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1. UNIVERSIDAD MAGISTER
MEMORIA DE SEMINARIO DE GRADUACIÓN PARA
OPTAR AL GRADO DE
LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
BACH. MARÍA DEL CARMEN MORA BARBOZA
BACH. KRISTOPHER GÓMEZ CHÁVES
ENERO, 2016

2. “ANALYSIS OF THE EFFECT OF THE
INSTITUTIONAL RESISTANCE TO
THE MOBILE DEVICES
FOR THE ENGLISH TEACHING-LEARNING
PROCESS ON 9TH
GRADERS AT
UNIDAD PEDAGÓGICA CASA HOGAR TÍA TERE”

3. CHAPTER I
INTRODUCTION
BACKGROUND
Nowadays mobile devices are one of the most widespread and
available devices in the hands of almost every High School
student.
Students are in an active role rather than the passive role of
recipient of information transmitted by the teacher
JUSTIFICATION
Using mobile devices in pedagogy is important for both
teachers and students
Technology has become such an integral part of society, it is
necessary to integrate it.

4. OBJECTIVES
GENERAL
To describe the effects of the use of mobile devices as a tool during
the English classes, to improve the students’ linguistic skills.
SPECIFIC OBJECTIVES
To determine the characteristics of 9th
graders and the teachers from
Unidad Pedagógica Casa Hogar.
To identify the apps and functions of mobile devices that could be
used by students in English classes.
To describe the English teaching-learning process.
To investigate the administrative resistance to use mobile devices in
English teaching-learning process.
To propose a set of tutorials on the usage of mobile devices to be
implemented in the English teaching-learning process.

5. VARIABLES
 General characteristics of 9th
graders
 General characteristics of teachers
 Apps and functions of mobile devices for English
teaching-leraning process.
English teaching-learning process.
 Administrative resistance toward the use of
mobile technology.

6. CHAPTER II
THEORETICAL FRAMEWORK
INSTITUTIONAL FRAMEWORK
The Unidad Pedagógica Casa Hogar Tía Tere (location)
It was founded in March 1999.
The main objective is to attend the poor population that is
in social risk offering to them an alternative to study,
(from kinder garden level until ninth grade level)
12 Classrooms
8 Administrative staff
25 Teachers

7. CHAPTER II
THEORETICAL FRAMEWORK
Use of technology for English language teaching and
learning process.
“MOBILE DEVICES”
 (have like a computer’s keyboard)
Cell phones can typically send and receive text, pictures
and video messaging. Many cell phones can email, too.
New generations of pupils who have grown up in a digital
world
(Ertmer et al. 2011),
 “Evidence suggests that there can be significant variability in practitioner and
pupil confidence with Information Communication Technology”

8. ACTIVITIES THAT CAN BE USED IN THE EFL
CLASSROOM
Picture hunt: something circular, something that is
red, and others. It develops the learner’s attention to
detail and improves focusing during activities.
Role scene pictures
Mini web quest: the internet to find answers to
particular quizzes
Creating and writing a blog
Creating a music quiz (learners have to write down
the name of the artist, the song and the year it was
released

9. ADVANTAGES
Mobile devices offer a whole host of multi-sensory learning
opportunities and a chance to become more autonomous in their
learning.
Learning opportunities could be exploited in the classroom and at
home.
Learners can use the voice recorder to record (and later analyze) class-
work such as discussions, role plays, interviews and presentations.
Learners can download and read a variety of different types of text on
their phones
Learners can use a search engine on their phone to find information
for an essay or project.
The camera function save time, learners could take photographs of
information
download language learning podcasts or videos

10. DISADVANTAGES
The teachers have to consider if learners are on a pay-
as-you-go scheme or a contract, because learners
wouldn’t want to incur vast data charges.
There are some apps that work just with internet
connection.
Distractions (unrestricted Internet access , disruptive
noise , entertaining applications, phone calls, text
messages)
risk of theft
Students who don’t have a smartphone
Cyber bullying

11. THE TEACHING LEARNING PROCESS IN
EDUCATION
Zhang (2006)
As the use of English has increased in popularity so
has the need for qualified teachers to instruct
students in the language.
Cutting edge technology- still teach in the traditional
manner
Multimedia teaching emphasizes the role of students

12. This is a descriptive project. It will try to specify the
factors that demonstrate the effects of teaching
techniques in EFL students’ using mobile devices.
Based on the information collected through the
application of various instruments, the final goal of
the project will be to provide with a series of
recommendations
CHAPTER III
METHODOLOGICAL FRAMEWORK

13. Qualitative and Quantitative Approach
Qualitative research seeks to understand the context
of the participants through visiting this context and
gathering information personally (Creswell, 2003).
Quantitative approach because it includes the use of
surveys for data collection

14. CHAPTER IV
ANALYSIS AND INTERPRETATION OF THE
RESULTS

15. PROCESSING OF THE INFORMATION
The following charts and graphs are a recount of
information represent, the most relevant data
gathered from each instrument. In this
investigation the informatics programs like
Microsoft Word and Excel were an excellent
instrument to tabulate the data.

16. FREQUENCY OF REQUEST TO STUDENTS THE USE OF
THEIR MOBILE DEVICES IN THE ENGLISHCLASSES

17.
THE MOST POPULAR APPS AND FUNCTIONS OF
MOBILE DEVICES USED

18. APPS AND FUNCTIONS ATTRACTIVES
TO USE IN CLASS

19. THE PRINCIPAL SUPPORTS THE USE OF MOBILE
DEVICES

20. STUDENTS BEHAVIORS WHILE USING MOBILE DEVICES

21.
TEACHERS MOTIVATE TO USE MOBILE DEVICES

22. APPS AND FUNCTIONS MOST USED DURING THE ENGLISH
CLASS

23. THE CLASSES ARE MORE DYNAMIC AND INTERESTING
WHEN USING MOBILE DEVICES

24. TEACHERS FROM OTHERS SUBJECTS USE MOBILE
DEVICES

25. STUDENTS’ INTEREST WHILE THEY DEVELOP
ACTIVITIES USING MOBILE DEVICES

26. THE PRINCIPAL SUPPORTS THE USE OF MOBILE
DEVICES

27. CHAPTER V
CONCLUSIONS AND RECOMENDATIONS
General characteristics of 9th
graders
 General characteristics of teachers
 Apps and functions of mobile devices for English
teaching-learning process.
English teaching-learning process.
 Administrative resistance toward the use of
mobile technology.

28. CHAPTER VI
THE IMPLEMENTION OF TUTORIALS ABOUT HOW TO
USE SOME APPS AND FUCNTIONS OF MOBILE DEVICES
IN TEACHING LEARNNG PROCESS

29. JUSTIFICATION
The following proposal responds to an identified desire
among English language teacher to make sense of the
rising tide of possibilities created by mobile language
learning (also known as mobile assisted language learning
or MALL) to 9th
graders at Unidad Pedagógica Casa Hogar
Tía Tere.

30. GENERAL AND SPECIFIC OBJECTIVES
To develop tutorials about some functions and apps of
the mobile devices to be used in the English classes to
applying them in the pedagogical activities.
SPECIFIC OBJETIVES
To explain how to use some apps and functions of mobile
devices by tutorials.
To design some activities and exercises to develop in
class with the use of mobile devices in the learning process.

31. SCOPE
The results will be good because:
Teachers faced when integrating the mobile device in
their teaching.
Through the device encouraged students and teachers
to access information for educational purposes.
This indicates that mobile learning will brings unique
benefits for students.

32. DEVELOPING THE PROPOSAL
Designing tutorials as a guide for the using
correct of mobile devices functions and
applications in English learning.
How to use mobile phones and its functions?
How to use whatsapp?
How to use google translator?

33. SWOT OF THE PROPOSAL
STRENGTHS
Using mobiles in the classroom enhanced instructor-
students interactions.
WEAKNESESS
They had a problem with the network connection.
OPPORTUNITIES
Students learning achievements.
THREATS
Institutional Resistance.

34. Thank you!