ANALYSIS OF THE USAGE OF VIRTUAL PLATFORMS AS A DIDACTIC STRATEGY IN THE DEVELOPMENT OF LISTENING SKILL OF ENGLISH OF THE STUDENTS OF FIRST SEMESTER FROM UNACH LANGUAGES CAREER ACADEMIC TERM OCTOBER 2019 – MARCH 2020
Nowadays, the need to overcome the difficulties presented in the educational system of English language teaching is very important. Therefore, it is necessary to improve the language skills, especially listening skill since it is indispensable in the learning process and communication. Furthermore,...
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| Formatua: | bachelorThesis |
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2020
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| Sarrera elektronikoa: | http://dspace.unach.edu.ec/handle/51000/6340 |
| Etiketak: |
Etiketa erantsi
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Etiketa erantsi | Gaia: | Nowadays, the need to overcome the difficulties presented in the educational system of English language teaching is very important. Therefore, it is necessary to improve the language skills, especially listening skill since it is indispensable in the learning process and communication. Furthermore, new methodologies, techniques, and strategies to teach the English Language are searched to improve language teaching in students. One alternative to develop these languages skills is with the use of Information and Communication Technologies (ICT). The use of virtual platforms contribute specifically the listening skill. For this reason, this research analyzes of the usage of virtual platforms as a didactic strategy in the development of listening skill of English of the students of First Semester from UNACH Language Career Academic Term October 2019 – March 2020. The qualitative method was used as a part of the methodology. The level of research was descriptive, and an ethnographic method was used to gather the information in a direct and natural way. The technique was the observation and the instrument was the observation guide. It was based on the specific objectives and the criteria presented in the theoretical framework established in this research. The principal conclusion was that the virtual platforms were rarely used because students stay little time in the lab or multimedia classroom. However, when the virtual platforms were used the students understood better the listening activities because these provide the use of videos, texts in the combination with the audios and students can control their listening processes through the use of repeated viewings, subtitles, transcripts in order to assist students in listening comprehension and vocabulary acquisition. It improved students’ attitudes and motivation and they felt more comfortable because the listening activities become more practical and enjoyable. |
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