Implementation of digital tool “My english lab” to improve oral skill of sixth grade students at Rubira School
Implementación de herramienta digital “My english lab” para mejorar la habilidad oral de alumnos de sexto grado del Colegio Rubira
DOI:
https://doi.org/10.56712/latam.v5i1.1657Palabras clave:
my english Lab, oral skills, digital toolsResumen
The following research focuses on improving the oral skills of sixth-grade students using interactive activities through digital tool "My English Lab." The study was conducted at the Rubira Educational Unit in Ecuador. The methodology used was quantitative methods to understand the effectiveness of My English Lab in each class during the teaching-learning process in which compared students using the tool with those receiving traditional instruction. The results emerged from the application of students who used My English Lab, where oral fluency, accuracy, pronunciation, comprehension, and memorization improved significantly compared to students who received traditional instruction. In conclusion, the safe and supportive environment provided by My English Lab allows students to feel comfortable practicing their oral skills, as this tool offers a variety of activities and exercises that allow students to practice their oral skills in different contexts. This demonstrated the potential of digital tools to revolutionize language learning, particularly for speaking, a traditionally challenging area.
Descargas
Citas
Abarca, G. (2021). Methodological strategies to develop speaking skills in intercultural environments. Polo del conocimiento, 43(12), 4. https://doi.org/file:///C:/Users/JUANA/Downloads/Dialnet-EstrategiasMetodologicasParaDesarrollarDestrezasDe-8017005.pdf
Alfaro, J. (2021). Complexity, accuracy and fluency in oral performance of learners with different proficiency levels of English as L2. Universidad de Cali. https://doi.org/https://www.researchgate.net/publication/323487267_Complejidad_precision_y_fluidez_en_el_desempeno_oral_de_aprendices_con_distintos_niveles_de_proficiencia_en_ingles_como_L2
Alzahrani, S. (2022). Practices, challenges, and prospects of e-learning at a Saudi university: English teachers' perspectives. UMM Al-Qura University, 7. https://doi.org/https://files.eric.ed.gov/fulltext/ED590633.pdf
Barragán, S. (2022). Uso de plataformas educativas en el proceso de aprendizaje de las habilidades del idioma inglés. Revistas UG. https://doi.org/https://revistas.ug.edu.ec/index.php/rug/article/view/1837/2763
Bookit, K. (2022). Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and behavioral Sciences.
Brown. (2020). Teaching by principles: An interactive approach to language pedagogy. New Jersey: Prentice Hall Regents.
Brownn, D. (2021). Teaching by principles: An interactive approach to language pedagogy. New Jersey : Prentice Hall Regents. https://doi.org/https://www.academia.edu/41367581/Teaching_by_Principles_An_Interactive_Approach_to_Language_Pedagogy_4th_Edition_by
Bygate, M. (2019). Speaking.
Condo, Y. (2020). Inteligencia emocional en la expresión oral del idioma inglés. Universidad César Vallejo. https://doi.org/https://hdl.handle.net/20.500.12692/64317
Dang, P. (2021). https://www.saleslegacy.com. https://patrickdang.com/: https://youtu.be/r-iETptU7JY
Diaz, J. (2023). Speaking En La Enseñanza De Inglés En El Aula (Vol. 5). Universidad Santo Tomás de Colombia. https://doi.org/https://repository.usta.edu.co/bitstream/handle/11634/50446/2023johandiaz2.pdf?sequence=2
Farias, P. (2023). Language Learning with Technology–Ideas for Integrating Technology in the Classroom. Cambrige University. https://doi.org/https://www.redalyc.org/pdf/4783/478347655010.pdf
Gerber, S. (2009). 6 step to the perfect pitch. https://www.entrepreneur.com/article/201826
Horche, R. (2021). El concepto de fluidez en la expresión oral. NY: Centro Virtual Cervantes. https://doi.org/https://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/rio_2008/37_horche-marco.pdf
Hughes, C. (2021). Executive functions and development: Emerging themes. American . https://doi.org/https://psycnet.apa.org/record/2002-17339-010
Julca, G. (2022). La plataforma My English Lab y su relación con la comprensión de textos orales . Universidad Católica SEDES SAPIENTIAE. https://doi.org/https://repositorio.ucss.edu.pe/bitstream/handle/20.500.14095/1486/Julca_Grecia_tesis_2022.pdf?sequence=1&isAllowed=y
Quiroz , Y. (2023). Teacher-Student interaction in the speaking skill. Universidad de Ambato. https://doi.org/https://repositorio.uta.edu.ec/bitstream/123456789/37246/1/Quiroz%20Elizabeth_%20%20TESIS%20FINAL-signed-signed%20%282%29-signed.pdf
Renandya, R. a. (2002). Methodology in lenaguge teaching. Cambrige. University press.
Richard, S. (1990). The Essentials of calssroom Management. Oxford: Oxford Univeristy Press.
Riggenbach, H. a. (2020). Teaching English as a second or foreign language, 2nd Edition. New York: Newbury House.
Salas, S. (2020). Mediación tecnólogica en los procesos de enseñanza del idioma inglés. Univesidad Pedagógica. https://doi.org/http://repository.pedagogica.edu.co/bitstream/handle/20.500.12209/12427/Mediacion%20tecnologica.pdf?sequence=1&isAllowed=y
Willis, J. (2019). A framework for a task based learning. London: Logman.
Yataco, P. (2022). Aprendizaje del idioma inglés a través de herramientas digitales en educación superior: revisión sistemática. Revista de Investigación en Ciencias de la Educación, 1(1), 1. https://doi.org/https://revistahorizontes.org/index.php/revistahorizontes/article/view/826/1531
