Communicative and Action-Oriented Approaches to Foster Speaking Skills

Romero García, Keren Azucena and Plata González, Melissa Jiessels (2022) Communicative and Action-Oriented Approaches to Foster Speaking Skills. Otra thesis, Universidad Nacional Autónoma de Nicaragua.

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Resumen

For many years, speaking skills have been considered the most difficult English language skills to foster as it involves the combination of knowledge of all the other language skills. This problem is present among Nicaragua public schools including Fernando Gordillo Cervantes School where the students have difficulties fostering their English language speaking skills. Therefore, the purpose of this research is to analyze the outcomes of applying methods and strategies based on communicative and action-oriented approaches to foster English speaking skills to draw conclusions and provide a solution to the problem in context. This research is quasi-experimental with a non-equivalent, pretest-posttest design following a mixed-method approach to get in-depth information about the outcomes of applying methods and strategies based on communicative and action-oriented approaches to foster English speaking skills. The population understudy was composed of 58 students in 9th grade at Fernando Gordillo Cervantes School during the second semester of 2021, Managua, Nicaragua. Two groups were understudy a comparison group (A) and treatment group (B), where the second one received a treatment (2 weeks period) while the other (A) continued with the same strategies and methods employed before this study was executed, both researchers were in charge of the groups, each of them correspondently; taking the place of the teacher to gather as much data as possible during the experimental phase. At the end of this quasi-experimental study, the results from the group (A) and (B) were compared to draw to conclusions. The results found on the development of this study provide evidence that students in the treatment group (B) had a significant improvement based on the pretest-posttest statistical analysis in contrast to the comparison group (A) where no therapy was implemented so the students from that group did not have any improvement. That evidence provides an answer to the aim of this study

Item Type:	Thesis (Otra)
Información Adicional:	Seminario-(Licenciadas en Ciencias de la educación con mención en Inglés)-Universidad Nacional Autónoma de Nicaragua
Palabras Clave Informales:	Inglés, Enseñanza, Comunicación oral, Habilidades del lenguaje.
Materias:	300 Ciencias sociales > 370 Educación 400 Lenguas > 420 Inglés e inglés antiguo
Divisiones:	EDUCACIÓN, ARTE Y HUMANIDADES > Inglés
Depositing User:	Lic Valeria Rivera
Date Deposited:	02 Feb 2023 21:38
Last Modified:	02 Feb 2023 21:54
URI:	http://repositorio.unan.edu.ni/id/eprint/19082

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