ERCA Method For Developing English Oral Production
This research project was based on analyzing the effectiveness of the ERCA method for developing English oral production in eighth-grade students at “Andes College.” The present research is based on a quantitative approach because statistical data was analyzed and collected with the help of a Pre-te...
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| Päätekijä: | |
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| Aineistotyyppi: | bachelorThesis |
| Kieli: | spa |
| Julkaistu: |
2025
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| Aiheet: | |
| Linkit: | http://dspace.unach.edu.ec/handle/51000/14690 |
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Lisää tagi | Yhteenveto: | This research project was based on analyzing the effectiveness of the ERCA method for developing English oral production in eighth-grade students at “Andes College.” The present research is based on a quantitative approach because statistical data was analyzed and collected with the help of a Pre-test and Post-test, which were applied to the students before and after the ERCA intervention. During the tabulation of these data, it became evident that ERCA is a method that contributes to the development of English oral production. The pre-test identified that most students presented deficiencies in fluency, pronunciation, vocabulary shortage, and especially grammatical errors. However, after the intervention of the ERCA method, the results of the Post-test were gradually noticeable since the student’s presented improvements in fluency, they also managed to acquire and improve their vocabulary, they avoided making grammatical errors when speaking, and they became more confident when expressing their ideas in English, a significant empowerment. In addition, a survey was applied to identify the students' perception of the use of ERCA for the development of oral production; this survey consisted of ten closed questions on a Likert scale, allowing a safe and quick data collection. The results were very convenient since most of the students agreed that ERCA is a method that helps to understand class topics in an effective and meaningful way since it is based on four learning phases, which are approached in different ways and adapted to the interests of each student in a way that is innovative, interesting and, above all, motivating. To conclude, the application of ERCA is recommended since the study's results highlight the effectiveness of the ERCA method and suggest strategies to optimize the teaching of oral production in English in a formal academic environment. |
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