Recibido: 12-07-20=
19/
Revisado: 20-07-2019/Aceptado: 15-08-2019/ Publicado: 06-09-2019
DOI: https://doi.=
org/10.33262/exploradordigital.v3i3.1.879
Audiovisual materials for oral expression developm=
ent
Audiovisual Materi=
als for
oral expression development
Noemi Mercedes Remache Carrillo. [1], Luz Gricelda Peña Ramírez. [2], Viviana Vanessa Yanez Valle.[3] <= o:p>
This research had as its ultimate
objective to analyze the effects of the use of audiovisual materials in the
development of oral expression in 55 ninth grader of basic education at the
Unidad Educativa “Vicente Anda Aguirre”, during the first part of the first
term of 2018-2019 academic year. To achieve the objective, two evaluations =
were
applied in two moments (pre-test and post-test). The assessments were devel=
oped
based on Speaking skills through the Cambridge Preliminary English Text (PE=
T)
exam.
Additionally, students and teachers =
were
surveyed in order to obtain data related to the practice in the classroom. A
booklet was designed which contained ten lesson plans. They were applied du=
ring
the intervention period. The lessons focused on the use of audiovisual
materials such as computer and internet, online tools, flipcharts, televisi=
on
and cartoons in combination with oral expression strategies such as: planni=
ng,
execution, and evaluation. The data obtained was evaluated through the Cron=
bach
Alpha test that allowed verifying the reliability of the results. After
finishing the intervention with the study or experimental group, the post-t=
est
was applied, which allowed obtaining the results that were analyzed and
contrasted with those obtained in the pre-test, using the T-Student test. T=
he
results obtained with the experimental group proved that the students impro=
ved
their oral expression and experienced greater interest and motivation, thro=
ugh
the use of audiovisual materials. Hence, it is recommended that teachers
include in their didactic planning the use of audiovisual materials to impr=
ove
students’ performance.
Keywords: Audiovisuals materials, oral expression, evaluation, development, p=
lanning,
strategies.
Introduction.
English is the third language with most speakers in the world (Crysta=
l,
2003). It is considered vastly important as an international language and h=
as
been also declared as the universal language or lingua franca (Crystal, 200=
3).
It is used in administration, commercial, tourism and government as a means=
of
communication between speakers of different languages. Generally, English h=
as
been extended to diverse professional areas including education.
English is learned as the principal foreign or second language in most
elementary and secondary schools around the world. As an international lang=
uage
it has been necessary to promote the development of the four language skills
based on the use of methodological, motivational and technological strategi=
es
that allow the students to communicate proficiently in the English language=
.
In this academic context the use of information and communication
technologies (ICT) represents an important support that is growing day by d=
ay
all over the world. The use of these technologies in the language area as
pedagogical tools is important since, in the first place, a change is requi=
red
from the traditional conception of teaching and secondly, the students are
allowed to become autonomous and independent in their own language learning
process (Wichadee, 2017).
In other words, the use of technology proposals is a change from a
teacher-centered approach into a student-centered teaching methodology. Thi=
s,
with the purpose of adapting to the expectations of the digital natives that
refers to the students born in the technological era (Prensky, 2001).
Particularly in Ecuador, it has been evidenced that most of the educa=
tional
institutions do not promote the use of technological resources even as a
complement to the language lessons; all of this is known as traditional
education
Regarding the local context, this research was carried out at Unidad
Educativa “Vicente Anda Aguirre” located in Mocha town - province of Tungur=
ahua
in Ambato, during the school year 2017-2018. This Institution provides and
guarantees an education of quality. In the language area, it is taken into
account that each human has an innate communicative capacity but that must =
be
developed through education and focused to improve the communication,
expression and comprehension skills.
After a period of observation, it was noted that in 9nd year EGB the =
low
motivation, the use of traditional methods and the lack of resources to sup=
port
the teaching and learning process are some of the main difficulties in the
development of the speaking skill in the English language. Students
demonstrated a low level of speaking regarding fluency and pronunciation.
Therefore, they do not feel confidence to talk, they feel nervous and most =
of
them are shy.
The curriculum proposed by the Ministry of Education and followed by =
the
Institution is focused on a new program of study based on 5 curricular aspe=
cts:
communicative cultural awareness, spoken communication, reading, writing and
language through the arts (Ministerio de
Educación del Ecuador, 2016), which are
significant for language learning. However, this program is considered not
enough to help students to achieve the oral competence in the English langu=
age.
Consequently it is necessary to implement new activities or resources
within the educational plan that can focus on improving the speaking skills=
. In
this regard, the use of audiovisual materials can be proposed to help stude=
nts
to produce the language in real context conversations and develop their oral
expression.
This research proposal was designed to solve some problems related to=
the
English teaching and learning processes. First, it was found that students =
from
the Unidad Educativa Vicente Anda Aguirre have a low level of proficiency of
the English language oral expression. Second, there are different problems =
that
affect negatively the learning process of these students: teachers do not u=
se
technological resources to teach speaking skills, students have low level of
motivation to learn English language, among others.
From a technological and practical point of view, the present research
proposes the use of nonconventional resources which are not included in the
traditional teaching approach. It will provide teachers with innovate
strategies to teach the English language speaking skills. Specifically,
teachers can take advantage of technology to support their teaching and at =
the
same time students will feel motivated and encouraged to learn. Moreover, the use of audiovisual resour=
ces
such as commercials, video clips, TV series or movies will offer authentic =
and
interesting language use. These ar=
e free
and easy-to-use resources. These audiovisual materials will provide the
students with English native speakers’ models.
The main beneficiaries of this research are the students. These
strategies will contribute to the integral formation of the students, since
they will be able to improve their oral expression by using authentic
materials. This will promote the students’ participation in real-life
situations. This also will enhance team work and communication among studen=
ts
since it promotes dialogue, dramatization, singing, acting, role plays and
debate to confront ideas. This will consolidate learning, improve the
interpersonal relations, and help them to express their own ideas, feelings=
and
thoughts.
The use of these strategies to teach speaking skill is feasible and
viable; it can be implemented easily, because it does not require the use of
expensive and sophisticate tools and equipment.
Teaching
strategies
Ulloa and Díaz (2018) propose the Audiovisual Materials-Based Teaching
Strategy to enhance students’ language abilities. This strategy refers to t=
he
idea that leaners acquire a language better performance when they are expos=
ed
to audiovisual materials because these kinds of materials are more realisti=
c.
Audiovisual materials do not only support the learning process of
visual-spatial learners but also the auditory ones. Furthermore, audiovisual
materials-based teaching strategy avoids teachers’ excessive of meaningless
verbalization in teaching English. Moreover, it provides students the
opportunity to form clear and accurate concepts in the target language.
Further, the process of teaching and learning is more effective because it =
not
repetitive but has a variety of teaching activities. Additionally, it engag=
es
learners to be interested and inspired for learning. This strategy clarifies
the concepts in the subject matter and helps to save time and energy. In th=
is
context, the current research pretends to specifically enhance the students’
oral expression at Vicente Anda Aguirre School through a meaningful and
engaging way of teaching which uses audiovisual materials for a better lang=
uage
performance.
Besides, teaching strategies refer to the techniques, procedures, str=
ucture,
system, methods, and processes that a teacher uses during instruction,
training, tutoring or lessons. In other words, these are strategies that
teachers use to assist students learning. During the teaching process, the
strategies that will best facilitate the learning are determined by teacher=
s.
They then decide the activities that the students will do to use the intend=
ed
strategy and to accomplish the intended learning (Orlich, Harder, Callahan,
Trevisan, & Brown, 2010).
The interactive teaching and learning strategies are used to motivate
students to learn and increase their background included in each focus area=
s of
the language. Strategies are indicated in bold text in the learning activit=
ies.
Teachers should refer to teaching strategies to promote active learning and
students’ high order thinking implements the strategy with their students
(Herrera, 2014).
Picard (2004) argues that all strategies are proactive. They
conceptualize strategies as actions teachers can do. Those activities can be
performed either alone or in collaboration with others. One of the valuable
instructional strategies is debate. Wiater (2017) argues that debating is
considered as another instructional strategy which is structured to address
argumentation from opposed points of view. This strategy involves students’
skills such as analyzing, reasoning, evidence, organizing, arguing. Debates
provide the opportunity to apply their knowledge and enhance their critical
thinking skills. Furthermore, graphic organizers are strategically used for
creating visual representations the relationships and patterns between the
ideas and facts with are studied in a lesson. This strategy can be used bef=
ore,
during, and after the presentation of information (Wiater (2017).
Moreover, Armstrong (2017) proposes the “HITS” which are the High Imp=
act
Teaching Strategies. They are 10 strategies that help to increase students’
learning wherever they are applied. Teachers must know their students and t=
heir
learning styles in order to design classroom planning. HITS refer to a grou=
p of
strategies that teachers must apply in order to develop successful classes =
and
have good results. Those strategies are: setting goals, structuring lessons,
explicit teaching, worked examples, collaborative learning, multiple exposu=
res,
questioning, feedback, metacognitive strategies, and differentiated teachin=
g.
Zamudio (2004) claims that chalk and black board are still the main
technologies for teaching and learning process. He considers them as primit=
ive
ICTs. Books, projectors, slides and printings have as main objective to giv=
e a
graphic representation of knowledge, as well as characters, numbers, symbol=
s,
pictures, drawings, or photographs. With the advancement of technology digi=
tal
technology has been included. Other media like audio, video, animations and
voice – image virtual representations had also been represented. Besides, I=
CTs
are helpful because they are environmentally friendly for they do not use p=
aper
to record voice and images which can be created in classrooms. In this era =
of
globalization (Crystal, 2003) ITCs cannot be separated from audiovisual
resources. On the web, a number of sites appear which contain audio and vid=
eo
materials that have commercial and educative objectives. In addition, mass
media (television and radio) are also part of digital culture; they create,
store, reproduce, and delivery boundaries.
Webster’s Encyclopedia Unabridged Dictionary of the English Language =
as
cited in Ashaver and Igyuve (2013) defines audio-visual materials as traini=
ng
or educational aids like photographs, films, and recordings which are direc=
ted
to both eyes and ears to for instruction in class purposes. Another definit=
ion
states that audiovisual materials may present information through the sense=
of
hearing as in audio resources, sight, as in visual resources or through a
combination of senses (Dike, 1993 as cit=
ed
in Ashaver and Igyube , 2013). Furthermore,
audiovisual materials help to transmit messages in an effective way as the
well-known proverb states “a picture is worth a thousand words”. In this
context if the teacher uses good audiovisual materials he will have student=
s’
understanding an engagement in the class environment
Davidovich (2004) argues an audio-visual method of teaching is the one
that is practiced through the use of video projections with audios which
include transcriptions or translations.
The audiovisual method of foreign language teaching is a structural g=
lobal
method which teaches speaking and listening before reading and writing, it =
does
not use the mother tongue in the classroom, uses recorded dialogues with
film-strip picture sequences to preset language items, uses drills to teach
basic grammar and vocabulary. This method was developed in France in the 19=
50s,
and is based on the belief that language is learned through communication,
translation can be avoided if new language items are taught in situations,
choice of items for teaching should be based on a careful analysis of the
language being taught (Richards &
Rodgers, 2014).
Language teaching refers=
to
teaching a second or a foreign language. It sounds easy but this is not a
simple process. A language teacher must base the teaching on a scientific
approach to teach a language. The teacher must have knowledge of linguistic=
s as
well as psychology (Richards and Rodgers, 1986).
Planning
Planning refers to the activation of the schemata of the exchanges in=
the
next activity. It also considers the distance with reference to other
interlocutors for preparing possible responses
Execution
Oxford dictionary (2018) states “execution” is the carrying out of a
plan. In this context when learners execute a plan or produce, they adopt
strategies like turn taking for obtaining the discourse initiative. In doing
this, they cooperate in the task and maintain the discussion on course. Furthermore, learners are able to ask f=
or
help to others
Evaluation
Evaluation also focuses on a communicative level based on the planned=
schemata
in order to achieve communicative goals; in this case, learners are monitor=
ing
and monitoring the effects of communication. Learners also ask for
clarification in order to clear up misunderstanding when necessary. It means
that learners are developing communication repair
Methodology
This study focuses on mixed methods research modality. Doyle, Braddy =
and
Byrne (2009) state mixed methods are conceptualized as research in which the
researcher collects, analyzes, makes inferences, in both qualitative and
quantitative methods in a study. Furthermore, mixed methods include a
qualitative and quantitative dimension, however, they difficulty when the
researcher attempts to articulate how the two variables relate to each othe=
r.
Therefore, mixed methods are the collection and analysis of quantitative and
qualitative data.
The quantitative research modality refers to objective measurements of
data which is obtained through polls, questionnaires, and surveys and its
corresponding mathematical, statistical, or numerical analysis to explain
particular phenomena
On the other hand, the qualitative research modality deals with the d=
ata
analysis which involves the organization, tabulation, and explanation of da=
ta
in terms of participants’ definitions, schemes, themes, class, and steadine=
ss
Therefore, the combination of both qualitative and quantitative resea=
rch
modalities has helped to the researcher to get feasible results. This resea=
rch
is mainly qualitative: measuring development of oral production. Besides, s=
ome
aspects of quantitative research have been applied when determining the
relations of the gathered data in the pre-test and post-test to make sure a=
ny
quantified data and results are reliable. Pre and post-tests were based on
Preliminary English Test parts 1, 2 and 3. In the establishment of results,=
the
qualitative aspect of the investigation has been touched upon again, as this
section offers a thorough description of the data analyzed.
The present study mainly focuses on three levels of research:
quasi-experimental, correlational research, and field research.
Cohen, Manion, and Morrison (2007) argue in educational research
quasi-experiments are the matter of field experimentation. Besides,
quasi-experiments center on two groups of students which are not chosen by
randomization. Those groups are the control group and the experimental one.
They were addressed by the researcher in her intervention.
As the objective of this study is to find out if students’ oral
expression could enhance by means of exposing them to audio-visual material=
s,
it is correlational; the aim is to find out what type of relationships exist
between these two variables
The present study has also field research level. Alston (2018) argues
field research is performed in natural settings or where the variables occu=
r.
In this case, the present research has not been done inside a laboratory bu=
t it
has occurred in real class context.
This research has considered teenage students belonging to 9th year E=
GB
students from the Unidad Educativa Vicente Anda Aguirre, Mocha – Ecuador. T=
he
intended population for this research is formed by 3 English teachers who h=
ave
taken a survey, as well as, two groups of students which in total are 55
students. 9th A has been called as the control group and 9th B is the
experimental group. This information is detailed in Table 1.
Table 1.=
<=
/span>Population
|
=
Population |
=
% |
|
|
Control group 9 A |
27 |
49.10 |
|
Experimental group 9 B |
|
|
|
TOTAL |
55 |
100 |
Source: Secretaria Unidad Educativa Vicente Anda Aguirre, Mo=
cha
– Ecuador (2018)
Created by:
The researcher has developed her study with these two groups of stude=
nts
who are in 9th year of basic education. The control group took both the pre=
-and
the post-test and they attended to their regular English classes. On the ot=
her
hand, the experimental group took part in the experiment through the
application of the proposal. The experimental group also took the pre and t=
he
post-tests before and after the teacher’s intervention. The students attend=
ed
to classes which were planned based on the use of audiovisual materials in
order to improve their oral expression development. First, the students took
the pre-test. After that, the researcher planned her classes and applied th=
em
to improve her students’ oral skills. Finally, the students took the post-t=
est
after finishing the teachers’ treatment.
Data for this study has been gathered by means of administration of
Preliminary English Test: parts 1, 2, and 3 as pre-test and post-tests. The
intention behind the use of these instruments is to determine the subjects’
initial level of development of oral expression therefore different questio=
ns
have been included, and the result has been determined through a correspond=
ing
rubric. A similar post-test, with variation of questions, but inside the sa=
me
characteristics of the first test, has been applied later. The same rubric =
has
been used to determine the new result and a comparison between the results =
of
the pre-test and post-test has been developed.
Data processing implicates five steps:
First, the researcher gave a Pre-Test to students in order to collect
data and prove the validity of the information about the students’ level of
oral expression before the implementation of the proposal. The data enlight=
en
teacher to be aware about the real level of students which later was used to
support the results of the current research.
Second, the proposal development was carried out in four weeks. The
proposal is divided into 10 lesson plans which include audio-visual materia=
ls
such as flashcards, videos, reading texts, drawings, and so forth.
Third, after the proposal implementation, the researcher gave and
analyzed the data obtained from the post-test in order to draw conclusions.=
Fourth, the researcher collected and analyzed the survey results about
the importance of audio-visual materials in the development of oral express=
ion.
Last but not least, final conclusions and recommendations were drawn.=
Preliminary English Test (PET) was given to students as for the pre as
for the post-test specifically the speaking parts 1, 2, and 3.
The proposal was divided into ten lesson plans which included
audio-visual materials for oral expression with the experimental group; on =
the
contrary, the control group had their normal English classes.
The current research has been designed taking into consideration the
socio-educational students’ background. Since the intended population is pl=
aced
in a level A1.2 according to the Common European Framework of Reference, the
researcher decided to implement the use of audiovisual materials for enhanc=
ing
their English oral expression. The students’ do not have a good level of
speaking performance because they do not have access to appropriate learning
material because of their low economic status. Furthermore, they come from =
the
rural areas of Mocha canton and do not have enough support at home. Therefo=
re,
it is important to propose a handbook with class planning which focuses on =
the
usage of audiovisual materials in order to improve 9th graders’ oral
expression.
Results
Pre
and post-tests results
Two main tests were taken by the students who belonged to the control=
and
the experimental one. The former was taken before the researcher’s interven=
tion
and the post-test was developed after it. Furthermore, speaking parts 1, 2,=
and
3 of (PTE) Preliminary Test of English were applied for obtaining data. The=
se
actions were carried out in order to verify the hypothesis for the current
study through the mathematical test T-student.
Normal
distribution test
Table 2. Normal
distribution test. Kolmogorov-Smirnov
|
Prueba
de Kolmogorov-Smirnov for one samplea |
|||||
|
|
|
Control |
Experimental |
||
|
|
Pre-test |
Post-test |
Pre-test |
Post-test |
|
|
N |
27 |
27 |
28 |
28 |
|
|
Normal Parametersb,c |
|
5 |
7,44 |
5,46 |
11,18 |
|
Standard deviation |
1,209 |
1,311 |
1,401 |
1,634 |
|
|
Extr. differences |
|
0,315 |
0,161 |
0,273 |
0,314 |
|
Positive |
0,315 |
0,161 |
0,273 |
0,151 |
|
|
|
-0,204 |
-0,146 |
-0,149 |
-0,314 |
|
|
Test Statistic |
0,315 |
0,161 |
0,273 |
0,314 |
|
|
Two tailed Asip.Sig |
0,000d=
|
0,070d |
0,000d |
0,000d |
Created by: Peña,
L. (2018)
The table above shows that the data for the pre and post-tests in both
control and experimental group come from a normal distribution. The
Kolmogorov-Smirnov test was applied according to the contrast of significan=
ce
Lilliefors.
Cases
processing
=
Table
3. Valid cases. Control group
|
|
Frequency |
Percent |
Valid percentage |
Accumulated percentage |
|
|
Valid |
4 |
11 |
20,0 |
40,7 |
40,7 |
|
5 |
11 |
20,0 |
40,7 |
81,5 |
|
|
6 |
1 |
1,8 |
3,7 |
85,2 |
|
|
7 |
2 |
3,6 |
7,4 |
92,6 |
|
|
8 |
2 |
3,6 |
7,4 |
100,0 |
|
|
Total |
27 |
49,1 |
100,0 |
|
Created
by: Peña, L. (2018)
Ta=
ble 1<=
/span>
|
=
|
Frequency |
Percent |
Valid percentage |
Accumulated percentage |
|
|
Valid |
4 |
8 |
14,5 |
28,6 |
28,6 |
|
5 |
10 |
18,2 |
35,7 |
64,3 |
|
|
6 |
2 |
3,6 |
7,1 |
71,4 |
|
|
7 |
6 |
10,9 |
21,4 |
92,9 |
|
|
8 |
1 |
1,8 |
3,6 |
96,4 |
|
|
|
1 |
1,8 |
3,6 |
100,0 |
|
|
|
Total |
28 |
50,9 |
100,0 |
|
Created
by: Peña, L. (2018)
The tables displayed above show that the control group has 27 valid c=
ases
and the experimental group has 28 valid cases. It means that “audio-visual
materials for the oral expression development” studio has 55 valid cases wh=
ich
correspond to ninth grades of Unidad Educativa “Vicente Anda Aguirre”.
Table 4. General statistics
|
Statistics=
|
|||||
|
|
Control group Pre test |
Control group Post-test<= o:p> |
Experimental group pre-t=
est |
Experimental group post-=
test |
|
|
N |
Valid |
27 |
27 |
28 |
28 |
|
Lost |
28 |
28 |
27 |
27 |
|
|
Mean |
5,00 |
7,44 |
5,46 |
11,18 |
|
|
Mean standard error |
0,233 |
0,252 |
0,265 |
0,309 |
|
|
Standard deviation |
1,209 |
1,311 |
1,401 |
1,634 |
|
|
Variance |
1,462 |
1,718 |
1,962 |
2,671 |
|
|
Sum |
135 |
201 |
153 |
313 |
Created by: Peña,
L. (2018)
Control group: Pre-test
=
Mean:5 =
Standard
deviation:1,209 =
N:
27
=
Figure 1. Control group: Pre-test
histogram
Created by: Peña,
L. (2018)
=
Mean: 7,44 =
Standard deviation:1,311 =
N: 27
=
Created
by: Peña, L. (2018)
=
Mean: 5,46 =
Standard deviation:1,401 =
N: 28
Figure 3. Experimental group. Pre-test
histogram
Created by: Peña,
L. (2018)=
=
Mean:
11,18 =
Standard
deviation:1,634 =
N:
28
Fi=
gure
4. Experimental group. Post-test histogram
Created
by: Peña, L. (2018)
Hypothesis
verification
The alternative hypothesis (H1) was stated in terms of the positive
effectiveness of audiovisual materials in the development of oral expressio=
n;
while the null hypothesis (H0) proposed for this study indicates that
audiovisual materials are not effective in the development of oral expressi=
on.
According to the date displayed in table 54, the alternative hypothesis is
accepted and the null hypothesis is rejected. With 95% of confidence and a =
mean
of 11, 18 in the experimental group against the 7, 44 of the control group =
in
the post-test. Therefore, it was verified that the alternative hypothesis w=
as
accepted because the students’ oral expression in the experimental group was
highly improved.
Reliability
test
Table 5. Summa=
ry
of cases processing
|
|
N |
% |
|
|
Cases |
Valid |
27 |
49,1 |
|
Excludeda |
28 |
50,9 |
|
|
Total |
55 |
100,0 |
Created by: Peña,
L. (2018)
Table
6. Statistics of reliability
|
Cronbach Alpha |
N |
|
0,853 |
6 |
=
=
Created
by: Peña, L. (2018)
According to the tables displayed above the reliability test gives the
researcher the following results: With Cronbach Alpha of 0,853 that is >=
0.8
which is statistically accepted, the researcher proves that the data for th=
is
study is reliable with a confidence interval of 95%.
Final
decision
In the pre-test there is a slight difference between the mean of the
control group and the mean of the experimental group. The first one had a m=
ean
of 5,00 and the second had a mean of 5,46. However, after the treatment with
the implementation of the proposal for this study, the results are highly
different. The mean of the control group in the post-test was 7,44 and the =
mean
of the experimental group was 11,18.
Therefore, it is important to say that the quasi-experiment had good
results because the students from the experimental group have evidenced the=
ir
improvement in their oral expression performance, on the other hand, the
students belonging to the control group did not improve their oral expressi=
on.
Conclusions
·
The level of proficiency=
of
the student' oral expression in English language was determined. It was
measured through the speaking part of Preliminary English Test (PET) from
Cambridge. Before the intervention, the pre-test was taken by the students =
of
both control and experimental groups. The students' level of proficiency was
low with an average of 5.00 in the control group and 5.46 in the experiment=
al
one. There was a slight difference between the two groups; in the same way,
after finishing the intervention the post-test was given the whole intended
population. The results were encou=
raging
because the mean of the control group was 7.44 and the mean in the experime=
ntal
group was 11.18. These results were obtained with a confidence interval of =
95%.
·
Valuable information abo=
ut
the audio-visual materials that teachers use for the development of English
language oral expression was collected. In this field, important data about
audio-visual material for teaching were compiled; for example, television,
on-line tools, computer and internet, and flip charts. Furthermore, strateg=
ies
to develop oral expression were detailed such as planning, execution and
evaluation; as well as oral activities to be developed in class were analyz=
ed
like questioning, and individually and cooperatively working.
·
The effect of the
implementation of audio-visual materials was analyzed through the T-student
mathematical test. The results of this implementation were detailed in the
chapter IV. It was clearly noticeable that there were high students'
improvements of oral expression after the implementation of the proposal. In
this way, the null hypothesis was accepted and the alternative was rejected=
.
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Para citar el
artículo indexado.
Remache Carrillo, N. M=
.,
Peña Ramírez, L., & Yanez Valle, V. (2019). Audiovisual materials for oral expression
development. Explorador Digital, 3(3.1), 164-181. https://doi.org/10.33262/exploradordigita=
l.v3i3.1.879
El artículo que se publica es de exclusiva
responsabilidad de los autores y no necesariamente reflejan el pensamiento =
de
la Revista Explorador Digital.
El
articulo queda en propiedad de la revista y, por tanto, su publicación parc=
ial
y/o total en otro medio tiene que ser autorizado por el director o editor d=
e la
Revista Explorador Digital.
[1] Escuela Superior Politécnica=
de
Chimborazo, Centro de Idiomas, Riobamba, Ecuador, noemi.carrillo@espoch.edu=
.ec
2 Unidad Educativa Anda Aguirre, Mocha,
Tungurahua, Ecuador, grispe85_@hotmail.com
[3]