Percepción de los Estudiantes de la Carrera de Inglés acerca de Factores con Incidencia en el Desarrollo de su Fluidez Oral
DOI:
https://doi.org/10.33936/recus.v5i1.2065Keywords:
Fluidez oral, estudiantes de la carrera de Inglés, hablar, proceso de enseñanza-aprendizaje, corrección de erroresAbstract
Existen varias consideraciones acerca del desarrollo de fluidez en la destreza oral del idioma inglés que involucran a la comunicación desde una perspectiva bilingüe, las cuales requieren de un análisis profundo en el campo de la enseñanza-aprendizaje del inglés como una lengua extranjera en Ecuador. Este trabajo determinará los factores que tienen influencia en el desarrollo de la destreza oral y la fluidez de los estudiantes de la Carrera de Inglés, quienes están en un nivel intermedio en la Universidad Técnica del Norte. Para este estudio se aplicó un enfoque cuantitativo orientado a identificar y medir los factores que tienen influencia en el desarrollo de la destreza oral del idioma inglés, y con ello entender los aspectos positivos y negativos y su influencia durante el proceso de comunicación en la lengua objeto de estudio. A fin de determinar y categorizar los factores, se aplicó la investigación descriptiva con un método inductivo. Para el efecto, estudiantes de 5to nivel de la carrera de Inglés fueron encuestados. Los resultados evidenciaron factores con influencia tales como la exposición al idioma inglés fomentado principalmente por los profesores, y el rol de la interacción dentro y fuera de las aulas. Finalmente, este estudio deja una nueva interrogante abierta acerca de la fluidez oral para realizar futuras investigaciones.
Downloads
Download data is not yet available.
References
Abeer, A. & Ajloun, J. (2016). Error Correction Strategies for the Classroom Oral Proficiency Used by Jordanian Teachers at Secondary Level. International Journal of Learning and Development, 6(3).
Abugohar, M., Al-Hnifat, M., Al-Smadi, O., Rashid, R. & Yunus,k. (2017). A study on the factors affecting ESL learners’ English-speaking skills. International Journal of English Research, 3(4).
Aicha, B. (2016). The Role of Teachers’ Feedback in Improving Students’ Speaking Skill. Master’s Program Thesis Work. Biskra University. Democratic Republic of Algeria.
Bhattacharya, S. (2017). A study on the factors affecting ESL learners’ English speaking skills. International Journal of English Research, 3(4), 31-37.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309.
Bouzar, S. (2019). Issues in Teaching Speaking to EFL Learners. Education and Linguistics Research. 5(1).
Broughton, G., Brumfit, Ch., Flavell, R., Hill, P., & Pincas, A. (2003). Teaching English as a Foreign Language. Second Edition, University of London Institute of Education. British Library Cataloguing in Publication Data.
Castro, L. & Villafuerte, J. (2019). Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers’ Motivations. International Journal of Educational Methodology, 5(2), 289 - 303.
Derakhshan, A., Nadi-Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies. Published by Canadian Center of Science and Education, 6(2), p.177.
Derakhshan, A. & Karimi, I. (2015). The Interference of First Language and Second Language Acquisition. Theory and Practice in Language Studies, 5(10), pp. 2112-2117.
De Jong, N. H. (2018). Fluency in second language testing: Insights from different disciplines. Language Assessment Quarterly, 15(3), 237-254.
Dormer, J. (2013). Improving Speaking Accuracy Through Awareness. Journal of Adult Education, 42(1).
Ebrahimi, Y. & Hajmalek, E. (2016). The Impact of Error Correction Strategies of Speaking Tasks on the Anxiety Level of Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 3(6), pp. 105-116.
Gorkaltseva, E., Gozhina, A. & Nagel, O. (2015). Enhancing Oral Fluency as a Linguodidactic Issue. Procedia - Social and Behavioral Sciences, pp. 141 – 147.
Guevara-Betancourt, S. (2015). Procesos lingüísticos y factores que influyen en la adquisición del idioma inglés. ECOS DE LA ACADEMIA, 1(02), 99-113.
Herazo, R. J. D. (2010). Authentic oral interaction in the EFL class: What it means, what it does not. Profile Issues in Teachers Professional Development, 12(1), 47-61.
Imane, K. (2016). Enhancing EFL Learners’ Speaking Skill through Effective Communicative Activities and Strategies. Master’s Thesis Work. University of Tlemcen. Democratic Republic of Algeria.
Iwashita, N. (2010). Selected Proceedings of the 2008 Second Language Research Forum, ed. Matthew T. Prior et al., 32-47. Somerville, MA: Cascadilla Proceedings Project.
Jenkins, J., Baker, W. & Dewey, M. (2017). The Routledge Handbook of English as a Lingua Franca. Chapter: 47. Publisher Routledge Editors.
Karimy, S., & Pishkar, K. (2017). The relationship among ELT students' speaking accuracy and fluency and teachers' oral skill class presentation. Journal of Applied Linguistics and Language Research, 4(2), 47-56.
Leib-Sutcher, L. & Desiree-Carver,Thomas. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States, 27(35).
Leong, L. & Masoumeh J. (2017). An Analysis of Factors Influencing Learners´ English Speaking Skill. Retrieved from https://goo.gl/XEnjij
Mantilla, M. & Guevara-Betancourt, S. (2018). La incidencia de la ansiedad en el desarrollo de la habilidad de expresión oral en la clase de lengua extranjera. Revista Sarance. Instituto Otavaleño de Antropología, 42, pp. 29-41.
Mastura, F., Khatiba, M., & Maarofb, N. (2014). Self-efficacy perception of oral communication ability among English as a Second Language (ESL). World Congress on Technical and Vocational Education and Training (WoCTVET), 5th–6th November 2014, Malaysia.
Ministerio de Educación del Ecuador. (2017). EF y Ministerio de Educación evalúan el nivel de inglés de 600 colegios fiscales a nivel nacional. Retrieved on February 17th, 2019 from: https://goo.gl/N5PUmQN
Naing, W., Pyae, H., Wai, H., Zaw, A., & Poe, P. (2011). A Study of Different Attitudes towards English among Myanmar EFL Learners at Hinthada University. University Research Journal, 3(1).
Namaziandost, E., Hashemifardnia, A. & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1).
Wang, Z. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. English language teaching, 7(2), 110-118.
Pangket, W. (2019). Oral English Proficiency: Factors Affecting the Learners’ Development. International Journal of Science and Management Studies, 2(2), p.89.
Qayoom, N. (2018). Teaching of English as a Foreign Language by Non-Native Speakers. Journal of Emerging Technologies and Innovative Research (JETIR), 5(10).
Rossiter, M., Derwing, T., Manimtim, L., & Thomson, R. (2010). Oral Fluency: The Neglected Component in the Communicative Language Classroom. The Canadian Modern Language Review, 66(4).
Sinem, Z. (2014). Correcting Spoken Errors in English Language Teaching: Preferences of Turkish EFL Learners at Different Proficiency Levels. Education and Science, 39(174), pp. 259-271.
Tajeddin, Z., & Tabatabaeian, M. S. (2017). Interface between Linguistic Noticing and Fossilization of Grammatical, Lexical, and Cohesive Features among Advanced EFL Learners. Applied Research on English Language, 6(1), 23-42.
Thornbury, S. (2005). How to teach speaking. Harlow. Pearson Education Limited.
Tria, S. (2017). Student’s Self- Efficacy and their Speaking Skill at a Lower Secondary School. Advances in Social Science, Education and Humanities Research, 3rd International Conferences on Education in Muslim Society (ICEMS 2017).
Tung, R., Nora, J., Vasquez, D., Sylvan, C., Keaton, L., Ng, E., Douglas, S. & Sampson, C. (2013). English Language Learners: Shifting to an Asset-Based Paradigm. Innovations in Educational Equity for English Language Learners. Vue, Annenberg Institute for School Reform.
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8–23.
Wijayatunga, A. (2018). English as a medium of instruction in secondary schools in Sri Lanka: challenges. In Proceedings of the International Conference on Education, 4(1), pp. 151-161.
Xu, Y. (2010). Theories analyzing communicative approach in China’s EFL classes. English Language Teaching, 3, 159 –161.
Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. English Language Teaching CCSE, 2(4).
Abugohar, M., Al-Hnifat, M., Al-Smadi, O., Rashid, R. & Yunus,k. (2017). A study on the factors affecting ESL learners’ English-speaking skills. International Journal of English Research, 3(4).
Aicha, B. (2016). The Role of Teachers’ Feedback in Improving Students’ Speaking Skill. Master’s Program Thesis Work. Biskra University. Democratic Republic of Algeria.
Bhattacharya, S. (2017). A study on the factors affecting ESL learners’ English speaking skills. International Journal of English Research, 3(4), 31-37.
Boonkit, K. (2010). Enhancing the development of speaking skills for non-native speakers of English. Procedia-social and behavioral sciences, 2(2), 1305-1309.
Bouzar, S. (2019). Issues in Teaching Speaking to EFL Learners. Education and Linguistics Research. 5(1).
Broughton, G., Brumfit, Ch., Flavell, R., Hill, P., & Pincas, A. (2003). Teaching English as a Foreign Language. Second Edition, University of London Institute of Education. British Library Cataloguing in Publication Data.
Castro, L. & Villafuerte, J. (2019). Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers’ Motivations. International Journal of Educational Methodology, 5(2), 289 - 303.
Derakhshan, A., Nadi-Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. English Language and Literature Studies. Published by Canadian Center of Science and Education, 6(2), p.177.
Derakhshan, A. & Karimi, I. (2015). The Interference of First Language and Second Language Acquisition. Theory and Practice in Language Studies, 5(10), pp. 2112-2117.
De Jong, N. H. (2018). Fluency in second language testing: Insights from different disciplines. Language Assessment Quarterly, 15(3), 237-254.
Dormer, J. (2013). Improving Speaking Accuracy Through Awareness. Journal of Adult Education, 42(1).
Ebrahimi, Y. & Hajmalek, E. (2016). The Impact of Error Correction Strategies of Speaking Tasks on the Anxiety Level of Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 3(6), pp. 105-116.
Gorkaltseva, E., Gozhina, A. & Nagel, O. (2015). Enhancing Oral Fluency as a Linguodidactic Issue. Procedia - Social and Behavioral Sciences, pp. 141 – 147.
Guevara-Betancourt, S. (2015). Procesos lingüísticos y factores que influyen en la adquisición del idioma inglés. ECOS DE LA ACADEMIA, 1(02), 99-113.
Herazo, R. J. D. (2010). Authentic oral interaction in the EFL class: What it means, what it does not. Profile Issues in Teachers Professional Development, 12(1), 47-61.
Imane, K. (2016). Enhancing EFL Learners’ Speaking Skill through Effective Communicative Activities and Strategies. Master’s Thesis Work. University of Tlemcen. Democratic Republic of Algeria.
Iwashita, N. (2010). Selected Proceedings of the 2008 Second Language Research Forum, ed. Matthew T. Prior et al., 32-47. Somerville, MA: Cascadilla Proceedings Project.
Jenkins, J., Baker, W. & Dewey, M. (2017). The Routledge Handbook of English as a Lingua Franca. Chapter: 47. Publisher Routledge Editors.
Karimy, S., & Pishkar, K. (2017). The relationship among ELT students' speaking accuracy and fluency and teachers' oral skill class presentation. Journal of Applied Linguistics and Language Research, 4(2), 47-56.
Leib-Sutcher, L. & Desiree-Carver,Thomas. (2019). Understanding teacher shortages: An analysis of teacher supply and demand in the United States, 27(35).
Leong, L. & Masoumeh J. (2017). An Analysis of Factors Influencing Learners´ English Speaking Skill. Retrieved from https://goo.gl/XEnjij
Mantilla, M. & Guevara-Betancourt, S. (2018). La incidencia de la ansiedad en el desarrollo de la habilidad de expresión oral en la clase de lengua extranjera. Revista Sarance. Instituto Otavaleño de Antropología, 42, pp. 29-41.
Mastura, F., Khatiba, M., & Maarofb, N. (2014). Self-efficacy perception of oral communication ability among English as a Second Language (ESL). World Congress on Technical and Vocational Education and Training (WoCTVET), 5th–6th November 2014, Malaysia.
Ministerio de Educación del Ecuador. (2017). EF y Ministerio de Educación evalúan el nivel de inglés de 600 colegios fiscales a nivel nacional. Retrieved on February 17th, 2019 from: https://goo.gl/N5PUmQN
Naing, W., Pyae, H., Wai, H., Zaw, A., & Poe, P. (2011). A Study of Different Attitudes towards English among Myanmar EFL Learners at Hinthada University. University Research Journal, 3(1).
Namaziandost, E., Hashemifardnia, A. & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences, 5(1).
Wang, Z. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL Learners. English language teaching, 7(2), 110-118.
Pangket, W. (2019). Oral English Proficiency: Factors Affecting the Learners’ Development. International Journal of Science and Management Studies, 2(2), p.89.
Qayoom, N. (2018). Teaching of English as a Foreign Language by Non-Native Speakers. Journal of Emerging Technologies and Innovative Research (JETIR), 5(10).
Rossiter, M., Derwing, T., Manimtim, L., & Thomson, R. (2010). Oral Fluency: The Neglected Component in the Communicative Language Classroom. The Canadian Modern Language Review, 66(4).
Sinem, Z. (2014). Correcting Spoken Errors in English Language Teaching: Preferences of Turkish EFL Learners at Different Proficiency Levels. Education and Science, 39(174), pp. 259-271.
Tajeddin, Z., & Tabatabaeian, M. S. (2017). Interface between Linguistic Noticing and Fossilization of Grammatical, Lexical, and Cohesive Features among Advanced EFL Learners. Applied Research on English Language, 6(1), 23-42.
Thornbury, S. (2005). How to teach speaking. Harlow. Pearson Education Limited.
Tria, S. (2017). Student’s Self- Efficacy and their Speaking Skill at a Lower Secondary School. Advances in Social Science, Education and Humanities Research, 3rd International Conferences on Education in Muslim Society (ICEMS 2017).
Tung, R., Nora, J., Vasquez, D., Sylvan, C., Keaton, L., Ng, E., Douglas, S. & Sampson, C. (2013). English Language Learners: Shifting to an Asset-Based Paradigm. Innovations in Educational Equity for English Language Learners. Vue, Annenberg Institute for School Reform.
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students’ speaking performance at LE Thanh Hien High School. Asian Journal of Educational Research, 3(2), 8–23.
Wijayatunga, A. (2018). English as a medium of instruction in secondary schools in Sri Lanka: challenges. In Proceedings of the International Conference on Education, 4(1), pp. 151-161.
Xu, Y. (2010). Theories analyzing communicative approach in China’s EFL classes. English Language Teaching, 3, 159 –161.
Zhang, S. (2009). The Role of Input, Interaction and Output in the Development of Oral Fluency. English Language Teaching CCSE, 2(4).
Downloads
Published
2020-07-29
Issue
Section
Cooperación y gestión interinstitucional
License
Copyright (c) 2020 Sandra Guevara-Betancourt, Fernando Flores Albuja
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
