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´´ENCOURAGING ORAL COMMUNICATION SKILLS BY USING BOARDGAMES AS A TEACHING RESOURCE IN STUDENTS ATTENDING ADVANCED ENGLISH I COURSE MAJORING IN BACHELOR’S DEGREE IN ENGLISH AT UNIVERSIDAD DE ORIENTE IN

Group 10
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Bladimir López

on 9 June 2015

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Transcript of ´´ENCOURAGING ORAL COMMUNICATION SKILLS BY USING BOARDGAMES AS A TEACHING RESOURCE IN STUDENTS ATTENDING ADVANCED ENGLISH I COURSE MAJORING IN BACHELOR’S DEGREE IN ENGLISH AT UNIVERSIDAD DE ORIENTE IN

UNIVERSIDAD DE ORIENTE “UNIVO”
FACULTAD DE CIENCIAS Y HUMANIDADES
ASSIGNMENT:
RESEARCH PAPPER
TOPIC:
´´ENCOURAGING ORAL COMMUNICATION SKILLS BY USING BOARDGAMES AS A TEACHING RESOURCE IN STUDENTS ATTENDING ADVANCED ENGLISH I COURSE MAJORING IN BACHELOR’S DEGREE IN ENGLISH AT UNIVERSIDAD DE ORIENTE IN THE CITY OF SAN MIGUEL´´.

SUBJECT :
RESEARCH METHODOLOGY II
PROFESSOR:
LIC. MAURICIO LOPEZ CHINCHILLA
TEAM MEMBERS:
FREDY OMAR GONZALEZ HERNANDEZ
OSMAN NAHUN ACOSTA ALVARADO
NATHALIA BERENICE BERRIOS MORENO
JOSE ALFREDO RIVAS HUEZO
SERGIO BLADIMIR LOPEZ HERNÁNDEZ

overall objective
To encourage oral communication skills by the use of board games as a teaching resource in students attending Advanced English I course majoring in bachelor’s degree in English at Universidad de Oriente in the city of San Miguel.
Specific Objectives
To enhance the level of motivation in spoken production by the use of board games as a teaching resource.

To assess the level of effectiveness of board games for oral communication as a teaching resource.

Overall Hypothesis
The use of board games as a teaching resource encourages oral communication skills in students attending Advanced English I course majoring in bachelor’s degree in English at Universidad de Oriente in the city of San Miguel.
Specific Hypotheses
The use of board games as teaching resources enhances the level of oral communication skills in students attending Advanced English I course majoring in bachelor’s degree in English at Universidad de Oriente in the city of San Miguel.
The use of board games as a teaching resource reinforces oral communication skills in students attending advanced English I course majoring in bachelor’s degree in English at Universidad de Oriente in the city of San Miguel.
Statement of the problem
Oral communication skills play an important role in the acquisition which are: listening, speaking, reading, and writing. These skills are the bases that the learners must develop during the learning process. However, many of them at the moment of expressing their feelings or speaking in the target language have problems doing it. There are several reasons why students do that: they are afraid to make mistake, their fluency is poor, their vocabulary is narrowed, and their pronunciation is not good.
Students studying Bachelor’s Degree in English at Universidad de Oriente seem to have lack of motivation, fluency, and oral communication skills are not encouraged and self-will in English classes. There are some students that participate and others that do not through the whole class. In the typical EFL class setting both teachers and learning materials regard games as warm-ups, fill-ins when there is extra time or as a reward for finishing a required task or a grammar lesson.Unfortunately, schools have resisted considering play as an instructional method.
Research Question
DOES THE USE OF BOARDGAMES AS A TEACHING RESOURCE ENCOURAGE ORAL COMMUNICATION SKILLS IN STUDENTS ATTENDING ADVANCED ENGLISH I COURSE MAJORING IN BACHELORS DEGREE IN ENGLISH AT UNIVERSIDAD DE ORIENTE IN THE CITY OF SAN MIGUEL?
Board games as educational resources
The Origin and evolution of board games have had a significant contribution to the world because through the use of board games much people of ancient decades enjoyed playing board games. Even, for thousands of years, board games have been a source of entertainment for people across the world.
Now, Board games are not used anymore, just for entertainment purpose, now board games are being used in educational purposes, In the typical EFL class setting both teachers and learning materials regard games as, Warm ups, fill ins when there is extra time or as a reward for finishing a required task or a hard grammar lesson They are always associated with leisure activities but never part of the actual work. As Mark Warschauer7 states: “In language teaching games have often been conceptualized as the “the fun factor” of language learning”
Benefits for students
Provide rich learning opportunities and improve their learning ways.
Connect to real life situations.
Encourage the use of authentic materials and guarantee fresh content.
Enhance their motivation as they perceive them as fun and enjoyable.
Help them be creative.
Advantages for the teacher
Helps learners to get involved and get a more positive and proactive response.
Enhances the students’ motivation because in contrast to regular class exercises Board games present tasks that students are glad to complete.
Research methodology
The present research study follows a non-random method process, by identifying the level of motivation students present while they play a board game with a specific theme on it. Qualitative approach has been used In order to provide in a deeper study with more accuracy and reliability.
Qualitative research is a type of scientific research, in general terms scientific research consist of an investigation that:
• Seek answers to a question
• Systematically uses a predefined set of procedures to answer the question
• Collect evidence
• Produces findings that were not determined in advanced
• Produces findings that are applicable beyond the immediate boundaries of the study
Population under study
They were 13 students attending Advanced English 1 course.
Group: “B”
Saturday: 7:00 TO 10:20 AM
Classroom: 3-10
Teacher in charge: Elvin Salgado
Sample and sampling procedure
The sample was extracted just from the group B of advanced English I because of the amount of population and because of the schedule, which it was better for our research project, resulting a total of 10, students but as we were using a non-random method, the Convenience sampling, the process of including whoever happens to be there at that time.
The investigation that was done presented a combination of qualitative and quantitative method, which is prominence on the description in relation to the use of board games as a teaching strategy for encouraging oral communication.
Convenience non-random method
It is a method of sampling that makes a selection of subjects just because they are easier to recruit for the study and the researcher did not consider selecting subjects that are representatives of the entire population.
In all forms of the research, it would be ideal to test the entire population, but in most cases the population is just too large that it is impossible to include every individual.
Analysis of the data
CONCLUSIONS
According to the students´ survey, it can be conclude that:
• A high percentage of students like to learn English when teachers use board games as a teaching resource in the learning process.
• Students are attracted in developing the English macro and micro abilities as a foreign language through board games.
• Students obtain more lexis in an easy way by practicing the board games that they like in the classroom.

According to the Check list it can be conclude that:
• Most students use the board games appropriately in an excellent way in the learning process.
• Students use the board games to encourage oral communication skills.
• Most students feel motivated to learn English by using board games.

RECOMMENDATIONS
• Teachers should apply board games as warm up activities in order to catch students’ attention.
• Teachers should prepare these board games carefully and think about students’ level.
• Teachers should play board games not only at schools if not in high schools, and even Universities because as Plato says ´´You can learn more about a person in an hour of playing than in a year of conversation´´.
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