Proyecto Integrador de Saberes (PIS)

Proyecto Integrador de

Saberes (PIS)

UNIVERSIDAD TÉCNICA DE AMBATO

FACULTAD DE CIENCIAS HUMANAS Y DE LA EDUCACIÓN

CARRERA DE PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y

EXTRANJEROS

UNIDAD DE ORGANIZACIÓN CURRICULAR

AUTORES:

ACOSTA ACOSTA ERIKA LUCÍA

ACOSTA CALDERÓN ADRIÁN SEBASTIÁN

BENÍTEZ GAVILANEZ DOMÉNICA ROMINA

CARRERA SÁNCHEZ RICARDO SEBASTIÁN

CHIMBA RONQUILLO CRISTIAN XAVIER

NIVEL: PRIMERO “A”

PROYECTO INTEGRADO DE SABERES

THE USE OF ENGLISH PLATFORM IN THE ENGLISH LEARNING

PROCESS

AMBATO - ECUADOR

SEPTIEMBRE 2019 – FEBRERO 2020

INDEX

COVER PAGE………………………………………………………………………....1

INDEX …………………………………………………………………………………2

PROJECT TITLE……………………………………………………………………..3

OBJETIVES……………………………………………………………………………3

GENERAL………………………………………………………………………3

ESPECIFICS……………………………………………………………………3

METODOLOGY……………………………………………………………………….3

CRONOGRAMA………………………………………………………………………4

THEORETICAL FRAMEWORK ……………………………………………………5

RESULTS ………………………………………………………………………………7

ANALYSIS AND INTERPRETATION……………………………………………..12

CONCLUSIONS………………………………………………………………………12

RECOMMENDATIONS……………………………………………………………..12

BIBLIOGRAPHY……………………………………………………………………..13

ANEXOS ……….……………………………………………………………………..13

PROJECT TITLE

The use of English platform in the English learning process

OBJETIVES:

a. GENERAL

To determine the importance of using the English platform to improve the learning

process at Center of Language

b. ESPECIFICS:

To observe if the institution has an English platform.

To analyze the different learning techniques that institution has.

To identify the ability of students to manage the platform and see how it

influences their learning

METODOLOGY:

This investigation was carried out in the Center of Language in “Universidad Tecnica

de Ambato ". The theme of this project is the use of the English platform in the English

learning process. The researchers used two observation cards (4 and 5). The

methodology that will be used in the investigation is mixed, it has qualitative and

quantitative approach . The qualitative approach focuses on the description of the facts

and the quantitative approach focuses on the statistics on the results of the observation

cards and also through the observation for which the researchers carried out the

exploratory scope focuses on going to the place of the facts

CRONOGRAMA

NRO: ACTIVITIES DATES

October November December January

1. Socialization of

the project themes

2. Establishment of

the general and

specific objectives

3. Methodology

4. Chronogram

5. Theoretical

Framework

6. Results

7. Bibliography

8. Project

Presentation

9. Approval

10. Oral Presentation

THEORETICAL FRAMEWORK

According to Mulyono,Herri (2016) In the investigation “Using Quipper as an Online

Platform for Teaching and Learning English as a Foreign Language” in Indonesia,

which the objectives was to evaluate the affordability of Quipper as an online platform

for teaching and learning English as a foreign language (EFL). Was to indicate that

Quipper is affordable to use as an EFL online teaching and learning platform using

surveys, concludes that this online learning platform particularly useful for promoting

independent learning for the students, with the support from teachers as well as from

their peers. The greatest value this investigation is that perceived regarding Quipper

was the features were user-friendly, and it supported the school’s English curriculum.

This online learning platform particularly useful for promoting independent learning for

the students, with support from teachers as well as from their peers. The greatest value I

perceived regarding Quipper was that the features were user-friendly, and it supported

the school’s English curriculum. This research helped me to improve my knowledge of

using a platform in student learning.

According to Grzeszczyk, K. (2016) in his research “Using Multimedia in the English

Language Classroom” in Poland which objective was to discover the effects of the

multimedia use in foreign language teaching. Was to analyze the history of technology

enhanced classroom thoroughly. It is obvious that multimedia offers numerous

opportunities for learners of foreign languages regardless of their age, learning styles,

the level of difficulty. Was to learn about and understand the use of multimedia tools as

well as their implications for its future, using surveys and quantitative research,

concludes that Multimedia is a future-oriented form of learning English. This platform

covers areas of speaking, listening and grammar because it improves students' English

learning conditions. Teachers can also use this new method of teaching English through

this platform, leaving aside traditional teaching. This research helped me analyze the

usefulness of using a platform in student learning.

According to Borja, C. (2018) in his research “Duolingo Language-Learning Platform

and the English Vocabulary Acquisition in Atudents of Third Year of Bachillerato at

Unidad Educativa Primero de Abril” in Ambato, with the objective to measure how the

Duolingo language-learning platform enhances English vocabulary acquisition in

students at Unidad Educativa Primero de Abril using a qualitative research based on the

observation of student learning, using a qualitative research based on the observation of

student learning, concludes that Duolingo is a Gamification language learning

translation platform where students progress through several levels. It covers the areas

of speaking, listening, grammar and vocabulary necessary for learning, because units

are included to contribute to the enrichment of the topics in the institutional curricular

planning. This research helped me recognize the importance of using a platform in

student learning.

According to Xiaoping. T (2019), in his research “On Reform of College English

Teaching Based on the FiF Smart Learning Platform”, in China with the objective to

implement the Action Plan for Education Informatization 2.0 issued by the Ministry of

Education of the People’s Republic of China and further integrate the information

technology into classroom teaching to achieve innovations in teaching. Giving a full

play to the platform’s functions, teachers are actively practicing the graded and

classified College. Using qualitative and quantitative field of study to soo concluid that

the results of the study show that new teaching models integrated with technology are

emerging constantly, for example, flipped class model, mobile learning, MOOC, microclass

and other models are gradually popular and widely used at home and abroad.

According Yeh ,E.(2019) whose investigation “The Use of Virtual Worlds in Foreign

Language Teaching and Learning” made in Columbia College Chicago, USA and

Virginia Commonwealth University, USA his objectives are Analysis of the Trends and

Characteristics of College Students ‘English Learning, argue the strategies of college

English autonomous learning based on network platform using questionnaires and

scientific observation concluded that English learning strategies are very important to

college students ‘English learning. Before learning English, we should find a most

suitable learning method and strategy. Using multimedia and network technology to

reform college English teaching. This investigation it helped me to realized the

importance of the use of virtual platfforms in the learning English with support from

teacher.

RESULTS

How often does your teacher use the English platform in class?

Table 1. Frequency of use of the English platform in class

Alternative Frequency Percentage

Always 8 27%

Sometimes 7 23%

Never 15 50%

TOTAL 30 100%

Source: Survey aimed to students.

Elaborated by: Acosta, L., Acosta, A., Benítez, D., Carrera, S., Chimba, C (2019).

Frequency of use of the English platform in class

27%

50%

23%

Always Sometimes Never

Figure 1: Frequency of use of the English platform in class



Analysis and Interpretation

According to the result of this question, 27% of students say that the teacher always

uses the English platform in class, while 23% say that the teacher sometimes uses the

English platform in class and the 50% say that the teacher never uses the English

platform in class. Considering the results the observers can say that the English platform

is never used by the teacher in classes.

¿How often do the students use the platform outside of the classroom?

Table 2. Frequency that the students use the English platform outsideof the classroom


Always 8 27%

Sometimes 17 56%

Never 5 17%

TOTAL 30 100%



Frequency that the students use the English of Platform

outside the classroom

17%

27%

56%


Figure 2: Frequency that the students use the English platform outside the classroom



ANALYSIS AND INTERPRETATION

According to the result of this question, 27% of students say that they always use the

English platform outside the classroom, while 56% says that they sometimes use the

English platform outside the classroom and the 17% say that they never use the English

platform outside the classroom. Considering the results the observers can say that the

students sometimes use the English platform outside the classroom.

How often do the students have to do homework on the platform?

Table 3.Frequency of homework on the platform.


Always 18 60%

Sometimes 8 27%

Never 4 13%

TOTAL 30 100%



Frequency of homework on the platform.

13%

27%

60%


Figure 3: Homework on the platform



Analysis and interpretation

According to the result of this question, 60% of students say that they always have to do

homework on the platform, while 27% say that they sometimes have to do homework

on the platform and the 13% say that they never have to do homework on the platform.

Considering the results the observers can say that the students always have to do

homework on the platform.

How often do students have to do tests on the platform?

Table 4. Frequency of tests on the platform


Always 10 33%

Sometimes 15 50%

Never 5 17%

TOTAL 30 100%



Frequency of tests on the platform

17%

33%

50%


Figure 1: Frequency to do tests on the platform



Analysis and interpretation

According to the result of this question, 33% of students say that they always have to do

test on the platform, while 50% says that they sometimes have to do test on the platform

and the 17% say that they never have to do test on the platform. Considering the results

the observers can say that the students sometimes have to do test on the platform.

How often do students use the English Platform to strengthen their knowledge?

Table 5. Frequency that the students use the English Platform to strengthen their

knowledge


Always 19 30%

Sometimes 9 63%

Never 2 7%

TOTAL 30 100%



Frequency that the students use the English Platform to

strengthen their knowledge

7%

30%

63%


Figure 1: Frequency that the students use the English Platform to strengthen their

knowledge




According to the result of this question, 30% of students say that they always use the

English Platform to strengthen their knowledge, while 63% say that they sometimes use

the English Platform to strengthen their knowledge and the 7% say that they never use

the English Platform to strengthen their knowledge. Considering the results the

observers can say that the students sometimes use the English Platform to strengthen

their knowledge.


The platform used in the language center is very useful to reinforce the learning of each

student, in addition

I know that it allows the accomplishment of tasks in a digital way and that is good for

the environment and facilitates the teacher's qualification since the platform is

programmed to assign the qualifications.

Conclusions

In conclusion, the use of the English Platform improves the process of learning English

in the students. Although the English platform is not used in class but in homes rarely

by the students, which makes the teaching process difficult.

In conclution we were able to observe that if the English platform is used at the higher

education although not as often as it should be used, since most students use it

sometimes

It could be concluded that about fifty percent of the students have the ability to

administer a platform that influenced their English language learning.

In conclusion, English platforms help to improve and strengthen student learning, also

help them interact on the Internet, because in the future virtual platforms will be

indispensable in education and teaching

Recommendations

This institution should continue to use the platform in English and the institution could

also incorporate an English laboratory for student use and thus obtain better results in

learning English.

This institution should increase the time and importance of using the English language

teaching platform in this way will improve student learning

The use of English platforms should be increased because there is a large percentage of

students entering on the platform to do different activities and in this way we can

ensure that students have a higher level of learning.

The institution should require its teachers to use the platform daily in the classroom and

at the students' homes, so that they adapt to the management and use of the platform, in

addition this will help future generations to adapt easily to the use.

Bibliography

Borja, C. (2018). “Duolingo language-learning platform and the English vocabulary

acquisition in students of third year of Bachillerato at Unidad Educativa Primero de

Abril” Universidad Técnica de Ambato, Ambato (Ecuador). Retrieved from:

https://repositorio.uta.edu.ec/bitstream/123456789/29234/1/Borja%20Carlos.pdf

[11/12/2019].

Qian Zhang , H.(2017. “Study of Construction of Network English Teaching Platform

Based on Multimedia”. Retrieved from: file:///C:/Users/Esclava%202/Downloads/6154-

21393-1-PB.pdf [11/12/2019].

Xiaoping Tan (2019). “On Reform of College English Teaching Based on the FiF Smart

LearningPlatform”. Retrieved from:

https://www.researchgate.net/publication/306771014_Using_Quipper_as_an_online_pla

tform_for_teaching_and_learning_English_as_a_foreign_language. [11/12/2019].

Mulyono, H. (2016). “Using quipper as an online platform for teaching and learning

english as an foreing language. Teaching English with Technology, 59-70”. Retrieved

from:

https://www.researchgate.net/publication/306771014_Using_Quipper_as_an_online_pla

tform_for_teaching_and_learning_English_as_a_foreign_language [11/12/2019].

Lina Wang, R.(2019) .”English Teaching Platform Based on Online Education

Technology and Licensure and Master’s Program Technology”. Retrieved from:

https://repositorio.uta.edu.ec/bitstream/123456789/29234/1/Borja%20Carlos.pdf

Grzeszczyk, K. B. (2016). "Using multimedia in the English language classroom".

Poland: World Cientific News. Retrieved from: http://www.worldscientificnews.com/

Anexos

Proyecto Integrador de Saberes (PIS)

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?