thesis I

1. Improving oral interaction skills in 7th
grade students from two public schools
under Escuela Activa Urbana Model
María del Pilar Rodriguez
Lorena Medina Ramirez

2. • The improvement of speaking skills through oral interaction
strategies.
• Hadfield (2008,p.105) “the ability to respond to other people
or facilitate communication among them”.
PURPOS
E

3. • A public urban school in Manizales
located in La Asunción
neighborhood.
• Preschool to eleven grade with
emphasis on tourism.
• Escuela Activa urbana pedagogical
model.
• Participants mixed group from
seventh grade.
• A public urban school in Manizales
located in Alta Suiza
neighborhood.
• Preschool to eleventh grade with
emphasis on health and nutrition.
• Escuela Activa Urbana pedagogical
model.
• Participants girls from seventh
grade.
DESCRIPTION OF THE
SETTING

4. DESCRIPTION OF THE SETTING
Characteristics
• Coming from strata 1 and 2 from
Ciudadela del Norte and La Estación
communities.
Positive:
• Interested in learning
English
• Collaborative
• Social
Negative:
• Misbehavior
• Dysfunctional families and social
problems (microtraffick, child abuse,
prostitution)
• Coming from 1,2,3 strata from different
neighbors around the city.
Positive:
• Willingness
• Collaborative
• Respectful and kind
Negative:
• Absent parents, dysfunctional families,
psychological problems (depression,
bipolar, on learning)

5. No.
Data collection
technique
Data collection
instrument
Rationale
1 Observation
Observation
schedule
To collect information about the students’ performance,
behaviors, classroom management, teaching strategies, class
procedures and all about class environment.
2 Informal talks
Informal talk
protocols
To collect facts from the teachers and the students about
English learning processes and all concerns about it (materials,
affective factors, curriculum, activities done in the classroom,
use of technology for English learning, etc.)
3 Surveying
Questionnaires and
surveys
To gather detailed data about students’ perceptions and
opinions about their improvement or difficulties in English
learning. To collect data about how teachers implement
teaching strategies, deal with classroom management,
develop/plan their class development and use technology to
teach English.
4
Language
Elicitation
techniques
Target Language
Interrogation
Elicitation
To gather information about how students interact in a natural
environment to get or provide any information.
DIAGNOSIS STAGE Data collection instruments and
techniques

6. 0
2
4
6
8
10
12
14
16
SCHOOL1

7. SCHOOL2
0.0
5.0
10.0
15.0
20.0
25.0
Students lack of
oral interaction
skills.
Positive attitudes
towards English
Peer/
collaborative
work strengths
Positive relation
between
technology and
learning
Lack of grammar
and vocabulary
skills
Teaching
strategies to
encourage
learning
Lack of resources
and equipment
Use of L2 from
the students

8. The students answer in Spanish, some of them say isolated words in English (teacher sobre
movies, si tenemos homework) Class observation N°6

10. To what extent can oral
interaction strategies affect
the speaking skill of
seventh grade students at
two public schools under
Escuela Activa Urbana
(EAU)model in Manizales?
RESEARCH QUESTION

11. RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES
General:
To determine the impact of
oral interaction strategies in
in the speaking skill of
seventh grade students in two
General:
To improve the speaking skill
through oral interaction strategies
strategies in seventh grade students
students at two public schools
under Escuela Activa Urbana (EAU)
(EAU) .
OBJECTIVES

12. RESEARCH OBJECTIVES PEDAGOGICAL OBJECTIVES
Specific:
1. To measure the impact of oral
interaction strategies in the
speaking skill of seventh grade
students.
2. To determine which oral
interaction strategies improve the
the speaking skill of seventh grade
grade students.
3. To stablish which affective factors
factors can affect the speaking skill
skill during oral interaction in
seventh grade students.
4. To compare the impact of
Specific:
1. To include oral interaction
strategies for developing the
speaking skill in two EFL
classrooms under EAU
2. To encourage the use of L2
through oral interaction strategies

13. Improvingoralinteractionskillsin7thgrade
studentsfromtwopublicschoolsunderEscuela
ActivaUrbanaModel
ESCUELA ACTIVA
URBANA (Morales Et
al, 2010)
Teamwork (West,
2012)
Cooperarive learning
(Larsen-Freeman, 2000;
Marin, 2011)
Cooperative learning with
secondary school students
(Wee & Jacobs, 2006)
Autonomy and
development
(Tomlinson, 1999)
Materials for EAU
classrooms (Morales,
2010; Marin, 2011)
Designing lesson plans for
EAU classrooms (Morales
2010; Marin 2011)
Basic Learning Rights
(MEN, 2016)
Standards for English as
a Foreign Language
(MEN, 2015)
PEI (I.E. La Asunción,
2014; IENAE, 2015)
POLICIES
APPROACHES
Communicative approach (
Richards &Rogers, 2011)
Communicative competence (D.
Btown 2000)
METHODOLOGIES
The interaction hypothesis
(Long, 1996)
Oral interaction in EFL classrooms (Luu
Trong Tuan &Nguyen Thi Kim Nhu,
2010)
New ways in teaching speaking
(Bailey, K.M.,& Savage, L., 1994)
Focus on speaking (Burn, A., & Joyce,
H. 1997)

14. PARTICIPANTS
32 students from seventh
grade.
Boys and girls aged between
12 and 15 years old.
All of them are in A1(CEF)
SCHOOL 1
PARTICIPANTS
33 students from seventh grade.
All of them girls, aged between 12
and 13.
Level of proficiency between A1
and A2 (regular evaluation)
SCHOOL 2
METHODOLO
GY

15. INSTRUMENTS
• Self- assessment forms
• Class observations.
• Rubric for OIS
• Journal.
• Audio and video recordings, transcripts.
METHODOLOGY

16. • MIXED
METHODS
Action Research
Comparative Study
METHODOLO
GY
INTERVENTION
RESULTS

17. A, LET’S
REVIEW
B. LET’S
LEARN
C. LET’S
PRACTICE
D. LET’S
REINFORCE
Escuela Activa Urbana lesson plan stages.
Escuela Activa Urbana principles and values:
Autonomy
Cooperative learning
Leadership
Participation
Communication
METHODOLO
GY

18. ACTION STAGE
• Six workshops
• Oral interaction strategies: role-plays, guessing,
giving instructions, story-telling, conversations,
interviews.
• OIS incorporated to EAU model.

19. EVALUATION STAGE
• EAU evaluation criteria: Cognitive, Practice,
Attitude
• Rubrics to measure oral interaction performance.
• Self- assessment for the oral interaction task.
• Findings and comparisons between the two
schools.