2014 ing sofía arriagada, aileen henrnández y felipe vásquez

UNIVERSIDAD DE LAS AMÉRICAS
Education Faculty
English Pedagogy
IMPROVING VOCABULARY FOR COMMUNICATIVE PURPOSES THROUGH
LISTENING USING ICTs
Sofía Luz Arriagada Araneda
Aileen Nicole Hernández Muñoz
Felipe Esteban Vásquez Godoy
2014

2
UNIVERSIDAD DE LAS AMÉRICAS
Education Faculty
English Pedagogy
This thesis is part of the requirements to fulfill the steps for graduating process for
the degree of Teacher of English as a Foreign Language.
Guide Teacher: MG. JAIME HERNANDEZ MORAGA.
RUT 13.928.487-9
Sofía Luz Arriagada Araneda
2014

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ACKNOWLEDGEMENTS
First, I would like to thank my family for all their good wishes during the whole
process of my career. I want to thank my friends for being there when I needed them,
for your care and friendship.
Also, I want to thank the most important person in my life, my husband Juan
Gallegos, for his love and encouragement throughout my studies. For his patience
and support, he was always there cheering me up, especially in the most difficult
times. It is not easy to express in words how grateful I am for all the sacrifices that he
had made for me to continue with my degree. I love you from the bottom of my heart.
And I would also like to thank my mother, Olga Araneda for her support and
care. I really appreciate all the sacrifices that she had made, all your prayers have
been important for me. You have always worried about me and all the things that I
need.
SofíaLuz Arriagada Araneda
I want to thank my thesis mates, Sofía Arriagada and Felipe Vásquez. We are
a good team and even though we were busy, somehow we made this partnership
work and we did an amazing job together.
I also want to thank my friends, Georgina Condesa, Javiera Coronado, Julia
Dunne, Pammela Navarrete, Oscar Palma, Javiera San Martin, and Maggey Taylor.
They knew how to encourage me whenever I was about to give up and cheered me
up whenever I need it. I know that without them I would be stuck at some past point of
my life.

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And of course, I want to thank my family, thanks for everything. Thank you for
being there for me and stick around. Thank you for supporting me throughout my
entire life. Especially my mom, Teresa; and siblings, Juan Carlos, Fernando, Claudia
and Allyson; for supporting me no matter how unmotivated I was and for giving me
those needed words whenever they felt I needed. After a long journey, we all get to
the finish line. We did it!
I would like to express my gratefulness through these lines. First of all, I want
to thank my family, especially my father, Claudio Vásquez, who has supported me
from the very first moment I decided to pursue this degree and who has been
fundamental to make this achievement possible throughout these five years, and my
stepmother, Gloria Figueroa, who has been always beside me, guiding me and giving
pieces of advices in the difficult moments and the good ones as vital for me to
continue with the hard long path.
Finally, I want to thank my daughter, who has been the light in my life and the
reason to achieve this objective, motivating me every day to overcome the obstacles
that life may have.
We are very thankful for being where we are at this point of our lives. We want
to express our most sincere gratitude to all those teachers that had guided and
supported us through this long path, for their patience, motivation and great
knowledge. Without them, we would not be here if it wasn’t for them.
We would like to take this time to thank Universidad de las Américas for all of
the support they were able to provide us in order to make this degree possible. We

5
want to thank to all those teachers that helped us understand the real world of
teaching. Those training practices were hard, yet we found people along the way that
showed us how to manage the school environment.
Thank God for the wisdom and perseverance that he has been bestowed upon
us during this research project, and indeed, throughout our lives: "I can do everything
through him who gives me strength." (Philippians 4: 13)

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INDEX
Cover ………………………………………………………..……….. 01
Second Cover ………………………………………………………………… 02
Acknowledgements……………………………………………………………….. 03
Index …………………………………………………………..…….. 06
Abstract ……………………………………………………………..….. 07
Introduction ……………………………………………………………..…. 08
Theoretical Framework……………………………………………………………. 11
Variables ………………………………………………………………… 23
Research Problem ……………………………………………………………..….. 24
Research Questions ………………………………………………………………. 27
Thesis Statement ………………………………………………………………… 27
Hypothesis ……………………………………………………………..….. 28
Objectives ……………………………………………………………..….. 29
Methodology ……………………………………………………………..….. 30
Instruments ………………………………………………………………… 34
Results ………………………………………………………………… 36
Discussion ………………………………………………………………... 42
Conclusion …………………………………………………………………… 45
References ……………………………………………………………..….. 47
Appendix ……………………………………………………………..….. 49

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ABSTRACT
Information and communication technologies (ICTs) tend to promote students’
responsibility, independent work and knowledge building, which in turn facilitate
students learning and means an enormous advance for the teaching process. This
study establishes a connection between vocabulary knowledge and listening skills
using ICTs. The research seeks to promote the learning of new vocabulary in
students of public school to help them develop a communicative use of vocabulary of
English using ICT resources and hardware. Therefore, a quasi-experimental research
study was implemented in a group of students on their senior year in Simon Bolivar
High School to train their listening skill to comprehend and recognize new words by a
topic of which they feel attracted to. Results show that students improved their
listening comprehension and recognition skills over 44% from the diagnostic test
taken 6 weeks before, and proving that students are receptive to the use of
technological teaching aids.
Keywords: ICTs, listening skills, vocabulary learning.

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INTRODUCTION
Understanding and creating sentences in a second language is a strategy that
not many people possess. They could have this innate aptitude, or they could have
learned it throughout the years of their education. Students are guided during their
whole educational process by teachers, who also control their attitudes according to
their abilities and learning styles.
Nowadays, English is used to communicate, so students have to be able to
understand the language. Teachers should bring innovative ideas to teach the
language training their listening capacities using the ICTs. As long as students are
interested in the subject the teacher is teaching, they are going to show more
participation, and they are going to be open to learning.
Language is always under changes and from that reason technologies have
been introduced to help students to understand the language and communicate
effectively.
As a modern world, the use of Information, communication technologies (ICTs)
are gaining confidence and popularity among educators when teaching pupils. As a
result, students have the possibility to listen to a different kind of accents, native
language speakers, identify contexts, and so. There are many examples of this great
impact and the consequences of the Information communication technologies (ICTs)
in the educational system.

9
When teachers use technologies they bring more enthusiasm and motivation to
work and increase the vocabulary of the students, who will learn faster in a
convenient way, so they will be eased to learn in a relaxed environment, because
their anxiousness will be lessened through the English Room.
One thing that is important to mention is that for an effective teaching- learning
process, develop vocabulary through listening activities in this technological world, is
essential. Teachers have to be up to date with the new technologies and how to apply
them in order to accept the competences that can assist them to develop new
pedagogical practices and integrate ICTs in a substantial manner for the pupils and
for themselves.
The vocabulary learnt by the Information Communication Technologies (ICTs)
is starting to be used for communicative purposes to talk about technology and social
media as the students recognize words related to technology to describe their
preferences when using devices and the effects of using the Internet. Social media is
used for social interaction; it has initiated substantial changes in communication
between organizations and people.
Students are going to be able to express their preferences related to an issue
they feel attracted to, and they know about. Nowadays, students are prepared for
technology, and they seem to manage it just fine by just exploring and not reading
about how to use it.
That is why the topic (Keeping up with the Technology) makes them feel
attracted; they can control what they can do with that knowledge. Students will be

10
able to use the vocabulary learned in class in real situations by describing their
favorite technological devices using adjectives.
It is well known that listening plays a central role in foreign language instruction
with new learners (Anderson & Lynch, 1988). Whenever students want to learn new
vocabulary, they have to study hard to get to that knowledge, without noticing that
learning vocabulary is easier by doing it on the same way they learned their own
mother tongue. That relationship is built up through silence and active listening.

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I. THEORETICAL FRAMEWORK
Chomsky (1959) discusses that behaviourism cannot give sufficient
explanations for students’ language learning. Instead, he explains that the language
students are exposed to, incomplete sentences and slips of the language, and they
learn to distinguish between grammatical and non-grammatical sentences. Children
are not systematically corrected on language by parents, but somehow they handle to
conjugate the verbs and later fossilize the new vocabulary.
On the other hand, according to Krashen (1981), learners learn the language in
a conventional order. For any language, the grammatical structures are discovered
early while others are learned later in the process. This hypothesis suggests that this
natural order of learning occurs independently of deliberate teaching and therefore
teachers cannot change the order of a grammatical instruction sequence.
According to this hypothesis, teachers should be aware that certain structures
of the language are easier to acquire than others and therefore language structures
should be taught in order that is conducive to learning. Teachers should begin by
presenting language concepts that are comparatively easy for scholars to take on and
then use scaffolding to bring out low frequency words.
Scaffolding is a technique that provides to students the support needed to
complete a task or ease their learning of new concepts. As the students develop their
abilities in a particular area, the supports related to that area can be gradually
removed as they learn a new vocabulary. Tasks and activities can be divided into

12
manageable chunks for the students. Thus they are able to gain confidence in their
abilities without feeling too much stress or anxiety.
In any aspect of education, it is always important to provide a safe and friendly
setting where students can learn. In language training, this may be particularly
important since in order to take in and produce language, scholars need to sense that
they are able to fix mistakes and assume risks. This links directly to Krashen’s
hypothesis of the affective filter. (1985)
Some schools had ensured to have new technology in the classrooms;
however, most of them are still using printed texts or worksheets, leaving behind the
rest of the skills. Listening has the minimal role within the class, even though that skill
has the most powerful impact on the learning process.
Some teachers had forbidden the opportunity for the students to familiarize
with the language by making their classes in Spanish. The method employed in
Chilean classrooms to teach English is the Communicative approach, which consist
of using real-life situations that require communication.
The instructor sets up a place that students are likely to meet in actual life. One
of the main qualities is that the teacher applies the communication as a means of
instruction and the target of study. (Larsen-Freeman, 2000)
In the senior year of Simon Bolivar High School, students were not
accustomed to the exposition of English; hence, they did not have enough vocabulary
to communicate themselves among them. Students had a low level of vocabulary, not
only related to the topical vocabulary, but also with their daily vocabulary. This

13
situation has been changing since the researcher got involved in the context of the
students and brought a new way to teach vocabulary to them.
Students do not feel attracted to the language when they are immersed in it on
the traditional way, yet the teachers can use the ICTs to help them understand and
motivate them to use the technologies for something else than just surfing on the
Internet. The world is advancing technologically, as well as learners, students are
already trained to be part of the advancement.
However, it is a paradox to see that listening has such an important role within
the learning process, yet it does not receive the emphasis that it should to let the
students acquire new vocabulary through a natural way. New technologies were
created to help the world, but teachers are not thinking about the benefits that they
can obtain.
According to MINEDUC’s lineaments for learning English, the main aim is that
students develop their abilities in English to help them communicate in different
situations and use the language in real life as a resource for their academic life.
(MINEDUC, 2003)
Another Chilean policy is the English Opens Doors Program. Its main aim was
to raise the level of English of the students, train teachers and guide them how to
work inside the classroom. (MINEDUC, 2003)
Listening tracks are authentic material; the students are not only listening to
the teacher, but other people from different countries, making them aware of new
words and accents. That brings a sense of familiarity with other cultures and at the

14
same time; students can relate with new words or recognize what they have already
learnt.
I. I Proposition of vocabulary learning
Language learning should be fun if it is done naturally, in terms of how people
learn vocabulary. People learned their first language without any instruction.
According to Chomsky, (1965) all human languages are innate; this means that
people are born with the ability to discover the language by themselves, and they will
learn more if they are exposed to samples of the language they hear.
In the Simon Bolivar High School exists an English Room that has a smart
board, loudspeakers, projector, internet, computers, whiteboard, posters and English
books. These resources make the students feel immersed into a different
environment related to the English culture.
Following the idea of Chomsky (1965) students feel comfortable in the English
Room, because the learning becomes something innate and natural as they are
directly exposed to the language. They are surrounded by another culture of English
speaking country so they can associate pictures with words increasing their retention
of new vocabulary.
Unfortunately, teaching a second language has been twisted into a difficult
classroom ceremony that is full of grammar rules, annoying drills, rote memory and

15
examinations. The result is that people get discouraged to learn a new language.
(Kaufmann, 2009)
In Simon Bolivar High School, students got bored with the teacher-centered
methodology as he only gave instructions in Spanish, so students were not motivated
to learn a second language as they were not exposed to it until the researcher
suggested teaching vocabulary in the same way students had learnt their mother
tongue. After some weeks, the students were highly motivated and stimulated to get
to the English Room.
Listening is one of the most important communication skills, but at the same
time is the one that receives less interest by the teacher, because is it understood to
be naturally acquired, and, therefore, without the need of a systematic learning
process, which is doubtfully authentic. Even if it was naturally acquired, it is
necessary to practice it.
Language teachers know there are different sounds and different meanings for
the words, which can confuse the students. For this reason, it is necessary to
consider in developing the listening skill on students it is as important as the
communicative skill. Students are not going to be able to communicate if they do not
understand what they are listening (the message).
Agreeing to the Krashen`s monitor hypothesis, (1985) students listen to
English language and the learning system checks the words to analyze and correct
mistakes. After this process, students can communicate effectively in the second
language. The challenge for English teachers is to create a balance between
encouraging accuracy and fluency in students.

16
The brain occupies time to learn meaningful and interesting content. The brain
can rate what to learn, trading with natural subjects first and the harder ones later.
(Kaufmann, 2009)
The researcher worked with an interesting topic for students, (Keeping up with
the Technology) according to the lesson plan designed for this study. (See Annex) In
the beginning, students learnt vocabulary to form simple sentences, and step by step
the researcher increased the level of difficulty of the various tasks for students.
The research will prove that, students can learn vocabulary in a natural way if
the teacher guides them towards that end. Listening to a foreign language will help
the students to feel familiarized with the words and customize the class of new words.
They will lessen the anxiety they produce by just sitting within the classroom by
feeling more comfortable hearing it first, before sharing what they are taking and later,
producing.
At the beginning of the intervention, students felt scared of communicating in
another language, the researcher had to find a way to make them feel calm and less
anxious whenever they were exposed to the language. After three weeks, students
felt comfortable, and they were able to make simple sentences related to the topic.
(Keeping up with technology).
It is important to call students’ attention with something that is exciting for
them. Technology seemed to have a desirable effect on them as they manage some
information about what it was, what they liked and what were the risks of it.

17
They learnt from the very basis of the topic until they reached the expected
vocabulary through listening. They could relate the words with their own preferences
and express preferences and give advices related to technology.
As kids learn through listening, older students can follow the same lead to
achieve the final goal, which increased their vocabulary, related to Technology and
everything that involves it. Students were able to relate words to express preferences
and gain confidence in the foreign language as they will be talking about something
close to their real life.
I. II Learning a Second Language Vocabulary through Listening
It is crucial to develop the listening skill in students because it is good for their
pronunciation. (Harmer, 2007). Developing the listening skill means that, if the
students listen to many people speaking a second language, they will be able to
produce words, phrases or sentences, in other words, they will be able to
communicate in English.
According to Krashen (1981) and his hypothesis for learning a second
language, teachers need to create a suitable environment and speak in the second
language to their students in order to provide them the linguistic input of listening in
social and pedagogical situations. This input is an important part of the second
language learning. This input is a necessary condition to learn a new language.

18
This hypothesis suggests that, language learning occurs when students
receive messages that they can understand, this part of the learning process is also
recognize as comprehensible input.
In other words, if the students receive too much information (words,
vocabulary, so on) in the correct way, and they understand them, they are going to be
able to communicate and be proficient in a second language.
Krashen (1985) helped the researchers to understand that, one of the main
sources of listening for students is the voice of their teacher. For This reason, the
teacher has to speak in the second languages in order to give to students as many
inputs as possible.
In this study, the researcher will speak the second language during the whole
investigation process, as the main source of input from students to help them gain
vocabulary words through listening to what the researcher emphasized on.
Nowadays, the teacher has ICTs, especial loudspeakers, as an excellent tool
in order to provide information to their students through listening. Furthermore, it is an
excellent opportunity for the students to listen to different accents of English. The
main goal of this is that students are going to be able to communicate effectively in
the second language.
For this study, the researcher used the English Room as a way to motivate and
engage students into the lesson with a nice environment. Moreover, the researcher is
going to use loudspeakers as a path to feed input to the students in different variety of
activities with different types of accent, in order to distinguish them, as well as the
settings.

19
Pupils have to learn the vocabulary, exercise and practice the language in
simple sentences inside of the classroom. Finally, they are going to use the words in
real life situations.
Practicing the language is an example of the activities of the Communicative
Language Teaching approach that some teachers use in the classroom. This method
consists on developing communicative competences, where the language learning is
to learn to communicate, and it attempts to communicate which may be encouraged
from the very beginning by the teacher, who provides exercises and activities that are
in relation to the communicative objectives of the curriculum set by the government.
Second language vocabulary learning is part of the language comprehension
and uses for foreign language learners. It is important to consider the way people
learn the first language and the second language. When students go to school, they
learn vocabulary through listening rather than writing or reading in their first language.
Students needed to feel closer to the language, so the researcher designed a
room, especially for the English classes, where students could feel an attraction to the
new language and theme by creating an environment from calling their attention to
something they have met previously.
I.III Vocabulary learning from listening
In the twelfth grade A of Simon Bolivar High School, the class is formed by 24
students; 9 men and 15 women, with an average of 17 year-old students. They have
different learning styles. But, in general, they have the same level of English
proficiency.

20
At the beginning of the semester, there was a change in the procedures and
the methodology used by the teacher, who developed the course using Spanish to
teach English, so students were not accustomed to the foreign language and they
were not able to feel familiarized with English.
The process of training students to develop their listening skills, had some
variations in most of the students, due to the efficient strategies applied by the
researcher, as the researcher began developing the course in English, he started
using short dialogues in order to students understood the instructions. The researcher
emphasized the lessons on repeat the vocabulary related to technology, and
technological gadgets.
At the end of the third week, there was a definite improvement in the students’
recognition of the vocabulary that was enough to express likes and preferences about
their favourite technological gadget.
Students tend to be more visually interactive and reiterative, they often have to
listen to and understand a simple order, for that reason it is very effective to use
videos and all the potential audio-visual material for listening tasks (Ramirez, 2007).
The researcher mostly designed listening activities with videos or songs related
to the topic of the lesson. Students were able to work with computers in the English
Room in order to do the various tasks assigned by the teacher.
Therefore, there is no doubt that the use of the target language in English
lessons is vital to develop the student's understanding and outcome of new
vocabulary for those who do not have a high level of English proficiency to
communicate. The development increases when they are exposed to different
settings that make the learning environment more comfortable and attractive.

21
For effective development of listening and speaking ability, the researcher
followed some easy steps in the lesson plan. For example; with audio of radio
programs, songs or videos, the researcher modelled the different vocabulary of the
listening process in class with his students and then he instructed them to repeat the
words on their own.
Then, students wrote down or shared some ideas, general or specific
information about the audio, and then the researcher played the audio, allowing the
students to take some notes or to check them.
The idea is that students go step by step, and when they had gained
confidence and experience, the teacher can repeat this kind of activity with shorter or
longer audios and different types of activities according to the level of the students.
As a result, the learning process goes efficiently by the vocabulary through the
implementation of listening tasks. There is an apparent difference between the group
of students who have been exposed to the English Room and those who have not
had a chance to enjoy the newly implemented classroom available for English classes
in the high school.
The students who have not being into the English Room have not been
exposed to the listening activities, do not know how to complete different kind of
activities related to listening skill, such as fill in the blank, recognizing and identifying
dialogues spoken by English native speakers.

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I. IV Motivation
Motivation has been identified as the learner's orientation about the goal of
learning a second language (Crookes and Schmidt, 1991). Students need to feel
motivated to learn, as long as they are aware of the language and the activities call
their attention, they are going to be interested to hear.
It is thought that students are most successful when learning a target language
when they have teachers that make them cherish the foreign language. If teachers
show a fun way to teach something foreign to students, learners will feel the desire to
get closer to the new culture that is going to be delivered. That is known as integrative
motivation.
When somebody becomes an inhabitant in a new country, or city, that uses the
object language in its social interactions, integrative motivation is a central part in
assisting the learner to acquire some degree of proficiency in the oral communication.
It becomes a necessity, in order to work socially in the community and become one of
its members. (Finegan, 1999)
Motivation is an important factor when learning a second language. Whenever
students learn something, there is a reason behind of it. Besides the need of the
school to teach those contents, there is a personal reason for students to enjoy the
course. To achieve that goal, the teacher has to create a lesson where the students
feel comfortable, respected and part of the class.
Motivation triggers the learning as students find technology more attractive
than a textbook as they can quickly manipulate the technological devices to help them
learning a language because students of this generation were born in a technological

23
world. Therefore they are prepared to use any tool. ICTs help students to understand
in a convenient way and quickly, so they do not get bored with the lesson.

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II. VARIABLES
The methodology used in this research is the quasi-experimental approach,
because the objective of this study is to make an intervention in Simon Bolivar High
School, applying the course some pre – while and post-tests, with the aim to
demonstrate how useful are the ICTs (loudspeakers and data projector).
The ICT’s develop listening skill for communicative purposes, because
students have to use the vocabulary of the unit to express their preferences when
using a technological device.
The time of the investigation in the school takes seven weeks, 14 classes,
according to the lesson plan and the various activities, including tests, tasks and
surveys that are considered for this study.
II.I Dependent
i. The dependent variable is considered in this study because there are many
factors that depend on other factors, such as motivation, anxiety of the
students during the whole process of the intervention of the researcher.
ii. In this study, the dependent variable is listening through ICTs.
II.II Independent
i. The independent variable is also considered in this study because there
are some factors that the researcher cannot change or modify, such as the
age of the students or social context.

25
ii. In this study, the independent variable is the ICT, because is the main
factor that can affect or modify the learning

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III. RESEARCH PROBLEM
III.I Participants
This class is composed by twenty-four students, nine men and fifteen women,
and all of them are within the age of seventeen and nineteen years old. In general,
the students have a good performance in the English subject.
On the other hand, before the intervention, the majority of the students never
participated in the activities implied by the teacher, because they were not motivated
or engaged with the tasks.
Students respect each other at the moment of interacting among them, and
showed respect when the interaction was between the researcher and students. The
students prefer to work alone because they feel scared of make mistakes.
The social context where the students are exposed to the English language
has a crucial role in the vocabulary learning process; they are limited to the high
frequency words and the use of the mother tongue in English classes. This setting is
hardly implemented in an ideal context where students should be involved.
The social context is clearly a limited space where students can not develop
and apply what they learn in class, and also most of them do not have the necessary
access to ICTs at their homes, which make more difficult the experience they live at
the school.

27
14
14,5
15
15,5
16
16,5
17
17,5
Diagnostic 0
III.II Previous Experience
Background knowledge is weak in terms of listening proficiency, they lack on
vocabulary; students have the necessity to develop the ability to understand English
spoken language, listening records, videos, and the instructions given by the
researcher in the target language, since they are not able to perceive general ideas
when they listen to English dialogues, in every activity that the teacher uses. (See
Appendix)
III. III Students’ Response to the Language
Students do not feel motivated to learn the language and most of them do not
accept English is necessary for them. Three of the students have a low level of
knowledge of the English language; it means poor vocabulary, pronunciation
mistakes, and no proficiency to understand listening activities.

28
Motivation has been, and it is still being extensively studied by Second
Language Learning researchers for the crucial role motivation plays in language
learning. However, it is still a complex phenomenon in second language learning.
The interaction between students and ICTs within the school is barely existent
as well as the use of the English language in class, the researcher has a strong
influence in this aspect, since students lack motivation and self-confidence to speak
in English and interact at the same time with the available technology that they can
use, so they are limited to the use of a dictionary to learn new words.
Usually, teachers of English will do just their work and explain the context,
without putting much effort on an authentic learning process. Motivations for learning
English as a foreign language have not been discussed extensively in the school;
however. (Belmecheri and Hummel, 1998).

29
IV. RESEARCH QUESTIONS
a. Do ICT’s enhance the learning of vocabulary of English as a second language
for students of the fourth grade high school in a public school?
b. Does the use of ICT’s as a technological resource reinforce the learning and the
use of vocabulary for Technology in students of the fourth grade high school in a
public school?
c. Does motivation trigger learn new vocabulary in students of the fourth grade
high school in a public school?
d. What is the effect of using ICTs in English class for improving vocabulary with
communicative purposes?
e. Is it important to develop the listening skill in the students?
IV. I Thesis Statement
Students can learn vocabulary through listening in the same way they have
learnt their mother tongue. As long as the students are exposed to the language by
listening, they are going to develop their vocabulary. ICTs play an important role in
the learning process, as students spend more of their time using technologies.
Technologies can be used as tools to teach a language, especially with teenagers,
they would feel attracted to the technology, and they will feel confident in an
education setting.

30
V. HYPOTHESIS
a. Null Hypothesis
i. Vocabulary learning in the natural process.
b. Hypothesis 1
i. The continual use of ICTs in the classroom, make children raise
Learning because they can relate the sounds to the words.
c. Hypothesis 2
i. The continual use of ICTs in the classroom, help students to
fossilize vocabulary.

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VI. Objectives
VI. I General Objective
i. To demonstrate the purpose of creating simple sentences, using the new
vocabulary related to the unit (Keeping up with Technology) presented through the
listening skill, using ICTs as motivational resources for the teaching and learning
process in Simon Bolivar High School.
VI.II Specific Objectives
ii. To recognize if the use of listening tracks as a technological resource,
enhances the learning and the use of vocabulary related to Technology in Simon
Bolivar High School.
iii. To demonstrate if the use of loudspeakers in the classroom helps the learning
of vocabulary related to Technology in a senior year class of Simon Bolivar High
School.
iv. To enhance the ability of students to retain newly learned vocabulary items for
a period of two weeks in Simon Bolivar High School using data and loudspeakers as
a motivational resource.
v. To demonstrate students can fossilize vocabulary of the unit (Keeping up with
Technology) using the same method as they learnt their mother tongue.

32
VII. METHODOLOGY
VII.I Design of the Research
This study was designed to analyze the effects that digital stories have in
improving the vocabulary of English by seventeen-year-old Spanish learners. A quasi-
experimental analysis was carried out at one high school in Talcahuano (Chile) during
7 weeks in the first semester of the academic year 2014 (April to May).
A quasi-experimental research is going to be used for this study, because there is
going to be an intervention, and the researchers are going to analyze the data
obtained by studies and tests. Since the most common form of a quasi-experimental
study includes a pre-test, one development test and post-test.
The researcher included a diagnostic test to identify the recognition students had
related to listening, using a well-known song. The second diagnostic test was related
to what they knew about the topic itself. (Keeping up with the Technology) Before this
test, the researcher did not have any intervention on their learning process.

33
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
While Test 53 57 52 64 55 72 60 76 61 63 64 53 61 56 50 77 73 66 52 56 57 69
While Test
After analyzing the results, the researcher created a set of lessons where he
would reinforce the listening comprehension of the students related to the unit
(Keeping up with the Technology) and how to keep up with it. (See Annex)
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Diagnostic 0 22 21 27 29 17 18 20 29 37 47 19 46 60 16 15 75 72 24 29 39 48 56
Diagnostic 1 20 25 21 18 15 11 9 27 35 40 8 41 57 7 19 70 71 22 27 38 45 52
0
10
20
30
40
50
60
70
80
Diagnostic Test

34
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Post Test
After some weeks of teaching in a new environment and using a new technique,
the researcher took the following test. The development test was a summative test
that showed how the students retained the new vocabulary and if they have learned
it.
Following the schedule of the investigation, the researcher kept teaching until the
last class before the final test. Students were once again tested to prove if they have
learned the topical vocabulary. The final test wanted to prove if the students have
developed in their listening skills.

35
0,00
20,00
40,00
60,00
80,00
34,77 30,82
61,25
75,80
Average (%)
Diagnostic 0 Diagnostic 1 While Test Post Test
Design with a treatment group and a control group, quasi-experimental studies
impact the evaluation that assigns members to the treatment group and control group
by a method other than an assignment. Quasi-experimental researchers gather data
and compares information collected through instruments such as a Diagnostic Tests
(See Appendix), Progress Test (See Appendix) and a Post-Test (See Appendix)

36
VIII. INSTRUMENTS
The instrument is a general name that researchers use for measurement strategy,
such as surveys, analysis, questionnaires, the tools are used to gather data and
assess the subject of study.
VIII. I Observational Checklist
The observational checklist is the instrument used to evaluate the students’
behaviour to the entire group, a rubric that evaluates the background knowledge of
the students was used to measure the students’ knowledge on vocabulary and
listening ability related to different topics, such as sports, technology, and personal
information. (See Appendix)
VIII. II Diagnostic Test 0 (Pre-Intervention)
The diagnostic test is an instrument used to assess the students’ listening skill to
the entire group. A favorite song was used to show their lack of recognition to another
language. This test was taken before the intervention so the researcher could
distinguish the needs of the class. (See Appendix)
VIII. III Diagnostic 1 (At the beginning of the intervention)
The diagnostic test is an instrument used to assess the students’ knowledge
related to the topic (Keeping up with the Technology) to the entire group. The whole

37
class listens to a text related to computers. Students are supposed to recognize
words and complete the blanks. (See Appendix)
VIII. IV While Test
The while test was used to assess the progress of the class related to the topic
(Keeping up with the Technology) after some weeks since the beginning of the
intervention. The researcher established a new way to teach, and he needed to check
if the students were learning or there was something missing. (See Appendix)
VIII. V Post Test
The post-test is an instrument used to assess the students’ knowledge related to
the topic (Keeping up with the Technology) to the entire group once the intervention
was done. After all the lessons, the researcher took the final test to assess the
vocabulary learned throughout the topic. (Keeping up with the Technology) (See
Appendix)
VIII. VI Tasks
These tasks were the tool to evaluate if the students were paying attention
through the classes; there are some kinds of tasks, such as quizzes and regular
activities. (See Appendix)

38
IX. RESULTS
IX. Results of the Diagnostic Test (Pre-Intervention)
According to the results on the diagnostic test, the researchers realized the
students had some knowledge about the topic the researchers wanted to work.
However, there is a lack of vocabulary on adjectives, so they were not able to
describe their preferences related to technology.
Adjectives are a critical part of the language, so it was relevant for them to
enhance their stock of words working with this lexical category.
In order to clarify the level in which we started to work with them, it is relevant
to mention the results that we obtained after evaluating the students from the twelfth
grade are as follows: The test was taken by 22 students, and it consisted on 26 points
(one point for each). Of a total of 572 questions (total of the tests taken by the 22
students) 282 questions had a correct answer, and 160 got wrong answers.
Wrong
answers
28%
Right
answers
49%
Not
Answered
23%
Test Results

39
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
22 21
27 29
17 18 20
29
37
47
19
45,5
59,5
16 15
75 72
24
29
39
48
56
Diagnostic Test 0
IX. II Results of the Diagnostic Test 0 (Pre-Intervention)
In this test, the objective was to demonstrate the level of the students’ listening
comprehension in general. In this case, the research did not focus on specific content
(Keeping up with the Technology), but in general. So the students had to listen to a
song and complete the charts and number the events in the second item. (See
Annex)
According to the results of the diagnostic test, the students had some listening
comprehension and recognition. However, there is a lack of vocabulary and listening
comprehension of the English language, so they were not able to identify the main
idea of the song, yet they did recognize some expressions of it.
In order to clarify the level in which we started to work with them, it is relevant
to mention the results that we obtained after evaluating the children from the twelfth
grade in Simon Bolivar High School, which are as follows:

40
22 students took the test, and it consisted of 32 points (one point for each). Of
a total of 704 questions (total of the tests taken by the 22 students) 35% questions
had a correct answer, and the rest were wrong answers.
IX. III Results of the Diagnostic Test (At the beginning of the intervention)
In this test, the objective was to measure the students’ listening
comprehension in terms of knowledge. In this case, the researcher focused on
specific content (Unit: Keeping up with the Technology). Students listened to a short
article, and then they had to complete the missing words of the text, recognizing
specific vocabulary related to technological devices.
According to the results on this diagnostic test, the researchers realized that
the students had some listening comprehension and recognition. However, there is a
lack of vocabulary and listening comprehension on the content, so they were not able
to fulfill the task.
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
20
25
21
18
15
11 9
27
35
40
8
41
57
7
19
70 71
22
27
38
45
52
Points(%)
Subjects
Diagnostic 1

41
In order to clarify the results obtained in this test, it is relevant to mention the
results that we obtained after testing the children from the fourth grade in Simon
Bolivar High School, which are as follows:
22 students took the test, and it consisted of 16 points (one point for each).
31% questions had a correct answer, and the rest were wrong answers.
IX..III Results of the While Tests.
In this test, the objective was to measure the students’ progress on listening
comprehension in terms of knowledge related to the unit (Keeping up with the
Technology.) In this case the researcher focused on specific content (Unit: Keeping
up with the Technology). Students listened to the dialogue and answer if the
statement was true or false. In the second item of the test, they had to end the
dialogue with the right words.
0
10
20
30
40
50
60
70
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Points(%)
Subjects
While Test

42
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10111213141516171819202122
Points(%)
Subjects
Post Test
According to the results on this diagnostic test, we realized that the students
had developed their listening comprehension and recognition through the intervention
we have obtained over 27% of improvement.
This improvement means a 27% of more listening comprehension and
vocabulary learning on the unit: Keeping up with the Technology with the use of ICTs,
such as loudspeakers and computers.
In order to clarify the results obtained in this summative test, it is relevant to
mention the results that we obtained after testing the children from the fourth grade in
Simon Bolivar High School, which are as follows:
22 students took the test, and it consisted of 31 points (one point for each in
the real or false detail, two points for each in the fill in the blank item). 61% questions
had a correct answer, and the rest were wrong answers.
IX. IV Results of the Post Tests.

43
In this test, the objective was to measure the students’ progress at the end of
the intervention applied in the fourth grade of Simon Bolivar High School on listening
comprehension in terms of knowledge based on the unit “Keeping up with the
Technology.”
Students had to listen and then, complete a chart. In the second item, they had
to listen and answer the missing information. The idea of this post-test was to make
the students put into practice the skill of Listening to the English language and
recognize the particular vocabulary as well as respond to the same information as full
answers.
In order to clarify the results obtained in this formative test, it is relevant to
mention the results that we obtained after testing the children from the fourth grade in
Simon Bolivar High School, which are as follows:
22 students took the test, and it consisted of 29 points (one point for each in
the first item, two points for each in the second item). 76% questions on the test
answers were correct, and the rest were wrong.

44
X. DISCUSSION
The results of the different tests applied by the researcher are showed
in the following table with their corresponding percentage.
Subjects
Diagnostic Test
(Pre-
Intervention)
%
Diagnostic
Test
(Beginning)
%
While
Test
%
Post
Test
%
1 22 20 53 75,3
2 21 25 57 79,5
3 27 21 52,3 89
4 29 18 64 75
5 17 15 55 75,4
6 18 11 71,8 86,4
7 20 9 60 92,2
8 29 27 76 84
9 37 35 61 72,5
10 47 40 63 65
11 19 8 64,2 64
12 45,5 41 53 62
13 59,5 57 60,6 67
14 16 7 56,4 62
15 15 19 50,4 72
16 75 70 77 92
17 72 71 73 82
18 24 22 65,7 76,2
19 29 27 52,2 65
20 39 38 56,3 78
21 48 45 56,8 71
22 56 52 68,9 82
Tendency 34,77 30,82 61,25 75,80

45
According to the results on the diagnostic test to the final test, the students had
developed their listening comprehension and recognition. After the intervention, the
researcher obtained about 14% of improvement over the summative test applied the
previous week.
This improvement means a 44% of improvement over the diagnostic test taken
6 weeks before. An improvement on listening comprehension and vocabulary
knowledge on the unit “Keeping up with the Technology” with the use of ICTs
resources such as loudspeakers and smart board among others proved that students
are more attracted to new ways of learning, being one of them the use of technology
itself.
0,00
10,00
20,00
30,00
40,00
50,00
60,00
70,00
80,00
Diagnostic 0 Diagnostic 1 While Test Post Test
34,77
30,82
61,25
75,80Tendency (%)
Diagnostic 0
Diagnostic 1
While Test
Post Test
0,00
20,00
40,00
60,00
80,00
30,82
61,25
Improvement of Vocabulary from
Diagnostic Test 1 to While Test
Diagnostic 1
While Test

46
To summarize, in this study, the researcher explained that the use of the ICTs
as a tool to promote the listening activities had a positive influence in the students,
raising their recognition and comprehension when talking about the issue (Keeping up
with the Technology).
Students improved their vocabulary related to technologies and reduced the
anxiety and felt more comfortable when talking in the second language. That is
confirmed through the tests taken throughout the intervention.
In the diagnostic test, students achieve the 30 percent of right answers at the
beginning of the intervention and they developed an increment of forty-five percent,
reaching the 75 percent of right answers in the final test.
0,00
10,00
20,00
30,00
40,00
50,00
60,00
70,00
80,00
61,25
75,80
Improvement of Vocabulary from While Test
to Post Test
While Test
Post Test

47
CONCLUSION
As Second Language Teachers, is important to develop the listening skills in the
students, because is the easiest way to learn vocabulary. The use of ICTs in English
class as a means to develop the listening skill in the students is as important as a
natural way proposed by Stephen Krashen (1985).
The use of ICT benefits a more independent learning, giving the students the
opportunity to interact when they understand the vocabulary. They are able to use the
new words to communicate, and also they have a higher control over their own
learning process. For this reason, the researcher included them in the analysis to
demonstrate that it is possible to use ICT`s as a means to promote learning,
improving the listening skill as a communicative purpose.
During the process of the research, students felt more comfortable in the English
room, for the use of ICTs and also because they felt it was another environment
where they could learn the vocabulary taught in class. They used the new vocabulary
in real life contexts.
As long as students feel attracted to the methodology used by the teacher, they
will be focused on the topic. The researcher called the attention of the students by
using a topic where they, as native speakers of the technology, could easily talk about
it. Students felt self-confident when using the language with the vocabulary that is
well known to them.
Students can learn vocabulary through listening in the same way they learnt
their mother tongue. As long as the students are exposed to the language by

48
listening, they are going to improve their vocabulary. As students spend more of their
time using technologies, they were able to use those new words within a real life
context. As students use the words frequently, they are going to fossilize the
vocabulary, which will lead them to increase their knowledge in the language.
With the use of ICTs students learnt through authentic activities and real life
contexts, in which knowledge is used to understand and comprehend the new
vocabulary in order to process the language to communicate effectively.
Furthermore, the use of ICTs transformed teaching and learning into an
engaging and active process connected to real life, and to prepare young people for
future workplaces.
The nature of technology has changed from a technical connotation towards
communicative connotation, mainly because of the development of new applications
on the Internet, which has increased the use of ICT dramatically.
Similarly, the access to ICT has improved among students and teachers, and
both at home and school, students feel comfortable with technological devices, they
know how to use them. So it is important to combine ICTs with books or written
activities.
During the process of the research, students felt more comfortable in the English
class, for the use of ICTs and also because they felt that they learned the vocabulary
taught in class. They used the new vocabulary in real life contexts.

49
REFERENCES
1. Alexander, L. (2006, January 1). The Natural Way. Retrieved April 25, 2014,
from http://www.linguaphonegroup.com/learningadvice/naturalway.cfm
2. Anderson, A. & Lynch, T. (1988). Listening. Oxford: Oxford University Press.
3. Belmecheri, F., & Hummel, K. (1998). Orientations and motivation in the
Learning of English as a second language among high school students
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4. Chomsky, N. (1959). A review of B.F. Skinner’s Verbal behavior. In Readings
in the Psychology of Language, Prentice-Hall.
5. Chomsky, N. (1965). Linguistic theory. In R.G. Mead, Jr. (Ed.). Language
Teaching: Broader Contexts. Northeast Conference on the Teaching of
Foreign Languages: Reports of the Working Committees. New York:
MLA Materials Center.
6. Crookes, G., & Schmidt R.W. (1991). Motivation: Reopening the research
agenda. Language Learning, 41 (4), 469-512.
7. Finegan, E. (1999). Language: Its structure and use (3rd Ed.). Harcourt
Brace.
8. Larsen-Freeman, D. (2000). Techniques and principles in language teaching.
Second Edition. Oxford: Oxford University Press.
9. MINEDUC, (2003), Programa Inglés Abre Puertas. Retrieved May 5th, 2014
from http://www.ingles.mineduc.cl/index2.php?id_portal=49&id_
seccion=32 &id_contenido=13307

50
10.Kaufmann, S. (2009, February 2). Language Learning 7 Concepts of Natural
Language Learning. Retrieved April 22, 2014, from
http://www.pickthebrain.com/blog/language-learning
11.Krashen, S. (1981). Second Language Acquisition and Second Language
Learning. Oxford: Pergamon Press.
12.Krashen, S. (1985). The Natural Approach: Language Acquisition in the
Classroom. Oxford: Pergamon.
13.Prensky, M. (2005). Engage me or enrage me: What today’s learners demand.
Educause Review.
14. Ramírez, D. Alonso, I. (2007). Using Digital Stories to Improve Listening
Comprehension with Spanish Young Learners of English. Universidad
Autonoma de Madrid, Spain. Retrieved April 22nd
, 2014 from
http://www.researchgate.net/publication/45658190_USING_DIGITAL_S
TORIES_TO_IMPROVE_LISTENING_COMPREHENSION_WITH_SPA
NISH_YOUNG_LEARNERS_OF_ENGLISH/file/60b7d52cb11bf42ac2.p
df

51
APENDIX
RATING SCALE: escala de Likert
PROPÓSITO: Obtener información general de los alumnos, previa a la intervención.
EN RELACION A LAS
CLASES DE INGLÉS
SIEMPRE GENERAL-
MENTE
A VECES RARA
VEZ
NUNCA
1. Las clases de inglés
son entretenidas
2. El profesor (a) utiliza
tecnología en las
clases de inglés
3. Me gustan las clases
de inglés
4. Entiendo y comprendo
cuando el profesor(a)
habla en inglés
5. El profesor(a) habla en
inglés toda la clase
6. Participo en las clases
de inglés

52
RELACIÓN PERSONAL
CON EL USO DE LAS
TECNOLOGÍAS
SIEMPRE GENERAL-
MENTE
A VECES RARA
VEZ
NUNCA
1. Utilizo las tecnologías
(computador, internet,
etc.)
2. Conozco Los términos
tecnológicos actuales
(twitter, selfie, etc.)
3. Escucho música en
inglés
Cohen and Manion, Research methods in education, 2007

53
Survey 2
RATING SCALE: escala de Likert
PROPÓSITO: Obtener información relevante y específica de los alumnos, posterior a
la intervención.
Responda las preguntas de acuerdo a su propia experiencia.
1= malo 2= regular 3= más o menos 4 = bueno 5 = muy bueno
Cohen and Manion, Research methods in education, 2007
PREGUNTAS 1
1
2
2
3
3
4
4
5
5
1 El tema tratado lo encontré
2 Las actividades las encontré
3 Las tecnologías en clases de inglés
4
.
La forma de enseñanza utilizada en
clases.
5 El aprendizaje en esta unidad
6 El ambiente en la sala de clases
7 El vocabulario aprendido
8
.
Como me siento al trabajar en
clases utilizando las tecnologías

54
- Research Procedure (Carta Gantt)
Purpose: To organize what you have to do in a specific amount of time.
What to do / Weeks 1 2 3 4 5 6 7 8 9 10
Presentation at the school X
Gettting to know the students X X X
Making a discussion related to previous topic (seen with
teacher) X
Taking the survey N 1 X
Taking the survey N 2 X
Analyze results X
Start with the new methodology. X
Take a Diagnostic Test 0, analyse results X
Take a Diagnostic Test 1, analyse results X
Train students' listening skill (music, videos, tracks) X
Make students aware of new words by making and
emphasize on Technology relate words X
Make students comfortable to express their preferences
related to Technology, using words previously learnt X
Take a Progress Test X
Analyze results X
Make a discussion related to Technology X
Take a Formative Test X
Analyze results X

55
Lesson Plan
P L A N I F I C A C I Ó N
SEMESTRE I
UNIDAD EDUCATIVA: Liceo Simón Bolivar SECTOR: INGLÉS
Curso: Cuarto Año Medio T.P
Profesor: Felipe Vásquez Godoy UNIDAD: 2 Keeping up with the Technology
APRENDIZAJES ESPERADOS (O.A.):
AE 01 Comprensión auditiva
Demostrar comprensión de ideas principales e información explícita en textos
simples, relacionados con tecnologías e innovaciones tecnológicas, que contemplan
las funciones comunicativas de hacer referencia a eventos del pasado reciente y a su
duración:
› reconociendo vocabulario temático de la unidad y palabras clave
› reconociendo referencias a situaciones en el pasado reciente
› identificando expresiones de tiempo
› reconociendo relaciones entre ideas a través de connector, although you besides
› discriminando sonidos /i:/ /I/ que interfieren con la comprensión del texto, en
palabras como sheep/ ship; feet/fit
AE 02 Comprensión lectora
Leer y demostrar comprensión de ideas principales e información explícita en textos
informativos y descriptivos simples relacionados con tecnologías e innovaciones
tecnológicas:
› reconociendo vocabulario temático de la unidad y palabras clave
› reconociendo referencias al pasado reciente y a la duración de los eventos
› reconociendo relaciones entre ideas unidas por conectores although y besides
› leyendo en voz alta con fluidez y pronunciación adecuada
AE 03 Expresión oral
Expresarse oralmente a través de monólogos y diálogos (de 12 intercambios) breves
y simples, incorporando las funciones comunicativas para referirse a eventos del
pasado reciente y a su duración:
› utilizando frases hechas, expresiones idiomáticas y oraciones breves y simples
conectadas entre sí
› aplicando el vocabulario temático de la unidad
› aplicando presente perfecto para referirse a eventos del pasado reciente
› usando marcadores temporales for y since

56
› expresando coherencia en las ideas expresadas a través de conectores besides,
either… or
› pronunciando en forma inteligible sonidos /i:/ /I/ propios del idioma que interfieren
con la comunicación, presentes en palabras como eat/it; lead/lid
AE 04 Expresión escrita
Escribir textos informativos y descriptivos breves y simples relacionados con
tecnologías e innovaciones tecnológicas:
› aplicando el vocabulario temático de la unidad
› expresando ideas referidas al pasado reciente o indefinido, usando presente
perfecto
› haciendo referencia a la duración de los eventos descritos con los marcadores
temporales for y since
› dando coherencia a sus ideas con conectores como although y besides y
marcadores de secuencia como first, then, after, finally
› usando elementos ortográficos, como signos de interrogación y exclamación, punto
y mayúscula
O.A.T.:
1. Usa las habilidades comunicativas para exponer ideas, opiniones,
sentimientos y experiencias de manera coherente y fundamentada
 Explica con ejemplos cómo la tecnología puede ayudar a personas con
algún impedimento
 Señala aspectos de la vida que han cambiado en los últimos 50 años
con el uso de algunas tecnologías
2. Conoce y valora la historia, las tradiciones, los símbolos, y el patrimonio
territorial y cultural de la nación (en el contexto de un mundo crecientemente
globalizado e interdependiente)
 Da ejemplo de innovaciones tecnológicas que se han desarrollado en
su país
 Explica las ventajas que pueden tener algunas innovaciones
tecnológicas en lugares alejados de su país

57
Nº
Clas
e
OBJETIVO
DE LA
CLASE
ACTIVIDADES INDICADORES EVALUACIÓN
Nº1 Desarrollar
Comprensi
ón Auditiva
Inicio:
Saludos, objetivo de la clase y
presentación de nuevo
vocabulario.
Los estudiantes reciben una
hoja con imágenes o dibujos
de distintos avances
tecnológicos (mp3, LCD TV,
DVD player, laptop computer).
Desarrollo
Escuchan una descripción de
cada producto e identifican el
producto, escribiendo un
número a su lado para indicar
la respuesta.
Oyen el texto anterior por
segunda vez. Mientras
escuchan, deberán completar
una ficha con apuntes de las
principales
Características de cada uno.
Cierre
Escuchan la grabación y
discriminan sonidos /i:/ /I/.
Identifican y reproducen oralmente
palabras de vocabulario temático
relacionado con tecnologías e
innovaciones tecnológicas. Por
ejemplo: internet, world wide web,
email, text message.
Reconocen temas en los textos
orales con ayuda de vocabulario
temático y palabras clave.
Discriminan sonidos del inglés que
interfieren con la comprensión,
como /i:/ /I/ en palabras como
sheep, ship; feet, fit.
Pronuncian en forma inteligible
sonidos como /i:/ /I/ en palabras
como eat/it; lead/lid.
N° 2 Reforzar
contenidos
morfosintáct
icos
Inicio:
Saludos, objetivo de la clase e
introducción al tiempo
Presente Perfecto.
Reconocen las formas del tiempo
Presente Perfecto.
Utilizan expresiones de tiempo
como claves para reconocer el

58
Desarrollo
Presentación de contenidos
morfosintácticos
 Presente Perfecto en
todas sus formas.
 Expresiones de tiempo
 Conectores: although,
besides, but, also.
tiempo Presente Perfecto.
Reconocen relaciones entre ideas
unidas por conectores, como
although y besides, en oraciones.
Por ejemplo: Although I like taking
photographs, I have never used that
new digital camera.
N°3 Reforzar
contenidos
morfosintáct
icos
Inicio:
continuación a contenidos
morfosintácticos
Desarrollo
Ejercicios
 Presente Perfecto en
todas sus formas.
 Expresiones de tiempo
 Conectores: although,
besides, but, also.
Reconocen las formas del tiempo
Presente Perfecto.
Utilizan expresiones de tiempo
como claves para reconocer el
tiempo Presente Perfecto.
Reconocen relaciones entre ideas
unidas por conectores, como
although y besides, en oraciones.
Por ejemplo: Although I like taking
photographs, I have never used that
new digital camera.
N°4 Desarrollar
Comprensió
n Auditiva
Inicio:
Saludos, objetivo de la clase.
Desarrollo
Escuchan un texto relacionado
con el uso de las tecnologías y
luego responderán preguntas
de información referidas al
texto.
Por ejemplo: When was it
invented? Who invented it?
How does it work? What do we
use it for?
Cierre
Profesora lee el texto en voz
alta y alumnos imitan el
modelo repitiendo.
Resuelven preguntas de
información simples con palabras
de pregunta como Where? When?
Who?, con información explícita del
texto acerca de personajes,
lugares, fechas o hechos. Por
ejemplo: Who has downloaded
information from the net? Where
have you found that information?
Which sites do you like to visit?
N° 5 Desarrollar
Comprensió
n Auditiva
Inicio:
Reconocen vocabulario y frases en
la canción.
Comprenden ideas generales y

59
activación de conocimientos
previos.
Desarrollo
Los alumnos desarrollan una
prueba de diagnóstico para
medir comprensión auditiva
(Recognition) en el ámbito
general, es decir, para medir
comprensión auditiva del
idioma inglés estandarizado.
Escuchan una canción tres
veces con la cual tienen que
completar los ejercicios.
Los alumnos desarrollan una
segunda prueba de
diagnóstico para medir
conocimientos relacionados
con artículos tecnológicos.
Los alumnos escuchan un
audio y luego completan el
texto con las palabras que
faltan relacionadas con
tecnología.
Cierre
Alumnos cantan la canción en
voz alta.
significados según contextos.
Reconocen artículos tecnológicos
mencionados en el audio.
N° 6 Desarrollar
Comprensió
n Auditiva
Inicio:
activación de conocimientos
previos.
Desarrollo
Reciben una ficha con partes
de canciones. Cada extracto
tiene espacios en blanco que
deben llenar al escuchar la
canción. El docente les
advierte que los espacios en
blanco corresponden a frases
en presente perfecto o a
expresiones de tiempo.
Luego de escuchar dos veces
si es necesario y haber
completado la ficha, corrigen
Identifican ideas principales en los
textos orales, asociándolas a
vocabulario temático y referencias a
situaciones en el pasado reciente y
a expresiones de tiempo.

60
sus respuestas y las leen.
Cierre
Después pueden elegir una de
las canciones y reemplazar las
frases que rellenaron por otras
de su elección, usando la
misma estructura gramatical.
(We are the champions de
Queen; Lady in red de Chris de
Burgh; I still haven’t found what
I’m looking for de U2)
N°7 Evaluar
desarrollo
de
comprensió
n auditiva
Inicio:
Saludos, objetivo de la clase e
instrucciones de la evaluación.
Desarrollo
Oyen conversación sobre
distintos personajes y su
relación con la tecnología.
Obtienen información
específica.
Cierre
Se revisa prueba en conjunto.
Identifican ideas específicas.
Reconocer vocabulario de artículos
tecnológicos
Completan dialogo con expresiones
obtenidas del audio
Evaluación
Comprensión
Auditiva
N° 8
Análisis de
resultados
prueba
sumativa
Desarrollar
Comprensió
n Lectora
Inicio
Saludo, objetivos. Entrega de
resultados prueba sumativa.
Warming-up
Los estudiantes nombran, en
una lluvia de ideas, todos los
inventos y avances
tecnológicos que conocen.
Desarrollo
Luego leen un texto acerca de
progresos tecnológicos y
subrayan las palabras que se
repiten.
Encierran las nuevas palabras
que identificaron, descubren su
significado oralmente en
clases, con apoyo del docente,
y dan ideas de su posible
Expresan en sus palabras el tema
del texto leído.
Identifican las ideas principales
asociadas al vocabulario temático y
a referencias al pasado reciente.
Por ejemplo: Cellphones have
invaded our daily lives.
Parafrasean ideas importantes del
texto, usando vocabulario
relacionado con la tecnología y los
avances tecnológicos, como email,
text message, website, download.
Identifican información explícita del
texto referida a fechas, extensiones
de tiempo, lugares, eventos,
marcadores de tiempo, espacio y
secuencia y conectores como

61
definición.
Extraen información
específica.
Cierre
Resumen el texto leído
which, that, who, although, besides.
N° 9 Desarrollar
Comprensió
n Lectora
Inicio
Saludo, objetivos y activación
de conocimientos previos.
Desarrollo
Luego de leer un texto sobre
avances tecnológicos,
completan un organizador
gráfico con seis ideas
principales
que representen lo que
leyeron.
Tras escribirlas, comparan sus
ideas con las de otro
compañero para ver si
coinciden. Entre los dos
deciden las que más
representan al texto.
Cierre
Las comparten con el resto de
la clase, leyéndolas en voz
alta.
Expresan en forma escrita su
comprensión del texto a través de,
por ejemplo, elaborar un resumen,
agregar un nuevo párrafo al texto o
responder preguntas.
Leen en voz alta con adecuada
pronunciación y fluidez
reproduciendo la pronunciación
escuchada.
N° 10
Ejercicio
evaluado de
comprensió
n auditiva.
Inicio
Saludo, objetivos y
presentación de ejemplo de un
monólogo.
Alumnos desarrollan actividad
evaluada de comprensión auditiva.
Presentan monólogos en los que
Evaluación de
comprensión
auditiva.

62
Desarrollar
Expresión
Oral
Desarrollo
Los alumnos desarrollan un
ejercicio de audio, relacionado
con las tecnologías en la vida
de algunas personas.
Crean un monólogo
describiendo su experiencia
con los inventos en el tiempo
pasado perfecto, incluyendo
expresiones de tiempo y
conectores.
Cierre
Presentan monólogo
describen experiencias personales,
usando oraciones
referidas al pasado reciente y
marcadores
de tiempo como I have never
played computer games but I have
played console
games. I have played them since I
was 5 years old
N° 11 Desarrollar
Expresión
Oral
Inicio
Saludo, objetivo y activación
de conocimientos previos.
Desarrollo
En parejas, cada alumno
elabora cinco preguntas
referidas a hacer cosas
novedosas o poco comunes,
para entrevistar a su
compañero inventor. Por
ejemplo:
Today I am going to interview a
famous scientist and inventor.
Tell me, what have you
invented? I have created a…;
Have you worked a lot? Yes, I
have…; How much money
have you spent? I have
spent…
Cierre
Algunas parejas lo presentan a
la clase.
Formulan y responden preguntas
acerca de la tecnología y los
avances tecnológicos, usando el
vocabulario de la unidad.
Crean y dramatizan diálogos de
hasta 12 intercambios, aplicando
las estructuras y vocabulario de la
unidad; por ejemplo: Today I am
going to interview a famous
scientist and inventor. Tell me, what
have
you invented? I have created a…;
Have you worked a lot? Yes, I
have…; How much money have
you spent? I have spent…
N° 12
Actividad
evaluada de
comprensió
n auditiva.
Desarrollar
Expresión
Inicio
Saludo, objetivos y
presentación de ejemplo de un
reporte oral.
Desarrollo
Los estudiantes preparan un
reporte oral en parejas.
Deberán inventar un nuevo
Desarrollar ejercicio evaluado
Expresan ideas y comentarios
acerca de avances tecnológicos,
usando vocabulario de la unidad y
el presente perfecto; por ejemplo:
They have created a new car that
can fly. Scientists have tested it and
it works very well.
Evaluación de
comprensión
Auditiva

63
Oral aparato tecnológico, describirlo
y fabricarlo para presentarlo al
curso. Tendrán que aplicar
presente simple y perfecto,
vocabulario temático,
conectores para unir ideas y
hablar con una correcta
pronunciación.
Por ejemplo:
Good morning, today we are
going to present a
revolutionary invention. It is
a… We have created it
because… It works using…
Cierre
Profesora revisa los
contenidos del reporte.
Dan coherencia a sus ideas con la
ayuda de conectores como besides,
although.
N°13 Evaluar el
desarrollo
de
Expresión
Oral
Inicio
Saludo, objetivos y monitoreo
de pronunciación en los
alumnos antes de exponer.
Desarrollo
Los estudiantes en parejas
presentan un reporte oral
sobre un nuevo aparato
tecnológico inventado por
ellos.
Cierre
El resto de la clase, completa
tabla con información de cada
invento presentado por sus
compañeros.
Expresan ideas y comentarios
acerca de avances tecnológicos,
usando vocabulario de la unidad y
el presente perfecto; por ejemplo:
They have created a new car that
can fly. Scientists have tested it and
it works very well.
Dan coherencia a sus ideas con la
ayuda de conectores como besides,
although.
Evaluar
Expresión Oral
N°14 Desarrollar
Expresión
Escrita
Inicio
Saludo, objetivos y
presentación de ejemplo de
entrevista.
Desarrollo
Los estudiantes imaginan que
entrevistarán a algún
personaje. Escriben seis
preguntas que les harían,
usando presente perfecto.
Ejemplo: Have you ever…?
How long have you lived here?
Formulan preguntas acerca de
experiencias personales, usando la
estructura Have you ever…? Por
ejemplo: Have you ever played a
virtual reality game? Yes, I have /
No, I haven’t.
Escriben oraciones simples usando
el vocabulario de la unidad; por
ejemplo: I downloaded some
information from the net. They have
just bought a new digital camera.
Corrigen elementos ortográficos,

64
Se intercambiarán las
preguntas para corregir
elementos ortográficos como
empleo de mayúscula, punto y
signos de interrogación y uso
correcto del presente perfecto.
Luego se agrupan en parejas;
un estudiante hará las
preguntas y el otro contestará,
imaginando que es el
personaje.
Después cambiarán roles.
Ejemplo:
A: Tell me, what have you
invented?
B: I have invented a device to
make people’s traveling
experience easier. I have
created…
A: How long have you worked
in this?
B: I have worked hard for five
years.
A: Of course, I can imagine.
Where have you worked all this
time?
B: I have worked in…
A: I see. Have you worked
alone?
B: No, I have worked with three
more people, it would be
impossible to do this on my
own.
A: I agree.
como signos de interrogación y
exclamación, punto y mayúscula,
en los textos y oraciones.
Escriben oraciones, usando
conectores although y besides y
marcadores de secuencia para
relacionar ideas lógicamente. Por
ejemplo: I have never played
console games. Besides, I prefer
computer games. I play them after
doing my homework.
N°15 Desarrollar
Expresión
Escrita
Inicio
Saludo, objetivos y
presentación de ejemplo de
texto noticioso.
Desarrollo
Escriben un texto informativo
sobre algún hecho noticioso
(inventado por ellos). Incluyen,
al menos, dos oraciones con
pasado simple y dos con
Escriben párrafos descriptivos y/o
informativos de hasta cien palabras,
usando presente perfecto. Por
ejemplo: Scientists have discovered
a new star. They have said it is the
biggest they have seen
since 1995. They have named it...

65
presente perfecto. Usan
palabras del vocabulario
temático de la unidad,
marcadores temporales y
conectores. Al terminar, lo
entregan a su profesor para
que lo revise.
Por ejemplo:
Scientists in Chile have
created a pen that guesses
what you want to write.
They have worked on this
amazing project since 1999.
People who “wrote” with it
never saw such a wonderful
invention. Unbelievable!
Cierre
Revisión y corrección de los
textos.
N°16 Evaluación
Unidad.
Inicio
Saludo, objetivos e
instrucciones de la prueba.
Desarrollo de Prueba
Cierre
Revisión en conjunto.
Reconocen y completan cuadro de
texto, responden preguntas según
información obtenida en el audio.
Evaluación a
través de
material de
audio en
inglés.

66
Diagnostic Test
(Miss Claudia Segura, 2014)
Diagnostic Test: Listening “Bruno Mars - Just the Way You Are”
Name: _________________________________________ Date: __________
Ex. 1. Listen to the song and fill in the empty spaces with the words you hear.
1. Oh her……………….., her eyes
2. Make the ……………………………..look like
they’re not shining
3. Her…………………………, her hair
4. Falls …………………….without her trying
5. She’s so ……………………
6. And I …………………..her every day
Ex. 2. Listen and put the words from the table in the right places.
look / think / compliment / know / believe / every
Yeah I……………….., I know
When I …………………….her
She won’t …………….me
And its so, its so
Sad to ……………. she don’t see what I see
But……………… time she asks me do I okay
I say

67
Ex. 3. Number the lines in the correct order.
………And when you smile,
………Just the way you are
………Cause you’re amazing
………Just the way you are
………When I see your face
………The whole world stops and stares for
awhile
………There’s not a thing that I would
change
………Cause girl you’re amazing
Ex. 4. Choose the word you hear from the three given.
Her lips, her lips
I could kiss / miss / tease them all day if she’d let me
Her laugh, her laugh
She loves / hates / likes / but I think its so sexy
She’s so wonderful/ beautiful / peaceful
And I tell her every time / minute /day
Ex. 5. Listen and fill in the blanks with the word you hear. You are given the first
letter.
Oh you k……………., you know, you know
I’d n…………………. ask you to c……………………..
If p………………….. is what you’re s………………….. for
Then just s……………. the same
So don’t even bother a…………………
If you l…………… okay
You know I s…………..

68
SUBJECT: ENGLISH
DIAGNOSTIC TEST
NAME: DATE: SCORE:
Listen and complete the text with the correct words mentioned in the audio. (16
pts)
1. What do you ________ the word 'card' with? Of course, there are business
cards, credit cards, or even phone cards, postcards...
2. But since the birth of the computer, we have created new types of cards:
graphic cards, sound cards, video cards, network cards, fax modem cards or
even more ____________: TV tuner cards.
3. Computers have truly enriched our vocabulary, but they’ve especially
____________ our working habits and our way of life.
4. Obviously, with the arrival of computers, the ______________ has changed.
Gone are the records, large files and shelves full of paper!
5. The ____________has replaced the pen and the screen, the sheet of paper.
The only disadvantage: you can’t play basketball with the computer’s bin!
6. Before, we used floppy disks to save _______________. Then there were
__________. Today, we use CD-ROMs and tomorrow there will be DVDs with
an incredible storage ____________!
7. With a computer, typing has become less tedious than with a typewriter. A few
taps and the documents are corrected. All that’s left, therefore, is to print it out.
8. Computer _________ is a field in constant evolution: whether it be the storage
capacity of disks, the speed of processors or even the size of computers.
9. It’s thus possible ____________ your computer in a briefcase and to take it
everywhere with you: to meetings, on business trips, home or even to a
restaurant. Better yet, you don’t risk staining the files while rereading them.
10.Nowadays, planes are effectively full of businessmen with their eyes glued
firmly to their ______. Previously they lost lots of time travelling, but today, with
a _________ and a mobile phone, they make the most of the time taken up by
travelling.
11.Computers are really practical! Moreover, there are now __________ that can
correct grammar and spelling mistakes and even suggest synonyms. No more
need to pay attention to correcting language. Well... almost!

69
12.But watch out if you’re a beginner! A simple touch of the wrong key and you
can delete a document.
13.Either this businessman is on holiday, which we find hard to believe, or a
practical joker has flooded his office and he’s __________ an SOS so that
someone will come and rescue him. However, he doesn’t look too worried. The
water can’t be too cold, then!
14.And here’s the person probably responsible for the flooding! Familiar with
_________ from a very young age, children no longer have any apprehension
when facing a machine. They’re so mischievous and curious that they manage
to do some fascinating things.
15.This little genius must surely be trying to __________ to a military computer.
Cross your fingers that he doesn’t trigger off the third world war!

70
TASK I
Purpose: To assess the comprehension of students after the first week of starting the
topic.
NAME:___________________________DATE: _______________ CLASS: _______
I.- LISTEN TO THE CONVERSATION AND ANSWER WITH T (TRUE) OR F
(FALSE).(13 pts)
a) __ David has always loved technology
b) __David’s mom gave him his first laptop as a gift for Christmas
c) __David’s mom works in a business company with lots of information in her
computer.
d) __David hates using a smartphone to send e-mails, he prefers to use the
laptop.
e) __David’s sister always asks him to let her play computer games in his laptop.
f) __David likes to lend others his laptop
g) __David never takes his laptop to the school
h) __Sara does not use a notebook to study at school, she prefers to use her
laptop
i) __The teacher at Sara’s school allows the students to use cellphones in class
j) __Sara does not take English lessons on line
k) __Sara’s father is a computing Engineer
l) __Sara wants to change her cellphone for a new smartphone
m) __Sara thinks a smartphone is less useful than a laptop

71
II.- LISTEN TO THE CONVERSATION AND COMPLETE THE DIALOGUE. (18 pts)
a) Hello Chris! How are you?
b) Hi Anna, I’m fine, thanks, what you doing?
a) I’m going shopping right now, because I want to buy my father’s ________.
b) oh, and what are you going ____________ for you father?
a) well, my father loves technology, so I think the new ___________ is the perfect gift
for him.
b) wow, I think it is the best gift for him, but it is very expensive, isn’t it?
a) yeah, it is. But I have earned _________ working as a babysitter, so I could save
some money, and I think my father deserves everything, besides, he really needs to
change that old ____________ that he owns.
b) well, you are right, everybody now uses ___________, they are faster, and
_____________, you can do a lot of things with it, like _________________, sending
e-mails, buy things from _________________ as well as in a laptop, so I think your
father will love that gift.
a) yeah, I hope so, ok Chris, I am in a hurry so I have to go, nice to see you.
b) nice to see you Anna, bye!

72
Post Test
Purpose: To assess the progress of students after five weeks of starting the topic.
ENGLISH FORMATIVE TEST
NAME: _____________________DATE: _________GRADE: ______________
1. LISTEN TO THE CONVERSATION AND COMPLETE THE CHART
WITH THE CORRECT VOCABULARY. (17 PTS)
Ingrid: I don’t mind lending you my ____________ for the trip, but first, let me show
you how to use it.
Deng: No need to do that. I took ___________ class in high school, and I pretty much
know all there is to know about taking pictures.
Ingrid: Wasn’t that a long time ago? This is a _____________ with some new
features. For instance, this camera has __________, ____________, and
a _____________.
Deng: It can’t be that different from the camera I used 15 years ago. This looks like
a _______________. You look through the _______________ and push the button,
right?
Ingrid: Well, not quite. You can adjust the __________ and _____________, see?
You can also attach a ________ for ____________ or _________ shots. You can
even review your photos; saving the ones you like or____________ the ones you
don’t want anymore.
Deng: Okay, I got it. By the way you’re talking; you’d think I was ________________.
Just show me where _________________ the __________!

73
2. LISTEN TO THE SHORT TRACK AND ANSWER THE SIX
QUESTIONS BELOW. (12 PTS)
How many different technological devices are mentioned in the dialogue? Name
them.
___________________________________________________________
Which is Jessica’s favourite video game?
___________________________________________________________
How old was Jessica when she her mom gave her first cellphone?
___________________________________________________________
Why does she like to take photographs?
___________________________________________________________
How much did she pay for her new computer?
___________________________________________________________
Why does she love using technologies?
___________________________________________________________

74
Purpose: To check the progress of students after three weeks of starting the topic.
Subject: English
ENGLISH QUIZ II: TECHNOLOGY
NAME: _____________________ DATE: _______________CLASS: ___________
1.- LISTEN TO THE CONVERSATION AND WRITE DOWN THE 10
TECHNOLOGICAL DEVICES MENTIONED IN THE DIALOGUE.
a) __________________________
b) __________________________
c) __________________________
d) __________________________
e) __________________________
f) __________________________
g) __________________________
h) __________________________
i) __________________________
j) __________________________

75
2.- USING THE PREVIOUS WORDS, WITH YOUR PARTNER, CREATE A SHORT
DIALOGUE AND READ IT IN FRONT OF YOUR CLASS.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
GOOD LUCK!

76
Purpose: To check the progress of students after six weeks of starting the topic.
ENGLISH QUIZ : TECHNOLOGIES
NAME: ____________________ DATE: ____________ CLASS: _______________
1.- LISTEN TO THE PRONOUNCIATION OF EACH WORD. THEN FIND ALL THE
WORDS IN THE WORD SEARCH. (13 pts)
TECHNOLOGY TELEVISION LIGHT CLOCK PHONE
SPEAKER CAMERA RADIO MICROPHONE A
IR-CONDITION LAPTOP HEADPHONE TRANSPORTS

77
2.- LISTENING PART: LISTEN TO THE CONVERSATION AND CIRCLE ONLY THE
TECHNOLOGICAL DEVICES YOU HEAR FROM THE PICTURE AND THEN
WRITE THE WORD. (11 pts)
a.__________________________
b.__________________________
c.__________________________
d.__________________________
e.__________________________
f.__________________________
g.__________________________
h.__________________________
i.___________________________
j.___________________________
k.__________________________

78
Observational Checklist
Purpose: To evaluate the behavior of the students when they are exposed to the
language through ICTs.
Objectives Low
1 point
Low-Mid
2 point
High-Mid
3 point
High
4 point
Total
Behavior Child does not
follow adult
directions and
ignores the rules of
the classroom.
Frequently needs
corrective action to
reduce the
incidence of poor
behavior.
Child follows few
directions and
frequently breaks
the rules of the
classroom.
Sometimes
needs corrective
action to limit
poor behavior
Child follows most
directions and
classroom rules.
Seldom needs
corrective measures
to improve behavior.
Child follows
directions and
rules. Does not
need corrective
measures to
follow directions
behavior.
Attention Student does not
pay attention in
class and is often
distracted by others.
Ideas and
instruction(s)
frequently need to
be repeated.
Student does not
stay on task.
Student
occasionally
wanders either
physically or
mentally.
Instruction(s) and
ideas sometimes
need to be
repeated.
Student has
trouble staying
on task.
Student pays
attention in class but
needs complicated
concepts/tasks either
repeated or clarified.
Student is usually on
task.
Student pays
attention in
class and
comprehends
instruction as it
is delivered in
class. Student
stays on task.
Conflict &
Opposition
Student does not
get along with peers
and is both
argumentative and
defensive. When
given directions the
student often
refuses to follow
procedures. The
student is loud,
disruptive and full of
anger. Seems to
enjoy conflict.
Sometimes
student does not
get along well
with peers. Can
become
defensive and
argumentative.
Sometimes the
student refuses
to follow
directions. The
student can be
loud.
The student gets
along with others.
The student is flexible
and does not seek out
conflict. The student
follows direction and
makes a conscious
effort to avoid being
disruptive.
The student
gets along well
with peers. The
student is both
flexible and
congenial. The
student follows
directions and
does not disrupt
class.

79
Grades &
Performance
Student often does
not work in class.
Student does not
put forth a quality
effort. Student
makes many
excuses and does
not meet deadlines.
Student’s grades
are far below ability
levels.
Student work is
inconsistent.
Student does just
enough to get by.
Student could
work harder and
attain better
grades. Student
often finds ways
to get around
doing assigned
work.
Student grades are
good. Student hands
in assignments on
time. The student’s
achievement level is
reflective of grade
level mastery and
individual abilities.
Student’s
grades are
excellent. Their
work ethic is
exemplary in
and out of the
class. Student
performs well
above average.
Student
over0achieves
to master
subject areas.
Student Name: ________________________ Date: ________________
Total Points ___________
Adapted from Keep57 Improvement. Rubric created by Dr. Michael Wendt

80
Listening Rubric
Purpose: To assess the comprehension of students.
Adapted from Keep57 Improvement. Rubric created by Dr. Michael Wendt.
Listening skills
Area of concern
1 pts
Needs work
2 pts
Good
3 pts
Very good
4 pts
Ability to focus. The student was
not able to
concentrate on
the listening task
and was easily
distracted and
inattentive.
The student found
it difficult to
concentrate on
the listening task,
but was able to
attend
occasionally.
The student was
mostly attentive
and usually able
to listen with good
concentration.
The student was
able to
concentrate fully
and listen very
attentively
throughout the
assessment.
General
understanding.
Student did not
understand
enough
vocabulary or
information to
answer the
questions.
While the student
did not
understand a lot
of the vocabulary
and information,
he/she was able
to complete some
of the questions.
The student
showed a good
general
understanding of
the vocabulary
and information,
with most
questions
completed.
The student
showed a very
good general
understanding of
all vocabulary and
information,
completing all the
questions.
Listening for
details.
Student was
unable to grasp
specific details
when listening,
and did not
include them in
the answers.
Although the
student showed a
limited ability to
listen for details,
specific
information was
occasionally
included.
The student was
able to include
most specific
information and
details in his/her
answers.
The student
included all the
specific
information and
details in his/her
answers.
Accuracy of
answers.
The student's
answers were
mostly left out or
unrelated to the
information
given.
The student
included a small
amount of
information,
however, a lot
was left out or
was not
accurate.
Answers were
mostly accurate
and related to the
information given,
with a only a few
errors.
The content was
always accurate
and related to the
information
given.

81
Carta Validación de instrumentos
De nuestra mayor consideración:
Es grato dirigirnos a Usted para expresarle nuestro cordial saludo y a la vez
manifestarle que en el Liceo Simón Bolívar nos encontramos desarrollando una
investigación: IMPROVING VOCABULARY FOR COMMUNICATIVE PURPOSES
THROUGH LISTENING USING ICTs, para lo cual ha sido necesario la elaboración y
construcción de instrumentos de investigación, que pretenden estudiar de manera
científica y responder a las interrogantes de esta investigación.
Por su experiencia profesional y méritos académicos nos hemos permitido
seleccionarlo para la validación de dicho instrumentos, sus observaciones y
recomendaciones contribuirán para mejorar la versión final de nuestro trabajo.
Agradecemos de antemano su valioso aporte
Atentamente
Aileen Hernández Muñoz Sofía Arriagada Araneda
Felipe Vásquez Godoy
CONSTANCIA DE VALIDACIÓN
Yo,……………………………………………………………………………………….
RUT ………………………………………… como Profesor de Inglés, ejerciendo
actualmente como docente de Inglés, en la institución
……………………………………………………………………………………
Por medio de la presente hago constar que he leído y evaluado los instrumentos de
recolección de datos e intervención en el proyecto de tesis de los alumnos Aileen
Hernández, Sofía Arriagada y Felipe Vásquez, el cual se llevará a cabo en el colegio
Liceo Simón Bolívar. Por lo que hago validez en los instrumentos ya revisados como
docente que cumple con los requerimientos para evaluarlos.
Concepción, mayo de 2014

2014 ing sofía arriagada, aileen henrnández y felipe vásquez

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