I LEARN AND HAVE FUN ENHANCING

MY LEVEL OF PERFORMANCE IN
ENGLISH SPEAKING SKILL WITH THE
HELP OF ICT
NELLYS MARÍN
TEACHER: DIANA RAMÍREZ
PROGRAMA: LICENCIATURA EN INGLÉS
 TITLE

LUDIC STRATEGIES MEDIATED BY ICT TO ENHANCING

THE LEVEL OF PERFORMANCE IN THE ENGLISH
SPEAKING SKILL IN SEVENTH GRADE STUDENTS OF THE
LUCILA GODOY EDUCATIONAL INSTITUTION OF SANTA
FE LAS CLARAS, PUERTO LIBERTADOR, CÓRDOBA

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I LEARN AND HAVE FUN ENHANCING MY LEVEL OF
PERFORMANCE IN ENGLISH SPEAKING SKILL WITH THE
HELP OF ICT
 RESEARCH QUESTION

What effect does the implementation of ICT-mediated ludic

strategies have on the level of performance in the speaking
skill of a foreign language such as English, in seventh grade
students of the Lucila Godoy Educational Institution of the
municipality of Puerto Libertador, Córdoba?
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I LEARN AND HAVE FUN ENHANCING MY LEVEL OF
PERFORMANCE IN ENGLISH SPEAKING SKILL WITH THE HELP
OF ICT
GENERAL & SPECIFIC OBJECTIVES
Implement ICT mediated ludic strategies in activities that help
enhance the speaking skills of a foreign language such as English,
in seventh grade students of the Lucila Godoy Educational
Institution.
 Enhance the level of performance in the speaking skill of a foreign
language such as English, in the seventh grade students of the
Lucila Godoy Educational Institution.
 Create interest in foreign language learning through ICT-mediated
ludic strategies to improve performance in speaking skills in the
students.
 Make use of new Information and Communication Technologies as
a didactic strategy in the teaching-learning process.
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 METHODOLOGY- TYPE OF RESEARCH

The research approach is mixed, this approach uses quantitative and qualitative methods in
a complementary manner.
In the quantitative phase, an exploratory descriptive design is used for data collection
through a Likert surveys.
In the qualitative phase, observations were made to analyze in detail the teaching-learning
practices and how the use of ICTs can increase the interest of students in learning English as
a foreign language, complemented by interviews with the students in order to understand
the perspective of the community involved in the research.
The method is Participatory Action Research.

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RESEARCH SCHEDULE

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THEORETICAL FRAMEWORK

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 REFERENCES

Chavez, O. (2009). El uso de las TIC en la enseñanza del inglés en secundaria. México.
Chimarro Proaño, C. P. (2017). Tics como recurso didáctico en el desarrollo de las destrezas
listening y speaking en la enseñanza del idioma inglés. Quito: UCE.
Peña, M. G. (n.d.). Aprendizaje del inglés mediante un proyecto colaborativo asistido por las
TICs. Bucaramanga
Proaño Chiluisa, S. J. (2020). Herramientas Web.2.0 para la enseñanza aprendizaje en speaking
en el nivel de Educación General Básica Media. Quito
Torres, M. M. (2019). La adquisición de una Lengua extranjera y el uso de las TIC: exigencias,
dificultades y proyecciones en los programas de pregrado de la Facultad de Educación de la
Universidad de Antioquia. Cuadernos Pedagógicos, 21(28), 77–89

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 EVIDENCE
Level of satisfaction with English
reinforcement classes of teacher Nellys Marín

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10Q!

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