Final Research Proposal Submission

“The importance of an integrated skills in class from tenth-grade”

Work in the integrated skills on students from tenth-grade

Presented by: Danna Nathalia Gomez

Sandra Rodriguez

Methodology in EFL Research

Licenciatura en Lenguas Extranjeras Inglés (LLEI)
Universidad Santo Tomás

May 2020
 RESEARCH STATEMENT

My research proposal will be based on how to improve the integrated skills needed to the

comprehension in the English language to tenth-grade students who are between the ages of 15

and 16. I decided to choose this project since in the school where I work I want to prepare the

students for the ICFES test but also to make them able to present the TOEFL test and achieve a

higher score, which is why I need to increase an integrated skills level of the students. One of the

great difficulties that students have is to recognize the vocabularies written that have previously

been seen in elementary courses and what a moment ago they are absent at the time of

developing readings in English and writings that allow the logical understanding of these. To

have a starting point for this project, during February a simulation different types of tests have

been carried out demonstrating an approximate level graph that the students possess so far; there

have also been short readings (comprehension and read-out-loud) that allow us to see their

understanding based on questions of analysis of the texts

Research question:

How the implementation of the activities, which allow having an evaluation criterion

through the integrated skills approach, promote and increase the results of the different classes of

language tests in the group of tenth-grade students?

Research objective:
 Description: Context characteristics, participants’ needs and contributions to the research

project of the LLEI and to my professional future

To carry out this research project, it is necessary to analyze the context in which tenth-

grade students live, taking into account what are inhabitants of the city of Soacha and that their

families have not had an appropriate approach to the English language but what do they

recognize current need for the English language; It is also necessary to pay special attention to

the needs that tenth-grade students demonstrate when making a graphic comparison of the results

of the simulacrum TOELF that they presented during the month of February in the same way to

highlight the necessary and critical points obtained from the Proposed activities of the readings

brought by the teacher.

The contribution that was sought as a future professional teacher in English is that it

allows me to easily analyze the needs that students have in order to directly attack the need and

allow the student to flow in their foreign language learning not by necessity but by an

appreciation that is obtained When demonstrating to students how English facilitates most of the

fields of work and allows a much wider experience worldwide

JUSTIFICATION

Needs presented by tenth-grade students on different test that allow to recognize their

speaking, reading, talking, writing, that allow the recognition of both vocabulary and grammar
concepts that are obtained. Therefore, the project marked me would be the number 1 because the

teacher's practices for teaching and learning a new language are based, based on the innovation

of activities and proposals that allow tenth-grade students to advance in your four-skills and

therefore in your vocabulary.

As a project, I decided to choose the number 2 which allows me to keep the technology

as a tool for learning the second language in the classroom allowing a new pedagogical didactics

at the time of having a reading, a conversation, avoiding simple, insipid and boring learning

contexts.

The identification of needs that arise within the social context mainly affects reading in

general because in the families of tenth-grade students there has been no emphasis on the

importance of reading and the analysis and understanding given to students. different literature

texts which represent a certain disgust in students When presenting ideas or proposals about a

reading or even when analyzing a reading even in their language, which makes reading and

comprehension in a foreign language even more difficult. It seeks new pedagogical didactics that

allow the student to feel pleasure and importance in reading both the Spanish language (his

native language) and the English language.

LITERATURE REVIEW

As a proposal for these project I have search different investigation that supports my
research statement, in these following 5 articles, they have allowed me to develop a deeper

investigation on the needs that must be considered in this current era to guarantee effective

learning of the English language as a foreign language, recognizing that there are integrated

skills that must be developed that allow me to develop not just a classic way of reading, writing,

and dictation, but you can also use different current tools to improve the literature of tenth grade

English learners in English, preparing them for a TOELF exam guaranteeing a developed

English in the skills integrated (listen, write, read, speak). With the help of these articles that

support the idea of my research, I can concentrate on being able to analyze and understand the

phenomenon that is implemented within the classroom due to the experiences that each student

must have and be able to extract it, through a series of exercises, that allows me to evaluate the

development of knowledge and the learning process of the students, in order to readjust the

activities proposed in the classroom, in order to guarantee effective, didactic and dynamic

learning, so that the students can exercise an EFL, and also focus on this study of the students'

own experiences to ensure the implementation of integrated skills

RESEARCH DESIGN

In this research process, the procedures that only have to be taken into account as a

design to be able to effectively execute the approaches of this research is to carry out action-

action research, as this project seeks to transform the learning process according to the needs of

undergraduate students. 10th to guarantee an effective and capable learning process, for which
measures will be taken in order to do what is necessary to allow students to create their own

environment within the classroom that allows the development of integrated English language

skills together with the help of the teacher since this allows the pedagogical and methodological

processes to be according to the needs of the students.

As this research is carried out, what is proposed with this project is to be able to work

with students continuously, making critical reflections according to the evaluation results

presented at the time of conducting drills that allow us to see the advancement of skills.

integrated of the students.

Data collection will also be taken into account for this research project, which guarantees

effective and continuous research; This data collection which will be seen through the different

investigations that will be presented throughout this project, also the process that will be carried

out during this investigation, to finally report results and also have a critical reflection on the

effectiveness of this research and processes used, rating their effectiveness or re-evaluating the

need for changes during this process.

REFERENCES

Michael Vetrie. (2004). Using Film to Increase Literacy Skills. The English Journal, 93(3),

39-45. doi:10.2307/4128807
Northrop, L., & Killeen, E. (2013). A FRAMEWORK FOR USING iPADS TO BUILD

EARLY LITERACY SKILLS. The Reading Teacher, 66(7), 531-537. Retrieved March 30,

2020, from www.jstor.org/stable/41853102

Hutchison, A., Nadolny, L., & Estapa, A. (2016). USING CODING APPS TO SUPPORT

LITERACY INSTRUCTION AND DEVELOP CODING LITERACY. The Reading

Teacher, 69(5), 493-503. Retrieved April 2, 2020, from www.jstor.org/stable/44001995

Oxford, Rebecca. (2001). INTEGRATED SKILLS IN THE ESL/EFL CLASSROOM. ESL

Magazine. 4.

Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to integrate

language skills in an EFL program at a Colombian university. PROFILE Issues in

Teachers' Professional Development, 18(2), 13-27.

https://masoportunidades.org/practica-toefl-simulacro-online-gratuito/

https://www.elnuevodiario.com.ni/desde-la-u/305910-importancia-idioma-ingles-

educacion/
 https://www.sprachcaffe.com/espanol/porque-estudiar-ingles.htm

https://www.slideshare.net/jaimechango/importancia-del-ingles-en-la-educacon

APPENDIXES

Since the concept of implementing new technologies is included in my research proposal

in order to increase the integrated skills proposed in a foreign language, it is necessary to clarify

that the main point is based on student learning either in at home or in the institution outside it in

any other contour. By reading these 3 articles, we seek to implement new strategies that

complement the learning of 10th-grade students in order for them to handle the 4 different

components that are part of the integrated skill that they need to have in a foreign language more

fluently.

In this research, with these different articles, I have found different proposals on how to

implement language learning in its 4 components as an integrated skills, without the need of

having to undergo boring and monotonous activities, but it allows me to find new tools to

implement didactic learning according to the needs that they require and also learning that comes

from the experience of each student. Michael Vetrie (2004) He tells us here it is necessary as
teachers to be immersed within the culture that our students handle so that they can understand

what we seek in the learning that each one of them, explained it well in the following way:

"Popular culture is about more than just the current time and place"

Michael Vetrie (p. 39)

So, I have come to a theory where teachers must get into new technologies and new eras

that present this time to implement effective learning and teaching to each of the students.

In the first article, we talk about the application of videos and even movies that are not

used for the sole purpose of entertainment but are used as a means of literacy and critical

discussion among the students themselves, since according to Michael Vetrie (2004) “ Students

do not seek to learn lines from classic books such as Shakespeare among others ”(p. 40),

therefore, it invites new teachers to use more jovial terms and use visual tools that are a reference

to the tastes of students or reference to the situations that they are currently experiencing well

according to Michael Vetrie (2004) “Films can be used to increase literacy skills if it is taught as

literature” (p.41).
 The next invitation from the author is that we obviously choose our visual aids so that we

can create an environment where they can think and want to communicate among themselves

using the foreign language since the author sees this option as the “fifth language art ”(Teasley

and Wilder 117). The author has also concluded that listening to students can discuss and think

more effectively, which helps them also to advance their reading effectively, leading to effective

writing.

“Schools creates a new opportunity to use the technology in early literacy

skill development” Laura Northrop and Erin Killeen (p. 531)

In my 2nd research I found that implementing new technologies for students is a way to

motivate and compromise student studies and learning because according to Laura Northrop and

Erin Killeen, children's understanding has been examined when reading books. electronic and

analyzed which has been the most effective way by making a comparison of electronic books

and physical books.

That is why the authors also assure that it is important to use the technology and

applications that they may have to implement a learning process and to be able to generate goals

where students acquire greater listening comprehension and others since they assure that the
applications are designed to teach reading. , to listen to the sound of letters, to recognize simple

and compound words, to recognize vowels and consonants and to be able to generate a sequence

of letters; All this thanks to the fact that the use of the applications provided by the technologies

(cellular computers and others) creates more practice time with respect to the concepts and does

not limit the teacher to repeating concepts in the classroom but rather allows the students to

review the choosing or reviewing the terms in their homes; however Laura Northrop and Erin

Killeen ask the teachers of the new generations to be very aware in the use of new technologies

as it also emphasizes the fear of having a purely technological education where the teacher is

discarded as the authors assure us that the explanation and the dance guide of the teacher is

necessary prior to the use of these new technologies, Laura Northrop and Erin Killeen (2013)

express that the “apps provide plenty of time for practicing literacy concepts, but should not be

substituted for directly teaching concepts ”(p. 533)

“Educators strive to ensure students are prepared for the 21st-century”

Amy Hutchison, Larysa Nadolny and Anne Estapa (p. 493)

In this third article, I found the importance of the educator not only getting into the new

technologies in order to find new literature for the students, but it is also necessary for the
teacher to immerse himself in this world in order to ensure that students are prepared to face this

new century, that's why Amy Hutchison, Larysa Nadolny, and Anne Estapa refer to the fact that

it is very important to become part of the literature but also to examine the different applications

that exist within cell phones and others to Being able to connect literature to coding because

coding here ensures brings with it learning of logic that allows students to think, solve problems,

solve sequences, plan, and can code a computer program; well, all this leads to improving the

learning of literature and therefore reinforces the 4 necessary fields within a foreign language.

Amy Hutchison, Larysa Nadolny and Anne Estapa (2016) “argue that coding literacy is

an important type of digital and disciplinary literacy that is relevant to classroom instruction”.

This makes it necessary for the teacher to implement the use of new technologies in order to

develop the different kinds of literature that exist (both digital and classical). Of course, here

before using technologies to our advantage as teachers, it is necessary to develop literary

practices that already exist so that students can immerse themselves in a literary project and also

be able to execute it in a digital age; therefore Amy Hutchison, Larysa Nadolny and Anne Estapa

(2016) “… proposing that students can code to learn” From here, through experiences that they

already recognize, it is easier to immerse themselves in learning, for which the author considers

in this article that coding Hello computer programming is a type of literature such as writing.

Amy Hutchison, Larysa Nadolny, and Anne Estapa Develop fundamental ways to ensure a
developmental sequence and a sequence of skills that can be implemented and be successful in

the academic area.

Annotated Bibliography

Michael Vetrie. (2004). Using Film to Increase Literacy Skills. The English

Journal, 93(3), 39-45. doi:10.2307/4128807

According to this article, the author seeks to implement more innovative teaching that is

effective, which is why he begins with cinema. Cinema is our most popular "popular" culture.

That is, he is so admired that we have characters from other media that quote him. Criticism of

popular Greek and Elizabethan academics dismissed the popular scenario for downplaying the

level of the masses. Critics, both left and right, find common ground in attacking the use of any

popular culture in the classroom.

These are fair and very important questions because schools have been mandated to

improve literacy skills through more innovative tools. According to the article, movies can be

used to increase literacy skills if taught as a literary tool. We should use film as another way to

teach literature: as a basis for anchoring most writing and critical thinking activities. The author

uses the feature film in the classroom not only as a new and contemporary literacy or a fifth
language. The author has found that using movies for at-risk students far outweighs literature as

facilitation to increase my students' literacy and critical thinking skills and that surprisingly

increases their reading and writing skills. The main goal of teaching film is literature is to give

students a reason.

Northrop, L., & Killeen, E. (2013). A FRAMEWORK FOR USING iPADS

TO BUILD EARLY LITERACY SKILLS. The Reading Teacher, 66(7),

531-537. Retrieved March 30, 2020, from www.jstor.org/stable/41853102

This final article tells us about the rapid adoption of iPads and other tablet devices by

schools, creating a new opportunity to use technology to develop early literacy skills.

Increasingly, students also have access to tablets and smartphones at home, providing educators

with an excellent opportunity to use these technologies to connect school and home learning

activities. The author suggests that to ensure that students work at their instructional or

independent level, and access and work with the desired literacy content, the Graduation of

Liability instruction framework can be modified and applied to the use of tablets. Following this

instructional framework, a teacher first explains and models the activity, followed by guided and

independent practice by the student. There are a variety of apps out there dedicated to practicing
early literacy skills. Although the author expresses his enthusiasm for the use of iPads in the

classroom, like motivational and instructional tools, he strongly recommends that the use of

technology be combined with effective instruction to ensure that students are learning, not just

by pressing buttons and following movements in the classroom.

Hutchison, A., Nadolny, L., & Estapa, A. (2016). USING CODING APPS

TO SUPPORT LITERACY INSTRUCTION AND DEVELOP CODING

LITERACY. The Reading Teacher, 69(5), 493-503. Retrieved April 2,

2020, from www.jstor.org/stable/44001995

In this article, it is evident that during the last decade, literacy academics have made more

and more efforts to study the new skills, strategies, dispositions, interests and social practices

associated with digital technologies as one of the pioneers in bringing computing to youth.

Seymour Papert envisioned the logo as a way to engage children in the creative process and the

problem-solving process. Coding has gone beyond a skill for employment in high-demand fields

and includes elements of expression, collaboration, and creativity. Proponents of this movement

believe that developing coding literacy is a core competency for many types of 21st-century
workers and that all students should have the opportunity to develop this type of literacy with the

use of digital technology to develop language. specialized and disciplinary skills

Beyond the need to prepare students for the barely imaginable future, the author believes that

there are many tangible benefits of bringing coding applications to the classroom that support the

development of literacy practices as they currently exist. Furthermore, the development of

coding literacy has even more immediate, and perhaps tangible, connections to traditional

literacy. Coding is a new type of literacy, just as writing helps you organize your thinking and

express your ideas, the same is true for coding.

The author affirms within the article that it is necessary to think creatively, reason

systematically and work collaboratively to program interactive stories, games, and animations.

Because coding literacy is a relatively new concept for many educators, it can be difficult to

understand its relationship to literacy and classroom settings

With the previous articles, I think that it is necessary to be able to research and have

integrated skills as the main concept through task-based language teaching; which allows me to

have a pedagogical focus and have a pedagogical orientation that allows me to integrate skills to

help students improve, practice and acquire an understanding of English learning. To support this

main concept, it is necessary to be able to pass the tests and different types of devaluations that
allow us to review the linguistic skills that students have; so I see it necessary, as the research

progresses, to define the type of assessment and the types of exams, language tests within the

classroom.

Oxford, Rebecca. (2001). INTEGRATED SKILLS IN THE ESL/EFL

CLASSROOM. ESL Magazine. 4.

An extreme example is the translation grammar method, “which teaches students to

analyze grammar and translate (usually in writing) from one language to another.” (Oxford,

2001, p. 7), the car allows us to analyze that carrying out this exercise is an atrocious action for

the students since it does not allow the full development of the integrated skills that are had at

the time to exercise the EFL. However, he also tells us that there are different strategies that can

be used to integrated language skills in a way that allows students to improve their learning

strategies regardless of the area that needs to be reinforced, as these strategies seek to improve

performance in all language skills.

A critical point that the author gives us is that master of being creative in order to create

classes that allow multiple skills to be involved and also integrated skills without need is

presenting each one separately. The academic cognitive approach to language learning shows
how language learning strategies can be integrated into learning simultaneously with language

content; although the teacher needs to be quite careful with the subjects to select, because the

subject must be attractive and interesting for the students in order to allow a wide practice in the

existing varieties of language skills.

Córdoba Zúñiga, E. (2016). Implementing task-based language teaching to

integrate language skills in an EFL program at a Colombian

university. PROFILE Issues in Teachers' Professional Development,

18(2), 13-27.

This methodology teaches us that the TBLT (task-based language teaching) allows it to

be used as a method facilitating the practice of language skills in an everyday environment which

allows students to explore different opportunities within communication skills either within or

outside of it, benefiting the practical language through the tasks within the classroom that are

closely related to daily life, this allows the linguistic tasks to become something more real and

can get to satisfy the linguistic needs. The author of this article carried out exercises based on

reading practices that had oral messages and that allowed students to communicate their ideas

freely, as Nunan considers "an activity or action that is carried out as a result of a process to
understand a language, for example drawing a map, executing a command, buying tickets,

paying bills, and driving a car in a city ”(Nunan, 2004, p. 7)

It is also pointed out that the tasks allow them to be activated and that they promote the

learning of an L2 through discussions and cooperations; that allow an analysis to be carried out

in order to adjust according to the needs of the students.

In this article, a study was carried out where students who were already familiar with

development focused on integrated skills, found it easier to solve the activities proposed by the

teacher, finding as a result that students are more likely to hit when the activities they are based

on the real world, through the focus of meaningful practice, either from debate or analysis of

articles and written reports. The author was able to make a comparison with the students who

had carried out their contextualized exercises presenting greater affinity with the creative tasks in

order to exercise the integrated linguistic skills since they expressed that it is easier to solve them

when they have active personal implications.

In the conclusion of this article, the results suggest that TBLT is a significant approach to

be able to integrate the language skills that an EFL requires.