The effect of ability-grouping techniques on students' perceptions of speaking tasks
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Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Un problema crítico en la enseñanza del Inglés como Lengua Extranjera en Chile es que la mayoría de los profesores no pueden interactuar con sus alumnos del colegio usando el lengua meta. Lo anterior corresponde a una falta de oportunidades de los estudiantes para practicar la habilidad de hablar a través de conversaciones y trabajo colaborativo. De acuerdo a esto, agrupar a los alumnos precisamente en clases ha demostrado incentivar dichas oportunidades. Por lo tanto, ya que el consenso en técnicas de agrupación es controversial, el presente estudio apunta a contrastar las percepciones de los alumnos de acuerdo a agrupaciones de habilidades homogéneas y heterogéneas comparando dos segundos medios en un colegio chileno subvencionado. Por una parte el Grupo A fue organizado homogéneamente de acuerdo a sus competencias en el idioma mediante una prueba de diagnóstico para que los estudiantes con nivel similar estuvieran juntos. Por otra parte, el Grupo B fue organizado heterogéneamente para que los estudiantes con diferentes niveles estuvieran juntos. Este experimento siguió un diseño de comparación y fue utilizado un instrumento correspondiente a un cuestionario con una escala Likert para medir las percepciones de los estudiantes de acuerdo a las técnicas de agrupación. La aplicación consistió en seis clases para ambos grupos en tratamiento, las cuales incluyeron los seis tipos de actividades colaborativas de tres tipos diferentes de tarea. Las actividades y sus respectivos tipo de actividades son, de la primera a la última: “Juego de Roles” y “Entrevista” (Tarea Interpersonal), “Quién soy yo” y “Debate” (Tarea Transaccional), “Contar una Historia” y “Presentación de Afiche” (Tarea Extensiva). Consecuentemente, el principal hallazgo del estudio muestra que todos los estudiantes (ambos grupos, A y B) percibieron las técnicas de agrupación positivamente. Finalmente, contrastando ambas técnicas de
agrupación, los estudiantes del Grupo B (heterogéneo) percibieron la mayor parte de las actividades más positivamente que el Grupo A (homogéneo)
One critical problem in Chilean EFL teaching is that most teachers cannot interact with school learners using the target language. The latter corresponds to a shortage of opportunities for learners to practice the speaking skill through conversation and collaboration. Accordingly, grouping learners accurately in classes have proved to encourage the referred opportunities. Therefore, since consensus on grouping techniques is controversial, the current study aimed to contrast learners‟ perceptions on Homogeneous and Heterogeneous ability-grouping by comparing two tenth grade courses in a Chilean subsidized school. On the one hand, Group A was arranged homogeneously in compliance with learners‟ low, middle, or high ability level diagnosed in an oral pretest, so learners with similar level were together. On the other hand, Group B was arranged heterogeneously so learners with different levels were gathered. This experiment followed a comparison-group design and used as an instrument a questionnaire with a Likert scale to measure learners‟ perceptions on grouping techniques. The application consisted on six lessons for both treatment groups, which featured six different collaborative activities taken from three different types of tasks. The activities and their respective type of task are, from first to last: Role Play and Interview (Interpersonal tasks), Who am I and Debate (Transactional tasks), Story Telling and Poster Presentation (Extensive tasks). Consequently, the main finding of the study shows that all learners (from both, Groups A and B) perceived grouping techniques positively. Finally, when contrasting both grouping techniques, learners from Group B (Heterogeneous) perceived most of the activities more positively than Group A (Homogeneous).
One critical problem in Chilean EFL teaching is that most teachers cannot interact with school learners using the target language. The latter corresponds to a shortage of opportunities for learners to practice the speaking skill through conversation and collaboration. Accordingly, grouping learners accurately in classes have proved to encourage the referred opportunities. Therefore, since consensus on grouping techniques is controversial, the current study aimed to contrast learners‟ perceptions on Homogeneous and Heterogeneous ability-grouping by comparing two tenth grade courses in a Chilean subsidized school. On the one hand, Group A was arranged homogeneously in compliance with learners‟ low, middle, or high ability level diagnosed in an oral pretest, so learners with similar level were together. On the other hand, Group B was arranged heterogeneously so learners with different levels were gathered. This experiment followed a comparison-group design and used as an instrument a questionnaire with a Likert scale to measure learners‟ perceptions on grouping techniques. The application consisted on six lessons for both treatment groups, which featured six different collaborative activities taken from three different types of tasks. The activities and their respective type of task are, from first to last: Role Play and Interview (Interpersonal tasks), Who am I and Debate (Transactional tasks), Story Telling and Poster Presentation (Extensive tasks). Consequently, the main finding of the study shows that all learners (from both, Groups A and B) perceived grouping techniques positively. Finally, when contrasting both grouping techniques, learners from Group B (Heterogeneous) perceived most of the activities more positively than Group A (Homogeneous).
Notas
Tesis (Profesor de Inglés para la Enseñanza Básica y Media, Licenciado en Educación)
Palabras clave
Inglés, Enseñanza, Metodología, Chile