Collaborative Work 2

1. Collaborative Work 2
PROBLEM
The lack of English language skills for non-use of active learning strategies in students of
Fourth year Basic at JOSE CARDENAS School in Cuenca, possible solutions for the use of
strategies learning to assist individual students learn the English language and improve
the quality of education.
This school is the lackof enough knowledge particularly from teacher, who are incapable
to guide in a correct way to the learners. English teachers are really concerned with the
difficulty of understanding and learning new advance techniques on Computation.
Computers are increasingly present in the classroombut are used as a tool and not used
for innovation in education. These have enormous potential transformer to be seized
and that requires a change in the role of the teacher, which is the center of the process.
The primary school children use the computer in the classroom at least once a week,
which is not beneficial to either party, the process of learning another language must be
continuous.
PARTICIPATION ANALYSIS
INSTITUTIONS INTEREST GROUPS OTHERS
School Parents
Students
Teachers
Authorities
Community
“THE INCIDENCE OF USING THE NEW METHODOLOGY BASED ON THE USE OF NCTs (New
communication Technologies), IN THE DEVELOPMENT OF THE LISTENING SKILLS OF
STUDENTS OF FOURTH YEAR AT JOSE CARDENASSCHOOL DURING THE FIRST SEMENSTER OF
ACADEMIC YEAR 2013 - 2014”
OBJECTIVES INDICATORS MEANS OF
VERIFICATION
ASSUMPTIONS
Goal: G1: It is provided to
student’s useful
information and the
appropriate
G1:
Communication
via the Internet
and doing joint
In project work different foreign
language communication skills
(speaking, listening, reading, and

2. Contribute to academic
development by removing
critical skills shortages and
generate knowledge,
academic listening skills,
fluency opportunities,
especially for youth.
knowledge for
improving the
performance of
students in this
school in this new
school year.
G2: Students'
project work is
always much better
motivated than
many other learning
activities. It is so
because, after
completing project
assignments,
students get some
material products as
the result of their
totally practical
efforts
projects via the
Internet.
Communication
via the Internet
(e-mails, forums,
chat rooms) can
be with native
speakers, the
teacher, other
students of
English– from the
same academic
group, the same
university, other
universities in the
same country,
and from
universities of
other countries.
writing) are much better and
more organically integrated than
in practically all other learning
activities.
Outcome 1:
The learner is capable to
understand completely any
conversation in the language
target alone
Authentic materials
and situations
prepare students for
the types of listening
they will need to do
when using the
language outside the
classroom.
Students identify
the listening goal:
to obtain specific
information; to
decide whether
to continue
listening; to
understand most
or all of the
message
Authentic two-way
communication, the listener
focuses on the speaker's
meaning rather than the
speaker's language.
Output 2: Encourage students
to evaluate their
comprehension and their
strategy use immediately after
completing an assignment.
This study can be
conceived of as a
“job analysis” of the
English language
proficiency tasks that
need to be carried
out competently if
students are to be
successful in their
course work.
The process
described here
was designed to
involve several
groups with
differing
perspectives in
ways that reflect
their expertise
and experience
Listening for discrimination gets
into the whole area of auditory
discrimination, a very important
first step in early childhood
education.

3. Output 3: The learning
outcome is tangible, and that
generates higher positive
motivation than ‘abstract'
learning
The first draft of task
statements was
developed by each of
the four Framework
Teams. Each Team
was asked to
generate from 10 to
20 task statements
that they believe are
consistent with their
frameworks and
important for
competent academic
4 performance
across a range of
subjects
Twenty-six faculty
members and
students at both the
graduate and
undergraduate
levels, representing a
range of schools and
subject areas,
reviewed the revised
draft of task
statements. Six
subject areas were
selected for inclusion
in this study
Those
assignments, the
process of
completing them,
and the
intermediate and
final stages of
their completion
are always being
discussed by
students in the
target language
(speaking) while
project results
(again
intermediate and
final) are always
presented in
writing
Communication via the Internet
and doing joint projects via the
Internet. Communication via the
Internet (e-mails, forums, chat
rooms) can be with native
speakers, the teacher, other
students of English – from the
same academic group, the same
university, other universities in
the same country, and from
universities of other countries
Activities:
Publication of students' works
in the Internet network. If a
group of students together
with their teacher create their
own web-page in English and
the best students' works, such
as essays, are published there,
it creates additional and very
strong stimuli for learners to
improve their communication
Inputs:
Every Internet search
class is a two
academic hour class
period held in one of
university's
computer
classes/laboratories
and totally devoted
to students'
mandatory Internet
search done under
Assumptions:
To develop all the four learners'
basic communication skills for
professional communication in
English: speaking, listening,
reading, and writing. Those skills
are supposed to be developed in
an integral manner, so that
reading and listening pave the
way to speaking, speaking
stimulates writing which, in its

4. HOW DO WE DEVELOP THE PROJECT?
To identify the core problem of an institution is a process that is developed at the
beginning of the course. Many English as a second language (ESL) teachers who are non-
native speakers of English have to overcome numerous obstacles to improving their
students’ language abilities, especially when developing speaking and listening skills.
More and more innovative approaches are essential for them to address these problems.
This project is aimed at investigating the use of English language movies in developing
oral and listening skills of student teachers of English.
skills, especially their writing
skills
The work on every separate
task in the framework of
students' project work always
begins with reading
(developing students' reading
skills). Students read various
authentic electronic
profession-related English
texts found by them on the
Internet and 18 OLEG
TARNOPOLSKY devoted to
theoretical and practical issues
related to their project
the teacher's
supervision. The
search is done to
collect materials for
doing some creative
learning assignment
in the framework of
students' project
with the results to be
reported during one
of the following class
periods held in a
traditional classroom
"To organize
students' Internet
searches,the teacher
has to be able to
recommend
different
professional web
sites in English to
his/her students. For
this purpose, s/he is
required to collect
and constantly renew
his/her Library of
psychological sites in
English.
turn, requires speaking, reading
and listening again, etc.
The work on every separate task
in the framework of students'
project work always begins with
reading (developing students'
reading skills). Students read
various authentic electronic
profession-related.

5. The study researched the method and implications of teaching English professional
communication skills through the project work. The objective of the study was to reveal
the advantages of combining such an advanced teaching method as learners'
professionally oriented project work in the target language with their regular Internet
search on professional Internet sites in English with the purpose of finding project
relevant materials. The project was based on experimentally testing learners' English
speaking, reading, listening and writing skills development in the middle and at the end
of the course. Students' self-assessment of their communication skills development was
also included as a research method. The learning project done by students through the
academic year was compiling in English. The learning outcomes were demonstrated to
be substantially improved when using the suggested approach.
The Computer Assisted Language Learning. CALLhas too much Information and Learning
Technology with a wide selection of applications, reference works, study and research
tools available as well as plenty of applications targeted at specific English language
exams. CALL is focused on teaching and learning of foreign languages. It May be used to
Reinforce what has been learned in the classroom or as a recovery tool to help students
who need additional support. CALL is focused on putting emphasis on learner-centered
materials for students to work on Their Own. The materials must have among its features
interactive learning and individualized learning. CALL is essentially a tool that helps
teachers to facilitate the language learning process. This is helpful for students and
teachers, because it lets enter here for exercises, Improve knowledge already acquired
or simply investigate a new topic 24 hours a day.