessary to know the definition

of intuition and it is the ability to know, perceive and understand something without the

intervention of reason.

According to the studies, 35% of the people who are Intuitive learners, well, this

function explains that their way of learning is based on lived experiences and they

learn from the experiences of other people, in a way this makes them careful with what

they learn. or develop, among the main strengths is the work of debates, they also

prefer graphics and illustrations as an axis of concentration of thought production.

Thinking Learners, in this function there are 35% women and 55% men in the learning

process, its characteristics is the logic over all things, likes to make decisions thought

before acting, it is concluded that this function of It relates to the auditory and visual

style since it focuses on the concentration of the details, receiving images or

dialogues.

Feeling Learners.- a big amount focuses on work in the environment, cares for

other people are called emotional, in the model type VARK focuses on the student

38

Kinestetic preferring a learning experience, almost all the functions previously

explained in its great majority contributes to the Kinesthetic method, in a single

sentence it is determined that to solve problems in the educational field it requires

experiences outside the classroom because it will allow you to feel a more pleasant

environment making your brain go into concentration and ideas flow nimbly.

Junding Learners. - there are 45% of individuals involved in this function, their

studies indicate that they are a good person in decision-making their strengths is to be

analytical, associating them with the VARK method, concentrating on reading first

before speaking, prefer to listen clearly before responding and they prefer to

experience before responding, this is because they are ordered, obedient to the rules

and oriented to good results.

Perceiving Leaners. - There are 55% of individuals related to this type of

function, it has a lot of similarity with Junding Leaners because they are very decisive,

what makes them different is that they tend to be very impulsive, associating it with

the VARK method. function but highlights in the Kinesthetic part because he prefers

to go to practice to understand reasons.

11.2.3. SOCIOLOGICAL FOUNDATION.

English has been used by millions of people in the world, being the favorite

when it comes to learning a new language, many learn it because they want to travel,

to know a new culture or maybe because of some working interest. It has been

included in the academic curriculum so that at present we have bases for that

39

language, the domain depends on each individual, on the importance that represents

for him being a self-educated entity.

"The instructor should be the facilitator in the classroom to create an

unthreatening environment". (Jones, 2004, p.34). (Fightika, 2016)

The role of the teacher is essential for the training of a student because he or

she becomes a counselor, facilitator of resources so that he/she can perform

successfully in any area of life. A student who is aware of their shortcomings and who

knows how to take advantage of their skills, who correctly use their skills and transmits

them will have no problem communicating with others, will approach the topics

naturally using the methodology previously taught, it will be clear in the message that

it transmits, will address the topics to be dealt with in a timely manner, will lose fear

and insecurity.

Thoroughly analyzing each of the evaluations worked with the students in the

classroom, it was determined that the methodology of the teacher is very important,

how it is involved, self-educated and encourages the learning of a second language,

it is necessary to know how to get the student to that he does not lose interest in the

subject and maintains an optimal performance, which allows him to be participatory in

each of the activities he performs, enjoying what he does.

A student with an excellent academic background will enjoy a good

performance in all areas, transmit security when expressing himself because he has

learned to self-educate, to know how to approach a topic, to which he must be

40

prepared to face any situation that comes his way. the way, that you never own the

truth, and that you must maintain constant learning.

11.2.4. LEGAL FOUNDATION

As it is established by the constitution of the Republic of Ecuador, in the art. 27

of the right to live well, education will focus on the human being and ensure its holistic

development, within the framework of respect for human rights, the sustainable

environment and the democracy; it will be participatory, obligatory, intercultural,

democratic, inclusive and diverse, of quality and warmth.

Within the framework of the global strategy of education for all and the regional

strategy on educational goals 2021, it also seeks to increase opportunities for access

to education, as well as the permanence and inclusion of intercultural bilingual

education for The Whole Life of UNICEF.

As it is provided by Organic Law of Intercultural Education in its art , students

must receive a comprehensive and scientific education, which contributes to the full

development of their personality, abilities and potential, respecting their rights,

fundamental freedoms and promoting gender equality, non-discrimination, the

assessment of diversity, participation, autonomy and cooperation.

This project seeks to develop the personal, social and intellectual skills

necessary to reach their potential and participate productively in an increasingly

globalized world that operates in other languages, creating a love for language

41

learning from an early age, through interesting and positive learning experiences, in

order to encourage the motivation of the students to continue learning and for being

able to reach the exit profile proposed in the National Curriculum of the Ministry of

Education for the students of EGB and BGU.

Students must; Recognize expressions, words, and sentences in simple

spoken texts related to the learner’s personal, educational, and social background.

Follow speech which is very slow and carefully articulated, with long pauses for them

to assimilate meaning within the personal, educational, and domains.

12. CONTEXT OF THE PROBLEM.

The Colegio Fiscal Provincia de Bolívar is formed by teachers and authorities

constantly updated in didactic aspects, leadership practitioners and high moral values

with all members of the educational community, tending to motivate the students a

moral and ethical spirit, capable of actively developing in the tasks entrusted, applying

the rules of good living, performing with competitive quality, which contributes to the

development and institutional prestige transcending in benefit of the country and the

world, result of a teaching provided in a physical environment appropriate to their

training needs.

Location: Sauces IV Communal area in the city of Guayaquil

General Population: Conformed by more than 900 people.

42

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

13. METHODOLOGYCAL DESIGN.

According to Galileo Galilei, he mentions that the use of both quantitative and

qualitative procedures in an investigation could probably help correct the biases of

each method, but the fact that the quantitative methodology is the most used is not a

product of chance but of the evolution of scientific method over the years. For this

reason, quantification increases and facilitates the understanding of the universe that

surrounds us and long before the logical positivists or neopositivists and affirmed that

"it measures what is measurable and makes measurable what is not". (Fernandez,

2002, pág. 2)

As the main point of difference for Galilei, the quantitative is objective while the

qualitative is subjective, that is why the subject VARK adequately merges the

reference, is qualitative because it will measure the subjectivity of the techniques that

students have acquired according to their preferences and quantitative because

through the methods of preferences acquired will yield results on their oral skills

strengthening. (Fernandez, 2002, pág. 2)

43

13.1. TYPES OF RESEARCH

The following types of research are applied to evaluate, analyze and classify in

order to know the situation.

Types of research:

Diagnostic

Descriptive

Explanatory

Propositive

13.1.1. DIAGNOSTIC RESEARCH

With the aim of improving and optimizing our project, diagnostic tests are

applied both for students and teachers, for students this knowledge measurement test

to classify them into categories in the process of learning the English language.

The teacher's diagnostic test will allow us to know what kind of methodologies

are being taught to the students and what is the planning model that is being

implemented.

According to Laura Frade, the diagnostic capacity can detect the learning needs

of the student and related to the determination of the learning styles of the students

that will later allow to design the appropriate teaching strategies for learning. (Galán,

2009, pág. 5/22)

44

13.1.2. DESCRIPTIVE RESEARCH

The purpose of the search is to be clear and know the situation in the

educational field of the educational institution Province of Bolivar is based on

visualizing the location of the campus, customs, ethics, morals, attitudes that

predominate in students and their environment taking the references of the punctual

description of their functions as students, objects of studies, academic processes that

involve the growth of the student.

During this process, exhaustive real search is carried out, we go beyond

identifying variables but rather to reinforce the methodologies by reinforcing them and

making them more meaningful and good references to be analyzed under the national

education system in Ecuador and to be replicated so that other institutions see us as

a role model. (DeaboldDalen, 2006, pág. 1)

According to Deabold Dalen and William Meyer, the objective of descriptive

research is to get to know the prevailing situations, customs and attitudes through the

exact description of activities, objects, processes and people. (DeaboldDalen, 2006,

pág. 1)

The goal is not limited to the collection of data, but to the prediction and

identification of the relationships that exist between two or more variables.

Researchers are not mere tabulators, but collect data on the basis of a hypothesis or

theory, expose and summarize the information carefully and then thoroughly analyze

the results, in order to extract meaningful generalizations that contribute to knowledge.

(DeaboldDalen, 2006, pág. 1)

45

Descriptive research is a main axis to solve a problem that may arise in an

educational institution, our purpose is first to find hypothesis that allows us to analyze

several points of view to be able to have a global view of the case study, a body survey

teacher, students and institution, one of the problems is that students have difficulty

developing their verbal ability. (DeaboldDalen, 2006, pág. 1)

The analysis of this function allows us to tabulate results in academic

performance and teaching methodologies, the results we had is that one of the

problems in learning is the lack of participation and interaction of classes due to the

lack of teaching resources that are attractive and that promote the motor development

of the students, this is because the methods of teaching is based on introducing

excessive grammar and traditional classes. (DeaboldDalen, 2006, pág. 1)

13.1.3. EXPLANATORY RESEARCH

Explanatory research is aimed at establishing the causes that originate a

particular phenomenon. It is a type of quantitative research that discovers the why and

the why of a phenomenon. (DeisyYanez, pág. 1)

From all the data analyzed and results identified in the surveys, it was

concluded that students have shortcomings in the development ability of their

Speaking Skill, which for this type of problem will apply methods that reinforce the

styles of VARK teaching this will allow them to awaken their interest in language

46

learning and interaction in classes by losing the fear of being participatory and can

reinforce and develop their internal skills and competences.

14. POPULATION AND SAMPLE.

The population of this research project was the 150 students of the First Year

Bachillerato of “Provincia de Bolívar” High School term 2018-2019 and two English

teacher.

TABLE 1 POPULATION AND SAMPLE

Staff Population Sample

Teachers 3 2

Students 150 125

Total 153 127

Source: “Pronvincia de Bolívar” High School 2018-2019

Authors: Alvaro Luque& Yuliana Sánchez

47

15. OPERATIONALIZATION MATRIX OF THE VARIABLES

TABLE 2 OPERATIONALIZATION MATRIX OF THE VARIABLES

CONCEPTUAL VARIABLE

DIMENSIONS

INDICATORS

VISUAL, AUDITORY, READ AND

KINESTHETIC TEACHING

TECHNIQUES(VARK)

-Didactic resources

-Methodological

process

- Interaction in

classes

-Measurement of

knowledge

-Knowledge

optimization

- Student

development

DEPENDENT VARIABLE

DIMENSIONS

INDICATORS

STRENGTHENING THE SPEAKING SKILL

-Teacher Planning

-Pedagogical

Methods

-Contents

-Goals

-Learning Techniques

-Interest

LEARNING:

PROCESS OF REVIEW AND ANALYSIS OF

RESULTS, MODIFYING ABILITIES, SKILLS,

STRENGTHS, KNOWLEDGE AND

BEHAVIORS.

-Motivation

-Learning skills

-Development of

the process

-Participation in

classes and

interactions

-Communication

Source: “Provincia de Bolívar” High School 2018-2019

Authors: Alvaro Luque& Yuliana Sánchez

48

16. RESEARCH METHODS

The investigation contains the following theoretical methods:

16.1. OBSERVATION: It is a method focused on the direct perception of

the project that allows to store and collect data and information through the

perception of each of the students to visualize the causes of the lack of oral ability

during English language classes. (Pieron, 1986, pág. 1)

In addition, the observation of an English class, traditional, given by the English

teacher and consecutively, the survey that included the preferences for English

language learning was selected, and for the teacher, a small interview was conducted

about the interests of the students. and the classes that are currently taught at the

Provincia de Bolívar school.

16.1.1. DEDUCTIVE - INDUCTIVE: This method aims directly at the

research on recreational workshops that allows sensory motor skills to improve oral

skills, this method helped to obtain a study and analysis of facts about the use of

teaching resources and the interaction of students in the classroom. (CarlyleHerrera,

2011, pág. 1)

16.1.2. HISTORICAL-LOGICAL METHOD:

It was used in this research project for the analysis of scientific facts.

The logical method provided answers about the causes and effect and the

problem of the most common students.

The logical method provided data and analysis on the central cause and effect.

The historical method helped us obtain a detailed report of the objects of study

in their chronological sequence (RoseliFigaro, 2015)

49

16.1.3. INSTRUMENTS AND RESEARCH TECHNIQUES

It was important to apply several steps to obtain data and accurate and accurate

information relevant to the application of environmental assessment, classification and

evaluation of data collected.

Through analyzing, classifying and evaluating the data.

For the purpose of this analysis, use the following techniques: interview, survey

and class observation.

16.1.4. INTERVIEW

Llavona defines interview as a view, concurrence and conference of two or

more people in a certain place, to try or solve a business, in the case of the educational

interview to deal with matters related to educational and learning processes. (Llavona,

2000)

It means that the objective of this research will be to obtain better information

and suggestions through dialogue with the teacher of this educational center

to achieve an accurate implementation of this educational proposal which will

benefit the learning of students and institutions.

16.1.5. CLASS OBSERVATION

A class observation was very crucial in determining the causes of the lack of

oral ability during an English class.

16.1.6. SURVEY

Black and Wiliam, Specialists in learning (self-reflection), questionnaires,

portfolios and informal oral debates. Through peer evaluation, students can offer

feedback to others and evaluate each other's learning, while self-reflection students

50

evaluate their performance against predefined criteria. (BLACK&WILLIAM,

Schooleducationgateway, 2001)

It means that the survey helps you get student information through a

questionnaire with information on open questions and it's useful because they know

their academic interests.

17. ANALYSIS AND INTERPRETATION OF DATA

The results obtained through the surveys were applied to the students of the

first year of the parallel baccalaureate. A-B secondary school "Provincia de Bolívar",

through an individual analysis for the question in the survey, was a fundamental part

to answer the exposed problem about the VARK MODEL learning methods for the

improvement of students' oral skills.

51

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGÜÍSTICA

SURVEY

General objective: To determine if there is the use of participatory techniques for the development of

oral expression in English class by the teacher.

No. STATEMENTS STRONGLY

AGREE AGREE NEUTRAL DISAGREE

STRONGLY

DISAGREE

1

Oral reading helps a lot in

improving linguistic intelligence of

pupils.

2

Teacher’s motivation has great

influence in pupil’s reading

interest.

3

To improve your English level, you

need listening and speaking

exercises

4

Your learning process is more

effective when you use gestures

and use expressive movements

5

In class you feel more comfortable

when there is collaborative work

between the teacher and the

students.

6

Teacher’s motivation has great

influence in pupil’s speaking

interest.

7

Teaching aids, visual or auditory

helps student to cope up and

comprehend to the reading

selection.

8

Applying reading teaching

techniques and strategies of

teacher contributes in easy and

fast comprehension of learners.

9

I participate actively in interaction

activities

10

I prefer role play classes for oral

skill learning.

52

ANALYSIS OF RESULTS

TABLE 3 ORAL READING HELPS A LOT IN IMPROVING LINGUISTIC INTELLIGENCE OF PUPILS.

Oral reading helps a lot in improving linguistic intelligence of pupils.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 98 78%

AGREE 23 18%

NEUTRAL 2 2%

DISAGREE 2 2%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 7: ORAL READING HELPS A LOT IN IMPROVING LINGUISTIC INTELLIGENCE OF PUPIL

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

According to the results the students consider Oral Reading is excellent in

improving linguistic intelligence.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

98

23

2 2 0

125

78% 18% 2% 2% 0% 100%

Oral reading helps a lot in improving linguistic intelligence of pupils. STUDENTS

Oral reading helps a lot in improving linguistic intelligence of pupils. PORCENTAGE

53

TABLE 4: TEACHER’S MOTIVATION HAS GREAT INFLUENCE IN PUPIL’S READING INTEREST.

Teacher’s motivation has great influence in pupil’s reading interest.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 100 80%

AGREE 25 20%

NEUTRAL 0 0%

DISAGREE 0 0%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 8 : TEACHER’S MOTIVATION HAS GREAT INFLUENCE IN PUPIL’S READING

INTEREST.

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

According to the results the students consider that the teacher´s motivation is

very important for the reading interest.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

100

25

0 0 0

125

80% 20% 0% 0% 0% 100%

Teacher’s motivation has great influence in pupil’s reading interest. STUDENTS

Teacher’s motivation has great influence in pupil’s reading interest. PORCENTAGE

54

TABLE 5: TO IMPROVE YOUR ENGLISH LEVEL YOU NEED LISTENING AND SPEAKING

EXERCISES

To improve your English level, you need listening and speaking exercises

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 60 48%

AGREE 47 38%

NEUTRAL 10 8%

DISAGREE 3 2%

STRONGLY DISAGREE 5 4%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 9: TO IMPROVE YOUR ENGLISH LEVEL YOU NEED LISTENING AND SPEAKING

EXERCISES

Source: Provincia de Bolívar High School

Authors: Alvaro Luque & Yuliana Sánchez

According to the results the 75% of the students prefer to listen and speak in

order to understand the communication.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

6047

103 5

125

48% 38% 8% 2% 4% 100%

To improve your English level you need listening and speaking exercises STUNDENTS

To improve your English level you need listening and speaking exercisesPORCENTAGE

55

TABLE 6: YOUR LEARNING PROCESS IS MORE EFFECTIVE WHEN YOU USE GESTURES AND

USE EXPRESSIVE MOVEMENTS

Your learning process is more effective when you use gestures and use

expressive movements

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 50 37%

AGREE 55 41%

NEUTRAL 10 7%

DISAGREE 10 7%

STRONGLY DISAGREE 10 7%

TOTAL 135 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 10: YOUR LEARNING PROCESS IS MORE EFFECTIVE WHEN YOU USE GESTURES

AND USE EXPRESSIVE MOVEMENTS

Source: Provincia de Bolívar High School

Authors: Alvaro Luque & Yuliana Sánchez.

According to the results the 55% of the students are just agree that the

learning process is effective when you use gestures and use expressive movements

the other 50% are Strongly agree.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

50 55

10 10 10

135

37% 41% 7% 7% 7% 100%

Your learning process is more effective when you use gestures and use expressivemovements STUNDENTS

Your learning process is more effective when you use gestures and use expressivemovements PORCENTAGE

56

TABLE 7: IN CLASS YOU FEEL MORE COMFORTABLE WHEN THERE IS COLLABORATIVE WORK

BETWEEN THE TEACHER AND THE STUDENTS.

In class you feel more comfortable when there is collaborative work

between the teacher and the students.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 70 56%

AGREE 30 24%

NEUTRAL 15 12%

DISAGREE 10 8%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 11: IN CLASS YOU FEEL MORE COMFORTABLE WHEN THERE IS COLLABORATIVE

WORK BETWEEN THE TEACHER AND THE STUDENTS.

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

According to this results, 70% of students have reached an agreement that

they feel more comfortable when there is interaction between student and teacher in

the classroom.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

70

30

15 100

125

56% 24% 12% 8% 0% 100%

In class you feel more comfortable when there is collaborative work between theteacher and the students. STUNDENTS

In class you feel more comfortable when there is collaborative work between theteacher and the students. PORCENTAGE

57

TABLE 8: TEACHER’S MOTIVATION HAS GREAT INFLUENCE IN PUPIL’S SPEAKING INTEREST.

Teacher’s motivation has great influence in pupil’s speaking

interest.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 109 87%

AGREE 14 11%

NEUTRAL 2 2%

DISAGREE 0 0%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 12: TEACHER’S MOTIVATION HAS GREAT INFLUENCE IN PUPIL’S SPEAKING

INTEREST.

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

Most students consider that teacher motivation facilitates oral ability in the

classroom

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

109

142 0 0

125

87% 11% 2% 0% 0% 100%

Teacher’s motivation has great influence in pupil’s speaking interest. STUNDENTS

Teacher’s motivation has great influence in pupil’s speaking interest. PORCENTAGE

58

TABLE 9: TEACHING AIDS, VISUAL OR AUDITORY HELPS STUDENT TO COPE UP AND

COMPREHEND TO THE READING SELECTION.

Teaching aids, visual or auditory helps student to cope up and comprehend

to the reading selection.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 75 60%

AGREE 50 40%

NEUTRAL 0 0%

DISAGREE 0 0%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 13: TEACHING AIDS, VISUAL OR AUDITORY HELPS STUDENT TO COPE UP AND

COMPREHEND TO THE READING SELECTION.

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

Most students consider teaching resources important for the understanding of

reading ability.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

75

50

0 0 0

125

60% 40% 0% 0% 0% 100%

Teaching aids, visual or auditory helps student to cope up and comprehend to thereading selection. STUNDENTS

Teaching aids, visual or auditory helps student to cope up and comprehend to thereading selection. PORCENTAGE

59

TABLE 10: APPLYING READING TEACHING TECHNIQUES AND STRATEGIES OF TEACHER

CONTRIBUTES IN EASY AND FAST COMPREHENSION OF LEARNERS

Applying reading teaching techniques and strategies of teacher contributes in

easy and fast comprehension of learners

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 25 20%

AGREE 25 20%

NEUTRAL 35 28%

DISAGREE 20 16%

STRONGLY DISAGREE 20 16%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 14: APPLYING READING TEACHING TECHNIQUES AND STRATEGIES OF TEACHER

CONTRIBUTES IN EASY AND FAST COMPREHENSION OF LEARNERS

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

The results show that students consider themselves neutral in the application

of reading methods together with the contribution of the teaching techniques of the

teacher for the comprehension of the learning of the English language.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

25 2535

20 20

125

20% 20% 28% 16% 16% 100%

Applying reading teaching techniques and strategies of teacher contributes in easyand fast comprehension of learners STUNDENTS

Applying reading teaching techniques and strategies of teacher contributes in easyand fast comprehension of learners PORCENTAGE

60

TABLE 11: I PARTICIPATE ACTIVELY IN INTERACTION ACTIVITIES.

I participate actively in interaction activities.

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 25 20%

AGREE 100 80%

NEUTRAL 0 0%

DISAGREE 0 0%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 15: I PARTICIPATE ACTIVELY IN INTERACTION ACTIVITIES.

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

The vast majority of students agree that they participate in classes

consistently.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

25

100

0 0 0

125

20% 80% 0% 0% 0% 100%

I participate actively in interaction activities. STUNDENTS

I participate actively in interaction activities. PORCENTAGE

61

TABLE 12: I PREFER ROLE PLAY CLASSES FOR ORAL SKILL LEARNING

I prefer role play classes for oral skill learning

ANSWER STUDENTS PORCENTAGE

STRONGLY AGREE 90 72%

AGREE 30 24%

NEUTRAL 5 4%

DISAGREE 0 0%

STRONGLY DISAGREE 0 0%

TOTAL 125 100%

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

GRAPHIC 16: I PREFER ROLE PLAY CLASSES FOR ORAL SKILL LEARNING

Source: Provincia de Bolívar High School

Authors: Alvaro Luque& Yuliana Sánchez

Students agree that role-playing classes are more interactive and help to learn

oral skills.

0

20

40

60

80

100

120

140

STRONGLYAGREE

AGREE NEUTRAL DISAGREE STRONGLYDISAGREE

TOTAL

90

30

5 0 0

125

72% 24% 4% 0% 0% 100%

I prefer role play classes for oral skill learning STUDENTS

I prefer role play classes for oral skill learning PORCENTAGE

62

18. CLASS OBSERVATION ANALYSIS

It was observed that during a short period of time that English classes the

teacher does not use any didactic resource to develop students ‘preference skills like

this in the VARK learning models. It is because the students have problems to be able

to communicate in English, because the use some audio materials, comprehensive

readings and role play, help in a favorable way to the development of the capacity and

oral comprehension.

19. INTERVIEW ANALYSIS

The results obtained through the teacher of the English language were

important to know the real situation about the teaching methods applied in the

Institution.

The students do not have the best level of English, because the classes are

usually traditional and of grammatical contents, this makes the students find

themselves without previous attention to the classes and also the number of students

in a single course does not allow concentration. The teacher agrees to the adoption

because the classes are interactive, dynamic and social and the students can

emphasize their oral ability.

63

20. CONCLUSIONS AND RECOMENDARTIONS.

20.1. CONCLUSION.

After the tabulation of the data collection of the applied research instruments,

it can be configured that it has a lack of application to develop the students' abilities

to strengthen speech.

Students have a deficiency to speak English, because during the classes they

do not use audio material such as dialogue, audiovisual projection such as films,

readings and practical activities outside the classroom.

Through the analysis of the Data Information in this Investigation, the Work

shows that the students and teachers agree that a manual with activities focused on

the VARK MODEL Development as a directing tool to develop their oral skills in the

students of Secondary school of the Colegio Provincia de Bolívar.

Finally, the great importance of creating a proposal centered on recreational

activities that allow the sensory motor exercise for speech Skill will be determined.

64

20.1.1. RECOMMENDATIONS

The following recommendations are argued to make the most of the VARK

learning styles that a student should know, in the first instance and the most traditional

is the environment within the classroom.

However, at present there are many ways to optimize our knowledge, as for

example these days it is very common to use resources such as post cast audios,

network music and news helps to strengthen a student that develops in the auditory

part.

In the process of language learning it is important that the teacher their classes

are carried out in a dynamic and creative way, one of the methods is to involve games

that allow the motor development of our body helping the mental agility, examples:

Association of words joining with lines or completing sentences.

Screening of Educational Movies and Videos

Sing, help memorize words by repeating and expressing

Letter soup

Rains of ideas

Group Work

Correcting gramatical mistakes

Any of these recommendations and more that may exist are big steps for

student development in learning a language.

65

CHAPTER IV

THE PROPOSAL.

21. TITLE.

Implementation of design of ludic workshops in order to strengthen the speaking

skill, through the vark model technique of the students of the first of baccalaureate

parallel course to the evening section of the technical fiscal college province of bolivar

of the city of Guayaquil, legal period 2018.

22. JUSTIFICATION.

It is important to emphasize that the activities of the visual, auditory, reading

and kinesthetic learning methods will help the students to form their preferences in the

skill of the skills; in listening contains the dialogues, music audio scripts, dictations;

readings like stories, biographies, posters; In Visual it is related to the reading ability

but because it can be combined with readings and images that create a story; In

Kinesthetic we have role-playing games, acting in plays, interactive games for the

retention of information like Legos, exercises and everything that contains an

education that can be felt and touched the object of study, this makes the students

feel motivated to learn.

66

The English language and as a result of this type of learning method to improve

your oral skills, will remove all the fear at the moment of speaking and your

communication will be congruent and fluid.

It is important to mention that students feel very well with the aforementioned

proposal because they have the meaning of the didactic, dynamic and fun way of the

English language, which can develop their talents that have a different way in their

being, such as singing, acting, reading, etc.

The teachers of the "Provincia de Bolívar" School indicate that it is a very

pleasant proposal for the student, which allows the involvement in the improvements,

the optimal characteristics of the teacher in his planning, that is, the classes according

to the teaching manual for the students, but taking into account the didactics in each

subject, makes it influential and attractive for the student and the teacher.

They emphasized that a didactic and dynamic class where student and teacher

participation makes the class more enjoyable, allows knowing their interest and points

to improve the student.

On the other hand, teachers mention that they enjoy it in English classes when

they are projected in the laboratory and also when they use music classes

Therefore, this manual is a very important contribution to improve the

expression of the English language in the students of the Technical Tax School

67

"Provincia de Bolívar" and through these activities the objective can improve their skills

in order to attack them and turn them into a future understanding and new strengths.

23. OBJECTIVES

23.1. GENERAL OBJETIVE.

To develop the Speaking Skill of English language in students of first year of

bachillerato in the Public Educative Unit “Provincia de Bolivar”, academic year 2018-

2019.

23.1.1. SPECIFIC OBJECTIVES.

To stablish a good learning environment for English language acquisition

through of different Speech activities.

To support the students in the English language learning process through a

didactic material of reading activities

To promote the importance and significance of using speaking skill in order to

development the comprehension of English language.

24. THEORETICAL ASPECTS.

From the epistemological base, this proposal focuses on the paradigm of

saber construction to ensure that students can learn and understand in a favorable

way, through perception and critical and logical thinking, in this way students optimize

and improve his oral ability of the English language, also focuses on comprehensive,

68

bibliographic and cultural learning, it is necessary to understand the origin, concepts

and stories, to understand and understand the English language.

From the Psychological base, this thesis focuses on the analysis and

understanding of student behavior by having case studies in the English language

That its main objective is to increase the cognitive and their abilities that

students have as preferences in each of the students of the Colegio Provincia de

Bolívar.

The proposal will use the knowledge of the students through their skills, which

has as strengths.

From the sociological base this thesis is based on the social

world where interaction with the company has a very important role in the

process that helps them share ideas, opinions and other communication issues and

this helps the needs of students in the English language.

From the pedagogical base this proposal of technical contents, strategies and

methodologies that help to improve the learning process in the students, in addition to

knowing their abilities in the foreign language.

This thesis is based on constructivism too, which plays a very important role

Significant in this proposal, because it is fully contributing to the development and

personal growth of students.

69

From the legal base this thesis focuses on the Constitution of the Republic of

Ecuador, the Organic Law of Intercultural Education that promotes interculturality to

learn a foreign language in the educational and social development, and this proposal

has as main objective to improve the level of English of each of the students.

25. FEASIBILITY.

25.1. FINANCIAL.

The proposal of this research project is feasible due to the following

aspects: because it is supported by the teacher, the high school authorities,

parents and students.

The development of a didactic manual with recreational activities that develop

their sensory function and improve their oral ability.

The cost of this proposed project will be covered by the authors, the manual

workshop will be totally free for teachers.

The School has an English laboratory where students can practice their visual

and auditory learning.

The School has a Library where students can practice their comprehensive

reading

70

The school has a general auditorium where they can practice kinesthetical

learning through performance of works, singing, music.

The school has a large patio where you can practice interactive games for

strengthening the Skill speaking.

25.1.1. LEGAL.

In accordance with art. 350 of Good Living National Plan, mentions that it is

important to include technological and scientific research to improve education, this

manual will promote the use of CDS to strengthen the Auditory part.

25.1.2. TECHNICAL.

There are no technical requirements for this project, but it has the ability of

students and teachers to understand and teach the English language.

25.1.3. HUMAN.

This proposal will serve the community in the educational field, students and

teachers can take advantage of this manual workshop.

25.1.4. POLITICAL.

From the political point of view, this proposal is based on the objectives and

policy outlined by the "National Welfare Plan" in its chapter six. "National objectives of

71

good living" & "Strengthen the capabilities and potential of the citizen because the

objectives and purposes of this. The proposal fits with the objectives of this document.

26. DESCRIPTION OF THE PROPOSAL.

The design of this proposal consists of creating a more manual workshop with

recreational activities that allows sensory exercise to strengthen oral skills in students.

This Manual is indispensable for the development of students' learning skills and

abilities

The methodology of this manual includes activities related to level B1 according

to the students of the first year of the baccalaureate of the Public Education Unit of the

"Province of Bolívar".

The manual includes CD to develop the skills of active listening each activity

has a new vocabulary, which the teacher teaches and puts the practice to the students.

The activity of the manual workshop may have, Bibliographies, short dialogues,

etc. This will be brief and understandable according to the level of English of the

students.

This workshop manual should have exercises with dialogues, where the teacher

will make the practical students of the repetition of words and the subjects to the

development of the exercise, that is to say, will have the ability of critical thinking and

will express it through a speech.

72

Each activity has one or more grammatical structures and put them on the

board and make a participatory class and it is about the new methods of structure for

understanding.

There are activities where students have to complete the dialogue and then

practice a conversation. The manual includes the exercise "combine correctly", "join

with lines", "categorize", where the students must listen to the audio and then select

the graphic and the categorizers, this activity helps to increase the vocabulary of the

students.

There is another activity where students must complete the blank spaces of the

exercise and then make a dialogue so that their ideas will flow to be able to put

together the object of study.

Students use dialogues of activities with a partner or groups that speak and use

to develop and learn preferences skills and abilities.

A very important activity for this manual is to work in groups where students

must perform or simulate a role and interpret preferences characters.

73

CONCLUSIONS.

Working on the model of this proposal, the writer of this project has arrived to

the conclusion that it is possible to improve speaking Skill in Englishthrough the

implementation of a manual workshop for the sensory motor exercise of the students

of the Technical Tax School "Provincia de Bolívar" and in this way help them to reach

a B1.2 level of English language proficiency taking as reference and respecting the

guidelines established in the Curriculum as a foreign language 2018

The proposal will benefit the students, since they will be able to develop their

speaking skill, losing the fear with support and motivation of the teacher taking into

consideration the proposal as a didactic guide.

74

REFERENCES

Acosta, M. (2013). Catedra Epistemologíca. Obtenido de Catedra Epistemologíca:

http://catedradeepistemologia.blogspot.com/p/historia-de-la-linguistica.html

Acosta, M. (s.f.). Catedra Epistemologíca . Obtenido de Catedra Epistemologíca :

http://catedradeepistemologia.blogspot.com/p/historia-de-la-linguistica.html

BLACK&WILLIAM. (2001). Schooleducationgateway. Obtenido de

https://www.schooleducationgateway.eu/es/pub/viewpoints/polls/poll-on-

assessment-for-learnin.htm

BLACK&WILLIAM. (s.f.). Schooleducationgateway. Obtenido de

https://www.schooleducationgateway.eu/es/pub/viewpoints/polls/poll-on-

assessment-for-learnin.htm

Burton, R. (2009). eprints.hud.ac. Obtenido de eprints.hud.ac:

http://eprints.hud.ac.uk/id/eprint/6908/

CANDLIN, B. A. (1980). Very Well mind. Obtenido de Very Well mind:

https://www.academiaformarte.com/udecontrol_datos/FileManager/TEMAS%

20DE%20MUESTRA/ingles/UNIT_7.pdf

CarlyleHerrera. (2011). Obtenido de http://carlylerafaelhm.blogspot.com/

Club, E. (s.f.). English Club. Obtenido de https://effortlessenglishclub.com/improve-

english-speaking-skills

Collengs. (1992). Obtenido de https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

DeaboldDalen. (2006). Meotodlogiainter. Obtenido de

https://metodologiainter.weebly.com/uploads/1/9/2/6/19268119/la_investigaci

n_descriptiva.pdf

75

DeisyYanez. (s.f.). Lifeder.com. Obtenido de https://www.lifeder.com/investigacion-

explicativa/

DONALD, R. (2008). Teaching speaking skills. TEACHINGENGLISH.

DorellyGutierrez. (2005). Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

DorellyGutierrez. (2005). Scielo ORG. Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

DorellyGutierrez. (2005). Scielo.org. Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

Educación, M. d. (Ecuador). Educación.gob.ec. Obtenido de

https://educacion.gob.ec/que-es-el-buen-vivir/

Effendi, D. E. (2015). GLOBAL RESEARCH & DEVELOPMENT SERVICES.

Obtenido de

https://www.grdspublishing.org/index.php/people/article/viewFile/341/324

Effortless. (s.f.). English Club. Obtenido de https://effortlessenglishclub.com/improve-

english-speaking-skills

Elizabeth. (2013). Obtenido de

http://repositorio.uta.edu.ec/bitstream/123456789/6837/1/FCHE-SEB-

1226.pdf

Fawkes, T. (7 de FEBRUARY de 2013). www.troyfawkes.com. Obtenido de

https://www.troyfawkes.com/how-to-improve-speaking-skills-in-7-simple-

steps/

76

Fernandez, P. (27 de May de 2002). FIsterra.com. Obtenido de

https://www.fisterra.com/gestor/upload/guias/cuanti_cuali2.pdf

Fightika. (2016). Worpress.com. Obtenido de

https://ikafightika.wordpress.com/2016/02/27/writing-5/

Galán, J. (09 de July de 2009). Redalyc . Obtenido de

http://www.redalyc.org/articulo.oa?id=283121714002

Guzman, C. (March de 2012). Redalyc.org. Obtenido de Redalyc.org:

http://www.redalyc.org/pdf/1815/181522730009.pdf

Hymes, H. (2016). Revistas,unal.edu.co. Obtenido de Revistas,unal.edu.co:

https://revistas.unal.edu.co/index.php/formayfuncion/article/view/17051

Intercenter. (s.f.). Meotodlogiainter. Obtenido de

https://metodologiainter.weebly.com/uploads/1/9/2/6/19268119/la_investigaci

n_descriptiva.pdf

Kant, I. (Marzo de 2012). Filosofia Epistemologica11b. Obtenido de Filosofia

Epistemologica11b: http://filosofiaepistemologica11b.blogspot.com/p/frases-

celebres.html

Ladlouse. (1991). Zakymedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Ladlouse. (1993). Zakymedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Llavona. (2000). Teoricatécnica. Obtenido de

http://teoriatecnicadelaentrevista.blogspot.com/2014/11/entrevista-educativa-

y-vocacional.html

77

Marcano. (2011). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

MARCANO. (2011). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

Marlene, L. (2015-2016). DPACE UCE. Obtenido de

http://www.dspace.uce.edu.ec/bitstream/25000/11643/1/T-UCE-0010-

1892.pdf

Mayerly. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

Mayerly. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

MAYERLY. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

MAYERLY RODRÍGUEZ, S. J. (2015). http://repository.unilibre.edu.co. Obtenido de

http://repository.unilibre.edu.co:

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

78

Medina, A. (Octubr3 de 2010). Redalyc . Obtenido de

http://www.redalyc.org/html/1815/181520804012/

Mills. (2012). Obtenido de file:///C:/Users/User/Downloads/assessment-of-learning-

using-fleming-mills-vark-learning-styles%20(1).pdf

Mills, F. (2012). assessment-of-learning-using-fleming-mills-vark-. Obtenido de

assessment-of-learning-using-fleming-mills-vark-:

file:///C:/Users/User/Downloads/assessment-of-learning-using-fleming-mills-

vark-learning-styles%20(1).pdf

Mills., N. F. (1992). orientacionandujar.es. Obtenido de orientacionandujar.es:

https://www.orientacionandujar.es/wp-content/uploads/2014/05/los-estilos-de-

aprendizaje-VARK.pdf

Milss. (1992). Obtenido de https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

Mónica Romero, L. T. (2012). Scielo.org.co. Obtenido de Scielo.org.co:

http://www.scielo.org.co/pdf/prf/v14n1/v14n1a02.pdf

Murcia, C. (1991). Repositorio.utn.edu. Obtenido de Repositorio.utn.edu:

http://webcache.googleusercontent.com/search?q=cache:http://repositorio.utn

.edu.ec/bitstream/123456789/2082/2/05%2520FECYT%25201029%2520TES

IS.pdf

Oxford, R. L. (2003 Documento PDF). http://web.ntpu.edu.tw. Obtenido de

http://web.ntpu.edu.tw: http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Oxford/Ehrman. (1990). http://web.ntpu.edu.tw. Obtenido de http://web.ntpu.edu.tw:

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

79

Pedraza, M. (1992). ESTILOS DE APRENDIZAJE VARK . Obtenido de ESTILOS

DE APRENDIZAJE VARK : https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

Pieron. (1986). Obtenido de

https://www.ugr.es/~rescate/practicum/el_m_todo_de_observaci_n.htm

PscEhrman. (1992). Obtenido de

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Puma, M. E. (No especificado de No especificado de 2017). PROYECTO

RESPOSITORIO UNSAS. (C. E.-M. Cruz, Ed.) Obtenido de UNIVERSIDAD

NACIONAL DE SAN AGUSTÍN:

http://repositorio.unsa.edu.pe/bitstream/handle/UNSA/4757/EDescrmb.pdf?se

quence=1&isAllowed=y

Rebeca. (2004). http://web.ntpu.edu.tw. Obtenido de http://web.ntpu.edu.tw:

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Reid. (1987). http://web.ntpu.edu.tw. Obtenido de

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

REPOSITORIO UNSAS . (2017). Obtenido de REPOSITORIO UNSA:

http://repositorio.unsa.edu.pe/bitstream/handle/UNSA/4757/EDescrmb.pdf?se

quence=1&isAllowed=y

ROMO. (2006). dspace.uib.es. Obtenido de dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

Romo, L. y. (2006). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

80

RoseliFigaro. (2015). Obtenido de file:///C:/Users/User/Downloads/111721-

Article%20Text-201796-1-10-20160303.pdf

RoyalAcademy. (s.f.). Teoricatécnica . Obtenido de

http://teoriatecnicadelaentrevista.blogspot.com/2014/11/entrevista-educativa-

y-vocacional.html

Rubin. (2006). SCIELO. Obtenido de

http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-

31942006000200003

Rubin. (s.f.). SCIELO. Obtenido de

http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-

31942006000200003

Sánchez, U. (Octubre de 2010). Redalyc . Obtenido de

http://www.redalyc.org/html/1815/181520804012/

Stern. (2001). Zakumedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Tarigan. (14 de June de 1990). zakymedia.com. Obtenido de

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Tulmo, E. (2013). Repositorio.uta.edu.ec. Obtenido de

http://repositorio.uta.edu.ec/bitstream/123456789/6837/1/FCHE-SEB-

1226.pdf

81

BIBLIOGRAPHY

Acosta, M. (2013). Catedra Epistemologíca. Obtenido de Catedra Epistemologíca:

http://catedradeepistemologia.blogspot.com/p/historia-de-la-linguistica.html

Acosta, M. (s.f.). Catedra Epistemologíca . Obtenido de Catedra Epistemologíca :

http://catedradeepistemologia.blogspot.com/p/historia-de-la-linguistica.html

BLACK&WILLIAM. (2001). Schooleducationgateway. Obtenido de

https://www.schooleducationgateway.eu/es/pub/viewpoints/polls/poll-on-

assessment-for-learnin.htm

BLACK&WILLIAM. (s.f.). Schooleducationgateway. Obtenido de

https://www.schooleducationgateway.eu/es/pub/viewpoints/polls/poll-on-

assessment-for-learnin.htm

Burton, R. (2009). eprints.hud.ac. Obtenido de eprints.hud.ac:

http://eprints.hud.ac.uk/id/eprint/6908/

CANDLIN, B. A. (1980). Very Well mind. Obtenido de Very Well mind:

https://www.academiaformarte.com/udecontrol_datos/FileManager/TEMAS%

20DE%20MUESTRA/ingles/UNIT_7.pdf

CarlyleHerrera. (2011). Obtenido de http://carlylerafaelhm.blogspot.com/

Club, E. (s.f.). English Club. Obtenido de https://effortlessenglishclub.com/improve-

english-speaking-skills

Collengs. (1992). Obtenido de https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

DeaboldDalen. (2006). Meotodlogiainter. Obtenido de

https://metodologiainter.weebly.com/uploads/1/9/2/6/19268119/la_investigaci

n_descriptiva.pdf

82

DeisyYanez. (s.f.). Lifeder.com. Obtenido de https://www.lifeder.com/investigacion-

explicativa/

DONALD, R. (2008). Teaching speaking skills. TEACHINGENGLISH.

DorellyGutierrez. (2005). Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

DorellyGutierrez. (2005). Scielo ORG. Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

DorellyGutierrez. (2005). Scielo.org. Obtenido de

http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-

07902005000100008

Educación, M. d. (Ecuador). Educación.gob.ec. Obtenido de

https://educacion.gob.ec/que-es-el-buen-vivir/

Effendi, D. E. (2015). GLOBAL RESEARCH & DEVELOPMENT SERVICES.

Obtenido de

https://www.grdspublishing.org/index.php/people/article/viewFile/341/324

Effortless. (s.f.). English Club. Obtenido de https://effortlessenglishclub.com/improve-

english-speaking-skills

Elizabeth. (2013). Obtenido de

http://repositorio.uta.edu.ec/bitstream/123456789/6837/1/FCHE-SEB-

1226.pdf

Fawkes, T. (7 de FEBRUARY de 2013). www.troyfawkes.com. Obtenido de

https://www.troyfawkes.com/how-to-improve-speaking-skills-in-7-simple-

steps/

83

Fernandez, P. (27 de May de 2002). FIsterra.com. Obtenido de

https://www.fisterra.com/gestor/upload/guias/cuanti_cuali2.pdf

Fightika. (2016). Worpress.com. Obtenido de

https://ikafightika.wordpress.com/2016/02/27/writing-5/

Galán, J. (09 de July de 2009). Redalyc . Obtenido de

http://www.redalyc.org/articulo.oa?id=283121714002

Guzman, C. (March de 2012). Redalyc.org. Obtenido de Redalyc.org:

http://www.redalyc.org/pdf/1815/181522730009.pdf

Hymes, H. (2016). Revistas,unal.edu.co. Obtenido de Revistas,unal.edu.co:

https://revistas.unal.edu.co/index.php/formayfuncion/article/view/17051

Intercenter. (s.f.). Meotodlogiainter. Obtenido de

https://metodologiainter.weebly.com/uploads/1/9/2/6/19268119/la_investigaci

n_descriptiva.pdf

Kant, I. (Marzo de 2012). Filosofia Epistemologica11b. Obtenido de Filosofia

Epistemologica11b: http://filosofiaepistemologica11b.blogspot.com/p/frases-

celebres.html

Ladlouse. (1991). Zakymedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Ladlouse. (1993). Zakymedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Llavona. (2000). Teoricatécnica. Obtenido de

http://teoriatecnicadelaentrevista.blogspot.com/2014/11/entrevista-educativa-

y-vocacional.html

84

Marcano. (2011). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

MARCANO. (2011). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

Marlene, L. (2015-2016). DPACE UCE. Obtenido de

http://www.dspace.uce.edu.ec/bitstream/25000/11643/1/T-UCE-0010-

1892.pdf

Mayerly. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

Mayerly. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

MAYERLY. (2015). RepositoryUnilibre. Obtenido de

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

MAYERLY RODRÍGUEZ, S. J. (2015). http://repository.unilibre.edu.co. Obtenido de

http://repository.unilibre.edu.co:

http://repository.unilibre.edu.co/bitstream/handle/10901/8234/Versi%C3%83%

C2%B3n%20Sustentaci%C3%83%C2%B3n%20para%20entrgar%20a%20In

vestigaci%C3%83%C2%B3n.pdf?sequence=1&isAllowed=y

85

Medina, A. (Octubr3 de 2010). Redalyc . Obtenido de

http://www.redalyc.org/html/1815/181520804012/

Mills. (2012). Obtenido de file:///C:/Users/User/Downloads/assessment-of-learning-

using-fleming-mills-vark-learning-styles%20(1).pdf

Mills, F. (2012). assessment-of-learning-using-fleming-mills-vark-. Obtenido de

assessment-of-learning-using-fleming-mills-vark-:

file:///C:/Users/User/Downloads/assessment-of-learning-using-fleming-mills-

vark-learning-styles%20(1).pdf

Mills., N. F. (1992). orientacionandujar.es. Obtenido de orientacionandujar.es:

https://www.orientacionandujar.es/wp-content/uploads/2014/05/los-estilos-de-

aprendizaje-VARK.pdf

Milss. (1992). Obtenido de https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

Mónica Romero, L. T. (2012). Scielo.org.co. Obtenido de Scielo.org.co:

http://www.scielo.org.co/pdf/prf/v14n1/v14n1a02.pdf

Murcia, C. (1991). Repositorio.utn.edu. Obtenido de Repositorio.utn.edu:

http://webcache.googleusercontent.com/search?q=cache:http://repositorio.utn

.edu.ec/bitstream/123456789/2082/2/05%2520FECYT%25201029%2520TES

IS.pdf

Oxford, R. L. (2003 Documento PDF). http://web.ntpu.edu.tw. Obtenido de

http://web.ntpu.edu.tw: http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Oxford/Ehrman. (1990). http://web.ntpu.edu.tw. Obtenido de http://web.ntpu.edu.tw:

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

86

Pedraza, M. (1992). ESTILOS DE APRENDIZAJE VARK . Obtenido de ESTILOS

DE APRENDIZAJE VARK : https://www.orientacionandujar.es/wp-

content/uploads/2014/05/los-estilos-de-aprendizaje-VARK.pdf

Pieron. (1986). Obtenido de

https://www.ugr.es/~rescate/practicum/el_m_todo_de_observaci_n.htm

PscEhrman. (1992). Obtenido de

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Puma, M. E. (No especificado de No especificado de 2017). PROYECTO

RESPOSITORIO UNSAS. (C. E.-M. Cruz, Ed.) Obtenido de UNIVERSIDAD

NACIONAL DE SAN AGUSTÍN:

http://repositorio.unsa.edu.pe/bitstream/handle/UNSA/4757/EDescrmb.pdf?se

quence=1&isAllowed=y

Rebeca. (2004). http://web.ntpu.edu.tw. Obtenido de http://web.ntpu.edu.tw:

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

Reid. (1987). http://web.ntpu.edu.tw. Obtenido de

http://web.ntpu.edu.tw/~language/workshop/read2.pdf

REPOSITORIO UNSAS . (2017). Obtenido de REPOSITORIO UNSA:

http://repositorio.unsa.edu.pe/bitstream/handle/UNSA/4757/EDescrmb.pdf?se

quence=1&isAllowed=y

ROMO. (2006). dspace.uib.es. Obtenido de dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

Romo, L. y. (2006). http://dspace.uib.es. Obtenido de http://dspace.uib.es:

http://dspace.uib.es/xmlui/bitstream/handle/11201/3664/Alfaro_Consuegra_Al

ma.pdf?sequence=1

87

RoseliFigaro. (2015). Obtenido de file:///C:/Users/User/Downloads/111721-

Article%20Text-201796-1-10-20160303.pdf

RoyalAcademy. (s.f.). Teoricatécnica . Obtenido de

http://teoriatecnicadelaentrevista.blogspot.com/2014/11/entrevista-educativa-

y-vocacional.html

Rubin. (2006). SCIELO. Obtenido de

http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-

31942006000200003

Rubin. (s.f.). SCIELO. Obtenido de

http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S1561-

31942006000200003

Sánchez, U. (Octubre de 2010). Redalyc . Obtenido de

http://www.redalyc.org/html/1815/181520804012/

Stern. (2001). Zakumedia.com. Obtenido de Zakymedia.com:

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Tarigan. (14 de June de 1990). zakymedia.com. Obtenido de

http://www.zakymedia.com/2013/06/definition-of-speaking-skill.html

Tulmo, E. (2013). Repositorio.uta.edu.ec. Obtenido de

http://repositorio.uta.edu.ec/bitstream/123456789/6837/1/FCHE-SEB-

1226.pdf

88

APPENDIXES

89

APPENDIX 1

90

90

91

92

APPENDIX 2

93

93

94

APPENDIX 3

95

SURVEY TO THE STUDENTS

96

97

WITH THE RECTOR SONIA AMAYA

INTERVIEW TO TEACHER

98

WITH THE TUTOR LARRY TORRES

99

APPENDIX 4

100

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

SURVEY General objective: To determine if there is the use of participatory techniques for the development of

oral expression in English class by the teacher.

Instructions: In the following questionnaire, mark with a (X) the most appropriated answers according to the

following scale: Strongly agree, agree, neutral, disagree, strongly disagree.

No. STATEMENTS STRONGLY

AGREE AGREE NEUTRAL DISAGREE

STRONGLY

DISAGREE

1

Oral reading helps a lot in

improving linguistic intelligence of

pupils.

2

Teacher’s motivation has great

influence in pupil’s reading

interest.

3

To improve your English level, you

need listening and speaking

exercises

4

Your learning process is more

effective when you use gestures

and use expressive movements

5

In class you feel more comfortable

when there is collaborative work

between the teacher and the

students.

6

Teacher’s motivation has great

influence in pupil’s speaking

interest.

7

Teaching aids, visual or auditory

helps student to cope up and

comprehend to the reading

selection.

8

Applying reading teaching

techniques and strategies of

teacher contributes in easy and

fast comprehension of learners.

9

I participate actively in interaction

activities

10

I prefer role play classes for oral

skill learning.

101

UNIVERSIDAD DE GUAYAQUIL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

ESCUELA DE LENGUAS Y LINGUISTICA

ENCUESTA

Objetivo general: determinar si existe el uso de técnicas participativas para el desarrollo de la

expresión oral en la clase de inglés por parte del docente.

Instrucciones: En el siguiente cuestionario, marque con una (X) las respuestas más apropiadas de

acuerdo con la siguiente escala: Muy de acuerdo, de acuerdo, en desacuerdo, totalmente en desacuerdo.

No. DECLARACIONES TOTALMENT

E

EN ACUERDO

DE

ACUERD

O

NEUTRAL EN

DESACUERDO

TOTALMENTE EN

DESACUERDO

1

La lectura oral ayuda mucho a mejorar

la inteligencia lingüística de los

alumnos.

2

La motivación del maestro tiene una

gran influencia en el interés de lectura

del alumno.

3

Para mejorar tu nivel de inglés

necesitas ejercicios de escucha y

conversación

4

Su proceso de aprendizaje es más

efectivo cuando usa gestos y usa

movimientos expresivos

5

En clase, se siente más cómodo

cuando hay trabajo colaborativo entre el

maestro y los alumnos.

6

La motivación del maestro tiene una

gran influencia en el interés de la

habilidad oral.

7

Los materiales didácticos, visuales o

auditivos ayudan al alumno a adaptarse

y comprender la selección de lectura.

8

La aplicación de técnicas de enseñanza

de la lectura y estrategias del docente

contribuye a la comprensión fácil y

rápida de los alumnos.

9

Participa activamente en actividades de

interacción

10

Prefiero las clases de juego de roles

para el aprendizaje de la habilidad oral.

102

Questionnaire’s questions for interview to English’s teacher.

1. Do you think that listening didactic resources helps the students to

improve the oral expression in English language?

At the present time is important and necessary to speak another language,

English is the most spoken around the world, for that reason is important to

dominate it. Well I think listening didactic resources are important, because

can help to students to develop speaking skill, but there is not an adequate

didactic resource to work in class.

2. How often do the students do reading activities to development their

lecture compressive in English language?

Students do reading activities a few times, because the activities that contain

the books are focused in grammatical.

3. What methods and techniques do you use during the English class to

practice and improve speaking skill?

I write some words on the whiteboard, then students repeat necessary times

until to achieve a correct pronunciation. The technique most used into a

classroom are little conversations, where I work with easy vocabulary,

because the book that provides the “Minesterio de Educación”, has a level

very difficult for students.

103

4. During the English class, do you take in consideration student’s prior

knowledge when you use play roll in class?

Yes of course, there are student that feel identified practicing with this type of

activities because the process of learning is more dynamic.

5. Are you aware of the use and the implementation of listening and visual

didactic resources to development the oral expression in English

language? It’s an excellent alternative to awake the interest of students to

learn a foreign language.

104

105

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO:

IMPORTANCIA DE LAS TÉCNICAS DE APRENDIZAJE VISUAL, AUDITORY ,READING AND KINESTHETIC

(VARK MODEL) PARA EL FORTALECIMIENTO DEL SPEAKING SKILL DE LOS ESTUDIANTES DEL PRIMERO DE

BACHILLERATO CURSO PARALELO A SECCIÓN VESPERTINA DEL COLEGIO FISCAL TÉCNICO PROVINCIA

DE BOLIVAR DE LA CIUDAD DE GUAYAQUIL, PERIODO LÉCTIVO 2018.

IMPLEMENTACIÓN DE TALLERES LÚDICOS PARA EL EJERCICIO SENSORIAL QUE PERMITE DESARROLLAR

EL SPEAKING SKILL.

AUTORES:

ALVARO LUQUE

YULIANA SANCHÉZ

TUTOR: MSC. LARRY TORRES

REVISORES:

INSTITUCIÓN:

UNIVERSIDAD ESTATAL DE GUAYAQUIL

FACULTAD: FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

CARRERA: LENGUAS Y LINGÜÍSTICA

FECHA DE PUBLICACIÓN No. PAGS:

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

Lingüística

ÁREAS TEMÁTICAS: LenguaInglesa

PALABRAS CLAVES: Fortalecimiento, desarrollo sensorial, competencias, objetivos,

fortalezas, debilidades.

RESUMEN:

Esta tesis explora la importancia de los métodos de aprendizaje ofthe visual, auditory, reading

and kinesthetic para el fortalecimiento del SpeankingSkill en los estudiantes de primer año de

Bachillerato del Colegio "Provincia de Bolívar" de Guayaquil, Ecuador. Esta tesis argumenta la

gran importancia de métodos de aprendizaje VARK MODEL para la mejora de la habilidad oral

del idioma inglés.

Este estudio se realizó a través de entrevistas y encuestas para recopilar información sobre la

situación actual del colegio y propone implementación de Talleres lúdicos para el ejercicio

sensorial que permite desarrollar el speakingSkill

Finalmente, este documento contribuye a una herramienta indispensable para desarrollar y

mejorar la habilidad de hablar en inglés.

No DE REGISTRO: (en base de datos) No DE CLASIFICACIÓN

DIRECCIÓN URL (tesis en la web):

106

ADJUNTO PDF (X) SI ( )NO

CONTACTO DE AUTORES:

ALVARO LUQUE, CELULAR: 0930869417

Email: alvarobros@outlookcom

YULIANA SANCHEZ, CELULAR: 0986768167

Email: [email protected]

CONTACTOS DE LA INSTITUCIÓN

Secretaria de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123

Email: [email protected]

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

REGISTRATION OF THE THESIS

TITLE AND SUBTITLE:

IMPORTANCE OF THE VARK MODEL TECHNIQUE FOR STRENGTHENING THE SPEAKING SKIL LOF THE

STUDENTS OF THE FIRST OF BACCALAUREATE PARALLEL COURSE TO THE EVENING SECTION OF THE

TECHNICAL FISCAL COLLEGE PROVINCE OF BOLIVAR OF THE CITY OF GUAYAQUIL, LEGAL PERIOD 2018

DESIGN OF LUDIC WORKSHOP IN ORDER TO STRENGTHEN THE SPEAKING SKILL, THROUGH THE VARK

MODEL TECHNIQUE.

AUTHORS:

ALVARO LUQUE

YULIANA SANCHEZ

TUTOR: MSC. LARRY TORRES

REVIEWERS:

INSTITUCIÓN:

UNIVERSIDAD ESTATAL DE GUAYAQUIL

FACULTY: FACULTY OF PHILOSOPHY,

LETTERS AND EDUCATION SCIENCES

CAREER: LANGUAGES AND LINGUISTICS

PUBLICATION DATE No. PAGS:

TITLE OBTAINED: Bachelor’s Degree of Science in Education, mention of English Language

and Linguistics

THEMATIC AREAS: English Language

KEYWORDS: Strengthening, sensorial development, competences, objectives, strengths,

weaknesses.

107

SUMMARY:

This thesis explores the importance of learning methods of the visual, auditory, reading and

kinesthetic for the strengthening of Speaking Skill in the first-year students of the Bachillerato of

the "Provincia de Bolívar" School in Guayaquil, Ecuador. This thesis argues the great

importance of VARK MODEL learning methods for improving the oral ability of the English

language.

This study was carried out through interviews and surveys to gather information about the

current situation of the school and proposes the implementation of play workshops for the

sensory exercise that allows to develop the speaking skill.

Finally, this document contributes to an indispensable tool to develop and improve the ability to

speak English.

No REGISTRATION: (in data base) No CLASSIFICATION

URL ADDRESS (thesis on the web):

ATTACHMENT PDF (X) YES () NO

CONTACT OF AUTHORS:

ALVARO LUQUE, CELL: 0930869417

Email: alvarobros@outlookcom

YULIANA SANCHEZ, CELL: 0986768167

Email: [email protected]

CONTACTS OF THE INSTITUTION:

Secretary of the School of Languages and Linguistics

Phone: (04)2294888 Ext. 123

Email: [email protected]

108

APPENDIX 5

109

110

INTRODUCTION

The implementation of design workshops for sensory exercise is very important,

because it allows developing the ability to use a second language under the vark

model, through the didactic interaction of the students, inside and outside the

classroom, guided by the teacher.

Considering the correct learning imparted by the teacher, the predisposition of

the students for the acquisition of knowledge, it is possible that each of the individuals

is capable of detecting each of the models studied previously, so that it is applicable,

in all areas of his life, facilitating the retention of information in a faster way.

It is vitally important that educational institutions implement the Vark model in

each of their classes, so that students have the ability to know each other, be sure of

themselves, learn to be disciplined and each of their tasks to develop, managing better

its time, increase its estimation, obtain a better performance in front of society.

It is true that today there are many technological articles and applications that

over time are updated according to the needs of the market, this range of items have

been applied in the school environment, for learning improvements, help the student

a lot , but that is not everything, we must bear in mind that the work of the educational

authorities will always be fundamental, in the implementation of planning, what is

meant by this is what the innovation of technological articles and platforms digital are

not always all that can be done, people with the planning of a class, how can this be

applied in the development of teaching, through reading, writing, listening,

manipulation of instruments.

111

FOR STUDENTS

The implementation of leisure workshops for sensory exercise in learning a second

language, which aims to develop oral skills, is of utmost importance, is an activity that

encourages the development of a dynamic work, which arouses the interest to learn

Therefore, it is necessary that activities that include the VARK model be adopted in all

educational institutions.

Recall that the Vark model allows the student to know himself better, retain more

information in the shortest possible time, information that must be learned correctly so

that it lasts longer in our mind, having the ability to answer adequately, fluently without

trying to connect the dots, using each of the senses and orienting their way of learning

to their comfort, trying at all times that the work done is adapted to reality, so that they

are applied constantly and do not forget.

The environment where the activities are performed is a very important factor when

learning, a student who spends many hours in the classroom just listening without

interacting with the teacher, classmates, without showing their research level or at

least what they learned in the classroom at some point tends to get bored and think

that that class is not important, especially when it comes to learning another language,

end up saying they do not understand, to blockade any situation that involves the

learning of it.

By adapting this learning model to each one of the subjects taught in an educational

institution, the quality of a student can be observed, giving optimal results because a

student who manages these four competences learns to feel confident, feeling capable

of transmitting some information in an appropriate way, learn to be careful and

systematic avoiding mistakes.

112

FOR TEACHERS

For the diagnosis of the most complicated challenges is to keep the student in a room,

attentive and fully involved, the time he teaches his class, this is why he needs to work

with the Vark model, because it involves several activities, allows the constant

Research your students, teaching them to work with all their senses.

The performance of the teacher is fundamental for the development of any activity, a

trained teacher helps your student to know and perform in the best way to others,

helps you to recognize their shortcomings and their virtues, to work in an organized

way an insurance of himself, to leave the fear of transmitting information to others,

teaching to develop oral skills.

The implementation of learning workshops for sensory exercise in learning a second

language, which aims to develop oral skills, is not anything, you need trained staff so

you can guide your students and give you adequate information, always trying to make

the class as dynamic as possible.

The importance of these workshops not only lies in the students, it is also mandatory

for teachers to have a constant job, so that they can perform in the best way, with each

of the expressions that are added to the language depending on the time.

Expressions that are used CURRENTLY, MANY times No children The same that

were used in the past, because son different times and things change, it is because of

this, that we should always have the predisposition to study constantly, investigative

Being a entity and not stay with the information of the past, because everything is

reduced to a change of time.

113

114

115

116

117

118

119

120

1. Complete the next sentences with verb have/has.

121

7 Complete the next sentences using the verb to be.

122

123

124

125

126

127

128

129

130

131

132

133

134

135

136

137

138

139

140

141

142

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