DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

1. AUTHOR: Jimmy López Q. ADVISORS: DIRECTOR: MSc. Miguel Ponce. CO-DIRECTOR: Lic. Rina Granda. QUITO- ECUADOR. DEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM ARMY POLYTECHNIC SCHOOL

2. RESEARCH THEME THE INCIDENCE OF THE APPLICATION OF DYNAMIC HYPERMEDIA RESOURCES ON THE LEVEL OF DEVELOPMENT OF READING AND WRITING SKILLS FOR STUDENTS ATTENDING THE SIXTH GRADE OF BASIC EDUCATION AT "LEOPOLDO LUCERO" SCHOOL IN NUEVA LOJA, SUCUMBIOS DURING THE THIRD TRIMESTER, 2007-2008 SCHOOL YEAR.

3. PROBLEM IDENTIFICATION Poor outcome when the Students are evaluated on the reading and writing skills The linguistics skills for learning English are not developed properly (listening, speaking, reading, writing.) Unmotivated students in classes . EFFECTS INADEQUATE DEVELOPMENT OF READING AND WRITING SKILLS CAUSES Lack or inadequate use of the teaching resources In the classroom. Teachers’ scarce training In using Dynamic Hypermedia Teaching resources. Inappropriate use of teaching Methods and Techniques

4. PROBLEM - FORMULATION Main problem: What is the incidence of the application of Dynamic Hypermedia resources on the level of development of Reading and Writing skills in students of sixth grade, at “Leopoldo Lucero” school in Nueva Loja, Sucumbios during the third term of the school year 2007-2008 ? Secondary Problems: • HOW INAPPROPRIATE USE OF TEACHING METHODS AND TECHNIQUES AFFECT THE LEARNING PROCESS. • HOW THE LACK OF TEACHING MATERIAL RESOURCES SPECIALLY HYPERMEDIA ONES AFFECT THE TEACHING LEARNING PROCESS. • HOW THE LACK OF TRAINING OF ENGLISH TEACHERS WHEN APPLYING HYPERMEDIA RESOURCES CONTRIBUTE TO THE INAPPROPRIATE DEVELOPMENT OF READING AND WRITING SKILLS.

5. OBJECTIVES GENERAL To analyze the incidence of the application of the Dynamic Hypermedia Teaching Resources on the development of the reading and writing skills in the students of sixth grade at “Leopoldo Lucero” School, during the third term of the school year 2007- 2008.

6. SPECIFIC • DESIGN A THEORETICAL FRAME • DETERMINE THE TEACHING METHODS AND TECHNIQUES • ANALYSE WHAT DYNAMIC HYPERMEDIA TEACHING RESOURCES • ANALYSE TEACHER’S PERFORMANCE WHEN APPLYING DYNAMIC HYPEMEDIA TEACHING RESOURCES AND EFFECTIVENESS OF THE LANGUAGE SKILLS • TO EVALUATE THE STUDENTS’ KNOWLEDGE IN PERFORMING THE LANGUAGE SKILLS • DEVELOP A PROPOSAL THAT HELP TO SOLVE PART OF THE PROBLEM AFFECTING THE TEACHING LEARNING PROCESS

8. HYPOTHESIS SYSTEM HYPOTHESIS NULL HYPOTHESIS WORKING HYPOTHESIS The application of hypermedia resources in the learning process does not affect the level of development of the students reading and writing skills. The application of hypermedia resources in the learning process affects positively the level of development of the students reading and writing skills

10. METHODS SCIENTIFIC METHOD • Scientific character • Set the situational frame • Problem setting • Problem formulation • Justification • Feasibility • General and Specific Objectives • Hypothesis

11. TECHNIQUES TESTS • Students

12. STATISTICAL PROCEDURE THE EDITION • Detected errors • Found Omissions • Did Process • Organized CODIFICATION • Assigned a number, symbol, or letter. TABULATION • Determined groups ,subgroups, classes or categories • Summarized the data CLASSIFICATION • Classified the data in tables charts according to the questions on variable.

13. TESTING THE HYPOTHESIS GRAPHICAL EXPOSITION OF RESULTS

14. TESTING THE HYPOTHESIS DEPENDENT VARIABLE INDEPENDENT VARIABLE LEVELOF DEVELOPMENT THE APPLICATION OF DYNAMIC HYPERMEDIA RESOURCES READING SKILL WRITING SKILL

15. EXAMPLE OF THE ANALYSIS OF EACH QUESTION ON THE TESTS. LOOK AND READ. Write YES or NO 1.- There are two children in the sea ……………

16. CONTROL AND EXPERIMENTAL GROUP PRE -TEST

17. CONTROL AND EXPERIMENTAL GROUP POST - TEST

18. COMPARATIVE CHART PRE AND POST – TEST OF THE EXPERIMENTAL GROUP

19. CONCLUSIONS • 1. The application of hypermedia resources in teaching – learning of the English • language is a better methodology than the traditional method. • 2. We conclude that the application of the hypermedia resources affected • positively the improvement of reading and writing skill of the students at • Leopoldo Lucero School. • 3. A curricular base hypermedia resource by learning modules, offers a basic and • important tool in the application of teaching learning process. • The evaluation criteria based with the hypermedia resources help to students and the time in which logic of the teaching process, imply its learning in the reading and writing skills.

20. RECOMMENDATIONS • 1. We recommended the application of hypermedia resources in the teaching • learning process especially in the reading and writing skill. • 2. Teachers must develop the class with a new methodology applying hypermedia resources. • The tools of the hypermedia resources are very important in the educational • English curricular. It is a good relationship between teachers and students. • We suggest a constant research on new methodological proposals. This is due • to lack of motivation to their teachers and pupils in the applications of new • methodology in teaching-learning process.

21. THE PROPOSAL A FIVE HOURS COURSE FOR TEACHERS TO WORK WITH THE WEBQUEST TECHNIQUE AND THE HYPERMEDIA RESOURCES FOR DEVELOPING THE READING AND WRITING SKILLS DURING THE SCHOOL YEAR 2010-2011.

22. PROPOSAL DEVELOPMENT • HOUR 1-2 • THE HYPERMEDIA RESOURCES • THE WEBQUEST TECNIQUE • HOUR 3-4 • THE HYPERMEDIA RESOURCES IN TEACHING READING AND WRITING SKILLS. • THE WEBQUEST TECHNIQUE IN TEACHING READING • AND WRITING. • HOUR 5 • LESSON PLANNING IN TEACHING WITH HYTPERMEDIA RESOURCES AND WEBQUEST TECHNIQUE. • EVALUATION TO TEACHERS.

23. What is a webquest? • An inquiry-oriented activity in which • some or all of the information that • learners interact with comes from • resources on the Internet. • Parts of a WebQuest • Introduction •   Task •   Process •   Resources •   Evaluation •   Conclusion

24. Components 1. Introduction Orients students and captures their interest 2. Task Describes the end product of the activity 3. Process - Explains strategies students will use to complete the task. - Includes any resources 4. Evaluation - Measures the results of the activity 5. Conclusion - Sums up the activity - Encourages students to reflect on its process & results 6. Teacher Page (optional) - Contains helpful information for using WebQuest: standards, examples of student work, tips

25. EXAMPLE PLANTS INTRODUCTION ¡¡¡HELLO!!! I am George and I like the plants. So I want to join the “School for Gardeners” by Plantilandia, but I must do some work on the plants. Do you want to help me?

26. TASK The task is the following: We have to investigate and find a few facts about plants, then answer a few questions and do some activities.

27. PROCESS To perform the task you must do the following : 1- Print this page and answer the questions. If you do not know the question, research and search the RESOURCES book. 2-Print this page and draw four different flowers and writes its name. .if you do not remember any search the RESOURCES book. 3- Print this page and draw four trees, fruit trees and write its name. Look in the RESOURCES book.

28. RESOURCES These books will help you complete the task. Open them, read and write it when you find an answer on your paper.

29. EVALUATION

30. THANK YOU!!!