AUTHORS: GUILLERMO CAJAMARCA P. DARÍO GUERRERO SOLANO ADVISORS:

1. 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 LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAMDISTANCE LEARNING EDUCATION ARMY POLYTECHNIC SCHOOL

2. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM 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”.

3. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM INTRODUCTION • English as an international means of communication. • Spoken 300 millions native speakers / 400-800 millions foreign users • What are the four basic language skills in English? D I R E C T I O N OF C O M M U N I C A T I O N MODE OF COMMUNICATION

4. ARMY POLYTECHNIC SCHOOL PART ONE RESEARCH PROBLEM

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

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

7. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM GENERAL OBJECTIVES Determine thelevel of learning in LSRW throughthe CEF of Ref. for LanguageMethod Demonstrate ifprevious knowledge in FLS, affectsacademic activity of the Ss. Make a studyon DLE and LSD using Descriptive Statistics

8. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM OBJECTIVES Carry out tests to know the Ss´ level of mastery of the LS, got during their academic years. SPECIFIC Encourage Sstoreach personal goalsregardingtheir Skills. Identifyacad. needs tosuggestpossible changes in Curriculum Framework

9. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM 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. JUSTIFICATION

10. ARMY POLYTECHNIC SCHOOL PART TWO THEORETICAL FRAMEWORK

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

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

13. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM GIVE ATTENTION TO SOMEONE IN ORDER TO HEAR THEM LISTENING SKILL HEARING UNDERSTANDING JUDGING • Giveopinionwhat speaker issaying. • Can weighthemeritsordemerits. • Graspthemessage in yourownway . • Verbal and nonverbal symbols crucial tounderstanding. • Receptionsounds. • Listeningenoughto catch the speaker issaying.

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

15. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ABILITY TO ACQUIRE KNOWLEDGE FROM PRINT READING SKILL PHONEMIC AWARENESS PHONICS (PHONEMES) READING COMPREHENSION • Understandhowletters combine tomakesounds and words. • RelationshipLetters of written L., & sounds of spoken L. • Distinguish & manipulate individual sounds. • Hear and identifysounds in spokenwords. • Reader intentionally and interactivelyengageswithtext. • Understand and gainmeaningfromwhat has beenread.

16. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM REPRESENTATION OF THE LANGUAGE BY SIGNS OR SYMBOLS. WRITING SKILL CREATIVITY INDEPENDENT COMPREHENSIBILITY Writetextwithouthelporassistance Write, read and beunderstoodbythemselves and others. Writeown ideas toread & beunderstood.

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

18. ARMY POLYTECHNIC SCHOOL PART THREE METHODOLOGICAL DESIGN

19. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM METHODOLOGICAL DESIGN 1) TYPE OF RESEARCH AND DESIGN • RESEARCH: • Applied, descriptive, and of fieldinginvestigation: • . 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.

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

21. ARMY POLYTECHNIC SCHOOL PART FOUR TESTING THE HYPOTHESIS

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

23. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM EXAMPLES OF RESULTS OBTAINED ON THE TESTS PRE – TEST (LISTENING SKILL) • Question 3 • What will the weather be like? • Itisgoingtosnow • Itisgoingtosun • Itisgoingto rain

24. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM PRE – TEST (SPEAKING SKILL) Parameter a): STRESS

25. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM EXAMPLES OF RESULTS OBTAINED ON THE TESTS POST – TEST (LISTENING SKILL) Question 3 How much is the skirt?

26. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM POST –TEST (SPEAKING SKILL) Parameter a) STRESS

27. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM Interpretation of data ANALYSIS OF RESULTS EXPERIMENTAL GROUP POST - TEST EXPERIMENTAL GROUP PRE - TEST

28. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS CALCULATION OF THE ARITHMETIC MEAN ARITMETHIC MEAN IN THE PRE-TEST ARITMETHIC MEAN IN THE POST-TEST ΣX = 162.02/10 ΣX = 173.01/10 = 16.20 = 17.30

29. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS 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:

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

31. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS CALCULATION “DEGREE OF FREEDOM” (Dof) 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. Dof = (n1+n2 – 2) Dof = (10+10-2) Dof = 18

32. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS CONSULT WITH THE “T TABLE”: IN THE LEVEL OF 0.05AND WITH 18 DEGREES OF FREEDOM, WE FOUND A T REASON OF: +2.101 / - 2.101

33. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM ANALYSIS OF RESULTS WORKING HYPOTHESIS WORKING HYPOTHESIS -2.89 +2.89 +2.101 -2.101 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.

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

35. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM TheDistanceLearningEducationissignificant and affectsthedevelopment of listening and speakingskills. A fewstudentshave a goodcommand of theLanguageSkills in English Direction of communication (input and output message) Mode of communication (spoken and writtenmessage). Theresultsshowedthat AL in DEP allowsthestudentstoacquireproficiency in reading and writing. Practice in Listening and speaking are bothscarce. CONCLUSIONS E-learningappliedtotheLinguistics in EnglishProgramis a mustalternativetoimprovetheteaching and learning of the LSD nowadays.

36. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM Assigntasks, projectsthatmotivatethestudentstowanttoimprove and attain a goodcommand of thelanguage. RECOMMENDATIONS Come up withpracticalwaystospurthestudents’ interesttomasterthelanguageskills in Englishon a dailybasis. Authorities and professors, ifpossible, shouldconsiderprovidingwith audio material thatwouldenhancethelearning. Theimplementation of a virtual system in AppliedLinguistics in EnglishProgramwillallowtheprofessors and studentstotakeadvantage of theTICs.

37. PART FIVE THE PROPOSAL

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

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

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

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

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

43. E S P E APPLIED LINGUISTICS IN ENGLISH PROGRAM E-LEARNING ACTORS Learners/students Teachers/Advisors • 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

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

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

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

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

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