Using breakout rooms as a teaching strategy to develop english oral production in online classes

Autores/as

  • Ketty Zoraida Vergara Mendoza Universidad Estatal Península de Santa Elena
  • Mónica de los Ángeles Paccha Soto Universidad Agraria del Ecuador
  • Italo Rigoberto Carabajo Romero Universidad Estatal Península de Santa Elena

DOI:

https://doi.org/10.29018/issn.2588-1000vol6iss42.2022pp82-90

Palabras clave:

break out rooms, online classes, oral production

Resumen

Online education is becoming more widely recognized as a tool for educational modernization. Due to the Covid-19 virus, however, this e-learning method began to spread; unknowingly, students and teachers at all levels watched in astonishment as their homes were transformed into classrooms, breaking the entire old system of regular instruction. Through the experiences of students and English teachers, this study intends to examine the impact of breakout rooms on boosting oral English production. This research was done in Unidad Educativa Franciscana San Jose, Milagro Ecuador. It was applied to second and third courses as Technical as science specialization. Based on the shyness and little students’ class participation in the online English classes. The activities were used in the first, second and third parts in the academic year of 2021-2022. In this case, look for a different way to encourage pupils and teachers to use the Zoom platform break out rooms to motivate to better learning and teaching approach. There were many topics based on student’s preferences. A survey with multiple choice and close questions were used to determine the level of satisfaction generated by the interaction in the tasks completed by students in speaking lessons. This work analyses the result of different topics used by teachers to develop oral skill production.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Ahmadi, L.-M. L. (20 de March de 2017). An Analysis of Factors Influencing Learners’ English Speaking Skill. International Journal of Research in English Education, 34-41. Obtenido de https://pdfcoffee.com/an-analysis-of-factors-influencing-learners39-englishspeaking-skill-pdf-free.html

Astudillo Miguel, M. K. (2021). Implementing e-pals as a learning strategy to increase vocabulary knowledge in efl students. Inclusiones, 8(3), 211.

Bandar Mohammad Saeed Al-Sobhi, A. S. (31 de 1 de 2018). Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions. Obtenido de https://files.eric.ed.gov/fulltext/EJ1172338.pdf

Derar, S. (18 de 8 de 2020). Transitioning from Face-to-Face to Remote Learning: Students’ Attitudes. Obtenido de https://files.eric.ed.gov/fulltext/EJ1271211.pdf

F

Florez, M. C. (Martes de June de 1999). Improving Adult English Language Learners' Speaking Skills. Obtenido de https://www.cal.org/caela/esl_resources/digests/Speak.html

Goretti Cabaleiro, C. a. (2020). The impact of educational technologies in higher education. Gist Education and Learning Research Journal, 157. Obtenido de https://files.eric.ed.gov/fulltext/EJ1262695.pdf

Hosni, S. A. (2009). Speaking Difficulties Encounter EFL Students in Jordan. . International Journal on Studies in English Language and Literature (IJSELL), 22-30. Obtenido de http://globalbizresearch.org/New_York_Conference_2019_April4/docs/doc/4.%20Educati

on/NE913.pdf

Jalo Marcela, P. A. (2011). the approach for the future? Revista Puertas Abiertas, 10. Obtenido de http://www.puertasabiertas.fahce.unlp.edu.ar/numeros/numero-10/clil-theapproach-for-the-future

Johnston, S. W. (2009 ). Research methods for everyday life. San Francisco: Jossey Bass. Obtenido de https://is.muni.cz/el/1423/podzim2016/POL181/um/vanderstoep_johnstonresearch_methods_for_everyday_life.pdf

Joshua Stern, P. (4 de Enero de 2003). Online learning Consortium. Obtenido de Online learning Consortium: http://www.wlac.edu/online/documents/otl.pdf

Joshua Stern, P. (4 de Enero de 2003). Online learning Consortium. BIRUNI UNIVERSITY 1ST INTERNATIONAL CONGRESS ON TEACHING .... . Obtenido de Online learning Consortium: https://alfadestek.com/biruni.pdf

Mohammadi, M. (2018). The Effects of Lexical Chunks Teaching on EFL Intermediate Learners’. International Journal of Instruction,, 180. Obtenido de https://files.eric.ed.gov/fulltext/EJ1183395.pdf

Patiag, P. (2016). Problems and Difficulties of Speaking. International Journal of Humanities 9

and Social Science Invention, 99. Obtenido de https://d1wqtxts1xzle7.cloudfront.net/53777038/O5120396101-with-cover-pagev2.pdf?Expires=1629638522&Signature=MG1T7pSUor~eyrQEa6LRbziTqVPFVJomnp3JGQjpvGrRAe9BxYU11yU5NZhQouicWGFLoakVkwarR0tNOuC7Upk9duALxhg36eyMd1HVy3229~4geuDvSgTmNTDZJFNEmtGu5cJkU-eFtsuG

Ran Quoc Thao, D. T. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science,54. Obtenido de https://journalofscience.ou.edu.vn/index.php/socien/article/view/261/190

Rao, P. S. (2019). Alford Council of Interantional English & Literature Journal(ACIELJ). 2, 11. Obtenido de https://www.researchgate.net/profile/ParupalliRao/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SKILLS_IN_ENGLIS

H_CLASSROOMS/links/5d21b2db458515c11c18dbf3/THE-IMPORTANCE-OFSPEAKING-SKILLS-IN-ENGLISH-CLASSROOMS.pdf

Serhan, D. (18 de 8 de 2020). Transitioning from face-to-face to remote learning. Obtenido de https://files.eric.ed.gov/fulltext/EJ1271211.pdf

Singh, C. K. (nov,dec de 2020). Rethinking English Language Teaching Through Telegram, Whatsapp, Google. Systematic Reviews in Pharmacy, 11, 48. Obtenido de https://www.sysrevpharm.org/articles/rethinking-english-language-teaching-throughtelegram-whatsapp-google-classroom-and-zoom.pdf

Stefanile, A. (10 de Julio de 2020). The Transition From Classroom to Zoom and How it Has Changed Education. SOCIAL SCIENCE RESEARCH, 33-40. doi:DOI: https://doi.org/10.24297/jssr.v16i.8789

Technology, I. (2017). Using Google Form to collect and analyze data. Science Scope, 64. Obtenido de https://www.researchgate.net/profile/ShiangkweiWang/publication/316469859_Integrating_Technology_Using_Google_Forms_to_Collect

_and_Analyze_Data/links/590e327ea6fdccad7b10de08/Integrating-Technology-UsingGoogle-Forms-to-Collect-and-Analyze-Data.pdf

Thornbury, S. (1995). How to Teach Speaking. Harlow: Longman. Obtenido de https://www.researchgate.net/publication/334283040_THE_IMPORTANCE_OF_SPEAKING_SKILLS_IN_ENGLISH_CLASSROOMS

Tran Q. Thao, D. T. (2019). Four aspects of English speaking difficulties encountered by tertiary English-majored students. Ho Chi Minh City Open University Journal of Science, 55. Obtenido de https://journalofscience.ou.edu.vn/index.php/socien/article/view/261/190

Zehua Wang, F. H. (2021). Developing English language learners’ oral. PLOS ONE, 1. Obtenido de Wang, Zehua, and Feifei Han. “Developing English Language Learners’ Oral Production with a Digital Game-Based Mobile Application.” PLoS One, vol. 16, no.

, Pub

Descargas

Publicado

2022-03-31

Cómo citar

Vergara Mendoza, K. Z. ., Paccha Soto, M. de los Ángeles ., & Carabajo Romero, I. R. . (2022). Using breakout rooms as a teaching strategy to develop english oral production in online classes . Pro Sciences: Revista De Producción, Ciencias E Investigación, 6(42), 82–90. https://doi.org/10.29018/issn.2588-1000vol6iss42.2022pp82-90

Número

Sección

ARTÍCULO DE INVESTIGACIÓN