Lenguas Modernas
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Examinando Lenguas Modernas por Materia "COMUNICACION ORAL - EVALUACION"
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Ítem Effects of implementing the ECRIF framework on oral production participation in communicative English courses(2022) Chavarría Nájera, Nazareth; Chavarría Piñeiro, Jorge Andrés; Cubero Carranza, Katherine; Mora León, Tiary Yulissa; Rossi Flood, Amanda LynnThis thesis project analyzes the ECRIF Framework and its effects in oral production participation when utilized in Costa Rican English communicative lessons. Ten 12- to 14-year-old students participated in an ECRIF-based conversational online course to learn the target language. During the language learning process, researchers applied questionnaires, observations worksheets, and self-assessment checklists to identify and measure factors that affect oral production in ECRIF- based lessons such as participation, motivation, safety, and communicative skills. Data was collected, triangulated, and analyzed under a QUAL-quan mixed-method approach to measure the effectiveness of the framework to promote oral production. Results suggest that ECRIF- based lessons can increase students¿ oral production and participation. However, insufficient data and unpredictable factors when developing virtual lessons did not allowed to established definitive results. Adaptations and enhancements are necessary to ensure the effectiveness of the ECRIF-based lessons in an online setting.Ítem Evaluation of the Application of MEP¿s Guidelines for the Assessment of Action-Oriented Oral Comprehension and Oral Production Classwork in the Listening and Speaking Class of Group 9-1 in the Current 2021 Blended Learning Context at Bilingual Experimental High School of Turrialba(2022) Brenes Prendas, Jocelyne María; Monge Zelaya, Paula Isabel; Sanabria Mora, Esteban Antonio; Solano Mata, YenifferOver the years, classwork has been considered as one of the key elements of class mediation and learning evaluation regardless of the teaching approach used in the Costa Rican public education system regulated by the Ministry of Public Education (from now on, ¿MEP¿). In the communicative approach shaped in the 1980s and 1990s, for example, classwork was conceived as a task with an emphasis on content rather than form that aimed for students to be able to communicate in class using the content studied (MEP, 2017). More recently, this has been redefined with the incorporation of the Action-Oriented Approach (from now on AOA) as the basis for the newest English curriculum at MEP. According to MEP (2017), this new curriculum based on the AOA states that classwork activities must seek for students to practice the language in a meaningful way for successful real-life task completion. Classwork should favor the performance of tasks around moments, actions, and products that are vivid, defined, and concrete for the students. Therefore, former classwork activities such as grammar handouts, completion of book exercises, and other non-action-oriented tasks are no longer considered valid techniques to assess classwork. In other words, when performing tasks in a class mediated with this new AOA-based curriculum, ¿the learner is not speaking or writing for the teacher or pretending to speak or write to another person, but rather speaking or writing in a real-life context for a social purpose¿ (MEP, 2017, p. 26).