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Thesis

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by

Claudia Salinas Calbul

on 8 August 2014

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Transcript of Thesis

Hypotheses
II
__________________________
THEORETICAL FRAMEWORK
General Objective
The general objective is to demonstrate that implementing cooperative learning techniques oriented to improve English-speaking skills, improves the students’ English oral performance.

The use of Cooperative Learning strategies in EFL classrooms to improve speaking on third graders of secondary school
The Use of Cooperative learning strategies in EFL classrooms to improve speaking on third graders of secondary school.
Specific Objectives
IV
____________________________
DATA ANALYSIS
Juan Esparza López
Mackarenna Orellana Robles
Claudia Salinas Calbul

I
____________________________
PROBLEM STATEMENT
Research Question

Hi. -The implementation of cooperative techniques in EFL classrooms improve students’ performance to achieve speaking abilities.



Ha. – Students change their perceptions about how they value cooperative learning as measured in the results after intervention of cooperative techniques.


Ho. - There is no relation between the success in the development of the English-speaking skills and the cooperative learning techniques.



“Students sink or swim together.”

Cooperative Learning motto.
Do students improve English speaking skills after cooperative learning intervention?
Cooperative Learning Principles

Positive Interdependence.
Face to Face/ Promotive interaction.
Individual and group accountability.
Social Skills
Group Processing.
Cooperative Learning Methods
Team achievement division method
Learning together method
The jigsaw method
Team games tournament method
Teach accelerated instruction method
III
____________________________
Methodological Framework
Group investigation method
The CO-OP method
Variables
Independent:
Methodologies or techniques used during the teaching-learning process on 3rd grade students’ of a specific school.

Dependent:
The students’ productive skills (speaking skill).

Sampling
3rd grade.
15 students.
17 - 18 years old.
Male- female.
7 excluded.
Data Collection Instruments
Cooperative integrated reading and composition method
Research Methodology
Data analysis and graphic representation of the research according to the obtained results.
Category N°1: Posture and eye contact
Obtained Results
Pre-test
Post-test
Category N°2: Speaks Clearly
Pre-test
Post-test
Pre-test
Post-test
Category N°3: Enthusiasm
Category N°4: Collaboration with peers
Pre-test
Post-test
Category N°5: Vocabulary
Pre-test
Post-test
Pre-test
Post-test
Category N°6: Complete sentences
Pre-test
Post-test
Category N°7: Stays on topic
Pre-test
Post-test
Category N°8: Comprehension
Category N°9: Time-Limit
Pre-test
Post-test
1. To explore whether there are or not benefits in students’ results regarding to speaking skills when implementing cooperative learning.


Foundation

Evidences


English Opens doors program
Diagnostic testing.
Professional development for EFL teachers.
On-site support.
Modern technology for schools and teachers.
scholarships.
Summer, Winter camps.
Context
Located in Puente Alto district and belongs to a low-middle class area.
Improve speaking skills implementing Cooperative learning methods and techniques within EFL classrooms.
This situation in found Norway school where there is a poor performance in terms of achievements speaking skills.
The accomplishment of speaking skill and its performance it is extremely important.
PRE-TEST AND POST-TEST CATEGORIES
Posture and eye contact
Speaks clearly
Enthusiasm
Collaboration with peers
Vocabulary
Use of complete sentences
Stays on topic
Comprehension
Time-limit
Roger T. and David W. Johnson
“They have been adapted to one degree or another to meet the practical requirements of classrooms and to solve problems introduced by the use of cooperation” (Slavin, 1985).
Oral Assessment Rubric

“Our personality, our self image, our knowledge of the world and our ability to reason and express our thoughts are reflected in our spoken performance” (Luoma, 2004, p.9).
Data Analysis Techniques
Statistical Package for the Social Sciences (SPSS)
Software
Conclusions
Authors
Guide Teacher
Juan Ortíz López
Informer Teacher
Marcela Olguín Villarroel
Characteristics
Quantitative Approach
Pre-experimental 1- group design
Pre-Post test implementation
Validity
"Validity is how well an assessment can be proven to accurately reflect the test taker's true level of ability"
Dr. Ardeshir Geranpayeh, Head of Psychometrics and Data Service. Research and validation, 2014.
Background
(1995)
Oral Assessment
2. To identify the right selection of cooperative activities for the achievement of the speaking skills.


3. To investigate whether cooperative learning is appropriate or not to improve English speaking skills.


4. To implement different techniques in the EFL classroom in order to understand the advantages and disadvantages of working cooperatively.
Reliability
Consistency of two measures of an instrument.
Pre and Post Test
Rubric representation
Construct validity
The measurement of abstract concepts
Pre-test
Ability
Attitude
Enthusiasm
Table of contents
1.- Problem statement.
2.- Theoretical Framework.
3.- Research Methodology.
4.- Data analysis.
5.- Conclusions.

Express - Comunicate - Evaluate
Full transcript