AUTHORS: GUILLERMO CAJAMARCA P. DARÍO GUERRERO SOLANO ADVISORS: DIRECTOR : Lcdo. Miguel Ponce, Msc. CO-DIRECTOR : Lcdo. MARCOS V. MORALES OCTOBER 2009 QUITO - ECUADOR DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM DISTANCE LEARNING EDUCATION ARMY POLYTECHNIC SCHOOL

RESEARCH THEME “ THE RELATIONSHIP BETWEEN THE DISTANCE LEARNING EDUCATION AND LANGUAGE SKILLS DEVELOPMENT IN THE APPLIED LINGUISTICS IN ENGLISH PROGRAM FOR STUDENTS ATTENDING THE EIGHTH LEVEL OF THE ARMY POLYTECHNIC SCHOOL, DURING THE TERM OCTOBER 2008 – MARCH 2009 ”. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM

English as an international means of communication. - Spoken 300 millions native speakers / millions foreign users What are the four basic language skills in English? E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM INTRODUCTION D I R E C T I O N OF C O M M U N I C A T I O N D I R E C T I O N OF C O M M U N I C A T I O N

PART ONE RESEARCH PROBLEM ARMY POLYTECHNIC SCHOOL

“ ¿WHAT IS THE RELATIONSHIP BETWEEN THE DISTANCE LEARNING EDUCATION AND THE LANGUAGE SKILLS DEVELOPMENT ? ” E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM PROBLEM SETTING

DISTANCE LEARNING EDUCATION LANGUAGE SKILLS DEVELOPMENT LISTENING SKILL LISTENING SKILL E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM VARIABLES MATRIX INDEPENDENT VARIABLE (X) INDEPENDENT VARIABLE (X) DEPENDENT VARIABLE ( Y) DEPENDENT VARIABLE ( Y) SPEAKING SKILL SPEAKING SKILL READING SKILL READING SKILL WRITING SKILL WRITING SKILL

OBJECTIVES E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM GENERAL Determine the level of learning in LSRW through the CEF of Ref. for Language Method Determine the level of learning in LSRW through the CEF of Ref. for Language Method Demonstrate if previous knowledge in FLS, affects academic activity of the Ss. Demonstrate if previous knowledge in FLS, affects academic activity of the Ss. Make a study on DLE and LSD using Descriptive Statistics Make a study on DLE and LSD using Descriptive Statistics

SPECIFIC Identify acad. needs to suggest possible changes in Curriculum Framework Encourage Ss to reach personal goals regarding their Skills. Carry out tests to know the Ss´ level of mastery of the LS, got during their academic years. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM OBJECTIVES

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM JUSTIFICATION EVALUATE THE RELATIONSHIP BETWEEN THE DLE (X) AND LSD (Y) TO FIND OUT THE STUDENTS ‘ WEAKNESSES AND STRENGTHS IN LSD. DETERMINE MAIN PROBLEMS THAT SEEM TO BE HINDERING THE DEVELOPMENT THE LANGUAGE SKILLS, AND ALL PROBLEMS WHICH ARE AN OBSTACLE TO THE LANGUAGE SKILLS. CONSIDERING NEW METHOD OF TEACHING-LEARNING, BASED ON TICs, OUR PURPOSE IS TO APPLY E-LEARNING IN ENGLISH PROGRAM.

PART TWO THEORETICAL FRAMEWORK ARMY POLYTECHNIC SCHOOL

CONCEPTUAL DEFINITIONS EDUCATIONAL ACT DIFFERENT METHODS, STRATEGIES AND MEANS- PROFFESORS STUDENTS SEPARATE PHYSICALLY EDUCATIONAL ACT DIFFERENT METHODS, STRATEGIES AND MEANS- PROFFESORS STUDENTS SEPARATE PHYSICALLY E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM INDEPENDENT VARIABLE(X): DISTANCE LEARNING EDUCATION

DEPENDENT VARIABLE(Y): E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM LANGUAGE SKILLS DEVELOPMENT CONCEPTUAL DEFINITIONS FOUR BASIC PARTS THEY ARE ALL MADE UP OF: LISTENING SPEAKING READING WRITING INTRINSICALLY LINKED

HEARING UNDERSTANDINGJUDGING E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM GIVE ATTENTION TO SOMEONE IN ORDER TO HEAR THEM Give opinion what speaker is saying. Can weigh the merits or demerits. Give opinion what speaker is saying. Can weigh the merits or demerits. Reception sounds. Listening enough to catch the speaker is saying. Reception sounds. Listening enough to catch the speaker is saying. Grasp the message in your own way. Verbal and nonverbal symbols crucial to understanding. Grasp the message in your own way. Verbal and nonverbal symbols crucial to understanding. LISTENING SKILL

INTERACTIVE PARTIALLY -INTERACTIVE NON-INTERACTIVE E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM CHARACTERISTICS OF HUMAN BEINGS TO SAY WORDS OR USE THE VOICE. No intervention No conversation speakers and listeners No intervention No conversation speakers and listeners Interchange of conversation at any time. Clarification, repetition, ask/answer question Interchange of conversation at any time. Clarification, repetition, ask/answer question P articipation from time to time. Participation is conditional P articipation from time to time. Participation is conditional SPEAKING SKILL

READING COMPREHENSION E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ABILITY TO ACQUIRE KNOWLEDGE FROM PRINT READING SKILL Reader intentionally and interactively engages with text. Understand and gain meaning from what has been read. Reader intentionally and interactively engages with text. Understand and gain meaning from what has been read. Distinguish & manipulate individual sounds. Hear and identify sounds in spoken words. Distinguish & manipulate individual sounds. Hear and identify sounds in spoken words. Understand how letters combine to make sounds and words. Relationship Letters of written L., & sounds of spoken L. Understand how letters combine to make sounds and words. Relationship Letters of written L., & sounds of spoken L. PHONEMIC AWARENESS PHONICS (PHONEMES)

CREATIVITY E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM REPRESENTATION OF THE LANGUAGE BY SIGNS OR SYMBOLS. WRITING SKILL INDEPENDENTCOMPREHENSIBILITY Write text without help or assistance Write text without help or assistance Write, read and be understood by themselves and others. Write own ideas to read & be understood.

HYPOTHESIS NULL HYPOTHESIS(Ho) WORKING HYPOTHESIS(Hi) HYPOTHESIS SYSTEM E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM THE DISTANCE LEARNING EDUCATION DOES NOT AFFECT THE LANGUAGE SKILLS DEVELOPMENT. THE DISTANCE LEARNING EDUCATION DOES AFFECT THE LANGUAGE SKILLS DEVELOPMENT.

PART THREE METHODOLOGICAL DESIGN ARMY POLYTECHNIC SCHOOL

METHODOLOGICAL DESIGN 1) TYPE OF RESEARCH AND DESIGN RESEARCH: Applied, descriptive, and of fielding investigation:. Control and Experimental. Pre and Post Test. DESIGN: Quasi-experimental, quantitative and transversal. 1) TYPE OF RESEARCH AND DESIGN RESEARCH: Applied, descriptive, and of fielding investigation:. Control and Experimental. Pre and Post Test. DESIGN: Quasi-experimental, quantitative and transversal. 2) SIZE AND SAMPLE SIZE: 20 students in last levels of the ALEP of the DLE-ESPE Term March 08-Oct 09. SAMPLE: Whole population was considered as NO sample. 2) SIZE AND SAMPLE SIZE: 20 students in last levels of the ALEP of the DLE-ESPE Term March 08-Oct 09. SAMPLE: Whole population was considered as NO sample. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM

METHODOLOGICAL DESIGN 3) FIELD WORK Support Center No.50 ALEP-DLE ESPE (Quito), Term Oct-008 –Marc-009 Control Group: 10 students Experimental Group: 10 students 3) FIELD WORK Support Center No.50 ALEP-DLE ESPE (Quito), Term Oct-008 –Marc-009 Control Group: 10 students Experimental Group: 10 students 4) INSTRUMENTS FOR DATA COLLECTION Pre – test. Post – test. 4) INSTRUMENTS FOR DATA COLLECTION Pre – test. Post – test. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM

PART FOUR TESTING THE HYPOTHESIS ARMY POLYTECHNIC SCHOOL

TESTING THE HYPOTHESIS GRAPHICAL EXPOSITION OF RESULTS E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM

EXAMPLES OF RESULTS OBTAINED ON THE TESTS E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM PRE – TEST (LISTENING SKILL) Question 3 What will the weather be like? a.It is going to snow b.It is going to sun c.It is going to rain RESPONSESFREQUENCYPERCENTAGE IT IS GOING TO SNOW 440% IT IS GOING TO SUN 330% IT IS GOING TO RAIN 330% TOTAL:………….10100%

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM PRE – TEST (SPEAKING SKILL) Parameter a): STRESS INDICATORS FREQUENCY STRESS PERCENTAGE EXCELLENT00% VERY GOOD440% GOOD550% REGULAR110% DEFICIENT00% TOTAL:……… %

EXAMPLES OF RESULTS OBTAINED ON THE TESTS E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM POST – TEST (LISTENING SKILL) Question 3 How much is the skirt? RESPONSESFREQUENCYPERCENTAGE A770% B220% C110% TOTAL:………….10100%

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM POST –TEST (SPEAKING SKILL) Parameter a) STRESS INDICATORS FREQUENCY STRESS PERCENTAGE EXCELLENT00% VERY GOOD880% GOOD220% REGULAR000% DEFICIENT000% TOTAL:……… %

Interpretation of data ANALYSIS OF RESULTS E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM EXPERIMENTAL GROUP PRE - TEST EXPERIMENTAL GROUP POST - TEST x µ (x - µ )(x - µ ) x µ (x - µ )(x - µ )

ΣX = /10 ΣX = /10 CALCULATION OF THE ARITHMETIC MEAN = E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS ARITMETHIC MEAN IN THE PRE- TEST ARITMETHIC MEAN IN THE PRE- TEST ARITMETHIC MEAN IN THE POST- TEST ARITMETHIC MEAN IN THE POST- TEST = 17.30

We want to prove the significance of the difference between both results, supported by the hypothesis set in our project. Next, we test the difference between means, also called “margin of error of the Test T” to accept or reject the hypothesis using the formula below: E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS

REPLACING DATACALCULATION OF T-REASON: E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS Sx1-Sx2 = 0.38 The observed difference is: -2.89

CALCULATION “DEGREE OF FREEDOM” (Dof) E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS Dof = (n1+n2 – 2) Dof = ( ) Dof = 18 The Degree of Freedom (Dof) is the number of participants in the Experimental Group (n1) plus the number of participants in the Control Group (n2) minus 2.

CONSULT WITH THE “T TABLE”: E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS IN THE LEVEL OF 0.05 AND WITH 18 DEGREES OF FREEDOM, WE FOUND A T REASON OF: /

THE RESULT OBTAINED IN T-REASON (-2.89) IS HIGHER THAN (-2.101) AS DISPLAYED IN T-TABLE, SO WE CAN CONCLUDE THAT, THE DIFFERENCE BETWEEN THE TWO GROUPS IS SIGNIFICANT; THEREFORE THE NULL HYPOTHESIS (Ho) IS REJECTED, AND THE WORKING HYPOTHESIS (Hi) IS ACCEPTED. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS WORKING HYPOTHESIS

WORKING HYPOTHESIS(Hi) E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS IS ACCEPTED, THUS: “THE DISTANCE EDUCATION PROGRAM DOES AFFECT THE DEVELOPMENT OF THE STUDENTS LANGUAGE SKILLS ” IS ACCEPTED, THUS: “THE DISTANCE EDUCATION PROGRAM DOES AFFECT THE DEVELOPMENT OF THE STUDENTS LANGUAGE SKILLS ”

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM The Distance Learning Education is significant and affects the development of listening and speaking skills. A few students have a good command of the Language Skills in English The results showed that AL in DEP allows the students to acquire proficiency in reading and writing. Practice in Listening and speaking are both scarce. Direction of communication (input and output message) Mode of communication (spoken and written message). E-learning applied to the Linguistics in English Program is a must alternative to improve the teaching and learning of the LSD nowadays. CONCLUSIONS

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM Come up with practical ways to spur the students’ interest to master the language skills in English on a daily basis. Assign tasks, projects that motivate the students to want to improve and attain a good command of the language. The implementation of a virtual system in Applied Linguistics in English Program will allow the professors and students to take advantage of the TICs. Authorities and professors, if possible, should consider providing with audio material that would enhance the learning. RECOMMENDATIONS

THE PROPOSAL PART FIVE

THE PROPOSAL “VIRTUAL LEARNING (E-LEARNING) IN THE APPLIED LINGUISTICS IN ENGLISH PROGRAM” E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM

Technologies of Information and Communications (TICs). Works without limitation of space and time. Allows to work in asynchronous and synchronous activities. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM INTRODUCTION E-LEARNING

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM E-LEARNING CONTRIBUTION OF THE TICs EASY ACCESS TO A WIDE SOURCE OF INFO RAPID PROCESS AND RELIABLE TYPE OF DATA CHANNELS OF IMMMEDIATE COMMUNICATION E-CAPACITY OF STORAGE INTER-ACTIVITY OF INFORMATION DIGITALIZATION OF INFORMATION

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ADVANTAGES Multidirectional medium Information updating made easy Cross- platform E-LEARNING Flexibility / accessibility Software widely available Inexpensive worldwide distribution

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM E-LEARNING Convenience and fexibility to learners series of opportunities and tasks Fluency and dinamic communication PRINCIPLES Minimun environmental impact Quality Education Use of TICs

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM E-LEARNING ACTORS Teachers/Advisors Learners/students  Interaction with graphics designers and system programers.  Knowledge and skills in the management of TICs.  Practice methodological strategies  Ongoing and dynamic communication with everybody  Use of methodologies  High level of autonomy  Use of TICs.  Interaction with everybody  Ongoing communicatio: asynchronous and synchronous −wise  Discipline

LESSON PLAN E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM E-LEARNING

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM LESSON PLAN E-LEARNING

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM LESSON PLAN E-LEARNING

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM LESSON PLAN E-LEARNING

E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM THANKS SO MUCH FOR YOUR VALUABLE TIME