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Improving oral interaction skills in 7th
grade students from two public schools
under Escuela Activa Urbana Model
María de...
• The improvement of speaking skills through oral interaction
strategies.
• Hadfield (2008,p.105) “the ability to respond ...
• A public urban school in Manizales
located in La Asunción
neighborhood.
• Preschool to eleven grade with
emphasis on tou...
DESCRIPTION OF THE SETTING
Characteristics
• Coming from strata 1 and 2 from
Ciudadela del Norte and La Estación
communiti...
No.
Data collection
technique
Data collection
instrument
Rationale
1 Observation
Observation
schedule
To collect informati...
0
2
4
6
8
10
12
14
16
SCHOOL1
SCHOOL2
0.0
5.0
10.0
15.0
20.0
25.0
Students lack of
oral interaction
skills.
Positive attitudes
towards English
Peer/
col...
The students answer in Spanish, some of them say isolated words in English (teacher sobre
movies, si tenemos homework) Cla...
To what extent can oral
interaction strategies affect
the speaking skill of
seventh grade students at
two public schools u...
RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES
General:
To determine the impact of
oral interaction strategies in
in the speak...
RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES
Specific:
1. To measure the impact of oral
interaction strategies in the
speaki...
Improvingoralinteractionskillsin7thgrade
studentsfromtwopublicschoolsunderEscuela
ActivaUrbanaModel
ESCUELA ACTIVA
URBANA ...
PARTICIPANTS
32 students from seventh
grade.
Boys and girls aged between
12 and 15 years old.
All of them are in A1(CEF)
S...
INSTRUMENTS
• Self- assessment forms
• Class observations.
• Rubric for OIS
• Journal.
• Audio and video recordings, trans...
• MIXED
METHODS
Action Research
Comparative Study
METHODOLO
GY
INTERVENTION
RESULTS
A, LET’S
REVIEW
B. LET’S
LEARN
C. LET’S
PRACTICE
D. LET’S
REINFORCE
Escuela Activa Urbana lesson plan stages.
Escuela Acti...
ACTION STAGE
• Six workshops
• Oral interaction strategies: role-plays, guessing,
giving instructions, story-telling, conv...
EVALUATION STAGE
• EAU evaluation criteria: Cognitive, Practice,
Attitude
• Rubrics to measure oral interaction performanc...
Improving oral interaction skills in 7th  grade students from two public schools under Escuela Activa Urbana Model
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Improving oral interaction skills in 7th grade students from two public schools under Escuela Activa Urbana Model

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Improving oral interaction skills in 7th grade students from two public schools under Escuela Activa Urbana Model

  1. 1. Improving oral interaction skills in 7th grade students from two public schools under Escuela Activa Urbana Model María del Pilar Rodriguez Lorena Medina Ramirez
  2. 2. • The improvement of speaking skills through oral interaction strategies. • Hadfield (2008,p.105) “the ability to respond to other people or facilitate communication among them”. PURPOS E
  3. 3. • A public urban school in Manizales located in La Asunción neighborhood. • Preschool to eleven grade with emphasis on tourism. • Escuela Activa urbana pedagogical model. • Participants mixed group from seventh grade. • A public urban school in Manizales located in Alta Suiza neighborhood. • Preschool to eleventh grade with emphasis on health and nutrition. • Escuela Activa Urbana pedagogical model. • Participants girls from seventh grade. DESCRIPTION OF THE SETTING
  4. 4. DESCRIPTION OF THE SETTING Characteristics • Coming from strata 1 and 2 from Ciudadela del Norte and La Estación communities. Positive: • Interested in learning English • Collaborative • Social Negative: • Misbehavior • Dysfunctional families and social problems (microtraffick, child abuse, prostitution) • Coming from 1,2,3 strata from different neighbors around the city. Positive: • Willingness • Collaborative • Respectful and kind Negative: • Absent parents, dysfunctional families, psychological problems (depression, bipolar, on learning)
  5. 5. No. Data collection technique Data collection instrument Rationale 1 Observation Observation schedule To collect information about the students’ performance, behaviors, classroom management, teaching strategies, class procedures and all about class environment. 2 Informal talks Informal talk protocols To collect facts from the teachers and the students about English learning processes and all concerns about it (materials, affective factors, curriculum, activities done in the classroom, use of technology for English learning, etc.) 3 Surveying Questionnaires and surveys To gather detailed data about students’ perceptions and opinions about their improvement or difficulties in English learning. To collect data about how teachers implement teaching strategies, deal with classroom management, develop/plan their class development and use technology to teach English. 4 Language Elicitation techniques Target Language Interrogation Elicitation To gather information about how students interact in a natural environment to get or provide any information. DIAGNOSIS STAGE Data collection instruments and techniques
  6. 6. 0 2 4 6 8 10 12 14 16 SCHOOL1
  7. 7. SCHOOL2 0.0 5.0 10.0 15.0 20.0 25.0 Students lack of oral interaction skills. Positive attitudes towards English Peer/ collaborative work strengths Positive relation between technology and learning Lack of grammar and vocabulary skills Teaching strategies to encourage learning Lack of resources and equipment Use of L2 from the students
  8. 8. The students answer in Spanish, some of them say isolated words in English (teacher sobre movies, si tenemos homework) Class observation N°6
  9. 9. To what extent can oral interaction strategies affect the speaking skill of seventh grade students at two public schools under Escuela Activa Urbana (EAU)model in Manizales? RESEARCH QUESTION
  10. 10. RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES General: To determine the impact of oral interaction strategies in in the speaking skill of seventh grade students in two General: To improve the speaking skill through oral interaction strategies strategies in seventh grade students students at two public schools under Escuela Activa Urbana (EAU) (EAU) . OBJECTIVES
  11. 11. RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES Specific: 1. To measure the impact of oral interaction strategies in the speaking skill of seventh grade students. 2. To determine which oral interaction strategies improve the the speaking skill of seventh grade grade students. 3. To stablish which affective factors factors can affect the speaking skill skill during oral interaction in seventh grade students. 4. To compare the impact of Specific: 1. To include oral interaction strategies for developing the speaking skill in two EFL classrooms under EAU 2. To encourage the use of L2 through oral interaction strategies
  12. 12. Improvingoralinteractionskillsin7thgrade studentsfromtwopublicschoolsunderEscuela ActivaUrbanaModel ESCUELA ACTIVA URBANA (Morales Et al, 2010) Teamwork (West, 2012) Cooperarive learning (Larsen-Freeman, 2000; Marin, 2011) Cooperative learning with secondary school students (Wee & Jacobs, 2006) Autonomy and development (Tomlinson, 1999) Materials for EAU classrooms (Morales, 2010; Marin, 2011) Designing lesson plans for EAU classrooms (Morales 2010; Marin 2011) Basic Learning Rights (MEN, 2016) Standards for English as a Foreign Language (MEN, 2015) PEI (I.E. La Asunción, 2014; IENAE, 2015) POLICIES APPROACHES Communicative approach ( Richards &Rogers, 2011) Communicative competence (D. Btown 2000) METHODOLOGIES The interaction hypothesis (Long, 1996) Oral interaction in EFL classrooms (Luu Trong Tuan &Nguyen Thi Kim Nhu, 2010) New ways in teaching speaking (Bailey, K.M.,& Savage, L., 1994) Focus on speaking (Burn, A., & Joyce, H. 1997)
  13. 13. PARTICIPANTS 32 students from seventh grade. Boys and girls aged between 12 and 15 years old. All of them are in A1(CEF) SCHOOL 1 PARTICIPANTS 33 students from seventh grade. All of them girls, aged between 12 and 13. Level of proficiency between A1 and A2 (regular evaluation) SCHOOL 2 METHODOLO GY
  14. 14. INSTRUMENTS • Self- assessment forms • Class observations. • Rubric for OIS • Journal. • Audio and video recordings, transcripts. METHODOLOGY
  15. 15. • MIXED METHODS Action Research Comparative Study METHODOLO GY INTERVENTION RESULTS
  16. 16. A, LET’S REVIEW B. LET’S LEARN C. LET’S PRACTICE D. LET’S REINFORCE Escuela Activa Urbana lesson plan stages. Escuela Activa Urbana principles and values: Autonomy Cooperative learning Leadership Participation Communication METHODOLO GY
  17. 17. ACTION STAGE • Six workshops • Oral interaction strategies: role-plays, guessing, giving instructions, story-telling, conversations, interviews. • OIS incorporated to EAU model.
  18. 18. EVALUATION STAGE • EAU evaluation criteria: Cognitive, Practice, Attitude • Rubrics to measure oral interaction performance. • Self- assessment for the oral interaction task. • Findings and comparisons between the two schools.

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