university of guayaquil faculty of phylosophy, letters and sciences of education in-person higher
Transcript of university of guayaquil faculty of phylosophy, letters and sciences of education in-person higher
i
UNIVERSITY OF GUAYAQUIL
FACULTY OF PHYLOSOPHY, LETTERS AND SCIENCES OF EDUCATION
IN-PERSON HIGHER EDUCATION SYSTEM
ACADEMIC CENTER: GUAYAQUIL
EDUCATIVE PROJECT
PRIOR TO THE ACCOMPLISHMENT OF THE TITLE OF BACHELOR’S
DEGREE IN EDUCATION SCIENCES
MAJOR IN ENGLISH LANGUAGE
TOPIC:
The influence of listening techniques in the ability of listening comprehension
PROPOSAL: Design of a CD with interactive videos based on listening techniques
AUTHORS:
Alvear Ramos Débora Alexandra Rizzo Loor Kattya Ivette
TUTOR:
MSc. Carlos Valle
GUAYAQUIL, 2017
ii
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
MSc. Silvia Moy-Sang Castro MSc. Wilson Romero DECANA SUBDECANO
MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARIO GENERAL
iii
MSc
SILVIA MOY-SANG CASTRO, Arq. DECANA DE LA FACULTAD DE
FILOSOFÍA LETRAS Y CIENCIAS DE LA EDUCACIÓN CIUDAD.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y
Ciencias de la Educación me designaron Consultor Académico de
Proyectos Educativos de Licenciatura en Ciencias de la Educación,
Mención: Inglés -Francés , el día 07 de Julio del 2017
Tengo a bien informar lo siguiente:
Que los integrantes Alvear Ramos Débora Alexandra con C.C.
0950615773 y Rizzo Loor Kattya Ivette con C.C. 0940962921 diseñaron
el proyecto educativo con el Tema: The Influence of listening
techniques in the ability of listening comprehension. Propuesta:
Design of a CD with interactive videos based on listening techniques.
El mismo que ha cumplido con las directrices y recomendaciones dadas
por el suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo que procedo a la APROBACIÓN del
proyecto, y pongo a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
…………………………………………….
MSc. Carlos Valle Consultor Académico
iv
Guayaquil 28 de Agosto de 2017
Msc SILVIA MOY-SANG CASTRO Arq. DECANO DE LA FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN. CIUDAD.-
Para los fines legales pertinentes comunico a usted que los derechos intelectuales del proyecto educativo con el tema:
Tema: Influencia de las técnicas de escucha en la habilidad de la comprensión auditiva.
Propuesta: Diseño de un CD con videos interactivos basados en técnicas de escucha
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
_ _ Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor
C.I 0950615773 C.I 0940962921
v
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO
TEMA: INFLUENCIA DE LAS TÉCNICAS DE ESCUCHA EN LA HABILIDAD DE LA COMPRENSIÓN AUDITIVA.
PROPUESTA: DISEÑO DE UN CD CON VIDEOS INTERACTIVOS BASADOS EN TÉCNICAS DE ESCUCHA
APROBADO
………………………………
Tribunal No 1
……………………… ………………………
Tribunal No 2 Tribunal No 3
Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor C.I 0950615773 C.I 0940962921
vi
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
Dedication
This project is dedicated to God for his infinite love, for giving us
health and wisdom to finish this important stage of our lives. Moreover, it is
also dedicated to our whole family for their unconditional support and for
giving us the constant motivation to reach our goal. Finally to all our
teachers for transmitting us their great knowledge that led us to culminate
our professional studies.
Débora Alexandra Alvear Ramos
Kattya Ivette Rizzo Loor
viii
Acknowledgements
It is really exciting for us to express our infinite thankfulness to all
those people who supported us on our professional career. First of all, we
are completely grateful with God who gave us fortress and intelligence
during this long learning process. Besides, for keeping us with life and
good health throughout these years.
We would like to thank our parents that were our support in bad
moments and motivated them to go on, in spite of the adversities.
Moreover, we thank them for their affective, economical and moral
backing. We are convinced of their guidance and their persistent help were
the essential pillar to reach our achievement.
In addition, we express our sincere gratitude to our dear teachers
for their continuous support, for teaching us with love, patience and
responsibility, especially we are grateful with our project’s tutor who gave
us his valuable help to finish this project. Finally, we thank to all our
partners and friends who were sharing beautiful moments and their
unfailing friendship throughout the academic process.
Débora Alexandra Alvear Ramos
Kattya Ivette Rizzo Loor
ix
GENERAL INDEX
Front page i Directives ii Documents iii Dedication vii Acknowledgements viii Table of Content ix Repository xii Abstract xiv
Introduction Chapter I
1
The problem
Context of the investigation 2 Conflict Situation 2 Scientific fact 3 Causes 3 Formulation of the Problem 4 General objectives 4 Specific objectives 4 Questions of the investigation 5 Justification 5 Chapter II
Theoretical Framework
Background 8 Linguistic foundation 21 Psychological foundation 22 Technological foundation 22 Sociological foundation 23 Philosophical foundation 23 Pedagogical foundation 25 Legal foundation 25 Chapter III
Methodology, process, analysis and discussion of the
results
Methodological Design 27 Investigation Types 27 Population and sample 28 Variable matrix chart 29 Methods of investigation 30 Techniques and instruments of investigation 31 Analysis and interpretation of data 36 Conclusions 55 Recommendations 55 Chapter IV
The Proposal
Title 56
x
Justification
56
General objective 56 Specific objectives 57 Theoretical aspects 57 Feasibility 59 Description 60 Conclusion 61 References 62 Bibliography 68
Annexes 70
INDEX OF TABLES
Table 1 Levels A2.1 and A2.2 (A2+): listening comprehension 6 Table 2 Population and sample 28 Table 3 Operation of variables 29 Table 4 Dialogues and presentations comprehension 36 Table 5 Audios to develop listening 37 Table 6 Teacher's communication in English 38 Table 7 Practice at home 39 Table 8 Times of listening to audios 40 Table 9 Listening activities stages 41 Table 10 Listening techniques 42 Table 11 Performance of dialogues 43 Table 12 Audiovisual tools 44 Table 13 Sound quality 45 Table 14 Audio resources 46 Table 15 Interactive Videos 47 Table 16 Daily Life Videos 48 Table 17 Comparison between audios and videos 49 Table 18 Dialogues by natives 50 Table 19 The influence of listening techniques 52 Table 20 Pearson’s Correlation Test 53
INDEX OF GRAPHICS
Figure 1 Listening Techniques 15 Figure 2 Dialogues and presentations comprehension 36 Figure 3 Audios to develop listening 37 Figure 4 Teacher's communication in English 38 Figure 5 Practice at home 39 Figure 6 Times of listening to audios 40 Figure 7 Listening activities stages 41 Figure 8 Listening techniques 42 Figure 9 Performance of dialogues 43
xi
Figure 10 Audiovisual tools 44 Figure 11 Sound quality 45 Figure 12 Audio resources 46 Figure 13 Interactive Videos 47 Figure 14 Daily Life Videos 48 Figure 15 Comparison between audios and videos 49
Figure 16 Dialogues by natives 50
Figure 17 Graphic of Pearson’s Correlation Test 53
xii
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Influencia de las técnicas de escucha en la habilidad de la comprensión auditiva. Diseño de un CD con videos interactivos basados en las técnicas de escucha.
AUTOR/ES: Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor
TUTOR: MSc. Carlos Valle
REVISORES:
INSTITUCION: UNIVERSIDAD DE GUAYAQUIL FACULTAD: FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. of PÁGS:
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística ÁREAS TEMÁTICAS Lengua Inglesa
PALABRAS CLAVE: Técnicas de escucha Comprensión auditiva Videos
RESUMEN: Esta investigación considera la influencia de las técnicas de escucha para el desarrollo de la comprensión auditiva de los estudiantes del octavo año “D” del Colegio Ciudad de Esmeraldas de Guayaquil en el periodo lectivo 2017-2018 quienes presentaron insuficiencia en su comprensión auditiva, ayudándolos a alcanzar un alto nivel de comprensión de los que ellos están escuchando. El marco teórico recogió información de las dos variables establecidas: técnicas de escucha y la comprensión auditiva, basadas en los principios de importantes campos científicos tales como: Psicología, Lingüística, Sociología, etc.; los cuales manifiestan la influencia que tienen las técnicas de escucha en la comprensión auditiva. La información fue obtenida a través de un estudio de campo y bibliográfico. Esta investigación es Descriptiva, Explicativa y Proposicional. Se recogió datos durante el 2017 con una población de treinta y ocho estudiantes en el Colegio Ciudad de Esmeraldas. Las técnicas aplicadas fueron entrevista al profesor de inglés, encuestas a los estudiantes complementada con una guía de observación para reconocer las técnicas de escucha que el profesor utiliza para el desarrollo de la compresión auditiva. Este proyecto es factible debido a los gastos mínimos de los videos realizados, además es relevante ya que se centra en la búsqueda de una solución para el problema que los estudiantes presentan en la comprensión auditiva; las técnicas de escucha son un conjunto de procedimientos o actividades que se utiliza como una forma de estudio necesaria para todos los niveles de comprensión auditiva y es original debido a la baja cantidad de investigaciones hechas acerca del tema. Los principales beneficiarios de este proyecto son los estudiantes quienes emplearán videos basados en técnica de escucha para desarrollar la habilidad de la comprensión auditiva.
No. DE REGISTRO (en base de datos):
No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: X SI NO
CONTACTO CON AUTOR/ES Teléfono: 2734479 - 0993623524
E-mail: [email protected]
[email protected] CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y
Lingüística Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
xiii
NATIONAL REPOSITORY SCIENCE AND TECHNOLOGY THESIS REGISTRATION FORM
TITTLE AND SUBTITTLE: The influence of listening techniques in the ability of listening comprehension. Design of a CD with interactive videos based on listening techniques.
AUTHOR/S: Débora Alexandra Alvear Ramos Kattya Ivette Rizzo Loor
TUTOR: MSc. Carlos Valle
REVISORES:
INSTITUTION: UNIVERSITY OF GUAYAQUIL FACULTY: FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE OF THE EDUCATION
CAREER: Languages and Linguistics
DATE OF PUBLICATION No. of PÁGS:
DEGREE: BACHELOR OF SCIENCE IN EDUCATION, MAJOR IN ENGLISH LANGUAGE AND LINGUISTICS THEMED AREAS: English Language
KEYWORDS: Listening Techniques Listening comprehension Videos
ABSTRACT: This research considers the influence of listening techniques in the ability of listening comprehension on the students of eighth year “D” at Ciudad de Esmeraldas High School of Guayaquil, in the academic year 2017 – 2018 who presented insufficiency in their listening comprehension, helping them to reach a higher level of understanding of what they are listening. The theoretical framework collected information of both established variables: listening techniques and listening comprehension, based on the principles of important scientific fields such as: Psychology, Linguistics, Sociology, etc.; which manifest the influence that has listening techniques on listening comprehension. The data was obtained through a field and a bibliographical study. This research is Descriptive, Explanatory and Propositional investigation whose objective was to find out how the proper use of the techniques for autonomous work influence in listening comprehension. Data was collected during 2017 with a population and sample of 38 students at the Ciudad de Esmeraldas High School. The empirical techniques applied were an interview towards the English teacher, surveys to the students complemented with an observation guide to recognize the listening techniques that teacher uses to develop the ability of listening comprehension. This project is feasible due to no high-level expenses of the videos made, it is relevant because it focuses on the search of a solution to the problem that the students have; the listening techniques are procedures or activities applied as a form of a necessary study for all levels of listening comprehension and it is original due to the low amount of research made about the topic. The main beneficiaries of the project are the students who will employ videos based on listening techniques to develop the ability of listening comprehension.
No. REGISTRATION (Database): No. DE CLASIFICATION:
DIRECTION URL (thesis en la web):
ATTACHED PDF: X YES NO
CONTACT WITH AUTHOR/S Telephone: 2734479 - 0993623524
E-mail: [email protected] [email protected]
Institutional Contact: Name: Secretary of the School of Languages and Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
xiv
RESUMEN
Esta investigación considera la influencia de las técnicas de escucha para
el desarrollo de la comprensión auditiva de los estudiantes del octavo año
“D” del Colegio Ciudad de Esmeraldas de Guayaquil en el periodo lectivo
2017-2018 quienes presentaron insuficiencia en su comprensión auditiva,
ayudándolos a alcanzar un alto nivel de comprensión de los que ellos
están escuchando. El marco teórico recogió información de las dos
variables establecidas: técnicas de escucha y la comprensión auditiva,
basadas en los principios de importantes campos científicos tales como:
Psicología, Lingüística, Sociología, etc.; los cuales manifiestan la
influencia que tienen las técnicas de escucha en la comprensión auditiva.
La información fue obtenida a través de un estudio de campo y
bibliográfico. Esta investigación es Descriptiva, Explicativa y
Proposicional. Se recogió datos durante el 2017 con una población de
treinta y ocho estudiantes en el Colegio Ciudad de Esmeraldas. Las
técnicas aplicadas fueron entrevista al profesor de inglés, encuestas a los
estudiantes complementada con una guía de observación para reconocer
las técnicas de escucha que el profesor utiliza para el desarrollo de la
compresión auditiva. Este proyecto es factible debido a los gastos
mínimos de los videos realizados, además es relevante ya que se centra
en la búsqueda de una solución para el problema que los estudiantes
presentan en la comprensión auditiva; las técnicas de escucha son un
conjunto de procedimientos o actividades que se utiliza como una forma
de estudio necesaria para todos los niveles de comprensión auditiva y es
original debido a la baja cantidad de investigaciones hechas acerca del
tema. Los principales beneficiarios de este proyecto son los estudiantes
quienes emplearán videos basados en técnica de escucha para
desarrollar la habilidad de la comprensión auditiva.
Palabras Clave: Técnicas de escucha Comprensión auditiva Videos
xv
ABSTRACT
This research considers the influence of listening techniques in the ability
of listening comprehension on the students of eighth year “D” at Ciudad de
Esmeraldas High School of Guayaquil, in the academic year 2017 – 2018
who presented insufficiency in their listening comprehension, helping them
to reach a higher level of understanding of what they are listening. The
theoretical framework collected information of both established variables:
listening techniques and listening comprehension, based on the principles
of important scientific fields such as: Psychology, Linguistics, Sociology,
etc; which manifest the influence that has listening techniques on listening
comprehension. The data was obtained through a field and a
bibliographical study. This research is Descriptive, Explanatory and
Propositional investigation whose objective was to find out how the proper
use of the techniques for autonomous work influence in listening
comprehension. Data was collected during 2017 with a population and
sample of 38 students at the Ciudad de Esmeraldas High School. The
empirical techniques applied were an interview towards the English
teacher, surveys to the students complemented with an observation guide
to recognize the listening techniques that teacher uses to develop the
ability of listening comprehension. This project is feasible due to no high-
level expenses of the videos made, it is relevant because it focuses on the
search of a solution to the problem that the students have; the listening
techniques are procedures or activities applied as a form of a necessary
study for all levels of listening comprehension and it is original due to the
low amount of research made about the topic. The main beneficiaries of
the project are the students who will employ videos based on listening
techniques to develop the ability of listening comprehension.
Key Words: Listening techniques Listening comprehension Videos
1
Introduction
Most of Ecuadorian students of eighth course have deficiency on
English subject due to many causes; one of them is the removal of English
from the National curriculum. Fortunately, this situation has changed and
the Minister of Education has integrated the English as a mandatory
subject on the curriculum again.
For that reason, learners think English is a complicated subject and
they consider the listening comprehension as the most difficult skill to
acquire since most of time, they are producing speaking, writing or reading
but in few occasions they practice listening due to the insufficiency of
listening techniques on English class. This project is focused on the
development of listening comprehension through the implementation of
listening techniques.
The first chapter explains about the context of the investigation,
the conflict situation at high school, the scientific fact, the causes that
produced the problem, the formulation of the problem, the established
objectives, the questions of the investigation, and the justification of the
research.
The second chapter is the theoretical foundations which authors
grounded their investigation, and the relevant background. The third
chapter consists on the methodological design, the methodology,
techniques and instruments used to carry out this research, the analysis-
synthesis of the result from the data obtained.
The fourth chapter refers to the proposal and its description, the
justification, the theoretical basis, the feasibility and the objectives to be
reached. It also gives out a conclusion to consider on the implementation
of the proposal.
2
CHAPTER I
THE PROBLEM
Context of the investigation
“Ciudad de Esmeraldas” high school was founded in 1985 as a
Public School #85 with no name. The first director was Elías Rivero
Góngora who named it “Ciudad de Esmeraldas”. It started originally
working in the streets Callejón Parra and the 29 but the place turned
antipedagogic because of narrowness and its current location is Connor
and la 29.
This institution belongs to Zone 8, District 4, Circuit 5 Province of
Guayas, Canton Guayaquil, Parrish Febres Cordero. In 2013 the
institutions Delia Ibarra de Velasco, Tomas Jefferson and Ciudad de
Esmeraldas were fused in accordance with resolution subscribed by Abg.
Juan Carlos Rodríguez. Nowadays, the institution has 450 students
approximately and 60 teachers, it is directed by Msc. Oscar Anchundia.
Statement of the problem
Conflict situation
When students learn a foreign language they have many difficulties
in the four abilities: speaking, reading, writing and listening but specially
they have problems with the listening comprehension. When the authors
did a field study, they could find some factors which cause this situation.
First of all, in Ecuador most of students of eight course face for the
first time the study of a foreign language, because it was not obligatory
3
English teaching in public schools, therefore they get to high school with
deficiency in this area. As second factor, the educational public institutions
have no sufficient didactic resources for the development of listening
comprehension such as: laboratories equipped with computers, TV,
projectors, etc.
In addition, most of practice in listening comprehension that
students receive in the classroom is superficial and unreal since it consists
in a recorded and acted material where the language is not authentic, the
contact with the spontaneous listening is minimum and it is not
concentrated in real situations. All these events cause conflict when
students do not understand the message, since they only repeat what
audio says, then it results impossible to transmit it and pupils cannot
communicate in English.
Consequently, it is very important the use of listening techniques,
therefore this project proposes serious ways to improve the listening
comprehension ability based on listening techniques. The authors will
design a CD with interactive videos that could describe possible situations
of daily life.
Scientific fact
Insufficiency in the listening comprehension in the students of
eighth course “Ciudad de Esmeraldas” High School, Zone 8, Distrite 4,
Circuit 5 Province of Guayas, Canton Guayaquil, Parrish Febres Cordero,
school year 2017-2018.
Causes
Insufficiency of listening techniques.
Scarcity of didactical technological resources.
4
Deficiency of a proper English teaching from the beginning of
the scholar life.
Formulation of the problem
How do the listening techniques influence in the ability of the
listening comprehension in the students of eighth course of “Ciudad de
Esmeraldas” high school, Zone 8, District 4, Circuit 5 Province of Guayas,
Canton Guayaquil, Parrish Febres Cordero, school year 2017 – 2018?
General Objective
To analyze the influence of listening techniques in the development
of the listening comprehension in the students of eighth course by doing a
field study in order to design a CD with interactive videos based on
listening techniques.
Specific Objectives
To define the listening techniques through a bibliographical
analysis.
To measure the listening comprehension of students by
applying a survey.
To design a CD with interactive videos based on listening
techniques through the recollected data.
5
Question of the Investigation
What empirical technique should be applied to find out the
level of listening comprehension of students of eighth course
“Ciudad de Esmeraldas” high school?
What is the updated situation of students of eighth course?
Which are the theoretical foundations of the listening
techniques in relation to listening comprehension?
How to design a CD with interactive videos based on
listening techniques to improve the listening comprehension?
Justification
Nowadays, English language is one of the most spoken languages
around the world, for that reason it is so important to prepare children and
teenagers to live in a multicultural and multilingual society, the best way
for doing that is giving a quality education as the Good Living National
Plan (2013-2017) states “To improve educational quality at all levels and
modalities, for the generation of knowledge and holistic training of
creative, solidary, responsible, critical, participatory and productive people,
under principles of equality, social and territorial equity”(p.4.4)
In addition, it is crucial the use of pedagogical and didactic
recourses students get motivated to learn a foreign language “To promote
intercultural dialogue as the backbone of the pedagogical model and the
use of educational spaces” (Good Living National Plan ,2013-2017, 4.8)
According to the English Proficiency Index (2014), Ecuador is
located in the thirty fifth position demonstrating that this country has a low
level of English and one of the most complicated abilities to acquire is the
listening comprehension due to the insufficiency of listening techniques
used in English class since the main Ecuadorian’s schools or high schools
do not have the sufficient tools or they only have a CD player what is not
really motivating to students. The students of eighth course at “Ciudad de
6
Esmeraldas” high school have a huge deficit of listening comprehension
due to the causes before mentioned, therefore to reach the appropriate
level (A2), it is necessary to implement the listening techniques.
According to National Curriculum Ministry of Education, students of
eighth course should reach the standard of A2, in accordance with
Common European Framework of Reference (CEFR), they should
comprehend basic phrases used in daily life communication as it is
explained, in the table below.
Table 1. Levels A2.1 and A2.2 (A2+): listening comprehension
A2
Can understand enough to be able to meet needs of a concrete type provided
speech is clearly and slowly articulated.
Can understand phrases and expressions related to areas of most immediate
priority (e.g. very basic personal and family information, shopping, local
geography, employment) provided speech is clearly and slowly articulated.
Source: https://www.coe.int/t/dg4/linguistic/source/framework_en.pdf Author: Common European Framework
As teachers, it is necessary to educate with didactic resources in
order to motivate them in the learning process of a foreign language.
There are many authors that confirm the good influence that have the
listening techniques in the ability of listening comprehension. One of the
most effective techniques is the use of videos in English class. Videos are
a functional pedagogical strategy which reinforces the listening
comprehension; these resources provide a dynamical environment and
the experimentation of words through the shown images.
In view of these considerations, the authors state students may
develop listening ability through videos based on listening techniques
instead of audios because they could understand in a better way
moreover, they could learn phrases and not only words. Furthermore, the
7
videos are focus on daily life situations what are very useful to improve
communication skills.
8
CHAPTER II
THEORETICAL FRAMEWORK
Background
Listening comprehension is one of the most complicated abilities to
develop for learners of a foreign language as consequence, many authors
have researched ways to improve this skill, Hamouda (2013) points out
the importance of understanding the difficulties on listening skill that
learners have in order to search for strategies that develop the ability of
listening comprehension what is in accordance with this research since the
listening techniques are essential to develop listening comprehension
ability. Another scientific research that has been relevant with this project
is about the effects that have the audiovisual resources on listening ability
Woottipong (2014) expresses
In order to develop listening skills, effective material used in English
as a Foreign Language classes is a crucial aspect of the teaching
method. Technology has played an increasingly important role in the
methods of instruction. One technology is video which offers
instructors a wide variety of resource material to be employed in EFL
classrooms to improve students’ listening comprehension (p. 201)
Woottipong’s research was focused on the effects that have the
videos on the improvement of listening comprehension and the cited
researcher realized the positive effects that have these materials on
students of a foreign language such as: a bigger motivation, more
concentration, a better understanding.
As well as, Gilakjani & Sabouri (2016) refer essential strategies to
overcome the difficulties on listening comprehension such as: the use of
authentic materials, listening tasks, the implementation of (TV, radio,
news, films produced by native speakers), feedback activities and the
9
importance of teaching through language body and paralinguistic. All
these aspects were considered by the authors for the development of this
project.
Listening comprehension
Listening has been denominated as one of the most valuable skills.
Hamouda (2013) defines listening as the essential language ability
therefore this ability merits a special priority among the other skill areas.
Although most of learners present complications with this skill, it is crucial
to look for strategies to improve listening skill. Gilakjani & Sabouri (2016)
explain
Learners face a lot of problems when they listen to a language. If
teachers are expected to assist learners to improve their listening
comprehension, they should comprehend their listening difficulties in
understanding spoken passages and teach them effective listening
comprehension strategies to be able to solve their listening
comprehension problems (p.123)
Therefore, it is indispensable the improvement of this ability to
achieve a successful learning of a foreign language. Agreeing with
Gilakjani & Sabouri (2016), listening is the most significant ability and the
most faster of acquiring for learners of foreign language since it is always
used through the daily communication, for that reason it is so important
the development of listening comprehension, too.
Listening comprehension is the capacity of listening and
understanding received information or messages and sometimes
responding to them. According to Ahmadi (2016) “Listening
comprehension is the different process of understanding the spoken
language” (p.8). On the other hand, Hamouda (2013) states that listeners
become constructers of meaning through the comprehension of what they
10
listen to since listening comprehension is a process of interaction between
listeners and environment.
Listening comprehension is a mix of several aspects as Gilakjani &
Sabouri (2016) refer “Listeners comprehend the oral input through sound
discrimination, previous knowledge, grammatical structures, stress and
intonation, and the other linguistic or non-linguistic clues” (p.124). The
combination of these aspects helps listeners to get a good comprehension
of information.
Methods of English language teaching
Not all students have the same way of learning for that reason, it is
necessary to apply the most suitable method based on their deficiency to
achieve an adequate learning.
Direct method is called natural method by some authors as well,
due to it rejects the style of learning of formal organization of a language
and it is based on a spontaneous learning Wahyuni (2013) mentions:
The direct method is the learning of language in relevant setting. The
direct method of teaching, sometimes called the natural method. Not
limited to but often used in teaching foreign languages, the method
refrains from using the learners' native language and uses only the
target language (p.21)
Agreeing with Syaputri (2012) direct method is based on
experiences just as people learn their mother tongue, they have to
experience foreign language without translation thus they will think in the
target language and communicate in the same way. Richard &Rogers
(2001) claim “In the Natural Approach, a focus on comprehension and
meaningful communication as well as the provision of the right kinds of
11
comprehensible input provide the necessary and sufficient conditions for
successful classroom second and foreign language acquisition” (p.140).
Hence, this method is one of the most effective to develop the listening
skill and the other ones.
Audio-lingual Method is focused on structures of daily life
dialogues and on use of target language. “As far as possible, the target
language is used as the medium of instruction, and translation or use of
the native tongue is discouraged” (Richard & Rogers, 2001, p.58). This
method is based on practice more than theory in order to give students a
higher level of understanding.
Samawiyah & Saifuddin (2016) state that this method is very useful
since help learners improve listening skill by practicing, memorizing and
drilling in this manner students understand the content through the
recognition of sounds and words. In addition, this method needs didactical
resources for its completed development. Audio-lingual is a method that is
crucial for the training of listening skill due to the application of
communicative activities.
Strategies to practice
Top down and bottom-up processing
There are two strategies in the process of listening comprehension,
they are bottom-up and top-down. Segura (2013) argues “In real life
listening, students use a combination of the two processes, giving more
emphasis to one or the other depending on their reason for listening”
(p.15). The top down process is based on life experiences or learners’
previous knowledge. According to Richards (as cited in Djouadselma,
2014):
12
Top down processing refers to the use of background knowledge in
understanding the meaning of a message. Background knowledge
may take several forms. It may be previous knowledge about the
topic discourse; it may be situational or contextual knowledge. Or it
may be knowledge stored in long-term memory in the form of
“schema” and “script” plans about the overall structure of events and
the relationships between them (p.10).
When teachers apply this kind of processing, they focus on the
previous knowledge that students acquired by their experiences. On the
other hand, bottom-up processing is emphasized to decode the receive
data such as sounds, words, structures etc. Woottipong (2014) expresses
that bottom-up consists on understanding words through the interpretation
of sounds since human being has different types of knowledge and one of
them is world knowledge what is similar to real life since firstly individuals
know what happen and then they image what they are going to listen,
about the importance of mixing both processes to improve the listening
comprehension. Woottipong (2014) opines:
The idea is that listening comprehension is the outcome of an
interaction of a numbers of pieces of knowledge. This means that
listeners have to use many types of knowledge. The knowledge of
specific aspects of language such as word meanings or grammatical
structures, and the influence of the listener’s expectation and
background knowledge, the particular situation and the topic itself all
contribute to the listeners’ ability to comprehend spoken messages
(p.203).
As consequence, to achieve an effective and an active listening it is
essential to use the bottom-up and top-down processing in which learners
do a feedback about their life experiences but also, catch the new
vocabulary and structures explained.
13
Stages of listening activities
There are three stages for developing the listening activities: pre-
listening (activities done by teachers and students about previous
knowledge of topic), while-listening (relevant activities with students and
their understanding) and post-listening (activities in which teachers verify
the total students’ comprehension of a topic).
Pre-listening in this stage, teachers prepare students through
activities that catch the attention and motivate them to listen. “It is the most
important stage. In this stage, the teacher prepares his students about
what they are going to listen and ask them questions about the topic in
order to motivate and encourage them” (Djouadselma, 2014, p.10).
Useful activities make students engage with the context and
generate the background knowledge. As Wei (2012) mentions these pre
activities create interest on students, moreover they involve in the context
through the previous knowledge about the topic. For students recognizing
the purpose of a listening activity Oxford (as cited in Djouadselma, 2014)
suggests some tasks: “discussing the topic, brainstorming, and presenting
vocabulary, sharing related articles” (p.11).
While-listening at this point students have a general idea of what
they are listening and they can do activities according to what they listen.
Wei (2012) points out “While-listening activities are usually designed to
help learners develop the skill of eliciting messages from spoken
language” (p.25).
It is important that teachers use serious tasks for students
comprehend in a better way. Djouadselma (2014) claims that while-
activities are carried out in the process of a aural lesson these tasks help
14
students to understand what they are listen to and complete correctly all
the activities. These are some tasks suggests for Wei (2012) identifying
numbers or letters, dictation, taking notes, filling gaps with missing words,
map activities, choosing the correct pictures from a description, etc. The
use of these tasks helps to fulfill a successful comprehension.
Post-listening is an essential stage because in this part of
listening, teachers can verify if students comprehend and if they are able
to develop the final activities. In accordance with Macháčková (2009) this
stage is to check if pupils understood what they have listened and if they
could finish the task in a correct way.
In addition, in this phase teachers may integrate the other skills
through the same topic since they have acquired new vocabulary and
more knowledge. Rost (2012) expresses “Post-listening tasks can involve
additional reading, writing, speaking, and interaction, and may include
comparing notes, negotiating a summary with a partner, and formulating
responses, or questions about what was just heard”. Therefore, the
authors of this project point out the use of these listening activities are
indispensable not only for developing listening comprehension but also, to
improve the other abilities.
Listening techniques
A Technique is a set of procedures or materials applied in a specific
task to obtain a specific and an effective result. Richard & Rogers (2001)
“The actual moment to moment techniques, practices and behavior that
operate in teaching a language according to a particular method” (p.26),
therefore a listening technique is any activity or task that teachers use in
class to develop the listening comprehension such as: notes-taking,
listening and drawing, telling stories, watching a movie or a video, etc.
15
Types of listening techniques
The techniques below are the most common techniques to develop
the ability of listening comprehension.
Figure.1 Listening Techniques
Source: Analysis of independent variable Authors: Alvear Ramos Débora & Rizzo Loor Kattya
Listening and drawing is a very useful activity in a classroom
since students not only improve listening skill but also, they are motivated
and they become active learners through this technique “Engaging them in
fun listening activities will hopefully motivate them to practice more
listening and take advantage of all opportunities around them”
(Busyteacher, 2016).
LISTENING AND DRAWING
WATCHING VIDEOS
STORYTELLING
LISTENING
TECHNIQUES
LISTENING AUDIOS
RECORDER MAKING
DIALOGUES
NOTES
TAKING
16
Storytelling is defined by Khasanah (2011) as a narrative and
linguistic technique that can be based on real or imaginary situations and
storytellers sometimes uses poetry, music or dance. According to
Khasanah (2011) “Teaching English by applying storytelling has the good
result, because it can improve students listening skill. It can be valuable
for children in their daily life to improve their language
comprehension”(p.16). Consequently, this activity enhances the learning
of a foreign language since students not only improve the listening
comprehension but also, they acquire new vocabulary, grammar
structures and pupils sometimes recreate the stories what helps them in
the oral expression.
Making dialogues is a technique in which students create short
conversations (practicing their pronunciation) the audience listen
(improving their listening comprehension ability), it is very useful since
learners develop their communicative skills. Kuehn (2012) points out
dialogues plays a very important role in the developing of these skills and
gives good reason for making dialogues in class such as: express life
situations, know different cultures, learn vocabulary and sentence
structures.
Note-taking is a simultaneous technique in which learners have to
write down while they are listening, this technique is used in order to
develop the listening skill since students do not remember all what they
have listened and forget the received information. According to Hayati &
Jalilifar (2009) note-taking is elemental for learners of all levels since
through this technique people can record and store the information in
order to use it in another occasion. In this manner, learners not only
practicing their listening skill but also, they acquire in a huge way
vocabulary and grammar structure through this relevant strategy.
17
Listening audios recorder is a meaningful technique specially for
beginners of English class because students will listen to native speakers
and over more, they will develop intonation, rhythm and accent which are
crucial supports for listening skill as Kashdan (2006) explains:
When students are beginning English learners, the audio recorder is
a vital tool for providing them with reviews of oral explanations and
pronunciations of new material between lessons. When parts of
lesson sessions are recorded, students can listen over and over to
their teachers’ voices along with their own voices speaking letters,
words, phrases and sentences in English that they learned during the
lesson (p.1).
Through this technique students develop their listening
comprehension since students can repeat the audios the times needed to
their completed comprehension. Moreover, with these kinds of materials
you can introduce some types of contents such as: audio books,
interviews, dialogues etc.
Watching videos this technique is one of the most important
resources in the acquisition of a foreign language because they are
programs with visual and aural presentation that catch the attention of
learners. According to Woottipong (2014) “Video materials can be used an
alternative instructional tool for teaching listening since they are a rich
source of conversation and dialogue by English speakers” (p.201). This
material is a rewarding tool to enhance the listening comprehension since
students not only listen but also, they observe the intonation and body
expressions of speaker to understand in a better form.
For Djouadselma (2014) “The use of video as teaching material will
help student’s to correct their mistaken pronunciation, learn a new
vocabulary and provide information”(p.24). Furthermore, learners acquire
18
a greater motivation since videos can expose them common situations of
daily life.
Stages of listening
Different authors have classified the stages of listening in four, five
or six stages, however, the researches of this project considered pertinent
to describe six stages in the listening process, they occur in sequences
and it is very important to study them to enhance the listening skill.
Hearing is the first stage of listening, Malgaj (2009) claims hearing
is the action of receiving the “sound waves” causing stimulation to the ear
what is called a “physical response”. This process is the combination of
catching of sound waves and recognizing particular sounds; therefore in
this stage learners receive the acquisitions of words or vocabulary.
Attending after hearing the brain is focus on things that are
encourager such as strong noise, visual aids or corporal movement.
Segura (2013) claims “It refers to a selection that our brain focuses on”
(p.12). It is a very important stage since students will reach an effective
listening if teachers achieve to catch their attention with dynamical
resources.
Understanding in this stage they understand what they have seen
or heard, it is necessary to analyze the meaning of the entire teaching
environment such as phrases, gestures, sounds, etc. Next, they associate
them with the context and comprehend the message. Agreeing with
19
Boundless (2017) understanding is crucial to recollect information. Next,
they associate them with the context and comprehend the message.
Remembering is a meaningful stage since students of a foreign
language have a good teaching they can storage on their brain what they
have received since the memory is selective and only what have marked
is remembered. According Malgaj (2009) at this point a people store on
their minds the received and understood information although every
person has its own perception and what remembered may change a little
bit from the original.
Evaluating in this stage is when the teacher evidences if students
have obtained an effective listening and determines if the sources have
been the best ones to transmit the message According to Segura (2013)
states that “It is at this point when active listeners weigh evidence, sort fact
from opinion and determine the presence or absence of bias or prejudice
in a message” (p.13). There are some ways to verify the clarity of the
message such as may be expressing their opinions or explaining it with
their own words
Responding agreeing with Nunan (2001) in this point the listener
has completed the process, the teacher may do verbal such as: questions
or explanations, and non-verbal such as: written exercises or tests in order
to establish the successful or failure that speaker have reached at the
moment of transmitting a message.
20
Visual and paralinguistic support
Visual and paralinguistic are valuable sources in the development
of listening comprehension ability. Mevada & Shah (2015) mention “(…)
listening is a process that involves not only auditory aspect but also visual
and attention processors” (p.28). They also state that visual elements such
as: images, chart, flashcards, etc is an amount of that help students to
understand better the speech and engage them with the content. Another
important factor is the communication face to face that is related with the
paralinguistic elements that are essential for the upgrade of listening
comprehension skill, agreeing with Camacho (2013) the paralinguistic
elements such as gestures, tone and rate voice, pronunciation, body
expression have a deeply impact in the communicative competence.
Face to face communication is a crucial aspect in the
development of listening comprehension as students need to listen a
spontaneous speech and not only recorded material that are unreal and
superficial situations. Segura (2013) states “There are listening activities
called “live listening”. In these kind of activities, the teachers or visitors talk
face to face with the students, which is a way of interaction to practice
listening” (p.63)
In his article Bowles (2015) explains how a message can be
understood and interpreted clearly through a face to face communication.
Teachers should use this kind of communication with more frequency in
order to achieve students become effective learners.
Non-verbal communication Gestures, body expressions,
intonation, accent, etc are considered non-verbal aspects and affect
directly or indirectly in the listening skill. According to Arosenius (2011)
recently, a lot of confidence has also been put in the importance of facial
expressions and hand and arm gestures that help listeners to understand
21
the speaker’s intended meaning. These aspects of language are also
called paralinguistic cues, or more commonly non-verbal communication,
which is the term used in this study.
Hamouda (2013) points out “(…) listening text without visual
support or the speakers’ facial expressions and gestures interfere with
learners’ listening comprehension” (p.135). The exclusion of these
important elements creates a lack of concentration. If teachers require
students to become active listeners, they have to use these kinds of cues
in order to transmit their speech in a better way and achieve students
reach an effective listening.
Theoretical Foundations
Linguistic
Linguistic is one of the most important foundations in the study of a
Language, without Linguistic we may not know the meaning of a
Language. Rost (2012) states that “Linguistic processing (sound
perception, word recognition, syntactic parsing) as the fundamental skill in
listening” (p.203).
However, agreeing with Mevada & Shah (2015) Listening is not only
based in linguistic aspects but also, in non-linguistic elements at different
stages. These elements are essential to understand completely a speech
as is explained by Dirven and Oakeshott-Taylor (as cited in Mevada &
Shah, 2015) “listening is really a complex skill and people need to use all
types of linguistic and non-linguistic knowledge to derive the meaning
including comprehension of words phrases, clauses, sentences and
connected discourses” (p.26). It is indispensable the use of both linguistic
elements in a foreign language class to develop an active listening.
22
Psychological
As the authors have before explained listening is formed by
different stages. It means that it is a mental process that requires the
cognitive knowledge. However, listening comprehension has positive and
negative psychological aspects. According to Hamouda (2013), boredom
and frustration are negative elements that affect the listening
comprehension which is provoked for the shortage of motivation, lack of
interest about topic, insufficiency of didactic material all these elements
make students lost attention to the class and do not develop the listening
comprehension.
Depends on teachers to create an environment of motivation that
catch students’ attention to improve the listening skill. Vandergrift (2005)
mentioned a positive relationship among foreign language listening ability,
using metacognitive strategies such as “integral to self-regulated learning”,
and reported levels of “intrinsic and extrinsic motivation”
Technological
The authors of this project state that technology plays an important
role in the development of listening comprehension. According to
Woottipong (2014) technology is an elemental tool that has been
increasingly to the benefit of education. In this technological era exits
amount of resources for the improvements of this skill as Mevada & Shah
(2015) mention “Today in the era of technology the teacher cannot confine
himself by using only chalk and talk method, it becomes very easy to
explain difficult concept with the use of multimedia like, text, pictures,
graphs, sounds, videos etc.” (p.28).
Agreeing with Jones (2002) Teachers can use technology in
different ways and technology is perfect to present information in several
forms such as: visual, aural or text. In this manner, pupils acquire more
23
knowledge that is why technology is a valuable source to motivate
students in the language acquisition.
Sociological
According to Vygotsky’s theory (as cited in Learning Theories,
2014) man is a social being, it means that he has a cognitive learning and
receives knowledge of the environment and society as well as he
contributes to the society in the teaching learning process.
On the other hand, Piaget’s theory (as cited in Heo, Han, Koch,
Aydin, 2011) “Piaget maintains that Egocentrism is related to language
learning as an inner speech and can affect on differentiation in cognitive
development” (p. 736) it means that the human being acquires a foreign
language due to internal aspects such as “personality”, “modeling”,
“imitation”, etc. what prepare man to assimilate or accommodate to the
environment. Nonetheless, both theories are based on the development of
individual in order to create active learners. Therefore, the authors claim
the use of both theories in a classroom is essential for acquiring a foreign
language
Philosophical
In the search of philosophical foundations, the authors have
encountered two philosophical currents which have a huge impact in the
acquisition of a foreign language: “Cognition” and “Metacognition”.
The first is cognition which authors have defined as the mental
process of learning through inner factors that every person develops.
Individual has an intuitive cognition about knowledge of a language.
24
According to Rubin (as cited in Ospina, 2012) The cognitive factors
play a very important role in the acquisition of a foreign language if
students develop the verbal intelligence, process the phonology and save
the information in the long-term memory they learn a language
successfully. It is necessary to look for strategies to develop these factors
and improve the learning.
On the other hand, “Metacognition is the ability to be conscious of
one’s mental processes” (Raimi & Katal, 2012, p.73). Metacognition is
formed by two elements knowledge and strategies. Knowledge is the
received data to develop their learning and strategies are the skills they
manage to regulate their learning. The use of metacognition is
indispensable in the English language class Raimi & Katal (2012) also
claim that tasks such as: self-evaluation about achievement and mistakes
and self-observation that are essential to reach a metacognitive
knowledge.
Metacognitive knowledge informs planning decisions taken at the
outset of learning and the monitoring processes that regulate the
completion of a learning task, e.g., self-observation, assessment of
problems and progress, and decisions to remediate; it also provides
the criteria for evaluation made once a learning task is completed
(p.76).
Therefore, it is crucial to teach cognitive and metacognitive
strategies which make active learners and help them to develop their inner
aspects in order to improve their skills in the acquisition of a foreign
language.
Pedagogical
There are several theories of learning and each one has different
way to educate but the authors consider the constructivism as the ideal
25
theory learning since it is based on the self-learning it means learners
create their own knowledge according to the techniques and activities
provided by teachers . Can (2009) explains “constructivist language
learning should be action oriented where language is learned through
collaboration, free creation is praised, and learning is achieved by actively
doing projects and self teaching” (p.65)
Wijayant (2013) points out that a constructivist class includes
relevant material to teach, learners develop activities in group, teacher is
an interactive agent that helps students obtain the construct their
knowledge basically by their experiences or according to what they
already know.
It means that pedagogical foundation is essential to the
development of this project since through the constructivism theory
teacher will guide students to reach a adequate level of listening
comprehension using the listening techniques.
Legal
The present project is based on the enhancement of individual and
collective skills, the service to the community, the solution of country
educational problems, and the development of interculturality what is in
accordance with the National Ecuadorian Constitution and National Good
Living Plan.
“El sistema nacional de educación tendrá como finalidad el
desarrollo de capacidades y potencialidades individuales y colectivas
de la población, que posibiliten el aprendizaje, y la generación y
utilización de conocimientos, técnicas, saberes, artes y cultura. El
sistema tendrá como centro al sujeto que aprende, y funcionará de
manera flexible y dinámica, incluyente, eficaz y eficiente. El sistema
nacional de educación integrará una visión intercultural acorde con la
26
diversidad geográfica, cultural y lingüística del país, y el respeto a los
derechos de las comunidades, pueblos y nacionalidades.” (National
Ecuadorian Constitution, 2008, p. Art. 343).
“La educación como servicio público se prestará a través de
instituciones públicas, fiscomisionales y particulares. En los
establecimientos educativos se proporcionarán sin costo servicios de
carácter social y de apoyo psicológico, en el marco del sistema de
inclusión y equidad social.” (National Ecuadorian Constitution, 2008,
p. Art. 345).
“El sistema de educación superior tiene como finalidad la formación
académica y profesional con visión científica y humanista; la
investigación científica y tecnológica; la innovación, promoción,
desarrollo y difusión de los saberes y las culturas; la construcción de
soluciones para los problemas del país, en relación con los objetivos
del régimen de desarrollo.” (National Ecuadorian Constitution, p. Art.
350).
“To promote intercultural dialogue as the backbone of the
pedagogical model and the use of educational spaces.” (National
Good Living Plan, 2013, p.4.8).
27
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND RESULTS DISCUSSION
Methodological Design
The authors define the present project as a qualitative and
quantitative research due to the instruments used and analysis done, it is
qualitative due to the analysis of the variables and the synthesis carried
out on the results and it is quantitative due to the recollection of the
information through the empiric instruments: surveys and interview.
Types of Investigation
According to their purpose, it is applied since Kothari (2004)
explains “Applied research aims at finding a solution for an immediate
problem facing a society or an industrial/business organization (p.3). This
project searches a solution for low level of listening comprehension of
students of eighth course at “Ciudad de Esmeraldas” high school therefore
as an applied research in which their final goal is to develop of listening
comprehension through the use of videos based on listening techniques.
As well as it is a correlation research according to Simon& Goes
(2012) this kind of research studies the connection that exists among the
variables of an investigation through the correlation test and cross-
tabulation, that means it is a correlation project since it since it examines
the grade of relation between the listening techniques and the listening
comprehension what is evidenced in the chip square and the Pearson’s
correlation test.
Agreeing with Williams (2005) the descriptive researched is focused
on the study of the characteristics of a phenomenon based on the
28
observation and the relationship between variables, for that reason it is a
descriptive research, due to the description of the studied problem, causes
and methodology used in class. It is a descriptive research too, since it
proposes a solution for this problem by using listening techniques.
Given (2008) defines the explanatory research as the intention of
explain a phenomenon through the description of it that is why authors
assume this research is explanatory because of the explanation of the
theoretical aspects of the variables in order to analyze the influence of
listening techniques (variable independent) on listening comprehension
(variable dependent).
Population
The present project was proposed at “Ciudad de Esmeraldas” High
School. When the researchers had the interview with the English teacher,
he said there were four sections of eighth course and he suggested that
surveys be carried out in the students with the lowest percentage of
academic performance in this subject so the course referred was eighth
“D” which is formed by thirty-eight students, the total of population.
Therefore, it was not necessary to apply the sample formula since the
population is less than one hundred.
Table 2. Population and sample
Nº DETAIL PERSON
1 Teacher 1
2 Students 38
Total 39
Source: Teacher and students from “Ciudad de Esmeraldas” high school, eighth course section “D”
Authors: Alvear Ramos Débora & Rizzo Loor Kattya
29
Table 3. Operation of variables
VARIABLES DIMENSIONS INDICATORS
DEPENDENT
Listening
comprehension
Methods of English
teaching
Direct method
Audio-lingual method
Strategies to practice Top-down
Button-up
Stages of listening
activities
Pre-listening
While listening
Post listening
INDEPENDENT
Listening
techniques
Types of techniques Listening and drawing
Storytelling
Making dialogues
Notes taking
Listening audios
Watching videos
Stages of listening Hearing
Attending
Understanding
Remembering
Evaluating
Responding
Visual and
paralinguistic support
Face to face Communication
Non-verbal actions
Source: Analysis of dependent and independent variables
Authors: Alvear Ramos Débora & Rizzo Loor Kattya
30
Research Methodology
For the progress of this project was necessary the use of theoretical
and empirical methods:
Inductive-Deductive: According to Trochim (2006) most of social
investigations use the deductive and inductive methods through solve a
society problem, for that reason this project implemented these methods
since it studies a social educational problem and it began with the
observation of the class and determined the problem then it explained the
analysis of variables based on the theoretical foundations and proved the
influence of listening techniques on the ability of listening comprehension.
Analysis – Synthesis: Agreeing with Codinhoto (2014), this
analysis is the design of the research it means the theoretical basis and
the synthesis is the verification that is why the authors of this project
implemented this method since they analyzed the theoretical basis of the
variables then they verified the recollected the data through the use of
tools such as observation, surveys and interview, they carried out with on
population and finally they analyze and summarize the results.
Historical – Logical: This method was crucial since this project is
based on the theoretical foundations of great philosophers such as Piaget
and Vygotsky and how these theories influence in the language learning-
teaching process. In addition, the authors have realized how listening
techniques have evolved to improve listening skill.
Empirical method: This method was used in the observation of an
English class where authors could observe the reality of the situation and
31
had a clear vision of problem additionally; they use it to recollect de data
from students and teacher.
Techniques and tools research
In order to analyze the influence of variables in the section “D” of
eighth course at “Ciudad de Esmeraldas” High School, the researchers
have implemented the following techniques:
Observation
Interview
Survey
Observation: The authors used this instrument on students of
eighth with lowest percentage of academic performance in English class in
order to establish the causes of their low academic performance in English
subject and to determine the skill in which they present more
complications. According to the observation, they realized that they have a
huge problem related to listening comprehension due to the deficiency of
listening techniques.
Survey: Students did a survey based on the Likert’s scale of
frequency to determine the level of deficiency of student’s listening
comprehension what gave as result a high-level of insufficiency of listening
comprehension since they do not understand dialogues according to their
levels due to scarcity of didactic and motivational resources and listening
techniques.
Interview: The English teacher was interviewed through open
questions based on the variables and the proposal in order to verify the
32
methodology that he uses to develop the listening comprehension and
what kind of listening techniques are implemented in his class. Through
the interview done the authors found out insufficiency listening techniques
and pedagogical strategies.
Analysis of the observation applied
Through field study and observation carried out on students of
eighth course the researchers realized the main problem that affects the
academic performance of English subject and establish its causes.
Students can express basic phrases very well, they can read short text
according to their level and they can write short sentences but most of
students have a high percentage of deficiency of listening ability since they
do not understand what the listening exercises from book (audios tracks).
Due to the insufficiency of didactic resources and the scarcity of
methods and techniques used for their teacher, students cannot develop
the listening ability. Therefore, by observing the class the authors of this
project states that the variables to study are listening comprehension and
listening techniques.
Interview to the teacher
Objective: To verify the methodology that teacher uses to develop
the listening comprehension and the listening techniques implemented.
General Information:
Degree Level: Bachelor's Degree in Education, English Language &
Linguistics.
Scientific Level: B2
Years of experience teaching: 7 years
33
1. According to your opinion, which are the causes that affect the
listening comprehension?
Well, the first cause is the lack of attention of students; they do not interest
for practice their listening ability. Secondly, it is the environment as you
can see classrooms are small and narrow. Additionally, the noise from
other classrooms interrupts our class. Finally, this high school does not
have the necessary implements to develop this skill.
2. Which resources do you use to improve listening skill?
I work only in the listening exercises from the book and I sometimes bring
my CD player since there is not another tool.
3. Could you refer some listening techniques do you use in
class?
To be honest with you, I only work listening audios because high school
does not support teachers with the resources to implement other
techniques.
4. Do you think listening techniques are crucial to develop
listening comprehension, why?
For sure, listening techniques are very important. It would be great that
students could watch movies, videos or stories to learn faster and improve
their listening ability a lot.
5. What do you think about other listening techniques such as
notes-taking and listening and drawing that it is not necessary
to have digital resources to employ them?
34
They are good but I will implement them on students of high levels
because students of eighth course have a very low listening
comprehension so they cannot notes-taking or listening and drawing.
6. Which of the listening technique do you think is the most
effective in your class of eighth course?
If I had the necessary resources, I would use the listening technique of
watching fairytales according to their level since they are visual learners
and they learn through what they watch and listen to.
7. How do you carry out the stages of listening activities?
As we do not have with the sufficient time to do all the activities I
sometimes do the pre-while-post activities. First, I explain the topic of the
audios while they are listening, I ask them to repeat it and finally I ask
some questions about it.
8. Would you like to use videos to develop listening
comprehension, Why?
Yes, videos are essential to teach a foreign language because students
get more motivated and they can understand in a better way.
9. How would you implement videos to your English class?
Well, I would try to talk to director to take students to computational lab
and I would project videos monitoring that students do the listening
activities and comprehend new words although I think it wouldn’t be
necessary since they can learn vocabulary through images shown on
videos.
35
10. Do you consider that videos based on daily life situations are
essential to real communication, why?
Yes of course, videos based on these dialogues are helpful since they
learn not only words but also, they learn phrases that are essential if they
have to help a foreign person or if they have to travel these types of
situations are basic and important to learn.
.
36
ANALYSIS OF THE APPLIED SURVEY
STATEMENT # 1
I find difficulty to understand dialogues and presentations in English language.
TABLE 4
Dialogues and presentations comprehension
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°1
Always 25 66%
Usually 5 13%
Sometimes 5 13%
Hardly ever 2 5%
Never 1 3%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 66% of students always find
difficulty to understand dialogues in English, as well as 13% usually find
difficulties as well as 13% of students sometimes find difficulties,5% of
students hardly ever find difficulties and only the 3% of students can
understand dialogues and presentations in English.
Always Usually Sometimes Hardly ever Never
Fig. 2
5%3% 13%
13% 66%
37
STATEMENT # 2
The audios used in class are sufficiently motivating to develop listening comprehension.
TABLE 5
Audios to develop listening
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°2
Always 2 5%
Usually 0 0%
Sometimes 8 21%
Hardly ever 5 13%
Never 23 61%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 61% of students claim that
the audios used are never motivating, 21% of students point out they get
sometimes motivated for the audios, 13% of students argue hardly ever
they are motivated by audios and only the 5% states that audios are
always motivating.
Always Usually Sometimes Hardly ever Never
Fig. 3
5%0%
21%
61% 13%
38
STATEMENT # 3
The teacher helps me develop my listening through the use of English throughout the class.
TABLE 6
Teacher's communication in English
CODE CATEGORY FREQUENCY PERCENTAGE
N°3
Always 2 5%
Usually 2 5%
Sometimes 7 18%
Hardly ever 12 32%
Never 15 40%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 40% of students claim that
teacher never speaks in English during the class , 32% of them declare
that he hardly ever speaks in English, 18 % of students argue he
sometimes speaks in English and only 5% of students point out he usually
speaks in English as well as another 5% he always speaks in English
throughout the class.
Always Usually Sometimes Hardly ever Never
Fig. 4
5% 5%
40% 18%
32%
39
STATEMENT # 4
I Practice at home my listening comprehension through songs, stories, movies and videos in English.
TABLE 7
Practice at home
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°4
Always 10 27%
Usually 13 34%
Sometimes 8 21%
Hardly ever 5 13%
Never 2 5%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 34% of students states that
they usually practice English at home, 27%of them point out they always
do it, 21%of them claim they sometimes practice through different media
,13% of students practice hardly ever and 5%denay that practice at home.
Always Usually Sometimes Hardly ever Never
Fig. 5
5% 13% 27%
21%
34%
40
STATEMENT # 5
The number of times I listen to an audio is adequate for my complete listening comprehension.
TABLE 8
Times of listening to audios
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°5
Always 1 61%
Usually 2 18%
Sometimes 5 13%
Hardly ever 7 5%
Never 23 3%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Debora & Rizzo Loor Kattya
.
Comment: According to obtained results the 61% of students claim that
the number of times that they listen an audio is never adequate,18% of
them states that it is hardly ever adequate,13% point out that they
sometimes comprehend with times repeated and the 5% and 3% of
students express that the repetition of audios is always and sometimes
adequate.
Fig.6
3% 5%
13%
61% 18%
Always Usually Sometimes Hardly ever Never
41
STATEMENT # 6
The teacher performs activities before, during and after each listening exercise.
TABLE 9
Listening activities stages
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°6
Always 8 21%
Usually 11 29%
Sometimes 12 32%
Hardly ever 0 0%
Never 7 18%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Debora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 32% of students claim
teacher sometimes performs listening activities, 29% of them points out
most of time teacher prepares listening activities, 21% of students argue
teacher always introduces listening activities and only 18% of them states
that teacher never performs listening activities .
Always Usually Sometimes Hardly ever Never
Fig. 7
18% 21% 0%
32% 29%
42
STATEMENT # 7
The teacher uses listening techniques such as listening and drawing, taking notes, telling stories, etc.
TABLE 10
Listening techniques
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°7
Always 0 0%
Usually 3 8%
Sometimes 5 13%
Hardly ever 8 21%
Never 22 58%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 58% of students state that
teacher never uses listening techniques, 21% of them claim teacher hardly
ever implements any listening technique,13% of students point out he
sometimes uses any techniques ,only 8% of students argue he usually
employs a techniques and any student claim he always uses listening
techniques.
Always Usually Sometimes Hardly ever Never
Fig.8
0%8%
13%
58% 21%
43
STATEMENT # 8
The teacher makes students perform the dialogues listened.
TABLE 11
Performance of dialogues
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°8
Always 10 26%
Usually 11 29%
Sometimes 5 13%
Hardly ever 7 19%
Never 5 13%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results there are similitude of opinions
with 29% and 26% that refer teacher makes students perform the
dialogues most of time,19% of students point out teacher hardly ever
makes students perform the dialogues, 13% of students argue he
sometimes makes them perform the dialogues and the same quantity
states that he never makes them perform.
Always Usually Sometimes Hardly ever Never
Fig. 9
13% 26%
19%
13% 29%
44
STATEMENT # 9
The teacher implements audio-visual tools such as: videos, songs, movies, etc.
TABLE 12
Audiovisual tools
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°9
Always 2 5%
Usually 2 5%
Sometimes 5 13%
Hardly ever 14 37%
Never 15 40%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 40% of students claim
teacher never uses audiovisual resources, 37% of them refer he hardly
ever implements these kind o resources, only 13% of students point out he
sometimes employ audiovisual resources and with 5 % students opine he
always and usually uses these resources.
Always Usually Sometimes Hardly ever Never
Fig. 10
5% 5%
40% 13%
37%
45
STATEMENT # 10
Audio's Sound quality in the classroom is good.
TABLE 13
Sound quality
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°10
Always 3 8%
Usually 5 13%
Sometimes 10 27%
Hardly ever 10 26%
Never 10 26%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 34% of students claim the
quality of sound is never good, 26% of them express it is hardly ever good,
with a similarity of 19% and 13% of students opine the quality of sound is
sometimes and usually good and only 8% point out the sound is always
good.
Fig.11
26% 8%
13%
27% 26%
Always Usually Sometimes Hardly ever Never
46
STATEMENT # 11
The audios used in class are adequate to enrich my vocabulary.
TABLE 14
Audio resources
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°11
Always 1 3%
Usually 4 10%
Sometimes 8 21%
Hardly ever 9 24%
Never 16 42%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Debora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 42% of students express that
audios used in class are never helpful for learning vocabulary,24% of them
opine they hardly ever learn vocabulary from audio, 21% of them claim the
audios are usually helpful, 10% of they point out audios enrich their
vocabulary only 3% of students state they learn sufficient vocabulary from
audios.
Always Usually Sometimes Hardly ever Never
Fig. 12
3% 10%
42% 21%
24%
47
STATEMENT # 12
Videos with animated characters get my attention and help me to participate in class.
TABLE 15
Interactive videos
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°12
Always 19 50%
Usually 10 27%
Sometimes 5 13%
Hardly ever 2 5%
Never 2 5%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 50% of students argue
animated videos always help them to participate in class, 27% of them
express these kind of videos usually get their attention,13% of students
point out animated videos sometimes become them more participate and
only 5% of them claim animated videos never get their attention.
Always Usually Sometimes Hardly ever Never
Fig. 13
5% 5%
13%
50%
27%
48
STATEMENT # 13
Videos based on dialogues of daily life are useful for communicating in real situations.
TABLE 16
Daily life videos
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°13
Always 22 48%
Usually 12 44%
Sometimes 1 2%
Hardly ever 2 4%
Never 1 2%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 58% of students opine
videos of daily life always improve their communication skill, 31% of them
express these videos are usually helpful to communicate in real situations,
only 5% of students claim videos about daily life are hardly ever useful and
with similarity of 3% they states that these videos are sometimes and
never useful to communicate.
Fig.14
3% 5% 3%
31% 58%
Always Usually Sometimes Hardly ever Never
49
STATEMENT # 14
I find videos more interesting than audios.
TABLE 17
Comparison between videos and audios
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°14
Always 24 63%
Usually 13 34%
Sometimes 1 3%
Hardly ever 0 0%
Never 0 0%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
.
Comment: According to obtained results the 63% of students claim videos
are always more interesting than audios, 34% of them opine they usually
find videos more interesting, 30%of them states that videos are sometimes
more interesting and any student point videos are never more interesting
than audios.
Always Usually Sometimes Hardly ever Never
Fig. 15
300%%
34%
63%
50
STATEMENT # 15
The dialogues represented by natives are more understandable.
TABLE 18
Dialogues by native
CODE CATEGORY FREQUENCY PERCENTAGE
ITEM
N°15
Always 18 47%
Usually 15 39%
Sometimes 3 8%
Hardly ever 1 3%
Never 1 3%
Total 38 100%
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Debora & Rizzo Loor Kattya
.
Comment: According to obtained results the 47% of students point out
native videos are always more understandable, 39% of them claim they
usually understand in a better way through native videos, only 8% of them
express these videos are sometimes understandable, with similarity of 3%
they states that native videos are hardly ever and never understandable.
Always Usually Sometimes Hardly ever Never
Fig. 16
8% 3%3%
47%
39%
51
CHI SQUARE
Objective: To show statistically if there is relation between the
independent and dependent variable.
For the purpose of making sure through statistical means that there
is a relationship between the independent variable (Listening techniques)
and the dependent variable (Listening comprehension) the collected data
of the opinion questions 2 and 7 from the survey given to the students of
eighth year at “Ciudad de Esmeraldas” High School which expressed:
“The influence of listening techniques in the ability of listening
comprehension”” and “deficiency of listening techniques”; through the
PSPP Program provided by the Mathematical department in the Faculty of
Philosophy, Letters and Educational Sciences; the Chi-square test
expresses that under the range between 0,00 – 0,05, the variables of this
thesis do have a relationship, thus it is pertinent to design a CD with
interactive videos based on listening techniques.
Independent variable: Listening Techniques.
Dependent variable: Listening Comprehension
52
TABLE. 19 THE INFLUENCE OF LISTENING TECHNIQUES IN THE ABILITY
OF LISTENING COMPREHENSION
Source: Survey taken to students from eighth grade at Ciudad de Esmeraldas Researchers: Alvear Ramos Débora & Rizzo Loor Kattya
Significance level: Alfa = 0, 05 o 5%
Statistical of test to use: CHI Square
P Value or significance
As the value of p was less than 0, 05 it affirms that there is relation
between the variables and therefore the listening techniques influence in
the ability of listening comprehension
53
Table.20 Pearson’s Correlation Test
Analysis of the Correlation between the independent and dependent variables through Pearson’s Correlation Test.
X= The audios used in class are sufficiently motivating to develop listening comprehension.
Y= The teacher uses listening techniques
2 0
0 3
8 5
5 8
23 22
Source: Microsoft Excel 2007 Authors: Alvear Ramos Débora & Rizzo Loor Kattya
Fig.17 Graphic of Pearson’s Correlation Test
Source: Microsoft Excel 2007 Authors: Alvear Ramos Debora & Rizzo Loor Kattya
Pearson’s Correlation Coefficient = 0,95085507 According to the Pearson’s Correlation Test, authors verify the high
correlation that exists between independent variable (listening techniques)
and dependent variable (listening comprehension), due to the obtained
25
20
15
10
5
0
0 5 10 15 20 25
The teacher uses listening techniques
the
au
dio
s u
sed
in c
lass
are
su
ffic
ien
tly
mo
tiva
tin
g t
o
de
velo
p t
he
list
en
ing
com
pre
he
nsi
on
54
coefficient (0,95085507), authors argue there are sufficient relationship
between both variables since the established range is 0.9 to 0.99 to have
positive correlation.
In accordance with the general objective of analyzing the influence
of listening techniques in the development of the listening comprehension
in the students of eighth course by making a field study in order to design
a CD with interactive videos based on listening techniques, the authors
confirm the achievement of this objective since through the methods and
techniques used in this project, it was manifested the high level of
influence that have the listening techniques on listening comprehension
ability.
According to the first specific objective that searched defining the
listening techniques through a bibliographical analysis, it was successfully
fulfilled since the theoretical framework on chapter two, the researchers
pointed out the best listening techniques used in class based on previous
scientific research and important authors.
In related to the second specific objective, authors state that was
achieved since it referred to measure the listening comprehension of
students by applying a survey, through the analysis of the survey carried
out on students of eighth course, the authors confirm the high-level of
deficiency of listening comprehension due to the causes mentioned
before.
The third specific objective was about to design of a CD with
interactive videos based on listening techniques through the recollected
data, it was fulfilled as well, since the study of theoretical basis and
analysis of the variables through the instruments used that support the
design of a CD with interactive videos.
55
Conclusions
The methods and techniques carried out gave as result the
influence that listening techniques have on listening comprehension.
Through the empirical methods the authors realized the
deficiency of listening techniques that exists in the public
Education due to the scarcity of resources.
Through the analysis-synthesis, authors verified the positive
relationship between independent and dependent variables by
using chip square and correlation test.
Through the historical-logical method the researchers cited
serious authors that contribute to the development of listening
comprehension.
Recommendations
In the search of an Education of quality some recommendations are
stated.
Authors recommended to the Educational National Authorities
provide to the institutions the required didactic and pedagogical
instruments.
English teachers should seek innovated strategies to involve
students in the acquisition of a foreign language especially in the
ability of listening comprehension.
It is important that students practice constantly what they have
learned using listening techniques such as: watching movies or
listening English songs, in order to become active learners.
56
CHAPTER IV
THE PROPOSAL
Title
A CD with interactive videos based on listening techniques.
Justification
Through the field study carried out on the students of eighth course
at “Ciudad de Esmeraldas” High School, the authors identified the main
causes that provoked the insufficiency of listening comprehension. Firstly,
most of students have deficiency in this area because in previous years,
they did not have English as a subject since the study of English was not
mandatory at school Secondly, in this high school there is not the sufficient
resources for the correct teaching of the foreign language, another
relevant cause is that didactic materials are not really motivating to
develop the listening comprehension.
In search of solutions for this problem, it is necessary to implement
didactic resources that stimulate students to learn a foreign language,
involving them in a direct form in the learning-teaching process focused on
aspects they use in their daily life. For that reason, it is important to use
listening techniques in order to improve this skill.
One of the most significant techniques is the use of videos since
most of students are visual learners and they can understand in a better
way through scenes shown, moreover as these videos are they can learn
phrases which are useful for real life communication instead of simple
words.
57
These videos are interactive since they count with pre-while-post
activities based on the other listening techniques and students not only
watch and listen but also, they do activities to reinforce what they have
listened and watched. The authors claim the use of videos can obtain a
dynamical environment as well as the development of listening
comprehension.
Objectives
General Objective
To design a CD with interactive videos applying the listening techniques in
order to develop the ability of listening comprehension.
Specific Objectives
To motivate students in acquiring a foreign language through
animated videos in order to improve their listening skill.
To develop the communicative skill through the dialogues
videos to comprehend common phrases of daily life.
To use listening techniques through pre-while-post activities
in which students may participate in class and become in active
learners.
Theoretical Aspects
Pedagogical
The use of videos has important benefits in the pedagogical field,
the University of Queensland (2017) carried out a research about the
videos benefits and encountered the implementation of these pedagogical
58
resources contributes increasing the intelligence in order to solve
problems, motivating and involving students, developing different types of
learning in class.
Additionally, Gezegin (2014) considers that videos are efficient in
the developing of understanding due to the illustration of visual examples
and they are a perfect combination between real life and school life
specially in English class.
Psychological
Another valuable aspect which videos provide is psychological,
agreeing with Mirvan (2013) these materials motivate students to learn
due to similar real-life situations. Moreover Woottipong (2014) mentions
that when students watch videos they can learn to transmit moods and
feelings in the target language.
Social
In a social aspect, videos are essential since learners can know
other cultures “Since different languages embody the differences of
countries in such aspects as social customs, natural environment, tradition
and national ethos, it is impossible to learn a foreign language without a
good understanding of its cultural background” (Wang, 2014, p. 24).
Students not only learn a foreign language but also, they develop
intercultural communication and notice the differences of the cultures by
watching videos. In addition, according to Vygotsky theory man is a social
being, it means that he has a cognitive learning, man receive knowledge
of the environment and society as well as he contributes to the society that
is related to listening ability since teachers provide resources to develop
this skill and students produce an interactive communication.
59
Technological
Technology is another significant aspect to motivate learners for the
acquisitions of a foreign language. “Teachers and instructors must be well
trained in order to implement the different technological resources to
create a more integrated and interactive class” (Bonilla & Espinoza, 2014,
p.428). One of the most important technological and practical resources
which teachers should implement is video Woottipong (2014) claims
“Technology has played an increasingly important role in the methods of
instruction. One technology is video which offers instructors a wide variety
of resource material to be employed in EFL classrooms to improve
students’ listening comprehension”(p.201).
Feasibility
Financial
Nowadays, there are a lot of websites that offer the creation of
animated videos and they give special packs and discount for teachers or
students, in addition some sites offer days free for debt users. Therefore,
this proposal is an economic resource that teachers can introduce in class
in order to motivate students and develop listening skill.
Legal
This proposal is not only focus on didactical activities but also, it
wakes the interest of students for educational sciences and technology
what achieves the expectative of National Good Living Plan (2013-2017)
“To promote reciprocal interaction among education, the productive sector
and scientific and technological research, for the transformation of the
productive structure and satisfaction of needs” (p.4.6). These videos are
ideal for beginners as it is mentioned in CEFR they need to understand
phrases of daily life communication that are used on common places such
as: school, stores, restaurants, etc.
60
Technical
Technology plays an important role for the development of listening
skill, videos are updated resources. To create videos, it is not necessary to
be an expert designer since there are a lot of ways to get them. Moreover,
they can be used in an easy way since teachers do not need big
laboratories to project them, as a matter of fact a TV or a computer can be
useful to present them.
Human
To design videos is not indispensable to count with native speaker
since there are a lot websites that have platform with American or English
voices that teacher can use to the creation of videos the most important
thing is imagination and creativity of each one in order to create didactic
videos that motivate students to learn the foreign language.
Description
These videos were developed in a platform on line specialized in
making animated videos used for creating any kind of videos specifically
for educational aspects, in order to motivate students in a better way, the
authors design animated videos. Moreover, since videos are converted in
a CD is the easy manipulation and they can be projected in a computer or
DVD. These videos may be used to teach the meaningful vocabulary for
students of eighth course since videos are focused on real life
communication that people use every day in common places such as:
school, restaurant, stores etc.
In addition, this CD is divided in 10 items which content pre-while-
post activities which are based on listening techniques such as: listening
and drawing, storytelling, making dialogues and each that are crucial for
61
verifying the listening comprehension of learners that activities become
videos in an interactive resource since students not only watch them but
also, they participate in class by doing the exercises.
This proposal can be used for beginner learners of English
language as a way of motivating and didactic learning, it has the basic
content to comprehend and to express the vocabulary that people use in
daily life situations without the necessity to translate.
Conclusion
The study carried out by the authors of the present project, resulted
in favor of videos for development of listening comprehension since most
of learners are visual more than aural. As consequence, the use of videos
is a valuable resource because students comprehend in a better way
using visual aids and they try to imitate the paralinguistic features of native
speakers what it is helpful for the improvement of other skills.
In addition, the activities of each video are essential for a completed
development of this ability, as a matter of fact students prefer interactive
activities in which they are involved in a direct form instead of general
activities such as: listening and repeating, memorizing words, translating,
etc.
62
References
Ahmadi, S. (2016). The Importance of Listening Comprehension in
Language Learning. International Journal of Research in English
Education , 1(1), .
Arosenius, D. (2011). A study on the impact of visual cues in listening
comprehension on Swedish learners of English (Unpublished
master's thesis). University of Gothenburg Dept of Languages and
literatures/English. Retrieved July 12, 2017, from
https://core.ac.uk/download/pdf/16330364.pdf
Boundless. "The Understanding Stage." Boundless
Communications Boundless, 2 March 2017. Retrieved 10 July,
2017 from https://www.boundless.com/communications/textbooks/b
oundless communications-textbook/learning-to-listen-and-helping-
others-do-the-same 5/stages-of-listening-30/the-understanding-
stage-136-1416/
BusyTeacher (Ed.). (2016, October 30). Do You Hear What I Hear?: 8
Activities to Improve Listening Skills. Retrieved June 10, 2017, from
http://busyteacher.org/14387-how-to-improve-listening-skills-8-
activities.html
Camacho, M, (2013), Exploring factors affecting listening skills and their
implications for the development of the communicative competence:
a case study, Open. Writ. Doors. J. ISSN 2322-9187. July –
December, 10 (2) . Pamplona, Colombia.
CAN, T. (2008). LEARNING AND TEACHING LANGUAGES ONLINE: A
CONSTRUCTIVIST APPROACH. Novitas-ROYAL, 3(1), 60-74.
Retrieved from http://www.novitasroyal.org/Vol_3_1/can.pdf
Codinhoto, R. (2014, April 24). What is your understanding of analysis and
synthesis in design? Retrieved June 20, 2017, from
63
https://www.researchgate.net/post/What_is_your_understanding_of
_analysis_and_synthesis_in_design_Database of the Americas:
Djouadselma. (2014). The Importance of Using Audio Books in Enhancing
EFL Students listening Skill(Unpublished master's thesis).
University of Mohamed KheiderBiskra Faculty of Letters and
Foreign Languages Department of Foreign Languages . Retrieved
June 8, 2017, from
http://dspace.univbiskra.dz:8080/jspui/bitstream/123456789/6017/1/
Djouadselma.pdf
Gilakjani, A & Sabouri, N. (2016). Learners’ Listening Comprehension
Difficulties in English Language Learning: A Literature
Review. English Language Teaching, 9(1916-4742), 123-128.
Given, L. M. (2008). Explanatory Research. In The Sage Encyclopedia .
Retrieved July 14, 2017, from
http://methods.sagepub.com/reference/sage-encyc-qualitative-
research-methods/n164.xml
Hamouda, C. (2013). An Investigation of Listening Comprehension
Problems Encountered by Saudi Students in the EL Listening
Classrooms. International Journal of Academic Research in
Progressive Education and Development, 2(2226-6348), 113-135.
Hayati, A. M., & Jalilifar, A. (2009). The Impact of Note-taking Strategies
on Listening Comprehension of EFL Learners. English Language
Teaching, 2(1), 101-11. doi:10.5539/elt.v2n1p101
Heo, J., Han, S., Koch, C., & Aydin, H. (2011). Piaget‟s Egocentrism and
Language Learning: Language Egocentrism (LE) and Language
Differentiation (LD). Journal of Language Teaching and
Research, 2(4). doi:10.4304/jltr.2.4.733-73
http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html
64
J L, "Social Development Theory (Vygotsky)," in Learning Theories, July
23, 2014, https://www.learning-theories.com/vygotskys-social-
learning-theory.html.
Jones, L. C. (2002). Supporting Listening Comprehension and Vocabulary
Acquisition in French with Multimedia Annotations. The Modern
Language Journal, 86(4), 546-561. doi:10.1111/1540-4781.00160
Kashdan, S. (2006). Using An Audio Recorder in Lessons for New English
Learners Who are Blind or Have Low Vision. Workshop document,
Kaizen Program for New English Learners with Visual Limitations;
Seattle, U.S.A.
Khasanah, U. (2011). Improving listening skill through
storytelling (unpublished master's thesis). English department of
education faculty state Islamic studies institute (stain) Salatiga.
Retrieved June 10, 2017, from
http://perpus.iainsalatiga.ac.id/docfiles/fulltext/2dbdcdbe1fafdf3f.pdf
Kuehn, P. R. (2016, December 16). Five Reasons Dialogues Help
Develop Listening and Speaking Skills. Retrieved July 10, 2017,
from https://owlcation.com/academia/Use-of-Dialogues-in-
Developing-Listening-And-Speaking-Skills
Macháčková . (2009). Teaching Listening (Unpublished bachelor's thesis).
Masaryk University Brno Pedagogical Faculty Department of
English language and literature . Retrieved June 10, 2017, from
https://is.muni.cz/th/183878/pedf_b/Bachelor_thesis.pdf
Malgaj, L. (2009). Stages of the listening process explained. Retrieved
July 10, 2017, from
http://www.articlesfactory.com/articles/communication/stages-of-
the-listening-process-explained.html
Mevada, S. & Shah, S. (2015). Visuals and their Effect in Listening
Comprehension. ELT Voice - India, Volume, 5 (1), 25-34.
65
Nunan, D. (2001), English as a Global Language. TESOL Quarterly, 35:
605–606. doi:10.2307/3588436
Ospina, K. (2012, November 12). Cognitive factors in foreign language
learning [Web log post]. Retrieved July 13, 2017, from
http://karleospina.blogspot.com/2012/11/cognitive-factors-in-
foreign-language.html pdf
Rahimi, M., & Katal, M. (2012). Metacognitive strategies awareness and
success in learning English as a foreign language: an overview.
Retrieved July 12, 2017, from
http://www.sciencedirect.com/science/article/pii/S18770428110294
8X
Republic of Ecuador Constitution of 2008. Retrieved from Political
Richard, J. C., & Rogers, T. S. (2001). Approaches and Methods in
Language Teaching (Second ed.). Cambridge: Cambridge
University Press
Rost, M. (2012). Listening Tasks and Language Acquisition. Lateral
Communications .Retrieved June 09, 2017, from
http://latcomm.com/2012/11/listening-tasks-and-language-
acquisition/
Samawiyah, Z., & Saifuddin, M. (2016). Phonetic Symbols through
Audiolingual Method to Improve the Students’ Listening
Skill. Dinamika Ilmu, 16(1), 85-98. doi:10.21093/di.v16i1.155
Secretariat of Planning and Development. Retrieved from
Segura , R. (2012). The importance of teaching listening and speaking
skills (Unpublished master's thesis). Universidad Complutense de
Madrid. Retrieved May & june, from
https://www.ucm.es/data/cont/docs/119-2015-03-17-
12.RocioSeguraAlonso2013.pdf
66
SENPLADES. (2013). National Plan for Good Living. Quito,
Ecuador:National Secretariat of Planning and Development.
Retrieved from www.planificacion.gob.ec/.../Buen-Vivir-ingles-web-
finalcompleto.pdf
Simon, M., & Goes, J. (2011). Correlational Research (Unpublished
doctoral dissertation). Retrieved July 15, 217, from
www.dissertationrecipes.com
Syaputri, W. (2012, 21 November). The direct
method. [Weblog]. Retrieved 7 July 2017, from
http://wurisyaputri.blogspot.com/2012/11/the-direct-method.html
Trochim, W. (2006, October 20). Deduction & Induction. Retrieved July 12,
2017, from https://www.socialresearchmethods.net/kb/dedind.php
Vandergrift, L. (2005). Relationships among Motivation Orientations,
Metacognitive Awareness and Proficiency in L2 Listening.
In Applied Linguistics. Oxford.
Wahyuni,, A. (2013). The effectiveness of using direct method to improve
students’ speaking ability (Master's thesis, Faculty State Institute of
Islamic Studies (STAIN) Salatiga). Salatiga
Wei, L. (2012). Teaching Listening in EFL Classrooms in Senior High
Schools in Taiwan [Scholarly project]. Retrieved June 09, 2017,
from
http://english.tyhs.edu.tw/xoops/html/tyhs/teach_source101/06plan.
WIJAYANTI, D. N. (2013, January). CONSTRUCTIVISM THEORY OF
LANGUAGE TEACHING AND LEARNING [Web log post].
Retrieved from
https://mydreamarea.wordpress.com/2013/01/05/constructivism-
theory-of-language-teaching-and-learning/
67
Willians, C. (2005). Research Methods. Journal of Business & Economic
Research, 5(3), 65-72.
Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of
Listening Skills for University Students. International Journal of
Linguistics, 6(1948-5425), 201-203.
68
Bibliography
DEAKIN. (2014, February). Using audio and video for educational
purposes [PDF]. CRICOS.
Dias, N. M., Montiel, J. M., & Seabra, A. G. (n.d.). Development and
interactions among academic performance, word recognition,
listening, and reading comprehension. Retrieved July 18, 2017,
from http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0102-
79722015000200404&lang=en
DiMattia, D. J., & Arndt, G. M. (2012, February 16). A Comparison of
Microcounseling and Reflective Listening Techniques. Retrieved
July 18, 2017, from
http://onlinelibrary.wiley.com/doi/10.1002/j.1556-
6978.1974.tb01994.x/full
Hamidi, H. (2012). The Impact of Videos Presenting Speakers’ Gestures
and FacialClues on Iranian EFL Learners’ Listening
Comprehension. International Journal of Applied Linguistics &
English Literature, 1(6), 106-114. Retrieved July, 2017.
Londe, Z. C. (2005). The effects of video media in ESL listening
comprehension tests (Unpublished master's thesis).
Nichols, R. (2009). Factors in listening comprehension. Communication
Monographs, 15(2), 154-163. Retrieved July, 2017.
Rubin, J. (2011, October 20). A Review of Second Language Listening
Comprehension Research. Retrieved July 14, 2017, from
http://onlinelibrary.wiley.com/doi/10.1111/j.1540-
4781.1994.tb02034.x/full
Sagre, A., & Herazo, J. D. (2015). Generic, discourse, and
lexicogrammatical characteristics of a listening exercise in an EFL
69
classroom. Íkala, Revista de Lenguaje y Cultura, 20 (1), 113-127.
doi: 10.17533/udea.ikala.v20n1a07
THE FREE DICTIONARY. (n.d.). Listening comprehension. Retrieved July
14, 2017, from http://www.thefreedictionary.com/Listening
comprehension
Viana, F. L., Santos, S., Ribeiro, Y., Chaves-Sousa, S., Brandào, I. C., &
Maia, J. (n.d.). Listening Comprehension Assessment: Validity
Studies of Two Vertically Scaled Tests for Portuguese Students.
Retrieved July 17, 2017, from
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-
92672015000100029&lang=en
Webster, M. (n.d.). Audio-lingual. Retrieved July 14, 2017, from
https://www.merriam-webster.com/dictionary/audio-lingual
Wikipedia. (2017, July 03). Technique. Retrieved July 14, 2017, from
https://es.wikipedia.org/wiki/Technique
70
71
72
73
74
75
76
77
78
79
80
Students of eighth course “D” from “Ciudad de Esmeraldas” High School
Survey to students of eighth course section “D”
81
Interview to the English teacher of eighth course
82
Our Project tutor, Msc.Carlos Valle
83
84
INSTRUMENTOS
Ficha de observación
ASPECTS EXC MB B REG MAL
El aula de clases tiene el ambiente correcto para la adquisición de la lengua extranjera
La institución tiene los suficientes recursos didácticos y pedagógicos
El maestro usa métodos y técnicas para mejorar el proceso de enseñanza-aprendizaje
Las actividades llevadas a cabo en clases estimulan al estudiante para el estudio del idioma
El maestro demuestra el dominio del contenido de la clase.
Los estudiantes pueden expresar frases básica en Inglés
Los estudiantes pueden leer un texto corto en inglés
Los estudiantes entiendes audios o discursos en inglés
Los estudiantes pueden escribir oraciones cortas
Los estudiantes tienen el vocabulario adecuado de acuerdo al nivel establecido
85
Cuestionario de entrevista al maestro de Inglés de Octavo del
Colegio “Ciudad de Esmeraldas”
Información General:
Nivel Académico:
Nivel Científico:
Años de experiencia en la enseñanza:
1. ¿De acuerdo a su criterio, cuáles son las causas que afectan la
comprensión auditiva?
2. ¿Qué recursos usa para mejorar la habilidad auditiva?
3. ¿Podría referir algunas técnicas de escucha que usted utiliza en clase?
4. ¿Cree usted, que las técnicas de escucha son crucial para el desarrollo
de la comprensión auditiva; por qué?
5. ¿Qué opina acerca de las otras técnicas de escucha tales como tomar
notas o escuchar y dibujar, las cuales no necesitan recursos digitales para
su uso?
6. ¿Cuál de las técnicas de escucha cree usted que es la más efectiva en
su clase de octavo año?
7. ¿Cómo realiza las etapas de las actividades auditivas?
8. ¿Le gustaría usar videos para el desarrollo de la comprensión auditiva;
por qué?
9. ¿Cómo implementaría los videos en su clase de inglés?
10. ¿Considera usted que los videos basados en situaciones del diario
vivir son esenciales para comunicaciones reales; por qué?
86
Encuesta a los estudiantes
1= SIEMPRE 2=USUALMENTE 3=ALGUNAS VECES 4=CASI NUNCA
5=NUNCA
ENUNCIADOS 1 2 3 4 5
1.Encuentro dificultad para entender diálogos y presentaciones en ingles
2. Los audios usados en clases son lo realmente motivantes para desarrollar la comprensión auditiva
3. El profesor me ayuda a desarrollar mi habilidad auditiva a través del uso de ingles durante toda la clase
4. Practico en casa mi comprensión auditiva a través de canciones, historias, películas y videos en inglés
5. El número de veces que escucho un audio es el adecuado para mi complete comprensión auditiva
6. El maestro realiza actividades antes, durante y después de cada ejercicio auditivo
7. El docente utiliza técnicas de escucha tales como escuchar y dibujar, tomar notas, escuchar historias, etc.
8. El profesor hace que los estudiantes representen los diálogos escuchados
9. El maestro implementa herramientas audio visuales como videos musicales, películas, etc.
10. La calidad de sonido de los audios en el aula de clases es buena
11. The audios used in class are adequate to enrich my vocabulary.
12. Los videos animados llaman mi atención y me ayudan a participar en clase
13. Los videos basados en diálogos de la vida cotidiana son útiles para comunicarnos en situaciones reales
14. Encuentro los videos más interesantes que los audios
15. Los diálogos representados por nativos son más entendibles
87
These activities are introduced before each video and they are about basic vocabulary related to the topics of videos in order to know the previous knowledge of students.
88
Screenshot of video N°1. In this video is introduced some vocabulary which is commonly used in a restaurant, such as different types of food and phrases to make an order.
While-listening activity of video N°1, it is about selecting the food that the boy ordered according to what they hear
What did Frank order?
89
Screenshot of video N°2. In this video is introduced some vocabulary which is commonly used at the school, such as commands, classrooms objects and phrases related to homework or subjects.
While-listening activity of video N°2, it is about underlining the correct statement according to the dialogue listened.
Underline the correct statement that Vicky said:
a. I did not do my homework.
b. I did not bring my homework.
c. I forgot to do my homework.
90
Screenshot of video N°3. In this video is introduced some vocabulary which is commonly used at the airport, such as luggage, directions and phrases related to general and flight information.
While-listening activity of video N°3, it is about memorizing the vocabulary learned from the video listened.
Match the numbers with the object according
what you listen.
1 2 3 1
91
Screenshot of video N°4. In this video is introduced some vocabulary which is commonly used in a conversation with a friend, and it also refers basic phrases to invite somebody to a birthday party.
While-listening activity of video N°4, it is about remembering and completing some phrases from the video watched.
Do you remember?
The party is:
on _ _ _ at _ _
o’clock.
92
Screenshot of video N°5. In this video is introduced some phrases which are commonly used for buying, and it also refers vocabulary such as: types of clothes, sizes, color, ways of payments, etc.
While-listening activity of video N°5, it is about listening to the audio and determining who person say it, if the seller or the client.
Put a mark (X) in the person who said this
phrase:
93
Post listening activities. Students have to work in groups in order to role play each dialogues represented in videos.
Exercises for practicing at home through a link that shown after each video.