EFL Research Series for Teachers

EFL Research Series for Teachers: Pedagogigal Innovations Facilitated

by ICT in the Classroom

CONSEJO EDITORIAL ACADÉMICO Ed. Marcia Gilbert de Babra Presidenta Consejo de Regentes Mgs. Leticia Orcés Vicecanciller Ph.D. Ernesto Noboa Rector Ph.D. Bernardita Justiniano Vicerrectora Académca Ph.D. Rodrigo Cisternas Director General Académico Mgs. Claudia Patricia Uribe Directora de Investigación PhD. Lucila Pérez Decana de Postgrado Mgs. Juan de Althaus Director Departamento de Publicaciones MBA. Modesto Correa Decano Emérito Facultad de Administración y Negocios y Facultad de Ciencias Políticas y Derecho Dr. Francisco Huerta Montalvo Ph.D. Gabriela Baquerizo Decana Facultad de Comunicación Mónica Herrera, Facultad de Artes (e) y Facultad de Diseño y Arquitectura (e) Mgs. Daniel Calderón Decano Facultad de Ecología Humana, Educación y Desarrollo Mgs. Daniella Fernández Decana Facultad de Administración y Negocios y Facultad de Ciencias Políticas y Derecho Dr. Francisco Huerta Montalvo (e) Mgs. Ingrid Ríos Docente investigadora Mgs. María Mercedes Mercedes Zerega Daniela Ortega Carrera Ph.D. Bernardita Justiniano Coordinadoras editoriales

EFL Research Series for Teachers Pedagogigal Innovations Facilitated

by ICT in the Classroom María Rossana Ramírez Ávila y Lucila Pérez Cascante coordinadoras

Rana Khan

Matthew Nall

Karen Elaine Wigby Cochran

María Cecilia Espinoza Mendoza

Fernando Oña Sandoval

Rodrígo Guerrero Segura

Karina Moreno Rodríguez

María Rossana Ramírez Ávila

Yazmín Lisseth Pinto Sánchez

Tatiana Gabriela Pineda Guzmán

Carlos Felipe Santamaría Velasco

Kari Lynn Miller Bauer

Cristina Elizabeth Salazar Paredes

Tatiana Cozzarelli Vásquez

María C. Quiñones Guilott

Karina D. Izquierdo Zamora

Sandra Priscilla Bustamante Ruíz

Carlos Lenin Álvarez Llerena

Gerald Alberto Yépez Jouvín

Helen Gabriela Moreira Olives

Lisseth Priscilla Cabanilla García

autores

2EV¸E 7SWWERE 7EQ¸VI^ ZMPE ] 1YGMPE 5³VI^ (EWGERXI GSSVHMREXSVW EFL Research Series for Teachers: Pedagogical Innovations Facilitated

by ICT in the Classroom Guayaquil: Universidad Casa Grande, 2022 m IHMGM¾R T :SP \ GQ ()9 Colección Paidea . '3 1MRKYǸWXMGE ] 1IRKYEW 2. Enseñanza de Inglés

EFL Research Series for Teachers: Pedagogical Innovations Facilitated

by ICT in the Classroom © 2022 Universidad Casa Grande Primera edición: 2022, distribución gratuita Universidad Casa Grande (MYHEHIPE 2MVEǼSVIW EZIRMHE 1EW 5EPQEW ] GEPPI (YEVXE ,YE]EUYMP 8IP³JSRS www.casagrande.edu.ec librosacademicos@casagrande.edu.ec Coordinación editorial: María Mercedes Zerega, Daniela Ortega y Bernardita Justiniano Diseño y diagramación de cubierta: Daniel Olmedo Corrección y diseño interior: La Caracola Editores Impreso en Ecuador *WXI PMFVS WI WSQIXM¾ E EVFMXVENI FENS IP WMWXIQE HI HSFPI GMIKS peer review *WXI PMFVS IW TEVXI HI PE Colección Paidea UYI VIGSKI MRZIWXMKEGMSRIW IR «VIEW HI IHYGEGM¾R bienestar y psicología con énfasis en desarrollo integral infantil, innovación educativa, inclusión, familia y dimensiones psico-sociales. Las investigaciones pueden considerar estudios con enfoque ecológicos, sistémicos o contextuales, enfoques empíricos cuali o cuantitativos o de carácter crítico, estudios de caso, sistematizaciones de experiencia o de investigación acción. Forma parte de Colecciones Universidad Casa Grande, que tienen como objetivo el diálogo académico y la producción GMIRX¸ǻGE IR GSPEFSVEGM¾R GSR MRWXMXYGMSRIW Y SVKERMWQSW VIPEGMSREHSW GSR PSW HSQMRMSW HI GSRScimiento desarrollados como Universidad.

Prohibida la reproducción de este libro, por cualquier medio, sin la previa autorización por escrito de los propietarios del copyright.

Table of Content Prologue Rana Khan ..............................................................................................................................................9 Speaking Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

Matthew Nall..............................................................................................................................................................................

5IIV +IIHFEGO ERH MXW *ǺIGX SR TIEOMRK OMPPW 9WMRK 'YFFP]

Collaboration for Enhancing Oral Accuracy Fernando Oña Sandoval ........................................................................................................................................ *\TPSVMRK XLI 9XMPMX] SJ .RWXVYGXMSREP 7IWSYVGIW XS &HHVIWW Pronunciation in Pre-Service English Teachers Rodrigo Guerrero Segura & Karina Moreno Rodríguez .............................................................

Listening 9WMRK 7IGSVHIH LSVX XSVMIW XS .QTVSZI 1MWXIRMRK for Details in Seventh Graders Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán & Lisseth Priscilla Cabanilla García ........................................

Reading Extensive Reading to Enhance Reading Comprehension: An Action Research Study Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer & Cristina Elizabeth Salazar Paredes .............................................................................

Índice

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran ...............................

7

Writing GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW in a Five-Paragraph-Essay Elaborations Karina D. Izquierdo Zamora & María C. Quiñones Guilott .............................. .QTVSZMRK XYHIRXWƶ ;VMXMRK 8LVSYKL (SPPEFSVEXMSR María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinadoras)

Facilitated by Google Docs

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Sandra Priscilla Bustamante Ruíz & María C. Quiñones Guilott ................. .QTVSZMRK XYHIRXWƶ ;VMXMRK 8LVSYKL (SPPEFSVEXMSR Facilitated by Google Docs Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín ...............

Prologue

Rana Khan1 President of TEFL Kuwait

1. Rana Khan holds a master’s degree in English Literature and Business Administration besides a teacher’s cerXMǻGEXI MR (*18& ERH 888 8VEMR XLI 8VEMRIV JVSQ 'VMXMWL (SYRGMP LI LEW I\XIRWMZI XIEGLMRK I\TIVMIRGI MR *RKPMWL PERKYEKI ERH 'YWMRIWW TVSKVEQW 7ERE LEW TVIWIRXIH EX ZEVMSYW GSRJIVIRGIW [SVPH[MHI ERH LEW WIZIVEP TETIVW XS LIV GVIHMX 7ERE LEW WIVZIH EW WIGVIXEV] GSRJIVIRGI GLEMV ERH TVSTSWEPW GLEMV MR XLI PSGEP EǽPMEXI 8* 41 0Y[EMX &HHMXMSREPP] WLI LEW EPWS WIVZIH SR XLI (SRJIVIRGIW 5VSJIWWMSREP (SYRGMP 8* 41 .RXIVREXMSREP &WWSGMEXMSR EW GLEMV 7ERE LEW LIPTIH WIX YT *RKPMWL PERKYEKI XIEGLIVWƶ KVSYTW PMOI 8* 41 ,YPJ ERH 8*+1 0Y[EMX [MXL LIV GSPPIEKYIW LI MW GYVVIRXP] XLI TVIWMHIRX SJ 8*+1 0Y[EMX -IV QEMR VIWIEVGL MRXIVIWXW EVI PIEVRMRK QEREKIQIRX W]WXIQW (&11 ERH FPIRHIH PIEVRMRK 5VIWIRXP] WLI MW TYVWYMRK LIV HSGXSVEP WXYHMIW EX 9RMZIVWMX] SJ 'EXL 90 ERH MW [SVOMRK EW &GEHIQMG (SSVHMREXSV XS XLI *RKPMWL ERH OMPPW +SYRHEXMSR TVSKVEQ EX &PKSRUYMR (SPPIKI 0Y[EMX

Teaching English to learners of English as a foreign language has always posed a challenge. Educators constantly search for better strategies to enhance motivational levels and improve class performances to change the learning curve. Is there a standard solution to learning probPIQW MR GPEWWIW$ -S[ GER [I KIRIVEXI IǺIGXMZI PERKYEKI PIEVRMRK ERH produce results? Students ought to engage in the learning process in such a way that they feel involved and take it in steps. The four skills of reading, writing, listening and speaking play a major role as learning tools JSV EGUYMVMRK XLI PERKYEKI *HYGEXSVW RIIH XS WLMJX XLI JSGYW SR SǺIVMRK diverse ways to acquire language and express learning. Technology can be utilized as one of the powerful tools to acquire and express learning.

Furthermore, collaborative approaches that use technology bring a big GLERKI MR XLI [E] [I LERHPI XLI WYFNIGX 7IWYPXW GER FI WMKRMǻGERXP] MRǼYIRGIH YWMRK XIGLRSPSK]

KYEKI XIEGLMRK HMǺIVIRXP] (SPPEFSVEXMZI ETTVSEGLIW LEZI FIIR GSRWMHered instrumental in not only teaching students how to write but also in providing them with valuable feedback. Technology plays a crucial role at this step supporting learners in allowing them to use varying forms of simple technology in the acquisition and expression of learning. The book asks the reader to look outside the box and reconsider the methods we employ as teachers in English language classes. Unconventional forms of technology like WhatsApp and other messenger tools can be very useful and user-friendly when it comes to self-learning.

Universities play a crucial role in setting precedents and standards in the world of language teaching as they provide active playgrounds for innovation and knowledge reform. University of Casa Grande has always supported and acknowledged the need for constant reform ERH MRRSZEXMSR SJ PIEVRMRK ERH ORS[PIHKI 8LMW FSSO MW ER IǺSVX JVSQ the University of Casa Grande to contribute actively to English language learning for EFL learners. The contributions come from across XLI KPSFI EW IHYGEXSVW JVSQ HMǺIVIRX UYEVXIVW SJ XLI [SVPH WLEVI XLIMV insights and visions for a better and more supportive language learning environment.

11 Prologue

The contributors of this book have tried to approach the task of lan-

Rana Khan

The purpose of this book is to take an initiative and explore varying pedagogical approaches in teaching skills to English language learners.

Chapter nine discusses and advocates the use of Google docs to support a better writing environment. Collaboration through Google docs has been encouraged, as learners process writing with a group learning approach both synchronously and asynchronously. Synchronous collaboration promotes peer review, thus providing written feedFEGO YWMRK ,SSKPI )SGW (LETXIV WIZIR HMWGYWWIW WGEǺSPHMRK EW ER IǺIGXMZI WXVEXIK] JSV XIEGLMRK IWWE] [VMXMRK +SPPS[MRK E WXVYGXYVEP María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

format ensures coherence in writing and promotes better brainstorm-

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ing of ideas much needed for essay writing. Chapter six stresses on XLI RIIH JSV I\XIRWMZI VIEHMRK EW ER IǺIGXMZI ETTVSEGL XS HIZIPSTMRK reading skills and better comprehension skills among EFL readers. InGSVTSVEXMRK JYR VIEHMRK FSXL ǻGXMSREP ERH RSR ǻGXMSREP GER HIZIPST good reading skills among English learners.

(LETXIV ǻZI EHZSGEXIW YWMRK VIGSVHIH WLSVX WXSVMIW EW ER IǺIGXMZI tool for better listening skills. Students can improve their listening skills by using these appropriate techniques. The choice and selection of instructional resources are extremely crucial for pre-service teachers, depending on the context and nature of the participants, as stressed in chapter four. The use of WhatsApp for enhancing oral accuracy can be ER IǺIGXMZI WXVEXIK] .X EPPS[W JVIIHSQ SJ I\TVIWWMSR XS PIEVRIVW [MXL QSFMPI PIEVRMRK EW SRI SJ XLI QSWX IǺIGXMZI ERH EGGIWWMFPI QSHI SJ expression for learning. Chapter two further focuses on using mobile technology for peer feedback on speaking practices. With the limited availability of resources mobile learning paves the way for self-assessment besides peer feedback, so crucial for language learning.

The organizers at University of Casa Grande would like to thank the contributors of this book for their valuable contributions. This book was conceivable due to their innovative and creative pedagogical approaches to English language teaching. The University expresses gratMXYHI JSV XLIMV LEVH [SVO ERH IǺSVXW XS XVERWJSVQ XLI [SVPH SJ *RKPMWL language teaching into a continuous process of change and dynamism.

Speaking

Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

Matthew Nall1 Miyagi University Sendai, Japan matthewgarynall@gmail.com

2EXXLI[ 3EPP MW ER &WWMWXERX 5VSJIWWSV EX 2M]EKM 9RMZIVWMX] MR IRHEM /ETER -MW VIWIEVGL MRXIVIWXW MRGPYHIH PERKYEKI XIEGLIV MHIRXMX] EW [IPP EW WIGSRH PERKYEKI TVEKQEXMGW

Abstract This practical action research study begins by identifying a problem in a university-level English presentation class in northern Japan. Every year, students enrolled in this course take part in a presentation test during the semester, but in past years they have tended to under-perform on the test. The researcher hypothesized that students might improve their English presentations by implementing a self-assessment ETTVSEGL JEGMPMXEXIH F] 2SFMPI &WWMWXIH 1ERKYEKI 1IEVRMRK 2&11 .R this study, control and experimental groups took part in similar English presentation curricula. However, the experimental curriculum included an element of self-assessment facilitated by MALL. A linguistic T-Unit EREP]WMW -MVERS .[EWLMXE [EW YXMPM^IH XS MHIRXMJ] HMǺIVIRGIW

EGGYVEG] ǼYIRG] ERH PERKYEKI QEXYVMX] [LIR QEOMRK TVIWIRXEXMSRW This information allows educators to design curricula for future English presentation courses more appropriately, and it empowers educators with limited educational resources.

Keywords: EFL presentations, mobile assisted language learning, motivation, self-assessment

Introduction What is the value of action research in academia today? Judging by the kinds of research articles typically published in top-tier academic journals, action research occupies a marginalized position. However, this does not mean that educators should dismiss the genre. Action research as a methodology deserves our attention, and every competent language teacher needs to engage in action research, even if only inJSVQEPP] (VIW[IPP [VSXI XLEX Ƹ4J EPP XLI VIWIEVGL HIWMKRW EGXMSR VIWIEVGL MW XLI QSWX ETTPMIH TVEGXMGEP HIWMKRƹ T .X EPPS[W XLI IHucator to confront real-life classroom problems, test new hypotheses,

17 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

veal that the treatment curriculum contributed to increase participants’

Matthew Nall

in the control and experimental groups’ presentation tests. Results re-

QEOI MRRSZEXMSRW ERH ǻRI XYRI XLIMV XIEGLMRK WOMPPW &GXMSR VIWIEVGL MW a valuable tool for the second language teacher, because results guide TVEGXMGI *ZIR [LIR XLI I\TIVMQIRX HSIW RSX GSRǻVQ XLI TVMQEV] L]pothesis, the venture alone is instructive. Teachers need to implement XIEGLMRK ETTVSEGLIW XLEX LIPT WXYHIRXW HIZIPST WTIEOMRK TVSǻGMIRG] MR E LSPMWXMG QERRIV 2MPPIV XETPIW .R QSHIVR ETTVSEGLIW XS language teaching, the active engagement of learners in the classroom María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

LEW FIGSQI MRGVIEWMRKP] MQTSVXERX 1EQFIVX IX EP 8IWXMRK ERH

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evaluating innovative teaching practices in these respects is one important aim of action research.

This chapter describes a practical action research study conductIH MR ER *RKPMWL EW E +SVIMKR 1ERKYEKI *+1 TVIWIRXEXMSRW GSYVWI at a public university in northern Japan. The current researcher has taught this course for several years in this context. In this course, students have to take part in an English presentation test during the semester. The researcher noticed that in previous years, many students performed at a level that was below what the teacher knew they were able to achieve. For example, students were often under-prepared, and during their presentations, they ignored the audience or merely VIEH SǺ SZIVP] HIXEMPIH RSXI GEVHW VIWYPXMRK MR PS[IV KVEHIW .X [EW assumed that this problem was closely linked to motivation. It was also VIPEXIH XS JEGXSVW WYGL EW WTIEOMRK ER\MIX] PEGO SJ WIPJ GSRǻHIRGI ERH JIEV SJ FIMRK NYHKIH F] TIIVW 1IEVRIV FYVR SYX 2IMIV 0EJV] 5MRIW 0EJV] [EW EPWS XLSYKLX XS FI E GSRXVMFYXMRK JEGtor. This practical action research study was undertaken in order to solve this real-world classroom problem. The researcher hoped that XLI VIWYPXW SJ XLI WXYH] QMKLX IRGSYVEKI IHYGEXSVW XS ǻRH [E]W XS LIPT WXYHIRXW FIGSQI QSVI GSRǻHIRX ERH TVSǻGMIRX TVIWIRXIVW MR *Rglish. Going further, improving students speaking skills allows them to engage in academic discussions and polish their academic mastery 3I[XSR 8S XLMW IRH XLMW WXYH] I\EQMRIW XLI IǺIGXMZIRIWW SJ E WXYHIRX WIPJ EWWIWWQIRX ETTVSEGL 2MHVEN JEGMPMXEXIH F] 2SFMPI &WWMWXIH 1ERKYEKI 1IEVRMRK 2&11 'IEXX] )IQSY] 0YOYPWOE -YPQI ,ENIO MR XLI WIGSRH PERKYEKI GPEWWVSSQ XS help students to improve their presentation skills.

Literature Review In to properly understand problems in the EFL classroom, it is important to consider the nature of the broader sociocultural context.

8LI MWWYI SJ *+1 QSXMZEXMSR MW GIRXVEP XS XLI TVSFPIQ MHIRXMǻIH MR XLMW study. Language learning motivation in Japan has received ample atXIRXMSR MR EGEHIQMG VIWIEVGL &TTPI 2SXMZEXMSREP TVSFPIQW EVI wide-ranging and have foundations in culture and policy, and stakeLSPHIVW LEZI WXVYKKPIH XS MQTVSZI XLI WMXYEXMSR 7]ER HIWGVMFIH English educational policy as being in a permanent state of crisis. This comes as the country has invested heavily in English Education while public schools and universities fail to produce many students with LMKL TVSǻGMIRG] PIZIPW

ful. When comparing Japan to its closest geographical neighbors in terms of TOEFL iBT performance, Japan lags behind the vast majority SJ SXLIV &WMER GSYRXVMIW MR RIEVP] IZIV] EWTIGX WII *HYGEXMSREP 8IWXMRK IVZMGI 84*+1 8LI 2MRMWXV] SJ *HYGEXMSR (YPXYVI TSVXW GMIRGI ERH 8IGLRSPSK] 2*<8 LEW EXXIQTXIH XS EHHVIWW XLMW TVSFPIQ *RKPMWL EW E GSQTYPWSV] WYFNIGX LEH FIKYR MR XLI ǻVWX ]IEV SJ /Ynior high school and continued through high school and often into the WIGSRH ]IEV SJ YRMZIVWMX] GSYVWI WXYH] 2MRMWXV] SJ *HYGEXMSR (YPXYVI TSVXW GMIRGI ERH 8IGLRSPSK] 'IKMRRMRK MR *RKPMWL LEW been introduced as a subject beginning in the 5th grade of elementary WGLSSP ERH VH ERH XL KVEHI GLMPHVIR RS[ LEZI [IIOP] *RKPMWL EGXMZMXMIW 3IQSXS EFL motivational problems in Japan have diverse origins. One of XLI QSVI MRǼYIRXMEP WSYVGIW WXIQW JVSQ XLI YRMZIVWMX] IRXVERGI I\EQW -MKL WGLSSP MW SJXIR GEPPIH ƸI\EQ LIPPƹ 2EOEVSZE 7SHKIVW EW teachers tend to focus on juken eigo ?*RKPMWL JSV XIWXWA & [EWLFEGO IǺIGX GLMWWIP MW TVIZEPIRX MR QER] WIGSRHEV] WGLSSP *RKPMWL GPEWWIW 9RHIV I\EQ TVIWWYVIW WOMPPW VIEHMRK [VMXMRK PMWXIRMRK WTIEOMRK HIvelopment courses, in practice, are actually taught as English grammar ERH XVERWPEXMSR GSYVWIW 0MOYGLM 'VS[RI 8LMW HSIW ZIV] PMXXPI

19 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

TVSǻGMIRG] SJ MXW TSTYPEXMSR LEZMRK E VIKMSREP TIVWTIGXMZI GER FI LIPT-

Matthew Nall

To understand Japan’s status quo concerning the general English

to help students develop oral communicative abilities in the target lanKYEKI 'IV[MGO 7SWW &HHMXMSREPP] HYI XS VMKSVSYW YRMZIVWMX] IRXVERGI I\EQW WXYHIRXW SJXIR HS RSX KIX MRXS XLIMV ǻVWX GLSMGI YRMZIVWMX] ERH XLI] SJXIR HS RSX IZIR KIX MRXS XLIMV HIWMVIH QENSV 'IV[MGO 7SWW 8LIWI WXYHIRXW EVI EPMIREXIH JVSQ XLIMV IHYGEXMSREP KSEPW and interests, which contributes heavily to motivational issues in the GPEWWVSSQ 8LI YRMZIVWMX] W]WXIQ LEW FIIR HIWGVMFIH EW E ƸQSXMZEXMSREP María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

[EWXIPERHƹ 'IV[MGO 7SWW

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(PEVO GSRXVMFYXIH XS XLMW HMWGYWWMSR F] GEPPMRK YRMZIVWMX] PMJI JSYV ]IEVW SJ ƸPIMWYVI PERHƹ MR [LMGL ƸXIEGLIVW TVIXIRH XS XIEGL ERH WXYHIRXW TVIXIRH XS PIEVRƹ T 8LI EYXLSV EVKYIH XLEX MR E W]WXIQ where university prestige carries more weight than individual achievement in the post-graduation job market, there are not many incentives for university students to apply themselves. In most cases, graduation MW TVEGXMGEPP] KYEVERXIIH VIKEVHPIWW SJ WXYHIRXWƶ IǺSVX SV TIVWSREP growth during their time in the university system. In fact, university seRMSVW WTIRH ER IRSVQSYW EQSYRX SJ XMQI ERH IǺSVX IRKEKMRK MR XLI NSF LYRXMRK TVSGIWW ERH MR XLI QENSVMX] SJ GEWIW EVI SǺIVIH NSFW FIJSVI XLIMV ǻREP WIQIWXIV MW GSQTPIXIH FIJSVI SǽGMEP KVEHIW EVI GEPGYPEXIH and before they have a diploma in hand. This puts some of the blame for student motivational problems on employers. This practice places enormous institutional pressure on teachers to work with failing students by any means necessary to ensure that failing students graduate, even though they might not deserve it by international standards. Clark VIJIVVIH XS XLMW EW /ETERƶW ƵKVSYTMWQƶ -I RSXIH XLEX ƸJEMPMRK [IEO or lazy students and having them expelled from the allegedly warm and cozy bosom of the university group is almost impossible, both practicalP] ERH TW]GLSPSKMGEPP]ƹ TEVE (SRWMHIVMRK WSYVGIW SJ HIQSXMZEXMSR )ÁVR]IM JSYRH XLEX ƸHIQSXMZEXMSR MW E WEPMIRX TLIRSQIRSR MR 1 WXYHMIW ERH XLEX XIEGLIVW LEZI E GSRWMHIVEFPI VIWTSRWMFMPMX] MR XLMW VIWTIGXƹ T 8IEGLIVW LEZI a moral obligation to address motivational problems in their classrooms.

Studies of university lecture courses have found that motivational problems are often teacher-owned issues, and teacher behavior ranging from minor infractions such as tardiness, to verbal abuse or sexual haVEWWQIRX GER TS[IVJYPP] MQTEGX ERH HIQSXMZEXI WXYHIRXW ,SVLEQ

(LVMWXSTLIP 0IEVRI] IX EP >ERK 4XLIVW LEZI GSRXVMFuted to the body of knowledge that shows that teacher behavior can be a prominent source of student demotivation in the sociocultural context SJ *+1 IHYGEXMSR MR /ETER +EPSYX 2EVY]EQE 0MOYGLM 0MOYGLM EOEM 2SXMZEXMSREP TVSFPIQW MR *+1 IHYGEXMSR EVMWI JVSQ the macro-sociocultural context of the society and its national policies regarding EFL education, as well as the micro-context of the individual classrooms. Teacher-researchers have an obligation to assess student motivational problems in the classroom and to improve the situation.

This is made possible through action research.

Educators and administrators continue to struggle with issues of ELL motivational problems in Japan. At the university level there remains a need for EFL departments to evaluate and re-design curricula

XS ǻPP XLMW KET MR YRHIVWXERHMRK F] MRXVSHYGMRK ERH IZEPYEXMRK E RI[ teaching method in the context of the EFL presentations class. This new QIXLSH MRGSVTSVEXIW E WXYHIRX WIPJ EWWIWWQIRX ETTVSEGL 2MHVEN JEGMPMXEXIH F] 22&11 'IEXX] )IQSY] 0YOYPWOE -YPQI ,ENIO MR ER *+1 TVIWIRXEXMSRW GSYVWI MR SVHIV XS VEMWI WXYHIRX self-awareness and improve motivation, and help students to become QSVI GSRǻHIRX ERH EFPI *RKPMWL PERKYEKI YWIVW XYHIRX WIPJ EWWIWWQIRX MW GSRWXVYGXMZMWX MR REXYVI Ƹ IPJ EWWIWWment is a learner-centered alternative assessment that at its core inZSPZIW PIEVRIVW QEOMRK NYHKIQIRXW EFSYX XLIMV TIVJSVQERGIƹ 2MHVEN T IPJ EWWIWWQIRX GER FI ETTPMIH MR XIEGLMRK WGIREVMSW where EFL students have to produce either written or spoken output.

By analyzing their own written or spoken output, students are presented with an opportunity to evaluate and improve their own productive PERKYEKI WOMPPW 'IRIǻXW SJ WXYHIRX WIPJ EWWIWWQIRX MR XLI GPEWWVSSQ include fostering an active learning environment, promoting student responsibility and ownership, helping students better understand their EFMPMXMIW ERH IRGSYVEKMRK VIǼIGXMZI PIEVRMRK 2MHVEN .R EHHMXMSR self-assessment can contribute to increased metacognitive awareness, PIEVRIV EYXSRSQ] ERH QSXMZEXMSR &RHIVWSR 'IRWSR 1MXXPI 2G2MPPER -IEVR XMKKMRW .R XLI PERKYEKI GPEWW-

21 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

tional problems and to better serve student needs. This study seeks

Matthew Nall

and methods informed by action research, to better address motiva-

VSSQ MXƶW MQTSVXERX XS LIPT WXYHIRXW WIPJ VIǼIGX ERH XLMRO EFSYX XLIMV PIEVRMRK 'VERMKER )SREPHWSR &PP SJ XLIWI GER LIPT WXYHIRXW MRGVIEWI XLI EGGYVEG] ERH ǼYIRG] SJ XLIMV SYXTYX MR XLI XEVKIX PERKYEKI ERH TSWMXMZIP] MQTEGX SR PIEVRIV QSXMZEXMSR &RHIVWSR RSXIH XLEX Ƹ8VEMRMRK PIEVRIVW MR GVMXMGEP FYX LIEPXL] WIPJ EWWIWWQIRX SJ XLIMV S[R WOMPPW MW E ZIV] MQTSVXERX TEVX SJ SYV XIEGLMRK VIWTSRWMFMPMXMIWƹ &Hditionally, it is common knowledge in second language acquisition that María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

some factors should be given special consideration by teachers, such

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EW GSQTVILIRWMFPI MRTYX ERH SYXTYX ERH XLI EǺIGXMZI ǻPXIV EJEVKEPMRE IPJ EWWIWWQIRX GER FI SRI QIERW XS[EVH PS[IVMRK EǺIGXMZI ǻPXIVW ERH MQTVSZMRK XLI GSQTVILIRWMFMPMX] SJ MRTYX ERH SYXTYX IWTIcially when it concerns public speaking in a second language. In sum, self-assessment requires that students analyze their own language outTYX 8LMW LEW QER] FIRIǻXW MR XLI *+1 GPEWWVSSQ 8LIVIJSVI WIPJ EWWIWWment should become one the tools that educators regularly utilize in their ongoing attempt to produce the best possible learning outcomes for students.

In today’s age of technology and learning, PCs, smartphones, and tablet computers can be valuable tools for classroom use. Students can record and listen to themselves or use a survey or checklist to evaluate XLIQWIPZIW 'SEW 2&11 HIWGVMFIW XLI MRGSVTSVEXMSR SJ TSVXEFPI electronic devices as learning aids that can be used in or out of the lanKYEKI PIEVRMRK GPEWWVSSQ ,ENIO 2&11 GER JEGMPMXEXI E WIPJ EWsessment approach to language learning in the classroom. However, QSVI VIWIEVGL MW RIGIWWEV] XS HMWGSZIV WTIGMǻG FIRIǻXW XS XLI PIEVRIV and to determine MALL’s feasibility in academic contexts where educational resources are constrained.

Methodology This quasi-experimental practical action research study examines XLI IǺIGXW SJ MQTPIQIRXMRK E WIPJ EWWIWWQIRX ETTVSEGL MR GSRNYRGtion with MALL in order to help students become more motivated, gain GSRǻHIRGI ERH MQTVSZI XLIMV EGGYVEG] ERH ǼYIRG] [LIR QEOMRK TVIsentations in English. The primary hypothesis of this study is that by us-

ing a student self-assessment approach, students might improve their WTSOIR EGGYVEG] ERH ǼYIRG] [LIR QEOMRK *RKPMWL TVIWIRXEXMSRW 'SXL quantitative and qualitative data were collected and analyzed in order to address the research questions below. This study was conducted by university research guidelines, and a research ethics review was completed before beginning the data collection process. Participants in the study signed a written statement of informed consent, and all survey data was submitted anonymously.

Research Questions -S[ GER E WIPJ EWWIWWQIRX ETTVSEGL XS ER *+1 TVIWIRXEXMSRW

Participants &PP TEVXMGMTERXW R" MR XLI WXYH] [IVI RH ]IEV WXYHIRXW IRVSPPIH at a public university in northern Japan. They were Japanese citizens [MXL /ETERIWI EW XLIMV ǻVWX PERKYEKI 5EVXMGMTERXW [IVI MR XLIMV XL ]IEV of formal English study and they belonged to the Department of Food Industrial Sciences. None of the participants were English majors but were enrolled in the English presentation course to satisfy graduation requirements. The researcher estimated that in terms of oral producXMSR WOMPPW TEVXMGMTERXW WEXMWǻIH XLI (SQQSR *YVSTIER +VEQI[SVO SJ 7IJIVIRGI (*+7 JSV 1ERKYEKIW HIWGVMTXMSR SJ XLI ' PIZIP (SYRGMP SJ *YVSTI R H Students enrolled in this English presentation course met once E [IIO JSV E QMRYXI GPEWW SZIV E [IIO WIQIWXIV (PEWW XMQI MW HIHMGEXIH XS XLI HIZIPSTQIRX SJ SVEP ǼYIRG] ERH TVIWIRXEXMSR WOMPPW through student-centered speaking activities that require them to YWI *RKPMWL ERH XS TVEGXMGI WTIGMǻG TVIWIRXEXMSR WOMPPW GSZIVIH MR XLI

23 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

nancial or educational resources are limited.

Matthew Nall

course help students to improve their presentation skills?

(ER 2&11 FI IǺIGXMZIP] MRGSVTSVEXIH MRXS *+1 GSYVWIW [LIR ǻ-

XI\XFSSO 8LI TVIWIRXEXMSR XIWX VIUYMVIW WXYHIRXW XS KMZI E QMRYXI presentation in English on a topic introduced as part of the textbook material. Students could to choose their presentation topic from the material covered in class. For the presentation test they were also required to use slideware such as PowerPoint. Students were allowed to YWI RSXI GEVHW FYX [IVI XSPH XLEX SJ XLIMV TVIWIRXEXMSR WLSYPH FI memorized and that memorization, eye-contact, and audience awareMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ness were strictly graded. Students were also reminded that merely

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reading from their notecards for the duration of their presentation test would result in a failing grade.

Classroom Procedures Due to educational constraints, the participants could not be randomly assigned to either the control or experimental groups. The researcher utilized two existing sections of the English presentation course that he taught. One section was randomly designated as the control group and the other as the experimental group. The experimental design for the control and experimental groups can be seen in Figure FIPS[ )EXE GSPPIGXMSR XSSO TPEGI SZIV E ǻZI [IIO TIVMSH [MXL TEVXMGMpants having one 90-minute class per week. As part of the regular curriculum for this course, the control group would prepare and give a one to two-minute presentation to a group of six to eight students each week during class, every week, for four weeks prior to the presentation XIWX [LMGL XSSO TPEGI HYVMRK XLI ǻJXL [IIO SJ XLI WXYH] 8LIVIJSVI IEGL student was required to give four mini-presentations to a group of their peers in preparation for the presentation test. Preparation for the group presentations was done each week as homework, and the group preWIRXEXMSRW [IVI KMZIR HYVMRK XLI ǻVWX QMRYXIW SJ GPEWW IEGL [IIO The experimental group completed the same requirements as the control group, except that each week one group would use a tablet computer during the in-class group presentations to video-record their group presentations. Due to budgetary constraints, the researcher was only able to utilize one tablet computer for this experiment. Therefore

Figure 1. The Experimental Design

Control Group

;IIO XS Participants QEOI KVSYT presentation each week

Week 5: Presentation Test

Experimental Group

;IIO XS Participants QEOI KVSYT presentation each week

participants reGSVH KVSYT TVIsentation, view it and complete self-assessment survey

Week 5: Presentation Test

each week, the group of students that recorded their group presenta-

XEXMSR TVMZEXIP] ERH ǻPP SYX E WIPJ EWWIWWQIRX WYVZI] 8EFPI

Instruments The self-assessment survey was designed by the researcher and was based on the presentation skills that were covered in the textbook and practiced during class activities. Questions on the self-assessment WYVZI] [IVI VEXIH SR E TSMRX 1MOIVXWGEPI Ƹ XVSRKP] EKVIIƹ XS ƸWXVSRKP] HMWEKVIIƹ 6YIWXMSRW RMRI ERH XIR [IVI STIR IRHIH 8LI WYVZI] [EW GSRHYGXIH MR /ETERIWI *RKPMWL XVERWPEXMSRW GER FI WIIR MR 8EFPI After completing of the treatment curriculum and the presentation tests, the researcher determined that it would be helpful to gather some information from the experimental group concerning the participants’ perceptions of the treatment curriculum. The treatment curriculum evaluation survey was utilized for this and, as show in Table 2. The treatment curriculum evaluation survey was designed by the researcher in order to gather information about the participants’ perceptions of the IǺIGXMZIRIWW SJ XLI XVIEXQIRX GYVVMGYPYQ 6YIWXMSRW SRI XS XLVII [IVI VEROIH SR E TSMRX 1MOIVX WGEPI WXVSRKP] EKVII XS WXVSRKP] HMWEKVII and questions four to six were open ended.

25 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

VIWIEVGLIVƶW SǽGI SYXWMHI SJ GPEWW XMQI [EXGL XLI ZMHIS SJ XLIMV TVIWIR-

Matthew Nall

tions would have an additional assignment and were asked to go to the

Table 1. Self-Assessment Survey 2] TVSRYRGMEXMSR [EW ZIV] KSSH 2. My speaking volume was appropriate.

2] TVIWIRXEXMSR WTIIH [EW ETTVSTVMEXI . WTSOI [MXL E GPIEV ZSMGI 5. I had appropriate presentation posture.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

. [EW EFPI XS QEOI I]I GSRXEGX [MXL XLI EYHMIRGI

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. [EW EFPI XS YWI REXYVEP KIWXYVIW ERH FSH] PERKYEKI SJ Q] TVIWIRXEXMSR [EW QIQSVM^IH 9. What I did well. [open-ended] ;LEX . [SYPH PMOI XS MQTVSZI ?STIR IRHIHA Note. Actual surveys were conducted in Japanese.

Table 2. Treatment Curriculum Evaluation Survey 2] TVSRYRGMEXMSR [EW ZIV] KSSH 2. My speaking volume was appropriate.

2] TVIWIRXEXMSR WTIIH [EW ETTVSTVMEXI . WTSOI [MXL E GPIEV ZSMGI 5. I had appropriate presentation posture. . [EW EFPI XS QEOI I]I GSRXEGX [MXL XLI EYHMIRGI . [EW EFPI XS YWI REXYVEP KIWXYVIW ERH FSH] PERKYEKI SJ Q] TVIWIRXEXMSR [EW QIQSVM^IH 9. What I did well. [open-ended] ;LEX . [SYPH PMOI XS MQTVSZI ?STIR IRHIHA Note. Actual surveys were conducted in Japanese.

Table 3 T-Unit Examples from the Data Set *\EQTPI

2EXWYWLMQE MW E KVSYT SJ MWPERHW SR 2EXWYWLMQE FE] MR Miyagi Prefecture.

Example 2

Matsushima is in Miyagi Prefecture, and it has many islands.

It is on Matsushima bay.

Data Analysis Presentation tests for both groups were video-recorded and transcribed by the researcher. Transcriptions were analyzed in order XS HIXIVQMRI [E]W MR [LMGL XLI XVIEXQIRX GYVVMGYPYQ [EW IǺIGXMZI +SV XLMW XLI VIWIEVGLIV YXMPM^IH E PMRKYMWXMG 8 9RMX EREP]WMW -YRX 8LSQTWSR & 8 9RMX MW ƸXLI WQEPPIWX TEVX SJ E WIRXIRGI XLEX GER WXERH SR MXW S[R [MXLSYX PIEZMRK ER] WIRXIRGI JVEKQIRXWƹ 8LSQTWSR .RXVSHYGXMSR TEVE & 8 9RMX EREP]WMW MW FIRIǻGMEP FIGEYWI MX can identify the language maturity of the speaker. Language maturity develops naturally as lower-level learners tend to produce shorter 8 9RMXW XLER LMKLIV PIZIP PIEVRIVW -YRX 8LSQTWSR IZIVEP WXYHMIW LEZI WLS[R XLI IǺIGXMZIRIWW SJ I\EQMRMRK 8 9RMX TVS-

EREP]WMW [EW YXMPM^IH MR XLMW WXYH] MR SVHIV XS MHIRXMJ] HMǺIVIRGIW MR XLI control and experimental groups’ presentation tests. Researchers can EREP]^I 8 9RMXW F] HMZMHMRK E WIRXIRGI MRXS ƸQMRMQYQ XIVQMREFPI YRMXW ?8 9RMXWA ƹ 8S MPPYWXVEXI XLMW 8EFPI EFSZI WLS[W X[S 8 9RMX I\EQTPIW from the data set.

8LI WIRXIRGI MR I\EQTPI GSRXEMRW [SVHW 8LMW WIRXIRGI GERnot be divided into separate, stand-alone sentences, so the T-Unit value JSV XLMW WIRXIRGI MW *\EQTPI I\TVIWWIW WMQMPEV MRJSVQEXMSR LS[IZIV MX GER FI FVSOIR HS[R MRXS XLVII WXERH EPSRI WIRXIRGIW 8 9RMXW & 8 9RMX EREP]WMW VIZIEPW XLI 8 9RMX WXVYGXYVI XS FI EW XLI ǻVWX 8 9RMX GSRXEMRW [SVHW XLI WIGSRH LEW ERH XLI PEWX GSRXEMRW [SVHW *\EQTPI GSRXEMRW QSVI [SVHW XLER I\EQTPI FYX MX LEW E QIER 8 9RMX ZEPYI SJ 8LIVIJSVI I\EQTPI GSRXEMRW QSVI QEXYVI PERKYEKI XLER I\EQTPI WMRGI I\EQTPI LEW E QIER 8 9RMX ZEPYI SJ [LMPI I\EQTPI LEW E QIER 8 9RMX ZEPYI SJ For a comparison to native-speakers’ language maturity, Hunt I\EQMRIH EGEHIQMG [VMXMRK WEQTPIW SJ REXMZI WTIEOIVW SJ *RKPMWL MR XLI XL XL ERH XL KVEHIW 8LMW WXYH] HIXIVQMRIH XLEX MR ER EGEHIQMG VIKMWXIV WXYHIRXW EX XLI XL KVEHI PIZIP GER TVSHYGI E QIER SJ [SVHW TIV 8 9RMX [LMPI XL KVEHIVW TVSHYGI [SVHW TIV

27 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

-MVERS .[EWLMXE .[EWLMXE IX EP & PMRKYMWXMG 8 9RMX

Matthew Nall

HYGXMSR MR XLI EREP]WMW SJ WIGSRH PERKYEKI TVSǻGMIRG] -EPPIGO

8 9RMX ERH XL KVEHIVW [IVI EFPI XS TVSHYGI ER EZIVEKI SJ [SVHW per T-Unit. Language maturity, therefore, develops along a natural progression. Since participants in the present study were required to write and practice their presentation scripts before participating in the presentation test, it was determined that this scale would provide for an appropriate comparison between participant presentations and native speaker academic language abilities. When comparing the T-Unit exMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

EQTPIW MR 8EFPI XS REXMZI WTIEOIV TVSHYGXMSR EFMPMXMIW XLI WTIEOIV XLEX

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YXXIVIH I\EQTPI MW FIX[IIR XLI XL ERH XL KVEHI REXMZI WTIEOIV PIZIPW .R GSRXVEWX XLI WTIEOIV XLEX YXXIVIH I\EQTPI MW RIEVIV XS E XL grade native speaker level of academic language production.

Results Initial Descriptive Analysis of the Results .RMXMEP HIWGVMTXMZI EREP]WMW SJ XLI VIWYPXW GER FI WIIR MR 8EFPI Participants in the control group, produced more language than participants in the experimental group. The control group had a higher mean number of words produced per presentation than the experimental group. Additionally, the mean presentation time for participants in the control group was longer than the meantime of participants in the exTIVMQIRXEP KVSYT &W E QIEWYVI SJ ǼYIRG] XLI QIER [SVHW WTSOIR TIV minute was calculated for each group, and it was found the experimenXEP KVSYT WTSOI [MXL QSVI ǼYIRG] XLER XLI GSRXVSP KVSYT

Quantitative Findings Transcripts of the participant presentations were analyzed for T-Unit content. The researcher divided each presentation transcript into 8 9RMXW EGGSVHMRK XS 8LSQTWSRƶW KYMHIPMRIW 8 9RMXW [IVI ERElyzed by determining the mean length according to the mean number of T-Units, the mean length of T-Units, the mean number of error-free

Table 4. Initial Descriptive Analysis of Results

Number of participants

Total words produced

Mean words / presentation

Mean spoken words / minute/ presentation

Mean time / presentation

Control

29

QMR

Experimental

QMR

Group

T-Units, the mean error-free T-Units as a percentage of T-Units produced, and the mean length of error-free T-Units. For the purpose of calculating errors in the T-Unit analysis phase, errors were considered EKVIIQIRX TVSFPIQW ERH TVSRYRGMEXMSR IVVSVW XLEX EǺIGXIH QIERMRK Results of the T-Unit Analysis can be seen in Table 5.

It was found that the control group produced more T-Units, as parXMGMTERXW TVSHYGIH E QIER SJ 8 9RMXW )" TIV TVIWIRXEXMSR

Matthew Nall

to include syntactical errors, missing parts of speech, subject-verb

29

presentation. Concerning grammatical maturity, the experimental group

Table 5. Descriptive Representation of the Results of the T-Unit Analysis Group Mean number of T-Units

Mean length of T-Units

Mean number of error-free T-Units Mean error-free T-Units as percentage of T-units produced Mean length of error-free T-Units

Mean

SD

Control

Experimental

Control

Experimental

Control

Experimental

Control

Experimental

Control

Experimental

Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

[LMPI XLI I\TIVMQIRXEP KVSYT LEH E QIER SJ 8 9RMXW )" TIV

produced slightly more mature language, with the mean length of 8 9RMXW TVSHYGIH FIMRK [SVHW )" .R GSQTEVMWSR XLI GSRXVSP KVSYT LEH E QIER SJ [SVHW TIV 8 9RMX )" 8LI GSRXVSP KVSYT TVSHYGIH QSVI IVVSV JVII 8 9RMXW [MXL E QIER SJ IVVSV JVII 8 9RMXW )" TIV TVIWIRXEXMSR GSQTEVIH XS XLI I\TIVMQIRXEP KVSYTWƶ QIER SJ IVVSV JVII 8 9RMXW )" TIV TVIWIRXEXMSR &W E TIVGIRXEKI of the whole, the experimental group out-performed the control group María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

[MXL IVVSV JVII 8 9RMXW )" TIV TVIWIRXEXMSR GSQTEVIH XS

30

XLI GSRXVSP KVSYT [MXL IVVSV JVII 8 9RMXW )" TIV TVIWIRXEtion. Additionally, the experimental group had slightly longer error-free 8 9RMXW [MXL E QIER PIRKXL SJ [SVHW )" TIV IVVSV JVII 8 9RMX The control group produced error-free T-Units with a mean length of [SVHW )" TIV IVVSV JVII 8 9RMX 8LIVIJSVI MX GER FI WEMH XLEX the treatment curriculum helped the participants produce more accurate and mature language on the presentation test.

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Figure 2. Holistic T-Unit Data Analysis

Control group

Experimental group

The holistic T-Unit analysis considers language features at the T-Unit level and above, while atomistic analysis examines language features found within individual T-Units themselves. A visual representation of the holistic T-Unit Data Analysis for the control and experimental groups can be seen in Figure 2. This includes the mean number of T-Units produced per presentation by each group, the mean number of error-free T-Units per presentation, and the mean number of error-free T-Units as a percentage of each presentation of the total T-Units produced by each group. The control group produced slightly more T-Units and error-free T-Units than the experimental group. However, the experimental group produced a higher mean number of error-free T-Units as a percentage of the whole. This indicates that the participants in the experimental group spoke with more accuracy than the control group.

as the mean length of error-free T-Units produced. Compared to the control group, the experimental group had slightly longer mean length

Matthew Nall

+MKYVI HMWTPE]W XLI EXSQMWXMG 8 9RMX EREP]WMW HEXE -IVI SRI GER examine the mean length of T-Units produced by each group, as well

Figure 3. Atomistic T-Unit Data Analysis

Control group

Experimental group

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of T-Units, as well as a longer, mean length of error-free T-Units. On the other hand, the experimental group was able to out-perform the control group concerning the ratio of error-free T-Units to total number of T-Units produced.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Statistical Analysis of the Quantitative Findings

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IBM SPSS version 25 was utilized for the statistical analysis portion of this study. Independent t-tests were run in order to determine XLI WXEXMWXMGEP WMKRMǻGERGI SJ XLI HEXE GSPPIGXIH MR IEGL SJ XLI JSPPS[MRK areas: the mean number of T-Units produced by the group, the mean length of T-Units produced by the group, the mean number of error-free T-Units produced by the group, the mean error-free T-Units produced as a percentage of all T-Units produced, and the mean length of T-Units produced by the group. Results were considered to be statistically sigRMǻGERX MJ XLI t-test resulted in a p value, where p<.05. Results can be WIIR MR 8EFPI According to the t-tIWX VIWYPXW XLI SRP] WXEXMWXMGEPP] WMKRMǻGERX ǻRHMRK GSRGIVRIH XLI HMǺIVIRGI MR XLI QIER RYQFIV SJ 8 9RMXW TVSHYGIH by the control and experimental groups. All other data points in this analysis portion did not have a p-value where p<.05. Lower and upper

Table 6. Independent t-Test Results p value

GSRǻHIRGI GSRǻHIRGI interval - Lower interval – Upper

Mean number of T-Units

Mean length of T-Units

Mean error-free T-Units

Mean error-free T-Units as percentage of whole

Mean length of error-free T-Units

GSRǻHIRGI PIZIPW [IVI EPWS GEPGYPEXIH 8LI KVSYT HEXE [EW GSRWMHIVIH XS FI WMKRMǻGERXP] HMǺIVIRX MJ XLI HMǺIVIRGI FIX[IIR XLI PS[IV ERH YTTIV GSRǻHIRGI MRXIVZEPW HMH RSX GVSWW ^IVS 8LIVIJSVI XLI HEXE HSIW RSX GSRXEMR XLI ^IVS SJ XLI RYPP L]TSXLIWMW .R XLMW HEXE WIX SRP] XLI GSRǻdence intervals of the mean number of T-Units produced by the groups did not cross zero. Therefore, the mean number of T-Units produced [EW XLI SRP] WXEXMWXMGEPP] WMKRMǻGERX HMǺIVIRGI FIX[IIR XLI GSRXVSP ERH experimental groups.

Qualitative Findings 8S WYTTPIQIRX XLI UYERXMXEXMZI HEXE ǻRHMRKW MR XLI GYVVIRX

.J XLI XVIEXQIRX GYVVMGYPYQ [EW LIPTJYP LS[ [EW MX LIPTJYP$ I was able to see myself how others would see me during a presentation.

I could understand how I speak in English.

I was able to know the things that I was not good at, and improve them on the test.

I could improve my weaknesses.

5. If the treatment curriculum wasn’t helpful, in what ways wasn’t it helpful?

I’m nervous talking in front of people, so it didn’t help me.

Speaking in front of the class is more stressful. ;LEX HMH ]SY XLMRO EFSYX ]SYV *RKPMWL WTIEOMRK EFMPMX] [LIR ]SY watched your video?

I thought my presentation was not good enough I couldn’t make eye contact with the audience I need to work on my pronunciation Note. Actual surveys were conducted in Japanese.

33 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

Table 7. Self-Assessment Survey

Matthew Nall

study, the researcher administered the treatment curriculum evalua-

XMSR WYVZI] 8EFPI XS TEVXMGMTERXW MR XLI I\TIVMQIRXEP KVSYT EX XLI end of the study to understand student perceptions of the treatment curriculum. ;LIR EWOIH XS VEXI XLI IǺIGXMZIRIWW SJ XLI XVIEXQIRX GYVVMGYPYQ SJ TEVXMGMTERXW MR XLI I\TIVMQIRXEP KVSYT WEMH XLEX XLI XVIEXQIRX GYVVMGYPYQ [EW LIPTJYP &HHMXMSREPP] SJ TEVXMGMTERXW MR XLI I\TIVMmental group said that the self-assessment survey was helpful. ParticiMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

pants were then asked if the treatment curriculum was helpful, in what

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ways was it helpful? They were also asked to explain how the treatment curriculum was not helpful. Finally, participants were also asked what they thought about their experiences watching themselves making a presentation in English. Common responses to the open-ended quesXMSRW GER FI WIIR MR 8EFPI Lastly, participants in the experimental group were asked whether they thought students enrolled in the same course in future semesters WLSYPH TEVXMGMTEXI MR XLI XVIEXQIRX GYVVMGYPYQ &KEMR SJ VIWTSRdents believed that future students should participate in the treatment curriculum. This result is supported by the positive feedback concerning the treatment curriculum as evidenced in participant responses to UYIWXMSR MR 8EFPI

Discussion 7IWIEVGL UYIWXMSR EHHVIWWIW LS[ E WIPJ EWWIWWQIRX ETTVSEGL can help students improve their presentation skills in terms of accuVEG] ERH ǼYIRG] &GGSVHMRK XS XLI TVMQEV] L]TSXLIWMW XLI VIWIEVGLer hoped that the participants in the experimental group would have a raised self-awareness of themselves and their language abilities that through the treatment curriculum and the self-assessment survey. It was thought that this raised self-awareness would result in the participants becoming more motivated and trying harder on the presentation test. As a result, they would improve their presentations by increasing XLIMV EGGYVEG] ERH ǼYIRG] MR WTSOIR *RKPMWL 8LI 8 9RMX EREP]WMW [EW used to identify ways in which the experimental group improved as a result of participating in the treatment curriculum.

2ER] EYXLSVW LEZI TVIZMSYWP] EHHVIWWIH XLI FIRIǻXW SJ WXYHIRX self-assessment and argued that it could help students develop metacognitive awareness and control and increase their autonomy by helping XS HMVIGX XLIMV S[R PIEVRMRK &RHIVWSR 'IRWSR 1MXXPI 2G2MPPER -IEVR 8LI MRMXMEP HIWGVMTXMZI WXEXMWXMGW 8EFPI SJ XLI data in the present study showed that the experimental group actually produced less language on the presentation test than the control group.

8LI .RHITIRHIRX X XIWX GSRǻVQIH XLEX XLMW [EW E WXEXMWXMGEPP] WMKRMǻGERX ǻRHMRK .R XLI TVIWIRX WXYH] XLI XI\XFSSO QEXIVMEP YXMPM^IH MR GPEWW LIPTW the students to become aware of elements of a successful academic presentation. A large part of this is preparing for the presentation, focusing on the message and presenting it in a clear and concise manner without wordy-errors such as repetitions, false-starts, or rambling

more clearly and concisely than the control group. This shows that the treatment curriculum helped participants to improve their metacognitive awareness and learner autonomy. This result falls inline with the ǻRHMRKW SJ TVIZMSYW WXYHMIW &RHIVWSR 'IRWSR 1MXXPI 2G2MPPER -IEVR It is necessary to discuss the atomistic elements of the data WIX &PXLSYKL XLIWI IPIQIRXW [IVI RSX JSYRH XS FI WMKRMǻGERXP] HMǺIVent, they can still be helpful to the educator when planning a course curriculum. It is important to note that the experimental group actually out-performed the control group in accuracy, with the experimental KVSYT TVIWIRXEXMSRW GSRWMWXMRK SJ IVVSV JVII 8 9RMXW SR XLI EZIVEKI [LIR GSQTEVIH XS XLI GSRXVSP KVSYTWƶ IVVSV JVII 8 9RMXW 8LMW WYKgests that experimental group participants spent more time preparing their scripts, checking for errors, and practicing their deliveries. The experimental group was also able to produce longer error-free T-Units, [MXL XLI QIER IVVSV JVII 8 9RMX FIMRK [SVHW MR PIRKXL GSQTEVIH XS XLI GSRXVSP KVSYTWƶ QIER SJ [SVHW &KEMR XLMW WLS[W IZMHIRGI JSV increased metacognitive awareness and learner autonomy.

According to the survey administered to the experimental group at the end of the data collection portion of this study, several

35 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

the treatment curriculum. The experimental group presented their ideas

Matthew Nall

M I MRGVIEWMRK ǼYIRG] ERH EGGYVEG] *\TIVMQIRXEP VIWYPXW WLS[ XLEX learners’ metacognitive awareness and control increased as a result of

conclusions can be made concerning the participants’ perceptions of XLI IǺIGXMZIRIWW SJ XLI XVIEXQIRX GYVVMGYPYQ 8LI QENSVMX] TIVGIMZIH XLI WIPJ EWWIWWQIRX EW FIMRK LIPTJYP [MXL SJ VIWTSRHIRXW GPEMQing that they believed that future students enrolled in similar courses should participate in the treatment curriculum. Participants also perceived the video recording and self-assessment survey were helpful in WSQI WTIGMǻG [E]W WII 8EFPI &GGSVHMRK XS TEVXMGMTERXW STIR IRHIH María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

VIWTSRWIW XLI XVIEXQIRX GYVVMGYPYQ [EW IǺIGXMZI EX VEMWMRK XLI TEVXMGM-

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pants’ self-awareness and helping them to improve how they speak and appear when giving presentations in English. The researcher observed that many participants enjoyed the video-recording and self-assessment portion of the treatment curriculum as seeing themselves speak in English was a new and interesting experience. It allowed them to become more self-aware of their own English speaking and presenting abilities. They believed that it helped them to prepare for the presentation test by allowing them to identify their weaknesses and improve XLSWI EVIEW 2G2MPPER ERH -IEVR HMWGYWWIH WSQI SJ XLI FIRIǻXW SJ WIPJ EWWIWWQIRX [LMGL EVI IGLSIH MR XLI VIWYPXW SJ XLMW WXYH] Self-assessment can increase student motivation and help learners to YRHIVWXERH XLIMV EFMPMXMIW FIXXIV ERH MX IRGSYVEKIW VIǼIGXMZI PIEVRMRK ERH QIXEGSKRMXMZI WOMPPW XMKKMRW MHIRXMǻIH WIPJ EWWIWWQIRX EW an empowering force that encourages students who would have otherwise given up. The positive feedback from the treatment curriculum IZEPYEXMSR WYVZI] WYTTSVXW XLIWI EYXLSVWƶ GPEMQW EFSYX XLI FIRIǻXW SJ self-assessment. Many of the participants had not previously had the opportunity to see or hear themselves speaking English. They enjoyed seeing themselves make a presentation in English and evaluating their performances. As such, the self-assessment contributed positively to WSPZMRK XLI QSXMZEXMSR TVSFPIQ MR /ETERIWI YRMZIVWMXMIW 'IV[MGO 7SWW 7]ER 7IWIEVGL UYIWXMSR EHHVIWWIW XLI JIEWMFMPMX] SJ IǺIGXMZIP] MRGSVporating MALL in second language classrooms with restricted educaXMSREP SV ǻRERGMEP VIWSYVGIW .R XLI TVIWIRX WXYH] XLI VIWIEVGLIV [EW only able to utilize one tablet computer in class due to strict budgetary constraints and spending rules at this particular university. This may be surprising in an industrialized nation like Japan, but this scenario is com-

mon in many contexts. Examining ways that educators can encourage student motivation through the incorporation of technology in the classroom when budgets are tight was one of the main objectives for undertaking the current study. Results have shown that while this situation is not ideal, the incorporation of a single tablet computer in classroom EGXMZMX] GER LEZI E TS[IVJYP IǺIGX SR TIHEKSK] ERH WXYHIRX QSXMZEXMSR and learning. It can be concluded that when technology is thoughtfully incorporated into instructional design, even if only in a small way, that XLMW GER LEZI TSWMXMZI FIRIǻXW JSV XLI PIEVRIV WYGL EW MRGVIEWIH QStivation and metacognitive awareness, and it lends support to greater learner autonomy and self-directed learning.

the inclusion of MALL when resources are limited. Conclusions can be made from both the linguistic and the learning perspectives.

7IWIEVGL UYIWXMSR MW GSRGIVRIH [MXL MHIRXMJ]MRK XLI [E]W MR [LMGL a self-assessment approach to an EFL presentations class can be benIǻGMEP 8LI 8 9RMX EREP]WMW WLS[IH XLEX TEVXMGMTERXW MR XLI I\TIVMQIRXEP group were able to focus their messages and present their ideas more clearly and concisely than in the control group. The experimental group EPWS [EW EFPI XS TVIWIRX XLIMV MHIEW [MXL QSVI EGGYVEG] ERH ǼYIRG] ERH with more mature language. From the learning perspective, most participants in the experimental group had a favorable disposition toward the treatment curriculum. The self-assessment experience contributed positively toward addressing the motivational problem. Students were able to become more self-aware. They were able to identify their weaknesses and work toward improving those areas.

Research question 2 addresses the feasibility of incorporating MALL into EFL courses when educational resources are limited. Results SJ XLI XVIEXQIRX GYVVMGYPYQ IZEPYEXMSR WYVZI] 8EFPI 8EFPI WLS[IH positive outcomes of the treatment curriculum and the incorporation of a single tablet computer into classroom activity. This study has shown

37 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

The current action research study aimed to address a problem with student performance on EFL presentation tests and to evaluate

Matthew Nall

Conclusions

that the incorporation of technology, even if only in a minor way, can have an important impact on pedagogy and learning.

There are some limitations in the present study. First, this study was conducted within a single university department with a relatively WQEPP RYQFIV SJ TEVXMGMTERXW R" :EPMHMX] SJ XLI I\TIVMQIRX GSYPH FI improved in future studies if a larger number of participants were included from a wider variety of departments. Additionally, participants María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

in the study had a wide range of individual English language goals and

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motivations. Controlling for these variables in future studies would alPS[ VIWIEVGLIVW XS QSVI EGGYVEXIP] HMWGIVR XLI IǺIGXMZIRIWW SJ WMQMPEV XVIEXQIRX TVSKVEQW [MXL HMǺIVIRX OMRHW SJ WXYHIRXW 8LMVHP] MX MW VIGSQmended that future studies utilize more tablet computers in the treatment curriculum.

References &RHIVWSR 3 / 2IXEGSKRMXMSR &[EVIRIWW SJ PERKYEKI PIEVRMRK .R 2IVGIV 7]ER 2 ;MPPMEQW *HW Psychology for language learning: Insights from research, theory and practice TT Palgrave Macmillan. &TTPI 2 8 )E MPZE ) +IPPRIV 8 *HW Language learning motivation in Japan. Multilingual Matters.

'IEXX] 0 Beyond the classroom: Mobile learning the wider world.

Monterey, CA: The International Research Foundation for English Language Education 7IXVMIZIH JVSQ LXXT [[[ XMVJSRPMRI SVK IRKPMWL MR XLI [SVOJSVGI QSFMPI EWWMWXIH PERKYEKI PIEVRMRK 'IRWSR 5 Teaching and researching: Autonomy RH IHMXMSR

learners of English still alive after exam hell? JALT Journal, 'SEW . : &WWIWWMRK WTIEOMRK WOMPPW MR XLI GPEWWVSSQ .R / . 1MSRXEW *H The TESOL Encyclopedia of English Language Teaching WX *HMXMSR TT /SLR ;MPI] WSRW .RG 'VERMKER - * )SREPHWSR ) . 8IEGLIVW QEXXIV JSV QIXEGSKnition: Facilitating metacognition in the primary school through teacher-pupil interactions. Thinking Skills and Creativity LXXTW HSM SVK N XWG (PEVO , EZMRK /ETERƶW 9RMZIVWMXMIW The Japan Times LXXTW [[[ NETERXMQIW GS NT

STMRMSR GSQQIRXEV] WEZ-

MRK NETERW YRMZIVWMXMIW <J(,&] +'[ (SYRGMP SJ *YVSTI R H (ommon European Framework of Reference for Languages: Learning, teaching, assessment (*+7 *YVSTIER 1ERKYEKI 5SVXJSPMS LXXTW [[[ GSI MRX IR [IF GSQQSR IYVSTIan-framework-reference-languages (VIW[IPP / ; Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc. )IQSY] : 0YOYPWOE -YPQI & 4R XLI WTSX 9WMRK QSFMPI devices for listening and speaking practice on a French language programme. Open Learning,

39 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

'IV[MGO 7 7SWW 2SXMZEXMSR EJXIV QEXVMGYPEXMSR &VI /ETERIWI

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Routledge.

)ÁVR]IM > Teaching and researching motivation. Longman. *HYGEXMSREP 8IWXMRK IVZMGI 84*+1 8est and score data summary for TOEFL iBT tests: January 2018-December 2018 test data. LXXTW [[[ XSIǼ MFX NT HGQWCQIHME SXLIV XSIǼCHEXE THJ +EPSYX / 2EVY]EQE 2 & GSQTEVEXMZI WXYH] SJ TVSǻGMIRG] ERH learner demotivation. The Language Teacher, ,ENIO * 9WI SJ XIGLRSPSK] MR XIEGLMRK WTIEOMRK WOMPPW .R / . 1MMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

SRXEW *H The TESOL Encyclopedia of English Language Teaching

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st *HMXMSR TT /SLR ;MPI] WSRW .RG ,SVLEQ / (LVMWXSTLIP ) XYHIRXWƶ TIVGITXMSR SJ XIEGLIV FIhaviors as motivating and demotivating factors in college classes.

Communication Quarterly, -EPPIGO , ' &WWIWWMRK SVEP TVSǻGMIRG] & GSQTEVMWSR SJ LSPMWXMG ERH objective measures. The Modern Language Journal -MVERS 0 7IWIEVGL SR 8 YRMX QIEWYVIW MR * 1 Joetsu University of Education Bulletin, WIGX -YRX 0 ; ,VEQQEXMGEP WXVYGXYVIW [VMXXIR EX XLVII KVEHI PIZIPW National council of teachers of English: Research report No. 3. United XEXIW 4ǽGI SJ *HYGEXMSR JXT FEFIP PMRK YTIRR IHY TETIVW JEGYPX] FIEXVMGICWERXSVMRM LYRX THJ .[EWLMXE 3 ]RXEGXMG GSQTPI\MX] QIEWYVIW ERH XLIMV VIPEXMSR XS SVEP TVSǻGMIRG] MR /ETERIWI EW E JSVIMKR PERKYEKI Language Assessment Quarterly, 0IEVRI] 5 5PE\ 8 , -E]W * 7 .ZI] 2 / (SPPIKI XIEGLIV QMWbehaviors: What students don’t like about what teachers say and do. Communication Quarterly, 0MOYGLM 0 XYHIRX HIQSXMZEXMSR MR /ETERIWI LMKL WGLSSP *Rglish classrooms: Exploring with qualitative research methods.

Language Teaching Research, 0MOYGLM 0 'VS[RI ( *RKPMWL IHYGEXMSREP TSPMG] JSV LMKL schools in Japan: Ideals vs. reality. RELC Journal, 0MOYGLM 0 EOEM - /ETERIWI PIEVRIVWƶ HIQSXMZEXMSR XS WXYH] English: A survey study. JALT Journal, 1EQFIVX ( 5LMPMT / 3EOEQYVE 1IEVRIV KIRIVEXIH GSRXIRX ERH engagement in second language task performance. Language Teaching Research LXXTW HSM SVK +

1MXXPI ) 1ERKYEKI PIEVRIV EYXSRSQ] ERH XLI *YVSTIER PERguage portfolio: Two L2 English examples. Language Teaching: Surveys and Studies, 3IQSXS & ,IXXMRK VIEH] JSV (LERKIW ERH GLEPPIRKIW JSV English education in public primary schools in Japan. The Language Teacher, /YP] 2EOEVSZE : 7SHKIVW 8 *HW English language teaching: The case of Japan. Munich: Lincom.

2G2MPPER / -IEVR / XYHIRX WIPJ EWWIWWQIRX 8LI OI] XS stronger student motivation and higher achievement. Educational Horizons 2IMIV 8 0EJV] ) 8LI FYVRIH SYX GSPPIKI WXYHIRX & HIWGVMTXMZI TVSǻPI Journal of College Student Personnel,

XMSR LXXTW HSM SVK XIWU 2MRMWXV] SJ *HYGEXMSR (YPXYVI TSVXW GMIRGI ERH 8IGLRSPSK] English education reform plan corresponding to globalization.

LXXTW [[[ QI\X KS NT IR RI[W XSTMGW HIXEMP CCMGW+MPIW EǻIPHǻPI C THJ 2MHVEN / IPJ EWWIWWQIRX .R / . 1MSRXEW *H The TESOL Encyclopedia of English Language Teaching st *HMXMSR TT John Wiley & sons, Inc. 3I[XSR / 2 .RXVSHYGXMSR XS WTIEOMRK .R / 3I[XSR ) +IVVMW ( ,SL ; ,VEFI + XSPPIV 1 :ERHIVKVMJX *HW Teaching English to second language learners in academic contexts. Routledge.

5MRIW & 0EJV] ) Tedium in college. [Paper presented at the 5W]GLSPSKMGEP &WWSGMEXMSR 2IIXMRKA -SRSPYPY -E[EMM *7.( )SGYQIRX 7ITVSHYGXMSR IVZMGI 3S *) 7]ER &QFMZEPIRGI ERH GSQQMXQIRX PMFIVEXMSR ERH GLEPPIRKI Investigating the attitudes of young Japanese people towards the learning of English. Journal of Multilingual and Multicultural Development EJEVKEPMRE & 8IEGLMRK WTIEOMRK MR *+1 IRZMVSRQIRXW .R / . 1MSRXEW *H The TESOL Encyclopedia of English Language Teaching st *HMXMSR TT /SLR ;MPI] WSRW .RG

41 Practical Action Research for Improving EFL Presentations: Can Self-Assessment and Mobile Assisted Language Learning be Helpful?

awareness for speaking. TESOL Quarterly. Advance online publica-

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2MPPIV * XETPIW )IZIPSTMRK ]SYRK PIEVRIVWƶ QIXEGSKRMXMZI

GLMWWIP / 1 8IWX MQTEGX ERH [EWLFEGO .R / . 1MSRXEW *H The TESOL Encyclopedia of English Language Teaching st Edition, pp. /SLR ;MPI] WSRW .RG XMKKMRW 7 &WWIWWQIRX XLVSYKL XLI WXYHIRXƶW I]IW Educating the Whole Child 8LSQTWSR 7 Chapter Eleven: Sounding Educated. University of +PSVMHE (SPPIKI SJ 1MFIVEP &VXW ERH GMIRGIW LXXT YWIVW GPEW YǼ María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

IHY VXLSQTWS MRXIVEGXMSRGSQFMRMRK LXQP

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>ERK 6 8IEGLIV QMWFILEZMSVW EW PIEVRMRK HIQSXMZEXSVW MR GSPlege classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 222.

5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

María Cecilia Espinoza Mendoza1 Universidad Casa Grande Guayaquil, Ecuador macespinoza77@gmail.com Karen Elaine Wigby Cochran2 Universidad Casa Grande Guayaquil, Ecuador kwigby@casagrande.edu.ec

'& MR 'YWMRIWW &HQMRMWXVEXMSR EX 9RMZIVWMHEH (EX¾PMGE ERXMEKS HI ,YE]EUYMP 'E MR *+1 XIEGLMRK EX 9RMZIVWMHEH 8³GRMGE HI 1SNE 2EWXIVƶW )IKVII MR 8IEGLMRK *RKPMWL EX 9RMZIVWMHEH (EWE ,VERHI :MGI TVMRGMTEP EX 9RMHEH *HYcativa Bilingue de La Inmaculada. EFL Teacher.

5VSJIWSVE TSWKVEHS 2EIWXVME IR *HYGEGMSR YTIVMSV QIRGMSR +SVQERHS 5VSJIWSVIW HI .RKP³W

Abstract This study explores the role of peer feedback through a micro FPSKKMRK ZSMGI ETTPMGEXMSR 'YFFP] MR HIZIPSTMRK SJ *+1 WXYHIRXWƶ WTIEOMRK WOMPPW 8LI WEQTPI MRZSPZIH WIRMSV ]IEV WXYHIRXW [MXL E ' PIZIP MR a private high school in Guayaquil. Learners had to record six speaking tasks which they posted in Bubbly, and then they received peer feedback in the same app. The instruments applied were a pre and post-test with

showed an increase in the mean between the pretest and the post-test SJ [MXL E PEVKI IǺIGX WM^I ERH E p ZEPYI SJ +YVXLIVQSVI results show that students viewed peer feedback as a valuable tool to enhance speaking. Finally, the implications and challenges of using peer feedback as a strategy in EFL learning are discussed. Since peer feedFEGO [EW JSYRH XS FI FIRIǻGMEP *+1 XIEGLIVW QE] ǻRH XLI VIWYPXW SJ XLMW research helpful for its implementation in class.

Keywords: peer feedback, speaking skills, microblogging voice app., EFL Learning.

Introduction A primary concern of EFL teachers worldwide has always been the development of their students’ speaking skills to communicate effectively. However, one of the biggest limitations in EFL teaching and learning in countries such as Ecuador is that there are not enough opportunities to use the language outside the classroom or get feedback on its use. Additionally, in EFL classrooms, many times, there are big GPEWWIW XLEX I\GIIH XLI MHIEP RYQFIV XS TVEGXMGI WTIEOMRK 9VVYXME :IKE Along with the limitation for developing speaking skills, the use of technology in education is now an essential tool since teachers need to be updated with the technological knowledge that their students

45 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

P]^I XLI UYEPMX] SJ JIIHFEGO ERH XLI WXYHIRXWƶ TIVWTIGXMZIW 8LI ǻRHMRKW

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

a speaking rubric as well as students’ learning logs and interviews to ana-

LEZI 7MGLEVHW *HYGEXMSR +MVWX TYFPMWLIH XLI *RKPMWL 5VSǻGMIRG] .RHI\ *5. JSV XLI ]IEV ERH XLI] VITSVXIH XLEX EGGIWW to the internet and technology has a positive correlation with a better English level. This means that in countries in which students have more access to technology, English levels are also higher. In addition, -YFFEVH EHHIH XLEX GSQTYXIV ETTPMGEXMSRW TVSZMHI PERKYEKI learners with access to many materials that help support their learnMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ing. Thus, now it is not a question for the teacher of whether to use

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technology in the class or not, but to select tech tools that are the best for the context of their students. Regarding the use of technology JSV MQTVSZMRK WTIEOMRK WOMPPW (SQFI ERH (SHVIERY GSRGPYHed that students engaged more and had more oral interaction in EFL YWMRK ZPSKW SR =SY8YFI &HHMXMSREPP] 2MREPPE WLS[IH XLEX WXYdents who used Whatsapp for voice messages improved their verbal interaction.

In recent years, there has been an increasing amount of literature SR XLI YWI SJ XIGLRSPSK] MR XLI GPEWWVSSQ MR HMǺIVIRX WYFNIGX EVIEW EW [IPP EW EFSYX WXYHIRXWƶ TIVWTIGXMZIW 0II ERH EQWYHMR VITSVXIH that teenagers have a positive perception towards using mobile devices in performing ubiquitous learning. They perceived that mobile devices could be used for gaming and entertainment as well as for education because they are very convenient, give fast responses, and are easy to YWI XS EGGIWW MRJSVQEXMSR &PWS .MRS ERH =EFYXE GSRGPYHIH XLEX *+1 YRMZIVWMX] WXYHIRXW WLS[IH WMKRMǻGERX MQTVSZIQIRX MR ǼYIRG] F] using video conferencing as ansynchronous tool.

Many studies have also pointed out the importance of formative feedback to enhance students’ learning, including feedback from the XIEGLIVW ERH TIIV JIIHFEGO ERH WIPJ EWWIWWQIRX ;MKKMRW RSXed that if the student receives feedback and then has the opportunity to use that feedback, this process will improve the student’s performance and learning. Given the relevant role of feedback in learning, teachers need to be aware of its use when designing their activities.

However, giving frequent, quality feedback to each student can be HMǽGYPX 1MY (EVPIWW +IIHFEGO TVSZMHIH F] TIIVW QE] FI E WSPYXMSR XS MRGVIEWI MXW JVIUYIRG] ERH LIPT WXYHIRXW PIEVR ,MIPIR IX EP

There are several studies on the use of peer feedback for enhancing oral skills which have concluded that peer feedback improves XLI UYEPMX] SJ WTIEOMRK TIVJSVQERGI (LEUQEUGLII (SPXLSVTI IX EP 2G,EVVIPP EJEVM 0SSWLE 8SPERH IX EP However, there are very few studies about peer feedback at the high WGLSSP PIZIP 0E]EGER 7E^M 0YVMLEVE 7SXWEIVX IX EP PSER +YVXLIVQSVI EPXLSYKL QER] WXYHMIW WYGL EW XLI SRIW mentioned above concluded that peer feedback enhances speaking,

[MXL E VYFVMG MW MRWYǽGMIRX XS KIRIVEPM^I ER] MQTVSZIQIRXW MR SVEP TVIsentations unless there are enough sessions. Also, Wichmann et al.

WXEXIH XLEX TIIV JIIHFEGO EPSRI QMKLX RSX FI WYǽGMIRX XS QEOI successful changes and improve language skills.

There is little research about the use of technology to improve speaking skills in the reality of Latin America and Ecuador. The only WXYH] JSYRH MR *GYEHSV F] 8IRIPERHE ERH (EWXIPS EREP]^IH XLI use of mobile phones through audio and voice recordings to improve pronunciation and intonation. They concluded that students felt more GSRǻHIRX [SVOMRK EX XLIMV S[R TEGI F] QIERW SJ PMWXIRMRK XS EYHMSW MR English. &GGSVHMRK XS XLI 2MRMWXV] SJ *HYGEXMSR MR *GYEHSV ' MW XLI I\MX VIquirement for the English level of high school students. However, most WXYHIRXW HS RSX VIEGL XLMW PIZIP [LIR XLI] ǻRMWL XLIMV WXYHMIW 8LMW MW the situation at a private bilingual high school in the city of Guayaquil, MR [LMGL WXYHIRXW MR XLIMV WIRMSV ]IEV EVI I\TIGXIH XS LEZI E ' PIZIP at the moment of graduating from high school. Nevertheless, on the (EQFVMHKI 5*8 XIWX XEOIR EX XLI FIKMRRMRK SJ XLI WGLSSP ]IEV SRP] SJ WXYHIRXW VIEGLIH XLI ' PIZIP ERH SRI SJ XLI PS[IWX WOMPPW [EW speaking.

There is a gap in research on using of technology with computers and mobile phones for peer feedback in Ecuador and at the high school level. Thus, the current study will provide further data for improving speaking skills and teaching practice. That is why this action research study focused on how a group of EFL learners could have more opportunities to improve their speaking skills with peer feedback using Bubbly, a

47 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

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others question such a claim. For example, Murillo-Zamorano and

voice microblogging mobile and computer application that permits users to create, post and share 90-second voice messages to peers.

This study focused on one aspect of spoken production, the susXEMRIH QSRSPSKYI [LMGL EGGSVHMRK XS XLI (SYRGMP SJ *YVSTI MRGPYHIW HIWGVMTXMSR ERH REVVEXMZI & PIZIP ' PIEVRIV Ƹ(ER VIEWSREFP] ǼYIRXP] VIPEXI E WXVEMKLXJSV[EVH REVVEXMZI SV HIWGVMTXMSR EW E PMRIEV WIUYIRGI SJ TSMRXWƹ T 'IWMHIW XLEX XLMW JIEXYVI MW VIPEXIH XS XLI *GYEMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

HSVMER .R IVZMGI *RKPMWL XERHEVHW SJ WTIEOMRK TVSHYGXMSR JSV 1IZIP '

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XS ƸWYWXEMR WXVEMKLXJSV[EVH HIWGVMTXMSR SJ E WYFNIGX SV E ZEVMIX] SJ QEXXIVW within the personal, educational, public, and vocational domains rather ǼYIRXP] TVIWIRXMRK MX EW E PMRIEV WIUYIRGI SJ TSMRXWƹ 2MRMWXIVMS HI *HY GEGM¾R T Therefore, there are three main research questions for this study: )SIW TIIV JIIHFEGO QIHMEXIH F] 'YFFP] MQTVSZI *+1 WXYdents’ speaking skills?

2. To what extent did the quality of peer feedback improve? ;LEX EVI XLI WXYHIRXWƶ TIVWTIGXMZIW EFSYX TIIV JIIHFEGO YWMRK technology through a mobile and computer application in class?

Literature Review This study focused on the aspect of spoken production that refers to sustained monologue. Therefore, it was essential to analyze [LEX IGSRH 1ERKYEKI &GUYMWMXMSR 1& XLISV] LMKLPMKLXIH EFSYX XLI SYXTYX ZEPYI *PPMW MR LMW WIX SJ TVMRGMTPIW SJ MRWXVYGXIH PERKYEKI acquisition described the importance of the role of output in acquiring a language. He mentioned that it is useful in automatizing existing knowledge and in giving students opportunities for improving discourse skills such as producing long runs, which is the objective of this MRRSZEXMSR &PWS 1IWWEVH (PSYWXSR HMWGYWWIH XLI MQTSVXERGI SJ output indicating that it refers to language that has a communicative purpose.

The theory that supports this innovation is Social Constructivism since it emphasizes learning through group work and pair work, as well

EW XLI XIEGLIVƶW ERH WXYHIRXWƶ JIIHFEGO :]KSXWO] EW GMXIH MR ;SSPJSPO VIQEVOIH XLEX WXYHIRXWƶ GSKRMXMZI HIZIPSTQIRX MW WXMQulated by the interactions with people who have better skills or know more, such as peers, parents, or teachers. Vygotsky also believed that cultural tools, which could include computers, the internet, and mobile devices, have a relevant role in cognitive development. For this innovaXMSR (SQQYRMGEXMZI 1ERKYEKI 8IEGLMRK (18 [LMGL MW FEWIH SR GSRWXVYGXMZMWQ [EW YWIH 0EWYQM TSMRXIH SYX XLEX (18 MW E QIXLSH

Bubbly is a Voice Microblogging application and is known as TwitXIV JSV ZSMGI 9WIVW GER GVIEXI ZSMGI TSWXW [MXL TMGXYVIW ERH ǻPXIVW ERH WLEVI XLIQ SR SXLIV WSGMEP RIX[SVOW &PXVYMWX ,VSYT (S 8LIVI is one study on the use of Bubbly to develop oral production skills in EFL but at the university level in Japan, made by Renaud Davies. Davies GSRGPYHIH XLEX XLI YWI SJ ZSMGI QMGVSFPSKKMRK XEWOW MR 'YFFP] VEMWIH XLI WXYHIRXWƶ PIZIP SJ QSXMZEXMSR IRKEKIQIRX ERH GSRǻHIRGI and improved their spoken production skills.

The focus of the current study is the development of speaking skills MR *+1 WXYHIRXW 2SPMRE ERH 'VMIWQEWXIV WYWXEMRIH XLEX WTIEOMRK can be one of the hardest skills to improve, but it is also frequently the principal objective of every language learner. For this reason, communicative competence is often the main purpose of learning a language. +YVXLIVQSVI -YKLIW MRHMGEXIH XLVII PIZIPW ERH ǻIPHW SJ VIWIEVGL about speech and conversation. One is organization and behavior, which MRGPYHIW HMWGSYVWI EREP]WMW XLI WIGSRH SRI MW WXVYGXYVI [LMGL MRGPYHIW KVEQQEV ERH ZSGEFYPEV] ERH XLI XLMVH SRI MW WSYRH [LMGL MRGPYHIW pronunciation. The researcher has considered these three components in the speaking rubric that was used in this study.

-YKLIW WXEXIH XLEX HMWGSYVWI EREP]WMW WXYHMIW EVI MRXIVIWXIH MR LS[ WTIEOIVW MRXIVEGX ERH LS[ XEPO MW SVKERM^IH GSLIVIRGI SZIV PSRK WXVIXGLIW SJ PERKYEKI ǼYIRG] .R EHHMXMSR XLI .RXIVREXMSREP *RKPMWL 1ERKYEKI 8IWXMRK ]WXIQ .*18 WXEXIW MR MXW FERH HIWGVMTXSVW XLEX ǼYIRG] ERH GSLIVIRGI VIJIV XS XLI GETEGMX] XS WTIEO [MXL E VIKYPEV continuity and rate as well as to connect and sequence ideas to proHYGI GSLIVIRX WTIIGL MQMPEVP] EZMPPI 8VSMOI EHHIH XLEX

49 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

develop their communicative competence.

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

that focuses on engaging students in communication so that they can

discourse refers to the ways to link sentences and organize ideas. The WIGSRH ǻIPH SJ WTIIGL QIRXMSRIH F] -YKLIW MW KVEQQEV [LMGL as she pointed out, involves a variety of constructions commonly used F] WTIEOIVW [LMGL HS RSX ǻX MRXS XLI RSVQW SJ XVEHMXMSREP KVEQQEV .R spoken discourse, grammar structures are usually shorter, simpler, and more informal. Therefore, grammar is an important descriptor to take into account when practicing speaking skills, and it goes together with María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

vocabulary use.

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50

8LI XLMVH ǻIPH HIWGVMFIH VIJIVW XS WSYRHW ERH TVSRYRGMEXMSR [LMGL EW 'VS[R WXEXIH MW GVYGMEP XS KEMRMRK GSQTPIXI GSQQYRMGEXMZI GSQTIXIRGI &PSRK XLI WEQI PMRI 3YRER TSMRXIH SYX XLEX [MXL the spread of communicative approaches, the teaching of pronunciaXMSR RSX SRP] JSGYWIW SR HMǺIVIRGIW MR MRHMZMHYEP WSYRHW FYX EPWS SR XLI importance of stress, rhythm, and intonation.

The present study aimed to understand if peer feedback can posMXMZIP] IǺIGX MR XLI HIZIPSTQIRX SJ XLI WTIEOMRK WOMPPW 4R XLMW WYFNIGX LYXI VIQEVOIH XLEX JSVQEXMZI JIIHFEGO HIRSXIW MRJSVQEXMSR communicated to the student that is aimed at changing the learner’s thinking or behavior to improve learning. In the same vein, Wiggins WXEXIH XLEX JIIHFEGO MW RSX XLI WEQI EW EHZMGI SV TVEMWI FIGEYWI IǺIGXMZI JIIHFEGO VIUYMVIW XLEX WXYHIRXW LEZI ER SFNIGXMZI XEOI WSQI actions to achieve it, and receive information related to that goal. Therefore, it was important for the application of this action research to make sure that students understand how to give quality peer feedback. &PSRK XLI WEQI PMRIW ;MKKMRW QIRXMSRIH XLEX WXYHIRXW need information that tells them if they are headed in the correct direction.

Furthermore, they also need opportunities to use that

feedback to reshape their performance and be able to achieve their KSEP 7MXGLLEVX IQTLEWM^IH XLEX JIIHFEGO LEW XS YWI WTIGMǻG and informative language so that it tells the student what they did ERH MRHMGEXIW [LEX XLI] GSYPH HS HMǺIVIRXP] XS MQTVSZI 2SVISZIV 'VS[R ERH -YHWSR HIWGVMFIH WSQI EHZERXEKIW SJ TIIV EWsessment, such as the direct participation of learners, the stimulation SJ EYXSRSQ] ERH MRGVIEWIH QSXMZEXMSR .R EHHMXMSR ;MKKMRW MRXVSHYGIH WIZIR OI]W JSV IǺIGXMZI JIIHFEGO [LMGL GER FI WYQQErized by saying that feedback has to be precise, actionable towards a

goal, and timely. For this reason, the feedback rubric included those three aspects.

4R XLI SXLIV LERH /SS VIZMI[IH WIZIVEP WXYHMIW EFSYX TIIV EWWIWWQIRX MR WTIEOMRK ǻRHMRK XLEX WIPJ ERH TIIV EWWIWWQIRX TVEGtices could enhance speaking skills if four conditions are met: clear XEWO VIPEXIH GVMXIVME WYǽGMIRX XVEMRMRK GSRWMHIVEXMSRW SJ XLI PIEVRIVWƶ characteristics, and strong integration with the curriculum. In addition, XLI 3EXMSREP 7IWIEVGL (SYRGMP WXEXIH XLEX XLI YWI SJ XIGLRSPSK]

However, there are two essential aspects to consider about TIIV JIIHFEGO EW QMXL LMKLPMKLXIH 4RI EWTIGX MW XLEX KMZMRK high-quality feedback represents an important demand of teaching time, especially in classes with many students. The second aspect is that not every student has the same motivation to provide the best feedback, which would be a drawback for the students who could reGIMZI [IEOIV JIIHFEGO .R XLI WEQI [E] 2G,EVVIPP EHHIH MR LMW study some concerns that students have about peer feedback, which MRGPYHI XLI PEGO SJ GSRǻHIRGI MR XLIMV GETEGMX] XS KMZI UYEPMX] JIIHFEGO ERH XLI JIEV SJ SǺIVMRK KSSH JIIHFEGO [MXLSYX EǺIGXMRK XLIMV relationships.

Methodology Design This study is action research because the author is involved in the study. The research design is mixed since it analyzes quantitative and UYEPMXEXMZI HEXE &GGSVHMRK XS +IVVERGI EGXMSR VIWIEVGL MW E WIX SJ steps in which those who participate examine their teaching practice in detail using research techniques. The action research project was carried out at a private bilingual high school in Guayaquil.

51 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

to check their work.

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

could help teachers to provide learners with feedback and for students

Participants The convenience sample was 22 students in their senior year of LMKL WGLSSP &GGSVHMRK XS *XMOER IX EP E GSRZIRMIRGI WEQTPI MW E non-random sample in which participants have been included because of easy accessibility or availability. In the case of this research, the participants were the ones assigned to the teacher doing the action reMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

VERKIH JVSQ ERH ]IEVW SPH JSYV QEPIW ERH IMKLXIIR JIQEPIW 8LI

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search at the beginning of the school year. The ages of the participants

toward the use of peer feedback to improve speaking as well as the use of

52

WXYH] XSSO TPEGI SZIV XLI GSYVWI SJ LSYVW MR E 1ERKYEKI &VXW GPEWW 8LI WXYHIRXW LEH QM\IH *RKPMWL PIZIPW & ' ERH ' EGGSVHMRK XS XLI (SQQSR *YVSTIER +VEQI[SVO GPEWWMǻGEXMSR SJ *RKPMWL levels. These results were obtained through the application of a mock PET test at the beginning of the year.

8LMW WXYH] EMQIH EX XS ǻRH GSRGPYWMZI VIWYPXW JSV XLI VIWIEVGL UYIWtions stated as the purpose of the study. Therefore, the expectation was XS SFXEMR LMKLIV VIWYPXW MR XLI TSWXXIWX SJ WTIEOMRK WOMPPW MR XLI ǻREP EWsessment of quality feedback, and a positive perspective from the students technology and the mobile application Bubbly to enhance EFL learning.

Classroom Procedures The innovation took place as part of a regular learning unit in which EPP JSYV PERKYEKI WOMPPW [IVI YWIH .X PEWXIH XIEGLMRK LSYVW [IIOW )YVMRK XLI ǻZI [IIOW XLI TEVXMGMTERXW [IVI TVSZMHIH [MXL YWIJYP ZScabulary and language as well as communicative activities aimed at speaking. Students uploaded six task-based voice posts using Bubbly, and received peer feedback in the form of comments posted to their speaking recordings in Bubbly.

At the beginning of the innovation, students were taught how to KMZI UYEPMX] TIIV JIIHFEGO MR XLI ǻVWX WIWWMSRW [MXL XLI LIPT SJ E JIIHFEGO VYFVMG JSV WIPJ EWWIWWQIRX )YVMRK XLI ǻVWX [IIO SJ XLI MRRSZEXMSR students also learned how to use the speaking rubric. Students prac-

XMGIH KMZMRK KSSH TIIV JIIHFEGO F] GSQTEVMRK HMǺIVIRX ETTVSTVMEXI models of quality feedback with the corresponding rubric. In the following weeks, students were introduced to the content of the unit through listening, reading, speaking, and writing activities, as well as group and pair work. Later, they posted their speaking tasks on Bubbly and got peer feedback as an activity at home.

The speaking rubric was used by students to give feedback on the following aspects:

grammar and vocabulary, discourse management

JSV WIPJ EWWIWWQIRX ERH QIXEGSKRMXMSR XS LIPT XLIQ VIǼIGX SR XLI EGXMSRW they had to take to improve their speaking tasks using the feedback given.

Instruments 8S ERW[IV XLI ǻVWX VIWIEVGL UYIWXMSR )SIW TIIV JIIHFEGO QIHMated by Bubbly, improve EFL students’ speaking skills? The teacher and a second evaluator used a speaking rubric adapted from Cambridge ' PIZIP EWWIWWQIRX WGEPIW 8LI WTIEOMRK VYFVMG GSRWMHIVIH XLVII HIWGVMTXSVW SJ ZEVMEFPIW ,VEQQEV ERH :SGEFYPEV] )MWGSYVWI QEREKIQIRX [LMGL MRGPYHIH ǼYIRG] GSLIWMSR ERH PIRKXL ERH 5VSRYRGMEXMSR *EGL HIWGVMTXSV [EW WGSVIH SZIV TSMRXW ERH XLIR XLI VIWYPXW [IVI EZIVEKIH +SV XLI ZEPMHMX] SJ XLI WTIEOMRK VYFVMG XLI (EQFVMHKI ' PIZel speaking assessment scales were adapted. Then, it was evaluated by three EFL teachers using the same rubric, and later it was tested [MXL XLI TEVXMGMTERXW MR XLI ǻVWX WIWWMSRW +SV WGSVIV VIPMEFMPMX] YWMRK XLI speaking rubric, a second evaluator, who was trained in the use of the WTIEOMRK VYFVMG EWWIWWIH XLI ǻVWX ERH XLI PEWX WTIEOMRK XEWO WITEVEXIly, and then the researcher averaged the results of both evaluators. As 'VS[R WXEXIH WGSVIV VIPMEFMPMX] MW XLI GSRWMWXIRG] SJ WGSVMRK F] two or more scorers while validity refers to the degree to which a test assesses what it is supposed to.

The second research question about the quality of peer feedback was answered using the corresponding rubric. The researcher assessed

53 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

providing to their peers. Additionally, students completed two learning logs

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

PIRKXL SVKERM^EXMSR SJ MHIEW ǼYIRG] ERH GSLIWMSR ERH TVSRYRGMEXMSR Students also used the rubric for self-assessing the feedback they were

XLI TIIV JIIHFEGO KMZIR F] WXYHIRXW MR XLI ǻVWX XEWO ERH MR XLI PEWX XEWO to analyze the progress and improvement in the quality of feedback.

The third research question is related to the students’ perspectives on the use of peer feedback mediated by Bubbly. For this purpose, the researcher interviewed eight students who were chosen considering students with the highest speaking scores in the posttest, students in the middle, and students with the lowest scores in order to have perMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WTIGXMZIW JVSQ WXYHIRXW [MXL HMǺIVIRX PIZIPW SJ TVSKVIWW ERH FI EFPI XS

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improve the innovation in the future. The interview protocol proposed questions related to the categories chosen for qualitative analysis in this research: students’ feelings towards the use of Bubbly and technology in the EFL class, as well as the students’ perspectives about the quality SJ XLI JIIHFEGO VIGIMZIH ERH KMZIR .RXIVZMI[W [IVI LMKLP] FIRIǻGMEP XS ORS[ EFSYX XLI TEVXMGMTERXWƶ I\TIVMIRGIW 2G3EQEVE QIRXMSRIH that the interviewer could obtain in-depth information about an issue and get further answers. In addition, students completed three learning logs, which included the categories of students’ feelings about the use of technology in the class and their perspectives on the quality of feedback received and given.

Data Analysis The researcher expected that by using the speaking rubric, the KVEHIW [SYPH FI EFSZI WM\ SYX SJ XIR TSMRXW EX XLI FIKMRRMRK ERH XLIR XLIVI [SYPH FI ER MQTVSZIQIRX SJ EX PIEWX SRI TSMRX EFSZI XLIMV ǻVWX speaking task with the application of peer feedback. The researcher used of the pretest and posttest results to determine basic descriptive statistics of means and standard deviations as well as the p value and XLI IǺIGX WM^I XS ǻRH SYX MJ XLIVI [EW ER MQTVSZIQIRX After analyzing the quality of feedback given by students using the rubric, these results were contrasted. Finally, the researcher analyzed the peer feedback posted in Bubbly as comments by looking for patterns or emergent themes in the answers to group data.

For the students’ perspectives on the use of peer feedback as a tool for improving speaking, the researcher examined the answers given

F] WXYHIRXW MR XLI MRXIVZMI[W &RW[IVW [IVI GPEWWMǻIH ERH SVKERM^IH according to positive and negative opinions from the students. This information was then contrasted with the learning logs each student anW[IVIH XLVSYKLSYX XLI MRXIVZIRXMSR XV]MRK XS ǻRH TEXXIVRW VIPEXIH XS XLI students’ perspectives on the use of peer feedback.

ated by Bubbly, improve EFL students’ speaking skills? the researcher used the results from the pre-test and post-test.

Table 1. Descriptive Statistics of Speaking Pre-test and Post-test

Total

PRE-TEST

POST-TEST

N

M

SD

M

SD

MD

p value < 0,05

d

22

7.15

0.000

3SXI 3" EQTPI 2" 2IER )" XERHEVH )IZMEXMSR 2)"2IER HMǺIVIRGI d"IǺIGX WM^I

8EFPI WLS[W XLI KPSFEP ZEPYIW SJ XLI TVI XIWX ERH TSWX XIWXW 8LI QIER HMǺIVIRGI 3" MW [LMGL WLS[W ER MRGVIEWI MR XLI WGSVIW SJ the post-test. The values of the standard deviation in both the pre and post-test indicate that the scores are quite closely clustered around the mean of the test. The p ZEPYI [MXL ER EPTLE SJ MW PIWW XLER [LMGL means that there is strong evidence for stating that the improvement is HYI XS XLI MRRSZEXMSR 8LI IǺIGX WM^I d MW QIERW XLIVI [EW E PEVKI MQTEGX .R SXLIV [SVHW XLI HMǺIVIRGI FIX[IIR QIERW MR XLI TVI ERH TSWX XIWX [IVI WMKRMǻGERX ERH XLYW XLI MRRSZEXMSR VIWYPXW EVI IHYGEXMSREPP] QIERMRKJYP +MKYVI ZMWYEPM^IW XLI QIERW SJ FSXL XLI TVI ERH post-tests.

55 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

8S ERW[IV XLI ǻVWX VIWIEVGL UYIWXMSR )SIW TIIV JIIHFEGO QIHM-

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

Results

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Figure 1. Mean Comparison of Speaking Pre-test and post-test

Table 2. Descriptive Statistics of the theoretical constructs

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PRE-TEST

POST-TEST

N

M

SD

M

SD

MD

p value < 0,05

d

Grammar and Vocabulary

22

7.18

0,5

0.000

Discourse Management

22 6.64

0.000

Pronunciation

22

0.59

0.000

7.64

3SXI 3" EQTPI 2" 2IER )" XERHEVH )IZMEXMSR 2)"2IER HMǺIVIRGI d"IǺIGX WM^I

Table 2 shows the values for each descriptor of the speaking rubric in the pre-test and post-test. The second construct, Discourse Management, is the one that shows more improvement with an increase in the QIER 3" JVSQ XS 8LI WXERHEVH HIZMEXMSR MRHMGEXIW XLEX the scores were not farther away from each other for all variables than FIX[IIR ERH TSMRXW 8LI p ZEPYI [MXL ER EPTLE SJ JSV XLI three constructs is less than 0.05, which means the correlation between ZEVMEFPIW MW WMKRMǻGERX &PWS XLI IǺIGX WM^I d JSV XLI XLVII GSRWXVYGXW

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

Figure 2. Comparison of the means of each variable in the pretest and posttest of speaking

Post-test

Pre-test

MW ERH [LMGL QIERW XLIVI MW E PEVKI MQTEGX JSV EPP SJ XLIQ .R SXLIV [SVHW XLI HMǺIVIRGIW FIX[IIR QIERW MR XLI TVI XIWX ERH TSWX XIWX JSV IEGL GSRWXVYGX [IVI WMKRMǻGERX ERH XLYW XLI MRRSZEXMSR results are educationally meaningful. Figure 2 visualizes the comparison of the means of each variable in the pre and posttest.

The second research question was: To what extent did the quality of peer feedback improve? The teacher assessed the peer feedback KMZIR F] XLI WXYHIRXW MR XLI ǻVWX ERH XLI PEWX WTIEOMRK XEWO YWMRK XLI rubric. The results of the assessment of feedback at the beginning and the end are as follows: Table 3. Descriptive statistics of pretest and posttest of quality feedback

Total

PRE-TEST

POST-TEST

N

M

SD

M

SD

MD

p value < 0,05

d

22

7.09

0.00

3SXI 3" EQTPI 2" 2IER )" XERHEVH )IZMEXMSR 2)"2IER HMǺIVIRGI d"IǺIGX WM^I

5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

57

8EFPI VIZIEPW XLEX XLI UYEPMX] SJ XLI TIIV JIIHFEGO KMZIR F] XLI students improved by the end of the innovation. The p value with an EPTLE SJ MW PIWW XLER [LMGL QIERW XLEX XLI GSVVIPEXMSR FIX[IIR XLI HIWGVMTXSVW MW WMKRMǻGERX .R EHHMXMSR XLI IǺIGX WM^I d MW [LMGL QIERW XLIVI MW E PEVKI MQTEGX .R SXLIV [SVHW XLI HMǺIVIRGIW FIX[IIR QIERW MR XLI TVI ERH TSWX XIWX EVI WMKRMǻGERX ERH XLYW XLI MQTVSZIment in the quality of feedback given by students is meaningful.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Additionally, the peer feedback given in Bubbly was carefully read

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to compare the scores of the quality of feedback assessment with the comments posted by the students in the application about their partRIVWƶ WTIEOMRK XEWOW 8LIVI [IVI E XSXEP SJ GSQQIRXW [VMXXIR MR Bubbly. Students focused on the three areas of speaking mentioned MR XLI VYFVMG )MWGSYVWI 2EREKIQIRX JSPPS[IH F] ,VEQQEV ERH :SGEFYPEV] ERH 5VSRYRGMEXMSR 8LI IQIVKMRK TEXXIVRW WLS[IH that students focused most of their feedback on Discourse ManageQIRX WTIGMǻGEPP] SR XLI PIRKXL SJ XLI TSWX XLI SVKERM^EXMSR SJ MHIEW and the use of connectors. On the other hand, comments about grammar, and pronunciation mistakes were more general.

The third research question was: What are the students’ perspectives about peer feedback using technology through a mobile and computer application in class? An analysis of data, which included extracts from the students’ learning logs and the eight interviews, reveals perceived improvement in the students’ performance and positive perceptions towards the use of peer feedback to improve speaking skills facilitated by Bubbly. For example, these are some extracts from the learning logs which show that: Ƹ8LI TIIV JIIHFEGO LEW LIPTIH QI FIGEYWI XLI] XSPH QI . sounded nervous and in the following speaking tasks I could listen XS Q]WIPJ ERH MQTVSZI XLEXƹ Ƹ5IIV JIIHFEGO LEW FIIR YWIJYP XS MQTVSZI Q] MHIEW WTIEO QSVI ǼYIRXP] ERH [MXLSYX TEYWIW ERH I\TVIWW Q]WIPJ FIXXIV MR XLI EYHMSWƹ Ƹ*EGL TIIV JIIHFEGO TSWXIH MR Q] WTIEOMRK TSWX [EW YWIJYP because I could see my mistakes and in my next task I could imTVSZIƾƹ

The analysis of the interviews and learning logs shows that although some students felt uncomfortable giving comments and feedFEGO XS TIIVW XLI] VIGSKRM^IH MXW FIRIǻXW MR XLI IRH '] MHIRXMJ]MRK mistakes in their classmates’ speaking tasks using the rubric, they helped each other identify errors in their tasks, preventing them from making the same mistakes again. For example, in some extracts of the

Ƹ. GSRWMHIV XLEX . [EW GPIEV LSRIWX ERH FVMIJ [MXL Q] JIIHback. However, I tried to give her some advice and motivation for LIV RI\X WTIEOMRK XEWOƹ Ƹ. XLMRO Q] JIIHFEGO [EW KSSH FIGEYWI . XVMIH XS KMZI LIV tips to avoid mistakes and solve them, such as about the way of WTIEOMRK XLI TEYWIW IXG ƹ Ƹ. KEZI KSSH JIIHFEGO FIGEYWI FIJSVI GSQQIRXMRK . PMWtened to the post several times to write down mistakes… so they GSYPH MQTVSZI XLI RI\X XMQIƹ This is supported by the students’ perspectives mentioned in the

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

students’ learning logs they mentioned the following:

interviews about the quality of the feedback they gave. For example,

Ƹ. XLMRO MX [EW YWIJYPƾ FIGEYWI . XVMIH XS XEOI MX WIVMSYWP] F] listening to the posts several times... For example, if they made QER] TEYWIW SV XLMRKW PMOI XLEX ƹ Ƹ. XLMRO MX [EW YWIJYP FIGEYWI . XVMIH XS XIPP XLIQ IEGL SJ XLIMV mistakes in detail and how to solve them. For example, to pause less, if they had problems with a word, to look for a synonym that XLI] ORS[ XS XV] XS FI GPIEVIV MR XLIMV MHIEW IXG ƹ Ƹ.R IEGL GSQQIRX . EP[E]W XVMIH XS QSXMZEXI Q] TEVXRIVW ERH KMZI XLIQ WYKKIWXMSRWƾ [MXLSYX GVMXMGM^MRKƹ Therefore, most students interviewed considered that the use of peer feedback was a good experience and a helpful tool to improve their speaking skills in a creative and fun way in which they could interact with others in the same way they use a social network. For example, some students’ perceptions taken from the interviews were the following:

59 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

some extracts from the participants’ responses mention:

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators) EFL research series for teachers: Pedagogical Innovations facilitated

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Ƹ.X [EW ZIV] YWIJYP FIGEYWI ]SY LEH XS FI GVIEXMZI ERH XLMRO UYMGOP]ƾƹ Ƹ. XLMRO YWMRK 'YFFP] [EW YWIJYP XS LEZI QSVI JYR ERH XS LEZI E QSVI IRXIVXEMRMRK ERH MRXIVIWXMRK GPEWWƾƹ Ƹ.X [EW ZIV] YWIJYP FIGEYWI [I GSYPH MRXIVEGX [MXL SXLIV TISTPI ƹ Ƹ;I GER MRXIVEGX [MXL SXLIV TISTPI WTIEO MR ERSXLIV PERguage and listen to other people who have the same interests.”

Ƹ.X [EW E KVIEX XSSP FIGEYWI MX [EW WMQMPEV XS E WSGMEP RIX[SVO ERH EW [I EVI YWIH XS XLIQ XLI ETT [EW JEQMPMEV XS YW ƹ One student considered that the peer feedback was not helpful because her peers were too general in their comments. Also, one stuHIRX JSYRH XLI YWI SJ 'YFFP] HMǽGYPX HYI XS WSQI TVSFPIQW MR XLI ETplication at the moment of uploading the posts.

Discussion 8LI ǻVWX VIWIEVGL UYIWXMSR [EW )SIW TIIV JIIHFEGO QIHMEXIH

by Bubbly, improve EFL students’ speaking skills? The results were positive. Pre and post-test comparisons indicate that peer feedback permitted an improvement in speaking skills. These peer feedback results on speaking skills are coherent with those found in previous WXYHMIW (LEUQEUGLII (SPXLSVTI IX EP 2G,EVVIP EJEVM 0SSWLE 8SPERH IX EP .R XLIMV ǻRHMRKW XLIWI WXYHies also revealed improvement through the application of peer feedback.

The pre-test and post-test analysis results showed that the area of speaking which improved the most was discourse management, which MRGPYHIH PIRKXL SVKERM^EXMSR SJ MHIEW ǼYIRG] ERH GSLIVIRGI 2SVISZIV MX MRGVIEWIH SJ TSMRXW MR XLI QIER GSQTEVIH XS XLI TVIXIWX II 8EFPI 8LMW VIWYPX MW GSRWMWXIRX [MXL XLI TIIV JIIHFEGO KMZIR F] students because that was the area in which participants gave more comments according to the results shown before. Class observations revealed that students were more worried about improving in this area

of Discourse Management because they expressed more questions and interest in it during class. Furthermore, students avoided mentionMRK WTIGMǻG KVEQQEV SV ZSGEFYPEV] QMWXEOIW TVSFEFP] FIGEYWI XLI] were uncertain how to use them.

The second research question was: To what extent did the quality SJ TIIV JIIHFEGO MQTVSZI$ .X MQTVSZIH JVSQ XLI ǻVWX XS XLI PEWX XEWO 8LI WGSVIW MR XLI ǻREP EWWIWWQIRX SJ XLI JIIHFEGO VIZIEP ER MRGVIEWI SJ TSMRXW MR XLI QIER [MXL E PEVKI IǺIGX WM^I SJ [LMGL QIERW XLEX

XS XLI WXYHIRXW HYVMRK XLI [LSPI MRXIVZIRXMSR 8LMW ǻRHMRK MW WMQMPEV XS XLI SRI QIRXMSRIH MR XLI WXYHMIW SJ -SNIMN ERH 'EVSYHM ERH <Y ERH =Y [LS JSYRH XLEX XLVSYKL ETTVSTVMEXI XVEMRMRK XLI UYEPMX] of feedback improves.

The third research question was: What are the students’ perspectives about peer feedback using technology through a mobile and computer application in class? In general, the analysis of the quality of the peer feedback given demonstrated that students were very encouraged by their partners’ work, trying not to criticize their task too harshly. ;LIR XLI] MHIRXMǻIH HMǽGYPXMIW SV EVIEW JSV MQTVSZIQIRX XLI] XVMIH XS YWI KIRXPI [SVHW 8LMW MW WMQMPEV XS [LEX =Y ERH ;Y MHIRXMǻIH MR their study on peer assessment. They found that students did not provide negative feedback when they had to mention their names instead SJ FIMRK ERSR]QSYW &PWS 2G,EVVIPP QIRXMSRIH WXYHIRXWƶ GSRGIVRW EFSYX EǺIGXMRK XLIMV VIPEXMSRWLMTW HYI XS XLI TIIV JIIHFEGO KMZIR In addition, most students felt that the quality of the feedback they gave to their peers was good and useful.

Furthermore, peer feedback in this study emphasized the importance of the formative assessment to improve students’ speaking. StuHIRXW TIVGIMZIH FSXL FIRIǻXW ERH GLEPPIRKIW JVSQ XLI TIIV JIIHFEGO they received in Bubbly. They were able to improve their speaking by trying to avoid the same mistakes in their next tasks. What is more, most of participants had a positive perception of the use of Bubbly and found it creative, interesting, and valuable.

The social use of Bubbly and the interaction through peer feedFEGO PMROIH XS XIGLRSPSK] WIIQIH XS LEZI E TSWMXMZI IǺIGX SR WXYHIRXWƶ

61 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

improvement in the quality of feedback may be due to the training given

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

XLI MQTVSZIQIRX MR XLI JIIHFEGO KMZIR F] WXYHIRXW MW WMKRMǻGERX 8LMW

speaking skills’ development. These emerging social functions are conWMWXIRX [MXL XLI ǻRHMRK SJ WXYHMIW SR WXYHIRXWƶ TIVGITXMSRW SJ XLI YWI SJ XIGLRSPSK] ERH WSGMEP RIX[SVOW MR GPEWW 0II EQWYHMR 2MREPPE 8IRIPERHE (EWXIPS 8LI] ZEPYIH XLMW WSGMEP TVEGXMGI XLI interaction, and having classes that were more interesting.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Conclusions

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8LMW WXYH] EMQIH XS ǻRH SYX LS[ TIIV JIIHFEGO IRLERGIW *+1 WTIEOMRK WOMPPW .X GER FI GSRGPYHIH XLEX XLMW MW ER IǺIGXMZI XIGLRMUYI in improving EFL students’ speaking skills. Moreover, the students expressed their approval and showed a positive perception toward it, and XLI] FIRIǻXIH MR XLIMV WTSOIR TVSHYGXMSR FSXL MRHMZMHYEPP] ERH GSPPEForatively.

The researcher observed that the participants could express themselves freely without the typical anxiety and fear of making mistakes in class. Being able to talk and share with their peers’ ideas about a topic SJ MRXIVIWX [EW TIVGIMZIH F] TEVXMGMTERXW EW ER IǺIGXMZI ERH QIERMRKJYP way to practice and enhance speaking skills. However, one student had technical problems with the application when posting her audios. Peer JIIHFEGO [EW FIRIǻGMEP JSV FSXL XLI WXYHIRX [LS VIGIMZIH XLI JIIHback and for the student who gave it. The students that commented had XS PIEVR ERH VIǼIGX SR XLI JIIHFEGO KMZIR ERH MR XLMW [E] XLI] [IVI also more aware of their own mistakes whereas the students receiving it could improve on their next speaking post due to the recommendations given by their peers.

The researcher also observed the important role of appropriate training for students before applying peer feedback as a strategy to ensure its good quality. This was a completely new activity for students, so it is important to note that the time given to training students was IWWIRXMEP JSV XLI IǺIGXMZIRIWW SJ XLI MRRSZEXMSR 8LI YWI SJ XIGLRSPSK] 'YFFP] JSV TIIV JIIHFEGO TVSZIH XS FI QSVI QSXMZEXMRK JSV XLI WXYdents since the similarities of this app with social networks appeal to the students better than writing.

)IWTMXI MXW FIRIǻXW TIIV JIIHFEGO VIUYMVIW IǺIGXMZI MRWXVYGXMSR ERH XVEMRMRK EW RSXMGIH F] XLI VIWIEVGLIV MR LIV ǻIPH RSXIW .X VIUYMVIH time to train the participants before starting the speaking tasks. )YI XS XLI WQEPP RYQFIV SJ TEVXMGMTERXW XLI VIWYPXW SJ XLMW VIWIEVGL WLSYPH FI MRXIVTVIXIH [MXL GEYXMSR 'MKKIV WEQTPIW MR HMǺIVIRX IHYGEXMSREP GSRXI\XW WGLSSP LMKL WGLSSP YRMZIVWMX] ERH JSV PSRKIV TIriods would be necessary to test the results. These kinds of studies [SYPH GSRXVMFYXI XS XLI YRHIVWXERHMRK SJ XLI FIRIǻXW ERH YWI SJ TIIV

peer feedback. Further research in this area would be useful for understanding the best strategies for training students before implementing peer feedback.

9WMRK XIGLRSPSK] GER LEZI E TSWMXMZI IǺIGX SR WXYHIRXWƶ TIVJSVmance. Moreover, as Bubbly is a social network, it could be a good idea to add extra activities outside the classroom. Voice microblogging is an attractive new area of research which opens new teaching opportunities. The researcher hopes that the results of this study may be helpful as a reference for future similar studies.

8LI FIRIǻXW SYXRYQFIVIH XLI HMǽGYPXMIW SJ YWMRK TIIV JIIHFEGO JEGMPMXEXIH F] XIGLRSPSK] .X TVSZIH XS FI ER IǺIGXMZI XSSP MR VEMWMRK WXYdents’ self-awareness and collaborative work to improve their speaking skills.

63 5IIV +IIHFEGO ERH MXW *ǺIGX on Speaking Skills Using Bubbly

WXYHIRXW MR KMZMRK UYEPMX] JIIHFEGO MW IWWIRXMEP JSV XLI IǺIGXMZIRIWW SJ

María Cecilia Espinoza Mendoza & Karen Elaine Wigby Cochran

feedback through technology for speaking skill improvement. Training

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Routledge. .RXIVREXMSREP *RKPMWL 1ERKYEKI 8IWXMRK ]WXIQ .*18 Speak-

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-YKLIW 7 Teaching and researching: speaking. New York, NY:

1MY 3 + (EVPIWW ) 5IIV JIIHFEGO 8LI PIEVRMRK IPIQIRX SJ peer assessment. Teaching in Higher Education HSM

2G,EVVIPP - 3EXMZI ERH RSR REXMZI *RKPMWL WTIEOMRK WXYHIRX teachers engage in peer feedback. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée LXXTW NSYVREPW PMF YRF GE MRHI\ TLT (/&1 EVXMGPI ZMI[ María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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views. Minnesota: Authenticity.

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HS[RPSEHW IWXERHEVIWC CMRKPIWCSTX THJ 2SPMRE 2 'VMIWQEWXIV 2 8LI YWI SJ XLI XIGLRMUYI XS JSWXIV WXYHIRXWƶ WTIEOMRK ǼYIRG] ie: inquiry in education LXXTW HMKMXEPGSQQSRW RP IHY MI ZSP MWW 2YVMPPS >EQSVERS 1 7 2SRXERIVS 2 4VEP TVIWIRXEXMSRW MR higher education: a comparison of the impact of peer and teacher feedback. Assessment & Evaluation in Higher Education HSM 3EXMSREP 7IWIEVGL (SYRGMP How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National &GEHIQMIW 5VIWW HSM 3YRER ) Second Language Teaching & Learning. Kentucky, KY: Heinle & Heinle Publishers.

7MGLEVHW / ( 8LI GLERKMRK JEGI SJ PERKYEKI PIEVRMRK PIEVRing beyond the classroom. RELC Journal HSM

7MXGLLEVX 7 Creating cultures of thinking: The 8 forces we must master to truly transform our schools. New York, NY: John Wiley & Sons.

7SXWEIVX 8 5EREHIVS * GLIPPIRW 8 7EIW & Ƹ3S[ ]SY know what you’re doing right and wrong!” Peer feedback quality in synchronous peer assessment in secondary education. Europe-

an Journal of Psychology of Education HSM W \ EJEVM 2 0SSWLE 2 .RWXVYGXMSREP IǽGEG] SJ TSVXJSPMS JSV EWsessing Iranian EFL learners’ speaking ability. English Language Teaching HSM IPX Z R T EZMPPI 8VSMOI 2 Introducing second language acquisition. New York, NY: Cambridge University Press.

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LXXTW ǻPIW IVMG IH KSZ JYPPXI\X *) THJ 8IRIPERHE ) (EWXIPS 2 8LI YWI SJ QSFMPI TLSRIW XLVSYKL audio and voice recordings to improve English pronunciation and intonation. International Conference: ICT for Language Learning.

LXXTW GSRJIVIRGI TM\IP SRPMRI RIX .(8 11 +4* ǻPIW MGX PP IH +5 .(1 +5 .(8 11 THJ 8SPERH - 2MPPW ) / 0SL]EQE 2 *RLERGMRK /ETERIWI university students’ English-language presentation skills with mobile-video recordings. JALT CALL Journal 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 9VVYXME ; :IKE * *RGSYVEKMRK XIIREKIVW XS MQTVSZI WTIEOing skills through games in a Colombian public school. {ŹŇĀĮåƐFžsues in Teachers’ Professional Development 7IXVMIZIH JVSQ LXXT [[[ WGMIPS SVK GS WGMIPS TLT$TMH" WGVMTX"WGMCEVXXI\X XPRK"TX ;MGLQERR & +YRO & 7YQQIP 3 1IZIVEKMRK XLI TSXIRXMEP SJ peer feedback in an academic writing activity through sense-making support. European Journal of Psychology of Education HSM W

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dent Motivation and Writing Quality 9RTYFPMWLIH HSGXSVEP HMWWIV-

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research HSM PSER ( ( DžŤåžƐŇüƐ8ååÚƱÏīƐĞĻƐ{ååŹƐ åƽĞåƾƐ±ĻÚƐƒĚåƐ)ýåσƐŇĻƐ ƒƣ-

;MKKMRW , IZIR OI]W XS IǺIGXMZI JIIHFEGO Feedback for learning LXXT [[[ EWGH SVK TYFPMGEXMSRW IHYGEXMSREP PIEHIVWLMT WITX ZSP RYQ IZIR 0I]W XS *JJIGtive-Feedback.aspx ;SSPJSPO & Educational Psychology: Active Learning Edition.

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GSYVWI TVSHYGXW [SSPJSPO I MRJS THJ THJ

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<Y 6 =Y &R &GXMSR 7IWIEVGL SR (SQTYXIV 2IHMEXIH (SQQYRMGEXMSR (2( 5IIV +IIHFEGO MR *+1 ;VMXMRK (SRXI\X The žĞ±ĝ{±ÏĞĀÏƐ)ÚƣϱƒĞŇĻƐ åžå±ŹÏĚåŹ =Y + = ;Y ( 5 )MǺIVIRX MHIRXMX] VIZIPEXMSR QSHIW MR ER SRPMRI TIIV EWWIWWQIRX PIEVRMRK IRZMVSRQIRX *ǺIGXW SR TIVGITtions toward assessors, classroom climate and learning activities.

Computers & Education HSM N GSQTIHY

Collaboration for Enhancing Oral Accuracy

Fernando Oña Sandoval1 Unidad Educativa Fiscal Conocoto Quito, Ecuador teacherfernando2@gmail.com

)SGIRXI HI 1IRKYE *\XVERNIVE .RKPIW 2EKMWXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW 2IRGM¾R en Enseñanza de Ingles.

Abstract 8LI WXYH] EMQIH XS QIEWYVI XLI IǺIGX SJ GSPPEFSVEXMSR ERH SVEP VIGSVHMRK JEGMPMXEXIH F] ;LEXW&TT XS MQTVSZI SVEP ǼYIRG] ERH XS ORS[ to what extent students’ attitudes changed towards speaking English.

Action research was the main methodology used in this work. After an innovation that considered a lesson that focused on a real task activity, TEVXMGMTERXW [IVI EFPI XS MQTVSZI XLIMV SVEP EGGYVEG] QEMRP] MR XLI ǻIPHW SJ ZSGEFYPEV] TVSRYRGMEXMSR ERH KVEQQEV 8LI IǺIGX WM^I MR IEGL SJ XLI ǻIPHW SJ ǼYIRG] ZSGEFYPEV] KVEQQEV ERH TVSRYRGM-

towards speaking English improved. It is concluded that collaboration and recordings facilitated by the use of this technological tool, can improve the oral accuracy of students and improve their attitudes towards speaking English.

Keywords: oral accuracy, collaborative work, WhatsApp, recording, formulaic language.

Introduction (YVVIRXP] KPSFEPM^EXMSR LEW MRǼYIRGIH TISTPI XS WTIEO E JSVIMKR language. In this process, English has become the lingua franca in the world. As a result, more people use English in various multicultural situEXMSRW ,VEHHSP 5ISTPI IQFVEGI *RKPMWL EW ER MQTSVXERX EWTIGX of their life because it allows them to have better opportunities.

In Ecuador, learning English in public schools is compulsory from XLI WIGSRH KVEHI )IWTMXI XLEX JI[ WXYHIRXW ǻRMWL XLIMV LMKL WGLSSP WXEKI [MXL ER MRXIVQIHMEXI TVSǻGMIRG] MR *RKPMWL &GGSVHMRK XS XLI *GYEHSVMER standards of English teaching, high school students should conclude XLIMV WIGSRHEV] WXYHMIW [MXL E ' PIZIP EGGSVHMRK XS XLI (SQQSR *YVSTIER +VEQI[SVO JSV 1ERKYEKIW 2MRMWXIVMS HI *HYGEGMSR 7IKEVHMRK XLI (*7+ WGEPI E ' ǼYIRG] PIZIP YWIV WLSYPH FI EFPI XS ƸOIIT

71 Collaboration for Enhancing Oral Accuracy

the end of the innovation, participants also claimed that their attitudes

Fernando Oña Sandoval

EXMSR GSRǻVQIH XLEX XLMW MRRSZEXMSR MW WMKRMǻGERX .R EHHMXMSR F]

going comprehensibly, even though pausing for grammatical and lexical planning and repair is very evident, especially in longer stretches of free TVSHYGXMSR ƹ (SYRGMP SJ *YVSTI T 8LMW LEW RSX FIIR GSQTPIXIP] accomplished since the level of English knowledge of students at the IRH SJ LMKL WGLSSP HSIW RSX JYPǻPP XLEX PIZIP .R JEGX XLI PIZIP SJ *RKPMWL MR *GYEHSV MW ZIV] PS[ EGGSVHMRK XS *RKPMWL +MVWX *HYGEXMSR +MVWX Traditionalistic approaches to speaking instruction have been preMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WIRXIH MR GPEWWVSSQW MR SVHIV XS FYMPH ǼYIRG] EQSRK WXYHIRXW FYX XLI]

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LEZI RSX FIIR IǺIGXMZI 1M ERH 2Y I\TPEMRIH XLEX MR XVEHMXMSREP GPEWWIW teachers explain English vocabulary and grammar directly or transle to WXYHIRXW 2SVISZIV I\EQMRMRK XLI ǻZI HSQEMRW SJ XLI *RKPMWL teacher standards, the use of technology in the classroom should be mandatory. Especially, domain three, in the curriculum development, urges teachers to be aware of the use of technological resources in SVHIV XS TVSQSXI PIEVRMRK EQSRK WXYHIRXW 2MRMWXIVMS HI *HYGEGM¾R 8IGLRSPSK] LEW FIIR TEVX SJ IZIV] EWTIGX SJ PMJI .R GPEWWVSSQW MRGPYHMRK MRJSVQEXMSR ERH GSQQYRMGEXMSR XIGLRSPSK] XSSPW GER FIRIǻX students to understan the content and to increase attention on topics XLEX XLI] ǻRH MRXIVIWXMRK '] HSMRK XLMW XIGLRSPSK] IRGSYVEKIW PIEVRMRK (LEM IX EP 8LI YWI SJ XIGLRSPSK] MR TYFPMG WGLSSPW MR *GYEHSV MW HIǻGMIRX There is seldom planning of the use of technological gadgets in the macro and micro curricular planning. In addition, there is no evidence of technological resources to be part of the objectives, content, or as a resource 5I¼ELIVVIVE -EZMRK XLMW MR QMRH MX MW MQTSVXERX XS QIRXMSR XLEX F] XLI ]IEV XLI YWI SJ WQEVXTLSRIW EQSRK ]SYRK TISTPI [EW .RWXMXYXS 3EGMSREP HI *WXEHMWXMGEW ] (IRWSW 8IEGLIVW ERH WXYHIRXW WLSYPH XEOI EHZERXEKI SJ [LEX XLI] LEZI EX LERH QEVXTLSRIW SǺIV ETplications that can contribute to the improvement of oral skills.

Previous studies have been conducted using WhatsApp to proQSXI ǼYIRG] ERH EGGYVEG] WLS[MRK TSWMXMZI VIWYPXW &RHÅNEV :EGE ERH (VY^ 2EVX¸RI^ [SVOIH [MXL YRMZIVWMX] WXYHIRXW JVSQ &PQIria, Spain. In this research, the group exposed to the innovation showed better results than the group not exposed to the innovation. Another WXYH] HMVIGXIH XS YRHIVKVEHYEXI WXYHIRXW WLS[IH XLEX XLI YWI SJ WhatsApp was useful for the objectives of the course. A Likert scale sur-

vey was applied. This survey showed that participants strongly agreed [MXL XLI YWI SJ ;LEXW&TT MR XLI GSYVWI 0PIMR IX EP (IXMROE]E MR E WXYH] [MXL LMKL WGLSSP WXYHIRXW FIX[IIR XLI EKIW SJ ERH WLS[IH XLEX ;LEXW&TT LEH E KVIEX MQTEGX EW E GSQTPIQIRXEV] technology in the classroom. These studies showed that WhatsApp was E YWIJYP XIGLRSPSKMGEP VIWSYVGI FYX XLIVI [IVI WXMPP KETW XS ǻPP MR IWTIcially in the high school context and in teaching English.

The motivation for applying this intervention in the classroom is to change the old teaching methodology. Students have struggled during their learning phase to properly speak English. In class, there was fre-

increasing stress and frustration. Therefore, it is important to give stuHIRXW E RI[ QIXLSHSPSK] XLEX [MPP MRGVIEWI XLI PIZIP SJ SVEP ǼYIRG] ERH reduce anxiety.

Literature Review 4VEP ǼYIRG] MW HIǻRIH EW ƸXLI VETMH WQSSXL EGGYVEXI PYGMH ERH IǽGMIRX XVERWPEXMSR SJ XLSYKLX SV GSQQYRMGEXMZI MRXIRXMSR MRXS PERKYEKI YRHIV XLI XIQTSVEP GSRWXVEMRXW SJ SR PMRI TVSGIWWMRKƹ 1IRRSR T 8LI HIǻRMXMSR SJ SVEP ǼYIRG] LSPHW ZEVMSYW ǻIPHW SJ WYF WOMPPW FYX the aim of this innovation will focus on accuracy. Accuracy is the capaFMPMX] XS TVSHYGI WTIIGL [MXLSYX IVVSVW -SYWIR 0YMOIR 4XLIV authors like Ellis and Barkhuizen stated that accuracy is the ability to evade mistakes while speaking, showing better control over the target PERKYEKI In order to understand the meaning of accuracy, it is important to YRHIVWXERH XLI QIERMRK SJ SVEP ǼYIRG] +MVWX XLI HIǻRMXMSR SJ ǼYIRG] LEW GVIEXIH GSRXVSZIVW] WMRGI HMǺIVIRX EYXLSVW LEZI WLIH PMKLX SZIV HMJJIVIRX EWTIGXW SJ ǼYIRG] 8LMW MW XLI GEWI SJ +MPPQSVI [LS TSMRXIH SYX XLEX ǼYIRG] MW XLI WOMPP XS TVSHYGI WTIIGL EX PIRKXL [MXL JI[ WMPIRGIW EW GMXIH MR ,ÇVFÇ^ 8LMW HIǻRMXMSR HSIW RSX GSRGYV [MXL 1IRRSRDW TIVWTIGXMZI SR XLI WEQI QEXXIV 1IRRSR HIǻRIH ǼYIRG] EW E ƸREXMZI PMOIƹ WTIIH EW GMXIH MR ,ÇVFÇ^

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levels of anxiety. Due to this, low grades were usually given to students,

Fernando Oña Sandoval

quently low participation during oral presentations, together with great

Students struggle when they come to articulate sentences. Speaking is the hardest skill to master, for it integrates more than the use of KVEQQEV ERH ZSGEFYPEV] IRVE [VSXI XLEX PERKYEKI HSIW RSX only integrate vocabulary and grammar but also social communication.

Since social communication supports real-life situations, it is recommended to use activities that promote this kind of interaction. Despite XLIWI TIVWTIGXMZIW ǼYIRG] ERH EGGYVEG] EVI MR GSRWXERX HIFEXI WMRGI María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

XLIWI PERKYEKI JIEXYVIW EVI YWIH XS QIEWYVI LS[ TVSǻGMIRX TISTPI EVI

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MR WTIEOMRK E PERKYEKI 8LMW MW WYTTSVXIH F] ,ÇVFÇ^ [LS QIRXMSRIH XLEX ǼYIRG] ERH EGGYVEG] EVI GSQTPIQIRXEV] FIGEYWI FSXL SJ XLIWI PERKYEKI JIEXYVIW MR FEPERGI GVIEXI WYGGIWWJYP PERKYEKI YWIVW ,ÇVFÇ^ This innovation is grounded in collaborative work. The purpose of collaborative work is to enable the social aspect of language using the cooperation of learners by giving the students the chance to participate in oral interaction. This discussion is based on real-life situations. Students [MPP FIGSQI QSVI MRXIVIWXIH ERH IRKEKIH MR XLI HMEPSK 7MGLEVHW This is supported by Senra, who also stated that second language students should get training to use language that people use in real-life sitYEXMSRW [LMGL MW GSRXVEWXIH [MXL XLI SRI YWIH MR XLI GPEWWVSSQ .R SVHIV XS MRGVIEWI WMKRMǻGERX PIEVRMRK VIEP XEWOW ERH TVIZMSYW I\periences should be part of the learning process. This is supported by Ausubel who promotes the use of previous knowledge that students have in SVHIV XS GVIEXI E RI[ GSKRMXMZI WXVYGXYVI 5VIZMSYW ORS[PIHKI EPWS comes from prior life experiences. Hitotuzi stated that students possess prior knowledge in areas such as life, language, and content areas that GSRXVMFYXI XS XLI TVSGIWW SJ PIEVRMRK EW GMXIH MR 1ISR IX EP In order to build up rapid transitions to have a variety of lexicon choices to pick from when speaking, it is important to create a useful vocabulary that students can use in various real and meaningful situations.

McCarthy and Carter, in their study, have recognized 200 formulaic lanKYEKI I\TVIWWMSRW XLEX WXYHIRXW GER YWI MR SVHIV XS FYMPH ǼYIRG] This is supported by Boers et al. who found that L2 students that used JSVQYPEMG PERKYEKI [IVI GSRWMHIVIH QSVI ǼYIRX [LIR WTIEOMRK In addition, pronunciation of the English language is also an imTSVXERX TEVX SJ SVEP EGGYVEG] &GGSVHMRK XS 0PMRI TVSRYRGMEXMSR MW

LS[ TISTPI TVSHYGI [SVHW GPIEVP] [LIR WTIEOMRK EW GMXIH MR 2Y¼S^ 7EQ¸VI^ -IVI MX MW [LIR GSQTVILIRWMFMPMX] TPE]W E VSPI [LIR talking about oral accuracy. Levis and Levis pointed out that compreLIRWMFMPMX] MW RSX SRP] EXXEGLIH XS TVSRYRGMEXMSR .X EPWS FVMRKW YT SXLIV GSQTSRIRXW WYGL EW ǼYIRG] KVEQQEV ERH EGGYVEG] EQSRK SXLIVW .WEEGW 8VSǻQSZMGL EW GMXIH MR 1IZMW 1IZMW The attitudes that students have toward speaking English have become a source of anxiety that can be detrimental to performance in the classroom. This is corroborated by Macintyre and Gardner who consider speaking a source of anxiety for students when speaking a

MW E QEXXIV SJ PEGO SJ GSRǻHIRGI ERH LS[ WXYHIRXW JIIP EFSYX WTIEOMRK MR GPEWW -EMHEVE &GGSVHMRK XS ,EVHRIV IX EP XLI EXXMXYHI MQTEGXW PERKYEKI PIEVRMRK FIGEYWI XLI EQSYRX SJ IǺSVX TYX MRXS PIEVRMRK HITIRHW SR WXYHIRXWƶ EXXMXYHI EW GMXIH MR 8SSQRER .RXEVETVEWIVX In order to improve students’ attitudes toward speaking, studies have demonstrated that implementing ICT tools in the classroom reduces anxiety. These tools can help students to comprehend the content and increase stimulation by bringing interesting topics into the GPEWWVSSQ (LEM IX EP .R EHHMXMSR XLI ETTVSEGL XLEX E XIEGLIV uses to language learning is important to reduce anxiety in students.

Dörnyei stated that communicative strategies create positive attitudes MR WXYHIRXW EW GMXIH MR 8SSQRER .RXEVETVEWIVX 7IWIEVGL MR XLI ǻIPH SJ EYHMS VIGSVHMRK LEW WLS[R XLEX MX IREFPIW TEVXMGMTEXMSR EQSRK WXYHIRXW WMRGI WXYHIRXW FIGSQI TEVX SJ IǺIGXMZI HMWGYWWMSRW XYHMIW WLS[IH XLEX XLI FIRIǻXW SJ XLIWI ETTPMGEXMSRW EVI to encourage interaction between students and instructors as well as to IRGSYVEKI EGXMZI PIEVRMRK F] TVSZMHMRK JIIHFEGO )IWEM ,VEZIW +EVQIV 7EQFI 'IVI The use of mobile applications such as WhatsApp in the educaXMSREP ǻIPH LEW FIIR TVSZIR XS IRLERGI GSPPEFSVEXMZI PIEVRMRK EW [IPP EW GVIEXI HMWGYWWMSRW MR WQEPP ERH PEVKI KVSYTW &QV] ;LEXW&TT helps participants to have discussions and enables members to overGSQI ER\MIX] [LIR YWMRK XLI PERKYEKI -EQEH +YVXLIVQSVI XLI

75 Collaboration for Enhancing Oral Accuracy

a language is not a sign of lack of awareness of the language, but it

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WIGSRH PERKYEKI 8LMW W]QTXSQ SJ RIKEXMZMX] XS[EVHW WTIEOMRK

YWI SJ ;LEXW&TT LEW HIQSRWXVEXIH EHZERGIW MR XIVQW SJ SVEP TVSǻGMIRG] MR TEVXMGMTERXW [LIVI PERKYEKI VIPEXIH ITMWSHIW SGGYVVIH &RHÅNEV :EGE (VY^ 2EVX¸RI^ )YI XS XLI WTIEOMRK HMǽGYPXMIW XLEX WXYHIRXW EVI JEGMRK XLMW VIsearch considered collaboration facilitated by WhatsApp to improve accuracy and to reduce anxiety when speaking English. To sum up, by considering the gaps in previous research, combining ICT mobile tools, María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WYGL EW ;LEXW&TT ERH 8*+1 XIEGLMRK MX MW TSWWMFPI XS ǻRH E PMRO XLEX

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would allow the use of WhatsApp to improve oral accuracy. Therefore, this study aimed to answer the following questions: to what extent do students from the second grade of International Baccalaureate improve speaking accuracy in English through collaboration using WhatsApp? And, to what extent can voice recording using WhatsApp change students’ attitudes towards speaking English?

Methodology Design This investigation is based on action research with an analyWMW SJ UYEPMXEXMZI ERH UYERXMXEXMZI HEXE (VIW[IPP WXEXIH XLEX E mixed-method design occurs when qualitative and quantitative methSHW I\MWX MR XLI WXYH] EW GMXIH MR =YVXWIZIR &PXYR .R SVHIV XS analyze data, the results will be triangulated to support quantitative claims. Action research allowed the teacher to participate and to put XLISV] MRXS TVEGXMGI -ER 8LI QEMR TYVTSWI SJ GSPPIGXMRK UYEPMtative data was to comprehend and analyze the participants concepts, perceptions, and beliefs participants to answer the research questions.

EQTMIVM IX EP The post-tests interviews gather information about the reasons, old experiences, attitudes towards speaking drills, and topics of interest that students liked to speak about. These post-tests interviews led the researcher to improve the lesson and adapting new possible ways to intervene. The observations served as means for listening for students’ accuracy.

The quantitative data gathered information from a pre-test. In XLMW TVI XIWX WXYHIRXW LEH E WQEPP GSRZIVWEXMSR [MXL E ǻ\IH XSTMG 8LI teacher used a rubric to assess students’ oral production. The teacher graded the conversation using the rubric. The purpose of collecting numerical information was to analyze, interpret and present the inforQEXMSR 8IHHPMI 8EWLEOOSVM 8LI MRJSVQEXMSR KEXLIVIH MR XLMW pre-test helped the teacher highlight the aspects that needed more attention. The quantitative investigation aims to generalize results from E KVSYT WEQTPI XS E FMKKIV WEQTPI YRMZIVWI &PWS MX EMQW XS VITPMGEXI XLI VIWIEVGL MR SXLIV WIXXMRKW EQTMIVM IX EP

intervention helped the students. Along with the pre-test and the posttest, there was a survey using a Likert scale. Likert scales are items preWIRXIH MR E [E] SJ EǽVQEXMSRW XS QIEWYVI XLI VIEGXMSR SJ XLI TEVXMGMTERXW MR HMǺIVIRX GEXIKSVMIW EQTMIVM IX EP &HHMXMSREPP] XLMW MW WYTTSVXIH F] 1MOIVX [LS WXEXIH XLEX XLMW WGEPI QIEWYVIW ƸTW]GLSPSKMGEP ERH WSGMEP TLIRSQIREƹ EW GMXIH MR ;EVQFVSH 8LMW WYVZI] SǺIVIH MRsights about students´ attitudes towards using technological devices to record voice samples to check accuracy while they speak.

Ethical standards in this study assured the anonymity of the participants as well as the educational institution where the research took place.

In this work, there is no trace of students’ personal information which can KYEVERXII XLI GSRǻHIRXMEPMX] SJ XLI MRJSVQEXMSR SJ XLI TEVXMGMTERXW 8LI] were informed that they were into a study and their audio recordings were used by the researcher only for academic purposes. In addition, WhatsApp messenger was used only for recording and sending information for the development of the innovation and not for other purposes.

Participants The group of students that participated in this study belonged to E TYFPMG WGLSSP MR 6YMXS *GYEHSV 8LIMV EKIW VERKIH FIX[IIR ERH years old. These students were part of the international baccalaureate TVSKVEQ [LMGL EPPS[IH WXYHIRXW XS LEZI ǻZI GPEWW LSYVW SJ QMRYXIW

77 Collaboration for Enhancing Oral Accuracy

test, along with the same rubric, in order to quantify in what amount the

Fernando Oña Sandoval

After the intervention, the researcher proceeded to take the post-

SJ *RKPMWL TIV [IIO 8LIVI [IVI JIQEPI WXYHIRXW ERH QEPI WXYdents. They had a middle – low economic status. Even though they were at an economic disadvantage to other groups of students, especially JVSQ TVMZEXI WGLSSPW XLI] LEH WYǽGMIRX QEXIVMEPW XS [SVO SR XLMW WXYH] In order to know the level of the participants, it was necessary to take ER SRPMRI XIWX XLEX WLS[IH XLEX WXYHIRXW [IVI EX ER & PIZIP *HYGEXMSR +MVWX 4YX SJ XLI [LSPI TSTYPEXMSR SJ TEVXMGMTERXW QIQFIVW María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WEMH XLEX XLI] JVIUYIRXP] YWI ;LEXW&TT 8LMW WYKKIWXIH XLEX

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the use of online messaging was strong among the contestants. Twenty-two participants had access to technology.

Classroom Procedures 8LMW MRRSZEXMSR LEH WIWWMSRW SJ QMRYXI GPEWW XMQI ERH MX [EW executed in one unit. Students learned useful vocabulary, phrases, and formats for writing the corresponding written and oral assignments. )YVMRK XLI ǻVWX ERH WIGSRH [IIOW WXYHIRXW FYMPH YT XLIMV TVSJIWWMSREP portfolios by developing a Curriculum Vitae and a cover letter. Later on, students read job ads. These job ads helped students to develop their job interview skills. Students used the information and experience they collected during their business internship class. In order to develop the job interview, students interacted with peers by using digital audio recordings on WhatsApp. Since this innovation involved the use of WhatsApp, the teacher made sure that students had this application installed on all their phones.

Second, the teacher paired up students and created a WhatsApp group for each pair of students. The teacher was the moderator of each group.

This was important to keep high levels of participation. In each group, students actively interacted orally. Students role-played a job interview situation. They used learned vocabulary in order to interact correctly.

This was the pre-test activity. After the pre-test, students peer evaluatIH XLI ǻVWX EYHMS 8LI] LEH E VYFVMG MR [LMGL XLI] GLIGOIH ERH QEVOIH down according to the evaluation criteria. This rubric was prepared by the teacher in anticipation of the task.

Instruments The instruments used in this study were accordingly used to meet XLI VIUYMVIQIRXW SJ XLI VIWIEVGL UYIWXMSRW 8LI ǻVWX VIWIEVGL UYIWXMSR used a rubric meant to measure to what degrees students’ speaking skills, on a scale from zero to ten, had before the innovation and increased after the innovation. The rubric consisted of three categories GSRWMHIVIH GSQTSRIRXW SJ XLI HIǻRMXMSR SJ SVEP EGGYVEG] 8LI GEXIKSries considered in this rubric were vocabulary, grammar and pronunciation. Each one of these categories contains a scale of requisites that

8LI ǻVWX MRXIVZMI[ [EW XEOIR FIJSVI XLI MRXIVZIRXMSR XYHIRXW XSSO E WIX SJ IMKLX UYIWXMSRW MR XLIMV ǻVWX PERKYEKI MR SVHIV XS SFXEMR XVYXLJYP information. The purpose of these questions was to observe the attitude that students have towards speaking English in class. The second qualitative survey was a Likert questionnaire. Students answered twelve questions intended to assess the experience of using WhatsApp in the classroom. This Likert-style survey was recorded in physical and digital form. In order to test the reliability of the survey, Cronbach’s alpha was YWIH 8LI WGSVI SJ XLMW XIWX [EW 8LI VIWYPXW SJ XLMW XIWX MPPYWXVEXIH E VIWTIGXEFPI HIKVII SJ VIPMEFMPMX] )I:IPPMW 8LMW WYVZI] GSRXEMRIH ten questions about the post experience of using collaboration facilitated by WhatsApp in order to help participants to increase oral accuracy.

Data Analysis 8LI TVI XIWX ERH XLI TSWX XIWX [IVI GPEWWMǻIH ERH UYERXMǻIH MR E WTVIEHWLIIX MR *\GIP ERH PEXIV I\TSVXIH XS 5 XEXMWXMGEP 5EGOEKI JSV SGMEP GMIRGIW .R XLMW TVSKVEQ XLI ZEVMEFPIW [IRX XLVSYKL E TVScess of analysis. The main features that this statistical software was to FVMRK YT [IVI XLI QIER WGSVIW XLI WXERHEVH HIZMEXMSR ERH IǺIGX WM^I (SLIRDW d FIX[IIR X[S ZEVMEFPIW 8LI QIER WGSVIW WLS[IH MR [LEX

79 Collaboration for Enhancing Oral Accuracy

Next, the second research question used two interviews from different characteristics that were applied to obtain qualitative information.

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students have to meet in order to obtain the points.

amount the students improved their ability to speak English accurately.

Cohen’s d was used to know the impact of the innovation. Finally, Cronbach’s alpha was run to get the reliability of the survey.

In addition, in order to obtain the qualitative data, one interview and two surveys were applied. First, an interview was carried out after the innovation was applied to all students that participated in the study. The VIWIEVGLIV VIGSVHIH XLI QSWX WMKRMǻGERX ERH VITIXMXMZI ERW[IVW TVSZMHIH María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

by the participants in a physical and digital form. The second post-survey,

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EW [IPP EW XLI ǻVWX SRI [EW ERW[IVIH F] EPP XLI TEVXMGMTERXW

Results 8EFPI WLS[W XLI SZIVEPP VIWYPX SJ XLI MRRSZEXMSR ERH ERW[IVW UYIWXMSR SRI SJ XLI VIWIEVGL WXYH] [LMGL MW XS [LEX I\XIRX HS WXYHIRXW from the second grade of the International Baccalaureate improve accuracy in English in collaboration using WhatsApp? The mean and stanHEVH HIZMEXMSR [IVI JSYRH MR SVHIV XS KIX XLI IǺIGX WM^I SJ IEGL SJ XLI GSQTSRIRXW 8LMW XEFPI I\TSWIW XLI IǺIGX WM^I [LMGL HIXIVQMRIH XS [LEX I\XIRX XLI MRRSZEXMSR WYGGIIHIH 8EFPI EPWS HMWTPE]W XLI QIER HMǺIVIRGI ERH p-value. It is important to mention that these results are WXEXMWXMGEPP] WMKRMǻGERX FIGEYWI XLI p-value is less than 0.005.

Table 2 shows the general results from the interviews and answers XLI WIGSRH VIWIEVGL UYIWXMSR [LMGL MW XS [LEX I\XIRX GER ZSMGI VIcording using WhatsApp help students to speak English with a better EXXMXYHI XS[EVHW WTIEOMRK EGXMZMXMIW$ 8LIWI ERW[IVW SǺIVIH XLI MRWMKLXW that participants had after they participated in the innovation.

Table 1. Pre-test and Post-Test Mean

Standard deviation

-2.00

0.000

0.000

0.000

Standard deviation

Aspects

Number of participants

Vocabulary

Grammar

Pronunciation

Mean

Mean PHMǺIVIRGI value

*ǺIGX Size

Answers

Do you feel comfortable with your pronunciation and grammar when speaking English in class? Why?

5 Ƹ8LIVI EVI YRORS[R [SVHW XLEX . GERRSX TVSnounce well”, 5 Ƹ2] TEVXRIVW QEOI JYR SJ QI ERH . JIIP LYQMPMated.”

When speaking English, do you feel more comfortable to practice with your teacher or with a classmate? Why?

5 Ƹ. JIIP QSVI GSQJSVXEFPI [MXL E GPEWWQEXI FIGEYWI [I GER WYTTSVX IEGL SXLIVƹ 5 Ƹ. JIIP QSVI comfortable with the teacher because he can help QI KIX FIXXIVƹ 5 Ƹ. JIIP QSVI GSQJSVXEFPI [MXL a classmate because I don’t feel afraid to make mistakes”.

How would you feel using your cellphone in order to speak English?

5 Ƹ. JIIP KSSH FIGEYWI [I EVI ]SYRK ERH . PMOI XS FI MR XSYGL [MXL XIGLRSPSK]ƹ 5 Ƹ. JIIP KSSH because I would be less nervous”

How do you think that the use of a cellphone improved your grammar, pronunciation and vocabulary performance?

5 Ƹ4RGI . PMWXIRIH XS XLI EYHMS . GSYPH VIGSVH EKEMR MQTVSZMRK Q] WTIEOMRKƹ 5 Ƹ. PIEVRIH LS[ XS [VMXI WIRXIRGIW MR E GSLIVIRX [E]ƹ 5 Ƹ.R XLI recordings, I feel that my pronunciation has improved”.

Along with this interview, one Likert scale survey was also applied.

This survey considered the attitudes that participants had towards using WhatsApp messenger, which contributed to answering the second research question. Among the results, participants agreed that the use of this technological tool could add value to the course and they agreed that WhatsApp was useful for the course. But, more importantly, students agreed that WhatsApp helped to interact with their partners.

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Questions

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Table 2. Interview Answers

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Table 3. Survey results

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Number of students

Mean

SD

Category

WhatsApp helped you to interact with your partner.

Agree

WhatsApp added value to the course

Neither agree nor disagree

WhatsApp helped to support the contact with the teacher and other students.

Agree

WhatsApp could be used in other courses.

0.900

Agree

Discussion 8LI ǻVWX VIWIEVGL UYIWXMSR [EW XS [LEX I\XIRX HS WXYHIRXW JVSQ the second grade of international baccalaureate improve speaking accuracy in English in collaboration using Whatsapp. It was found that using oral recording devices can indeed improve oral accuracy. Thus, GSRǻVQMRK XLI ǻVWX VIWIEVGL UYIWXMSR .R SVHIV XS XIWX SVEP EGGYVEG] three aspects of accuracy were taken into consideration. First, participants have a great increase in their vocabulary skills. The mean score shows that there was an increase of 2.0 points after the post-test. The QIER WGSVI EJXIV XLI TSWX XIWX MW [LMGL EGGSVHMRK XS XLI VYFVMG QIIXW XLI I\TIGXEXMSRW .R EHHMXMSR XLI IǺIGX WM^I MRHI\ MR XLMW GEXIKSV]

MW [LMGL MW PEVKI &W GMXIH TVIZMSYWP] F] 'SIVW IX EP PIEVRMRK JSVQYPEMG PERKYEKI GER MR JEGX MRGVIEWI SVEP EGGYVEG] ERH XLI IǺIGX size index asserts it.

Among the other components of oral accuracy, grammar is also inGPYHIH .R XLMW WIKQIRX XLI IǺIGX WM^I MW 8LMW MW EPWS E PEVKI IǺIGX size and shows an increase in skill. Grammar, as one important aspect of SVEP EGGYVEG] 8VSǻQSZMGL EW GMXIH MR 1I[MW 1I[MW WLS[IH an increase in the post- test. The mean score in this section after the TSWX XIWX VSWI XS &GGSVHMRK XS XLI VYFVMG XLI QIER WGSVI EJXIV XLI treatment is considered to be just below the passing grade which also

The way participants improved their pronunciation during this innovation also displays an increase. Pronunciation is an important aspect in oral accuracy, and through this innovation, participants improved how XS YXXIV RI[ ZSGEFYPEV] FIXXIV 8LMW GSRǻVQIH 0PMRI [LS GPEMQIH that pronunciation is how people produce words clearly when speaking.

Pronunciation as an essential part of oral accuracy and also shows an IǺIGX WM^I SJ 8LMW WLS[W E PEVKI IǺIGX WM^I [LMGL HIQSRWXVEXIW an improvement in this skill. The total mean in this aspect after the TSWX XIWX MRGVIEWIH MR 8LI QIER WGSVI MR XLMW WIGXMSR WLS[W XLEX participants get a passing grade and also meet the expectations. It is [SVXL WE]MRK XLEX F] PSSOMRK EX XLI XLVII EWTIGXWD IǺIGX WM^I EPP SJ XLIQ EVI IHYGEXMSREPP] QIERMRKJYP 'MEPS MPZMR 0EGLEPE +MREPP] XLI p-value of all of the three components are less than 0.005, which deterQMRIW XLEX XLIVI MW E WMKRMǻGERX HMǺIVIRGI FIX[IIR XLI QIERW The second research question deals with to what extent can voice recording using Whatsapp help students to have a better attitude towards speaking activities. In order to obtain the information to answer this question, one interview and one survey were applied. Anxiety was one of the issues that participants had to deal with when speaking EnKPMWL 2EGMRX]VI ,EVHRIV &R\MIX] [LIR WTIEOMRK *RKPMWL MR class is corroborated by the answers obtained from the interview with TEVXMGMTERXW 5EVXMGMTERXW GPEMQIH XLEX ƸI do not feel good since there are unknown words that I cannot pronounce wellƹ ERH ƸMy partners make fun of me and I feel humiliated”. In other words, the negativity towards speak-

83 Collaboration for Enhancing Oral Accuracy

is not as large as the previous feature but also large in scale.

Fernando Oña Sandoval

suggests that participants need improvement in this area. This increase

MRK *RKPMWL MR GPEWW GSQIW JVSQ XLEX PEGO SJ GSRǻHIRGI ERH LS[ TEVXMGMTERXW JIIP [LIR WXYHIRXW WTIEO MR GPEWW -EMHEVE Collaborative work was tested to reduce anxiety when speaking *RKPMWL MR GPEWW 5EVXMGMTERXW QIRXMSRIH ƸI feel more comfortable talking with a classmate because we can support each other” and “I like to talk with a classmate because I don’t feel afraid to make mistakes”. In addition, participants agreed that using Whatsapp helped them to interact María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

and to get support from their classmates. Also, participants agreed that

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Whatsapp made them feel good when communicating with others.

The members of the study stated that using ICT tools such as Whatsapp transformed the experience of speaking English in class. They QIRXMSRIH XLEX ƸI feel good because we are young and I like to be in touch with technologyƹ ERH ƸI think that it would be good because I would be less nervous”. According to these answers, it is shown that participants felt comfortable and secure when speaking English. They also mentioned that this innovation helped them to communicate with other participants creating a more comfortable environment. Participants mentioned that YWMRK ;LEXWETT QEOIW XLIQ Ƹfeel good because I can communicate with people who know Englishƹ XLMW MW EWWIVXIH )ÁVR]IM EW GMXIH SR 8SSQRER .RXEVETVEWIVX EFSYX YWMRK GSQQYRMGEXMZI WXVEXIKMIW MR SVHIV XS VIHYGI ER\MIX] ERH -EQEH [LS WXEXIH XLEX ;LEXWETT helped participants to enhance communication and reduce anxiety.

By reviewing the results, it is important to notice that participants’ attitudes towards using WhatsApp in speaking activities have increased FEWIH SR XLI XIWX VIWYPXW ERH XLI WYVZI]W 8LMW GSRǻVQW 1ERPSRI ERH 2SSVGVSJX EW GMXIH MR 8SSQRER .RXEVETVEWIVX XLEX XLMW EXXMXYHI LEW ER IǺIGX SR PERKYEKI PIEVRMRK 5EVXMGMTERXW EKVIIH XLEX XLI use of Whatsapp was helpful for the course and it was a good complement for the course activities.

Conclusions This innovation focuses on improving secondary high school students’ oral accuracy using collaboration in oral recording tools facilitated by WhatsApp. After the innovation, the use of oral recording devices

LEW FIIR TVSZIR XS [SVO [LIR WXYHIRXW EVI TVITEVIH ERH LEZI WYǽcient tools in order to improve their oral skills. The researcher used a lesson plan which focused on a real-life task. This motivated participants to be engaged in the activity.

The achievement of this innovation is to have improved oral accuracy using collaboration facilitated by a technological tool that is usually underestimated by teachers and school authorities. By looking at the results, collaboration through WhatsApp largely helped participants to learn new vocabulary and improve grammar, and pronunciation. This was done by having a pre-test to measure the participants’ skills be-

plan and using collaboration facilitated through WhatsApp, it was possible to meet the aims of this research.

The second research question measures participants’ attitudes towards speaking English in class. Surveys were applied. These surveys GSRǻVQIH XLEX TEVXMGMTERXW JIPX QSVI GSQJSVXEFPI YWMRK ;LEXW&TT &RSXLIV EGGSQTPMWLQIRX SJ XLMW [SVO MW XS GSRǻVQ XLEX GSPPEFSVEXMSR facilitated by applications like WhatsApp can reduce anxiety in students when speaking in class. This fact obtained from research can help teachers that deal with anxiety when doing speaking activities in class.

In addition, the attitude towards speaking English also changed since students’ anxiety decreased when using this technological tool. To conclude, a collaboration facilitated by WhatsApp messenger made it possible to develop accuracy in high school students.

The limitation of this study is the accessibility that some students LEZI XS SFXEMR XIGLRSPSKMGEP VIWSYVGIW &GGSVHMRK XS XLI WYVZI] SJ TEVXMGMTERXW IZIRXYEPP] YWI ;LEXW&TT 8LMW MW FIGEYWI SJ members do not have internet access from their homes. This is also a problem when using digital platforms such as Schoology. In addition, there were some participants that did not have a cellphone to do the activities and Internet connection to send the recording to the instructor. &RSXLIV PMQMXEXMSR XLEX XLMW WXYH] VIGSKRM^IH MW XLEX SJ TEVXMGMTERXW claimed to have basic knowledge of technology. This delayed the application of the innovation since it required extra time to immerse the participants in the use of technology.

85 Collaboration for Enhancing Oral Accuracy

weakness that participants had. By applying a well-developed lesson

Fernando Oña Sandoval

fore intervening. This helped the researcher to have an overview of the

Other researchers would enrich this study by following the following recommendations. First, this innovation focused on improving stuHIRXWƶ EGGYVEG] JYVXLIV VIWIEVGL GER FI HSRI XS EHHVIWW ǼYIRG] 8LMW is highly suggested by the results obtained in this research. Additional research needs to work on pronunciation which was the component with the least improvement. Second, it would be recommended to have other recording devices such as computers or other devices that would María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

facilitate the use of participants. When necessary, it is recommended to

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work with only one device per group. This is recommended since there are a few participants that are not familiar with the use of the application. In addition, it is also suggested to request internet access from school authorities in order to facilitate the use of online data sharing.

Finally, according to the survey, participants also suggest that the use of WhatsApp can be used in other subjects.

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)I:IPPMW 7 + Scale development. Newbury Park, NJ: Sage Publications. *PPMW 7 'EVOLYM^IR , Analyzing learner language. Oxford University Press. *HYGEXMSR +MVWX )8Ɛ)ĻďĮĞžĚƐ{ŹŇĀÏĞåĻÏDžƐFĻÚåDŽ LXXTW [[[ IJ GSQ [[IR ITM VIKMSRW PEXMR EQIVMGE IGYEHSV *HYGEXMSR +MVWX How does your English Compare? Take a Quick EnMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

glish Test: EF SET LXXTW [[[ IJWIX SVK IW UYMGO IRKPMWL GLIGO

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,VEHHSP ) 8LI )IGPMRI SJ XLI 3EXMZI TIEOIV .R , &RHIVQER 2 7SKIVW *HW Translation today: Trends and perspectives TT 2YPXMPMRKYEP 2EXXIVW ,ÇVFÇ^ 3 9RHIVWXERHMRK ǼYIRG] ERH HMWǼYIRG] MR RSR REXMZI speakers’ conversational English. Educational Sciences: Theory & Practice LXXTW H\ HSM SVK IWXT -EMHEVE = 5W]GLSPSKMGEP JEGXSV EǺIGXMRK IRKPMWL WTIEOMRK TIVformance for the English learners in Indonesia. Universal Journal of Educational Research LXXTW YNIV -EQEH 2 2 9WMRK ;LEXW&TT XS *RLERGI WXYHIRXWƶ PIEVRMRK SJ *RKPMWL PERKYEKI Ƹ*\TIVMIRGI XS LEVIƹ Higher Education Studies, LXXTW LIW Z R T -ER 1 &REP]WMW SJ XLI 5VSFPIQW MR PERKYEKI XIEGLIVWƶ EGtion research. International Education Studies LXXTW MIW Z R T -SYWIR & 0YMOIR + (SQTPI\MX] EGGYVEG] ERH ǼYIRG] MR second language acquisition. Applied Linguistics LXXTW HSM SVK ETTPMR EQT .RWXMXYXS 3EGMSREP HI *WXEH¸WXMGEW ] (IRWSW .RJSVQEXMSR ERH (SQQYRMGEXMSR 8IGLRSPSKMIW 8.(w 7IXVMIZIH JVSQ LXXTW [[[ IGYEHSVIRGMJVEW KSF IG HSGYQIRXSW [IF MRIG *WXEHMWXMGEWC SGMEPIW 8.( C'SPIXMRC2YPXMTVSTSWMXSC8MGW THJ Klein, A. Z., Junior, J. C., Mattiello da Silva, J. V., Barbosa, J. L., & Baldasso, 1 8LI *HYGEXMSREP EǺSVHERGIW SJ QSFMPI MRWXERX QIWWEKMRK 2.2 7IWYPXW SJ ;LEXWETTq 9WIH MR -MKLIV *HYGEXMSR International Journal of Distance Education Technologies (IJDET) LXXTW ./)*8

1I¾R ( / )ƶ(SWXE ( +VERGS , )IWMKRMRK TVSǻGMIRG] XIWXW XS accredit previous knowledge in American and British literature in a bilingual education program. {ŹŇĀĮåƐFžžƣåžƐĞĻƐ å±ÏĚåŹŷžƐ{ŹŇüåžžĞŇĻal Development LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 1IRRSR 5 8LI PI\MGEP IPIQIRX MR WTSOIR WIGSRH PERKYEKI ǼYIRG] .R - 7MKKIRFEGL *H {åŹžŤåσĞƽåžƐ ŇĻƐ āƣåĻÏDž TT University of Michigan Press.

1IZMW / 2 1IZMW , 2 8IEGLMRK LMKL ZEPYI TVSRYRGMEXMSR JIEtures: contrastive stress for intermediate learners. The CATESOL LXXTW ǻPIW IVMG IH KSZ JYPPXI\X

*/ THJ 1M ; 2Y ,VEHYEXI WXYHIRX IRH SJ XIVQ WEXMWJEGXMSR [MXL group-based learning in EFL classroom. English Language Teaching, 7 LXXTW IPX Z R T 2EG.RX]VI 5

,EVHRIV 7 1ERKYEKI ER\MIX] .XW VIPEXMSR-

ship to other anxieties and to processing in native and second language. Language Learning Ƴ LXXTW HSM SVK N XF \ 2G(EVXL] 2 (EVXIV 7 *\TPSVEXMSRW MR GSVTYW PMRKYMWXMGW .R 2 2G(EVXL] *H This that and the other: Multi-word clusters in spoken English as visible patterns of interaction TT (EQFVMHKI 9RMversity Press.

2MRMWXIVMS HI *HYGEGM¾R English Teacher Standards and English Language Learning Standards LXXTW IHYGEGMSR KSF IG [T GSRXIRX YTPSEHW HS[RPSEHW IWXERHEVIWC CMRKPIWCSTX pdf 2Y¼S^ ; 7EQ¸VI^ 4 8VERWEGXMSREP GSQQYRMGEXMSR WXVEXIKMIW XS MRǼYIRGI TVI WIVZMGI XIEGLIVWƶ WTIEOMRK WOMPP GiST Education and Learning Research Journal LXXTW HSM SVK 5I¼ELIVVIVE 2 9WS HI 8.( IR IWGYIPEW TÅFPMGEW HI IGYEHSV ER«PMWMW VIǼI\MSRIW ] ZEPSVEGMSRIW ?9WI SJ .(8 MR 5YFPMG GLSSPW MR *GYEHSV &REP]WMW 7IǼIGXMSRW ERH *ZEPYEXMSRWA *HYXIG Revista Electrónica de Tecnología Educativa E LXXTW HSM SVK IHYXIG

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7SFIVX + /YRI Instant Messaging Collaborative Tool or Educator’s nightmare! 7IXVMIZIH JVSQ LXXTW KSS KP NOEKE 7EQFI 5 'IVI & 9WMRK 2SFMPI MRWXERX 2IWWEKMRK XS 1IZIVEKI Learner Participation and Transform Pedagogy at a South African University of Technology. British Journal of Educational Technology, LXXTW HSM SVK FNIX 7MGLEVHW / ( Communicative Language Teaching Today. New María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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EVHW GSQ [T GSRXIRX YTPSEHW 7MGLEVHW (SQQYRMGEXMZI 1ERguage.pdf EQTMIVM 7 - (SPPEHS ( + 1YGMS 5 ' Investigation Methodology. McGraw-Hill.

IRVE . TIIGL ǼYIRG] MR TLVEWIW 8IEGLMRK *RKPMWL SVEP ǼYIRG] in distance learning. Elia LXXTW H\ HSM SVK IPME M YS = YS = =YWPMRE 2 .QTPIQIRXEXMSR SJ ZSMGI VIGSVHMRK EGXMZMXMIW MR MQTVSZMRK QERHEVMR SVEP ǼYIRG] European Journal of Interdisciplinary Studies 7IXVMIZIH JVSQ NSYVREPW IYWIV SVK MRHI\ TLT INMW EVXMGPI ZMI[ 8IHHPMI ( 8EWLEOOSVM & Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Los Sage Publ.

8SSQRER 5 .RXEVETVEWIVX ( 8LI MQTEGXW SJ EXXMXYHI XS[EVHW speaking English on the use of communication strategies by English majors in Thailand. Theory and Practice in Language Studies, LXXTW XTPW =YVXWIZIR 3 &PXYR 9RHIVWXERHMRK F] HIWMKR 9F) MR *+1 teaching: The investigation of students’ foreign language learning motivation and views. Journal of Education and Training Studies, LXXTW NIXW Z M ;EVQFVSH / 7 7ITSVXMRK ERH MRXIVTVIXMRK WGSVIW HIVMZIH JVSQ Likert-type scales. Journal of Agricultural Education LXXTW NEI

Exploring the Utility of Instructional Resources to Address Pronunciation in Pre-Service English Teachers

Rodrigo Guerrero Segura1 Universidad de Guayaquil Guayaquil, Ecuador rodrigo.guerreros@ug.edu.ec Karina Moreno Rodríguez2 Universidad de Guayaquil Guayaquil, Ecuador karina.morenor@ug.edu.ec

2EKMWXIV IR TIHEKSK¸E HI PSW .HMSQEW Ƴ MRKP³W I HIWIQTI¼E GSQS HSGIRXI HI MRKP³W PMRKǸWXMGE MRKPIWE ] IW KIWXSV HI MRXIKVEGM¾R GYVVMGYPEV IR PE (EVVIVE 5IHEKSK¸E HI PSW .HMSQEW HI PE 9RMZIVWMHEH HI ,YE]EUYMP &GXYEPQIRXI EWMWXI EP HSGXSVEHS IR 1MRKǸWXMGE ] 1IRKYEW IR &VKIRXMRE 2EKMWXIV IR *HYGEGM¾R YTIVMSV WI HIWIQTI¼E GSQS HSGIRXI HI MRKP³W IR PE +EGYPXEH HI (SQYRMGEGM¾R SGMEP HI PE 9RMZIVWMHEH HI ,YE]EUYMP &WMWXI E HSGXSVEHS IR *HYGEGMSR IR 5IVÅ

Abstract An appropriate selection of resources supports the presentation of contents and strengthens the learning of knowledge. For these reasons, print, audiovisual and electronic resources were selected to answer these research questions: Could these three types of resources, printed, audiovisual and electronic, be useful for pre-service English teachIVW$ ;LMGL VIWSYVGI [SYPH FI XLI QSWX IǺIGXMZI MR XLMW *18 GSRXI\X$ How exactly were these resources useful to these pre-service teachers?

MX GPEVMǻIH HSYFXW QSXMZEXIH PIEVRMRK ERH WYTTSVXIH MRWXVYGXMSR 8LI least relevant resources were English songs, pronunciation sheets, and the board, an additional category that emerged from data analysis. Another unexpected result was the instructor was considered a resource to raise the quality of education. These results could have implications MR XLI ǻIPH SJ XIEGLMRK TLSRIXMGW ERH TLSRSPSK] )YI XS XLI XIGLRSPSKMcal limitations of this institution, it is suggested to explore other resources, use a control group, a larger sample, and for a longer time.

Keywords: Explicit instruction, pronunciation resources, phonetics, phonology, ELT

Introduction People who have decided to be English teachers should bear in mind that an acceptable pronunciation is a necessary component of XLIMV XVEMRMRK 8LMW [SYPH EPPS[ XLIQ XS GSQQYRMGEXI IǺIGXMZIP] ERH XVERWQMX XLIMV ORS[PIHKI [MXLMR XLI GPEWWVSSQ 2EGKVIKSV 7IIH -S[IZIV EHHVIWWMRK XLI XIEGLMRK SJ *RKPMWL TVSRYRGMEXMSR MR E context where Spanish is the mother tongue, the instructors are non-native speakers, and students are pre-teachers?, is a challenge that imTPMIW XLI EHSTXMSR SJ EHIUYEXI VIWSYVGIW XS JEGI XLIWI SFWXEGPIW +PSVIW 7SWE .RWXVYGXSVW QYWX FI E[EVI SJ QEXIVMEPW XLEX TVSZMHI RSX

93 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

UYIWXMSRW 8LI QSWX IǺIGXMZI VIWSYVGI [EW XLI ZMHIS XYXSVMEP FIGEYWI

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

& WYVZI] E UYIWXMSRREMVI ERH ǻIPH RSXIW [IVI YWIH XS ERW[IV XLIWI

SRP] ƵGSQTVILIRWMFPI MRTYXƶ FYX EPWS GSRXVMFYXI XS IHYGEXMSREP TVEGXMGI ERH HIZIPST WTIGMǻG WOMPPW *HYGEXMSREP VIWSYVGIW EVI IWWIRXMEP MRWXVYments for educational training, especially for students learning a foreign PERKYEKI )YI XS XLI MRXVMRWMG HMǽGYPX] SJ GIVXEMR WSYRHW XLSWI [LS EVI RSX GSQQSR MR XLI QSXLIV XSRKYI WYGL EW XL H^ N ERH SXLIVW need to create new articulatory habits through oral training and develop XLI EFMPMX] XS HMWGVMQMREXI ERH TVSHYGI XLSWI WSYRHW &XEV .J XLI] María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

can only do one of these two things, it is necessary to apply explicit for-

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QEP MRWXVYGXMSR MRXIKVEXIH [MXL VIWSYVGIW 2Y¼S^ .X MW LIVI [LIR resources play a fundamental role. Depending on their type they can spread visual and sound messages that can cover these gaps, facilitate XLI XIEGLMRK SJ TVSRYRGMEXMSR ERH TVSQSXI XLI HIZIPSTQIRX SJ WTIGMǻG WOMPPW ,SR^EPI^ IX EP & TVSTIV WIPIGXMSR SJ VIWSYVGIW GER HIZIPST WTIGMǻG WOMPPW ;LIR PERKYEKI MRWXVYGXSVW ORS[ XLI VIWSYVGIW JSV IEGL setting, they can help learners develop their language skills. However, when it comes to pre-service teachers, their language acquisition process involves two other purposes: good communication and teaching +EVSSU -S[IZIV XLI WIPIGXMSR WLSYPH FI QEHI EVSYRH E HMEKRSWMW XLEX MHIRXMǻIW XLI WXVIRKXLW ERH [IEORIWWIW SJ XLI TEVXMGMTERXW Then, these resources should be used to explain the linguistic dimensions of the English language, especially those related to phonetic and TLSRSPSKMGEP EWTIGXW (ES XYHMIW GSRHYGXIH MR *+1 *RKPMWL EW E +SVIMKR 1ERKYEKI * 1 *RKPMWL EW E IGSRH 1ERKYEKI * 5 *RKPMWL JSV TIGMǻG 5YVTSWIW ERH *18 *RKPMWL 1ERKYEKI 8IEGLMRK GSRXI\XW EX E LMKLIV PIZIP [LIVI TEVXMGMTERXW LEH EGGIWW XS TVSRYRGMEXMSR WSJX[EVI 5SYVLSWIMR 'ERSY QIWWEKMRK ETTPMGEXMSRW ;ERK IPIGXVSRMG HMGXMSREVMIW 2IXVYO *RKPMWL WSRKW <MESQIM 6YERWLIRK GSQTYXIV EWWMWXERGI =ER 1MR 1MY MQQIHMEXI JIIHFEGO XIWX 2SIHNMXS JSVQEXMZI IZEPYEXMSR TPEXJSVQW [MXL TLSXSW ERH ZMHIS =ÇVÇO TVEGXMGI [MXL QMRMQEP TEMVW 2Y¼S^ 5EZ½R ERH I\IVGMWIW [MXL TLSRIXMG XVERWGVMTXMSR )IQMVI^IR VITSVXIH HMǺIVIRX X]TIW SJ FIRIǻXW 8LIWI QEXIVMEPW VIHYGIH JIEV ERH WLEQI [LIR TVSRSYRGMRK *RKPMWL [SVHW QEHI XLI XIEGLMRK ERH PIEVRMRK IRZMVSRQIRX QSVI ǼI\MFPI GSQTPIQIRXIH XLI XIEGLIVƶW MRWXVYGXMSR EPPS[IH XLI EGUYMWMXMSR SJ ZSGEFYPEV] KVEQQEV ERH GYPXYVI QSRMXSVIH TVSRYRGMEXMSR MR VIEP XMQI

GSRXVMFYXIH XS XLI TVSHYGXMSR SJ *RKPMWL WTIEOMRK WSYRHW MQTVSZIH MRXIPPMKMFMPMX] ERH VEMWIH XLI UYEPMX] SJ TVSRYRGMEXMSR

Gap in Research Didactic resources are materials that serve as mediators for the development and enrichment of students, favoring the teaching and PIEVRMRK TVSGIWW ERH JEGMPMXEXMRK XLI MRXIVTVIXEXMSR SJ XLI GSRXIRXW 2YVMPPS 9RJSVXYREXIP] HIWTMXI XLI TVSPMJIVEXMSR SJ VIWIEVGL EVXMGPIW

pre-service teachers. Besides, in the Ecuadorian context, research has been mainly focused on EFL students at the primary and secondary level, addressing strategies and techniques for English classes. Therefore, it was considered necessary to focus the research on thirty-nine English pre-service teachers enrolled in the eighth semester of a public university in Guayaquil since they require other types of resources to improve their educational practices and address the phonetic-phonological aspects of the English language.

{ƚųŞŅŸå ±ĹÚ IƚŸƋĜĀϱƋĜŅĹ Ņü ƋĘå ƋƚÚƼ Researchers and educators should consider that education is subject to quality educational standards. Consistent with the Ecuadorian MR WIVZMGI *RKPMWL 8IEGLIV XERHEVHW TVI WIVZMGI XIEGLIVW WLSYPH ƸYRHIVWXERH XLI GSQTSRIRXW SJ PERKYEKI TLSRSPSK] QSVTLSPSK] W]RXE\ TVEKQEXMGW ERH WIQERXMGW EW ER MRXIKVEXMZI W]WXIQ ERH YWI XLIMV knowledge of these interrelated aspects of language to help students XS HIZIPST SVEP VIEHMRK ERH [VMXMRK WOMPPW MR *RKPMWLƹ 2MRMWXIVMS *HYGEGMSR T 8LIVIJSVI XLI] WLSYPH GSRWXERXP] I\TPSVI VIWIEVGL MR XLI ǻIPH XS HIXIVQMRI [LEX VIWSYVGIW GSYPH LIPT TVI WIVZMGI XIEGLIVW improve their educational practices and ensure compliance with these standards. For that reason, three types of easily accessible resources

95 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

nunciation, few have focused on ELT contexts where the participants are

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

and studies that have been carried out on resources for improving pro-

[IVI I\TPSVIH MR XLMW WXYH] TVMRXIH QEXIVMEP XI\XFSSOW ERH TVSRYRGMEXMSR WLIIXW EYHMSZMWYEPW ZMHIS XYXSVMEPW ERH WSRKW ERH IPIGXVSRMG HMGXMSREVMIW ERH XLVII VIWIEVGL UYIWXMSRW [IVI EHHVIWWIH (SYPH XLIWI XLVII X]TIW SJ TVMRXIH EYHMSZMWYEP ERH IPIGXVSRMG resources be useful for pre-service English teachers? ;LMGL VIWSYVGI [SYPH FI XLI QSWX IǺIGXMZI MR XLMW *18 GSRXI\X$ María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

-S[ I\EGXP] [IVI XLIWI VIWSYVGIW YWIJYP XS XLIWI TVI WIVZMGI

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teachers?

Findings could have implications for the selection of materials, as MRWXVYGXSVW GSYPH MHIRXMJ] XLI QSWX IǺIGXMZI ERH PIEWX VIPIZERX VIWSYVGes for ELT contexts.

Literature Review %åĀĹĜĹč )ƻŞĬĜÏĜƋ FĹŸƋųƚÏƋĜŅĹ Explicit instruction is a direct approach to teaching where students are guided through the learning process. In explicit instruction, students are exposed to the learning objectives, explanations of the purpose and reasons for learning new skills. They also receive support during the practice stage and feedback until independent skills are mastered &VGLIV -YKLIW -EQQSRH 2SSVI

The Explicit Instruction Process &GGSVHMRK XS ,EYXLMIV IX EP XLMW TVSGIWW MW HMZMHIH MRXS XLVII sequenced steps: Modeling, guided or directed practice, and independent practice.

Modeling. At this stage, content and examples are introduced to promote understanding of the learning objectives. Instructors describe what they are doing as they do it.

Guided practice. This stage allows for achieving the desired learning objectives with adequate resources. Collaborative work is essential at this stage.

Independent Practice 8LMW WXEKI SǺIVW STTSVXYRMXMIW JSV RI[ learning situations, testing understanding, applying what was learned in TVIZMSYW WXEKIW ERH QEWXIVMRK WTIGMǻG WOMPPW

%åĀĹĜĹč FĹŸƋųƚÏƋĜŅűĬ åŸŅƚųÏåŸ

Types of Instructional Resources Instructional resources are all those physical materials and means that instructors use to implement instruction and facilitate the achievement of learning objectives. They can be printed with audio and images, SV IPIGXVSRMG ERH MRXIVEGXMZI 'MOS[WO] (EWWEP 5VMRXIH VIWSYVGIW MRZSPZMRK XI\XFSSOW FVSGLYVIW WXYH] KYMHIW QERYEPW ǼEWLGEVHW infographics, and pronunciation sheets, are the most common in classVSSQW ERH EVI IEWMP] EGGIWWMFPI IVTMP -ERMJI &YHMSZMWYEP VIWSYVGIW WYGL EW GEWWIXXIW GSQTEGX HMWGW 25 EYHMS KVETLMGW VIEP SFNIGXW TLSXSKVETLW XVERWTEVIRGMIW WPMHIW XETIW ǻPQW XIPIZMWMSR ZMHeo, and multimedia elements develop listening comprehension, train XLI IEV ERH WXVIRKXLIR ORS[PIHKI TVEGXMGEPP] ERH MRXIVEGXMZIP] (SRXVIVEW IX EP *PIGXVSRMG ERH MRXIVEGXMZI VIWSYVGIW EVI GSQTYXIVW tablets, smartphones, and applications. They integrate all the above reWSYVGIW ERH HMZIVWMJ] PIEVRMRK 2YVMPPS

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I\GMXMRK ǼI\MFPI ERH MRXIVEGXMZI IVTMP -ERMJI

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They are a wide range of materials that are used to facilitate instruction and promote learning activities. They also make learning more

Criteria for the Selection of Resources Resources should promote the development of competencies (EWXMPPS IX EP 8LIVIJSVI [LIR WIPIGXMRK MRWXVYGXMSREP VIWSYVGIW language teachers should consider the following aspects: For Printed Resources. The information in these materials must be related to the topic. The sources must be reliable, updated, and conMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

YPEV] (LEVEGXIVW ERH [SVHW QYWX FI GPIEV ERH IEW] XS VIEH IVTMP

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trasted with the literature. It must have adequate spelling and vocab-

the orientation of the students throughout their use. They must facilitate

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-ERMJI For Audiovisual Resources. The information in these materials must be related to the topic. The recording of the material must be clear so that its reproduction can be observed and heard without interference. The contents must arise interest and have an adequate length.

(LEQFE ,EZMPERIW For Electronic and Interactive Resources. The information in these materials must be related to the topic. They must have a clear and ordered structure in their components and a design that facilitates educational and interactive activities with reliable, updated, and recogRM^IH MRJSVQEXMSR MR XLI WGMIRXMǻG ERH EGEHIQMG ǻIPHW 8LI MRJSVQEXMSR must also contain appropriate language, with a good combination of colors, sizes and fonts, backgrounds, and illustrations, allowing reading SR XLI WGVIIR ERH REZMKEXMSR ETTVSTVMEXIP] ERH EXXVEGXMZIP] 'MOS[WO] (EWWEP

%åĀĹĜĹč {ųŅĹƚĹÏĜ±ƋĜŅĹ Pronunciation is the act of producing speech sounds to commuRMGEXI E QIWWEKI 8PE^EPS 'EWYVXS ;LIR MRWXVYGXSVW HMWGYWW teaching pronunciation in the classroom with their students, they analyze the way of speaking, the sounds that intervene in human commuRMGEXMSR LS[ XLI] EVI TVSHYGIH ERH LS[ XLI] EVI TIVGIMZIH (LIMR 8LMW WXYH] MW FIXXIV ORS[R EW TLSRIXMGW 8LI WXYH] SJ TLSRIXMGW

for future English teachers, is essential to understand the aspects of oral GSQQYRMGEXMSR ERH LS[ WTIIGL MW TVSHYGIH ERH TIVGIMZIH &XEV

Instructional Resources for Teaching Pronunciation )YI XS XLI MRXVMRWMG HMǽGYPX] SJ WSQI WSYRHW SJ XLI *RKPMWL PERguage, especially those that are not common in the students’ mother tongue, they need to create new articulatory habits through oral training

I\TPMGMX JSVQEP MRWXVYGXMSR MRXIKVEXIH [MXL VIWSYVGIW 2Y¼S^ 8S HS XLMW MRWXVYGXSVW ǻVWX WLSYPH SFWIVZI XLI WXYHIRXW HYVMRK XLIMV PERKYEKI TVSHYGXMSR XS VIGSKRM^I XLIMV TVSFPIQW ERH RIIHW (EWXMPPS IX EP Then, instructors should evaluate and select the strategies and resourcIW XLEX SǺIV QYPXMTPI WSPYXMSRW ERH EPXIVREXMZIW XS XLIWI PERKYEKI HMJǻGYPXMIW 2YVMPPS +SV I\EQTPI JSV WSQI WXYHIRXW MX MW HMǽGYPX XS HMWGVMQMREXI FIX[IIR XLI WSYRH SJ XLI W ERH XLI ^ MR *RKPMWL TPYVEP nouns because in the Spanish language, both consonants sound the WEQI I\GITX JSV TEMR -S[IZIV MR XLI *RKPMWL PERKYEKI W MW TVSHYGIH [MXLSYX ZMFVEXMSR ERH ^ [MXL ZMFVEXMSR 8LIVIJSVI EVXMGYPEXMSR TVSGIWW KIRIVEXIW X[S HMǺIVIRX X]TIW SJ WSYRHW ZSMGIPIWW ERH ZSMGIH +SV XLMW TVSFPIQ EW E ǻVWX VIWSYVGI MRWXVYGXSVW WLSYPH YWI TVSRYRGMEtion cards with phonetic information of every consonant. A second resource would be the use of phonetic transcription, which is the visual representation of speech sounds by means of symbols. The most comQSR X]TI SJ XVERWGVMTXMSR YWIW XLI .RXIVREXMSREP 5LSRIXMG &PTLEFIX .5& )IQMVI^IR & XLMVH VIWSYVGI [SYPH MRZSPZI YWMRK QMRMQEP TEMVW JSV sound discrimination. A fourth resource would include audio and video material to observe and listen to the production of these sounds in GSRXI\X &RH ǻREPP] MRWXVYGXSVW WLSYPH ETTP] EPP XLMW RI[ ORS[PIHKI MR QIERMRKJYP GSQQYRMGEXMSR EGXMZMXMIW XS GSRWSPMHEXI MX &XEV

99 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

.J XLI] GER SRP] HS SRI SJ XLIWI X[S XLMRKW MX MW RIGIWWEV] XS ETTP]

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

ERH HIZIPST XLI EFMPMX] XS HMWGVMQMREXI ERH TVSHYGI XLSWI WSYRHW &XEV

Pronunciation for EFL and ELT Students When it comes to teaching pronunciation, instructors should determine the context, the age of the participants, and their previous experiences with the language, to select the strategies, mechanisms and resources that contribute to the development of genuine, and sponXERISYW SVEP HMWGSYVWI 7MGS] PZEVI^ 5³VI^ .R *GYEHSV FSXL María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

glish language and acquiring lexical and grammatical knowledge from

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EFL and ELT students have already had experiences studying the En-

nose pronunciation errors, develop the ability to teach aspects of oral

100

TVMQEV] ERH WIGSRHEV] WGLSSPW (LEQFE ,EZMPERIW 8LIWI previous experiences allow these learners to establish and maintain GSQQYRMGEXMSR [MXL REXMZI WTIEOIVW EX E FEWMG PIZIP F] YWMRK WTIGMǻG pronunciation rules when they speak spontaneously or when they read E XI\X EPSYH 2EX^MRKIV IX EP .R XLI GEWI SJ TVI WIVZMGI XIEGLIVW they must have knowledge of phonetics and phonology and demonstrate linguistic competence in the language that they are teaching (S\ IX EP 0RS[PIHKI SJ TLSRIXMGW ERH TLSRSPSK] XSKIXLIV [MXL adequate linguistic competence, enables language instructors to diagcommunication, and use the right techniques and resources to address TVSRYRGMEXMSR TVSFPIQW MR XLI GPEWWVSSQ 2Y¼S^ 8PE^EPS ERH 'EWYVXS EPWS MRHMGEXI XLEX XIEGLIVW QYWX FI TVITEVIH XS ERXMGMTEXI ERH SFWIVZI TVSFPIQW VIPEXIH XS ǻVWX PERKYEKI MRXIVJIVIRGI ERH LEZI E clear and acceptable pronunciation.

Analyzing Resources, Strategies, and Approaches in EFL Contexts &GGSVHMRK XS 2Y¼S^ X[S KIRIVEP ETTVSEGLIW LEZI FIIR HIZIPSTIH MR XLI ǻIPH SJ XIEGLMRK TVSRYRGMEXMSR 8LI .RXYMXMZI .QMXEXMZI ERH XLI 1MRKYMWXMG &REP]XMGEP &TTVSEGL 8LI ǻVWX ETTVSEGL HITIRHW SR the learner’s ability to listen to and imitate the rhythms and sounds of the target language without the intervention of explicit instructions &XEV 8LI WIGSRH ETTVSEGL YWIW XLI .5& EVXMGYPEXSV] HIWGVMT-

tions, tables of the vowel apparatus, and contrastive information, to GSQTPIQIRX LIEVMRK MQMXEXMSR ERH TVSHYGXMSR 2Y¼S^ 5EZ½R This explicitly helps students focus their attention on the sounds and VL]XLQ SJ XLI XEVKIX PERKYEKI ,¾QI^ IX EP 2Y¼S^ 8EOMRK the analytical-linguistic approach as a reference, a brief chronological HIWGVMTXMSR SJ HMǺIVIRX VIWSYVGIW YWIH MR *+1 GSRXI\XW MW TVIWIRXIH below: .R .VER 5SYVLSWIMR ERH 'ERSY I\EQMRIH XLI YWI SJ 5VSRYRGMEXMSR 5S[IV SJX[EVI 55 JSV TVSRYRGMEXMSR MRWXVYGXMSR .R XLMW GSRtext, the use of the PPS changed the role of the instructors from distrib-

(LMRE ;ERK IZEPYEXIH XLI TSXIRXMEP YWI SJ ;I(LEX XS MQTVSZI pronunciation of EFL students. Through voice and text messages, the integration of images, and short videos on rules, and other procedures, XLI WGLSSP IRZMVSRQIRX FIGEQI QSVI ǼI\MFPI ERH *RKPMWL TVSRYRGMEXMSR MR XLMW GSRXI\X MQTVSZIH =ER IX EP IZEPYEXIH GSQTYXer-assisted pronunciation instruction. This tool facilitated training and EWWIWWQIRX SJ TVSRYRGMEXMSR ERH SǺIVIH VIEP XMQI SV RIEV VIEP XMQI feedback. It also motivated students to participate in more pronunciation practices than traditional paper-based and classroom exercises ERH GSQTPIQIRXIH XIEGLIV MRWXVYGXMSR <MESQIM ERH 6YERWLIRK I\EQMRIH XLI IǺIGXMZIRIWW SJ WSRKW MR HIZIPSTMRK *RKPMWL TVSǻGMIRG] in adult learners. Findings revealed that carefully selected themes were useful for improving pronunciation, intonation, vocabulary and grammar acquisition, and learning about the culture. .R PSZEOME 2IXVYO I\TPSVIH XLI YWI SJ IPIGXVSRMG HMGXMSREVies for practicing and improving pronunciation. In this context, monolinKYEP HMGXMSREVMIW XYVRIH SYX XS FI ER IǺIGXMZI XSSP XLEX [EW JVIUYIRXP] used to verify the pronunciation of a word by reading phonetic symbols ERH PMWXIRMRK XS XLI WSYRH SJ RI[ [SVHW .R .RHSRIWME 2SIHNMXS MRZIWXMKEXIH XLI IǺIGXMZIRIWW SJ XLI 8IWX )IQSRWXVEXMSR 5VEGXMGI 7Iview strategy to improve English pronunciation. This learning model [EW IǺIGXMZI ERH WMKRMǻGERX MR MQTVSZMRK ORS[PIHKI ERH EVXMGYPEXMRK *RKPMWL TLSRIQIW GSVVIGXP] .R TEMR 2Y¼S^ ERH 5EZ¾R MRZIWXMgated the impact of theoretical-practical pronunciation instruction us-

101 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

reducing fear and embarrassment when pronouncing English words. In

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

YXSVW XS JEGMPMXEXSVW SJ MRJSVQEXMSR MRGVIEWMRK WXYHIRXWƶ GSRǻHIRGI ERH

ing minimal pairs, isolated words, and long sentences. With this type of instruction, participants achieved a more accurate pronunciation and MQTVSZIH MRXIPPMKMFMPMX] SJ [SVHW ERH WIRXIRGIW .R 8YVOI] =ÇVÇO MRZIWXMKEXIH XLI IǺIGXMZIRIWW SJ YWMRK 0ELSSX XS HIZIPST *RKPMWL TVSnunciation. After application, participants demonstrated improvement in their pronunciation skills compared to participants who did not use it.

The platform also provided immediate feedback and contributed to the María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

production of English-speaking sounds that did not exist in their native

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PERKYEKI .R XLI WEQI PSGEXMSR )IQMVI^IR MRZIWXMKEXIH XLI MRǼYence of written phonetic transcription on English pronunciation. After an intense period of using transcriptions to pronounce words, phrases, and GPEYWIW TVSRYRGMEXMSR MQTVSZIH FIX[IIR ERH

Analyzing Resources, Strategies, and Approaches in ESL, ELT, and ESP Contexts .R (SWXE 7MGE 6YIWEHE YWIH ZMHISW EW E HMHEGXMG XSSP XS promote the learning of English as a second language. In this context, ZMHISW TVSQSXIH IǺIGXMZI PIEVRMRK SJ *RKPMWL WMRGI YWMRK QSZMRK MQEKIW MRWXIEH SJ XVEHMXMSREP QIXLSHW EVI QSVI IǺIGXMZI .R XLI 9RMXIH XEXIW SRWEEX I\TPSVIH XLI I\TIGXEXMSRW SJ REXMZI ERH RSR REtive English teachers about printed skill books, and online pronunciation teaching books. Participants expressed preferences for texts with basic information on the characteristics and functions of English pronunciation. Furthermore, they preferred online texts and manuals for their deWMKR ERH GSRXIRX [MXL EYHMS ERH ZMHIS *GLIPFIVKIV IX EP QIEWYVIH XLI MQTEGX SJ WXYH] GMVGPIW SR MQTVSZMRK GSRǻHIRGI ERH QEWXIV] of classroom pronunciation teaching. In this context, study circles succeeded in raising awareness among teachers to integrate pronunciation instruction into their study plans. Also, an improvement was achieved in diagnosing and prioritizing instructional problems to focus not only on segmental characteristics but also to address suprasegmental elIQIRXW WYGL EW WXVIWW SR RI[ [SVHW ERH WIRXIRGIW (S\ IX EP evaluated the use of an online resource guide for teachers of English

as a second language to improve pronunciation instruction. Participants indicated that the contents and design of the guide were clear and easy to use. The website met the needs of most users, and it worked as it was expected.

2EGKVIKSV ERH 7IIH EREP]^IH XLI MRXIKVEXMSR SJ TVSRYRGMEXMSR XIEGLMRK MRXS E ǻZI WXEKI GYVVMGYPYQ TPERRMRK JVEQI[SVO .R WXEKIW ERH XIEGLIVW EPMKRIH XLI PIZIPW SJ MRXIPPMKMFMPMX] ERH XEWOW with the curriculum, the objectives of the students, requirements, and MRWXMXYXMSREP TEVEQIXIVW XEKI EPPS[IH MRWXVYGXSVW XS EWWIWW XLI TVMmary needs and characteristics that required improvement, such as

suprasegmental characteristics so that students would identify, understand, and produce language, using modeling, guided practice, strategies, and explicit feedback on their level of precision. Stage 5 promoted the autonomy of learning and the self-regulation of the stuHIRXW .R *GYEHSV ,YIVVIVS ERH ;MPPW WXYHMIH XLI YWI SJ SRPMRI ZMHIS FEWIH JSVYQW XS SǺIV GSPPIGXMZI JIIHFEGO ERH MQTVSZI XLI suprasegmental features of spoken English in pre-service teachers.

Findings revealed a moderate improvement in the four suprasegmental features of spoken English.

Exploring Pronunciation-Related Problems in EFL Contexts .R .VEU 0IWLEZEV^ I\TPSVIH HMǽGYPXMIW MR TVSRSYRGMRK KVSYTW SJ GSRWSRERXW GPYWXIVW F] EHYPX PIEVRIVW +MRHMRKW VIZIEPIH XLEX XLI TVSFPIQ came from teachers who had not received enough pronunciation instruction. They had been transferring their errors to their students through incorVIGX QSHIPW ERH PERKYEKI JSWWMPM^EXMSR EǺIGXMRK XLI WTSOIR HMWGSYVWI SJ XLIWI WXYHIRXW EW [IPP .R 'VYRIM 1I[MW ERH )IXIVHMRK MRZIWXMKEXIH problems related to the teaching of pronunciation and speech, and focusing particularly on the role of accent on words to maintain intelligibility. +MRHMRKW GSRǻVQIH XLEX QMWYRHIVWXERHMRKW GER SGGYV HYI XS YRI\TIGXIH

103 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

MRWXVYGXMSR .R XEKI MRWXVYGXSVW TVSZMHIH I\TPMGMX MRJSVQEXMSR EFSYX

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

the textbook is limitations or in the ability to address pronunciation

stress placement of words. However, they suggested more exploration because they noticed that misplaced stress sometimes allows understanding. .R .WXERFYP &XEV I\TPSVIH XLI YWI SJ I\TPMGMX TVSRYRGMEXMSR MRWXVYGtion in classrooms where English was taught as a foreign language and as a second language. The author concluded that pronunciation teaching should not only focus on perception but also encompass production and relevant parts of phonology. Furthermore, pronunciation teaching should María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

be applied in functional and meaningful contexts and be part of communi-

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GEXMZI ETTVSEGLIW XS TVSZMHI WXYHIRXW [MXL ǼYIRX WTIIGL

Exploring Attitudes in ELT Contexts Attitudes are evaluations or psychological tendencies that people GEVV] SYX [LIR IZEPYEXMRK SFNIGXW MHIEW IZIRXW SV SXLIV TISTPI (EVVYXLIVW &XXMXYHIW GER FI TSWMXMZI SV RIKEXMZI 5SWMXMZI EXXMXYHIW imply being predisposed to face and solve problems, as well as seeing XLMRKW [MXL STXMQMWQ ERH LSTI 2EK]EV 2SI IX EP 3IKEXMZI EXtitudes are unfavorable dispositions and behaviors that a human being shows temporarily or regularly ;MXLMR XLMW GSRXI\X MR 8YVOI] ,ÇVWS] ERH -ÇWI]MRSïPY I\plored the attitudes of trainee teachers towards explicit pronunciation MRWXVYGXMSR ERH XLI HMǽGYPX] ERH MQTSVXERGI SJ WIKQIRXW ERH WYFWIKments. Attitudes towards these two aspects were positive. However, only the segmental elements were easy to pronounce. SuprasegmenXEP JIEXYVIW [IVI GSRWMHIVIH WSQI[LEX HMǽGYPX .R *GYEHSV EXXMXYHIW of pre-service teachers towards online video-based forums for the improvement of suprasegmentals were mostly positive. However, the researchers suggested a longer period for the practicing and avaluatMRK SJ XLIWI TLSRSPSKMGEP EWTIGXW ,YIVVIVS ;MPPW .R 8EM[ER (LIMR VIWIEVGLIH XLI GSRWXVYGXMSR SJ ORS[PIHKI ERH TIHEKSKMcal competence for teaching pronunciation in English teachers. PronunGMEXMSR ORS[PIHKI ERH TVSǻGMIRG] [IVI FYMPX TVMQEVMP] XLVSYKL I\TPMGMX instruction and demonstration activities. Although the activities were practical simulations, instead of communicative and interactive tasks, participants showed little command of phonology.

Methodology This was action research with a mixed method. Action research is a process in which participants examine their systematic educational TVEGXMGI YWMRK VIWIEVGL XIGLRMUYIW (LIZEPMIV 'YGOPIW &GGSVHMRK XS /SLRWSR XLI JSPPS[MRK WXITW QYWX FI JSPPS[IH MR EGXMSR research: Identify the problem area and focus. At this stage, curricula, educational standards, teaching strategies, and especially instructional ma-

Then, it was determined that the research approach would be mixed, and initial questions were generated around this approach.

Clarify theories. At this stage, an analysis of the theoretical bases and results of other researchers was carried out concerning the topic and approach. The scope of explicit instruction for teaching pronunciaXMSR HMǽGYPXMIW EXXMXYHIW ERH MRWXVYGXMSREP VIWSYVGIW [EW EREP]^IH Determine the research questions. After selecting a focus area ERH PSSOMRK EX XLI PMXIVEXYVI MR XLI ǻIPH XLVII VIWIEVGL UYIWXMSRW [IVI generated, which were described at the beginning of the study.

Collect and organize data. This stage included the design, validation, and piloting of the three research instruments, to collect data to answer the research questions.

Analyze and present data. In this part, quantitative and qualitative HEXE [IVI QIXLSHMGEPP] ERH W]WXIQEXMGEPP] I\EQMRIH ǻPXIVIH ERH GPEWWMǻIH XS ERW[IV XLI VIWIEVGL UYIWXMSRW )EXE [IVI MRXVSHYGIH EVSYRH the research questions.

Take informed action. After reviewing the collected information and PMXIVEXYVI MR XLI ǻIPH XLI VIWIEVGLIVW HIWMKRIH E TPER XLEX MRGPYHIH XLI YWI SJ XLVII X]TIW SJ IEWMP] EGGIWWMFPI MRWXVYGXMSREP VIWSYVGIW 5VMRXIH XI\XFSSO TVSRYRGMEXMSR GEVHW EYHMSZMWYEPW ZMHISW WSRKW ERH IPIGXVSRMG HMGXMSREVMIW JSV XIEGLMRK TVSRYRGMEXMSR XS TVI WIVZMGI *RKPMWL XIEGLIVW Evaluate the results .R XLMW TEVX XLI IǺIGXW SJ XLI MRXIVZIRXMSR were evaluated to determine if there was an improvement in teaching practice.

105 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

and weaknesses and understand how to address possible problems.

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

terials for teaching pronunciation were examined to identify strengths

On the other hand, a mixed method uses numbers, verbal data, texts, graphics, and symbols to provide a better understanding of the TLIRSQIRSR YRHIV WXYH] ,YIWX +PIQMRK -IVR«RHI^ IX EP

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Participants

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8LIWI TEVXMGMTERXW QEPI ERH JIQEPI [IVI MRXIRXMSREPly selected because instructional resources will be part of their teaching profession and will be used to improve their pronunciation and support their class explanations. Their average age was 25 years old. All of them [IVI TVI WIVZMGI XIEGLIVW 7IKEVHMRK XLIMV PMRKYMWXMG PIZIP [IVI & [IVI ' ERH SRP] '

Context Description The study was carried out in a career that has been training proJIWWMSREPW MR XLI ǻIPH SJ XIEGLMRK XLI *RKPMWL PERKYEKI JSV ]IEVW 8LMW career belongs to a public university located in Guayaquil, Ecuador. In this context, the study of the English language is mandatory for eight semesters. The study modality is face-to-face. Depending on the semesXIV WXYHIRXW VIGIMZI XS LSYVW SJ *RKPMWL E [IIO 8LI QEMR GSYVWI material is an English book with twelve units. Regarding the teaching SJ TVSRYRGMEXMSR FIJSVI XLI MRXIVZIRXMSR MX [EW SRP] SJ XLI KIRIVal competence and included topics, such as individual vowel sounds, articulation of the schwa sound, stress on nouns, adjectives, complex sentences, intonation to show empathy and pronounce numbers in context. Students were also exposed to pronunciation instruction through PMWXIRMRK VIEHMRK ERH HMǺIVIRX GSQQYRMGEXMZI EGXMZMXMIW

Description of the Procedure The intervention process was conducted from April to September 8LI WIWWMSRW XSSO TPEGI JVSQ 2SRHE] XS +VMHE] X[S LSYVW E HE] MR X[S HMǺIVIRX WIXXMRKW 8LI GPEWWVSSQ ERH XLI PERKYEKI PEFSVEXSV] The instructor used a laptop, a video projector, a Bluetooth sound system, a smartphone, headphones, and microphones. As this was a public university, it was prohibited to request students to purchase additional resources or materials. Therefore, for this study, three types of easily

MGW HMGXMSREVMIW The instructional process was divided into the three phases proTSWIH F] ,EYXLMIV 'MWWSRRIXXI ERH 7MGLEVH 2SHIPMRK 8LI MRstructor presented learning objectives, contents, methodology, as well as teaching resources and evaluation procedures. Guided Practice: ,VSYT [SVO XS TVEGXMGI ERH EREP]^I IPIQIRXW EX WIKQIRXEP PIZIP EVticulation of vowels, consonants, and diphthongs, allophones, homoTLSRIW WMPIRX PIXXIVW ERH XLI WYTVEWIKQIRXEP PIZIP WXVIWW SR W]PPEbles, simple and compound words, sentences, rhythm, and intonation TEXXIVRW F] YWMRK XLI MRWXVYGXMSREP VIWSYVGIW QIRXMSRIH MR XLI TVIZMSYW WXEKI .RHITIRHIRX 5VEGXMGI 4TTSVXYRMXMIW JSV TEVXMGMTERXW XS VIǼIGX SR the resources used and the contents learned.

Instruments For the quantitative phase, researchers designed an eight-item WYVZI] [MXL E TSMRX 1MOIVX WGEPI XVSRKP] HMWEKVII )MWEKVII 3S STMRMSR &KVII XVSRKP] EKVII 8LI ǻVWX WIGXMSR SJ XLMW MRWXVYQIRX contained demographic data that was processed to describe the characteristics of the participants. The second section contained the purpose of the instrument and the instructions. The third section contained eight items intended to answer the question: Could these three types of

107 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

RYRGMEXMSR WLIIXW EYHMSZMWYEPW ZMHIS XYXSVMEPW WSRKW ERH IPIGXVSR-

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

EGGIWWMFPI MRWXVYGXMSREP VIWSYVGIW [IVI YWIH 5VMRXIH XI\XFSSOW TVS-

resources, printed, audiovisual and electronic, be useful for pre-service English teachers?

For the qualitative phase, the researchers designed a questionREMVI ERH YWIH ǻIPH RSXIW XS VIGSVH XLI IZIRXW MR XLI ǻIPH 8LI ǻVWX section of the questionnaire contained the same demographic data.

The second section contained the purpose of the instrument and instructions. The third section contained eight open questions aimed at María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

answering these two questions: Which resource would be the most

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IǺIGXMZI MR XLMW *18 GSRXI\X$ -S[ I\EGXP] [IVI XLIWI VIWSYVGIW YWIJYP XS XLIWI TVI WIVZMGI XIEGLIVW$ 8LI ǻIPH RSXIW WIVZIH XS VIGSVH SFWIVvations of the phenomenon that was being studied and contributed to answering all the questions. The researchers registered descriptive information on the time, date, state of the physical and social environment, descriptions of the subjects and their roles in the environment, possible impact of the observer on the environment, and subjective VIǼIGXMZI MRJSVQEXMSR

Instrument Validation The validity and reliability of the survey were obtained by consulting the opinions of seven experts who work in public and private uniZIVWMXMIW MR ,YE]EUYMP 8LIMV I\TIVMIRGI MR XLI ǻIPH EZIVEKIH ]IEVW with masters’ degree in English language teaching, curriculum, and inWXVYGXMSR 8LI VIZMWIH MRWXVYQIRX [EW TMPSXIH MR E KVSYT SJ WXYHIRXW who were not part of this study. Cronbach’s alpha value of the scale HYVMRK XLMW TLEWI [EW " &JXIV WSQI QSHMǻGEXMSRW XLI VIZMWIH MRWXVYQIRX [EW EHQMRMWXIVIH XS WIPIGXIH TEVXMGMTERXW 8LI RI[ &PTLE ZEPYI [EW " 8LIWI ZEPYIW VIZIEPIH E WXVSRK VIPEXMSRWLMT FIX[IIR XLI UYIWXMSRW ERH LMKL VIPMEFMPMX] 8EFIV 8LI WEQI I\TIVXW EPWS reviewed the questionnaire. They only made observations on the order of the questions.

Data Collection Procedure Researchers collected quantitative data at the end of the study. All TEVXMGMTERXW ERW[IVIH XLI WYVZI] 8LMW TVSGIHYVI XSSO ETTVS\MQEXIP] 25 minutes. For the qualitative phase, the researchers administered a questionnaire at the end of the study and took notes to document the TVSGIWW 4RP] WXYHIRXW [IVI TEVX SJ XLMW TVSGIWW 8LI] [IVI WIPIGXIH JSV XLIMV TIVJSVQERGI 1S[ PIZIP WXYHIRXW EZIVEKI PIZIP WXYHIRXW ERH SYXWXERHMRK PIZIP WXYHIRXW 8LMW TVSGIHYVI XSSO ETTVS\MQEXIP]

Data Analysis and Processing Researchers coded raw quantitative data on an Excel spreadsheet. Processed information was then transferred to the SPSS proKVEQ .R XLI ǻVWX EREP]WMW VIWIEVGLIVW KIRIVEXIH (VSRFEGLƶW EPTLE JSV

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

QMRYXIW

the scale. In the second analysis, they generated frequencies and deERH GSHMRK SJ XLI JSPPS[MRK GEXIKSVMIW 8]TI SJ VIWSYVGI 8I\XFSSO pronunciation sheets, video tutorials, English songs, electronic dictionaries, plus two other unexpected categories that emerged from the EREP]WMW 8LI *RKPMWL XIEGLIV ERH XLI FSEVH (PEVMǻGEXMSR SJ HSYFXW QSXMZEXMSR JSV PIEVRMRK GSQTPIQIRX XS MRWXVYGXMSR WYTTSVX XS GEVV] SYX TVSRYRGMEXMSR XEWOW MR PIWW XMQI TVSFPIQ WSPZMRK MRGVIEWMRK XLI UYEPMX] SJ IHYGEXMSR GSRWSPMHEXMSR SJ PIEVRMRK HIZIPSTQIRX SJ SXLIV learning experiences.

Results 1. Could these three types of resources, printed, audiovisual and electronic, be useful for pre-service English teachers? Findings are detailed below:

109 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

WGVMTXMZI WXEXMWXMGW 8LI HIHYGXMZI QIXLSH WIVZIH JSV XLI GPEWWMǻGEXMSR

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Figure 1. Results of the survey

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Table 1. Descriptive statistics on the utility of instructional resources ITEMS

N

M

SD

8LIWI XLVII X]TIW SJ VIWSYVGIW GPEVMǻIH ]SYV HSYFXW about English pronunciation

2

These three types of resources motivated the teaching of English pronunciation

These three types of resources complemented the teacher's instruction

These three types of resources helped you perform pronunciation activities in less time

5

These three types of resources helped you solve pronunciation problems

These three types of resources contributed to increasing the quality of education

These three types of resources helped you consolidate knowledge on pronunciation

These three types of resources encouraged the development of other learning experiences

3SXI 2" 2IER )" XERHEVH )IZMEXMSR 2)" 2IER )MǺIVIRGI

.RMXMEP ǻRHMRKW VIZIEP XLEX SJ XLIWI TVI WIVZMGI XIEGLIVW ƵWXVSRKP] agreed’ that these resources were useful for the teaching and learning of TVSRYRGMEXMSR &RSXLIV SRP] EKVIIH +MKYVI .R XLI JSPPS[MRK HIWGVMTXMZI WXEXMWXMGW XLI STMRMSR SJ XLIWI TEVXMGMTERXW MW IZMHIRGIH MR HIXEMP XEFPI :EPYIW GPSWI XS WXVSRKP] EKVII EVI IZMHIRX FYX ǻRHMRKW XLEX WXSSH SYX [IVI XLSWI VIPEXIH XS GSRWSPMHEXMSR SJ PIEVRMRK 2 " ) " HIZIPSTQIRX SJ SXLIV PIEVRMRK I\TIVMIRGIW 2 " ) " TVSRYRGMEXMSR WSPZMRK 2 " ) " ERH GSQTPIQIRXEXMSR XS MRWXVYGXMSR 2 " ) " 8EFPI 8LIWI HEXE KIRIVEPP] GSRǻVQ XLEX XLIWI three types of resources are useful for pre-service teachers. However, tionnaire to answer another research question, which is detailed below: 2. ;LMGL VIWSYVGI [EW XLI QSWX IǺIGXMZI MR XLMW *18 GSRXI\X$ 8S answer this question, the responses to a questionnaire were analyzed and organized according to the type and purpose of the resource. Findings are detailed below:

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

to obtain more precise information, researchers administered a ques-

±ÆĬå Ɩţ eűĬƼŸĜŸ Ņü ƋĘå ĵŅŸƋ åýåÏƋĜƴå ĜĹŸƋųƚÏƋĜŅűĬ ųåŸŅƚųÏå in an ELT context Purpose of the Resource Type of Resource

N (PEVMǻGEXMSR Motivation of doubts

for learning

Complement to instruction

Support to carry out pronunciation tasks in less

Increasing

of other

solving

learning

of

of learning

education

time.

8I\XFSSO

Development

Problem the quality Consolidation

experiences

8YXSVMEP ZMHISW

*RKPMWL WSRKW

(PEWW FSEVH

3S VIWTSRWI

2. Pronunciation sheets

5. Electronic dictionaries 8LI *RKPMWL teacher

TOTAL

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111

Findings revealed that video tutorials played a fundamental role in XLI XIEGLMRK ERH PIEVRMRK TVSRYRGMEXMSR EW XLI] WXSSH SYX MR ǻZI GEXIKSVMIW (PEVMǻGEXMSR SJ HSYFXW 2SXMZEXMSR SJ PIEVRMRK GSQTPIQIRX XS MRWXVYGXMSR WYTTSVX XS GEVV] SYX TVSRYRGMEXMSR XEWOW MR PIWW XMQI ERH GSRWSPMHEXMSR SJ PIEVRMRK 8LMW MRJSVQEXMSR EPPS[IH HIXIVQMRI XLEX XLMW VIWSYVGI [EW XLI QSWX IǺIGXMZI MR XLMW *18 context. Electronic dictionaries only stood out in two aspects: ProbMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

PIQ WSPZMRK ERH HIZIPSTQIRX SJ PIEVRMRK I\TIVMIRGIW &P-

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though the role of the teacher as a resource was not being explored, he also contributed to increasing the educational quality in the classroom 8LI *RKPMWL XI\XFSSO SRP] WIVZIH XS GSRWSPMHEXI PIEVRMRK 8LI PIEWX IǺIGXMZI VIWSYVGIW [IVI *RKPMWL WSRKW TVSRYRGMEXMSR WLIIXW and the whiteboard. To determine how exactly these resources were useful, another research question was derived. Findings are described below: 3. How exactly were these resources useful to these pre-service teachers? To answer this question, responses from the questionnaire were analyzed again. Excerpts are presented by categories: (PEVMǻGEXMSR SJ )SYFXW +SV XLIWI TEVXMGMTERXW ZMHIS XYXSVMEPW SǺIVIH E HIXEMPIH ERH TVIGMWI EREP]WMW SR LS[ XS Ƹpronounce difĀÏƣĮƒƐƣĻīĻŇƾĻƐƾŇŹÚžƐ±ĻÚƐžåĻƒåĻÏåžØƐÚĞýåŹåĻƒĞ±ƒåƐĚŇķŇĻDžķžƐ±ĻÚƐ ĚŇķŇŤĚŇĻåžƅƐ±ŹƒĞÏƣĮ±ƒåƐÚĞþÏƣĮƒƐŤĚŇĻåƒĞÏƐžDžķÆŇĮžƅƐŹåÏŇďĻĞǍåƐķĞžtakes related to word stress.ƹ 8LI] EPWS WEMH XLEX Ƹnative teachers ĞĻƐƒĚåƐƽĞÚåŇžƐĻŇƒƐŇĻĮDžƐÚåĀĻåÚƐƒåŹķØƐÆƣƒƐ±ĮžŇƐŤåŹüŇŹķåÚƐŤŹŇĻƣĻÏĞation practice.”

2SXMZEXMSR JSV 1IEVRMRK :MHIS XYXSVMEPW QSXMZEXIH Ƹnew searches for information related to unknown linguistic terms ƹ EW [IPP EW Ƹsearches for short conversations, grammar, and vocabulary to continue learning and practicing outside the classroom.”

(SQTPIQIRX XS .RWXVYGXMSR :MHIS XYXSVMEPW ƸŇýåŹåÚƐÚ僱ĞĮåÚƐ and precise explanations on the pronunciation of complex words; ±ĮĮŇƾåÚƐƒĚåƐĞÚåĻƒĞĀϱƒĞŇĻƐŇüƐÚĞýåŹåĻƒƐ±ÏÏåĻƒžƅƐƣŤÚ±ƒåÚƐƒĚåƐŤŹŇĻƣĻÏбƒĞŇĻƐŇüƐüŇƣŹƐ±ĻÚƐĀƽåĝžDžĮĮ±ÆĮåƐƾŇŹÚžƅƐ±ĻÚƐķ±ÚåƐƒĚåƐĞĻžƒŹƣσĞŇĻ±ĮƐ sessions more interesting.”

YTTSVX XS 5IVJSVQ 5VSRYRGMEXMSR 8EWOW MR 1IWW 8MQI ;LIR the participants received information on the segmental and suTVEWIKQIRXEP IPIQIRXW XLVSYKL ZMHIS XYXSVMEPW XLI] [IVI EFPI XS Ƹread paragraphs and dialogues faster and with the right intonation; reduce the delivery time of the communicative activЃĞåžƅƐ ŤŹŇĻŇƣĻÏåƐ ĮŇĻďƐ žåĻƒåĻÏåžƐ ķŇŹåƐ āƣåĻƒĮDžƐ ±ĻÚƐ ÚĞžÏŹĞķĞĻ±ƒåƐ American, British and Australian accents.”

5. Problem Solving. The resources which contributed to probPIQ WSPZMRK [IVI IPIGXVSRMG HMGXMSREVMIW ERH ZMHIS XYXSVMEPW 4R XLI SRI LERH HMGXMSREVMIW RSX SRP] SǺIVIH XLI

and diphthongs; minimal pairs, ship-sheep, full-fool, lick-leak; the /r/ in the words urgent, occur, girl, world; the /ed/ of regular verbs in past. On the other hand, by watching videos, it was TSWWMFPI XS Ƹcorrect pronunciation errors, such as the rolling /r/ and learn that that consonant /r/ requires a special curvature of the tongue; /th/ requires to place the tongue between the upper ±ĻÚƐĮŇƾåŹƐƒååƒĚƅƐ±ĻÚƐÏŇĻžŇĻ±ĻƒžƐxžĚxƐ±ĻÚƐxÏĚxƐŹåŭƣĞŹåžƐÚĞýåŹent levels of friction.” .RGVIEWMRK IHYGEXMSREP UYEPMX] .R XLMW GSRXI\X XLI MRWXVYGXSV [EW GSRWMHIVIH EW E VIWSYVGI XS VEMWI XLI UYEPMX] SJ IHYGEXMSR FIGEYWI Ƹhe knew the subject, answered all the questions; was prepared to help everyone; integrated all the contents and resources to explain the classes; was dynamic; made learning more attractive to students; promoted collaborative work to achieve the goals; explained in detail the use of instructional resources.”

(SRWSPMHEXMSR SJ PIEVRMRK :MHIS XYXSVMEPW ERH XLI XI\XFSSO GSRXVMFYXIH XS XLI GSRWSPMHEXMSR SJ PIEVRMRK 4R XLI SRI LERH ZMHISW EPPS[IH VIǼIGXMSR 5EVXMGMTERXW EWOIH UYIWXMSRW ERH WEMH ƸI did not pronounce like that; I was taught that word differently; what kind of English is that person speaking?” They also watched videos after class, took notes of the most relevant parts, and used this information to discuss in an online forum. On the other hand, the textbook, despite being a traditional resource,

113 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

nounce consonants /th/, /dz/, /sh/, /z/, /s/, /b/, /v/; vowels

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

QIERMRK SJ *RKPMWL [SVHW FYX EPWS ƸTVSZMHIH I\EQTPIW XS TVS-

[EW YWIH F] XLI TEVXMGMTERXW Ƹto take notes; underline new words that later were looked up in online dictionaries; or as a source of information for discussion in the forums.” )IZIPSTQIRX SJ SXLIV PIEVRMRK I\TIVMIRGIW *PIGXVSRMG HMGXMSREVMIW IRGSYVEKIH XLI VIEHMRK SJ WLSVX XI\XW PIEVRMRK SJ ZSGEFYPEV] W]RSR]QW ERH ERXSR]QW &RSXLIV WEMH XLEX ZMHIS XYXSVMEPW GSRXVMFYXIH XS XLI MHIRXMǻGEXMSR SJ RI[ KVEQQEXMGEP María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

structures, culture, and technology management.

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Discussion People studying to become teachers of English should be aware of the educational resources that will be part of their teaching profession. They should also know how to use them to improve their pronunciation and support their explanations in class. This was evidenced when SJ XLI TEVXMGMTERXW VITSVXIH XLIMV YWIJYPRIWW +MRHMRKW XLEX WXSSH SYX [IVI XLSWI VIPEXIH XS XLI GSRWSPMHEXMSR SJ PIEVRMRK 2 " ) " TVSQSXMSR SXLIV PIEVRMRK I\TIVMIRGIW 2 " ) " TVSFPIQ WSPZMRK 2 " ) " ERH WYTTSVXMRK XS XLI XIEGLMRK MRWXVYGXMSR 2 " ) " Regarding which resource was the most useful in this context, reWYPXW [IVI GSRXVEHMGXSV] ;LMPI E VIWSYVGI [EW LMKLP] IǺIGXMZI JSV SRI purpose, that same resource became irrelevant in another category. +SV I\EQTPI ZMHIS XYXSVMEPW GPEVMǻIH HSYFXW QSXMZEXIH PIEVRMRK GSQTPIQIRXIH MRWXVYGXMSR ERH WYTTSVXIH XLI GSQTPIXMSR SJ XEWOW MR PIWW XMQI -S[IZIV MXW YXMPMX] JSV MRGVIEWMRK XLI UYEPMX] SJ XIEGLMRK [EW SRP] .R XLMW EVIE XLI PERKYEKI MRWXVYGXSV [EW XLI SRI [LS TVSQSXIH ER MQTVSZIQIRX MR IHYGEXMSREP UYEPMX] *PIGtronic dictionaries, on the other hand, contributed to problem-solving ERH XLI HIZIPSTQIRX SJ SXLIV PIEVRMRK I\TIVMIRGIW 8LI XI\XFSSO SRP] WXSSH SYX FVMIǼ] XS GSRWSPMHEXI PIEVRMRK *RKPMWL songs, pronunciation cards and the board did not stand out in any of these aspects.

This evidence of performance obtained from the use of videos partially coincides with the results obtained in ESL and EFL contexts

in Costa Rica and in China, where these elements integrated with images and words provided opportunities to understand pronunciation VYPIW TIVJSVQ VITIEXIH TVEGXMGIW ERH TVSQSXI IǺIGXMZI PIEVRMRK SJ *RKPMWL 6YIWEHE ;ERK *PIGXVSRMG HMGXMSREVMIW GSRWMHIVIH XLI WIGSRH QSWX IǺIGXMZI VIWSYVGI MR XLMW GSRXI\X EPPS[ YWIVW to consult the meaning of English words, examine phonetic symbols, and listen to American and British pronunciations. These results coincide with those obtained in an EFL context in Slovakia, where monolingual dictionaries were used quite frequently to verify the pronunciation of words through the reading of phonetic symbols and repeated

UYEPMX] SJ IHYGEXMSR 8LIWI VIWYPXW TEVXMEPP] GSMRGMHI [MXL ǻRHMRKW MR Turkey where explicit pronunciation instruction generated positive atXMXYHIW ERH [EW IǺIGXMZI JSV XVEMRII XIEGLIVW ,ÇVWS] -ÇWI]MRSïPY 8LI XI\XFSSO VEROIH JSYVXL ERH [EW YWIH MR E ZIV] XVEHMXMSREP way to take notes, underline new words, or as a source of consultation for discussion in the forums. It contained tangible and accessible inJSVQEXMSR 8LIWI VIWYPXW TEVXMEPP] GSMRGMHI [MXL ǻRHMRKW MR 8LI 9RMXIH States, where participants in an ELT context expressed preferences JSV XI\XW [MXL FEWMG MRJSVQEXMSR EPXLSYKL MR HMKMXEP JSVQEX SRWEEX

On the other hand, English songs in this ELT context were irrelevant XS GPEVMJ]MRK HSYFXW WYTTSVXMRK XLI GSQTPIXMSR SJ XLI XEWO or raising the quality of education. They slightly motivated the learnMRK IRZMVSRQIRX 8LIWI VIWYPXW GSRXVEHMGX ǻRHMRKW MR (LMRE 8YVkey, and Spain, where songs, phonetic transcription, and minimal pairs helped participants to improve pronunciation, intonation, vocabulary EGUYMWMXMSR KVEQQEV ERH GYPXYVI <MESQIM 6YERWLIRK ERH achieve a more precise pronunciation in words, sentences, and clausIW )IQMVI^IR 2Y¼S^ 5EZ¾R 8LI IǺIGXMZIRIWW SJ XLI board as a resource in this context was not being explored. This category emerged from the analysis of data.

115 Exploring The Utility Of Instructional Resources To Address Pronunciation In Pre-Service English Teachers

explicit instructional procedures integrated with resources, raised the

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

TVEGXMGI 2IXVYO 8LI MRWXVYGXSV SJ XLI GSYVWI EPSRK [MXL LMW

Conclusions Explicit instruction is still necessary for ELT contexts to address complex learning elements, especially those related to phonetics and phonology. Although some resources used in other learning contexts, such as English songs, minimal pairs, and phonetic transcription, served to improve pronunciation, acquire vocabulary, and grammar, in an ELT conMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

clarify doubts, motivate learning, support instruction, and carry out tasks.

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XI\X XLI VIWYPXW [IVI HMǺIVIRX :MHIS XYXSVMEPW WXSSH SYX EW XLI] WIVZIH XS

of teaching pronunciation at a higher level and in the selection of materi-

116

8LI] [IVI EPWS QIERW XLEX XVERWQMXXIH GPIEV ERH WTIGMǻG QIWWEKIW SR phonetic and phonological topics with images and sounds. Electronic dictionaries ranked second as they contributed to problem solving and the development of other learning experiences. The class instructor, considered as a human resource, raised the quality of teaching in the classroom and ranked third. The textbook, a traditional and frequent material used in most classrooms, ranked fourth and served to consolidate knowledge. The PIEWX IǺIGXMZI VIWSYVGIW MR XLMW *18 GSRXI\X [IVI *RKPMWL WSRKW TVSRYRGMEXMSR GEVHW ERH XLI FSEVH 8LIWI VIWYPXW GSYPH LEZI MQTPMGEXMSRW MR XLI ǻIPH EPW WMRGI XLI QSWX IǺIGXMZI ERH PIEWX VIPIZERX IPIQIRXW JSV XIEGLMRK ERH PIEVRMRK MR ER *18 GSRXI\X [IVI MHIRXMǻIH .X MW GSRGPYHIH XLEX TVI WIVZMGI English teachers in this context require other types of resources to improve their educational practices, improve their pronunciation, and address the phonetic-phonological aspects of the English language.

Recommendations First, it is essential to use a larger sample of participants to generalize the results and implement a longer intervention time. Second, it is necessary to use a control group to contrast the results. Third, the demographics of the participants should be considered to make correlations of gender or age between the variables. Third, it is necessary to explore the use of pronunciation software, web 2.0 applications, and other electronic resources to contrast the results of this study.

Limitations of the Study 8LMW WXYH] [EW PMQMXIH XS SRP] TVI WIVZMGI *RKPMWL XIEGLIVW JVSQ a public university. The study only lasted six months. The study setup was limited to the university campus. A control group was not used beGEYWI XLI QEMR VIWIEVGLIV LEH X[S KVSYTW SJ HMǺIVIRX WIQIWXIVW ǻVWX IMKLXL )IQSKVETLMG HEXE SRP] WIVZIH XS HIWGVMFI XLI GLEVEGXIVMWXMGW SJ XLI TEVXMGMTERXW 8LI PERKYEKI PEFSVEXSV] SRP] LEH GSQTYXIVW SQI students shared machines or used their personal phones. The internet of electronic or interactive resources in this study.

Ethical Considerations 8LI TEVXMGMTEXMSR SJ XLI WXYHIRXW [EW ZSPYRXEV] ERH HMH RSX MRǼYIRGI XLIMV ǻREP KVEHIW 8LI MHIRXMX] SJ EPP TEVXMGMTERXW [EW TVSXIGXIH

Rodrigo Guerrero Segura y Karina Moreno Rodríguez

GSRRIGXMSR [EW UYMXI YRWXEFPI [LMGL QEHI MX HMǽGYPX XS YWI SXLIV X]TIW

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Rodrigo Guerrero Segura y Karina Moreno Rodríguez

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2EX^MRKIV 8 7MXX 3 +MXGL ; 8 3SR REXMZI WTIEOIV TEYWIW TEXXIVRW GPSWIP] GSVVIWTSRH XS XLSWI SJ REXMZI WTIEOIVW EX HMǺIVIRX WTIIGL rates. Plos one LXXTW HSM SVK NSYVREP TSRI 2IXVYO 7 8LI YWI SJ IPIGXVSRMG HMGXMSREVMIW JSV TVSRYRGMEXMSR practice by university EFL students. Teaching English with Technology LXXTW GYXX P] ,E N- 2MRMWXIVMS HI *HYGEGM¾R Ecuadorian in-service English Teacher Standards LXXTW GYXX P] 5E ;WU 2SIHNMXS .QTVSZMRK *+1 1IEVRIVWƶ 5VSRYRGMEXMSR SJ *RKPMWL XLVSYKL

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glish Language Teaching LXXT HSM SVK IPX Z R T 2Y¼S^ & La enseñanza de la pronunciación como contribución a la mejora de la competencia oral de la lengua inglesa: Una investigación sobre la percepción y la producción de la calidad vocálica en sílaba acentuada y no acentuada [The teaching of pronunciation as E GSRXVMFYXMSR XS MQTVSZMRK SVEP TVSǻGMIRG] MR XLI *RKPMWL PERKYEKI An investigation into the perception and production of vowel quality in stressed and unstressed syllables]. [Doctoral thesis, UniversiHEH HI (¾VHSFEA ) TEGI LXXT LHP LERHPI RIX

tion of vowel quality in stressed and unstressed syllables. English Language Teaching LXXTW HSM SVK IPX Z R T 2YVMPPS , : 7IGYVWSW IHYGEXMZSW HMH«GXMGSW IR IP TVSGIWS IRseñanza aprendizaje [Didactic educational resources in the teaching-learning process]. Cuadernos Hospital de Clínicas LXXTW GYXX P] 1E ; 5SYVLSWIMR & 'ERSY 3 7SPI SJ MVERMER *+1 XIEGLIVW EFSYX using pronunciation power software in the instruction of English pronunciation. English Language Teaching LXXT H\ HSM SVK IPX Z R T 6YIWEHE 2 (VIEGM¾R HI ZMHISW IHYGEXMZSW GSQS IWXVEXIKME didáctica para la formación de futuros docentes de inglés [Creation of educational videos as a teaching strategy in the training process of future English teachers]. Actualidades Investigativas en Educación &.* : .

7MGS] 2 ( PZEVI^ 5³VI^ 1E IRWI¼ER^E HIP MRKP³W IR PE IHucación básica de personas jóvenes y adultas [Teaching English in the basic education of young people and adults]. Revista Mexicana de Investigación Educativa LXXTW GYXX P] XE (+V] IVTMP 8 -ERMJI & 5VITEVMRK TVI WIVZMGI *RKPMWL PERKYEKI teachers for classroom realities: Strengthening their competence in instructional materials. Eurasian Journal of Educational Research, INIV

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SRWEEX 3EXMZI ERH RSRREXMZI IRKPMWL WTIEOMRK XIEGLIVWƶ I\pectations of teacher’s manuals accompanying general English and pronunciation skills books. The CATESOL Journal LXXTW GYXX P] SE Q;) 8EFIV 0 8LI YWI SJ GVSRFEGLƶW EPTLE [LIR HIZIPSTMRK ERH reporting research instruments in science education. Res Sci Educ, Ƴ LXXTW HSM SVK W María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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TVEGXMGI XS HIZIPST XLIMV GSRǻHIRGI MR *+1 SVEP WOMPPW {ŹŇĀĮåƐFžžƣåžƐ in Teachers` Professional Development LXXTW H\ HSM SVK TVSǻPI Z R ;ERK 0 XEXYW UYS ERH TVSWTIGXMZI SJ ;I(LEX MR MQTVSZMRK GLMnese English learners’ pronunciation. Canadian Center of Science and Education LXXT HSM SVK IPX Z R T <MESQIM 2 6YERWLIRK 2 8LI IǽGEG] SJ WSRK IHYGEXMSR XS HIZIPST *RKPMWL TVSǻGMIRG] JSV (LMRIWI *+1 QENSVW English Language Teaching IPX Z R T =ER - 1MR / 1MY = *+1 TVSRYRGMEXMSR XVEMRMRK [MXL GSQTYXer-assisted adaptive peer review. English Language Teaching LXXT HSM SVK IPX Z R T =ÇVÇO 3 9WMRK OELSSX EW E WOMPP MQTVSZIQIRX XIGLRMUYI MR TVSnunciation. Journal of Language and Linguistic Studies NPPW

Listening

Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

Yazmín Lisseth Pinto Sánchez2 Universidad Técnica de Machala Machala, Ecuador yazminps@hotmail.com María Rossana Ramírez Ávila1 Universidad Casa Grande Guayaquil, Ecuador mramirez@casagrande.edu.ec Tatiana Gabriela Pineda Guzmán3 Colegio de Bachillerato Machala Machala, Ecuador tatypineda85@hotmail.com Lisseth Priscila Cabanilla García4 Escuela de Educación Básica “Combate de Pilo” Machala, Ecuador lcabanilla1990@hotmail.com

)SGIRXI HI XMIQTS GSQTPIXS IR PE GEVVIVE HI 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW IR PE 9RMZIVWMHEH 8³GRMGE HI 2EGLEPE 1MGIRGMEHE IR (MIRGMEW HI PE *HYGEGM¾R QIRGM¾R .RKP³W 2EKMWXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW *WXYHMERXI HIP TVSKVEQE )SGXSVEHS IR *WXYHMSW .RKPIWIW &ZER^EHSW IR PE 9RMZIVWMHEH HI :MKS *WTE¼E E¼SW 5L ) G MR *UYMHEH I .RRSZEGM¾R IR *HYGEGM¾R IR 9RMZIVWMHEH HI :MKS (SSVHMREHSVE HI 8MXYPEGM¾R HI PE 2EIWXV¸E IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW 2IRGM¾R *RWI¼ER^E HI .RKP³W ] (SSVHMREHSVE &GEH³QMGE HI .HMSQEW IR 9RMZIVWMHEH (EWE ,VERHI )SGIRXI HI PEW 'YIREW 5V«GXMGEW *HYGEXMZEW IR IP (SPIKMS HI 'EGLMPPIVEXS 2EGLEPE 'IGEVME ,S8IEGLIV 2EK¸WXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW )SGIRXI HI MRKP³W IR IHYGEGM¾R F«WMGE IPIQIRXEP ] QIHME 2EK¸WXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW GSR QIRGM¾R IR IRWI¼ER^E HI .RKP³W )SGXSVERHE IR IP 5VSKVEQE HI )SGXSVEHS IR *UYMHEH I .RRSZEGM¾R IR *HYGEGM¾R HI PE 9RMZIVWMHEH HI :MKS *WTE¼E

main objective was to improve seventh graders’ ability to listen for details by using recorded short stories. Quantitative and qualitative methSHW [IVI YWIH XS KIX HEXE HYVMRK EGEHIQMG LSYVW 8[IRX] XLVII *+1 students participated in this project during their English classes. The pre and post-test results, the students’ answers to the focus group interview, and their responses in the survey answer the research questions.

Pre-test data showed that students had many problems identifying speGMǻG HIXEMPW [LMPI PMWXIRMRK &JXIV XLI MRRSZEXMSR VIWYPXW MQTVSZIH JVSQ MR XLI TVI XIWX XS MR XLI TSWX XIWX QIER 8LI MRRSZEXMSR MQTEGX indicated a Cohen’s d SJ VITVIWIRXMRK E WMKRMǻGERX IǺIGX 8LI WXYH] revealed that the use of appropriate techniques and materials improved the listening for details. This research should be read by teachers who want to improve students’ communicative skills, especially listening for details.

Keywords PMWXIRMRK JSV WTIGMǻG HIXEMPW VIGSVHIH WLSVX WXSVMIW middle school, techniques.

Introduction Listening activities are challenging for English as a Foreign LanKYEKI *+1 PIEVRIVW *+1 XIEGLIVW LEZI VIEPM^IH XLEX WXYHIRXW RIIH XS YRHIVWXERH FIXXIV XLI XEVKIX PERKYEKI *RKPMWL WMRGI XLIMV IEVP] WGLSSP ]IEVW &GGSVHMRK XS 'VS[R PMWXIRMRK GER FI IǺSVXPIWW MJ XLIVI EVI no previous activities like activating prior knowledge, assisting students in identifying the purposes for listening, and using well-structured speaking XEWOW +SV -EQSYHE *+1 PIEVRIVW LEZI GVYGMEP TVSFPIQW MR PMWXIRMRK comprehension because most of the learning programs only pay attenXMSR XS KVEQQEV VIEHMRK ERH ZSGEFYPEV] 9RHIV[SSH WXEXIH XLEX most students do not understand the target language due to traditional practices, especially during listening activities, because of their inability to concentrate.

127 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

This innovation was carried out in a public school in Ecuador. The

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

Abstract

&HHMXMSREPP] EǻXVM QIRXMSRIH XLEX RSX EPP PMWXIRIVW TEVXMGularly when students learn how to listen to English, have similar and WYǽGMIRX PMRKYMWXMG ERH RSR PMRKYMWXMG VIWSYVGIW 8LI GSQQYRMGEXMSR ability, accompanied by gestures, facial expressions, or signs, helps the listener to recognize other speakers’ mood or position in the converWEXMSR EǻXVM 8LIWI VIWSYVGIW EVI HIZIPSTIH [MXL HEMP] TVEGXMGI according to the students’ level and the teachers’ techniques. Most EFL María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

learners want to understand the target language and develop their pro-

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ductive skills. In order to achieve this, teachers need to try new methods and techniques to improve students’ language comprehension. Therefore, implementing recorded short stories during class can make their listening activities easier because students can retrieve them as many times as needed.

8LI *RKPMWL 1ERKYEKI 1IEVRMRK *11 XERHEVHW MR *GYEHSV HIscribe what students must know and be able to do as they move toward GSQTPIXI ǼYIRG] MR *RKPMWL 8LMW HSIW RSX QIER SRP] TVSHYGMRK XLI XEVKIX PERKYEKI *RKPMWL FYX EPWS YRHIVWXERHMRK XLI QIWWEKI F] XVERWJIVring it. During listening, students should understand the main point of a WTIIGL ERH MHIRXMJ] XLI KIRIVEP QIWWEKI 2MRMWXIVMS HI *HYGEGM¾R To carry out this standard, students need to acquire vocabulary during their learning process, which means that teachers need to change their teaching methods and techniques. Unfortunately, as Neuman and Wright VITSVXIH VITIEXMRK ERH VIZMWMXMRK RI[ ZSGEFYPEV] MW RIEVP] MQTSWsible in the busy, multi-tasking environment of the classroom.

-EQSYHE QIRXMSRIH XLEX XIEGLIVW MKRSVI WXYHIRXWƶ PMWXIRMRK HMǽGYPXMIW MR GSQTVILIRHMRK WTSOIR XI\XW ERH HS RSX YWI IǺIGXMZI listening strategies to help students solve their problems. Regarding XIEGLMRK XIGLRMUYIW ERH QIXLSHSPSKMIW 5SYVLSWWIMR ERH 7I^E claimed that the communicative approach is the method that teachers WLSYPH YWI XS WSPZI WXYHIRXWƶ RIIHW ERH SFXEMR IǽGMIRX *RKPMWL WTIEOers with solid bases. They established that English as a Foreign Language needs to be taught as a tool for communication, and listening has to be the nucleus of the teaching practice.

5SYVLSWWIMR ERH 7I^E EPWS I\TVIWWIH XLEX XLI YWI SJ EHvanced listening teaching methods is a crucial factor. In current classes, students are accustomed to follow the teacher’s directions. Hence, it is

important to involve students in the development of listening skills in

GSRXVMFYXIW XS XLI GSVVIGX [SVHWƶ TVSRYRGMEXMSR &W ,MPFIVX TSMRXed out in his book, only a few teachers realized that the problem came from inadequate listening comprehension. That is why English instruction must address the relationship between pronunciation and listening comprehension. Listening skills give students more opportunities to practice the target language and their comprehension level. Voice recording is a helpful tool. It allows students to practice listening comprehension by listening to themselves or someone else, understanding the message, and then transferring the general idea of the message.

There are many advantages of voice recording. One of them is that the audio can be played and repeated as many times as needed for the PMWXIRIVW +SV 7SYLM IX EP VITIXMXMSR SJ MRTYX QMKLX EPPS[ 1 PIEVRers to have more processing time for comprehension and thus comTIRWEXI JSV XLIMV PMQMXIH ORS[PIHKI SJ 1 /IRWIR ERH :MRXLIV I\pressed that the exact repetition is considered as input enhancement, which may render the input salient, drawing L2 learners’ attention to XLI XEVKIXIH MXIQW 7IRYOEHIZM LMKLPMKLXIH XS GSRWMHIV [SVH TVSnunciation, word stress, and accent when students are practicing their productive skills.

This action research was developed in a public school with EFL students from seventh grade in Pasaje, a city of El Oro province in EcYEHSV .R XLMW TETIV WSQI MWWYIW HSYFXW ERH HMǽGYPXMIW JSV WXYHIRXW about listening comprehension are reviewed. Therefore, innovation was applied to improve listening for details subskill and contribute to better communication.

Literature Review Listening Skill In the eyes of many researchers and learners of English, listening is a complex and active mental process that involves perception, at-

129 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

&GGSVHMRK XS 'SYGLEVIF XLI PMWXIRMRK PIEVRMRK TVSGIWW EPWS

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

class, asking for suggestions, and making students participate in class.

XIRXMSR GSKRMXMSR ERH QIQSV] -EQSYHE 1MWXIRMRK [EW SRI SJ the most neglected skills in second and foreign language classrooms, IWTIGMEPP] YRXMP XLI PEXI W 2SVPI] (EQIVSR I\TVIWWIH that listening is the receptive use of language, and since the goal is to make sense of the speech, the focus is on meaning rather than language. Thus, for students, listening means understanding what a teachIV SV WSQISRI MR XLI EYHMS WE]W &GGSVHMRK XS 'VS[RIPP PMWXIRMRK María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

begins with listeners when they communicate with themselves while

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thinking, making decisions, or when they are engaged in any type of communicative activity.

5YVH] WYWXEMRIH XLEX PMWXIRMRK MW XLI EGXMZI ERH H]REQMG process of attending, perceiving, interpreting, remembering, and reWTSRHMRK XS XLI I\TVIWWIH ZIVFEP ERH RSRZIVFEP RIIHW GSRGIVRW ERH MRJSVQEXMSR SǺIVIH F] SXLIV LYQER FIMRKW &HHMXMSREPP] ,MPEONERM ERH EFSYVM TSMRXIH SYX XLEX MX MW IZMHIRX XLEX PMWXIRMRK TPE]W E WMKRMǻGERX VSPI MR TISTPIƶW PMZIW ERH MX MW IZIR QSVI MQTSVXERX WMRGI PMWtening is used as a primary medium of communication and learning in HMǺIVIRX WXEKIW SJ IHYGEXMSR 8S YRHIVWXERH XLI RYERGIW MR E TEVXMGYPEV language, one must be able to listen and comprehend. As listeners understand spoken language by listening, it is easier to improve their other WOMPPW ERH KEMR GSRǻHIRGI 7IRYOEHIZM 5ISTPI GER PMWXIR XS HMǺIVIRX X]TIW SJ VIGSVHMRKW EGGSVHMRK XS XLIMV TVIJIVIRGIW .OI IX EP TSMRXIH SYX XLEX RYVWIV] VL]QIW LEZI E [IPP HSGYQIRXIH FIRIǻX JSV GLMPHVIRƶW PERKYEKI GSQTVILIRWMSR ERH cognitive development. This kind of recording promotes students being more expressive and develops language skills through vocabulary by using a fun environment.

Other kinds of recordings are fairy tales which are often used by TEVIRXW ERH XIEGLIVW XS MRXVSHYGI ERH VIMRJSVGI FILEZMSVW .OI IX EP 4R XLI SXLIV LERH XLIVI EVI EPWS TMGXYVI FSSOW [LMGL EVI FSSOW consisting of text and pictures, in which the story depends on the interaction between written text and image and where both have been GVIEXIH [MXL E GSRWGMSYW EIWXLIXMG MRXIRXMSR &VM^TI X]PIW -IEXLǻIPH QIRXMSRIH XLEX RSXLMRK GSQIW QSVI REXYVEPP] XS WXYdents than listening to their English teacher and to classmates telling a personal story and then answering with another story.

people listen very closely, paying attention to all the words and trying XS YRHIVWXERH EW QYGL MRJSVQEXMSR EW TSWWMFPI XS GSQTPIXI WTIGMǻG MRformation. &PUELXERM VIQEVOIH XLEX MX MW EPQSWX MQTSWWMFPI XS PIEVR E PERKYEKI [MXLSYX [SVHW IZIR GSQQYRMGEXMSR FIX[IIR LYQER FIings is based on words. Regarding the importance of vocabulary to deZIPST PMWXIRMRK JSV HIXEMPW -MGOQER IX EP GPEMQIH XLEX *RKPMWL 1ERKYEKI 1IEVRIVW *11W VIUYMVI IǺIGXMZI ERH SRKSMRK MRWXVYGXMSR MR vocabulary and comprehension to improve their oral language skills. A WXYH] QEHI F] 'S]PI GSRGPYHIH XLEX WXYHIRXW KEZI QYGL MQTSVtance to vocabulary while they listened because they exclaimed that if they knew the words, they knew what the audio was about. This conǻVQIH WXYHIRXWƶ ZMI[ ERH TYX XLI ORS[PIHKI SJ ZSGEFYPEV] LMKL SR E PMWX SJ MQTSVXERX JEGXSVW XLEX MRǼYIRGI PMWXIRMRK GSQTVILIRWMSR 8LIVIJSVI &XEW WXEXIH XLEX VIWIEVGL SR PMWXIRMRK GSQTVILIRWMSR WLS[W that any listening comprehension test should cover a wide range of topMGW ERH XI\X X]TIW XLI FEGOKVSYRH ORS[PIHKI SJ XLI PIEVRIVW LEW XS FI considered too.

Students’ Problems 9RHIV[SSH WXEXIH WIZIVEP TVSFPIQW WXYHIRXW LEZI HYVMRK the listening process. First, listeners cannot control the speed of delivery. Second, listeners cannot always have words repeated. It is a serious problem because students cannot decide whether or not to replay a recording, and it is even harder for the teacher to know if students YRHIVWXSSH SV RSX XLI VIGSVHMRK XLI ǻVWX XMQI 8LMVH PMWXIRIVW LEZI E limited vocabulary. This makes students miss some parts of the speech. +MREPP] MX GER FI HMǽGYPX JSV PMWXIRIVW XS GSRGIRXVEXI MR E JSVIMKR PERguage. For students, it is easier to follow a conversation when the topic is interesting.

131 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

&^II^ ERH &P 'ENEPERM WXEXIH XLEX PMWXIRMRK MR HIXEMP MW [LIR

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

Listening for Details

3S[VSY^M IX EP VITSVXIH XLEX XLI QSWX HSQMRERX TVSFPIQW were distractions and missing or misperceiving words’ sounds related to perception. Students were accustomed to translate every word to try to understand the main idea of the audio. Other researchers highlighted that in the bottom-up listening skills, such as listening for details.

XYHIRXW ǻRH MX TEVXMGYPEVP] GLEPPIRKMRK XS VIGSKRM^I WSYRHW EW HMWXMRGX

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

[SVHW SV KVSYT SJ [SVHW ,SL :ERHIVKVMJX

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Voice-Recording Equipment 4RI SJ XLI ǻVWX ZSMGI VIGSVHMRK XSSPW XLEX LEH FIIR YWIH MR *RKPMWL instruction was the cassette tapes and students had to listen to the oral production and perform the activities in class. Fortunately, the digitalization of recording tools arrived. Technology has greatly improved teaching and learning procedures. It helps to enhance students’ competences. Technological resources are a trend in EFL teaching today.

However, most institutions lack technological devices to be used in XLI GPEWWVSSQ ,SR^EPI^ IX EP 8LI IQIVKMRK XIGLRSPSKMIW LEZI EPWS QEHI HMWXERX PERKYEKI ERH WIPJ PIEVRMRK QSVI IǺIGXMZI MR SVEP WOMPPW &SOM Nowadays, modern tools, such as digital audio and student-produced recordings, are new ways to engage students and encourage them to learn the target language. Digital audio recording is a useful device in a foreign language to practice speaking, hear how they sound, ERH MQTVSZI XLIMV WTIEOMRK TVSǻGMIRG] =ER/Y IX EP 1IEVRMRK through digital elements provides the opportunity to practice the skill HMǺIVIRXP] -YERR ERH 8LSRK VIGSKRM^IH XLEX TSVXEFPI VIGSVHIVW [IVI YWIJYP MR XLI IHYGEXMSR ǻIPH FIGEYWI XLI] EPPS[IH TISTPI XS practice listening skills anywhere, anytime. On the other hand, Dai ERH +ER IWXEFPMWLIH XLEX [MXL XLI YWI SJ XIGLRSPSK] XIEGLIVW could think that it is unnecessary to add more explanations, examples, and conclusions during the class. Although the textbook can be the most important resource in the classroom, it is necessary to add I\XVE QEXIVMEPW XLEX EPPS[ WXYHIRXW XS LEZI HMǺIVIRX TIVWTIGXMZIW SR

XLI GSRXIRXW FIMRK WXYHMIH ,SR^EPI^ IX EP .R WSQI GPEWWIW The quality of sound can impact the comprehension of learners’ lisXIRMRK &^QM IX EP The use of electronic tools provides students with more opportuRMXMIW XS TVEGXMGI EGXMZMXMIW VIPEXIH XS XLI HMǺIVIRX WOMPPW (YVVIRXP] QSWX of the students have a mobile phone and bring them everywhere. Those mobile devices have a voice recording tool which implies that they can be used as a cognitive and symbolic learning tool.

Due to the students’ low listening comprehension performance, some considerations and strategies taken from the literature review were applied to answer the following research questions: ;LEX EVI WXYHIRXWƶ GSQTPMGEXMSRW [LIR XLI] PMWXIR XS E VIGSVHing?

2. To what extent do short story recordings improve students’ listening for details?

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

teachers use some recorded materials that do not have high quality.

Methodology Design The innovation was carried out as action research. Action research MW VIPEXIH XS XLI MHIE SJ ƵXLI XIEGLIV EW VIWIEVGLIVƶ .X MRZSPZIW FIMRK GVMXical in your teaching methods and techniques. Here, the teacher becomes an investigator of his or her personal teaching context while at XLI WEQI XMQI FIMRK TEVX SJ MX 'YVRW Consequently, action research gives itself well as the methodology option to this innovation process. This research adopts an interactive TVSGIWW MRZSPZMRK ǻZI TLEWIW XS EGLMIZI WYGGIWW MR XLMW WXYH] HMEKRSWMW EGXMSR TPERRMRK EGXMSR XEOMRK IZEPYEXMSR ERH PIEVRMRK YWQER *ZIVIH .R XLI HMEKRSWMW TLEWI TVSFPIQW ERH QEMR GLEVEGXIVMWXMGW EVI MHIRXMǻIH .R XLI EGXMSR TPERRMRK TLEWI MW IPEFSVEXIH E TPER HIscribing the process of the innovation. The action-taking phase refers to

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XLI ETTPMGEXMSR SJ XLI HMǺIVIRX MRWXVYQIRXW [LMGL GSRXVMFYXIH XS XLI VIsults. In the evaluation, results are analyzed. Finally, the learning phase PIXW EREP]^I VIWYPXW SFXEMRIH EJXIV XLI ETTPMGEXMSR 8LIWI ǻZI TLEWIW SJ EGXMSR VIWIEVGL [IVI ETTPMIH XS XLMW MRRSZEXMSR EW +MKYVI MPPYWXVEXIW

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Figure 1. Susman and Evered’s phases to conduct action research.

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DIAGNOSIS Low listening for details comprehension in seven graders.

EVALUATION Results of the quantitative and qualitative instruments.

ACTION-PLANNING Answer 2 research questions based on literature rewiew.

Qualitative and quantitative instrumens were applied.

ACTION-TALKING The innovation plan

LEARNING Students need to acquire more vocabulary.

The use of technology is necessary for better results.

1MWXIRMRK MW TEVX SJ IǺIGXMZI GSQQYRMGEXMSR

8LI TEVXMGMTERXW JSV XLMW WXYH] [IVI *+1 WXYHIRXW JIQEPIW ERH QEPIW JVSQ E TYFPMG QMHHPI WGLSSP &GGSVHMRK XS E TVIZMSYW WYVZI] WXYHIRXW LEH EGGIWW XS ER IPIGXVSRMG HIZMGI EX LSQI LEH I\TIVMIRGI [MXL VIGSVHMRKW ERH WXYHIRXW WSQIXMQIW LEH VIcorded their voices. They were in seventh grade, ranging from ten to twelve years old. These students were selected as research participants because they were the higher grade at the school and had a good performance during two academic years. The main problem that these groups of students have faced was that they do not have enough background to develop listening correctly. This school incorTSVEXIH *RKPMWL EW E +SVIMKR 1ERKYEKI WYFNIGX MR [LMGL QIERW XLEX XLI WXYHIRXWƶ *RKPMWL TVSǻGMIRG] [EW TVI & XEOMRK XLI (SQQSR *YVSTIER +VEQI[SVO SJ 7IJIVIRGI (*+7 .X MW MQTSVXERX JSV WXYHIRXW who could not get this level the need to implement new techniques to improve listening skills.

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

Participants

Classroom Procedures The innovation aimed to develop techniques and practices to MQTVSZI WXYHIRXWƶ PMWXIRMRK JSV WTIGMǻG HIXEMPW .X EPWS HMWTPE]IH [LEX WXYHIRXW [IVI EFPI XS HS ERH YRHIVWXERH 8LI MRRSZEXMSR PEWXIH EGademic hours in class. Qualitative and quantitative instruments were used to gather information which helped to develop the innovation. The participants needed an electronic device with internet access to complete some activities at home. Students developed easy tasks with the researcher recognizing information in a recording, reviewing some vocabulary, and performing commands and songs using recorded audio during the classes. Participants also developed extra online activities from the Cambridge test on some web pages provided by the facilitator.

At the end of the implementation, students created their own WLSVX WXSVMIW FEWIH SR HMǺIVIRX HEMP] EGXMZMXMIW 8LI] ETTPMIH XLI ZSGEFulary introduced and recycled during the innovation activities process.

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To present the performance task, they drew their own story into four pictures to use in class, and then their partners ordered them according to the story they told. The use of voice recordings let students tape their own stories as many times as they considered necessary to check their correct pronunciation and intonation. This activity raised students’ GSRǻHIRGI MR XLIQWIPZIW F] TVEGXMGMRK ERH MQTVSZMRK XLIMV EFMPMXMIW XS YRHIVWXERH XLI XEVKIX PERKYEKI VIGITXMZI WOMPP ERH MQTVSZMRK XLIMV María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

pronunciation ability.

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Instruments 6YEPMXEXMZI ERH UYERXMXEXMZI MRWXVYQIRXW [IVI ETTPMIH XS JYPǻPP XLMW project: pre and post focus group interviews, surveys, and pre and posttest. The instruments are organized according to the research questions.

RQ1: What are students’ complications when they listen to a recording?

Pre–Post Focus Group Interview &GGSVHMRK XS XI[EVX ERH LEQHEWERM JSGYW KVSYT MRXIVZMI[W EVI GEVVMIH SYX XS YRHIVWXERH XLI KVSYT H]REQMGW XLEX EǺIGX MRdividuals’ perceptions, information processing, and decision. The focus group interview was used to know students’ complications while they were listening. The group members answered four questions related to their problems during classes and what makes the learning process HMǽGYPX Nine students were selected randomly: three students with high grades, three students with regular grades, and three students with low grades. By using focus group methodology before applying the innovaXMSR WXYHIRXW GSYPH WLEVI XLIMV HMǽGYPXMIW ERH ERW[IV XLI IWXEFPMWLIH questions to deepen the causes of their complications during listening.

In the post-interview, students had the opportunity to share through re-

GSVHIH WLSVX WXSVMIW ERH XLI HMǺIVIRX TVEGXMGIW [MXL RI[ XIGLRMUYIW F]

imately. The pre and post focus interviews were developed during the ninth and nineteenth classes, respectively. The interview was conducted face-to-face in Spanish because students did not understand the language very well, so for them, it was easier to participate and answer the questions in their mother tongue.

Survey +MRO WXEXIH XLEX WYVZI]W EVI MRJSVQEXMSR GSPPIGXMSR QIXLSHW used to describe, compare, or explain individual and societal knowledge, feelings, values, preferences, and behavior. This instrument helped determine students’ listening preferences and contributed to solving students’ complications based on activities that involved topics they liked. The survey was presented in a simple way with four close and simple questions. One question was structured to know students’ reading preferences and the other three questions were used to know if students had the necessary material and experience with the recordings, so students selected yes or no to answer. The survey was in English but also with the Spanish translation because of students’ low comprehension levels. The survey was answered by all students.

Data obtained from the survey were used to select the best kind of stories according to students’ preferences between fairy tales, personal stories, nursery rhymes, and picture storybooks. The survey also helped to know if students had any experience listening to a voice recording during their English classes or if they had ever recorded audio by using a recording device, a mobile phone, or other devices.

137 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

XIRMRK *EGL MRXIVZMI[ TVI ERH TSWX XSSO XIR XS ǻJXIIR QMRYXIW ETTVS\-

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

YWMRK WSQI [IF TEKIW XLI] MQTVSZIH SV RSX XLIMV HMǽGYPXMIW [LMPI PMW-

RQ2: To what extent do short story recordings improve students’ listening for details?

Pre and Post-tests Before and after applying the innovation, students were assessed [MXL XLI (EQFVMHKI 9RMZIVWMX] 2SZIVW XIWXW 5EVX X[S ERH ǻZI JVSQ XLI María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

1MWXIRMRK TEVX XIR MXIQW [IVI ETTPMIH MR FSXL XIWXW 8LI YWI SJ E TVI

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ERH E TSWX XIWX LIPTIH XS HIXIGX HMǺIVIRGIW FIX[IIR XLI TEVXMGMTERXWƶ performance. The test was taken by all participants in two sessions. All participants in two sessions took the test. It was applied at the beginning of the innovation to measure students’ level of listening comprehension.

At the same time, the post-test was taken at the end of the intervention to verify if students improved their ability and the score after developing XLI HMǺIVIRX EGXMZMXMIW HIWGVMFIH MR XLI TVSGIHYVI

Data Analysis Pre–Post Focus Group Interview XYHIRXWƶ ERW[IVW ERH VIǼIGXMSRW EFSYX XLIMV GSQTPMGEXMSRW [IVI GSPlected during the focus group sessions. Using a voice recording, students’ answers were audiotaped and then transcribed in English. The researcher took notes from the focus group results and determined if the innovation IRLERGIH WXYHIRXWƶ HMǽGYPXMIW EGGSVHMRK XS WXYHIRXWƶ STMRMSRW ERH ERW[IVW

Pre and Post-tests The data from the pretest and post-test were analyzed using SPSS XS KIX XLI WXERHEVH HIZMEXMSR ERH XLI QIER JVSQ MXIQW 8LMW MRJSVQEXMSR [EW YWIH XS KIX XLI IǺIGX WM^I ERH HIXIVQMRI MJ XLI WXYH] [EW WMKRMǻGERX SV RSX &R EREP]WMW SJ XLI QIERW SJ FSXL XIWXW [EW GEVVMIH SYX to determine if the innovation had achieved the expected results.

The survey was applied to determine what kind of stories students prefer listening to when they develop a listening activity. Descriptive statistics such as frequency were calculated to analyze data from the HMǺIVIRX MXIQW MR XLI WYVZI] ERH XLI VIWYPXW JVSQ XLI VYFVMGW SJ XLI ǻREP TVIWIRXEXMSR

Results RQ1: What are students’ complications when they listen to a recording?

Pre–Focus group interviews analyzed the main problem when students listen. For one of the students, the problem when listening was: Ƹthe noise, and I do not understand what the audio is about”. Most of the

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

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most of the time. Participants also mentioned that they distracted themselves when they were in a listening practice, so they could not follow the activity.

On the other hand, the post–focus interview showed that students IRNS]IH XLI HMǺIVIRX EGXMZMXMIW IWTIGMEPP] XLI WSRKW ERH XLI ZSGEFYPEV] XLI] PIEVRIH 4RI SJ XLI MRXIVZMI[IIW QIRXMSRIH ƸOnline practice was interesting, and I admired myself because I discovered that I could žŇĮƽåƐ ĮĞžƒåĻĞĻďƐ üŇŹƐ žŤåÏĞĀÏƐ Ú僱ĞĮžƐ ±ÏƒĞƽЃĞåžƐ ĞüƐ FƐ ŇĻĮDžƐ Ť±ĞÚƐ ķŇŹåƐ ±ƒƒåĻƒĞŇĻ”.

Nevertheless, they did not feel sure of being able to comprehend other listening activities very well. During the interview about what they enNS]IH QSWX WXYHIRXW I\TVIWWIH ƸĮå±ŹĻĞĻďƐĀŹžƒƐƒĚåƐƽŇϱÆƣĮ±ŹDžƐ±ĻÚƐƒĚåĻƐ seeing the storiesƹ Ƹlistening to the storiesƹ Ƹlistening to music.” Finally one SJ XLIQ I\TVIWWIH Ƹordering the pictures while we listened”. Lastly, data revealed that students preferred developing activities related to the test and practicing similar tasks according to the topics.

8LI WYVZI] VIǼIGXIH XLEX SJ WXYHIRXW TVIJIVVIH JEMV] XEPIW ERH TIVWSREP WXSVMIW MR PMWXIRMRK EGXMZMXMIW [LMPI SJ WXYHIRXW

Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

interviewees expressed that outside noise was what distracted them

Table 1 Survey results: Students’ access F(NO)

Access to an electronic device

Experience with recordings

Record voice with a device

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

F(YES)

chose nursery rhymes and picture storybooks. Due to the results, fairy

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.R XLI TVIXIWX XLI QIER [EW 8EFPI 8LMW VIWYPX VIǼIGXIH

tales and personal stories topics were added to the innovation activities FIGEYWI QSVI XLER WIPIGXIH XLSWI STXMSRW 8LI WYVZI] ERW[IVW EPWS VIZIEPIH XLEX QSVI XLER SJ TEVXMGMTERXW LEH EGGIWW XS ER IPIGtronic device, had experience with recordings, and recorded their voice [MXL E ZSMGI VIGSVHIV IPIGXVSRMG HIZMGI 8EFPI

RQ2: To what extent do short story recordings improve students’ listening for details?

140 XLEX WXYHIRXW LEH QER] HMǽGYPXMIW MR YRHIVWXERHMRK WTIGMǻG MRJSVQEXMSR while they listened. Because of their low grades, most of them showed anxiety and seemed lost while listening because they could not understand the recording. On the other hand, in the post test, the mean was 8EFPI VIǼIGXMRK WXYHIRXWƶ MQTVSZIQIRXW F] YWMRK XLI HMǺIVIRX XIGLRMUYIW ERH TVEGXMGMRK XLI HMǺIVIRX EGXMZMXMIW 'SXL HEXE [IVI YWIH XS KIX XLI IǺIGX WM^I JSPPS[MRK (SLIR [LIVI GSVVIPEXMSRW SJ ERH [IVI GSRWMHIVIH WQEPP QSHIVEXI

Table 3. Paired Samples Statistics Pre and Post - test Instruments

Mean

Std. Deviation

Std. Error Mean

Pretest

Posttest

*ǺIGX M^I Cohen’s d

and large in magnitude, respectively. According to the results, Cohen’s

ERH [LMPI XLI] [IVI [SVOMRK SR XLI TSWX XIWX XLI] [IVI GSRǻHIRX MR MHIRXMJ]MRK WTIGMǻG HIXEMPW MR XLI VIGSVHMRK

Discussion &GGSVHMRK XS XLI ǻRHMRKW SFXEMRIH JVSQ XLI HEXE MX GER FI RSXed that the main problem in carring out this research was that the lisXIRIVW GSYPH RSX YRHIVWXERH XLI VIGSVHMRKW XS GSQTPIXI XLI HMǺIVIRX XEWOW 7IWYPXW EVI GSRWMWXIRX [MXL 9RHIV[SSH EWWIZIVEXMSRW 8LMW makes students miss some parts of the speech because they do not LEZI EGGIWW XS XLI RIGIWWEV] ZSGEFYPEV] XS TVEGXMGI XLI HMǺIVIRX PMWtening activities.

RQ1: What are students’ complications when they listen to a recording?

During the pre-focus group interview, one of the interviewees exTVIWWIH Ƹin class; I cannot listen because of my partners’ interruptions” ERSXLIV MRXIVZMI[II QIRXMSRIH Ƹthe next class makes much noise, so I cannot listen very well”. These were some problems that students faced while they were developing listening tasks. These answers were conWMWXIRX [MXL XLI TVIZMSYW WXYHMIW GSRHYGXIH F] 3S[VSY^M IX EP that determined in their report that the most dominant problems were a distraction and missing or misperceiving words’ sounds related to TIVGITXMSR 4R XLI SXLIV LERH JSV =EKERK PMWXIRMRK XS XLI QEterial on tape or radio lacks visual and aural environmental clues, which means that not seeing the speaker’s body language and facial expresWMSRW QEOIW MX QSVI HMǽGYPX JSV XLI PMWXIRIV XS YRHIVWXERH XLI WTIEOIVƶW meaning and contributes to failure in this skill’s tasks.

On the other hand, as a result of the post-focus group interview, SRI MRXIVZMI[II QIRXMSRIH ƸORS[MRK XLI ZSGEFYPEV] FIJSVI PMWXIRMRK XS XLI VIGSVHMRK LIPTIH QI XS VIGSKRM^I WTIGMǻG HIXEMPW ƹ 8LMW ERW[IV VIEǽVQIH [LEX 'S]PI QIRXMSRIH XLEX WXYHIRXW KEZI QYGL MQportance to vocabulary while they were listening. However, in the report,

141 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

MRRSZEXMSR XYHIRXWƶ TIVJSVQERGI MQTVSZIH WMKRMǻGERXP] MR XLMW EFMPMX]

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

d WLS[W [LMGL MW GSRWMHIVIH E PEVKI IǺIGX WM^I EJXIV ETTP]MRK XLMW

3IYQER ERH ;VMKLX GPEMQIH XLEX MX MW MQTSWWMFPI XS VITIEX ERH revisit new vocabulary because of the busy multi-task environment in the classroom.

RQ2: To what extent do short stories recordings improve students’ listening for details?

'VS[R QIRXMSRIH EGXMZEXMRK TVMSV ORS[PIHKI EWWMWXMRK WXYdents to identify the purposes for listening, and using well-structured María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WTIEOMRK XEWOW 'VS[R [SVHW [IVI GSRǻVQIH HYVMRK XLMW VIWIEVGL 8LI

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VIWYPXW SJ XLI MRRSZEXMSR VIǼIGXIH XLEX FEGOKVSYRH ORS[PIHKI MW MQportant to develop all skills, especially listening, where students need to understand words and comprehend complete ideas.

Electronic devices allowed most of the students to practice their short stories the times they wanted to improve their performance. These ǻRHMRKW [IVI MR PMRI [MXL XLSWI SJ -YERR ERH 8LSRK 8LI] VIGSKRM^IH XLEX TSVXEFPI VIGSVHIVW [IVI YWIJYP MR XLI IHYGEXMSR ǻIPH FIGEYWI they allowed them to practice listening skills anywhere, anytime.

XYHIRXW [IVI [MPPMRK XS TIVJSVQ XLI HMǺIVIRX EGXMZMXMIW SJ XLI study. The use of new techniques and methodologies encouraged them XS TEVXMGMTEXI MR XLI MRRSZEXMSR 5SYVLSWWIMR ERH 7I^E VIEǽVQIH XLMW ǻRHMRK FIGEYWI XLI] I\TVIWWIH XLEX YWMRK XLI QSWX EHZERGIH PMWtening teaching methods is the most crucial factor.

Conclusion After completing this study and getting the innovation results, it is MQTSVXERX XS IQTLEWM^I XLEX ETTP]MRK XLI MRRSZEXMSR VIǼIGXIH TSWMXMZI results in the students’ listening performance. During class, vocabulary EGUYMWMXMSR LIPTIH WXYHIRXW XS GSQTPIXI WTIGMǻG MRJSVQEXMSR ERH PIEVR more words that they could use in the tests. It is a fact that students acquired more vocabulary knowledge. They could identify the meaning and the correct spelling of many new words. Subsequently, students improved their listening for details subskill by using techniques that allowed them to better understand the activities process.

The listening activities need to be developed in a closed classroom with reduced noise. As they mentioned in the focus group interview,

they were not able to concentrate during listening activities because

the learning process was important. They should consider technology at home as an educational complement under their supervision directing them to develop complementary educational activities. At school, it was impossible to use phones because schools did not allow the use of electronic devices. &HHMXMSREPP] WXYHIRXW TVIWIRXIH E ǻREP TIVJSVQERGI XEWO [LIVI E VYFVMG IZEPYEXIH XLIQ 8LMW VIǼIGXIH XLEX JVSQ XLI JSYV MXIQW GSRWMHIVIH SR XLI VYFVMG ZSGEFYPEV] TVSRYRGMEXMSR GSRXIRX ERH ǼYIRG] XLI QIER SJ XLI GSRXIRX GVMXIVME [EW [LMGL QIERW XLEX XLI] GSYPH manage more vocabulary, phrases, and expressions than before. This HSIW RSX QIER XLEX XLI SXLIV MXIQW GSRWMHIVIH MR XLI VYFVMG [IVI PS[ on the contrary, those parameters’ mean was regular. When students HIZIPSTIH XLIMV TVIWIRXEXMSR EW E ǻREP TVSHYGX ZSMGI VIGSVHMRK [EW helpful because they could carry the audio before the presentation to correct pronunciation and make necessary changes, until the presentaXMSR HE] 8LMW XSSP EPWS EPPS[IH TEVXMGMTERXW XS GLIGO XLI ǻREP TVSHYGX including the oral presentation with the researcher. Participants realized XLEX [MXL TIVWIZIVERGI XLI] GSYPH MQTVSZI XLIMV ǻREP TVSHYGX SJ TVSnunciation and present a better one.

This research presented some limitations during the process, such as the lack of technological tools in students’ homes, so they could not do the extra practice they had learned in class to get better results. This occurs because most of them come from low-income households.

Most students had electronic devices, but they did not have internet access. Another condition presented during the study was the students’ TVSǻGMIRG] PIZIP &GGSVHMRK XS XLIMV EKI XLIMV *RKPMWL PIZIP WLSYPH FI LMKLIV FYX XLMW HIǻGMIRG] [EW HYI XS XLIMV PEGO SJ *RKPMWL GPEWWIW MR TVIZMSYW WGLSSP ]IEVW XYHIRXW HMH RSX VIGIMZI *RKPMWL GPEWWIW YRXMP when English was included in their curricula.

Although students sometimes did not attend classes or arrived PEXI XLI QMWWMRK GPEWWIW ERH HMǺIVIRX LSPMHE]W HIPE]IH XLI TVSNIGX +SV XLEX VIEWSR XLI MRRSZEXMSR XSSO QSVI XMQI XS JYPǻPP XLI PIWWSR TPER There is a lab with a projector in the school, but there was no internet,

143 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

were able to complete the activities successfully. Parents’ help during

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

of the outside noise. This innovation met that requirement, so students

access so students could not see a clear example of how to use the HMǺIVIRX TPEXJSVQW XS TVEGXMGI EX LSQI 8LI VIWIEVGLIV LEH XS YWI XLIMV cellphone and students took turns to see some videos to understand better.

Lastly, the number of students who participated during the innovation was a limitation. There were few students for the study, which did not allow us to obtain more information from the applied instruments or María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

XS KIRIVEPM^I XLI ǻREP VIWYPXW

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+SV RI[ VIWIEVGL EFSYX PMWXIRMRK JSV WTIGMǻG HIXEMPW EFMPMX] MR WXYdents from seventh grade or higher in a public school, it is important to replicate this study from fourth grade. Students should practice longer XS EGLMIZI FIXXIV TVSǻGMIRG] F] XLI XMQI XLI] ǻRMWL XLIMV QMHHPI WXYHMIW Consequently, they would be prepared with better communicative skills to continue their studies according to the curricula.

During classes, it is necessary to involve more vocabulary activities, so they store more words and can use them in the future to help themselves to understand what they listen to. The present research should be developed with a larger sample of students because this group was small to generalize the results. It is important to teach students to take bullet – point notes to help students remember important information from the recording, so they can check their notes to complete the listening tasks.

Finally, during the focus group interview, it would be useful to ask for psychologist support. It was noticed that some participants had problems expressing their opinion easily during the interview because some of them were shy. The psychologist could intervene to use appropriate techniques and communication alternatives to get more information.

and how to be taught. International Journal of Teaching and Education HSM 8* &SOM 5SXIRXMEP SJ ZSMGI VIGSVHMRK XSSPW MR PERKYEKI MRWXVYGtion. Columbia: Academic Commons LXXTW HSM SVK ) ; 6 &VM^TI * X]PIW 2 Children reading pictures: Interpreting visual texts. Taylor and Francis &XEW 9 8LI VSPI SJ VIGITXMZI ZSGEFYPEV] ORS[PIHKI MR EHZERGIH EFL listening comprehension. TESL-EJ R &^II^ 5 > &P 'ENEPERM + 7 *ǺIGXW SJ QSFMPI EWWMWXIH PERguage learning on developing kurdish EFL students’ listening sub-skills at Koya University. Koya University Journal of Humanities and Social Sciences HSM OYNLWW Z R ] TT &^QM ' 2 (IPMO ' =MHPM^ 3 8YKVYP 2 ( 1MWXIRMRK (SQTVILIRWMSR HMǽGYPXMIW IRGSYRXIVIH F] WXYHIRXW MR WIGSRH PERKYEKI learning class. Journal of Educational and Instructional Studies in the World LXXTW FMX P] 9ZM.Z> 'YVRW & Doing action research in English language teaching: A guide for practitioners 7SYXPIHKI LXXTW FMX P] )S/H91 'SYGLEVIF 3 8LI VSPI SJ JSVIMKR PERKYEKI PIEVRIVWƶ WIPJ IWXIIQ in enhancing their oral performance. Revue Sciences Humaines LXXTW FMX P] 3-4 ; 'S]PI / 5 +EGXSVW EǺIGXMRK PMWXIRMRK GSQTVILIRWMSR ELT Journal LXXTW HSM SVK IPX 'VS[R Teaching Listening. Cambridge University Press.

'VS[RIPP / 1MWXIRMRK &XXMXYHIW 5VMRGMTPIW ERH OMPPW YFWGVMTXMSR Routledge.

(EQFVMHKI 2SZIVW *\EQ R H LXXTW IGSWIRKPMWL NMQHS GSQ GEQFVMHKI ERH XVMRMX] GEQFVMHKI QSZIVW (EQIVSR 1 Teaching languages to young learners. Cambridge University Press.

145 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

&PUELXERM 2 8LI MQTSVXERGI SJ ZSGEFYPEV] MR PERKYEKI PIEVRMRK

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

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.OI 4 ,VMIHIV & -EE^ . Poetry and Ethics LXXTW FMX P] Y0<Q =

LXXTW HSM SVK 2MRMWXIVMS HI *HYGEGM¾R The English Language Learning Standards LXXTW FMX P] -Q4 ,R 2MRMWXIVMS HI *HYGEGM¾R Classroom Assessment Suggestions.

LXXTW FMX P] 8J93.; 2SVPI] / &YVEP GSQTVILIRWMSR MRWXVYGXMSR 5VMRGMTPIW ERH TVEGtices. Teaching English as a second or foreign language LXXTW FMX P] 4 N,76 3IYQER ' ;VMKLX 8 :SGEFYPEV] MRWXVYGXMSR MR GSQQSRP] used kindergarten core reading curricula. The Elementary School Journal Ƴ LXXTW FMX P] -5&6 E 3S[VSY^M 8EQ >EVIMER , 3MQILGLMWEPIQ : .VERMan EFL students’ listening comprehension problems. Theory and Practice in Language Studies HSM LXXT H\ HSM SVK XTPW 5SYVLSWWIMR , 7I^E & & WXYH] SJ JEGXSVW EǺIGXMRK *+1 PIEVRers’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research HSM SVK NPXV 5YVH] 2 ;LEX MW PMWXIRMRK$ .R 2 5YVH] ) 'SVMWSǺ *HW Listening in everyday life: A personal and professional approach RH IH TT 1ERLEQ 2) 9RMZIVWMX] 5VIWW SJ &QIVMGE LXXTW FMX P] 9 8PG> 7IRYOEHIZM ) 8LI VSPI SJ PMWXIRMRK MR PERKYEKI EGUYMWMXMSR XLI challenges & strategies in teaching listening. International Journal of Education and Information Studies LXXTW FMX P] -Q5]N+ 7SYLM & 3EFEZM 2 2SLIFFM - 8LI IǺIGXW SJ TVIZMI[ing questions, repetition of input and topic preparation on listening comprehension of iranian EFL learners. Iranian Journal of Language Teaching Research LXXTW FMX P] >E<\>J EǻXVM - 1MWXIRMRK WXVEXIKMIW MRXVSHYGIH EX E PERKYEKI MRWXMXYXI Jurnal Ilmiah Humanika LXXTW FMX P] 8Z (X:

147 Using Recorded Short Stories to Improve Listening for Details in Seventh Graders

in second language acquisition. Language Learning Ƴ

Yazmín Lisseth Pinto Sánchez, María Rossana Ramírez Ávila, Tatiana Gabriela Pineda Guzmán, Lisseth Priscila Cabanilla García

/IRWIR * ) :MRXLIV 8 *\EGX VITIXMXMSR EW MRTYX IRLERGIQIRX

XI[EVX ) ; LEQHEWERM 5 3 Focus groups: Theory and practice :SP EKI TYFPMGEXMSRW YWQER , *ZIVIH 7 &R EWWIWWQIRX SJ XLI WGMIRXMǻG QIVMXW SJ action research. Administrative Science Quarterly HSM

9RHIV[SSH 2 Teaching listening. Longman. :ERHIVKVMJX 1 7IGIRX HIZIPSTQIRXW MR WIGSRH ERH JSVIMKR María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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LXXTW FMX P] 89<O.: =EKERK + /ERYEV] 1MWXIRMRK 5VSFPIQW ERH WSPYXMSRW .R English Teaching Forum :SP 3S TT 8IEGLIV )IZIPSTQIRX Making the Right Movies. =ER/Y =ER 2IM 2SLEQIH = .QTPIQIRXEXMSR SJ ZSMGI VIGSVHMRK EGXMZMXMIW MR MQTVSZMRK 2ERHEVMR SVEP ǼYIRG] European Journal of Interdisciplinary Studies LXXTW FMX P] .KI(X

Reading

Extensive Reading to Enhance Reading Comprehension: An Action Research Study

Carlos Felipe Santamaría Velasco1 CTT de los Andes Language Center Ambato, Ecuador cttlc.asistenteacademico@cttdelosandes.com Kari Lynn Miller Bauer2 Universidad Casa Grande Guayaquil, Ecuador kalymiller@yahoo.com Cristina Elizabeth Salazar Paredes3 CTT de los Andes Language Center Ambato, Ecuador jefecentrodeidiomas@cttdelosandes.com

)SGIRXI HI .RKP³W IR (88 HI PSW &RHIW 1ERKYEKI (IRXIV Ƴ 2EWXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW )SGIRXI HI TSWKVEHS Ƴ 2EWXIV IR -YQERMHEHIW /IJI HIP (IRXVS HI .HMSQEW HI (88 HI PSW &RHIW 1ERKYEKI (IRXIV 2EWXIV IR )SGIRGME 9RMZIVWMXEVME ] &HQMRMWXVEGM¾R *HYGEXMZE 2EWXIV IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW

Abstract The objective of this action research was to determine how an ex-

FIMRK TEVX SJ XLI TVSKVEQ IZIRX] ǻZI WXYHIRXW JVSQ E TVMZEXI YRMZIVWMX] MR *GYEHSV [IVI HMZMHIH MRXS E GSRXVSP KVSYT (, ERH ER I\TIVMQIRXEP KVSYT *, 4R XLI SRI LERH WXYHIRXW JVSQ XLI *, XSSO TEVX MR E X[S month ER program in addition to the institutional English curriculum. On the other hand, the CG just followed the institutional curriculum. Data obtained from a pre-test and a post-test, rubrics, interviews, and learning logs were used to answer the research questions. At the end of the WXYH] XLIVI [EW RSX E WXEXMWXMGEPP] WMKRMǻGERX HMǺIVIRGI SR XLI TSWX XIWX results between the two groups. However, unlike students from the CG, students from the EG improved their reading comprehension skills WMKRMǻGERXP] [LIR GSQTEVMRK XLIMV TVI XIWX ERH TSWX XIWX WGSVIW &Hditionally, participants showed an overall positive perception of the ER TVSKVEQ WSQI TIHEKSKMGEP MQTPMGEXMSRW JSV *7 EVI HMWGYWWIH Keywords: extensive reading, action research, development of reading skills, EFL Ecuadorian university

Introduction Although English is only the third largest language in the world [MXL ETTVS\MQEXIP] QMPPMSR REXMZI WTIEOIVW MX MW GSRWMHIVIH XLI [SVPH PMRKYE JVERGE +EVIL 0MVOKS^ :MPPEV ;L]$ *RKPMWL MW XLI QSWX [MHIP] WTSOIR PERKYEKI MR LYQEROMRH LMWXSV] 2IPMX^ S[MRK XS MXW TPYVMGIRXVMG REXYVI [LMGL QIERW XLEX *RKPMWL MW WTSOIR SR EPQSWX EPP XLI GSRXMRIRXW GLRIMHIV 'EYQERR .RHIIH *RKPMWL LEW QSVI XLER QMPPMSR TISTPI [LS WTIEO MX EW E WIGSRH SV JSVIMKR PERKYEKI :MPPEV As a result, English is used worldwide to give news and information, entertain, travel, carry out business, diplomacy, and political meet-

153 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

hension skills and to analyze students’ perceptions and opinions after

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

XIRWMZI VIEHMRK *7 TVSKVEQ MRǼYIRGIW WXYHIRXWƶ 1 VIEHMRK GSQTVI-

MRKW EVSYRH XLI TPERIX EQSRK SXLIV EGXMZMXMIW 0MXES 8LEX MW [L] English is important to learn, and it has led the Ecuadorian government to create rules, policies, and regulations for educational institutions regarding English language learning and teaching. According to the instiXYXMSR XLEX VYPIW YRMZIVWMXMIW (SRWINS HI *HYGEGM¾R YTIVMSV EPP the students from Ecuador who desire to get a university degree must EGLMIZI E ' PIZIP EGGSVHMRK XS XLI (SQQSR *YVSTIER +VEQI[SVO SJ María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

7IJIVIRGI (*+7 8LMW MW E HMǽGYPX GLEPPIRKI TIV WI ERH MX FIGSQIW

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IZIR QSVI HMǽGYPX MR *RKPMWL EW E JSVIMKR PERKYEKI *+1 GSRXI\X A teaching context is considered EFL when language instruction takes place in a country or location in which English is not spoken outWMHI SJ XLI GPEWWVSSQ ERH *RKPMWL MW RSX GSRWMHIVIH ER SǽGMEP PERKYEKI 'VS[R 8LI VIEWSR [L] XIEGLMRK MR *+1 GSYRXVMIW FIGSQIW GLEPPIRKMRK MW XLEX *RKPMWL PERKYEKI PIEVRIVW *11W HS RSX LEZI IRSYKL opportunities to get exposure to English or produce it in meaningful sitYEXMSRW +EVIL 0EVE IX EP YGGIWWJYP WIGSRH PERKYEKI EGUYMWMXMSR 1& LETTIRW [LIR E TIVWSR VIGIMZIW E KVIEX EQSYRX SJ I\TSWYVI XS XLI XEVKIX PERKYEKI 1 YRHIVWXERHEFP] MR SXLIV [SVHW MR SVHIV XS EGUYMVI E RI[ PERKYEKI TISTPI QYWX KIX EW QYGL GSQTVILIRWMFPI MRTYX EW TSWWMFPI *PPMW 0VEWLIR 1IWWEVH (PSYWXSR 8SQPMRWSR (SRWIUYIRXP] in order to achieve the high standard level required by Ecuadorian highIV IHYGEXMSR MRWXMXYXMSRW HMǺIVIRX [E]W XS TVSZMHI I\TSWYVI XS 1 QYWX be sought by English language instructors. *\XIRWMZI 7IEHMRK *7 IQIVKIW EW E [E] MR [LMGL XIEGLIVW GER TVSZMHI I\TSWYVI SV MRTYX JSV WXYHIRXWƶ IǺIGXMZI 1 EGUYMWMXMSR MR *+1 GSRXI\XW *7 GER FI HIǻRIH EW VIEHMRK PSRK XI\X QEXIVMEPW WYGL EW books or magazines focusing on general understanding and meaning, instead of focusing on grammar, vocabulary or any feature of language 7IRERH]E SRK EVHIKRE &GGSVHMRK XS 7IRERH]E ERH /EGSFW *7 LEW TPIRX] SJ FIRIǻXW JSV 1 PIEVRIVW WYGL EW HIZIPoping spelling, grammar structures, text structure, reading comprehension, and writing skills. In addition, ER helps ELLs to cultivate a positive attitude toward reading itself. &QSRK EPP XLI FIRIǻXW SJ *7 SRI SJ XLI QSWX WMKRMǻGERX MW VIEHMRK GSQTVILIRWMSR YO GPEMQIH XLEX VIEHMRK MW E GVYGMEP WOMPP JSV

*11W IWTIGMEPP] MR EGEHIQMG WIXXMRKW .R EHHMXMSR ,VEFI WXEXIH that comprehension is the main purpose of reading. Moreover, reading MW E PIEVRMRK XSSP ERH XLI QSWX MQTSVXERX KSEP JSV JSVQEP IHYGEXMSR MW

Despite the importance of reading, a survey performed by local HEXEFEWI MRWXMXYXMSRW .RWXMXYXS 3EGMSREP HI *WXEH¸WXMGEW ] (IRWSW HIQSRWXVEXIH XLEX SJ *GYEHSVMERW HS RSX LEZI E VIEHMRK LEFMX ERH LEPJ SJ XLI TISTPI [LS HS VIEH SRP] HS MX JSV SV LSYVW E HE] 8LI same situation was found in a preliminary survey taken of the particiTERXW SJ XLMW WXYH] 4R EZIVEKI XLI TEVXMGMTERXW SRP] VIEH FSSO E ]IEV (SRWMHIVMRK XLEX QSWX WXYHIRXW [LS VIEH [IPP MR 1 IEWMP] XVERWJIV XLMW EFMPMX] XS 1 2EPI] 5VS[WI XLI PEGO SJ VIEHMRK LEFMXW EQSRK *GYEHSVMERW EǺIGXW XLIMV VIEHMRK WOMPPW MR *RKPMWL .RHIIH XLI PS[IWX WOMPP SJ EPP 84*+1 M'8 XIWX XEOIVW JVSQ *GYEHSV MW VIEHMRK *HYGEXMSREP 8IWXMRK IVZMGI 8LMW WMXYEXMSR MW EPWS WIIR [MXL RSR *RKPMWL QENSV *+1 WXYHIRXW EX E TVMZEXI YRMZIVWMX] MR &QFEXS *GYEHSV MR [LMGL VIEHMRK MW SRI SJ XLI PS[IWX WGSVIW SR XLI MRWXMXYXMSREP TVSǻGMIRG] I\EQ Several research studies have been performed in order to explore the impact of ER on reading comprehension skills among EFL learners 'IPP *RHVMW +YNMQSVM 2SVKEHS YO =EQEWLMXE 8LI VIWYPXW EVI GSRGMWI IRSYKL XS GPEMQ XLEX *7 LEW E TSWMXMZI IǺIGX SR VIEHMRK GSQTVILIRWMSR WOMPPW *7 WXYHMIW EVI RSX PMQMXIH XS UYERXMXEXMZI QIXLSHW XLIVI LEZI FIIR several research projects that used qualitative methods to discover perGITXMSRW ERH EXXMXYHIW WXYHIRXW LEZI XS[EVHW YWMRK *7 2SVKEHS 8MIR =EQEWLMXE ERH XLI VIWYPXW EVI ZEVMIH HITIRHMRK SR XLI GSRXI\X +SV MRWXERGI 2SVKEHS MR LMW WXYH] TIVJSVQIH MR a Venezuelan university, found that students who took part in ER described it as enjoyable and useful. On the other hand, in a Taiwanese large-scale study on students’ perception of ER, the results showed that ER caused resistance and unwillingness at the beginning of the proKVEQ *ZIRXYEPP] XLMW TIVGITXMSR GLERKIH TSWMXMZIP] 8MIR Although the use of ER to enhance reading comprehension skills LEW FIIR [IPP WXYHMIH MR &WMER GSYRXVMIW PMOI 8EM[ER SV /ETER 8MIR =EQEWLMXE MX LEW RSX FIIR I\TPSVIH HIITP] MR XLI *+1

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MRHITIRHIRX PMJIPSRK PIEVRIVW 2M¼S^E 2SRXIVS

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

to have learners read and understand texts, so in the future they can be

Ecuadorian context at a university level, which is the rationale for the present study. It is necessary to say that it would be interesting as well to understand what perception Ecuadorian students have on using ER. Furthermore, due to the importance reading has in academic contexts, the present study is of great interest to any EFL teacher who seeks to improve reading skills among their students in order to make them better and more independent learners. Thus, the following research quesMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

tions are posited in this study:

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8S [LEX I\XIRX HSIW I\XIRWMZI VIEHMRK IRLERGI VIEHMRK GSQprehension?

2. How do students feel about using extensive reading at the end of the treatment? ;LEX EWTIGXW SJ PERKYEKI HS WXYHIRXW FIPMIZI XLI] MQTVSZI when reading extensively?

Literature Review Input and Output Hypothesis As stated above, teachers must provide students with enough L2 I\TSWYVI 8LMW MW HIWGVMFIH F] 0VEWLIRƶW GSQTVILIRWMSR L]TSXLesis, which claimed that a person who is given comprehensible input [MPP FI EFPI XS EGUYMVI XLI XEVKIX PERKYEKI 0VEWLIR HIǻRIH XLI PMRKYMWXMG WXVYGXYVIW XLEX E TIVWSR LEW EPVIEH] QEWXIVIH EW ƸM ƹ ERH XLI WXVYGXYVIW XLEX [MPP FI EGUYMVIH EW ƸM ƹ -I EVKYIH XLEX TISTPI QSZI JVSQ ƸMƹ XS ƸM ƹ [LIR XLI] YRHIVWXERH [LEX MW MR ƸM ƹ F] YWMRK GSRXI\X SV SXLIV clues. In this way, a learner progresses in acquiring a language.

Although most SLA researchers agree on the importance of input 8SQPMRWSR SXLIV MRZIWXMKEXSVW PMOI 2IVVMPP [EMR JIPX MRTYX EPSRI MW RSX IRSYKL JSV WYGGIWWJYP 1 EGUYMWMXMSR [EMR JSVQYPEXIH E GSQTPIQIRX XS 0VEWLIRƶW XLISV] XLEX MW GEPPIH ƸSYXTYX L]TSXLIWMW ƹ Swain noticed that despite the great amount of input received by some of her immersion students, they did not develop a good enough gram-

QEXMGEP GSQTIXIRGI 8LIVIJSVI WLI GSRGPYHIH XLEX MRTYX MW RSX WYǽcient for students to realize all the complex and intricate features of the language. As a result, she suggested using pushed output with pupils,

one is that it helps ELLs to notice what they can and cannot convey [VMXXIR SV WTSOIR MR XLI 1 [LMGL IZIRXYEPP] JSVGIW XLIQ XS HIZIPST grammatical forms and their linguistic system. The second is that output provides students with opportunities to play or hypothesize with the language. They test expressions, chunks, utterances, and based on feedback, they modify their output to accomplish what they desire to convey. The third purpose is metalinguistic, which means that ELLs VIǼIGX SR XLIMV S[R ERH SXLIVWƶ PERKYEKI ERH XLMW LIPTW XLIQ XS PIEVR ERH GSRWSPMHEXI ORS[PIHKI +MREPP] [EMR WXEXIH XLEX SYXTYX makes learners face communication problems, so they are forced to overcome them, which eventually leads to a successful acquisition. ;IM ERH [EMR EKVIIH XLEX SYXTYX FIGSQIW E [E] SJ learning for ELLs. When having students work with ER, they get exposure to the language or input by seeing grammar, vocabulary, collocations and prepositions used in a meaningful and real context. However, ER should be complemented with post-reading activities in order to complement lanKYEKI EGUYMWMXMSR EW WYKKIWXIH F] [EMR

Extensive Reading .X MW WEMH XLEX XLI XIVQ I\XIRWMZI VIEHMRK *7 [EW ǻVWX YWIH F] -EVSPH 5EPQIV 0IPP] EW GMXIH MR )E] 5EPQIV QIRXMSRIH XLEX MR extensive reading programs students get as much reading as possible in order to learn new information from the world and get enjoyment.

-S[IZIV MX [EW RSX YRXMP )E] ERH 'EQJSVHƶW [SVO XLEX *7 LEH E GPIEV HIǻRMXMSR )E] ERH 'EQJSVH HIǻRIH *7 EW E VIEHMRK TVSKVEQ MR which the main goal is to have students read large amounts of informaXMSR JSV TPIEWYVI XLI QSVI XLI] VIEH XLI FIXXIV )E] ERH 'EQJSVH QIRXMSRIH XLEX MR *7 MX MW MQTSVXERX ƸXS KIX WXYHIRXW VIEHMRK MR XLI WIGSRH

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so they could produce correct language utterances.

PERKYEKI ERH PMOMRK MXƹ T 5EVO EHHIH *7 MW YWIJYP XS TVSZMHI ELLs with exposure to the target language. )E] ERH 'EQJSVH IWXEFPMWLIH XIR GLEVEGXIVMWXMGW SJ WYGGIWWful extensive reading programs. Although all of them can be considered important, it is critical to understand that in an ER program, students must read self-selected varied material that is within their comprehension level or even below. Also, students focus on general understanding María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

rather than on any linguistic item. Finally, in ER teachers must always

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keep track of students’ progress.

There is not a single way to approach extensive reading. It can be said that an ER program that tackles all the ten extensive reading TVMRGMTPIW MW E ƸTYVIƹ *7 TVSKVEQ )E] )E] WXEXIH XLI JEGX XLEX LYRHVIHW SJ WXYHMIW LEZI FIIR GEVVMIH SYX [MXL XLI REQI SJ ƸI\XIRsive reading,” and not all the researchers considered the ten principles, so as a result, it was necessary to create an extensive reading continuum.

It was previously said that an ER program that takes the ten princiTPIW MRXS EGGSYRX MW E ƸTYVIƹ *7 TVSKVEQ ;LIR QER] SJ XLI TVMRGMTPIW EVI ETTPMIH MX MW ORS[R EW E ƸQSHMǻIHƹ *7 TVSKVEQ .J SRP] WSQI SJ XLI TVMRGMTPIW EVI YWIH XLI TVSKVEQ MW GEPPIH E ƸPMKLXƹ *7 TVSKVEQ +MREPly, if there is a program that does not apply any of the principles, it is ORS[R EW ƸJVMRKIƹ *7 )E] 8LI TVIWIRX WXYH] GER FI GSRWMHIVIH E QSHMǻIH *7 TVSKVEQ WMRGI XLI VIEHMRK QEXIVMEP [EW IEW] GSRWMHIVing students’ level, there was a substantial variety of books available for students, pupils were free to read anything that they wished, and the objective of reading was not to solve intricate comprehension exercises but to provide them the opportunity to read in English, and during half of the ER program, students read individually and in silence.

8LIVI EVI SXLIV X]TIW SJ *7 TVSKVEQW +SV MRWXERGI ƸWYTIVZMWIH *7 ƹ [MXL XIEGLIV LIPT ƸMRHITIRHIRX *7 ƹ PMXXPI SV RS XIEGLIV LIPT SV ƸFPIRHIH I\XIRWMZI ERH MRXIRWMZI VIEHMRK ƹ [LMGL JSGYWIW SR XIEGLMRK reading strategies while encouraging pupils to take part in pure extenWMZI VIEHMRK )E] &PWS XLIVI QMKLX FI HMǺIVIRX REQIW JSV *7 JSV MRWXERGI SRK ERH EVHIKRE YWIH XLI XIVQ ƸIRLERGIH I\XIRsive reading” to talk about an ER program that included output activities such as discussions or roleplays.

1MRKYMWXMG FIRIǻXW JVSQ *7 LEZI FIIR [IPP VITSVXIH F] XLI PMXIVEture. To start with, ER enhances reading comprehension because of an SFZMSYW VIEWSR TISTPI PIEVR XS HS Ƹ<ƹ F] HSMRK Ƹ<ƹ 7IRERH]E /EGSFW PP KVEQQEV WXVYGXYVIW ERH ZSGEFYPEV] EGUYMWMXMSR 7SHVMKS IX EP IRSS =SRIQSXS SRK EVHIKRE [VMXMRK (LE 2IVQIPWXIMR 5EVO ERH VIEHMRK ǼYIRG] .[ELSVM 8EREOE XETPIXSR NYWX XS QIRXMSR E JI[ I\EQTPIW &PP XLIWI FIRIǻXW EVI I\TPEMRIH F] (LSQWO]ƶW EW GMXIH MR 7IRERH]E /EGSFW PERKYEKI EGUYMWMXMSR HIZMGI XLISV] ERH 0VEWLIRƶW GSQTVILIRWMSR L]TSXLIWMW 7IRERH]E ERH /EGSFW I\TPEMRIH XLEX IZIV] LYQER FIMRK LEW E PERKYEKI EGUYMWMXMSR HIZMGI 1&) MR XLI brain, which means that everyone has an innate ability to learn languages, but for successful results, the LAD has to be activated. ER, when applied correctly, can provide comprehensible input and meaningful interactions for the learner, which will eventually activate the LAD leading XS IǺIGXMZI 1 EGUYMWMXMSR

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

2SVISZIV WIZIVEP WXYHMIW GPEMQIH *7 IRLERGIW WTIPPMRK >YXI-

Reading Comprehension Undoubtedly, reading is a complex receptive skill, in which human beings start by decoding visual representations from paper, associating these symbols with sounds, understanding and discovering the literal QIERMRK SJ [SVHW ERH WIRXIRGIW ETTP]MRK [SVPH ORS[PIHKI ERH ǻREPP] KIXXMRK XLI QIERMRK FI]SRH [SVHW XS JYPP] GSQTVILIRH E XI\X 2EPI] 5VS[WI 3EWWENM TVEXX IX EP SQIXLMRK XLEX QEOIW reading even more complex to learn is that humans were not born to VIEH ;SPJ EW GMXIH MR 2EPI] 5VS[WI ;VMXMRK ERH VIEHMRK are human inventions, unlike speaking and listening, which are abilities XLI FVEMR MW TVSKVEQQIH XS HS ;SPJ XSSHPI] &GGSVHMRK XS 2EPI] ERH 5VS[WI XLIVI EVI X[S X]TIW SJ [E]W people read. They are ER and intensive reading, which, unlike ER, focusIW SR E HIIT EREP]WMW SJ XI\XW XLEX EVI WPMKLXP] QSVI HMǽGYPX JSV PIEVRIVW Intensive reading is usually done in class to pick up grammar structures and vocabulary items for further examination by the teacher and the

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pupils. Maley and Prowse also mentioned that some experts in reading claim intensive reading cannot be considered reading at all owing to the fact that pure reading does not involve any further deep analysis. .RHIIH MX WLSYPH FI ǼYIRX VIEHIVW HS RSX WXST XS HS ER] EREP]WMW There are several reading skills to achieve comprehension, but the TVMRGMTEP SRIW EVI WOMQQMRK VIEHMRK MR SVHIV XS KIX XLI KIRIVEP MHIE SJ E XI\X WGERRMRK VIEHMRK MR SVHIV XS KIX WTIGMǻG MRJSVQEXMSR VIEHMRK JSV María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

details, predicting, inferring vocabulary meaning by using context clues,

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ERH YRHIVWXERHMRK XLI WXVYGXYVI SJ E XI\X TVEXX IX EP TVEXX IX EP IQTLEWM^IH XLEX XLIWI WOMPPW EVI YWIH HITIRHMRK SR XLI X]TI of reading that is being performed. For instance, if a person is looking for the hour an event will take place in the newspaper, he or she might not use inference or prediction skills, but instead, the person might use scanning skills.

-EKEQER IX EP WXEXIH MX MW RSVQEPP] FIPMIZIH XLEX VIEHMRK ǼYIRG] HIGSHMRK [SVHW EW JEWX EW TSWWMFPI IRLERGIW VIEHMRK GSQTVILIRWMSR -S[IZIV WSQI TISTPI EVI ǼYIRX EX VIEHMRK FYX EX XLI WEQI time, they struggle to make sense of what they are reading. Research has shown that a crucial factor to enhance comprehension is text strucXYVI E[EVIRIWW 3EWWENM TVEXX IX EP 'IMRK JEQMPMEV [MXL XLI type of text facilitates comprehension. Good readers can normally differentiate text structure. Another critical aspect of reading comprehenWMSR MW ZSGEFYPEV] VERKI ERH VIGSKRMXMSR 1EYJIV EW GMXIH MR ,VEFI WXEXIH XLEX QMRMQEP GSQTVILIRWMSR VIUYMVIW XLI VIEHIV XS ORS[ SJ XLI [SVHW MR E XI\X ,VEFI EHHIH XLEX MR 1 MRWXVYGXMSR *7 is the greatest tool to develop vocabulary, which consequently will develop good comprehension.

Students’ Perceptions 5IVGITXMSR GER FI WMQTP] HIǻRIH EW XLI [E] E TIVWSR VIGSKRM^IW ERH YRHIVWXERHW XLI MRJSVQEXMSR XLEX LI WLI VIGIMZIW JVSQ I\TIVMIRGes and the environment. It also involves how the person behaves after VIGIMZMRK XLEX TEVXMGYPEV MRJSVQEXMSR ;MPPMEQW 1IZMXEW ;LIR MX comes to education, students’ perception of learning processes is ab-

solutely important in order to make informed decisions for improvement 'IVRLEVHX -SIVV 8LYW KIXXMRK HEXE JVSQ TYTMPW [MPP EPPS[ teachers and administrators to have a bigger picture of a certain class-

Design The present work was an action research study that included qualitative and quantitative methods in order to answer the research UYIWXMSRW &GXMSR VIWIEVGL GER FI HIǻRIH EW E WXVYGXYVIH MRZIWXMKEXMSR ETTVSEGL TIVJSVQIH F] ERH JSV XLSWI [LS EVI MRZSPZIH MR E GIVXEMR ǻIPH EKSV .X MW EPWS QIRXMSRIH F] EKSV XLEX EGXMSR VIWIEVGL LEW XLI TYVTSWI SJ HIZIPSTMRK VIǼIGXMZI TVSJIWWMSREPW XLEX XEGOPI FMK institutional priorities.

Four classes from a private university in Ecuador took part in this MRZIWXMKEXMSR 8[S GPEWWIW XEYKLX F] XLI VIWIEVGLIV WXYHIRXW [IVI XLI I\TIVMQIRXEP KVSYT *, ERH XLI SXLIV X[S GPEWWIW XEYKLX F] ERSXLIV XIEGLIV JVSQ XLI WEQI MRWXMXYXMSR WXYHIRXW [IVI XLI GSRXVSP KVSYT (, .X MW MQTSVXERX XS QIRXMSR XLEX XLI JSYV GPEWWIW [IVI JVSQ XLI WEQI PIZIP & PIZIP (*+7 )YVMRK XLI VIWIEVGL XMQI WXYHIRXW JVSQ XLI EG studied English in the institution following the typical curriculum for the A2 level, but ER reading was added to their classes. Conversely, the CG just worked with the A2 level normal curriculum.

Participants 8LIVI [IVI *GYEHSVMER RSR *RKPMWL QENSV WXYHIRXW EKIH Ƴ 25. Before this action research began, a 50-item multiple-choice placeQIRX XIWX F] 3EXMSREP ,ISKVETLMG 1IEVRMRK R H [EW TIVJSVQIH [MXL XLI TEVXMGMTERXW MR SVHIV XS QIEWYVI WXYHIRXWƶ *RKPMWL TVSǻGMIRG] .X [EW MHIRXMǻIH XLEX QSWX SJ XLI WXYHIRXW LEH ER & PIZIP EGGSVHMRK XS XLI

161 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

Methodology

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

room procedure, methodology, technique, or practice.

(*+7 8LI] [IVI TEVX SJ E TVMZEXI YRMZIVWMX] MR &QFEXS *GYEHSV ERH HYI XS XLI KSZIVRQIRX WXERHEVH XLI] LEH XS EGLMIZI E ' PIZIP EGGSVHMRK XS XLI (*+7 8LIMV REXMZI PERKYEKI MW QSWXP] TERMWL XLIVI [EW SRP] one native Quichua speaker. Some students had knowledge of other PERKYEKIW PMOI 6YMGLYE X[S +VIRGL X[S 5SVXYKYIWI SRI .XEPMER SRI ERH (EXEPER SRI &PP SJ XLI WXYHIRXW LEH EGGIWW XS XIGLRSPSKMGEP equipment such as laptops, smartphones, tablets, and so forth. In adMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

dition, all of them had internet access at home. Students were from dif-

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ferent degrees like business administration, law, and tourism, but most of them were medicine or dentistry majors. The following chart presents other important demographic information.

Table 1.Demographic Information Characteristics N

&KI QIER ]IEVW )

,IRHIV QEPI JIQEPI

JIQEPIW

*XLRMGMX] QIWXM^S MRHMKIRSYW

QIWXM^S

SGMS IGSRSQMG GPEWW R Low

Medium

High

8MQI PIEVRMRK *RKPMWL R ]IEVW

2SVI XLER ]IEVW

**Time spent on voluntary reading R 0-2 hours a day

More than 2 hours

'SSOW VIEH TIV ]IEV QIER )

.RJSVQEXMSR FEWIH SR XLI *GYEHSVMER QMRMQYQ [EKI E QSRXL **It does not include books read for career purposes.

4RP] FSSOW VIEH JSV TPIEWYVI MR XLIMV 1

Classroom Procedures 8LMW QSHMǻIH *7 TVSKVEQ PEWXIH LSYVW ERH MX [EW TIVJSVQIH

TLEWIW XLI ǻVWX TLEWI [EW ƸWYTIVZMWIH *7ƹ ERH XLI WIGSRH TLEWI [EW ƸMRHITIRHIRX *7 ƹ 8S ǻRMWL XLI *7 TVSKVEQ WXYHIRXW LEH E ǻREP TIVJSVmance task. )YVMRK XLI ǻVWX TLEWI WXYHIRXW GLSWI E FSSO XS VIEH EW E [LSPI GPEWW XLIWI WIWWMSRW [IVI HMVIGXIH F] XLI XIEGLIV 8LI WIWWMSRW GSRtained prediction activities, guided reading, and post-reading activities such as comprehension logs, role plays, and discussions. In the second phase, students chose a book they would like to read in the class at XLIMV S[R TEGI 4RGI XLI] ǻRMWLIH VIEHMRK XLI] [SVOIH SR E WLSVX FSSO review document. After every reading session, students were asked to [SVO SR SRI VIǼIGXMZI PIEVRMRK PSK SR 2SSHPI &X XLI IRH SJ XLI *7 TVSgram, pupils created a video in which they recorded themselves saying the review of their favorite book, posted it on Moodle and were asked to watch and comment on each other’s videos.

Instruments Pre-test and post-test.

Some parts of the reading test from the Cambridge KET were used to measure reading comprehension levels at the beginning and at the end of the investigation. The sections from the KET exam used were WIGXMSRW ERH WMRGI XLI] QIEWYVI VIEHMRK GSQTVILIRWMSR 8LI other parts from the Cambridge KET exam were not considered since XLI] QIEWYVI ZSGEFYPEV] ERH KVEQQEV YWEKI (EQFVMHKI *RKPMWL 8LI XIWXW [IVI ETTPMIH XS XLI (, ERH *, ERH XLI] [IVI HMKMXEPM^IH and applied by using the institutional Moodle website in order to avoid plagiarism and facilitate grading.

163 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

in-class hours and eight autonomous hours. The ER program had two

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

JSV IMKLX [IIOW [MXL XLI I\TIVMQIRXEP KVSYT MR [LMGL XLIVI [IVI

Final performance task rubric.

8LI VYFVMG ETTPMIH XS EWWIWW XLI ǻREP TIVJSVQERGI XEWO EX XLI IRH SJ XLI MRZIWXMKEXMSR GSRXEMRIH JSYV GVMXIVME 8LI ǻVWX GVMXIVMSR YWIH [EW ǼYIRG] ERH TVSRYRGMEXMSR [LMGL EWWIWWIH XLI [E] WXYHIRXW WTSOI during the video recording in order to persuade an audience to read their favorite book. Vocabulary range and text recognition focus on usMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ing a wide range of suitable vocabulary for the text type in a correct

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way. Another criterion was digital quality and preparation, which measured the video quality per se and students’ readiness before recording the material. The last criterion, content and reading comprehension, JSGYWIH SR LS[ [IPP WXYHIRXW YWIH KIRIVEP MHIEW ERH WTIGMǻG HIXEMPW JVSQ XLI FSSO TPSX HYVMRK XLI ZMHIS 8LMW VIǼIGXIH XLI WXYHIRXWƶ PIZIP SJ comprehension after reading a book. The maximum score possible in each criterion was 2,5.

Interviews and learning logs.

8LI MRXIVZMI[W [IVI WIQM WXVYGXYVIH ERH XLI] GSRXEMRIH ǻZI open-ended questions that elicited general feelings students got during the ER program, positive and negative aspects of the program, and challenges students faced. In addition, two questions focused on getting to know whether or not they felt an improvement in their reading WOMPPW ERH ǻREPP] XLIVI [EW WSQI WTEGI JSV WXYHIRXWƶ WYKKIWXMSRW 8LI PIEVRMRK PSKW WXYHIRXW HMH HYVMRK XLMW VIWIEVGL GSRXEMRIH ǻZI questions. They were asked about what they learnt during the reading class, what was something easy about the class, what was something challenging for them, and how they overcame those challenges. At the end of each learning log students were asked about the abilities they MQTVSZIH HYVMRK ERH XLEX WTIGMǻG GPEWW 8LI] LEH IMKLX STXMSRW WYGL EW spelling, writing, reading, among others.

Data Analysis Pretests and posttests were graded automatically by Moodle LMS.

tions. The investigator computed and examined the scores obtained by students on the criteria vocabulary range and text recognition and content and reading comprehension.

8LI VIWIEVGLIV TIVJSVQIH MRXIVZMI[W [LMGL [IVI ZMHIS XETIH and written down. Then, interviews were read and coded into categories to make all the information more comprehensible. Student selecXMSR [EW WXVEXMǻIH EGGSVHMRK XS XLI WGSVI TYTMPW KSX MR XLI TSWXXIWX IMKLX high achievement, eight average achievement and eight low achievement students took part in the interview. The questions were directed to get qualitative data to answer question two.

Regarding learning logs, they were digitalized on Moodle to facilitate grading and management. As mentioned above, they were assigned as homework after each class session. Learning logs were also VIEH ERH GSHIH XS ERW[IV VIWIEVGL UYIWXMSR XLVII 8LIVI [IVI ZEPMH PIEVRMRK PSKW XLEX [IVI YWIH WIZIVEP [IVI RSX TVIWIRXIH SV [IVI MRcomplete.

Results Results for Question 1 8LI TVIXIWX ERH XLI TSWXXIWX LEH MXIQW IEGL FYX MR SVHIV XS make information more comprehensible for the reader, the results were [IMKLXIH SYX SJ +MKYVI TVIWIRXW XLI VIWYPXW SFXEMRIH F] XLI (, MR XLI TVIXIWX 2 " ) " QMWWMRK HEXE R " ERH MR XLI TSWXXIWX 2 " ) " &HHMXMSREPP] MX MW TSWWMFPI XS WII XLI VIWYPXW JVSQ XLI *, MR XLI TVIXIWX 2 " ) " ERH MR XLI TSWXXIWX 2 " ) "

165 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

XLI ǻREP TIVJSVQERGI XEWO [IVI EPWS YWIH XS ERW[IV XLI VIWIEVGL UYIW-

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Later, those results were coded and analyzed on SPSS 25. Rubrics from

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Figure 1. CG and EG Means Obtained in the Pretest and the Posttest.

Experimental Group

Control Group

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Paired sample t-tests.

Two paired sample t-tests were carried out comparing the pretest and posttest means from the CG and the EG. Table 2 shows that there [EW E RSX WXEXMWXMGEPP] WMKRMǻGERX HMǺIVIRGI SR XLI (, X " p " [MXL E WQEPP IǺIGX WM^I d " ERH XLIVI [EW E WXEXMWXMGEPP] WMKRMǻGERX HMǺIVIRGI SR XLI *, X " p ! [MXL E QIHMYQ IǺIGX WM^I d " 8LIWI HEXE WYKKIWX XLEX XLI WXYHIRXW JVSQ *, improved their reading comprehension skills due to the ER program.

Table 2. Paired Sample t-test Results from CG and EG Group

p-value

Cohen’s d

*CG

EG

!

2MWWMRK HEXE R" MR TVIXIWX

Independent sample t-test.

In addition to the paired sample t-tests, the researcher also performed

WMKRMǻGERX HMǺIVIRGI X " T " XLI IǺIGX WM^I MW WQEPP H " &PXLSYKL XLI *, MQTVSZIH VIEHMRK GSQTVILIRWMSR WOMPPW WMKRMǻGERXP] EJXIV XLI MRRSZEXMSR TVIXIWX ERH TSWXXIWX [LMGL HMH RSX LETTIR MR XLI (, XLI *, MW RSX HMǺIVIRX JVSQ XLI (, [LIR GSQTEVMRK XLI TSWXXIWX VIWYPXW

Table 3. Posttest CG and EG Independent Sample t-test Results CG mean/SD

EG mean/SD

p-value

Cohen’s d

34.91

37.60

Final performance task.

At the end of the treatment students from the EG worked on a video in which they reviewed their favorite book. This task was assessed by YWMRK E VYFVMG GVIEXIH F] XLI VIWIEVGLIV X[S GVMXIVME [IVI EREP]^IH ERH GSHIH 8EFPI TVIWIRXW XLI VIWYPXW GSRWMHIVMRK XLEX XLI QE\MQYQ WGSVI TSWWMFPI [EW X[S TSMRX ǻZI SR EZIVEKI WXYHIRXW IZMHIRGIH E KSSH PIZIP SJ VIEHMRK GSQTVILIRWMSR 2 " ) " 7IKEVHMRK ZSGEFYPEV] ERH text recognition skills, it can be stated that students achieved a desirable PIZIP 2 " ) " )IWGVMTXMZI HEXE WYKKIWXW WXYHIRXW HIZIPSTIH E considerable level of comprehension and vocabulary usage.

Table 4. Rubric Criteria Descriptive Statistics

n = 37

Vocabulary Range and Text Recognition

Content and Reading Comprehension

mean )

1.82

1.95

Minimum

0.50

Maximum

2.50

2.50

167 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

TSWXXIWX F] XLI (, ERH *, 8EFPI WLS[W XLEX XLIVI [EW RSX E WXEXMWXMGEPP]

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

an independent sample t-test to compare the means obtained in the

Results for Question 2 The interviews revealed the students’ perception of the ER program they took part in. Generally speaking, students had a positive percepXMSR SJ XLI TVSKVEQ 4RI TYTMP GSQQIRXIH Ƹ. XLMRO MX [EW ZIV] YWIJYP XS MQTVSZI SYV *RKPMWL ƹ ERH ERSXLIV WEMH Ƹ'] VIEHMRK [I GER PIEVR E PSX SJ vocabulary.” However, during the interviews, they also expressed some María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

RIKEXMZI GSQQIRXW WYGL EW Ƹ. FIPMIZI VIEHMRK MW FSVMRK ƹ 8LI TEVXMGMTERXW

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gave suggestions and there were some unexpected comments.

Students openly expressed that ER was useful and constructive. It was said by all students but one that ER helped them to improve their English skills, particularly vocabulary. They also felt ER made them improve their reading comprehension, vocabulary inference, and reading ǼYIRG] WOMPPW 2SXMZEXMSR XS[EVHW VIEHMRK MR TERMWL ERH *RKPMWL [EW TSWMXMZIP] EǺIGXIH [MXL *7 ERH TYTMPW GPEMQIH XLEX RS[ XLI] JIIP QSVI GSRǻHIRX [LIR VIEHMRK MR *RKPMWL Some negative ideas about ER were also expressed. The most common was that at the beginning of the program students felt anxious about reading in English, and for six students, reading for two hours was dull. However, most of the students who experienced anxiety before *7 QIRXMSRIH XLI] JIPX QSVI GSRǻHIRX EFSYX VIEHMRK MR *RKPMWL EX XLI end of the innovation. There was one student who openly expressed negative feelings about the comprehension logs and the book reviews that were assigned. But, at the same time, ten students said those tasks helped them to evaluate their own comprehension when reading, and three students told the researcher that they liked the post-reading activities because they could express what they felt.

Suggestions also arose during the interviews. Students felt it would be good to include short breaks during the sustained silent reading time in order to avoid attention loss. They preferred to read a book of their choice rather than having a book for all the class because they liked to read at their own pace. Another suggestion was that the teacher or XLI MRWXMXYXMSR PMFVEV] WLSYPH LEZI QSVI FSSOW SR HMǺIVIRX KIRVIW ERH topics, so students could choose from a greater variety of books to read.

Seven students felt ER should be done by all teachers. Table 5 presents the ideas mentioned by the pupils during the interview in detail.

Negative Comments

. JSYRH MX HMǽGYPX XS MHIRXMJ] QEMR MHIEW JSV XLI GSQTVILIRWMSR PSKW . JIPX EJVEMH [LIR . ORI[ [I [IVI KSMRK XS VIEH MR *RKPMWL . JIPX XMVIH [LIR VIEHMRK PSRK FSSOW . XLMRO MX [EW FSVMRK XS VIEH JSV X[S LSYVW SQI FSSOW [IVI VIEPP] FSVMRK . XLMRO VIEHMRK [EW FSVMRK . LEXIH XS HS XLI GSQTVILIRWMSR PSKW ERH FSSO VITSVXW

Suggestions for Teachers

It would be good to have short breaks during the two reading hours, WS . HSRƶX KIX XMVIH 8IEGLIVW WLSYPH HS QSVI I\XIRWMZI VIEHMRK MR XLI GPEWW 8LIVI WLSYPH FI QSVI FSSOW [MXL E [MHI VERKI SJ XSTMGW ERH KIRVIW 8LIVI WLSYPH FI QSVI WMPIRX VIEHMRK XMQI Every day, there should be some reading time at the end of the GPEWW . PMOIH XS GLSSWI XLI FSSO . [ERXIH XS VIEH (SQTVILIRWMSR PSKW ERH FSSO VITSVXW WLSYPH FI HSRI MR TERMWL Reading should be done in class because we do not have enough XMQI

Other Comments of Interest

. JSYRH MX I\XVIQIP] HMǽGYPX XS VIEH MR *RKPMWL FYX PEXIV . HMWGSZIVIH .

[EW EFPI XS HS XLEX I prefer doing comprehension logs and book reports because they EVI RSX EW HMǽGYPX EW XVEHMXMSREP WYQQEVMIW . RSXMGIH XLI KVEQQEV [I PIEVRX MR XLI GSYVWIFSSO FYX MR GSRXI\X . GSYPH ǻRH RI[ [SVHW WIZIVEP XMQIW MR XLI FSSOW ERH MX LIPTIH XS GSRWSPMHEXI ORS[PIHKI . [SYPH VEXLIV VIEH FSSOW XLER XLI GSYVWIFSSO TEWWEKIW .X [EW E YRMUYI [E] XS PIEVR *RKPMWL .X [EW XLI ǻVWX XMQI . VIEH FSSOW MR *RKPMWL ERH XLEX [EW MRXIVIWXMRK ;I [SYPH PIEVR QSVI *RKPMWL MJ [I VIEH QSVI

3SXI R MW XLI JVIUYIRG] XLEX XLSWI MHIEW [IVI WEMH HYVMRK XLI MRXIVZMI[W

169 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

Positive Comments

. TVEGXMGIH ERH PIEVRX RI[ ZSGEFYPEV] . PIEVRX XS TEVETLVEWI . PIEVRX XS VIEH JEWXIV . PIEVRX XS MRJIV [SVH QIERMRK F] GSRXI\X . JIPX . MQTVSZIH Q] VIEHMRK GSQTVILIRWMSR WOMPPW . JIPX QSVI QSXMZEXIH XS VIEH MR TERMWL SV *RKPMWL &JXIV XLI *7 . JIIP QSVI GSRǻHIRX XS VIEH SXLIV TEWWEKIW MR *RKPMWL I liked to do comprehension logs and book reports because I could I\TVIWW Q] MHIEW Comprehension logs and book reports helped me to notice whether . YRHIVWXSSH XLI FSSO SV RSX .X [EW KSSH XLEX . GSYPH GLERKI FSSOW MJ . HMH RSX PMOI XLIQ Reading has been a way to relax and get distracted from my career HYXMIW . PMOIH XS VSPI TPE] WGIRIW JVSQ XLI WXSV]

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

Table 5. Interview Comments

Results for Question 3 Learning logs showed what aspect or feature of language students felt they improved in after the ER program. Many aspects were mentioned MR EPP PIEVRMRK PSKW WYFQMXXIH +MKYVI MW E FEV GLEVX XLEX MPPYWXVEXIW XLI JVIquency students pointed out an aspect of language. The most commonly mentioned aspects were vocabulary, reading, writing, and grammar. This María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

information matches with what was said during the interviews.

In addition, students answered four open questions in the learning logs. Pupils expressed some commonalities. They mentioned the biggest challenge when reading was dealing with new vocabulary and some unknown grammar structures. Another big challenge for them was trying to read without translating every single word and trying to follow the sequence of some stories that did not have a simple plot.

XYHIRXW GPEMQIH XLEX XLI] SZIVGEQI XLIWI HMǽGYPXMIW F] EWOMRK IEGL other, using the dictionary, and their inference skills. Also, teacher help [EW GSQQSRP] QIRXMSRIH EW E [E] XS SZIVGSQI HMǽGYPXMIW

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170 Figure 2. Aspects of Language Students Believed They Improved with ER

Note: Some learning logs contained more than two aspects of language.

Discussion The present study was designed in order to answer three ques-

outperformed the CG in the post-test, the independent sample t-test WLS[IH XLEX XLMW HMǺIVIRGI [EW RSX WXEXMWXMGEPP] WMKRMǻGERX [LMGL WYKgests that the EG and the CG reading comprehension skills remained the same in spite of the ER program. However, it is worth noticing that the paired sample t XIWXW VIZIEPIH XLIVI [EW E WXEXMWXMGEPP] WMKRMǻGERX HMǺIVIRGI FIX[IIR XLI TVI XIWX ERH XLI TSWX XIWX JVSQ XLI *, E WMXYEtion that did not occur with the CG. Despite the results from the independent sample t-test, the paired sample t-tests demonstrated the ER program had a positive impact on the EG students’ reading comprehension skills. These reWYPXW EVI WMQMPEV XS 2SVKEHSƶW XYHMIW XLEX VITSVXIH PEVKI IJJIGX WM^IW ERH MQTSVXERX HMǺIVIRGIW FIX[IIR I\TIVMQIRXEP ERH GSRXVSP KVSYTW EVI YWYEPP] TIVJSVQIH HYVMRK PSRKIV TIVMSHW SJ XMQI 'IPP SRK EVHIKRE YO 1MOIP] XMQI GSRWXVEMRXW MR XLMW WXYH] HMH RSX EPPS[ XLI *, XS HIZIPST WYǽGMIRX VIEHMRK WOMPPW XS WXEtistically outperform the CG in the post-test. Another possibility is that XLI *, WXYHIRXW HIZIPSTIH VIEHMRK ǼYIRG] [LMGL LIPTIH XLIQ XS KIX FIXXIV VIWYPXW MR XLI TSWXXIWX [LIR GSQTEVIH [MXL XLI TVIXIWX FYX ǼYIRG] HSIW RSX RIGIWWEVMP] QIER EFWSPYXI GSQTVILIRWMSR -EKEQER IX EP The second question sought to understand students’ perceptions toward the ER program. It was clear that they had positive feelings and ideas about reading extensively, not only because they felt it helped them improve their English, but because it motivated them to read in Spanish and English. Even though students felt anxious or reluctant to read in English at the beginning, these perceptions gradually vanished and became positive. These outcomes resemble other qualitative studMIW 8MIR =EQEWLMXE &PXLSYKL MX [EW RSX TVSZIR [MXL a formal test, students claimed their vocabulary, reading, writing, and grammar among other skills, were enhanced with ER. This resembles

171 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

MW MRǼYIRGIH F] VIEHMRK I\XIRWMZIP] &PXLSYKL QEXLIQEXMGEPP] XLI *,

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

XMSRW 8LI ǻVWX SRI [EW VIKEVHMRK VIEHMRK GSQTVILIRWMSR ERH LS[ MX

ǻRHMRKW JVSQ SXLIV VIWIEVGL TVSNIGXW 5EVO 7SHVMKS IX EP 8EREOE XETPIXSR >YXIPP .RXIVZMI[W GSRǻVQIH XLI MQTSVXERGI SJ LEZMRK E [MHI VERKI SJ FSSOW [MXL HMǺIVIRX WX]PIW ERH KIRVIW as well as having students read appropriate material at their own pace, which is suggested by the literature.

Finally, the third question scope was on the linguistic aspects students believe they improved while reading extensively. The coded data María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

from learning logs and interviews pointed out that they felt their voGEFYPEV] WOMPPW [IVI QSWX FIRIǻXIH [LIR XEOMRK TEVX MR *7 XYHIRXW also felt their reading comprehension, grammar, and writing skills were enhanced during the program. The instruments used during this study HMH RSX EPPS[ XLI VIWIEVGLIV XS GSRǻVQ XLEX ZSGEFYPEV] [EW IRLERGIH ERH XLIVIJSVI JYVXLIV VIWIEVGL [MPP FI RIIHIH XS HS WS ,VEFI remarked on the importance of vocabulary when reading, which interestingly was mentioned by students. It was stated that dealing with new vocabulary was a challenge for them. Thus, book selection is crucial for them to succeed in an ER program.

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Conclusions )EXE ERH ǻRHMRKW TVIWIRXIH MR XLMW VIWIEVGL TVSNIGX EPPS[IH XLI VIWIEVGLIV XS GSRGPYHI XLEX *7 YRHIRMEFP] LEW E TSWMXMZI IǺIGX SR students’ comprehension skills, but it is necessary to have longer application periods to get more consistent results. Also, ER was seen as something positive and useful by the students who took part in the program. Having a good perception of reading might cause students XS VIEH QSVI [LMGL [MPP IZIRXYEPP] LEZI E GSRWXVYGXMZI IǺIGX SR XLIMV 1 VIEHMRK GSQTVILIRWMSR WOMPPW ERH SZIVEPP PERKYEKI TVSǻGMIRG] .Rterviews raised some must-consider aspects when implementing an ER program in the Ecuadorian EFL context. Finally, students feel their vocabulary is mostly improved when doing ER.

Limitations The present study had some limitations like time, and bias due to XS E WQEPP WEQTPI WM^I TISTPI XLIVIJSVI XLI VIWYPXW ERH ǻRHMRKW cannot be generalized to a whole context, and to do so further research will be needed.

Recommendations The main and the most important recommendation for researchIVW [LS EVI [MPPMRK XS WXYH] XLI IǺIGXW SJ *7 SR WXYHIRXWƶ *RKPMWL WOMPPW has to do with application time. An ER program might not have immeHMEXI IǺIGXW MRWXIEH *7 [MPP VIZIEP QSVI XERKMFPI ERH IZMHIRX VIWYPXW when performed for longer periods.

In other research projects focused on ER, it is important to consider

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

the nature of the investigation project. In addition, this study was limited

not only reading comprehension skills. It would be of great use to inspelling, among other language skills, to increase the scope of future studies.

ER programs require certain conditions to be successful. For instance, ER requires teachers and administrators to provide a wide range of books and reading material. In spite of having a considerable number of books during the present ER program, some students suggested that XLI MRWXMXYXMSR ERH XLI XIEGLIV LEZI QSVI FSSOW [MXL HMǺIVIRX XSTMGW and genres. Moreover, it should be considered that ER should be done during class hours and with short breaks during sustained silent reading. In addition, it is advisable to let students read the book they chose at their own pace. In this particular study, students mentioned they did not like to have a book for the whole class. Lastly, book selection is cruGMEP MR *7 WMRGI ǼYIRX VIEHMRK VIUYMVIW WXYHIRXW XS YRHIVWXERH EPQSWX EPP XLI [SVHW MR XLI XI\X )E] )E] 'EQJSVH ,VEFI 7IRERH]E 7IRERH]E /EGSFW

173 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

clude formal assessment tools to measure vocabulary acquisition, and

References 'IPP 8 *\XIRWMZI VIEHMRK TIIH ERH GSQTVILIRWMSR The Reading Matrix 7IXVMIZIH JVSQ LXXT [[[ VIEHMRKQEXVM\ GSQ EVXMGPIW FIPP MRHI\ LXQP 'IVRLEVHX : 3S WGLSSPW PIJX FILMRH Educational Leadership, 7IXVMIZIH JVSQ LXXT [[[ EWGH SVK TYFPMGEXMSRW María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

IHYGEXMSREP PIEHIVWLMT JIF ZSP RYQ 3S GLSSPW 1IJX

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Behind.aspx 'VS[R - ) Teaching by principles: An interactive approach to language pedagogy nd IH 1SRKQER (EQFVMHKI *RKPMWL (EQFVMHKI *RKPMWL OI] -ERHFSSO JSV XIEGLIVW (EQFVMHKI 9RMZIVWMX] 5VIWW 7IXVMIZIH JVSQ LXXTW [[[ GEQFVMHKIIRKPMWL SVK .QEKIW GEQFVMHKI IRKPMWL OI] LERHbook-for-teachers.pdf (LE / 8LI IǺIGXW SJ I\XIRWMZI VIEHMRK SR IRLERGMRK ZSGEXMSRal high school students’ L2 vocabulary and reading rates. English Teaching Ƴ 7IXVMIZIH JVSQ LXXT GSRRIGXMSR IFWGSLSWX GSQ G EVXMGPIW IJJIGXW I\XIRWMZI VIEHMRK IRhancing-vocational-high-school-students-l2-vocabulary-reading-rates (SRWINS HI *HYGEGM¾R YTIVMSV Reglamento de régimen académico ?7IKYPEXMSR SJ &GEHIQMG 7IKMQIA 7IXVMIZIH JVSQ LXXT [[[ GIW KSF IG MRHI\ TLT$STXMSR"GSQCTLSGEHS[RPSEH ZMI["GEXIKSV] MH" .XIQMH" )E] 7 7 *\XIRHMRK I\XIRWMZI VIEHMRK Reading in a Foreign Language 7IXVMIZIH JVSQ LXXTW RǼVG LE[EMM IHY VǼ 4GXSFIV HMWGYWWMSRW HE] THJ )E] 7 'EQJSVH / Extensive reading in the second language classroom. Cambridge University Press. *HYGEXMSREP 8IWXMRK IVZMGI Test and score data summary for TOEFL iBT® tests 7IXVMIZIH JVSQ LXXTW [[[ IXW SVK W XSIǼ THJ CYRP[IF THJ *PPMW 7 5VMRGMTPIW SJ MRWXVYGXIH PERKYEKI PIEVRMRK System HSM N W]WXIQ

*RHVMW & *ǺIGXW SJ I\XIRWMZI VIEHMRK SR *+1 PIEVRIVWƶ VIEHMRK comprehension and attitudes. International Journal of Research in English Education HSM MNVII

ioral and Sciences HSM N WFWTVS +YNMQSVM ( 8LI IǺIGXW SJ ER I\XIRWMZI VIEHMRK TVSKVEQ SR VIEHing and listening comprehension among senior high school students. KATE Bulletin Ƴ HSM OEXINS C ,VEFI ; )MPIQQEW JSV XLI HIZIPSTQIRX SJ WIGSRH PERguage reading abilities. Prospect HSM ('4 -EKEQER / 1YWGLIR 0 7IMH 7 8LI Ƹ7&5ƹ SR VIEHMRK comprehension. Teaching Exceptional Children HSM -SIVV 8 1IEVRMRK JVSQ YVFER WGLSSPW Educational Leadership, 7IXVMIZIH JVSQ LXXT [[[ EWGH SVK TYFPMGEXMSRW IHYGEXMSREP PIEHIVWLMT QEV ZSP RYQ 5IVGITXMSR .W 7Iality.aspx .RWXMXYXS 3EGMSREP HI *WXEH¸WXMGEW ] (IRWSW Hábitos de Lectura en Ecuador ?7IEHMRK -EFMXW MR *GYEHSVA 7IXVMIZIH JVSQ LXXT [[[ GIPMFVS SVK IG [IF MQK GQW * 89).4 -&'.84 )* 1*(897& .3*( THJ .[ELSVM = )IZIPSTMRK VIEHMRK ǼYIRG] & WXYH] SJ I\XIRWMZI VIEHing in EFL. Reading in a Foreign Language 7IXVMIZIH JVSQ LXXTW [[[ VIWIEVGLKEXI RIX TYFPMGEXMSR C)IZIPSTMRKC7IEHMRKC+PYIRG]C&C XYH]CSJC*\XIRWMZIC7IEHMRKCMRC*+1 0EVE * &]E^ & ) )ÇRHEV 8 (LEPPIRKIW MR *+1 WTIEOMRK classes in Turkish context. European Journal of Language and Literature Studies 7IXVMIZIH JVSQ LXXT NSYVREPW IYWIV SVK MRHI\ TLT INPW EVXMGPI ZMI[ 0MVOKS^ = *RKPMWL PERKYEKI XIEGLMRK MR 8YVOI] 5SPMG] GLERKes and their implementations. RELC Journal HSM 0MXES 0 ;L] HS [I XIEGL *RKPMWL$ The Internet TESL Journal 7IXVMIZIH JVSQ LXXT MXIWPN SVK &VXMGPIW 0MXES ;L]8IEGL LXQP

175 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

can’t EFL programs deliver as expected? Procedia Social Behav-

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

+EVIL (LEPPIRKIW SJ XIEGLMRK *RKPMWL MR XLI &VEF [SVPH ;L]

0VEWLIR Second language acquisition: Theory, application and some conjectures. Cambridge University Press.

1IWWEVH (PSYWXSR 2 Second language acquisition applied to English language teaching. TESOL press.

2EPI] & 5VS[WI 5 7IEHMRK .R ' 8SQPMRWSR *H Applied linguistics and materials development TT Ƴ 'PSSQWFYV] &Gademic.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

2IPMX^ / *RKPMWL EW E PMRKYE JVERGE +EGXW FIRIǻXW ERH GSWXW The

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World Economy HSM X[IG 2IVQIPWXIMR & ) .QTVSZMRK *+1 PIEVRIVWƶ [VMXMRK XLVSYKL IRhanced extensive reading. Reading in a Foreign Language 7IXVMIZIH JVSQ LXXTW RǼVG LE[EMM IHY VǼ 4GXSFIV EVXMGPIW QIVQIPWXIMR THJ 2M¼S^E 2 : 2SRXIVS 2 & 7IEHMRK GSQTVILIRWMSR PIZIP among intermediate learners. Sci. Int. (Lahore) 7IXVMIZIH JVSQ LXXTW IVMG IH KSZ $MH"*) 2SVKEHS 3 *\XIRWMZI VIEHMRK XYHIRXWƶ TIVJSVQERGI ERH TIVception. The Reading Matrix 7IXVMIZIH JVSQ LXXTW IVMG IH KSZ $MH"*/ 3EWWENM - .WWYIW MR WIGSRH PERKYEKI VIEHMRK .QTPMGEXMSRW JSV acquisition and instruction. Reading Research Quarterly HSM 776 3EXMSREP ,ISKVETLMG 1IEVRMRK R H Outcomes placement test. Retrieved JVSQ LXXTW RKP GIRKEKI GSQ EWWIXW HS[RPSEHWCF QEVOIXMRKC HS[RPSEHW 4YXGSQIW 5PEGIQIRX 8IWX THJ 5EVO / .RXIKVEXMRK VIEHMRK ERH [VMXMRK XLVSYKL I\XIRWMZI VIEHMRK ELT Journal Ƴ HSM IPX GGZ 7IRERH]E ; 8LI TS[IV SJ I\XIRWMZI VIEHMRK RELC Journal, HSM 7IRERH]E ; /EGSFW , *\XIRWMZI VIEHMRK ;L] EVIRƶX [I EPP HSMRK MX$ .R / 7MGLEVHW ; 7IRERH]E *HW Methodology in Language Teaching: An Anthology of Current Practice &TTVSEGLIW ERH 2IXLSHW MR 1ERKYEKI 8IEGLMRK TT (EQFVMHKI (EQFVMHKI 9RMZIVWMX] 5VIWW HSM ('4 7SHVMKS : 0VEWLIR ,VMFFSRW ' 8LI IǺIGXMZIRIWW SJ X[S comprehensible input approaches to foreign language instruc-

tion at the intermediate level. System Ƴ HSM N W]WXIQ EKSV 7 Guiding school improvement with action research. ASCD.

International Publishing.

IRSS = =SRIQSXS 0 :SGEFYPEV] PIEVRMRK XLVSYKL I\XIRWMZI reading: A case study. The Canadian Journal of Applied Linguistics 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ SRK / EVHIKRE : , *+1 PIEVRIVWƶ MRGMHIRXEP EGUYMWMXMSR SJ English prepositions through enhanced extensive reading instruction. RELC Journal HSM TVEXX 2 5YPZIVRIWW & ;MPPMEQW 2 The teaching knowledge test course nd IH (EQFVMHKI 9RMZIVWMX] 5VIWW YO 3 8LI IǺIGXW SJ I\XIRWMZI VIEHMRK SR VIEHMRK GSQTVILIRsion, reading rate, and vocabulary acquisition. Reading Research Quarterly HSM VVU [EMR 2 8LI SYXTYX L]TSXLIWMW /YWX WTIEOMRK ERH [VMXMRK EVen’t enough. Canadian Modern Language Review Ƴ HSM GQPV [EMR 2 8LI SYXTYX L]TSXLIWMW 8LISV] ERH VIWIEVGL .R * -MROIP *H Handbook of research in second language teaching and learning TT Ƴ 1E[VIRGI *VPFEYQ 8EREOE - XETPIXSR 5 .RGVIEWMRK VIEHMRK MRTYX MR /ETERIWI LMKL WGLSSP *+1 GPEWWVSSQW &R IQTMVMGEP WXYH] I\TPSVMRK XLI Iǽcacy of extensive reading. The Reading Matrix Ƴ 7IXVMIZIH JVSQ LXXTW IVMG IH KSZ $MH"*/ 8MIR ( & PEVKI WGEPI WXYH] SR I\XIRWMZI VIEHMRK TVSKVEQ JSV non-English majors: Factors and attitudes. International Journal of Applied Linguistics & English Literature 7IXVMIZIH JVSQ LXXTW [[[ NSYVREPW EMEG SVK EY MRHI\ TLT ./&1*1 EVXMGPI ZMI[ 8SQPMRWSR ' IGSRH PERKYEKI EGUYMWMXMSR ERH QEXIVMEPW HIZIPSTQIRX .R ' 8SQPMRWSR *H Applied linguistics and materials development TT Ƴ 'PSSQWFYV] &GEHIQMG

177 Extensive Reading to Enhance Reading Comprehension: An Action Research Study

IV *HW 8he Bonn handbook of globality TT TVMRKIV

Carlos Felipe Santamaría Velasco, Kari Lynn Miller Bauer y Cristina Elizabeth Salazar Paredes

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tion-theory-quiz.html. ;SPJ 2 XSSHPI] ( / Proust and the squid: The story and science of the reading brain. HarperCollins. =EQEWLMXE / 7IEHMRK EXXMXYHIW MR 1 ERH 1 ERH XLIMV MRǼYIRGI on L2 extensive reading. Reading in a Foreign Language 7IXVMIZIH JVSQ LXXTW IVMG IH KSZ $MH"*/ =EQEWLMXE / *\XIRWMZI VIEHMRK ERH HIZIPSTQIRX SJ HMǺIVIRX EWTIGXW SJ 1 TVSǻGMIRG] System HSM N W]WXIQ =EQEWLMXE / *ǺIGXW SJ I\XIRWMZI VIEHMRK SR VIEHMRK EXXMXYHIW MR a foreign language. Reading in a Foreign Language 7IXVMIZIH JVSQ LXXTW IVMG IH KSZ $MH"*/ >YXIPP / SQI TW]GLSPMRKYMWXMG TIVWTIGXMZIW SR GLMPHVIRƶW WTIPPing. JSTOR Language Arts 7IXVMIZIH JVSQ LXXTW [[[ NWXSV SVK WXEFPI $WIU"

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GEǺSPHMRK XVEXIKMIW JSV XYHIRXW Improving Writing Skills in a Five-Paragraph-Essay Elaboration

Karina D. Izquierdo Zamora1 Guayaquil, Ecuador karina.izquierdo.zamora@gmail.com Maria C. Quiñónez Guilott2 Universidad Casa Grande Guayaquil, Ecuador guil@bellsouth.net

)SGIRXI HI MRKP³W E XMIQTS GSQTPIXS 2EK¸WXIV IR .HMSQEW 3EGMSREPIW ] *\XVERNIVSW IWTIGMEPMHEH MRKP³W 2EK¸WXIV IR *HYGEGM¾R YTIVMSV 5VSJIWSVE GSR E¼SW HI I\TIVMIRGME ] E¼SW IR GSRWYPXSV¸E MRXIVREGMSREP

Abstract 8LMW WXYH] EMQW EX TVIWIRXMRK XLI IǺIGXMZIRIWW SJ WGEǺSPHMRK WXVEXIKMIW XS IRLERGI *+1 PIEVRIVWƶ [VMXMRK WOMPPW SJ YRHIVKVEHYEXI MRXIVmediate students, studying English language in a higher institution in Ecuador. A pretest and posttest experimental design with assignments to treatment or control group was used to measure the learners’ writing TVSKVIWW .R EHHMXMSR VIGSVHIH MRXIVZMI[W ǻIPH RSXIW ERH WXYHIRXWƶ VIǼIGXMSRW [IVI YWIH JSV IZEPYEXMRK XLI TIVWTIGXMZI SJ WXYHIRXW XS[EVHW

TPIXI IWWE] YWMRK E ǻZI TEVEKVETL IWWE] WXVYGXYVI 8LI WXYHIRXWƶ TIVWTIGXMZIW XS[EVH WGEǺSPHMRK WXVEXIKMIW EPWS EǽVQ XLEX FVEMRWXSVQMRK MR pairs enabled them to improve their writing skills. The study has impliGEXMSRW WMRGI MX GER FVMRK FIRIǻGMEP YRHIVWXERHMRKW JSV FSXL *+1 XIEGLers and learners about the importance of following a structure to write ǻZI TEVEKVETL IWWE]W XS MQTVSZI XLI WXYHIRXWƶ [VMXMRK TIVJSVQERGI Keywords WGEǺSPHMRK WXVEXIKMIW ǻZI TEVEKVETL IWWE] WXVYGXYVI brainstorming, writing skills

Introduction Teaching English as a Second Language is an active process, which requires an in-depth knowledge of the language and the proper application of the four English skills. Within the core components of the English language, writing is one of the four macro, active and productive language skills of communication. It demands the most attention from the teacher and the student. Nevertheless, second language learners seem hesitant towards practicing this domain in and out of the classVSSQ FIGEYWI XLI] ǻRH [VMXMRK MR E JSVIMKR PERKYEKI QSVI HMǽGYPX XLER [VMXMRK MR XLIMV QSXLIV XSRKYI 1MWX]ERM .R VIPEXMSR XS YRHIVKVEHuate learners, they struggle when writing any text because of their low PERKYEKI TVSǻGMIRG] ERH TSSVP] HIZIPSTIH [VMXMRK WOMPPW IZIR MR XLIMV

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

the experimental group when compared to the control group for com-

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XLMW MRRSZEXMSR 7IWYPXW VIZIEPIH E WMKRMǻGERX TSWMXMZI IǺIGX SJ JSV

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ǻVWX PERKYEKI ,SRGE /YWSL IX EP ,SRGE EWWIVXIH that students produce unclear and incoherent writings that include a PEGO SJ WIRXIRGI ǼYIRG] SVKERM^EXMSR ERH GSRZIRXMSRW &R EFWIRGI SJ strategies for writing skills development presents a gap in organization and coherence for students.

Considering the relevance of developing good writing skills, a WXYH] F] 'EMPI] IX EP EǽVQIH XLEX XLI [VMXMRK TVSGIWW FIKMRW MR María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ER SVMIRXIH [E] XLEX KSIW JVSQ XLI WMQTPIWX FVEMRWXSVQ XS XLI QSWX

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GSQTPI\ JSVQ SJ [VMXMRK IWWE] )YI XS PIEVRIVWƶ [IEORIWWIW MR XLMW EVIE XLI MQTPIQIRXEXMSR SJ WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEFSVEXMSR ERH KVETLMG organizers, along with web tools, is pivotal in the writing performance.

Moreover, studies in Iraq, Jordan, Iran, Thailand, Colombia, and Canada HIQSRWXVEXI LS[ XLI TVIZMSYWP] QIRXMSRIH WGEǺSPHMRK WXVEXIKMIW TVSZMHI 1 PIEVRIVW [MXL E WIRWI SJ GSRǻHIRGI ERH VIPIZERGI SJ XLIMV [SVO during the writing process.

Focusing on the Ecuadorian educational system, the governQIRX FIX[IIR ERH WTIRX E KVIEX HIEP SJ QSRI] WIRHMRK PSGEP XIEGLIVW EFVSEH [MXL WGLSPEVWLMTW WYGL EW XLI Ƹ,S 8IEGLIVƹ program. This project aimed at improving the learning of the English PERKYEKI [LMGL [EW EPWS E QIGLERMWQ XS VEMWI XLI GSYRXV]ƶW TVSǻPI 'VMXMWL (SYRGMP 3IZIVXLIPIWW XLIVI MW WXMPP YRGIVXEMRX] EW XS LS[ undergraduate students reach the Common European Framework of 7IJIVIRGI (*+7 ' PIZIP EX XLI XMQI SJ KVEHYEXMSR E VIUYMVIQIRX IWXEFPMWLIH F] XLI KSZIVRQIRX 2MRMWXIVMS HI *HYGEGM¾R & WMKRMǻGERX MWWYI TVIWIRX MR XLI *GYEHSVMER IHYGEXMSREP W]WXIQ JSV *RKPMWL learning is how to approach the writing process as a teacher and as a PIEVRIV ;LMPI XIEGLIVW ǻRH MX GLEPPIRKMRK XS XIEGL XLI [VMXMRK TVSGIWW HYI XS MXW GSQTPI\MX] WXYHIRXW ǻRH MX YRMRXIVIWXMRK ERH JVYWXVEXMRK based on initial interviews.

To emphasize the necessity of improving undergraduate learners’ UYEPMX] SJ [VMXMRK F] JSGYWMRK SR WGEǺSPHMRK WXVEXIKMIW E WXYH] MR *GYEHSV VIZIEPW XLEX WGEǺSPHMRK MRZSPZIW VIGIMZMRK WYTTSVX JVSQ XLI XIEGLer when it is not possible to achieve an individual learning objective 1¾TI^ .R SXLIV [SVHW PIEVRIVW [ERX XLI MRWXVYGXSVƶW WYTTSVX YRXMP they reach their independent learning level.

Another topic to consider is that the CEFR for Languages gives clear guidelines concerning the writing standards that must be met by WXYHIRXW SJ E ' PIZIP [LIR IRVSPPMRK MR E PIZIP GSYVWI EX XLMW TVMZEXI university. These standards include understanding the main ideas of complex texts and the production of clear, detailed texts, essays or reTSVXW VIPEXIH XS XLIMV MRXIVIWXW 2MRMWXIVMS HI *HYGEGM¾R .R ZMI[ SJ XLI EFSZI XLI GYVVIRX *RKPMWL EW E +SVIMKR 1ERKYEKI *+1 5VSKVEQ MR XLMW *GYEHSVMER LMKLIV MRWXMXYXMSR GSRWMWXW SJ WM\ LSYV GSYVWIW XEYKLX by the accredited EFL faculty.

8LI TVSFPIQ MRXIVQIHMEXI WXYHIRXW GSRJVSRX MW HIǻGMIRX [VMXXIR

velopment of ideas, and non-existent logical sequencing among other GSQTSRIRXW SJ [VMXMRK [IVI JSYRH MR XLIMV XI\XW 8LIWI HMǽGYPXMIW PMQMX the students’ quality of writing, and accordingly, learners are failing at producing well-structured essays.

Research on this academic issue is gaining attention among advanced students at international levels. However, there is no available VIWIEVGL SR ETTP]MRK WGEǺSPHMRK WXVEXIKMIW XS MQTVSZI MRXIVQIHMEXI YRHIVKVEHYEXI WXYHIRXWƶ TMIGIW SJ [VMXMRK EX E ' PIZIP MR XLI *GYEHSVMER context.

8LI TVIWIRX WXYH] QEOIW XLI WGEǺSPHMRK WXVEXIKMIW [MXL ER IQTLEWMW SR XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI E GVMXMGEP TEVX SJ E XIEGLIVƶW plan to achieve positive outcomes in learners’ writing performance. When students attempt to learn a skill in English, they need the teacher’s assistance until they acquire knowledge and master independent tasks.

Literature Review ϱýŅĬÚĜĹč -EQQSRH ERH ,MFFSRW TSMRXIH SYX XLEX WGEǺSPHMRK E MW provisional structures that builders situate around the outside of new buildings to access and work with ease. Once the building is able to

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tic test that revealed poor writing skills. Lack of organization, poor de-

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production, as evidenced by the low scores obtained in the diagnos-

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WYTTSVX MXWIPJ XLI FYMPHIV VIQSZIW XLI WGEǺSPHMRK .R XLI *RKPMWL PERKYEKI PIEVRMRK GSRXI\XW WGEǺSPHMRK MW ETTPMIH EW E XIQTSVEV] LIPT KMZen to students to develop tasks so that they will be capable to complete similar assignments on their own.

8LI XIVQ ƸWGEǺSPHMRKƹ GSQIW JVSQ :]KSXWO]ƶW ERH 'VYRIVƶW XLISVMIW XLEX GPEMQ XLEX WYGGIWWJYP PIEVRMRK MW SFXEMRIH XLVSYKL XLI ^SRI SJ TVS\MQEP HIZIPSTQIRX >5) XLI WTEGI FIX[IIR [LEX E María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

learner can develop on his own and what he can do with assistance.

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'VYRIV EǽVQIH XLEX WGEǺSPHMRK JSV PIEVRMRK MW E TVSGIWW XLEX MW HIZIPSTIH KVEHYEPP] F] PIEVRIVW YRXMP XLI] FIGSQI GSRǻHIRX [SVOMRK MRHITIRHIRXP] 'VYRIV EPWS LMKLPMKLXW XLEX XIEGLIVW TVSZMHI WGEǺSPHMRK strategies that involve the use of structures, activities, and temporary support for the students to construct knowledge. & WXYH] GSRHYGXIH F] 2ENMH IX EP HIǻRIH WGEǺSPHMRK EW ER essential element of cognitive learning used to help learners perform a task that they do not know or that is beyond their current ability. In XLI WGEǺSPHMRK TVSGIWW WXYHIRXW EVI IRGSYVEKIH XS TIVJSVQ XLI XEWOW that are within their capacity for understanding. If students cannot perform complicated tasks due to their complexity, then the instructor can WGEǺSPH XLIQ 8LIVIJSVI XIEGLIVW TVSZMHI XLI WXYHIRXW [MXL IRSYKL guidance gradually until they can learn the process and carry out the EGXMZMXMIW SR XLIMV S[R +EVEN :SRRE IX EP 7IPEXIH XS XLI TVIWIRX WXYH] +EVEN VIWIEVGLIH XLI MQTEGX SJ WGEǺSPHMRK SR *+1 WXYHIRXWƶ [VMXMRK EFMPMX] XLVSYKL SYX XLI [VMXMRK TVSGIWW 8LI VIWIEVGL [EW ETTPMIH XS GSPPIKI WXYHIRXW WXYH]MRK MR XLI English Department, School of Languages, and its results revealed that XLI WXYHIRXWƶ EGLMIZIQIRX QEHI E WMKRMǻGERX MQTVSZIQIRX SJ [MXLMR ERH FIX[IIR TVI XIWX ERH TSWX XIWX +EVEN VITSVXIH XLEX SJ WXYHIRXW IǺIGXMZIP] FVEMRWXSVQIH MR TSWX XIWXW [LIVIEW SRP] FVEMRWXSVQIH MR XLI TVI XIWX 7IWYPXW MRHMGEXIH XLEX WGEǺSPHMRK [VMXMRK MW IǽGEGMSYW XS WYTTSVX WXYHIRXWƶ [VMXMRK [MXL *RKPMWL PERKYEKI HMǽGYPXMIW +EVEN EPWS GPEMQIH XLEX WGEǺSPHMRK WXVEXIKMIW LEZI EPPS[IH WXYHIRXW XS ǻRH XLIMV [IEORIWWIW WS XLI] GER JSGYW SR XLIQ XS MQTVSZI their writing. Within this approach, the author emphasized that working TVSKVIWWMZIP] [MXL WXYHIRXW MR XLI [VMXMRK WXEKIW LEW ]MIPHIH FIRIǻXW

ϱýŅĬÚĜĹč Ƌų±ƋåčĜåŸ 8LIVI EVI HMZIVWI WGEǺSPHMRK WXVEXIKMIW XLEX EVI ETTPMIH MR XLI classroom during the writing learning process. They are modeling, FVMHKMRK ERH GSRXI\XYEPM^EXMSR EQSRK SXLIVW &FINYIPE 8LMW project draws attention to the modeling category, in which a mentor text is presented to students so they can improve their writing and produce

Mentor Texts 2IRXSV XI\X EW 1MEKLEX ERH 'MVME LMKLPMKLXIH MW E QSHIPMRK approach that facilitates new learning ways to improve any compeXIRGI *WGSFEV ERH *ZERW EPWS GPEMQIH XLEX E QIRXSV XI\X MW ER appropriate method of guiding poor writing, or a text, which is observed and analyzed so that learners try to emulate one or more linguistic

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good essays.

learners whose writing of well-written essays has been poor throughout XLIMV YRMZIVWMX] PMJI 8LYW QSHIPMRK E QIRXSV XI\X MR [LMGL E ǻZI TEVEKVETL IWWE] XLI WXVYGXYVI MW ETTPMIH GER FI ER IǽGEGMSYW [E] XS IRhance students’ writing skills.

Research on the Application of a Five-Paragraph-Essay Structure.

Examining in greater depth the issues raised by the absence of unHIVKVEHYEXI PIEVRIVWƶ [VMXMRK WOMPPW MX MW ETTVSTVMEXI XS HIǻRI ǻVWX [LEX an essay means and how it helps students to write in an organized and GSLIVIRX [E] 8LI VIWIEVGLIVW /ERYĴIZE ERH 5INÜMRSZWOE TSMRXIH out that writing an essay means that a topic should be completed in a written form, and the students illustrate their ideas and perspectives on the topic following some requirements such as organization, content, and language.

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

functions. These assertions are valid, especially with undergraduate

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& WXYH] GSRHYGXIH F] /SLRWSR IX EP WYWXEMRIH XLEX [VMXMRK WXVYGXYVIH ǻZI TEVEKVETL IWWE]W MW WXMPP TVIZEPIRX HYVMRK XLI *RKPMWL PIEVRMRK TVSGIWW )IWTMXI ƸIRGYPXYVEXMSRƹ ƸXIEGLIVWƶ WLSVXGSQMRKWƹ ERH SXLIV JEGXSVW XLEX GSYPH MRǼYIRGI XIEGLIVW ERH LMRHIV XLI [VMXMRK MRWXVYGXMSR XIEGLMRK ǻZI TEVEKVETL IWWE]W WXMPP PE]W JSYRHEXMSRW JSV a better quality of writing. The mentioned authors demonstrate that ǻZI TEVEKVETL IWWE]W [LMGL EVI E TVMRGMTEP TIHEKSKMGEP XSSP WXMPP IRMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

HYVI MR [VMXMRK MRWXVYGXMSR 8LVSYKL XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI

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XLI WXYHIRXW [IVI IRGSYVEKIH XS ETTP] XLI WGEǺSPHMRK WXVEXIKMIW ERH elaborate an organized and coherent piece of writing. They used brainWXSVQMRK TIIV GSPPEFSVEXMSR XS [VMXI ER MRXVSHYGXMSR E FSH] ERH E conclusion.

8S ZEPMHEXI XLI MQTPIQIRXEXMSR SJ E ǻZI TEVEKVETL IWWE] WXVYGXYVI /ERYĴIZE ERH 5INÜMRSZWOE EREP]^IH XLI IWWE]W SJ GSPlege students at the Faculty of Education in Bitola. These essays were I\EQMRIH FEWIH SR XLI IPIQIRXW SJ XLI ǻZI TEVEKVETL IWWE] 8LI VIWYPXW [IVI WEXMWJ]MRK ERH [IVI NYWXMǻIH HYI XS XLI IWWE] WXVYGXYVI XLEX gave basic skills for writing, which guarantees positive results. Hence, the previously mentioned authors recommend that students follow a WXVYGXYVI WYGL EW XLI ǻZI TEVEKVETL IWWE] XLEX TVSZMHIW WMQTPI MRWXVYGtions to develop the necessary skills in academic writing.

Peer Collaboration .X MW EHZMWEFPI XS ǻVWX FVEMRWXSVQ MHIEW MR GSPPEFSVEXMSR [MXL TIIVW which indicates that students work collaboratively with one partner or QSVI XS KS XLVSYKL XLI [VMXMRK TVSGIWW 7SFE]S -IVR«RHI^ (SPPEFSVEXMSR MW WSGMEP ERH GVYGMEP MR XLI PIEVRMRK TVSGIWW MX MRGVIEWIW the sharing of ideas and strengthens the internalization of the stages of the writing process. Working collaboratively stimulates students’ cognitive areas and helps them generate ideas and produce related and logMGEP XI\XW ;MHSHS WXEXIH XLEX [LIR [SVOMRK MR KVSYTW PIEVRIVW can give any ideas they have on their minds and share them with their peers. Learning in collaborative contexts allows learners to construct knowledge in social interaction that involves students and teachers,

[LIVI QIQFIVW VIGIMZI ERH WLEVI I\TIVMIRGIW SV ORS[PIHKI Y[ERXEVEXLMT ;MGLEHII 1MOI[MWI 8EPMF ERH (LIYRK TVIWIRXed similar results asserting that doing pair work shows the better quality of writing and positive feelings about collaborative writing assignments. &W 7SFE]S ERH -IVR«RHI^ EHZSGEXIH GSPPEFSVEXMSR TVSmotes free, non-judgmental opinion and allows conclusions to be drawn about issues that are part of the lives of students. Caviedes et al.

GSRGPYHIH XLEX GSPPEFSVEXMZI [VMXMRK MRZMKSVEXIW WXYHIRXW XS NSMR IǺSVXW [MXL XLI EMQ SJ TVSHYGMRK ERH GVIEXMRK XSKIXLIV E WMRKPI TMIGI of writing. It also helps students to think critically, giving their points of

WIPJ GSRǻHIRGI [VMXMRK EFMPMX] ERH SXLIV WOMPPW ;VMXMRK GSPPEFSVEXMZIP] allows students to comment on their texts, giving extra details and producing a better text. Learners develop a sense of responsibility for sharMRK XLIMV WOMPP ERH RI[P] EGUYMVIH MRJSVQEXMSR [MXL XLIMV TIIVW )IZIGM 8LIWI EWWIVXMSRW EVI ZEPMH IWTIGMEPP] [LIR WXYHIRXW EXXIQTX XS write essays and need their peers’ collaboration to produce a better piece of writing.

Brainstorming +EVEN WLEVIH XLEX XLI FVEMRWXSVQMRK WXVEXIK] EPPS[W WXYHIRXW to consider the topic and write down any promising ideas since many students will forget their previous ideas while thinking about the new SRIW 1MWX]ERM EGORS[PIHKIH XLEX XLI FVEMRWXSVQMRK WXVEXIK] EPlows learners to work collaboratively to generate possible topics and HIZIPST MHIEW XS [VMXI IWWE]W 4XLIV WMKRMǻGERX WXEXIQIRXW EFSYX FVEMRWXSVQMRK EVI [LEX >LIRK ERH ;MTMRK EW [IPP EW -EWLIQTSYV IX EP QIRXMSRIH XLEX XLI TVSGIWW MW E YWIJYP [E] XLEX KIRIVEXIW ideas and thoughts stemming from the judgment-free dynamic interaction with others. These thoughts can motivate students to discover what to say and how to say it on paper. In addition, brainstorming encourages communication skills, helps promote thinking and decision-making caTEGMXMIW ERH JSWXIVW HMǺIVIRX ZMI[TSMRXW ERH STMRMSRW &P2YXEMVM

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

LILEHIL WYKKIWXIH [SVOMRK GSPPEFSVEXMZIP] IRLERGIW WXYHIRXWƶ

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

view about the topics discussed. In a research on pair and group work,

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+MREPP] ETTP]MRK XLI FVEMRWXSVQMRK WXVEXIK] EW XLI ǻVWX WGEǺSPHMRK WXVEXegy can enhance the students’ writing skills while developing essays.

Graphic Organizers ,VETLMG SVKERM^IVW EVI TEVX SJ XLI WGEǺSPHMRK WXVEXIKMIW MR XLMW María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

WXYH] (MEWGEM IQTLEWM^IH XLEX KVETLMG SVKERM^IVW EVI VITVI-

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sentations, symbols, images, or visual models that are used to process information. Graphic organizers allow the student to better understand a large amount of information that must be learned in a limited time.

8LIVI EVI HMǺIVIRX X]TIW SJ KVETLMG SVKERM^IVW WYGL EW GSRGITX maps, story maps, semantic maps, bubble maps, T-charts among othIVW 0ERW·^SïPY 8LMW VIWIEVGL WXYH] QEMRP] YWIH XLI FYFFPI QET and the T-chart to help students classify and describe information related to the essay topics.

Answer Garden and Padlet Web Tools .RJSVQEXMSR ERH (SQQYRMGEXMSR 8IGLRSPSKMIW .(8 MR IHYGEXMSR cannot go unnoticed. ICT enables communication among learners and teachers and creates an interactive environment. According to SanKIIXLE 5EHPIX ERH &RW[IV ,EVHIR EVI SRPMRI XSSPW XLEX JEGMPMXEXI MRXIVEGXMSR ERH GSPPEFSVEXMSR EQSRK PIEVRIVW MR XLI IHYGEXMSREP ǻIPH 8IEGLIVW ERH WXYHIRXW GER GSPPEFSVEXI FVEMRWXSVQ VIǼIGX ERH ERW[IV topic questions. Therefore, the application of these web tools can motivate second language learners’ learning process.

There are arguments that writing essays may not always be feasible. It is useful to look at the studies that have yielded results that are STTSWMXI XS XLI SRIW JIEXYVIH MR XLMW TVSNIGX 6YMRXIVS EKVIIH [MXL /ERYĴIZE ERH 5INÜMRSZWOE [LIR XLI] WEMH XLEX [VMXMRK IWsays embodys an essential task to develop an organized and coherent text independently at university levels. Even though for some authors writing essays involves good organization and logical order of ideas,

5YR]EVEXEFERHLY IX EP EVKYIH MR XLIMV VIWIEVGL XLEX HIZIPSTMRK E ǻZI TEVEKVETL IWWE] YWMRK XVEHMXMSREP QIXLSHW MW WYMXEFPI SRP] JSV beginning writers. They emphasize that university teachers have found many weaknesses in the students’ writings and that it is necessary to create consciousness in learners about written production. They also LMKLPMKLX QIXLSHW JSV [VMXMRK FIXXIV XLER ƸXLI ǻZI TEVEKVETL SVXLSHS\]ƹ by pointing out that writing instruction should be designed so that the [VMXIV LEW HMǺIVIRX [E]W XS I\TVIWW QSVI GSQTPI\ XLSYKLXW ERH ERElyze any topic critically. .R I\EQMRMRK [VMXMRK HIǻGMIRGMIW MX MW SJ VIPIZERGI XS KYMHI XLMW

KVETLMG SVKERM^IVW XS MQTVSZI MRXIVQIHMEXI ' PIEVRIVWƶ UYEPMX] SJ [VMXMRK EX E TVMZEXI YRMZIVWMX] TIGMǻGEPP] XLMW WXYH] TYXW JSV[EVH XLI JSPlowing research questions.

8S [LEX I\XIRX HSIW WGEǺSPHMRK E ǻZI TEVEKVETL IWWE] LIPT intermediate EFL learners improve their writing performance?

UYERXMXEXMZI 2. To what extent does collaboration at the brainstorming phase of [VMXMRK LIPT WXYHIRXW KIRIVEXI MHIEW$ UYEPMXEXMZI ;LEX EVI XLI WXYHIRXWƶ TIVWTIGXMZIW XS[EVHW ERH WYGL EW GSPPEFSVEXMSR ERH XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI EJXIV GSQTPIXMRK XLI MRRSZEXMSR$ UYEPMXEXMZI

Methodology Design This is quasi-experimental action research with qualitative and quantitative data analysis. Action research is a systematic strategy presented in scenarios that require the participation of teachers as researchers so that they can use their investigation to improve their XIEGLMRK WX]PI ERH XLI WXYHIRXWƶ PIEVRMRK 'VEHFYV] -YERK 8LI

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

FVEMRWXSVQMRK ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEFSVEXMSR ERH

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

VIWIEVGL XS[EVHW XLI MRGSVTSVEXMSR SJ WGEǺSPHMRK WXVEXIKMIW WYGL EW

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instructor-researcher developed the project lasting six weeks and conGIRXVEXIH SR WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK ǻZI TEVEgraph essay structure, peer collaboration, and graphic organizers along with web tools.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Participants

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8LI WXYH] [EW GEVVMIH SYX MR X[S TEVEPPIP GPEWWIW [MXL E XSXEP SJ EFL learners from the English Language Center at a private universiX] MR ,YE]EUYMP 8LI I\TIVMQIRXEP KVSYT MRGPYHIH QEPIW ERH JIQEPIW ERH XLI GSRXVSP KVSYT QEPIW ERH JIQEPIW 8LI EKI SJ XLI X[S KVSYTWƶ TEVXMGMTERXW VERKIH FIX[IIR ERH ERH XLI] [IVI TYVWYMRK HMǺIVIRX GEVIIVW

Classroom Procedures The innovation started the second semester of the academic year EX E TVMZEXI YRMZIVWMX] [MXL XLI TEVXMGMTEXMSR SJ MRXIVQIHMate students enrolling in the English 5 level. The objective of this study [EW XS LEZI WXYHIRXW [VMXI E GSLIVIRX IWWE] YWMRK WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEFSVEtion, and graphic organizers along with web tools. The instructor-reWIEVGLIV GSRHYGXIH XLI TVSNIGX SZIV WM\ [IIOW [MXL SRI LSYV WIWWMSR [IIOP] HYVMRK [LMGL XLI WGEǺSPHMRK WXVEXIKMIW [IVI MRXVSHYGIH XS XLI experimental group.

At the beginning of the innovation, the teacher-researcher applied a pre-test to the control and experimental groups. After the pre-test, scafJSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK ǻZI TEVEKVETL IWWE] WXVYGXYVI peer collaboration, and graphic organizers along with web tools were applied in sessions two, three, and four. The teacher-researcher used E QIRXSV QSHIP XI\X XS XIEGL E ǻZI TEVEKVETL IWWE] 8LI VIWIEVGLIV WGEǺSPHIH XLI IWWE] F] ǻVWX FVEMRWXSVQMRK XS KIRIVEXI MHIEW 8LIR XLI researcher explained how to organize thoughts and arguments. After-

wards, the teacher-researcher demonstrated how to write an introductory paragraph. Finally, the researcher showed the students how to give feedback. Using the writing process as the larger framework, students were IRGSYVEKIH XS ETTP] XLI WGEǺSPHMRK WXVEXIKMIW FVEMRWXSVQMRK TIIV GSPPEFSVEXMSR XS [VMXI ER MRXVSHYGXMSR E FSH] ERH E GSRGPYWMSR ERH WIPJ EWsess. Following the strategies, the experimental group wrote two essays.

The control group developed its essays without any support. In SXLIV [SVHW XLMW KVSYT HMH RSX YWI XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI KVETLMG SVKERM^IVW SV ER] SXLIV WGEǺSPHMRK WXVEXIK] +MREPP] FSXL KVSYTW [IVI VIUYMVIH XS HS E TSWX XIWX [LMGL GSRWMWXIH SJ E ǻZI TEVE-

The researcher applied pre and post-tests, interviews, and colPIGXIH ǻIPH RSXIW XS I\EQMRI VIPIZERX MRJSVQEXMSR XLEX [SYPH ERW[IV XLI XLVII VIWIEVGL UYIWXMSRW 8S [LEX I\XIRX HSIW WGEǺSPHMRK XLI ǻZI TEVEKVETL IWWE] LIPT MRXIVQIHMEXI *+1 PIEVRIVW MQTVSZI XLIMV [VMXMRK TIVJSVQERGI [MXL VIKEVH XS HMǺIVIRX [VMXMRK GSQTSRIRXW HIZIPSTQIRX SJ MHIEW SVKERM^EXMSR [SVH GLSMGI WIRXIRGI ǼYIRG] ERH GSRZIRXMSRW$ 8S [LEX I\XIRX HSIW GSPPEFSVEXMSR EX XLI FVEMRWXSVQMRK TLEWI SJ [VMXMRK LIPT WXYHIRXW KIRIVEXI MHIEW$ ERH ;LEX EVI the students’ perspectives with supports such as collaboration and the ǻZI TEVEKVETL IWWE] WXVYGXYVI EJXIV GSQTPIXMRK XLI MRRSZEXMSR$ 8S ERW[IV XLI ǻVWX VIWIEVGL UYIWXMSR XLI VIWIEVGLIV ETTPMIH E TVI and post-test. The instruments were applied before and after the intervention to obtain information concerning the students’ previous and TSWX I\TIVMIRGIW [MXL WGEǺSPHMRK WXVEXIKMIW YWIH XS [VMXI E ǻZI TEVEgraph-essay. The researcher used a rubric, which was adapted from 8IEGLIV 5PERIX ERH GSRXEMRW ǻZI GSQTSRIRXW Development of ideas GSRXIRX JSGYW 2. Organization SVHIV SJ TEVEKVETLW GPIEV HIXEMPW Word choice ETTVSTVMEXI PERKYEKI ZSGEFYPEV] [SVH SVHIV åĻƒåĻÏåƐāƣåĻÏDž XVERWMXMSR [SVHW WIRXIRGI WXVYGXYVI VL]XLQ ǼS[

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

Instruments

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

KVETL IWWE] EW XLI ǻREP TVSHYGX SR XLI XSTMG SJ Ƹ&GEHIQMG WXVIWW ƹ

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5. ConventionW GETMXEPM^EXMSR WTIPPMRK TYRGXYEXMSR WYFNIGX ZIVF agreement To respond to the second research question referring to students’ collaboration during the brainstorming phase of writing, the researchIV EREP]^IH ǻIPH RSXIW ERH XLI WXYHIRXWƶ NSYVREPW F] LMKLPMKLXMRK VIPIZERX MRJSVQEXMSR XYHIRXWƶ VIǼIGXMSRW SR XLIMV GSPPEFSVEXMSR HYVMRK XLI María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

brainstorming stage were collected through these instruments. Field

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notes included observations on misunderstandings, areas of confusion, and student engagement.

The third research question refers to what are the students’ perWTIGXMZIW [MXL EMHW WYGL EW GSPPEFSVEXMSR ERH XLI ǻZI TEVEKVETL IWsay structure after completing the innovation. Based on the students’ performance and scores obtained in the post-tests, the researcher interviewed eight students with the highest and lowest scores after the intervention. The interview session was conducted face-to-face with IEGL TEVXMGMTERX &GGSVHMRK XS VIWIEVGL &PWLIRUIIXM 8SRK IX EP XLI MRXIVZMI[ I\TPSVIW XLI I\TIVMIRGIW SJ TEVXMGMTERXW ERH EQTPMǻIW XLI YRHIVWXERHMRK SJ XLI MRZIWXMKEXIH IZIRXW WMRGI MX MW QSVI VIEPMWtic and a less structured tool of data collection. &GGSVHMRK XS 1YF ZEPMHMX] MW XLI VERKI MR [LMGL XLI ZEVMEFPIW of a research concept can be measured. Thus, to guarantee the validity of data, and using the same rubric, two other instructor colleagues WGSVIH ǻZI IWWE]W HSRI F] XLI I\TIVMQIRXEP ERH GSRXVSP KVSYT HYVMRK the post-test. Their results matched with the ones the instructor had scored. All collected relevant and supporting data was compiled and saved. All of these techniques were prevalent to ensure the credibility of the research project.

Data Analysis The students’ writing on the pretests and posttests constituted the quantitative data that were collected in two sessions of the innovation.

8LI MRXIVZMI[ XLI VIWIEVGLIVƶW ǻIPH RSXIW ERH XLI WXYHIRXWƶ VIǼIGXMSRW NSYVREPW TVSZMHIH UYEPMXEXMZI HEXE SR XLI WXYHIRXWƶ TIVWTIGXMZIW

of collaborative writing during the brainstorming phase and using the ǻZI TEVEKVETL IWWE] WXVYGXYVI )EXE [IVI EREP]^IH MR XLI JYRGXMSR SJ the research questions that are explained below. }ņŐ×Ɛ ŇƐƾ̱ƒƐåDŽƒåĻƒƐÚŇåžƐžÏ±ýŇĮÚĞĻďƐƒĚåƐĀƽåĝŤ±Ź±ďŹ±ŤĚƐåžž±DžƐĚåĮŤƐ intermediate EFL learners improve their writing performance?

The data of pre-test and post-test were analyzed using IndepenHIRX EQTPI X XIWX XS WLS[ MJ XLIVI LEH FIIR ER] WMKRMǻGERX HMǺIVIRGIW FIX[IIR XLI [VMXMRK TIVJSVQERGI SJ XLI X[S KVSYTW GSRXVSP ERH I\TIVMQIRXEP 8LI VIWIEVGLIV YXMPM^IH E VYFVMG XS EREP]^I ǻZI GSQTSRIRXW

RQ#2: To what extent does collaboration at the brainstorming phase of writing help students generate ideas?

8LI VIWIEVGLIVƶW ǻIPH RSXIW ERH WXYHIRXWƶ VIǼIGXMSRW SR XLIMV GSPlaboration during the brainstorming stage were collected daily. The instructor included observations on misunderstandings, areas of confusion, and student engagement. During the six-week sessions, students VIǼIGXIH SR XLI [E] XLI] [IVI MQTVSZMRK XLIMV [VMXMRK TIVJSVQERGI F] YWMRK XLI WGEǺSPHMRK WXVEXIKMIW RQ#3: What are the students’ perspectives with aids such as colĮ±ÆŇŹ±ƒĞŇĻƐ ±ĻÚƐ ƒĚåƐ ĀƽåĝŤ±Ź±ďŹ±ŤĚĝåžž±DžƐ žƒŹƣσƣŹåƐ ±üƒåŹƐ ÏŇķŤĮåƒĞĻďƐ ƒĚåƐ innovation?

The interview session was conducted face-to-face with each participant. The nature of the interview was to understand in detail the participants’ experiences and perspectives on writing in English and writing E ǻZI TEVEKVETL IWWE] FEWIH SR E JSVQEX 8LI MRXIVZMI[ WIWWMSR XSSO ETTVS\MQEXIP] QMRYXIW JSV IEGL TEVXMGMTERX ERH [EW EYHMSXETIH and transcribed by the researcher. Transcriptions were grouped according to the participants’ insights about collaboration during the brainstorming stage of writing.

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

WIRXIRGI ǼYIRG] ERH GSRZIRXMSRW

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

of writing that are the development of ideas, organization, word choice,

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Results Quantitative Data from Pretest and Posttest Using Rubric 8LMW WIGXMSR VITSVXW SR LS[ XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI helped intermediate EFL learners improve their writing performance.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

XYHIRXW HMH E TVI XIWX TSWX XIWX XS HIXIVQMRI [LIXLIV XLI MRXIVZIRXMSR

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had an impact on students’ quality of writing. The data corroborates that modeling a mentor text and following instructions helped the students write a clear and poignant essay on their own.

Table 1. Results of Comparison between Pre-test and Post-test: Control versus Experimental PRETEST Groups

N

Mean

Control

Experimental

SD

POSTTEST Mean

SD

0.599

0.959

Figura 1. Comparison Post-test Control vs. Experimental

SD

M

SD

MD

Cohen’s d

p value <0.05

Construct

N

M

Content

9.00

0.000

Organization

0.920

0.000

Word Choice

0.000

Sentence Fluency

0.000

Conventions

0.000

r

3SXI 3" EQTPI 2" 2IER )" XERHEVH )IZMEXMSR 2)" 2IER )MǺIVIRGI V" *ǺIGX WM^I

8EFPI HIQSRWXVEXIW XLI GSQTEVMWSR FIX[IIR XLI TVI XIWX ERH post-test of control and experimental groups in which the latter who participated in the innovation made an improvement when applying WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK E ǻZI TEVEKVETL IWWE] structure, peer collaboration, and graphic organizers. From the initial QIEWYVIQIRX 2 " ) " ERH XLI ǻREP QIEWYVIQIRX 2 " ) " E GSRWMHIVEFPI KVS[XL [EW IZMHIRGIH 8EFPI HMWTPE]W XLI ZEPYIW SJ XLI HMǺIVIRX GSRWXVYGXW SJ XLI I\TIVimental group before and after the intervention. The statistics show that XLI KVSYT MQTVSZIH EJXIV XLI ǻVWX LEPJ TEVXMEP [EW GSRGPYHIH 8LI ƸGSRXIRXƹ GSRWXVYGX SJ XLI I\TIVMQIRXEP KVSYT VSWI JVSQ XS GSRsidered the highest value among the other constructs. This construct also demonstrated that peer collaboration plays an important role in performing writing skills. Padlet and Answer Garden were part of this enhancement.

The p ZEPYI SJ XLI ǻZI GSRWXVYGXW SJ XLI I\TIVMQIRXEP KVSYT [EW [LMGL WMKRMǻIW XLEX XLI QIERW EVI HMǺIVIRX EX XLI WMKRMǻGERGI level. Since the p ZEPYI JSV XLI I\TIVMQIRXEP KVSYT MW p! MX GER FI MRJIVVIH XLEX XLIVI MW E WMKRMǻGERX HMǺIVIRGI FIX[IIR XLI UYEPMX] SJ writing of the experimental group.

8LI ƸSVKERM^EXMSRƹ GSRWXVYGX HYVMRK XLI XVIEXQIRX LEH E QEVOIH MRGVIEWI 2 " ) " [LMGL QIERW XLEX WXYHIRXW KVIEXP] MQTVSZIH

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

POSTTEST

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

PRETEST

197

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Table 3. Post-Tests: Control versus Experimental

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PRETEST

POSTTEST MD

Cohen’s d

r

p value <0.05

0.000

0.000

-0.9020 0.000

0.590

0.000

-0.9502

0.000

Construct

N

M

SD

M

SD

Content

9.00

Organization

Word Choice

Sentence Fluency

Conventions

3SXI 3" EQTPI 2" 2IER )" XERHEVH )IZMEXMSR 2)" 2IER )MǺIVIRGI V" *ǺIGX WM^I

the way they organized their ideas and paragraphs. For that, they apTPMIH KVETLMG SVKERM^IVW ERSXLIV WGEǺSPHMRK WXVEXIK] XLEX [IVI TVSZMHed during the activity.

Another important result was the positive outcome obtained in XLI ƸGSRZIRXMSRWƹ GSRWXVYGX 2 " ) " HYVMRK XLI MRXIVZIRXMSR In every session of the lesson plan, students had to correct sentences XLEX LEH KVEQQEV QMWXEOIW 8LI ƸGSRZIRXMSRWƹ GSRWXVYGX LEH E QEVOIH increase, which means that students greatly improved their grammar skills.

8EFPI MRHMGEXIW XLI ZEPYIW SJ XLI HMǺIVIRX GSRWXVYGXW SJ XLI TSWX tests of the control and the experimental groups after the intervention.

8LI ƸGSRXIRXƹ GSRWXVYGX SJ XLI I\TIVMQIRXEP KVSYT 2 " ) " indicates the highest value among all the constructs. The post-test data of the experimental group reveals that the participants showed the greatest improvement in the components of the language, especially SR XLI ƸGSRXIRXƹ [MXL XLI LMKLIWX QIER ZEPYI SJ 8LYW XLI WXYH] VIZIEPIH XLEX JSPPS[MRK WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK E ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEFSVEXMSR ERH KVETLMG SVKEnizers helps students improve their quality of writing when developing essays.

Qualitative Data from Collaboration at the Brainstorming Phase of Writing, )EXE GSPPIGXIH XLVSYKL XLI ǻIPH RSXIW TEVXMGMTERXWƶ VIǼIGXMSRW ERH interviews with them also helped identify student views on writing in English, and how collaboration during the brainstorming phase helped XLIQ KIRIVEXI MHIEW 8LI LMKL VIWYPXW SFXEMRIH MR XLI ǻVWX GSRWXVYGX ƸGSRXIRXƹ LEH E VIPEXMSR XS TIIV GSPPEFSVEXMSR MR [LMGL TEVXMGMTERXW LEH to brainstorm ideas in a collaborative way. Participants attempted to

that their opinions were taken into consideration during the brainstormMRK EGXMZMX] &HHMXMSREPP] XLI VIWIEVGLIVƶW ǻIPH RSXIW IQTLEWM^I XLEX students felt comfortable when giving feedback on their essays. The students provided feedback, and that enabled them to highlight the effort their peers made while giving feedback on their work. The feedback also motivated them to see that this work was not useless.

Figure 2. Students’ Perspectives

Peer Collaboration

Five-Paragraph-Essay Structure

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

with their peers to improve their writing. It was relevant for the students

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work in pairs and obtained positive results when sharing their opinions

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Discussion Findings from the Post-Test 'EWIH SR XLI ǻRHMRKW SFXEMRIH XLMW VIWIEVGL MPPYWXVEXIW XLEX MX MW adequate to brainstorm ideas during the pre-writing stage of the writing process to improve learners’ writing performance. The application of a María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ǻZI TEVEKVETL IWWE] WXVYGXYVI MW ZMXEP WMRGI XLI PIZIP ǻZI *RKPMWL GSYVWI requires that students develop essays as part of their learning practice.

The experimental group made more progress than the control group FIGEYWI XLI TEVXMGMTERXW MQTPIQIRXIH XLI WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK E ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEFSVEXMSR and graphic organizers along with web tools during the innovation.

8LYW MX MW E WMKRMǻGERX [E] XS IRLERGI XLI UYEPMX] SJ XLI PIEVRIVWƶ [VMXMRK in the Ecuadorian tertiary EFL classrooms. To give more emphasis on XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI SRI SJ XLI WXYHIRXW MRHMGEXIH XLEX Ƹthe structure works fast; it was organized and allowed me to classify relevant information before writing essays. Doing the essay step by step made EFL research series for teachers: Pedagogical Innovations facilitated

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ķåƐ üååĮƐ ÏŇĻĀÚåĻƒƹ +EVEN VITSVXIH WMQMPEV ǻRHMRKW XLEX [IVI consistent with this study.

Findings through the Interviews The results of interviews disclose that working collaboratively among students aided them to create writing that is more appealing to them. Additionally, sharing ideas or thoughts during the brainstorming TLEWI QEHI XLI WXYHIRXW JIIP QSVI GSRǻHIRX HYVMRK XLI [VMXMRK TVSGIWW 8LMW EWWIVXMSR LEW VIPEXMSR XS ǻRHMRKW SJ SXLIV WXYHMIW HSMRK TEMV work shows better quality of writing and positive feelings about colPEFSVEXMZI [VMXMRK EWWMKRQIRXW LILEHIL 8EPMF (LIYRK 8LMW GPEMQ EPWS LEW E GSRRIGXMSR XS +EVEN WXYH] MR [LMGL SJ WXYHIRXW IǺIGXMZIP] FVEMRWXSVQIH MR TSWX XIWXW [LIVIEW SRP] FVEMRstormed in the pre-test.

4RI MRXIVZMI[II GSQQIRXIH ƸWorking in pairs helped my partner and me to develop clear and well-structured ideas. It is the best way to

learn and share knowledgeƹ ;LEX ;MHSHS TSMRXIH SYX EFSYX [SVOMRK GSPPEFSVEXMZIP] LEW FIIR GSRǻVQIH MR XLMW WXYH] &RSXLIV VIWTSRHIRX VIQEVOIH ƸCollaborating with my peers made me feel secure and free, especially when I had to give opinions without feeling intimidated.

The most challenging part was to classify the informationƹ 8LMW EWWIVXMSR MW GSRRIGXIH XS [LEX 7SFE]S ERH -IVR«RHI^ EHZSGEXIH in the literature review, which says brainstorming ideas in collaboration with peers indicates that students work collaboratively with one or more partners to go through the writing process. .X MW VIPIZERX XS QIRXMSR ERSXLIV MRXIVZMI[IIƶW GSQQIRX ƸWriting

ŹåÏåĞƽåÚũƐƐFƐ±ĮžŇƐüåĮƒƐÏŇĻĀÚåĻƒƐƾĚåĻƐFƐď±ƽåƐüååÚƱÏīƐƒŇƐÚĞƽåŹžåƐŤ±ŹƒĻåŹžŷƐ åžž±DžžũƐƐ8ŇŹƐƒĚåƐĀŹžƒƐƒĞķåØƐFƐŹå±ĮĞǍåÚƐƒĚ±ƒƐķDžƐŤŇĞĻƒƐŇüƐƽĞåƾƐƾ±žƐƒ±īåĻƐĞĻƒŇƐ accountƹ MQMPEV WXYHMIW GSVVIWTSRH [MXL XLI VIWYPXW SJ XLI WXYHMIW GSRHYGXIH F] 1MEKLEX ERH 'MVME ERH *WGSFEV ERH *ZERW The researchers have pointed out that a mentor text facilitates the students to order their ideas and improve their writing skills.

8ĜĹÚĜĹčŸ ƋĘųŅƚčĘ ƋƚÚåĹƋŸű åāåÏƋĜŅĹ and Field Notes 'EWIH SR XLI WXYHIRXWƶ VIǼIGXMSRW SR LS[ [VMXMRK MR *RKPMWL EǺIGXIH XLIQ XLI TEVXMGMTERXW LEH XVSYFPI EX XLI FIKMRRMRK SJ XLI MRXIVZIRXMSR [LIR GSQTSWMRK XLI ǻVWX ǻZI TEVEKVETL IWWE] 8LI] WXVYKKPIH XS [VMXI HS[R MHIEW SV XLSYKLXW XLEX GEQI XS XLIMV QMRHW XLI] felt rushed working in pairs. Despite using a structure and having peer collaboration during brainstorming in the prewriting stage, it appeared to be arduous for students to accomplish it.

This obstacle seems to

be related to the shortcomings in the organization and development SJ MHIEW MR WXYHIRXWƶ [VMXMRKW +SVXYREXIP] F] MQTPIQIRXMRK WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK E ǻZI TEVEKVETL IWWE] WXVYGXYVI peer collaboration, and graphic organizers, students could write in an organized and coherent way. Modeling a mentor text, students could

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

poignant and clear essay based on the mentor text and the instructions I

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

an essay on my own at this point was competitive. I was able to create a

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JSPPS[ XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI &W /ERYĴIZE ERH 5INÜMRSZWOE EWWIVXIH E [IPP WXVYGXYVIH IWWE] WLSYPH FI HIZIPSTIH MR E JSVmat and has to be written considering three factors, which are content, language, and organization.

The following is another student’s opinion that stated that the ǻZI TEVEKVETL IWWE] JSVQEX [EW TVEGXMGEP ƸThis format works better. DoĞĻďƐƒĚåƐåžž±DžƐžDžžƒåķ±ƒĞϱĮĮDžƐķ±ÚåƐķåƐüååĮƐÏŇĻĀÚåĻƒũƐ åžĞÚåžØƐÚŇĞĻďƐŤååŹƐ María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

üååÚƱÏīØƐƾĚĞÏĚƐĞžƐƒĚåƐĀŹžƒƐƒĞķåƐÚŇĞĻďƐЃØƐĮ僞ƐķåƐĚĞďĚĮĞďĚƒƐƒĚåƐďŇŇÚƐƾŇŹīũƐƐ

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It also motivated me to see that this work was not in vainƹ :SRRE IX EP VITSVXIH WMQMPEV ǻRHMRKW MR [LMGL WGEǺSPHMRK XLI IWWE] IREFPIH the teacher-researcher to create a positive classroom environment by assisting the students until they mastered the task.

The experimental group was reluctant to face the uncertainty, and they felt uncomfortable. The students thought that writing paragraphs did not need attention and organization. The following interviewee’s opinion made the researcher think about how students were mistaken about developing paragraphs. “I thought a paragraph contained only two žåĻƒåĻÏåžƐŇŹƐĀƽåƐĮĞĻåžũƐƐFƐĻåƽåŹƐŤ±ĞÚƐ±ƒƒåĻƒĞŇĻƐƒŇƐƒĚåƐĻƣķÆåŹƐŇüƐžåĻƒåĻÏåžƐ that a paragraph must-haveƹ 4RGI XLI MRWXVYGXSV I\TPEMRIH MR HIXEMP what the group was going to do, the students decided to collaborate ERH WYTTSVX IEGL SXLIV MR SVHIV XS JYPǻPP XLI SFNIGXMZI [LMGL [EW XS MQprove their writing skills.

Findings through Components of Language 7IPIZERX VIWYPXW [IVI JSYRH MR XLMW VIWIEVGL 8LI ƸSVKERM^EXMSRƹ construct during the treatment had a marked increase, which means that students greatly improved the way they organized their ideas and paragraphs. For that, they applied the bubble chart and the t-chart that were provided during the activity. Another important result was the TSWMXMZI SYXGSQI SFXEMRIH MR XLI ƸGSRZIRXMSRWƹ GSRWXVYGX HYVMRK XLI MRtervention. In every session of the lesson plan, students had to correct WIRXIRGIW XLEX LEH KVEQQEV QMWXEOIW 8LI ƸGSRZIRXMSRWƹ GSRWXVYGX LEH a marked increase, which means that students greatly improved their grammar skills.

YTTSVXMRK IEGL SXLIV [MXL MHIEW HYVMRK XLI ǻVWX WXEKI SJ [VMXMRK improved the students’ quality of writing. Padlet and Answer Garden [IVI TEVX SJ XLMW IRLERGIQIRX ERKIIXLE QIRXMSRW XLEX XLIWI web tools facilitated interaction and collaboration among peers.

Conclusions In an Ecuadorian EFL context, where learners struggle to break barriers of language, writing in an organized and coherent way has be-

better results in the post-test. The results from the statistical analyses HMWGPSWIH WMKRMǻGERX MQTVSZIQIRX [MXLMR ERH FIX[IIR TVI XIWX ERH post-test.

One possible explanation for these obstacles found when atXIQTXMRK XS HIZIPST [VMXMRK WOMPPW MR XLI WIGSRH PERKYEKI 1 PIEVRIVW at tertiary levels are that researchers and practitioners have not given XLI QYGL RIIHIH EXXIRXMSR XS WGEǺSPHMRK WXVEXIKMIW +SV XLEX VIEWSR L2 learners’ writing skills might present complications when writing simple texts or essays.

8LI ǻVWX VIWIEVGL UYIWXMSR SJ XLI TVIWIRX WXYH] JSGYWIH SR LS[ WGEǺSPHMRK ǻZI TEVEKVETL IWWE]W LIPT PIEVRIVW MQTVSZI XLIMV [VMXMRK performance. Based on the results, the experimental group was sigRMǻGERXP] HMǺIVIRX JVSQ XLI GSRXVSP KVSYT 9WMRK WGEǺSPHMRK WXVEXIKMIW WYGL EW FVEMRWXSVQMRK XLI ǻZI TEVEKVETL IWWE] WXVYGXYVI TIIV GSPPEForation, and graphic organizers was key to facilitating students writing a good English text in an organized and coherent way. The students who ETTPMIH XLI WGEǺSPHMRK WXVEXIKMIW TVSHYGIH E LMKLIV WGSVI MR [VMXMRK XLER XLI WXYHIRXW [LS [IVI XEYKLX [MXLSYX YWMRK ER] WGEǺSPHMRK WXVEXIKMIW 2SHIPMRK E QIRXSV XI\X XS [VMXI E ǻZI TEVEKVETL IWWE] [MXL XLI experimental group was essential considering that its primary objective was to improve the learners’ writing skills.

GEǺSPHMRK E ǻZI TEVEKVETL IWWE] MW ER EHZERXEKISYW [E] XS IRcourage students to write who are not yet skilled in English language TVSǻGMIRG] .X WIIQW XLEX XLI PIEVRIVW MR XLI I\TIVMQIRXEP KVSYT LEH E

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

WIEVGL HIQSRWXVEXIW XLEX XLI I\TIVMQIRXEP KVSYT EGLMIZIH WMKRMǻGERXP]

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

come a hard task to develop in undergraduate students. The present re-

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better disposition towards the implementation of the structure in comparison to the control group. The control group only developed the assignments given by the researcher.

Concerning the second research question, working in a collaborative way strengthens students who previously felt intimidated and reluctant to write because they felt uncomfortable sharing ideas and opinions with others, as noted in their interviews and the researchMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

IVƶW ǻIPH RSXIW (SPPEFSVEXMZI [VMXMRK IREFPIW WXYHIRXW XS WLEVI MHIEW

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with their peers and improve their own. The use of Answer Garden and Padlet web tools also enhanced collaborative brainstorming, which [EW XLI ǻVWX WXIT WXYHIRXW HIZIPSTIH [LIR [VMXMRK IWWE]W 8LIWI XSSPW motivated students to interact and brainstorm ideas freely and without much hesitation.

Referring to the third research question, learners’ perspectives on writing in English lead the researcher to build adequate approaches to enable learners to develop a good piece of writing. Regarding essays, students demonstrated very positive perceptions because they could get peer feedback, especially when developing the topics. Students were keen to make the necessary adjustments to their peers’ observations.

The results of the study clearly indicate that the use of the scaffolding strategies improved intermediate undergraduate students’ texts EX E ' PIZIP 8LIVI EVI WXYHMIW HSRI EX EHZERGIH PIZIPW MR MRXIVREXMSREP GSRXI\XW LS[IZIV XLIVI MW RS EZEMPEFPI VIWIEVGL XLEX VITSVXW EFSYX WGEǺSPHMRK WXVEXIKMIW EX XLI ' PIZIP (SRWIUYIRXP] JYVXLIV VIWIEVGL MR ETTP]MRK WGEǺSPHMRK WXVEXIKMIW [MXL ER IQTLEWMW SR XLI ǻZI TEVEgraph-essay structure to enhance intermediate undergraduate learners’ writing skills is still recommended.

Among the limitations of this study, the following stand out as WMKRMǻGERX +MVWX XLI YRMZIVWMX] WXYHIRXW GSQI JVSQ ZEVMIH IHYGEXMSREP FEGOKVSYRHW [LSWI TVMSV *RKPMWL ORS[PIHKI QMKLX TVIWIRX HMǽGYPXMIW when doing their assignments.

Second, undergraduate EFL learn-

ers at this private university receive three hours of English class every week. Third, a small sample size might be another shortcoming that [SYPH PMQMX XLI MHIRXMǻGEXMSR SJ WMKRMǻGERX VIPEXMSRWLMTW [MXLMR XLI HEXE set. Fourth, the time might also be another constraint to improving the PIEVRIVWƶ [VMXMRK TIVJSVQERGI WMRGI PIEVRIVW QE] RSX JIIP GSRǻHIRX

TVEGXMGMRK XLI WGEǺSPHMRK WXVEXIKMIW [MXLMR E WLSVX TIVMSH SJ XLVII LSYV WIWWMSRW &PXLSYKL XMQI [EW MRWYǽGMIRX XLI HIZIPSTQIRX SJ XLI MRtervention phase was accordingly carried out in the allotted time. In other words, all the learning objectives and their assignments were sucGIWWJYPP] JYPǻPPIH .RGVIEWMRK XLI XIEGLMRK XMQI [SYPH FI MHIEP XS SFXEMR positive learning outcomes.

Although it is true that evident motivation ignites the students’ learnMRK EGXMZMXMIW XLIVI MW RIZIVXLIPIWW E HIIT KVSYRHIH XIRHIRG] XS JEPP SǺ this motivational plateau. A positive attitude and willingness are needed in order to lead learners to succeed in second language learning.

could implement a portfolio, in which students and teachers can moniXSV TVSKVIWW VIǼIGX SR [LEX XLI] LEZI PIEVRIH ERH SVKERM^I XEWOW XLEX are appropriate to the content students need to reinforce.

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

be a reasonable initiative to improve students’ writing skills. Instructors

0EVMRE ) .^UYMIVHS >EQSVE 2EV¸E ( 6YMRSRIW ,YMPSXX

& [IPP IUYMTTIH [VMXMRK PEFSVEXSV] [MXL UYEPMǻIH XIEGLIVW [SYPH

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&P2YXEMVM & 3 2 8LI IǺIGX SJ YWMRK FVEMRWXSVQMRK WXVEXIK] MR

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developing creative problem solving skills among male students in Kuwait: A Field Study on Saud Al-Kharji School in Kuwait City.

Journal of Education and Practice 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ &PWLIRUIIXM - .RXIVZMI[MRK EW E HEXE GSPPIGXMSR QIXLSH & GVMXMGEP VIview. English Linguistics Research HSM IPV Z R T &QSYWL 0 - 8LI MQTEGX SJ IQTPS]MRK FVEMRWXSVQMRK WXVEXIK] on improving writing performance of English major students at Balqa Applied University in Jordan. Journal of Education and Practice 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 'EMPI] & >ERGLIXXE 2 :IPEWGS ) 5SR , -EWWER & 'YMPHMRK E WGLSPEV MR [VMXMRK ' ; & QSHIP JSV HIZIPSTMRK WXYHIRXWƶ critical writing skills. Nurse Education in Practice HSM N RITV 'VEHFYV] -YERK - ;LEX MW KSSH EGXMSR VIWIEVGL$ ;L] the resurgent interest? Action Research HSM

'VMXMWL (SYRGMP English in Ecuador: An examination of policy, perÏåŤƒĞŇĻžƐ ±ĻÚƐ ĞĻāƣåĻÏĞĻďƐ ü±ÏƒŇŹž 7IXVMIZIH JVSQ LXXTW IM FVMXMWLGSYRGMP SVK WMXIW HIJEYPX JMPIW PEXMR EQIVMGE VIWIEVGL *RKPMWL MR *GYEHSV THJ (EZMIHIW 1 2I^E & 7SHV¸KYI^ . (SPPEFSVEXMZI [SVO ERH PERguage learners’ identities when editing academic texts. How HSM SVK LS[ (LIR = 5IVGITXMSRW SJ *+1 GSPPIKI WXYHIRXW XS[EVH GSPPEFSVEXMZI learning. English Language Teaching HSM IPX Z R T

(MEWGEM 1 9WMRK KVETLMG SVKERM^IVW MR MRXIVGYPXYVEP IHYGEXMSR Acta Didactica Napocensia 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ )IZIGM 8 XYHIRX TIVGITXMSRW SR GSPPEFSVEXMZI [VMXMRK MR E TVSNect-based course. Universal Journal of Educational Research 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ *WGSFEV &PQ³GMKE ; = *ZERW 7 2IRXSV XI\XW ERH XLI GSHMRK of academic writing structures: A functional approach. How HSM SVK LS[ +EVEN & 0 & GEǺSPHMRK *+1 WXYHIRXWƶ [VMXMRK XLVSYKL XLI [VMXMRK

[VMXMRK WOMPPW ZME WOMPPW XVERWJIV JVSQ 1 XS 1 $ Educational Research and Reviews HSM *77 -EQQSRH / ,MFFSRW 5 ;LEX MW WGEǺSPHMRK Teachers’ Voices 7IXVMIZIH JVSQ LXXT [[[ EQITVG QU IHY EY HSGW VIWIEVGLCVITSVXW XIEGLIVWCZSMGIW 8IEGLIVWCZSMGIWC THJ TEKI" -EWLIQTSYV > 7SWXEQTSYV 2 'ILNEX + 8LI IǺIGX SJ FVEMRstorming as a pre-writing strategy on EFL advanced learners’ writing ability. Journal of Applied Linguistics and Language Research, 7IXVMIZIH JVSQ LXXT [[[ NEPPV GSQ MRHI\ TLT /&117 EVXMGPI ZMI[ THJC /ERYĴIZE : 5INÜMRSZWOE 2 8LI VSPI SJ XLI ǻZI TEVEKVETL IWWE] MR promotingthestudents’writtenexpressionintheRepublicofMacedonia.

International Journal of Education 7IXVMIZIH JVSQ LXXTW [[[ VIWIEVGLKEXI RIX TVSǻPI &PQMREC LEWLOS TYFPMGEXMSR C 3I[C;SVHWC.RC8LIC*RKPMWLC1ERKYEKIC&RHC8LIC*RKPMWLC8IEGLIVWC.RC8LIC XVYKEC&VIE PMROW JE E JHGG HFHH H New-Words-In-The-English-Language-And-The-English-Teachers.R 8LI XVYKE &VIE THJ TEKI" /SLRWSR 8 8LSQTWSR 1 QEKSVMRWO] 5 +V] 5 1IEVRMRK XS XIEGL XLI ǻZI TEVEKVETL XLIQI Research in the Teaching of English 7IXVMIZIH JVSQ LXXT [[[ NWXSV SVK WXEFPI

GEǺSPHMRK XVEXIKMIW JSV XYHIRXW .QTVSZMRK ;VMXMRK OMPPW MR E +MZI 5EVEKVETL *WWE] *PEFSVEXMSR

7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ ,SRGE & )S 1 [VMXMRK GSYVWIW EǺIGX XLI MQTVSZIQIRX SJ 1

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process approach. Journal of Education and Practice

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elling and common approaches to teaching writing in Iranian EFL context. International Journal of Instruction HSM SVK MNM E 1MWX]ERM - 5VSQSXMRK EGEHIQMG [VMXMRK WXYHIRXWƶ WOMPPW XLVSYKL ƸTVSGIWW [VMXMRKƹ WXVEXIK] Advances in Language and Literary Studies HSM SVK EMEG EPPW 1¾TI^ 1 1 FķŤĮåķåĻƒ±ƒĞŇĻƐ ŇüƐ žÏ±ýŇĮÚĞĻďƐ ķåƒĚŇÚŇĮŇďDžƐ ĞĻƐ ±Ï±demic writing for improving the redaction in English about preliminary publications applied to students enrolled in 5th English level at Centro Académico de Idiomas (CAI) at Universidad Técnica del Norte Ibarra-Ecuador 2EWXIVƶW XLIWMW 9RMZIVWMHEH 8³GRMGE HIP 3SVXI .FEVVE *GYEHSV 7IXVMIZIH JVSQ LXXT HWTEGI TYGIWM IHY IG FMXWXVIEQ 8-* . THJ 1YF : :EPMHMX] MR UYEPMXEXMZI IZEPYEXMSR 1MROMRK TYVTSWIW TEVEdigms, and perspectives. International Journal of Qualitative Methods HSM 2ENMH & - & XETE - 0ISRK = ( 'PIRHIH WGEǺSPHMRK WXVEXIgies through facebook for learning and improving the writing process and writing performance. E-bangi 7IXVMIZIH JVSQ LXXTW WIEVGL TVSUYIWX GSQ HSGZMI[ $EGGSYRXMH" 2G)SRSYKL 0 3IYQERR - 9WMRK TVI[VMXMRK XEWOW MR 1 [VMXing classes: insights from three experiments. TESL Canada Journal 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 2MRMWXIVMS HI *HYGEGM¾R )žƒ´ĻÚ±ŹåžƐÚåƐ ±ĮĞÚ±ÚƐ)ÚƣϱƒĞƽ±Ɛ ƒ±Ļdards of Educational Quality 7IXVMIZIH JVSQ LXXTW IHYGEGMSR KSF IG [T GSRXIRX YTPSEHW HS[RPSEHW IWXERHEVIWC C MRKPIWCSTX THJ

5YR]EVEXEFERHLY ) 7YWL * 0PIMRHP 2 / ;EHHIR 5 8Swards more sophisticated academic writing: Moving beyond the ǻZI TEVEKVETL IWWE] Asian-Focused ELT Research and Practice: Voices from the Far Edge 7IXVMIZIH JVSQ LXXT [[[ PIME SVK 1*M& 1*M& :4192* )S[RPSEH &WMERC+SGYWIHC*18C 7IWIEVGLCERHC5VEGXMGI THJ TEKI" 6YMRXIVS , ( ;LEX HS IHYGEXMSR WXYHIRXW XLMRO EFSYX XLIMV EFMPity to write essays? JOTSE: Journal of Technology and Science Education HSM SVK NSXWI 7MGLEVHW / ( Communicative language teaching today. NY, New

demic writing development through project work. Colombian Journal for Teacher of English (SPSQFME 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ ERKIIXLE *HQSHS ERH 5EHPIX EW E GSPPEFSVEXMZI SRPMRI XSSP in Enriching Writing Skills in Language Learning and Teaching.

Global English-Oriented Research Journal 7IXVMIZIH JVSQ LXXTW [[[ VIWIEVGLKEXI RIX TVSǻPI ERKIIXLEC/EKEREXLER TYFPMGEXMSR C*HQSHSCERHC5EHPIXCEWCECGSPPEFSVEXMZICSRPMRICXSSPCMRC*RVMGLMRKC;VMXMRKC OMPPWCMRC1ERKYEKIC 1IEVRMRKCERHC8IEGLMRK PMROW E F EIH GE HF H Edmodo-and-Padlet-as-a-collaborative-online-tool-in-EnrichingWriting-Skills-in-Language-Learning-and-Teaching.pdf LILEHIL & *ǺIGXW ERH WXYHIRX TIVGITXMSRW SJ GSPPEFSVEXMZI writing in L2. Journal of Second Language Writing HSM N NWP[ ]OIW / 2 (SLIR & ) XVEXIKMIW ERH MRXIVPERKYEKI TVEKmatics: explicit and comprehensive. Studies in Second Language Learning and Teaching HSM WWPPX Y[ERXEVEXLMT 4 ;MGLEHII 8LI IǺIGXW SJ GSPPEFSVEXMZI [VMXing activity using google docs on students’ writing abilities. Turkish Online Journal of Educational Technology-TOJET, 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 8EPMF 8 (LIYRK = 1 (SPPEFSVEXMZI [VMXMRK MR GPEWWVSSQ MRstruction: A synthesis of recent research. The English Teach-

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York: Cambridge University Press.

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er 7IXVMIZIH JVSQ LXXTW WIEVGL TVSUYIWX GSQ HSGZMI[ $EGGSYRXMH" 8IEGLIV 5PERIX Six traits paragraph writing rubric. Retrieved from LXXT [[[ XIEGLIVTPERIX GSQ THJ 8VEMXW5EVEKVETL THJ$VIJ"VYFVMGW XIEGLIVW 8SRK & EMRWFYV] 5 (VEMK / (SRWSPMHEXIH GVMXIVME JSV VITSVXMRK UYEPMXEXMZI VIWIEVGL (47*6 E MXIQ GLIGOPMWX JSV MRXIVZMI[W María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

and focus groups. International Journal for Quality in Health Care,

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LXXTW HSM SVK MRXULG Q^Q :]KSXWO] 1 Mind in Society. Cambridge, MA: Harvard University 5VIWW :SRRE = 2YOQMREXMIR 3 1EOWQM * ) 8LI IǺIGX SJ WGEJfolding techniques on students’ writing achievement. Journal Pendidikan Humaniora 7IXVMIZIH JVSQ LXXT NSYVREP YQ EG MH MRHI\ TLT NTL EVXMGPI ZMI[ ;MHSHS - 5 .QTPIQIRXMRK GSPPEFSVEXMZI TVSGIWW FEWIH [VMXMRK in the EFL college classroom. Research Papers in Language Teaching and Learning 7IXVMIZIH JVSQ LXXTW WIEVGL TVSUYIWX GSQ HSGZMI[ $EGGSYRXMH" ;MKKMRW , 2G8MKLI / Understanding by design. Retrieved from LXXTW FSSOW KSSKPI GSQ IG FSSOW$MH"3 *J0P]93 6( TVMRXWIG"JVSRXGSZIV LP"IW Z"SRITEKI U J"JEPWI =YWYJ 6 /YWSL > =YWYJ = 6 (SSTIVEXMZI PIEVRMRK WXVEXIgies to enhance writing skills among second language learners.

International Journal of Instruction 7IXVMIZIH JVSQ LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ >LIRK ;MTMRK ) & . XYHMIW ERH WYKKIWXMSRW SR TVI[VMXing activities. Higher Education Studies HSM LIW Z R T

Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

Sandra Priscilla Bustamante Ruiz1 Universidad Católica de Santiago de Guayaquil Guayaquil, Ecuador sandra.bustamante@casagrande.edu.ec

María C. Quiñones Guilott2 Universidad Casa Grande Guayaquil, Ecuador guil@bellsouth.net

2EK¸WXIV IR .HMSQEW 3EGMSREPIW ] *\XVERNIVSW IWTIGMEPMHEH MRKP³W 2EK¸WXIV IR *HYGEGM¾R YTIVMSV )SGIRXI de inglés.

5VSJIWSVE GSR E¼SW HI I\TIVMIRGME ] E¼SW IR GSRWYPXSV¸E MRXIVREGMSREP

Abstract This study aimed at analyzing how students’ collaboration when [VMXMRK IRGSYVEKIW TIIV VIZMI[ ERH TVSZMHIW IǺIGXMZI [VMXXIR JIIHFEGO through Google Docs. The research addressed the revising stage of the writing process. An action research investigation analyzed quantitative ERH UYEPMXEXMZI HEXE GSPPIGXIH JVSQ E KVSYT SJ TEVXMGMTERXW JVSQ E private higher education institution in Ecuador. The instruments used to

dents’ performance at the time of writing and enriched their texts. All constructs tested at the end of the innovation improved by more than 8LI IǺIGX WM^I MR EPP GSRWXVYGXW LEH E ZEPYI KVIEXIV XLER [LMGL QIERW XLEX XLI MQTVSZIQIRX [EW WMKRMǻGERX 8LI QSWX MQTSVXERX progress of the study was shown in the results of Supporting Details ERH 8STMG IRXIRGI [MXL E GSIǽGMIRX SJ ZEVMEXMSR SJ ERH respectively. The research matters to students who are looking for strategies to improve the writing process, and investigators who need IZMHIRGI SJ WXYHMIW MR XLMW ǻIPH Keywords: collaborative work, peer review, writing process, revising stage

Introduction Individuals who are keen to learn a foreign language attempt to communicate through the written word for personal and academic reasons. Students who are learning a second language face problems at the time of writing, mainly at a university level where they write colPEFSVEXMZIP] XS TIVJSVQ GVMXMGEP XLMROMRK XEWOW +SV 8ER XLIWI HIǻciencies in the ability to write could compromise the academic success SJ WXYHIRXW *ZIR QSVI /EZEHM EJE WXEXIH XLEX XS HIZIPST XLI writing skills educators should consider what students learn and build, through social interaction, and what motivates them to learn.

213 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

interviews. The results evidenced that collaborative work improved stu-

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

GSPPIGX HEXE MRGPYHIH TVI ERH TSWX XIWXW ǻIPH RSXIW ERH JEGI XS JEGI

For many EFL educators, communication can happen while deZIPSTMRK ER] SJ XLI PERKYEKI WOMPPW RIZIVXLIPIWW MX MW XLVSYKL WTIEOMRK and writing that students demonstrate language acquisition. Some educational institutions in Ecuador, through the Education First program WXYH] YRHIVXSSO ER EHETXMZI SRPMRI XIWX XS GPEWWMJ] XLI PMRKYMWXMG skills of the examinees in one of the six levels established by the ComQSR *YVSTIER +VEQI[SVO SJ 7IJIVIRGI (*+7 8LI VIWYPXW SFXEMRIH María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

[IVI XLEX *GYEHSV MW PSGEXIH EX RYQFIV SJ 1EXMR &QIVMGER GSYR-

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XVMIW IZEPYEXIH [LMGL MW PS[IV XLER XLI WEQI EHETXMZI XIWX XEOIR MR [LIVI *GYEHSV [EW PSGEXIH EX RYQFIV SJ [LMGL QIERW XLEX EW E country, Ecuador is situated at a low level regarding the knowledge of the English language. After the results, the Ecuador Education MinisXV] IWXEFPMWLIH XLI YWI SJ *RKPMWL 1ERKYEKI 1IEVRMRK XERHEVHW *11 when preparing curricular plans, including higher education. According XS XLI *GYEHSV *HYGEXMSR 2MRMWXV] 2MRMWXIVMS HI *HYGEGM¾R T Ƹ8LI *RKPMWL 1ERKYEKI 1IEVRMRK XERHEVHW EVI SYXGSQIW WXYHIRXW EVI I\TIGXIH XS EGLMIZI EX XLI IRH SJ E TVSǻGMIRG] PIZIP MR XIVQW SJ ORS[Pedge and skills gained throughout the process.”

One of the learning standards focuses on the writing skill which for English teachers is challenging to develop since writing allows people to communicate and give power to their ideas. Due to the demands of XLI LMKLIV IHYGEXMSR W]WXIQ XLEX MRZSPZIW WXYHIRXW MR WGMIRXMǻG WSGMEP and cultural activities, learning writing may encourage them to work collaboratively, provide feedback, and join ideas to produce a powerful message. The study carried out at one private University of Ecuador by -EVYX]YR]ER ERH 5SZIHE GSRWMHIVIH XLEX [VMXMRK WOMPP MW PMROIH XS GVMXMGEP XLMROMRK ERH GSPPEFSVEXMZI [SVO ERH XLEX XLI UYEPMX] SJ [VMXMRK MW developed at the time of peer review practice.

The Ecuadorian government through the Ministry of Education XVMIH XS KYEVERXII XLEX WXYHIRXW [LS GSQTPIXI XLIMV WIGSRHEV] IHYGEXMSR ǻRMWL XLIMV LMKL WGLSSP WXYHMIW [MXL E ' *RKPMWL PIZIP -IRGI the students, at the time of accessing higher education, should manEKI E TVSǻGMIRG] PIZIP XLEX [SYPH EPPS[ XLIQ XS YRHIVWXERH EGEHIQMG English texts in their chosen careers. However, this is not the reality in some Ecuadorian Universities, and English educators have noticed that WXYHIRXW HS RSX VIEGL XLI QMRMQYQ PIZIP SJ TVSǻGMIRG] [LMGL MR XLI

CEFR is A2. Considering the data that has been gathered at the institution where the current study took place and the feedback obtained via conversation with other English instructors, it corroborates the fact that students lack a clear notion of what revising texts is about. Students’ scores at the university level attest to the fact that learners at the time of writing are not familiar with the revising stage in the writing process.

8LIVIJSVI WXYHIRX [VMXMRK WEQTPIW WLS[ TSSV PERKYEKI ǼYIRG] PEGO SJ SVKERM^EXMSR ERH ZEKYI MHIEW EQSRK SXLIVW [LMGL QEOI XI\XW HMǽGYPX 'VERRSR ERH 0RSFPEYGL EW GMXIH MR 8ILVERM VIGSKRM^IH XLEX the teacher’s role has the tendency to evaluate the student’s writing and does not provide feedback during the writing process. So, the student does not have the opportunity to act on the teacher´s opinion.

This might end up in students’ lack of interest when writing tasks are assigned to be done in the classroom, since teachers may not be able to answer all students´ questions, leaving the unattended students unQSXMZEXIH XS GSRXMRYI [MXL XLI EWWMKRQIRX =MRK

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

to understand.

Literature Review Writing is essential to socialize and inform ideas and opinions.

(IPGI 2YVGME GSRWMHIVIH MX EW E TVSGIWW XLEX VIUYMVIW MRXIVEGXMSR between the writer and the reader. In education, working collaboratively motivates students to perform peer review and peer feedback so that they are able to elaborate coherent documents. Peer interactions help students to acquire new strategies of learning, construct knowledge, ERH WXVIRKXLIR XLIMV GSRXIRX EVIE TVSǻGMIRG] (LIR

Peer Review Peer review is a practice whereby students provide and receive JIIHFEGO JVSQ TIIVW SR XLIMV [SVO 3MGSP IX EP [LMGL GSYPH FI ER MWWYI EQSRK XLI TEVXMGMTERXW MJ XLI] EVI RSX WEXMWǻIH [MXL XLI JIIHFEGO

Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

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provided. This raises the question: how do peers and teachers know when JIIHFEGO MW EGGYVEXI$ +SV ;MKKMRW IǺIGXMZI JIIHFEGO MW KSEP VIJIVIRGIH XERKMFPI ERH XVERWTEVIRX EGXMSREFPI YWIV JVMIRHP] WTIGMǻG ERH TIVWSREPM^IH XMQIP] SRKSMRK ERH GSRWMWXIRX 5IIV VIZMI[ MW E JIIHFEGO practice and students must take into account that its regular application provides the reviewee and reviewer opportunities to give, receive and ap-

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

TVIGMEXI HMǺIVIRX WX]PIW SJ PIEVRMRK ,SPTEVMER IX EP

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Revision Revising is the stage at which writers try to improve the text they produced while planning and constructing an initial draft. However, 4ƶ3IMPP ERH ,VEZSMW GSRWMHIVIH XLEX WXYHIRXW SJXIR WXVYKKPI [MXL it, particularly through substantive revisions and undervalue the imporXERGI SJ VIZMWMSR ERH VIWMWX QEOMRK GLERKIW XS XLIMV ǻVWX HVEJX 8LIVI MW E WXYH] F] &PPIR IX EP XLEX WYTTSVXW XLI MQTSVXERGI SJ XLI VIZMWMRK TVSGIWW 8LI WXYH] MRGPYHIH E WEQTPI SJ WXYHIRXW SJ E LMKL WGLSSP who wrote an essay. The essay received feedback from peers and the XIEGLIV HYVMRK HMǺIVIRX QSQIRXW 8LI VIWYPXW [IVI XLEX XLI IWWE]W proved noticeable changes in linguistic features from original to revised drafts. Revised essays were longer, included more transitional phrases, and were somewhat more cohesive.

8S 4ƶ3IMPP ERH ,VEZSMW XLI TVEGXMGI SJ [VMXMRK QSVI XLER SRI draft helps the students to examine their writing from a new perspective during each revision in order to strengthen it. When writing, the writer’s objective is to produce a text that represents their intent and the audience’s needs, and revision is necessary to achieve this objective.

During a writing revision, the relationship, and interaction between the student and the teacher, as well as the communication that exists between peers of a working group, allow the synergy of knowledge, points SJ ZMI[ ERH XLI GVMXMGEP VIǼIGXMSR SJ XLI QIQFIVW SJ XLI [SVOMRK KVSYT which in turn, generate the construction of knowledge. This synergy, acGSVHMRK XS (SRXVIVEW ERH (EWXVS MRGPYHIW WSGMEP ERH MRXIPPIGXYEP involvement of students, accountability for the task they perform, and more critical collaboration among participants.

Collaboration :]KSXWO]ƶW XLISV] TVSTSWIW JVSQ XLI WSGMSGYPXYVEP TIVWTIGXMZI XLEX XLI WSGMEP IRZMVSRQIRX EǺIGXW XLI MRHMZMHYEPƶW PIEVRMRK and considers social interaction essential to generate and consolidate knowledge. A collaborative work environment in a classroom can bring WMKRMǻGERX FIRIǻXW XS XLI WXYHIRXW [LS LEZI HMǺIVIRX FEGOKVSYRHW WOMPPW ERH STMRMSRW XLEX GSRXVMFYXI XS E ǻREP TIVJSVQERGI & VIGIRX

GLIGOPMWX [EW HIWMKRIH JSV XLMW TYVTSWI 7IWYPXW GSRǻVQIH E TSWMXMZI correlation between the high level of collaborative work competency and academic achievement. Collaborative work helps the student academically, socially, and psychologically as it improves critical thinking, and the learning process, develops social support, and develops posiXMZI EXXMXYHIW XS[EVHW XIEGLIVW 7SFIVXW 'VS[R IQTLEWM^IH XLI community practice where interdependence stimulates an atmosphere of cooperative responsibility, mutual respect, and a sense of group MHIRXMX] 'VS[R *ZIR XLSYKL GSPPEFSVEXMSR FVMRKW FIRIǻXW XS EGEHIQMG TIVJSVQERGI &^EVM ERH 5SY]ER WXEXIH XLEX GSPPEFSVEXMZI [SVO MW time-consuming and might create a chaotic situation in the classroom.

For the latter study, one of the concerns was students’ behavior when working collaboratively. Furthermore, there was the possibility that WSQI PIEVRIVW GSYPH RSX [SVO [MXL SXLIVW ERH GSRǼMGX GSYPH LETTIR

Feedback 8ILVERM GSRWMHIVIH XLEX E ZEVMIX] SJ JSVQW SJ JIIHFEGO GSYPH be provided to students when performing writing and it can be given F] E XIEGLIV SV F] E TIIV -S[IZIV XLIVI EVI HMǺIVIRX TSMRXW SJ ZMI[ VIKEVHMRK XLMW EWWIVXMSR =ERK IX EP EW GMXIH MR 8ILVERM WXEXIH XLEX learners consider the teacher’s feedback to be trustworthy and unquesXMSREFPI .RGSVTSVEXMRK XLI XIEGLIVƶW JIIHFEGO MR XLIMV ǻREP [VMXMRK KIR-

217 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

their collaborative work competency level. A collaborative competency

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

WXYH] F] (EWXMPPS IX EP IZEPYEXIH XIEQW MR SVHIV XS IWXMQEXI

IVEXIW GIVXEMRX] SJ EGLMIZIQIRX -S[IZIV ,MIPIR IX EP I\TPEMRIH that feedback is an assessment form performed by equal status learners to help them to understand better not only what must be improved in the writing but to increase the ability to understand feedback, and therefore to perform well in future assignments.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Collaboration through technology

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+SV EYXLSVW PMOI 8LYVPS[ IX EP XLIVI MW ER IǺIGX [LIR WSGMEP interaction and technology are integrated that helps create a peer social interaction language environment. Google Docs is considered a web learning resource that encourages students to interact with their classQEXIW FSXL MR XLI GPEWWVSSQ ERH FI]SRH &W GSQQYRMGEXMSR ǼS[W it lets the students’ participation be constant and motivating. Google Docs. is a free and convenient resource that facilitates carrying out tasks concerning the writing process, as well as encourages peer feedback.

Google Docs enables users to view what has been, and who is editing in VIEP XMQI 5EVO 8LI WXYH] SJ I]]IHVI^EMI IX EP WYTTSVXIH the current research because it revealed that students showed positive attitudes towards the application of Google Docs., which enhanced students’ ability to express their ideas and comment on their peers’ writing JSV MQTVSZIQIRX 3IZIVXLIPIWW (SPPMRW ERH -EPZIVWSR GPEMQIH that if higher education institutions decide to include technology as part of the learning process for future professionals, it is necessary to take into account that education will not improve just by using it and technology can fail. Some questions are necessary to consider such as XLI JSPPS[MRK Ƹ-S[ GER XIEGLIVW QEOI PIEVRMRK XIGLRSPSK] EZEMPEFPI XS QSVI TISTPI$ƹ Ƹ;LEX XSSPW GER WYTTSVX WXYHIRXWƶ PIEVRMRK SR XLIMV S[R$ƹ Ƹ;LEX [MPP FI XLI XIEGLIVƶW WXVEXIK] XS EHETX E GPEWW MJ XIGLRSPSK] fails?”

Methodology Design To improve the teaching performance, the investigator carried out an Action Research study that included a quasi-experimental design.

8S 2IIVEL ERH 4WQER EGXMSR VIWIEVGL GSRWMWXW SJ XLI RIIH XS study what the academics must know to improve performance. The lidity of the study is supported by the triangulation of the study results XLEX MRGPYHIH XLI SYXGSQIW SJ E TVI ERH TSWX XIWX ǻIPH RSXIW ERH interviews. The instruments for data collection answered the three research questions: 8S [LEX I\XIRX HSIW TIIV JIIHFEGO IRLERGI [VMXMRK MR XLI VIZMsion phase of the writing process?

2. How does shared text enhance participants´ peer collaboration?

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

research involved quantitative and qualitative data analysis. The va-

8S [LEX I\XIRX HSIW GSPPEFSVEXMSR JEGMPMXEXIH F] ,SSKPI )SGW

Participants The participants for this research were students enrolled in an English level 5 course at a private institution of Higher Education. The WXYHIRXW EX XLI IRH SJ PIZIP QYWX XEOI E QSGO 0*8 I\EQ XLIVIJSVI the students who are promoted to level 5 have an entry level that corresponds to level A2 of the CEFR. The study included two groups of participants, the control and the experimental group. There were twenX] WM\ QEPI ERH JIQEPI TEVXMGMTERXW [MXL ER EKI VERKI SJ XS MR IEGL group. Both groups assent to participate in the study.

219 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

FIRIǻX XLI WXYHIRXwW VIZMWMRK WXEKI MR XLI [VMXMRK TVSGIWW$

Classroom Procedures The innovation implemented was designed to enhance writing focused on the revising stage of the writing process, using collaborative work and peer feedback. The appropriate use of technological resources during learning has been proven to engage students and improve academic performance. Where possible, the participants used Google María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

for an interview, and verify the information collected to write a para-

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Docs to perform peer review, provide peer feedback, prepare questions

view and feedback and they applied the revising process. The research-

220

KVETL SR E XSTMG VIPEXIH XS XLI WXYHIRXWƶ TVSJIWWMSREP ǻIPH 8LI TIVMSH SJ MRRSZEXMSR PEWXIH XIEGLMRK LSYVW )YVMRK XLI ǻVWX X[S [IIOW SJ XLI MRRSZEXMSR ERH EGGSVHMRK XS XLI lesson plan, the students learned the parts of a paragraph and the use of Google Docs. The researcher modeled for the students a Mentor Text to demonstrate how to break down a paragraph. The students performed activities related to the writing process in Google Docs so that the collaborative contribution could be evidenced, monitored and registered. The following weeks, the students learned to provide peer reIV TVSZMHIH XLI VYFVMGW XS XLI WXYHIRXW 8LI ǻVWX VYFVMG [EW XS IZEPYEXI peer feedback, as self-assessment . The students were introduced to XLI IZIR *ǺIGXMZI +IIHFEGO F] ;MKKMRW [LS WXEXIH XLEX JIIHFEGO MW MRJSVQEXMSR EFSYX LS[ XLI WXYHIRXW EVI HSMRK MR XLIMV S[R IǺSVXW to reach a goal. The second rubric was related to the revision stage, so the students knew how to assess their writings during the activities. The third rubric was the components of a paragraph.

Throughout the weeks in which the innovation was run, the students carried out individual and collaborative activities, in which the topics were focused on their professional careers. In the last week of GPEWW ERH EW ER EWWMKRQIRX XLI WXYHIRXW TIVJSVQIH E ǻREP XEWO [LMGL was also done by the control group.

Instruments Pre and post-test.

Regarding quantitative data and for the pre-test, taken during the ǻVWX GPEWW WIWWMSR XLI WXYHIRXW SJ XLI I\TIVMQIRXEP ERH GSRXVSP KVSYT were asked to write a paragraph on paper about the topic given in class. +SV XLI TSWX XIWX XEOIR MR XLI ǻREP WIWWMSR SJ XLI GPEWW XLI TEVXMGMTERXW mance task in a Google document. The experimental group used Google Docs. as a supportive resource to save time on tasks that required the teacher’s monitoring in real-time while students were working collaboratively. However, the control group used Google Docs. to write the ǻREP TIVJSVQERGI XEWO EW E VIWSYVGI XS WXSVI MRJSVQEXMSR 8LI TVI XIWX and the post-test were graded based on the same rubric to evaluate the components of a paragraph. To validate the scoring and avoid bias, XLVII EGEHIQMG TIIVW KVEHIH ǻZI WEQTPIW SJ XLI TSWX XIWX JVSQ XLI

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SJ FSXL KVSYTW [VSXI E X[S SV XLVII TEVEKVETL PIXXIV EW E ǻREP TIVJSV-

experimental and control group. innovation. They included a summary of session feedback from the students. The purpose of the data collected was to interpret students’ behavior in each session of class during the innovation that included XLI WXYHIRXWƶ TIVWTIGXMZIW SJ IEGL GPEWW 8LI ǻIPH RSXIW TVSZMHIH XLI researcher direction about misunderstandings and concerns about the tasks performed in class to be improved in the following intervention WIWWMSRW +YVXLIVQSVI XLI ǻIPH RSXIW LIPTIH XS EGORS[PIHKI XLI TIVceptions of the participants towards the use of Google Docs to enhance collaborative tasks when revising their writings and giving peer feedFEGO XS TVSHYGI GSLIVIRX [VMXMRK 8E]PSV IX EP QIRXMSRIH XLEX ǻIPH RSXIW EVI FEWIH SR XLI GSRWXVYGXMZMWX QSHIP XLEX VIGSKRM^IW XLI importance of context and the co-construction of knowledge the between researcher and the participants to understand and interpret.

221 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

The Field Notes helped to record students’ behavior during the

Interview The face-to-face interview was carried out. Eight students agreed to participate in an interview to understand the student’s perception of the writing process. The students were selected according to those who had the highest grade points and the lowest grade points. The interview was recorded with the students’ approval and then transcribed into a María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

[SVH HSGYQIRX 'VERRIR WXEXIH XLI MRXIVZMI[ LIPTW XS FEPERGI SV WYTTSVX XLI ǻRHMRKW HYVMRK E WXYH] *EGL MRXIVZMI[ PEWXIH FIX[IIR to 9 minutes. That time allowed participants to express their ideas naturally. During the interview, there were moments where other questions arose to clarify a response.

Data Analysis Quantitative Data

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222 The data collected from the results of the pretest and posttest measured the impact of applying the revising stage in the writing process, using Google Docs. as a collaborative resource. The information was processed in the software SPSS to obtain descriptive statistical information and then used to compare the students’ performance throughout the course. The results answered the research question to what extent does peer feedback enhance writing in the revision phase of the writing process? ERH TVSZMHIH WTIGMǻG MRJSVQEXMSR SR XLI GSRWXVYGXW XLEX MQTVSZIH WMKRMǻGERXP] HYVMRK XLI VIWIEVGL

Qualitative Data The data collected were the responses of an interview and the TLIRSQIRE SJ XLI WXYHIRXWƶ FILEZMSV VIGSVHIH MR XLI ǻIPH RSXIW 8S ERswer the research question How does shared text enhance participants´ peer collaboration? the information obtained from the interview was an-

alyzed to understand the perceptions of the participants towards the application of peer revision. To respond to the research question to what åDŽƒåĻƒƐÚŇåžƐÏŇĮĮ±ÆŇŹ±ƒĞŇĻƐü±ÏĞĮЃ±ƒåÚƐÆDžƐ:ŇŇďĮåƐ%ŇÏžƐÆåĻåĀƒƐƒĚåƐžƒƣÚåĻƒ žƐ revising stage in the writing process? XLI ǻIPH RSXIW VIKMWXIVIH XLI WXYdents’ attitude toward the process of the innovation and the perspective SJ WSQI XEWOW )EXE JVSQ XLI MRXIVZMI[ ERH ǻIPH RSXIW LIPTIH XLI MRZIWtigation to understand the students´ perception of the use of Google Docs. to enhance collaborative tasks and therefore to enhance the EFL

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

students to produce authentic writing.

Results Pre-test and Post-Test Experimental Group Table 1

Pre-and-post results

223

POSTTEST

M

SD

M

SD

MD

d

r

Sig.

0.000

General Results: Pre and Post-test of the Experimental Group 3SXI 3 " TSTYPEXMSR 2 " QIER ) " WXERHEVH HIZMEXMSR 2) " QIER HMǺIVIRGI d " (Shen´s d, r " IǺIGX WM^IH MK " t-test

The above table shows the overall results of the pre-and-post test of the experimental group. Before applying the innovation, the group LEH ER EZIVEKI MR XLI KVEHIW SJ [LMGL MQTVSZIH EJXIV XLI MRRSZEXMSR SFXEMRMRK E ǻREP EZIVEKI SJ 8LI (SLIRƶW d has a value greater XLER [LMGL MRHMGEXIW XLEX XLI WM^I SJ XLI IǺIGX MW PEVKI 8S MRXIVTVIX (SLIRƶW ZEPYI MR TIVGIRXEKI SJ XLI WXYHIRXW MQTVSZIH EJXIV XLI innovation.

Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

PRETEST N

Table 2 Descriptive Analysis: Pre-test and post-test of the Experimental Group PRETEST

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Construct

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POSTTEST

N

M

SD

CV

M

SD

CV

MD

Topic Sentence

Supporting Detail

Organization and Transition

Style

Mechanics

General Results: Pre and Post-test of the Experimental Group 3SXI 3 " TSTYPEXMSR 2 " QIER ) " WXERHEVH HIZMEXMSR (: " GSIǽGMIRX SJ ZEVMEXMSR 2) " QIER HMǺIVIRGI

The table above shows that, according to the results in the exper-

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MQIRXEP KVSYT XLI GSRWXVYGXW MQTVSZIH KVIEXP] JVSQ XS TSMRXW MR each area when comparing the pre-and-post tests. The average of the KVEHIW MR XLI HMǺIVIRX GSRWXVYGXW MR XLI TVIXIWX MW FIX[IIR X]PI XS YTTSVXMRK )IXEMP &JXIV ETTP]MRK XLI MRRSZEXMSR XLI EZIVEKI KVEHI MR XLI GSRWXVYGXW MR XLI TSWX XIWX MW FIX[IIR 4VKERM^EXMSR ERH 8VERWMXMSR XS 2IGLERMGW .X MW MQTSVXERX XS TSMRX SYX XLEX XLI result of Mechanics corresponds to the fact that the revision of this component during the writing process is a usual practice of the previous courses that the students have taken.

The variability of the data in comparison to pre-and-post tests deGVIEWIH FIX[IIR SRI GEWI ERH XLI SXLIV MR XLI HMǺIVIRX GSRWXVYGXW 8LI TVIXIWX 2IGLERMGW ERH 8STMG IRXIRGI LEZI E LMKL HMWTIVWMSR SJ ERH VIWTIGXMZIP] GSQTEVIH XS XLI SXLIV SRIW ERH XLI PS[IWX MR XLI X]PI [MXL E ZEVMEFMPMX] .R XLI I\TIVMQIRXEP KVSYT XLI TIVGIRXEKI SJ ZEVMEXMSR MR XLI GSRWXVYGX 2IGLERMGW MW SRP] [LMGL MW the lowest value of all, followed by Supporting Details with a percentage SJ ZEVMEXMSR SJ [LMPI MR XLI 4VKERM^EXMSR ERH 8VERWMXMSR GSRWXVYGX XLI HMWTIVWMSR FIX[IIR XLIMV HEXE MW SRP] XLEX MW XLI LMKLIWX 8LI

lowest the percentage of variation of the constructs, the closest to the mean they are.

Post-Test of the Control and Experimental Group The following tables show the posttest results of the control and experimental group after six weeks of class. The experimental group

Table 3. Descriptive Analysis: Post-test of the Control and Experimental Group CONTROL Construct

EXPERIMENTAL

N

M

SD

CV

M

SD

CV

MD

Topic Sentence

Supporting Detail

0.2009

Organization and Transition

Style

5.0000

Mechanics

3SXI 3 " TSTYPEXMSR 2 " QIER ) " WXERHEVH HIZMEXMSR (: " GSIǽGMIRX SJ ZEVMEXMSR 2) " QIER HMǺIVIRGI

The table above shows that the constructs of the control group evidenced a low average in all of them where Organization and Transition MW XLI PS[IWX [MXL ER EZIVEKI SJ JSPPS[IH F] X]PI [MXL E QIER of 5.00. The highest construct is the Supporting Detail construct with an EZIVEKI SJ .R GSRXVEWX XLI GSRWXVYGXW SJ XLI I\TIVMQIRXEP KVSYT XLIMV EZIVEKIW MQTVSZIH F] TSMRXW ETTVS\MQEXIP] +SV I\EQTPI XLI construct that has the greatest mean was Mechanics and the lowest was Organization and Transition.

225 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

group participated in regular classes where no innovation was applied.

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

was exposed to an innovative academic program while the control

In the control group, the Topic Sentence construct has a high disTIVWMSR SJ GSQTEVIH XS XLI SXLIV SRIW ERH XLI PS[IWX MW XLI Mechanic EX ZEVMEFMPMX] .R XLI I\TIVMQIRXEP KVSYT XLI TIVGIRXEKI of variation in the construct Mechanics MW SRP] [LMGL MW XLI PS[IWX value of all, followed by Supporting Details with a percentage of variation SJ [LMPI MR XLI Organization and Transition construct the disperWMSR FIX[IIR XLIMV HEXE MW SRP] XLEX MW XLI LMKLIWX *ZIR XLSYKL María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

the post-test result of the control group shows that the result increased

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in all the constructs, it is more perceptible that after the innovation in the experimental group there was a great improvement in each construct.

±ÆĬå ĉţ )ýåÏƋ ĜDŽå× {ŅŸƋěƋåŸƋ Ņü ƋĘå ŅĹƋųŅĬ ±ĹÚ )ƻŞåųĜĵåĹƋ±Ĭ :ųŅƚŞ PRETEST Post-test Control and Experimental

N

M

SD

POSTTEST M

SD

MD

d

r

Sig.

0.000

3SXI 3 " TSTYPEXMSR 2 " QIER ) " WXERHEVH HIZMEXMSR 2) " QIER HMǺIVIRGI d " (Shen´s d, r " IǺIGX WM^IH MK " t-test

8EFPI WLS[W XLI SZIVEPP VIWYPXW SFXEMRIH MR XLI (SRXVSP ERH *\perimental groups, in which

the scores of the post-tests of the con-

XVSP KVSYT HIQSRWXVEXIH ZEPYIW 2 " ) " [LIVIEW XLI I\TIVMQIRXEP KVSYT SFXEMRIH ZEPYIW LMKLIV XLER XLI GSRXVSP KVSYT 2 " ) " .X MW IZMHIRX XLEX XLI WXYHIRXW SJ XLI I\TIVMQIRXEP KVSYT improved their writings after practicing the revising stage in the writing TVSGIWW XLVSYKL GSPPEFSVEXMZI [SVO 8LI (SLIRƶW d has a value greater XLER [LMGL MRHMGEXIW XLEX XLI WM^I SJ XLI IǺIGX MW PEVKI FIGEYWI XLI greater the value in the Cohen’s d, the greater the value of r. Cohen´s d ZEPYI GER FI MRXIVTVIXIH EW XLEX SJ XLI WXYHIRXW MR XLI experimental group in comparison with the control group improved because of the innovation. The p-value was 0.000, which implies that there MW E WMKRMǻGERX HMǺIVIRGI FIX[IIR QIERW

Field Notes The phenomena observed during the sessions of the class showed XLEX XLI WXYHIRXW JIPX QSVI GSRǻHIRX MR XLI TIVJSVQERGI SJ XLIMV XEWOW as the class sessions were developed. Group work through Google )SGW IREFPIH XLI WXYHIRXW XS FI QSVI GSRǻHIRX XS GSQQIRX SR E TIIV MW [VMXMRK SV EWO JSV GPEVMǻGEXMSR [MXLMR XLI HSGYQIRX 8LI WXYHIRXW JIPX QSVI GSRǻHIRX XS [SVO GSPPEFSVEXMZIP] ERH XLI] WLS[IH VIWTIGX JSV

use of them to assess the paragraph, the revising stage, or feedback.

After some explanations, the rubric revision and the rubric to assess the paragraph were easier for them to understand and follow. However, the rubric to assess the peer’s feedback had to be explained in detail during the class sessions from the beginning of the research to the end of it.

Students were also introduced to the use of Google Docs. and had to be explained its function and features. Two students knew about it and helped classmates to create the Gmail accounts and a Google document. During the second session of class, the students were introduced to the Mentor Text that helped them understand the components of a paragraph. During the following sessions of class, it was noticeable that the students participated and spoke more in class after they had worked in group or in pairs. By the end of the innovation, the students performed better and faster on their own and started asking questions to their classmates and not to the teacher. The students also provided feedback following the rubric and self-assessed their writings.

Students´ Feedback During each session of class, students were asked to answer the following questions in order to complement and support the information collected through the Field Notes.

227 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

At the beginning of the innovation, the students did not feel conǻHIRX EFSYX XLI YWI SJ XLI VYFVMGW ERH XLI] [IVI RSX JEQMPMEV [MXL XLI

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

their peers’ feedback.

1. How did working in a group helps you to engage in a discussion?

Most of the students answered that working in-group helped them to create a better relationships with their classmates. Besides, it helped them to express their viewpoints by learning their peers’ viewpoints.

Some students also said that they had problems expressing their ideas, so learning that they were not the only ones, made them feel better and XLI] GSYPH WE] ER]XLMRK [MXLSYX GVMXMGMWQ WXEXIH XLEX XLI GSPPEFSVEMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

tive work helped him to improve his writing and avoid mistakes in the

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next writing. It helped that the text was reviewed by the teacher and the classmate.

2. How did Google Docs help you work collaboratively?

The students answered that Google Docs. helped them to share the document, revise the document, and give feedback in real-time. They also mentioned that since they could see other classmates’ comments, they could notice if what they were doing was on the right track. S2 menXMSRIH XLEX WLI MQTVSZIH WMKRMǻGERXP] LI YWIH XS QEOI QSVI QMWXEOIW before working collaboratively such as writing run-on sentences. But, looking at their peers’ work helped her to improve her writings.

3. Was the Rubric easy to understand?

The students answered that the rubrics were easy to understand.

However, they had to check them every time they were asked to write or rewrite the document.

QIRXMSRIH XLEX XLI VYFVMG [EW IEW] XS YRHIVWXERH WMRGI XLI teacher explained it thoroughly.

4. Was your peers feedback good enough to revise your document?

The students answered that it was good enough because the XIEGLIV WYTTSVXIH XLIMV TIIVƶW JIIHFEGO QIRXMSRIH XLEX MX [EW KSSH XS LEZI JIIHFEGO JVSQ WSQISRI IPWI FYX LI JIPX QSVI GSRǻHIRX EFSYX the changes to be done when he had the teacher’s feedback. ĂũƐ%ŇƐDžŇƣƐĀĻÚƐƒĚåƐŹƣÆŹĞÏƐ±ƐƣžåüƣĮƐĞĻžƒŹƣķåĻƒƐƒŇƐžåĮüĝ±žžåžžƐDžŇƣŹƐƾŹĞƒĞĻďůƐ The students said that the rubric is important to self-assess their writing because it was the only way to know what the teacher expects

from them when they write a text. S5 stated that rubrics are useful to students since with them the students are aware of what teachers expect from them. Also, teachers should provide students with rubrics to help them to review their writings.

Student’s Interviews

to correcting grammatical mistakes, and less or no attention to other writing components such as audience, support for arguments, organization, transitions, and style. Consequently, it took them time to become familiar with the revising process. Even though the students preferred to correct grammar before the other components of a paragraph.

Students also mentioned that collaborative work made them feel QSVI GSRǻHIRX WMRGI EJXIV VIGIMZMRK XLI JIIHFEGO XLI] GSYPH EWO XLIMV peers and not necessarily the teacher about their comments. They perceived that their writings improved after considering their peer’s suggestions and the rubrics to rewrite their documents.

One student mentioned that she did not know about Google Docs. and noticed that at the beginning of the intervention, it was a little confusing to their classmates. But, the fact that she worked in groups helped them to understand its uses quickly. All students mentioned doing the revising stage and providing feedback through Google Docs.

QEHI XLIQ [SVO FIXXIV [MXL QSVI GSRǻHIRGI 8LVII WXYHIRXW QIRtioned that they would consider using Google Docs when working on their thesis at the end of their career studies.

229 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

tioned that in their previous English courses, they usually give attention

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

Eight students answered the same questions and expressed that peer feedback helped them to improve their writing. Six students men-

Discussion Findings from the Post-Test The results of this study are explained regarding the social-constructivist understanding of learning in which the premise that social interaction and collaborative work stimulate cognitive development. As María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

explained in the literature, social interaction is essential to generate and GSRWSPMHEXMRK ORS[PIHKI :]KSXWO] At the beginning of the research, the students were unskilled writers, and only took time to review grammar, ignoring other components of the writing. After the innovation, there is evidence that the students who worked in collaboration were able to improve each of their writings after following the revising stage since they gave and received feedFEGO JVSQ SXLIVW HYVMRK MRXIVEGXMSRW 8S 4ƶ3IMPP ERH ,VEZSMW XLI practice of writing more than one draft helps the students to review their [VMXMRK JVSQ E HMǺIVIRX TIVWTIGXMZI HYVMRK IEGL VIZMWMSR XS MQTVSZI MX Additionally, collaborative work helps the student academically, socially EFL research series for teachers: Pedagogical Innovations facilitated

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and psychologically as it improves critical thinking, the learning process It also develops social support, and develops positive attitudes towards XIEGLIVW 7SFIVXW On the other hand, even though the results of the control and experimental group improved, it is noticeable that the post-test results of the experimental group are considerably higher than the post-test results of the control group. So, when analyzing grades, it was possible to infer that the students’ writing performance quality was related to collaborative work competency they developed when practicing peer review and peer feedback. It is noticeable that the construct that improved the most in the experimental group was mechanics. This construct is related to the JEGX XLEX JSV WXYHIRXW MX MW IEWMIV XS JSGYW ǻVWX SR XLI KVEQQEV GSRXI\X NYWX EW JSV XIEGLIVW &PWS PIEVRIVW LEH TYX QSVI IǺSVX MRXS EWWIWWMRK KVEQQEV during their previous English courses. It is important to consider that the second construct that improved was Supporting Detail, which means the students were able to build substantial information on their own related to a well-structured topic sentence.

Findings in the Field Notes ±ĹÚ ŸƋƚÚåĹƋŸ ųåāåÏƋĜŅĹţ The notes registered during the sessions of the class evidenced the participant’s behavior. At the beginning of the intervention, the stuHIRXW WIIQIH GSRǻHIRX [LIR [VMXMRK E XI\X LS[IZIV XLI] WXVYKKPIH to revise their documents and felt discouraged when they had to use rubrics for that purpose since they were not familiar with them. Nevstudents´ positive attitude to do collaborative work helped them to perJSVQ FIXXIV ERH KEMRIH XLI GSRǻHIRGI XS KMZI JIIHFEGO XS XLIMV TIIVWw [VMXMRKW +SV ,SPTEVMER IX EP TIIV VIZMI[ TVSZMHIW XLI WXYHIRXW XLI opportunity to receive and give information on their work and therefore, PIEVR JVSQ HMǺIVIRX WX]PIW SJ PIEVRMRK & WXYHIRX VIǼIGXIH [EW Ƹpeer feedback gave me the opportunity to realize how other classmates learn ±ĻÚƐŤƣƒƐƒĚ±ƒƐĞĻƒŇƐŤŹ±ÏƒĞÏåũƐBŇƾåƽåŹØƐ±ƒƐĀŹžƒØƐFƐƾ±žƐƾŇŹŹĞåÚƐƒĚ±ƒƐķDžƐƾŹĞƒĞĻďƐ was not good enough and asked my teacher if the writing was ok. But, in

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

ertheless, after implementing group work and peer review tasks, the

the end, I could work on my own”.

XS VIGSKRM^I XLEX KVSYT [SVO MW FIRIǻGMEP XS TIVJSVQ FIXXIV HIZIPST GVMXical thinking, and respect peers’ opinion. Furthermore, as they learned LS[ XS YWI VYFVMGW XLI] JIPX QSVI GSRǻHIRX XS VIZMI[ SXLIVWƶ [VMXMR XS assess their texts, and consequently accomplish better writings. Ibarra IX EP WXEXIH XLEX E Ƹrubric is a document that provides the expected level of performance as described by various indicators, and it is useful to certify competence acquisition ƹ & WXYHIRX VIǼIGXIH XLEX E Ƹrubric was important to know what the teacher expects when I write.”

It is relevant to state that during the intervention the researcher modeled a mentor text and broke down its components. The model helped them to understand and match the constructs used in the rubric to assess them with the content of the mentor text. The participants used the document during the time the intervention lasted. A WXYHIRX GSQQIRXIH HYVMRK E GPEWW ƸI will keep this format for my English and Spanish writingsƹ &GGSVHMRK XS 1MEKLEX ERH 'MVME QSHIPPMRK E mentor text when teaching writing helps EFL and ESL students to im-

231 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

&X XLI WEQI XMQI GSPPEFSVEXMSR MR XLI EGEHIQMG ǻIPH LIPTIH XLIQ

prove their writing competence since they are instructed on how to imMXEXI ER EGGYVEXI ERH ǼYIRX XI\X

Findings in the interview The answers of the participants revealed that working with others María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

not only helped them to improve their writings but also committed them

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to participate with responsibility. The students highlighted that peer collaboration plays an essential role during the writing process because XLI] JIPX QSVI GSRǻHIRX XS [VMXI ERH VI[VMXI XLIMV XI\XW EJXIV GSRWMHIVMRK XLIMV TIIVWw STMRMSRW 'VS[R QIRXMSRIH XLEX KVSYT [SVO TVEGtice stimulates an environment of cooperative responsibility to pursue E KIRIVEP ERH MRHMZMHYEP KSEP 4RI SJ XLI MRXIVZMI[IIW QIRXMSRIH ƸI learned how to express some of my ideas by learning others´ viewpoints.”

4XLIV ǻRHMRKW JVSQ XLI MRXIVZMI[W [IVI XLI YWI SJ ,SSKPI )SGW while working on their writings. The students agreed that Google Docs.

LIPTIH XLIQ XS [SVO GSPPEFSVEXMZIP] ERH EW 8LYVPS[ IX EP QIRtioned, there is an academic impact when social interaction and technology are integrated. The students mentioned that even though GooKPI )SGW EPPS[IH XLIQ XS [SVO MR GSPPEFSVEXMSR ERH XLI ǼS[ SJ XLI GPEWW [EW EǺIGXIH [LIR XLI .RXIVRIX WIVZMGI [IRX HS[R 4RI WXYHIRX VIGEPPIH XLEX HE] ERH I\TVIWWIH ƸThe day the Internet service went down I enjoyed writing down in my notebook again. I like Google Docs. but sometimes I prefer to write it down on a piece of paper.” Thus, Google Docs. is a learning resource that facilitates student collaboration but its use should not be a constant methodological requirement when preparing an instructional design.

Conclusion The current study reveals that the results of the experimental group evidenced a considerable improvement in the scores obtained after the intervention. The instructional design of the experimental group facilitated the conditions to develop group work, individual responsibility, and peer assessment, which led to generating collaborative teams, acting thoughtfully, and developing tasks on schedule.

and control group demonstrate that the participants who applied the revising stage during the writing process created opportunities to improve the students’ writings and helped them think about how their work is projected to the audience. Hence, it helped the participants to understand the importance of revision to make their writings better. The WXYHIRXW [LS [IVI XEYKLX EFSYX IǺIGXMZI JIIHFEGO WIPJ EWWIWWIH XLIMV writings, assessed their peers’ writing and produced up to two coherent paragraphs. Modeling a paragraph and breaking down its components was necessary for the participants to use it as a reference when writing their assignments.

Regarding the second research question, sharing texts to enhance participants’ peer collaboration, the students showed interest to learn JVSQ XLIMV GPEWWQEXIW &X XLI IRH SJ XLI MRZIWXMKEXMSR XLI] JIPX GSRǻHIRX enough to receive feedback from peers as well as from the teacher. In the introduction it was explained how the teacher could not monitor all students so by collaborating and getting peer feedback, the students could strengthen their knowledge through each other. The educator facilitated the learning process. The students who shared their docuQIRXW JEGIH X[S STTSVXYRMXMIW XLI] MQTVSZIH ERH SVKERM^IH XLIMV MHIEW F] PIEVRMRK JVSQ SXLIVW ERH JIPX GSRǻHIRX IRSYKL XS WTIEO YT [MXL their opinions. Group and peer assignments encouraged the students to work with certainty and tolerate peers´ suggestions.

Regarding the third research question, students’ perception of using Google Docs. in the writing process, there was a constant in the answers from the students given in the interviews. Google Docs, encouraged the

233 Improving the Revising Stage when Writing Through Collaborative Work on EFL Students

es participants to revise their writings. The results of the experimental

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

8LI ǻVWX VIWIEVGL UYIWXMSR VIJIVW XS LS[ TIIV JIIHFEGO IRLERG-

students to work collaboratively, revise a peer’s writing, and give feedback. However, they also mentioned that there is a risk to rely on technolSK] JSV HMǺIVIRX EGEHIQMG SV TVSJIWWMSREP EWWMKRQIRXW 8LI MRJSVQEXMSR can get lost if the computer fails and more importantly, future professionals should be able to perform their assignments with or without technology. Teachers must take into account that this learning tool requires the internet to work and classes cannot depend on it in case of failure.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

+MRHMRKW JVSQ XLMW WXYH] EVI WMKRMǻGERX ERH GSRXVMFYXI XS XLI XIEGL-

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MRK SJ XLI [VMXMRK ǻIPH WMRGI XLI] VIZIEPIH XLI MQTSVXERGI JSV XIEGLIVW and students to review the document during the writing process. When writing practices at lower English levels focus on collaboration, the stuHIRXW FIGSQI E[EVI SJ XLIMV QMWXEOIW GSRǻHIRX XS TIVJSVQ E XEWO ERH therefore improve their writing skills. The writing process is interrupted [LIR WXYHIRXW WOMT XLI VIZMWMRK WXEKI [LMGL EǺIGXW XLI ǻREP TVSHYGX Therefore, monitoring students throughout the process is critical.

The limitation of this research refers to the amount of time the students used to learn English. Students attended classes at the Language (IRXIV SRGI E [IIO ERH XLI] [IVI JVSQ HMǺIVIRX GEVIIVW EX XLI 9RMZIVWMX] Based on University academic-administrative regulations, students’ priority concerning attendance is in their career subjects. Hence, if they have any academic activity in their departments, missing English class was jusXMǻIH 8LIVIJSVI EXXIRHERGI MR E GPEWW SJ XLMVX] WXYHIRXW GSYPH IEWMP] FI reduced to 20 students on any given week. The irregular attendance can EǺIGX XLI GPEWW TIVJSVQERGI ERH XLIVIJSVI XLI I\TIGXIH VIWYPXW 8LIVI [IVI HMǽGYPXMIW VIKEVHMRK XLI HE]W SJ GPEWW ERH XLI RYQber of participants attending each session of class. Even though they agreed to participate, the researcher had to insist on their weekly atXIRHERGI WMRGI MX GSYPH EǺIGX XLI TIVJSVQERGI SJ XLI WXYHIRXW EX XLI time of working collaboratively. Therefore, it is recommended to carry out research where the students might attend daily classes and extend the length of the intervention for better results. Rubrics to assess writing are an important resource for the students to know in advance what is expected from them. Even though the students struggled to assess VYFVMGW XLI] ǻREPP] EGGSQTPMWLIH YWMRK XLIQ TVSTIVP] (SRWIUYIRXP] further research in applying rubrics to assess and self-assess writings is required in this issue too.

References Allen, L. K., Jacovina, M. E., Johnson, A. C., McNamara, D. S, &.Roscoe, R. ) 8S[EVH VIZMWMSR WIRWMXMZI JIIHFEGO MR EYXSQEXIH [VMXMRK evaluation. In EDM TT 5ETIV TVIWIRXIH EX XLI RMRXL .Rternational Conference on Educational Data Mining. Retrieved from LXXTW ǻPIW IVMG IH KSZ JYPPXI\X *) THJ &^EVM 2 8 5SY]ER & 8LI IǺIGXW SJ TIIV QIHMEXIH ERH MRHM-

Language Research, 3 LXXT NEPPV GSQ bNEPPVMV MRHI\ TLT /&117 EVXMGPI ZMI[ THJ 'VERRIR / Mixing methods: Qualitative and quantitative research.

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WUYEVIWTEGI GSQ WXEXMG EF HI J F IIG X E H F J FE H I 'VS[R ( & 1 8LI EHZERGIQIRX SJ PIEVRMRK THJ (EWXMPPS 2 -IVIHME = ,EPPEVHS 0 (SPPEFSVEXMZI [SVO GSQTItency in online postgraduate students and its prevalence on academic achievement. Turkish Online Journal of Distance Education, LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ (LIR = 8LI MQTEGX SJ MRXIKVEXMRK XIGLRSPSK] ERH WSGMEP I\TIrience in the college foreign language classroom. Turkish Online Journal of Educational Technology-TOJET LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ (SRXVIVEW / / (EWXVS ( 2 8VERWJSVQMRK *+1 GPEWWVSSQ TVEGtices and promoting students’ empowerment: Collaborative learning from a dialogical approach. {ŹŇĀĮåƐFžžƣåžƐĞĻƐ å±ÏĚåŹžƐ{ŹŇüåžžĞŇĻal Development LXXT H\ HSM SVK TVSǻPI Z R (SPPMRW & -EPZIVWSR 7 7IXLMROMRK IHYGEXMSR MR XLI EKI SJ technology: The digital revolution and schooling in America. TeachIVW (SPPIKI 5VIWW LXXTW FSSOW KSSKPI GSQ IG FSSOW$MH"5 E)-

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of Iranian EFL learners’ L2 writing. Journal of Applied Linguistics and

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[&&6'&/ TVMRXWIG"JVSRXGSZIV LP"IW WSYVGI"KFWCKICWYQQEV]CV GEH" Z"SRITEKI U J"JEPWI -EVYX]YR]ER 1 5SZIHE 2 + XYHIRXWƶ TIVGITXMSR SJ TIIV VIview in an EFL classroom. English Language Teaching LXXT HSM SVK IPX Z R T ,MIPIR 8STW 1 )SGL] + 4RKLIRE 5 QIIXW & GSQTEVEtive study of peer and teacher feedback and of various peer feedMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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tional Research Journal TT ,SPTEVMER (LER / (EWWMH] & 5IIV VIZMI[ SJ XIEGLMRK LEVing best practices. Collected Essays on Learning and Teaching LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ .FEVVE 9 7EQ¸VI^ * 'VMRKY³ 8 8INIVS / (YRMPP + +MX³ ( ,IRIVMG WOMPPW HIZIPSTQIRX ERH PIEVRMRK EWWIWWQIRX TVSGIWW 9WI SJ VYFVMGW and students validation. Journal of Technology and Science Education, LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ /EZEHM EJE & & FVMIJ SZIVZMI[ SJ OI] MWWYIW MR WIGSRH PERKYEKI writing teaching and research. International Journal of Education and Literacy Studies LXXT H\ HSM SVK EMEG MNIPW Z R T 1MEKLEX + 'MVME 7 & GSQTEVEXMZI WXYH] SR QIRXSV XI\X QSHelling and common approaches to teaching writing in Iranian EFL context. International Journal of Instruction LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 2IIVEL 8 2 ERH 0 4WQER ;LEX MW ƵEGXMSRƶMR EGXMSR VIWIEVGL & malaysian exposure. Asian Social Science LXXT HSM SVK EWW Z R T 2MRMWXIVMS HI *HYGEGM¾R Standards of Educational Quality LXXTW IHYGEGMSR KSF IG [TGSRXIRX YTPSEHW HS[RPSEHW IWXERHEVIWC THJ 3MGSP ) 8LSQWSR & 'VIWPMR ( 7IXLMROMRK JIIHFEGO TVEGXMGIW MR higher education: a peer review perspective. Assessment & Evaluation in Higher Education LXXT P P MI HSGYQIRXW JIIHFEGO THJ 4ƶ3IMPP 0 ,VEZSMW 7 9WMRK E JSGYW SR VIZMWMSR XS MQTVSZI students’ writing skills. Journal of Instructional Pedagogies LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ

5EVO ; 8LI TSXIRXMEP SJ [IF XSSPW XS TVSQSXI VIEHMRK engagement in a general education course. TechTrends LXXTW [[[ VIWIEVGLKEXI RIX TVSǻPI IYRKC;SRC5EVO TYFPMGEXMSR C8LIC5SXIRXMEPCSJC;IFC C8SSPWCXSC5VSQSXIC7IEHMRKC*RKEKIQIRXCMRCEC,IRIVEPC*HYGEXMSRC(SYVWI PMROW HHEGE F FIG E 8LI 5SXIRXMEP SJ ;IF Tools-to-Promote-Reading-Engagement-in-a-General-Education-Course.pdf

higher education TT .HIE KVSYT TYFPMWLMRK LXXTW [[[ VIWIEVGLKEXI RIX TVSǻPI 8MQC7SFIVXW TYFPMGEXMSR C (SQTYXIV YTTSVXIHC(SPPEFSVEXMZIC1IEVRMRKCMRC-MKLIVC*HYGEXMSRC&RC.RXVSHYGXMSR PMROW F H E F I F Computer-Supported-Collaborative-Learning-in-Higher-Education-An-Introduction.pdf I]]IHVI^EMI > ,LSRWSSP] ' LELVMEVM - +EXIQM & - & QM\IH QIXLSHW EREP]WMW SJ XLI IǺIGX SJ ,SSKPI )SGW IRZMVSRQIRX on EFL learners’ writing performance and causal attributions for success and failure. Turkish Online Journal of Distance Education, LXXTW ǻPIW IVMG IH KSZ JYPPXI\X */ THJ 8ER ' - .RRSZEXMZI [VMXMRK GIRXIVW ERH SRPMRI [VMXMRK PEFW SYXside North America. Asian EFL Journal, 13 7IXVMIZIH ITXIQFIV JVSQ LXXT [[[ EWMER IǼ NSYVREP GSQ 5)+ /YRIC THJ 8E]PSV / 'SKHER 7 )I:EYPX 2 Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.

LXXTW FSSOW KSSKPI IW FSSOW$LP"IW PV" MH"T43S(K&&6'&/ SM"JRH TK"57 HU".RXVSHYGXMSR XS UYEPMXEXMZI VIWIEVGL QIXLSHW & KYMHIFSSO ERH VIWSYVGI /SLR ;MPI] SRW SXW"6L[OE& ' 6 WMK"( KL 3P >X0;:N4T ]2R.-9/ H& Z"SRITEKI U".RXVSHYGXMSR XS UYEPMXEXMZI VIWIEVGL QIXLSHW & & KYMHIFSSO ERH VIWSYVGI /SLR ;MPI] SRW J"JEPWI 8ILVERM + & +IIHFEGO JSV [VMXMRK SV [VMXMRK JSV JIIHFEGO Journal of Language and Linguistic Studies

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higher education. In Computer-supported collaborative learning in

Sandra Priscila Bustamante Ruíz & María C. Quiñones Guilott

7SFIVXW 8 (SQTYXIV WYTTSVXIH GSPPEFSVEXMZI PIEVRMRK MR

:]KSXWO] 1 Mind in society -EVZEVH 9RMZIVWMX] 5VIWW ;MKKMRW , IZIR OI]W XS IǺIGXMZI JIIHFEGO 4R JSVQEXMZI EWWIWWQIRX 7IEHMRKW JVSQ IHYGEXMSREP PIEHIVWLMT IP IWWIRXMEPW LXXT XSFMRO SVK .18 IZIR0I]WXS*ǺIGXMZI+IIHFEGO THJ =MRK > *\TPSVMRK GSRWXVYGXMSR SJ GSPPIKI *RKPMWL [VMXMRK GSYVWI from the perspective of output-driven hypothesis. English Language

Teaching LXXTW ǻPIW IVMG IH KSZ JYPPXI\X

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Improving Students Writing Through Collaboration Facilitated

by Google Docs

Carlos Lenin Álvarez Llerena1 Eötvös Loránd University Budapest, Hungría carlosa@student.elte.hu Tatiana Cozzarelli Vásquez2 Universidad Casa Grande Guayaquil, Ecuador tcozzarelli@casagrande.edu.ec Helen Gabriela Moreira Olives3 Universidad Nacional de Educación UNAE Azogues, Ecuador helen.moreira.olives@gmail.com Gerald Alberto Yépez Jouvín2 Universidad Agraria del Ecuador Guayaquil, Ecuador geraldyepez@gmail.com

5L ) G MR 1ERKYEKI 5IHEKSK] EX *ÁXZÁW 1SV«RH 9RMZIVWMX] (SSVHMREHSVE &GEH³QMGE HI PE )MVIGGM¾R ,IRIVEP &GEH³QMGE )SGIRXI ,Y¸E ] *ZEPYEHSVE HI 8IWMW HIP 5VS KVEQE HI 2EIWXV¸E IR 5IHEKSK¸E HI PSW .HMSQEW 3EGMSREPIW ] *\XVERNIVSW GSR 2IRGM¾R IR PE *RWI¼ER^E HI .RKP³W 3 Docente Investigador .RXIVREXMSREP *\EQƶW (SSVHMREXSV GMIRGI

Abstract

by enriching learning better. This action research study aimed to anaP]^I WXYHIRXWƶ GSPPEFSVEXMZI [VMXMRK WOMPPW IǺIGXW XLVSYKL XLI ETTPMGEXMSR of Google Docs. This action research involved twenty-one English as a +SVIMKR 1ERKYEKI *+1 WXYHIRXW JVSQ E TYFPMG LMKL WGLSSP MR *GYEHSV Pre and post-performance tasks, rubrics, and pre and post-questionnaires were applied as data collection instruments. The relevant results from this research indicated that when students collaborate by applying Google Docs, their writings are better. Findings from this study could be a great support to EFL teachers who work in private and public high schools and teachers who enjoy integrating current tech-tools in their pedagogical practices.

Keywords ,SSKPI )SGW *+1 WIGSRHEV] IHYGEXMSR [VMXMRK WOMPPW collaboration

Introduction Nowadays, there are current studies that have shown the imporXERGI SJ YWMRK .RJSVQEXMSR ERH (SQQYRMGEXMSR 8IGLRSPSKMIW .(8 XS IRVMGL WXYHIRXWƶ *RKPMWL [VMXMRK WOMPPW 0EHIQM 3KY]IR 8VM &PWYFEMI ERH &WLYVEMHEL TSWXYPEXIH XLEX XIGLRSPSK] JEGMPMtates the teaching, learning, and assessment of a second language and the learners’ individual and collaborative writing work.

4R XLMW QEXXIV -E]IW IX EP MRHMGEXIH XLEX IHYGEXMSR LEW transformed in order to focus on student-centered learning. Thus, the PIEVRIV GIRXIVIH ETTVSEGL IQTLEWM^IW SR XLI WMKRMǻGERGI SJ PIEVRIVWƶ inner world, their emotions, feelings, and their motivation to have an active and participatory role in the language learning based on their need ERH MRXIVIWXW &QMVM EFIVM 0SPQER IX EP 2SVISZIV =MPQE^ TSWMXIH XLEX PIEVRIV GIRXIVIH MRWXVYGXMSR HMVIGXW XLI PIEVRIVWƶ EX-

241 Improving Students Writing Through Collaboration Facilitated by Google Docs

(SQQYRMGEXMSR 8IGLRSPSKMIW .(8 LEW GLERKIH IHYGEXMSREP WIXXMRKW

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

Collaborative work through the implementation of Information and

tention to educational settings and focuses on learning outcomes in order to help develop students’ real-life abilities such as problem-solving skills and collaboration.

7IKEVHMRK GSPPEFSVEXMZI [VMXMRK &RKKVEMRM IX EP WXEXIH XLEX performing collaborative activities in EFL contexts has provided positive IǺIGXW SR *+1 PIEVRIVWƶ [VMXMRK WOMPPW +YVXLIVQSVI 3MWFIX ERH &YWXMR MRHMGEXIH XLEX ETTP]MRK ZEVMSYW XIGL XSSPW EPWS EPPS[W *+1 WXYMaría Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

dents to expand their vocabulary and increase their writing and col-

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laborative English skills. Consequently, current education is based on student-centered learning through the performance of hands-on assignments and the integration of various online learning tools that allow students to improve their English skills in collaborative learning settings.

The mentioned studies have demonstrated the positive impact of connecting collaborative education and technology in the modern teaching-learning process. .R XLMW GSRXI\X XLI *GYEHSVMER 2MRMWXV] SJ *HYGEXMSR 2MRMWXIVMS HI *HYGEGM¾R XVMIH XS SZIVGSQI XLIWI GLEPPIRKIW F] IWXEFPMWLMRK relevant aspects that involve collaborative learning facilitated by the application of technology in the EFL classrooms to enhance students’ speaking, listening, reading and writing skills. Hence, in order to explore this idea further, this study focused on the improvement of students’ collaborative writing skills through the application of Google Docs as the main technological tool. & VIWIEVGL GEVVMIH SYX F] *FEHM ERH 7ELMQM MRHMGEXIH XLEX ,SSKPI )SGW MW E XIGLRSPSKMGEP XSSP XLEX SǺIVW *RKPMWL PIEVRIVW JEGMPMXMIW for peer-editing, revising, correcting, and providing authentic feedback on XLIMV HSGYQIRXW 1MOI[MWI MR E WXYH] GSRHYGXIH MR 0SVIE /ISRK indicated that the application of Google Docs for writing purposes boosts classroom interaction by fostering critical thinking and active discussion FIX[IIR WXYHIRXW +MREPP] MR XIVQW SJ QSXMZEXMSR 1MY ERH 1ER WEMH that integrating Google Docs in educational contexts makes students feel more motivated to acquire knowledge and perceive the learning process more positively. Incidentally, upon examination of the existing literature EFSYX XLMW XSTMG WSQI FIRIǻXW ERH HVE[FEGOW GEQI XS PMKLX VIKEVHMRK the incorporation of Google Docs for educational purposes, demonstrating the need for research studies such as this one.

8LI WMKRMǻGERGI SJ XLMW WXYH] PMIW MR XLI JEGX XLEX EPXLSYKL XLIVI is much information about the implementation of Google Docs as a

process of English as a Foreign Language of Ecuadorian high school students. This research discusses whether the students’ collaboration in writing through Google Docs could increase their writing skills and encourage them to use this tech-tool for educational purposes. The questions that guided this study are: )SIW GSPPEFSVEXMZI [VMXMRK MQTVSZI [LIR YWMRK ,SSKPI )SGW$ 2. Does the use of Google Docs motivate students’ collaborative performance in their English writing activities?

Literature Review This section focused on providing deeper considerations of the principal concepts and terms related to this study. It includes relevant MRJSVQEXMSR JVSQ FSSOW XLIWIW ERH WGMIRXMǻG NSYVREPW EFSYX (SPPEFSVEtive Learning, Collaborative Writing, and Google Docs.

Collaborative learning Collaboration is a philosophy of interaction where students are responsible for their learning actions by respecting the abilities and GSRXVMFYXMSRW SJ XLIMV TIIVW +EOSQSKFSR 'SPENM .R IHYGEXMSR XLI EYXLSVW EPWS MRHMGEXIH XLEX ƸGSPPEFSVEXMZI PIEVRMRK MW ER ETTVSEGL employed by instructors to facilitate learning and improve learner’s perJSVQERGIƹ T &GGSVHMRK XS (LIR GSPPEFSVEXMZI EGXMZMXMIW GER promote second language learners’ academic progress and learning motivation by providing a variety of opportunities to practice and enhance problem-solving, communication, and social skills.

In regards to the implementation of ICT for EFL collaborative learnMRK 0SIJEV MRHMGEXIH XLEX MRXIKVEXMRK SRPMRI PIEVRMRK MRXS JEGI XS JEGI

243 Improving Students Writing Through Collaboration Facilitated by Google Docs

MR *GYEHSV 8LI ǻRHMRKW SJ XLMW TVSTSWEP GSYPH GSRXVMFYXI XS XLI PIEVRMRK

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

technological resource in education, little research has been reported

teaching promotes students’ collaborative learning. Thus, Avci and Adiguzel MRHMGEXIH XLEX XIGLRSPSKMGEP XSSPW IRLERGI WXYHIRXWƶ STTSVXYRMXMIW of engaging in the target language by performing collaborative work and authentic language activities based on a project-based learning approach.

2SVISZIV (SRXVIVEW ERH (LETIX¾R WXEXIH XLEX [SVOMRK MR GSPPEFSrative teams provides meaningful experiences to students by sharing responsibilities, helping each other, and respecting members’ contributions.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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EFSYX [SVOMRK GSPPEFSVEXMZIP] WSQI WXYHIRXW QE] LEZI GSRGIRXVEtion problems, and some of them may not feel comfortable with the members assigned to their group. However, the researchers contend that groups need to be heterogeneous, purposefully, and carefully choWIR F] XLI XIEGLIV (SRGIVRMRK GSPPEFSVEXMZI PIEVRMRK 5ERK IX EP claimed that there are social challenges, such as limited social interactions, gender bias, ICT reliance, and social norms conformance that GSYPH EǺIGX WXYHIRXWƶ TIVJSVQERGI MR XLIMV IHYGEXMSREP EWWMKRIH XEWOW .R XLMW WEQI [E] XLI VIEPMX] MR GSYRXVMIW PMOI *GYEHSV MW UYMXI HMǺIVIRX SPERS IX EP WXEXIH XLEX *GYEHSVMER *+1 XIEGLIVW HS RSX ETTP] technological tools because they do not have enough facilities to incorporate technology in their pedagogical instructions.

Collaborative writing 8LI WOMPP SJ GSPPEFSVEXMZI [VMXMRK LEW FIIR WXYHMIH ERH HIǻRIH JVSQ HMǺIVIRX TSMRXW SJ ZMI[ *PSPE MRHMGEXIH XLEX GSPPEFSVEXMZI writing involves two or more people who work together to produce a HSGYQIRX EW E KVSYT ERH XLI] [IVI VIWTSRWMFPI JSV XLI ǻREP TVSHYGX (SRGIVRMRK PERKYEKI PIEVRMRK (LS ERH 'VYXX ,VMǾIV TSWMXIH that collaborative writing is a relevant skill to be developed in learnMRK ER] PERKYEKI +IVVMW ERH -IHKGSGO WXEXIH XLEX GSPPEFSVEXMZI writing is a system that associates semiotic, communicative, cognitive, and creative functions. Besides, collaborative writing helps students to be involved in constructing the meaning of the text based on content, structure, organization, and language by sharing ideas with peers, revisMRK ERH TVSZMHMRK JIIHFEGO (LEPPSF IX EP

.R VIKEVHW XS *+1 GSRXI\XW 0LEXMF ERH 2IMLEQM TSMRXIH SYX that collaborative work in EFL writing is crucial to improve students’

stages involved in the writing process in order to write various types of XI\XW IǽGMIRXP] 8LIWI WXEKIW EVI TVI[VMXMRK TPERRMRK HVEJXMRK TEYWMRK reading, revising, editing, and publishing. In the prewriting stage, the auXLSVW MRHMGEXIH XLEX TEVXMGMTERXW KIRIVEXI MHIEW EFSYX E WTIGMǻG XSTMG In the planning stage, participants check the ideas already generated and make sure they match the topic. Next, the drafting stage lets participants transform their ideas and planning into sentences. The pausing stage is a silent moment that helps participants examine what they have already written. The revising stage involves making changes to enhance the written text. In the editing stage, participants focus on sentence correctness. Finally, the publishing stage happens when the written text is ready to be shared with other people.

There are some limitations to collaborative writing in classrooms.

Y[ERXEVEXLMT ERH ;MGLEHII EVKYIH XLEX GYVVIRXP] XLI PEGO SJ time to read, to build partner relationships, and the lack of technoloK] HIQSRWXVEXIH XLEX WXYHIRXW EVI YREFPI XS MRXIVEGX IǽGMIRXP] *ZIR though collaborative writing is considered a great strategy to improve learners’ skills, it is necessary to have spaces where teachers can reinforce students’ writing tasks. On this matter, Soltanpour and Valizadeh TSMRXIH SYX XLI WMKRMǻGERGI SJ XIEGLIV PIEVRIV MRXIVEGXMSRW ERH face-to-face negotiation in order to provide authentic feedback and reduce misunderstandings, errors, and mistakes with and by the students.

Google Docs From a technological perspective, several researchers hypotheWM^I XLI FIRIǻXW SJ XIGLRSPSK] JSV WIGSRH PERKYEKI PIEVRIVW 'PEROIRWLMT ERH 2EVKEVIPPE IWXEFPMWLIH XLI VIPEXMSRWLMT FIX[IIR [VMXMRK instruction and technology in the secondary classroom as a motivator to increase the amount of writing and allow students to give useful and IǽGMIRX JIIHFEGO XLVSYKL XLI MRWXVYGXMSREP TVSGIWW ERH EWWIWWQIRX

245 Improving Students Writing Through Collaboration Facilitated by Google Docs

GEFYPEV] ERH QIGLERMGW &FEW ERH &FH I\TPEMRIH XLI HMǺIVIRX

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

writing components skills such as content, organization, grammar, vo-

G]GPIW :YVHMIR TSMRXIH SYX XLI WMKRMǻGERGI SJ MRXIKVEXMRK XIGLnological tools such as Google Docs and Blogs as a way of enhancing PIEVRIVWƶ VIǼIGXMZI ERH GVMXMGEP [VMXMRK WOMPPW EW [IPP EW E QIERW SJ JSWXIVing students´ writing sub-skills such as collaborative writing, providing peer-feedback reviews, individual knowledge construction, creating inJSVQEXMSR ERH WLEVMRK XLIWI QEXIVMEPW GVMXMGEPP] ERH VIǼIGXMZIP] Y[ERXEVEXLMT ERH ;MGLEHII WXEXIH XLEX ,SSKPI )SGW MW María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

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features that can be used to facilitate collaborative writing in foreign PERKYEKI GPEWWVSSQW -SP^RIV ERH (SRRIV MRHMGEXIH XLEX ,SSKPI Docs have three common applications as a word processor, a spreadsheet editor, and a presentation editor and viewer. These components EVI [IPP ORS[R MR 2MGVSWSJX 4ǽGI LIRGI YWIVW GER LEZI XLIQ EPP XSKIXLIV MR E WMRKPI TPEGI SR ,SSKPI )SGW 2SVISZIV 0IWWPIV IX EP MRHMGEXIH XLEX ,SSKPI )SGW TVSZMHIW ǼI\MFPI ERH ZEVMSYW STXMSRW XLEX allow students to plan, revise, and collaboratively edit documents. GraLEQ TSWIH XLEX ,SSKPI )SGW GVIEXIW E TVSHYGXMZI GSPPEFSVEXMZI classroom environment where a document can be viewed, edited, and published by students or teachers. +YVXLIVQSVI (EWER] IX EP I\TPEMRIH XLI WMKRMǻGERGI SJ Google Docs as an educational tool that allows learners to create and IHMX HSGYQIRXW [MXL HMǺIVIRX TISTPI JVSQ ER][LIVI GSPPEFSVEXMZIP] .R VIKEVHW XS *+1 GSRXI\XW >LSY IX EP WYKKIWXIH XLEX ,SSKPI )SGW changes the students’ means of communication during collaborative writing since they can work together and learn from the other members of the group by using the internet and sharing ideas synchronously and EW]RGLVSRSYWP] 7IKEVHMRK WXYHIRXWƶ QSXMZEXMSR ,SH^MGOM IX EP established that Google Docs, as a technology-supported learning environment, helped EFL learners to become more motivated and enKEKIH XS PIEVR 8LI] EPWS TSMRXIH SYX XLI WMKRMǻGERGI SJ ETTP]MRK XIGLnology in the learning process as a tool to increase learners’ animated feelings and to be aware of the positive probabilities to use these kinds of tech-tools in their instructions.

3IZIVXLIPIWW [LMPI XLIWI EYXLSVWƶ WXEXIQIRXW ǻX TIVJIGXP] MRXS XLI RI[ IHYGEXMSREP TEVEHMKQW F] WLS[MRK XLI WMKRMǻGERGI SJ ETTP]MRK technology to improve education worldwide, in Ecuador, according to

SPERS IX EP XIGLRSPSK] MW RSX GSQQSRP] YWIH MR TYFPMG WGLSSPW SV is not adequately applied due to the persistent lack of computers, inter-

explained that students who cannot use Google features and operations become discouraged from incorporating Google Docs in their learning. +MREPP] LELEQEX ERH 2IHI MRHMGEXIH X[S WTIGMǻG RIKEXMZI TSMRXW when applying Google Docs: namely, the arrangement of the members SJ XLI KVSYT EGGSVHMRK XS XLIMV HMǺIVIRX PIZIPW ERH [LIR EWWMKRMRK VSPIW to each member of the group, and the concentration problems that students show when working in groups in a synchronic manner. +YVXLIVQSVI :EPPERGI IX EP TVIWIRXIH X[S QEMR EVKYQIRXW for the possible failure in the use of some online technologies for educational purposes. Firstly, they agreed that socio-dynamic problems between group members are often the reason for the lack of success of group work in collaborative spaces. Secondly, they mentioned that even when collaborative tools can facilitate interaction, not all individuals or groups automatically possess the knowledge, attitudes, and sensibilities to work collaboratively. Consequently, researchers recommended that instructors provide detailed in-class demonstrations and examples to overcome Google Docs’ challenges.

Methodology Design 8LI WXYH] MW FEWIH SR &GXMSR 7IWIEVGL (SKLPER WXEXIH XLEX action research is a type of research where the quality of the relationship between members and researchers is utmost, and it takes place within a local situation and context and pursues to contribute to the development of the organization in that context. The data were collected from pre and post-questionnaires and pre- and post-performance tasks that [IVI KVEHIH YWMRK E VYFVMG 8LI ǻREP HSGYQIRX [EW GSPPIGXIH KVEHIH ERH GSQTEVIH [MXL XLI TVI TIVJSVQERGI XEWO XS HIXIVQMRI XLI ǻREP VI-

247 Improving Students Writing Through Collaboration Facilitated by Google Docs

SJ XIGLRSPSK] MR IHYGEXMSR QMKLX EPWS KS E PMXXPI JYVXLIV >LSY IX EP

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

net, and technological devices. Arguably, the limitations of using this kind

sults. To avoid subjectivity, two teachers from the school were assigned to score students’ pre and post-performance tasks.

The implementation of this innovation involves some ethical considerations. First, there was responsible conduct of this research with LSRIWX] GSRǻHIRXMEPMX] ERH VIWTIGX JSV MRXIPPIGXYEP TVSTIVX] +YVXLIVQSVI XLI HMǺIVIRX TLEWIW SJ XLI WXYH] [IVI EHHVIWWIH [MXL SFNIGXMZMX] in order to avoid bias from the teacher’s perspective towards students.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Lastly, all the information obtained from this study was utilized by re-

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WTIGXMRK MRWXMXYXMSREP PE[W 5EVXMGMTERXW SJ XLMW VIWIEVGL [IVI GSHMǻIH their participation and resources were acknowledged, and each contributor obtained their participation credit into the research.

Participants The population assigned for this study was twenty-one EFL learnIVW EKIW JVSQ E WIGSRHEV] WGLSSP &GGSVHMRK XS XLI TVI UYIWXMSRREMVI JVSQ XLI TEVXMGMTERXW [IVI QEPI ERH JIQEPI WXYHIRXW 8LI] [IVI FIX[IIR ERH ]IEVW SPH *ZIR XLSYKL EPP SJ XLIQ LEZI E ,SSKPI EGGSYRX SRP] SJ WXYHIRXW LEH I\TIVMIRGI YWMRK ,SSKPI Docs but not for collaborative work. All participants were Spanish native WTIEOIVW ERH EGGSVHMRK XS XLI *RKPMWL TVSǻGMIRG] XIWX XEOIR QSWX SJ them were at the A2 level according to the Common European Frame[SVO SJ 7IJIVIRGI JSV 1ERKYEKIW (*+7

Classroom Procedures 8LMW WXYH] [EW HMZMHIH MRXS XLVII QEMR WXEKIW 8LI ǻVWX TEVX GSRsisted of writing a travel magazine article as a group assignment withSYX ETTP]MRK ,SSKPI )SGW MR XLI WIGSRH TEVX XLI WXYHIRXW [SVOIH MR KVSYTW F] ETTP]MRK ,SSKPI )SGW ERH ǻREPP] MR XLI XLMVH TEVX XLI WXYHIRXW [VSXI XLI ǻREP TVSHYGX GSPPEFSVEXMZIP] MR E WLEVIH HSGYQIRX F] providing feedback, accepting comments, and working together in the development of the performance task. According to McTighe and

;MKKMRW TIVJSVQERGI XEWOW EVI IZMHIRGI SJ [LEX WXYHIRXW LEZI learned by transferring their understanding to new contexts.

IRX EGXMZMXMIW XS JSGYW SR XLI ZSGEFYPEV] ERH ORS[PIHKI RIIHIH XVEZIP vocabulary, parts and template of a travel magazine article, and touristic TPEGIW MR *GYEHSV XS WXEVX MQTPIQIRXMRK XLI MRRSZEXMSR 8LI WXYHIRXW were arranged into seven groups of three. Each group had one hour to ǻRMWL XLI TVI TIVJSVQERGI XEWO F] YWMRK SRI GSQTYXIV ERH XLIMV TVIferred text editor to write in general. In this case, they used Microsoft Word. Students of each group had to work together to accomplish the HMǺIVIRX GVMXIVME JVSQ XLI VYFVMG 8LI YRMX TPER [EW HIWMKRIH F] YWMRK XLI 'EGO[EVH )IWMKR QSHIP [LMGL ;MKKMRW ERH 2G8MKLI HIǻRIH EW E HIWMKRMRK ETTVSEGL [LIVI XIEGLIVW ǻVWX XLMRO EFSYX WTIGMǻG learning pursued and the evidence of such learnings, before thinking about the teaching instructions and learning activities to be applied. &JXIV ǻRMWLMRK XLI TVI TIVJSVQERGI XEWO WXYHIRXW [IVI MRXVSHYGIH to Google Docs. They performed one assignment using this platform in order to become familiar with this tech-tool and its main features. Students were instructed on how to create texts, type on this platform, edit texts, provide comments, and resolve comments by exploring its different features. Moreover, students noticed that by using Google Docs, they could share their documents and that this platform automatically saves all of their changes. Subsequently, students were taught about EYXLIRXMG JIIHFEGO 8LI] EGUYMVIH WMKRMǻGERX ORS[PIHKI EFSYX LS[ to provide feedback when checking their peers’ documents. Group one had to check and provide feedback to the pre-performance task of group two, group two to group three, until group seven shared the document with group one. Students from each group had to provide EYXLIRXMG JIIHFEGO F] YWMRK XLI VYFVMG ERH E HMǺIVIRX GSPSVIH TIR Then, they gave the pre-performance task back to the original group, and each group had to check the comments and feedback provided by their peers.

After students practiced how to use Google Docs, checked their peers’ documents, and provided authentic feedback to the pre-perfor-

249 Improving Students Writing Through Collaboration Facilitated by Google Docs

QMRYXIW IEGL 'IJSVI XLI MRRSZEXMSR TEVXMGMTERXW LEH E [IIO MRXVSHYGXMSR XS XLI XLIQI Ƹ-SPMHE]W ƹ 8LI] [IVI EWOIH XS TIVJSVQ HMǺIV-

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

8LI MQTPIQIRXEXMSR SJ XLMW MRRSZEXMSR PEWXIH GPEWWVSSQ LSYVW

mance task, they were asked to perform in one hour the post-performance task, in the same groups. One member of the group had to create the document and send the link to the other two members of the group.

At home, they had to work collaboratively to create and design the travIP QEKE^MRI EVXMGPI ;LIR ǻRMWLMRK XLMW TEVX WXYHIRXW WLEVIH XLIMV EVXMGPI [MXL ERSXLIV KVSYT XLI] VIGIMZIH JIIHFEGO JVSQ XLIMV GPEWWQEXIW MR SVHIV XS IRLERGI XLIMV ǻREP VIWYPX FEWIH SR XLI WEQI VYFVMG XLEX [EW María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

ETTPMIH MR FSXL XLI MRMXMEP ERH ǻREP TIVJSVQERGI XEWOW 8LI PEWX EGXMZMX]

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WXYHIRXW LEH XS HS [EW XS TVMRX XLIMV ǻREP TIVJSVQERGI XEWOW ERH FVMRK them to the school to present each touristic place in the magazine to the whole class using PowerPoint presentations.

Instruments 8LI HEXE GSPPIGXMSR TVSGIWW WXEVXIH F] EWOMRK WXYHIRXW XS ǻPP MR XLI pre-questionnaire to know their demographic information and their exTIVMIRGI [MXL XLI YWI SJ ,SSKPI )SGW 2G6YIIR ERH 0RYWWIR stated that questionnaires are research instruments to obtain necessary information such as age, sex, and other demographics or to gather more sophisticated data such as to measure emotions and perceptions of the participants. Thus, this pre-questionnaire was developed by using Google Forms, and it consisted of seven closed questions and one open question to obtain students’ demographics and their use of technology in the learning process.

Pre and post-performance tasks established the goal, role, audience, situation, performance, and standards where students could show XLIMV IRHYVMRK YRHIVWXERHMRK SJ XLMW XSTMG 2G8MKLI ;MKKMRW Hence, the pre and post-performance tasks were based on creating of a travel magazine article where students were travel advisors that had to plan a two-week tour to students from Cambridge university to three HMǺIVIRX TPEGIW MR *GYEHSV 8LI TVI TIVJSVQERGI XEWO [EW HSRI F] WXYdents in groups without using any tech-tool, while the post-performance task was done by working collaboratively and using Google Docs.

A rubric was applied to evaluate the pre and post-performance XEWOW MR SVHIV XS ERW[IV XLI ǻVWX VIWIEVGL UYIWXMSR SJ XLMW WXYH] )SIW

collaborative writing improve when using Google Docs? Menendez-VaVIPE ERH ,VIKSVM ,MVEPX MRHMGEXIH XLEX VYFVMGW EVI VIPIZERX MRWXVYG-

main components: Ideas, Language Use, Layout, and Final Product. By using the rubric, numerical data was obtained to compare the results from the pre and post-performance tasks. The highest grade of each GVMXIVME [EW TSMRXW ERH XLI PS[IWX Finally, a post-questionnaire was administered after the presentation of the post-performance task in order to answer the second research question: Does the use of Google Docs motivate students’ collaborative performance in their English writing activities? This questionnaire aimed to provide evidence about students’ motivation to inXIVEGX ERH [VMXI GSPPEFSVEXMZIP] [LIR WLEVMRK ,SSKPI HSGW ǻPIW .X [EW developed by using Survey Monkey, and it included ten Likert scale questions, which students answered by choosing the best option acGSVHMRK XS XLI ǻZI WGEPIH VIWTSRWIW " XVSRKP] )MWEKVII " )MWEKVII " 3IMXLIV EKVII RSV HMWEKVII " &KVII " XVSRKP] &KVII

Data Analysis In order to analyze and interpret the data collected, the Statistics Package for the Social Studies SPSS was applied. Each criterion was labeled and coded to create variables to upload the information in this software. After creating the tables with the variables assigned, the software was run to get results from descriptive statistics such as maximum, minimum, mean, and standard deviation. Results from the pre and post-performance tasks were analyzed based on the established rubric and considering each criteria of the rubric. Moreover, the post-survey was analyzed question by question that provided information of the students’ perceptions after working collaboratively and using Google Docs.

The reliability of the questionnaires was given by Cronbach’s Alpha. Finally, in order to obtain histograms and graphical results, the tools from Survey Monkey, and Google Forms were applied.

251 Improving Students Writing Through Collaboration Facilitated by Google Docs

jects assessed. Hence, the rubric of this study contains the following

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

tional resources that support students to identify the criteria of the ob-

Results 8S ERW[IV VIWIEVGL UYIWXMSR RYQFIV SRI Ƹ)SIW [VMXMRK MQTVSZI when using Google Docs collaboratively?”, the results obtained from the pre and post-performance tasks are the following:

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Table 1. Pre and Post- Performance Tasks Results

252

Pair 1

Mean

N

Standard Deviation

Std. Error Mean

PRE-PERF-TASK

POST-PERF-TASK

8EFPI WLS[W XLI GSQTEVMWSR FIX[IIR XLI ǻREP WGSVIW SJ XLI pre-performance and the post-performance task, respectively. The re-

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sults indicate that there was an improvement in writing achievement in terms of language use, the cohesion of ideas, layout, and organization of the post-performance task.

Regarding language use criteria, there was a total increment of TSMRXW FIX[IIR XLI TVI ERH TSWX TIVJSVQERGI XEWOW JVSQ XS TSMRXW SZIV .R XLI GSLIWMSR SJ MHIEW GVMXIVME XLIVI [EW E KVS[XL SJ TSMRXW FIX[IIR XLI X[S TIVJSVQERGI XEWOW JVSQ XS TSMRXW SZIV .R XIVQW SJ PE]SYX ERH SVKERM^EXMSR WXYHIRXW MRGVIQIRX TSMRXW EQSRK XLI TVI ERH TSWX TIVJSVQERGI XEWOW JVSQ XS TSMRXW SZIV -IRGI MX [EW JSYRH XLEX JVSQ XLI WIZIR KVSYTW EPP SJ XLI KVSYTW MRGVIEWIH XLIMV ǻREP TVSHYGXWƶ WGSVIW JVSQ XS TSMRXW SZIV F] GSPPEFSVEXMZIP] ETTP]MRK ,SSKPI )SGW 8LI IǺIGX WM^I FEWIH SR XLI VIWYPXW SJ XLI QIER 2 ERH WXERHEVH HIZMEXMSR W JVSQ XLI WEQTPI SJ WIZIR KVSYTW SJ XLI TVI ERH TSWX XEWOW provides a result of Cohen’s d SJ .X MRHMGEXIW XLEX XLI WXYH] LEW E WMKRMǻGERX IǺIGX WM^I [LMGL QIERW XLEX XLI MRRSZEXMSR LEW ER MQTEGX on learning, but it cannot be generalized due to the small number of participants in this research.

Strongly Agree

Agree

Neither Agree or Disagree

Disagree

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

Āčƚųå Ŏţ {ŅŸƋě }ƚåŸƋĜŅĹűĜųå åŸƚĬƋŸ

Results from the pre-questionnaire indicated that all the participants think that applying technology is productive for the English learning process. Most of the students indicated that technology helps them MRGVIEWI XLIMV WTIEOMRK WOMPPW XS MQTVSZI XLIMV [VMXMRK WOMPPW XS IRLERGI XLIMV VIEHMRK EFMPMXMIW ERH XS IRLERGI XLIMV PMWXIRMRK WOMPPW 1MOI[MWI MX MW VIPIZERX XS TSMRX SYX XLEX EPP WXYHIRXW LEZI ETTPMIH HMǺIVIRX XIGL XSSPW XS PIEVR *RKPMWL 8LI QSWX ETTPMIH XIGL XSSPW XS PIEVR *RKPMWL VITSVXIH F] TEVXMGMTERXW EVI =SY8YFI ERH )YS PMRKS ERH ,SSKPI 8VERWPEXSV .R XIVQW SJ ETTP]MRK ,SSKPI )SGW all students did not have any experience in the use of Google Docs as a tech-tool to learn. Even though all of them have a Google account, only SJ WXYHIRXW LEH I\TIVMIRGI YWMRK ,SSKPI )SGW 8S ERW[IV VIWIEVGL UYIWXMSR RYQFIV X[S Ƹ)SIW XLI YWI SJ ,SSKPI Docs motivate students’ collaborative performance in their English writing activities?” A post-survey was conducted in this study. After scrutiny, XLI VIWYPXW SFXEMRIH JVSQ XLI 1MOIVX WGEPI SJ WXYHIRXW EKVIIH

Improving Students Writing Through Collaboration Facilitated by Google Docs

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ERH WXVSRKP] EKVIIH XLI] IRNS]IH YWMRK ,SSKPI )SGW XS [VMXI XLI XVEZIP QEKE^MRI EVXMGPI GSPPEFSVEXMZIP] ERH SJ XLIQ WXEXIH that they would apply Google Docs to perform academic assignments in the future.

MQMPEVP] SJ WXYHIRXW EKVIIH ERH WXVSRKP] EKVIIH that Google Docs is a useful tool for learning how to write magazine EVXMGPIW [LMPI SJ XLIQ WXVSRKP] EKVIIH [MXL XLI GVMXIVME XLEX F] María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

applying Google Docs they had the opportunity to learn some English

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grammar and mechanics by working collaboratively, sharing documents to be checked, and providing feedback based on rubrics. Furthermore, WXVSRKP] EKVIIH ERH EKVIIH XLEX XLI] JIPX QSXMZEXIH when applying Google Docs in order to develop their performance task collaboratively.

8S WYQ YT XLI ǻRHMRKW WLS[IH XLEX XLI WIZIR KVSYTW SJ WXYHIRXW performed very well in their post-performance task when applying GooKPI )SGW GSPPEFSVEXMZIP] [MXL E HMǺIVIRGI SJ JSYV TSMRXW 8LI QENSVMX] SJ participants showed a positive attitude and motivation towards the integration of Google Docs in their collaborative writing activities. Finally, students stated their intention to continue using Google Docs in future academic assignments as well as when they have to work in collaborative writing.

Discussion 8LI VIWYPXW QIRXMSRIH EFSZI WLS[ XLI FIRIǻXW SJ PMROMRK XIGLRSPogy and collaborative work in EFL settings to increase students’ English [VMXMRK WOMPPW 8LMW WXEXIQIRX MW WYTTSVXIH F] SXLIVWƶ ǻRHMRKW WYGL EW >LSY IX EP ERH Y[ERXEVEXLMT ERH ;MGLEHII [LS QIRXMSRIH XLEX ,SSKPI )SGW LEW FIRIǻXW [LIR *+1 WXYHIRXW [SVO MR KVSYTW to perform writing activities, inside and outside of the classroom. .R VIKEVHW XS XLI ǻVWX UYIWXMSR XLI VIWYPXW MRHMGEXIH XLEX EPXLSYKL most of the students did not have experience with Google Docs before, MX LIPTIH XLIQ XS [SVO GSPPEFSVEXMZIP] XS HIZIPST XLIMV ǻREP TIVJSVQERGI task. They were responsible for accomplishing the requirements of the VYFVMG +EOSQSKFSR ERH 'SPENM WYTTSVXIH XLMW EWTIGX WMRGI XLI]

indicated that collaboration involves interaction where students are responsible for their learning actions, contribute with their peers, and re-

worked alone. Into the four criteria established on the rubric, students showed an increment in the scores based on their collaborative writing skills: mainly in terms of layout and organization, students increment TSMRXW EQSRK XLI TVI ERH TSWX TIVJSVQERGI XEWOW :YVHMIR supported this statement since, according to his research, Google Docs is a useful tool for collaborative learning and collaborative writing where students showed improvements in their learning experiences compared to performing assignments without using Google Docs.

According to the second research question, this study has shown that overall, students agreed that they enjoyed and felt motivated when using Google Docs collaboratively. Besides, most students stated that they would apply this tech-tool to carry out academic assignments in SXLIV WYFNIGXW 8LIWI ǻRHMRKW EVI VIMRJSVGIH F] 0IWWPIV IX EP [LS indicated that, based on their study, participants have positive percepXMSRW XS[EVHW ,SSKPI )SGW EW E ǼI\MFPI XIGL XSSP JSV KVSYT GSPPEFSVEtion on writing assignments. They explained that students have these positive perceptions because Google Docs is an accessible ICT to use, and it allows students to have real and authentic communication by sharing ideas and comments between them.

8LMW WXYH] LIPTW GSRǻVQ WSQI TSMRXW WMQMPEV XS XLI TVIZMSYW VIsearch. According to the results, Google Docs is a technological tool that helps students to improve their collaborative writing skills, as well EW XLIMV GSVVIGX PERKYEKI YWI [LMPI XLI] [VMXI HMǺIVIRX XI\XW &PWS WXYdents indicated they felt comfortable and motivated to write their travel magazine articles and to improve it by receiving their classmates’ feedFEGO MR SVHIV XS IRLERGI XLIMV ǻREP HSGYQIRXW 8LIWI VIWYPXW EVI WYTTSVXIH F] 'PEROIRWLMT ERH 2EVKEVIPPE [LS MRHMGEXIH XLEX XIGLnology is a motivator in secondary classrooms.

On the other hand, during the implementation of this study, there were some inconveniences, such as assigning groups to work togethIV ERH XLI HMǺIVIRX XIGLRSPSKMGEP WOMPPW WXYHIRXW LEZI 8LIWI GMVGYQWXERGIW EVI TSMRXIH SYX F] LELEQEX ERH 2IHI [LS MRHMGEXIH

255 Improving Students Writing Through Collaboration Facilitated by Google Docs

students worked in groups, they obtained better scores than when they

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

spect their contributions. Results based on rubrics showed that when

that the arrangement of the members of the group according to their English levels and empathy, the assignment of roles to each member of the group, and the concentration problems that students show when working in groups are the three main inconveniences when applying Google Docs.

María Rossana Ramírez Ávila & Lucila Pérez Cascante (coordinators)

Conclusions

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The present research studied how students can improve their collaborative writing skills through the support of Google Docs as a technological resource. It involved the comparison of two performing writing tasks developed by students in the classroom, as well as online. Results JVSQ XLI HIWGVMTXMZI WXEXMWXMGW MRHMGEXIH XLEX TEVXMGMTERXW LEH E WMKRMǻcant improvement between the pre and post-performance tasks since they could collaborate in groups by using Google Docs to provide feedFEGO ERH GSQQIRXW XS MQTVSZI XLIMV ǻREP TVSHYGX Furthermore, the post-performance task showed improvement over the pre-performance task in all the criteria aspects from the rubric, REQIP] MHIEW GETXMSRW PE]SYX PERKYEKI YWI ERH ǻREP TVSHYGX -IRGI results demonstrate that collaborative work helped participants to improve their documents by sharing their thoughts, interacting, and learning from one another. Besides, EFL students have positive perspectives SR XLI ETTPMGEXMSR SJ ,SSKPI )SGW XS TIVJSVQ HMǺIVIRX GSPPEFSVEXMZI activities. The majority of student’s responses indicated that they enjoyed applying Google Docs while writing their performing task. They also indicated that they felt comfortable when receiving feedback from XLI SXLIV KVSYTW ERH ǻREPP] WXYHIRXW WXEXIH XLEX XLI] [SYPH ETTP] XLMW technological resource for future assignments.

Consequently, Google Docs is a useful technological resource that motivates students to improve their writing skills collaboratively. Being an online resource, students could collaboratively interact with each other to improve their travel magazine article, thus to improve their language skills.

Recommendations

the questionnaire. Moreover, an interview must be administered to collect more factual information about students’ motivation and perceptions towards the use of Google Docs in their writing activities. It is essential to work with current computers and with a fast internet connection to encourage students to invest their time in performing their collaborative writing activities and not in other technical issues such as checking inXIVRIX GSRRIGXMSR SV ǻ\MRK GSQTYXIVWƶ MXIQW +MREPP] XLI MRRSZEXMSR QYWX have more hours of instruction in order to avoid student problems when ETTP]MRK ,SSKPI )SGW ERH MXW JIEXYVIW EW [IPP EW XS HIZIPST HMǺIVIRX pre-activities to gain knowledge about the established topic.

Limitations The limitations when conducting this study were mainly based on the students’ limited access to technology, the lack of school resources, little time to carry out the innovation, and possible teacher’s subjectivity. +MVWX XLI QSWX WMKRMǻGERX GLEPPIRKI SJ ETTP]MRK XLMW MRRSZEXMSR IWTIcially in public schools, is the lack of current technology. Some computers worked very slowly, and some of them had viruses. Likewise, the speed of the internet connection at the high school impeded incorpoVEXMRK ,SSKPI )SGW IǽGMIRXP] Some students reported that there were some inconveniences when using Google Docs. They indicated that even though they liked ETTP]MRK ,SSKPI )SGW JSV [VMXMRK XLI EVXMGPI MX [EW E PMXXPI HMǽGYPX XS MRcorporate some characteristics in order to improve the design of the travel magazine article. The last limitation is the number of participants in this this study. The results obtained cannot be applied in a general perspective. Also, the result will vary according to the ICT competencies that students have and their perspectives towards the implementation of technology in their assignments.

257 Improving Students Writing Through Collaboration Facilitated by Google Docs

liability in future studies are related to increasing the number of items in

Carlos Lenín Álvarez Llerena, Tatiana Cozzarelli Vásquez, Helen Gabriela Moreira Olives & Gerald Alberto Yépez Jouvín

Some recommendations that could be addressed to strengthen re-

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