Araştırma Makalesi
BibTex RIS Kaynak Göster

Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers’ Motivations

Yıl 2019, , 289 - 303, 15.05.2019
https://doi.org/10.12973/ijem.5.2.289

Öz

This research examines the English language teachers’ motivations related to the usage of role-playing on English language practice in rural secondary schools in Ecuador. The sample consists of 45 English language teachers who work in public schools located in the rural and urban areas of the province of Manabi. A mixture of qualitative and quantitative research approaches is applied to analyze teachers’ motivations about using role-plays in English class and analyze the relationships between teaching motivations and the factors: teachers’ gender and work location. The instruments are (1) Focus group guide to collect participants' voices about the language practice at schools; and the (2) Likert questionnaire created by the research team, titled: Teachers' perceptions about role-play contribution on the foreign language acquisition process. The statistical analysis shows significant relationships between teachers’ perceptions and the factors in gender and work location. It is concluded that English teachers, both female and male from rural and urban locations in Ecuador, are highly motivated to use role-play in secondary schools as a teaching strategy, in spite of the demand of extra time and energy required, because it promotes in teachers and students the collaborative and creative learning; and improves their confidence to express their ideas and feelings using English as a foreign language.

Kaynakça

  • Arias, L. (2015). Influencia cultural en la motivacion para el aprendizaje del ingles como lengua extranjera, [Cultural influence on the motivation for learning English as a foreign language]. Journal RIIEP, 8(2), 341-371.
  • Ardura, D., & Zamora, A. (2014). Son utiles entornos virtuales de aprendizaje en la enseñanza de las ciencias secundaria? Evaluacion de una experiencia en la enseñanza y el aprendizaje de la Relatividad. [Are virtual learning environments useful in the Secondary science teaching? Evaluation of an experience in the teaching and learning of Relativity]. Revista Eureka, 11(1), 83–93.
  • Asensio, P. (2015). El jugador de rol en el entorno digital: Una nueva audiencia para las narrativas transmedia [The role player in the digital Environment: A new audience for transmedia narratives]. Revista Sphere Publica, 15 (I), 34-56.
  • Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approaches. Albany, NY: State University of New York Press.
  • Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. New York, NY: McGraw‐Hill/Society for Research into Higher Education/Open University Press.
  • Bhattacharya, K. (2017). Fundamental of qualitative research. New York, NY: Routledge.
  • Blatner, A (2009). Roleplay in education. Retrieved from https://www.blatner.com/adam/pdntbk/rlplayedu.htm
  • Boghian, I. (2012). The didactics of English literature from the perspective of students-centered strategies. Journal of Innovation in Psychology, Education and Didactics, 12(1), 29–36.
  • British Council. (2004). Role-play [Teaching English Blog]. Retrieved from https://www.teachingenglish.org.uk/article/role-play
  • Cabero, J, (2015). Reflexiones educativas sobre las tecnologias de la informacion y la Comunicacion [Educational reflections on information technologies and communication]. Revista Tecnologia, Ciencia y Educacion [Technology, Science and Education Journal], 1(1), 19-27.
  • Castro, F. (2014). Motivacion y esfuerzo en la adquisicion de lenguas extranjeras. [Motivation and effort in the acquisition of foreign languages]. In M.V. Morimoto, M. V. P. Lucero, & L. S. Martinez, (Eds.), La enseñanza de ELE centrada en el alumno (pp. 213-220). Madrid, Spain: ASELE.
  • Bravo, J. C., Intriago, E. A., Holguin, J. V., Garzon, G. M., & Arcia, L. O. (2017). Motivation and autonomy in learning english As foreign language: a case study of Ecuadorian college students. English Language Teaching, 10(2), 100-113. doi: 10.5539/elt.v10n2p100
  • Conforme, E. G., & Torres, B. A. (2013). Consolidacion de destrezas con criterio de desempeno en primero de EGB. [Consolidation of skills with performance criteria in the first year of general basic education] (Unpublished master’s thesis). Universidad de Cuenca, Cuenca, Ecuador. Retrieved from http://dspace.ucuenca.edu.ec/bitstream/123456789/3396/1/TESIS.pdf
  • Cuenca, M.A., Molina, S.S., Rojas, M.A., Villafuerte, J., & Zou, H.J. (2019). English language skills required by the hospitality and tourism sector in El Oro, Ecuador. Theory and Practice in Language Studies, 9(2), 156-167. doi: 10.17507/tpls.0902.05
  • David, L. (2014). Social Development Theory (Vygotsky). Learning Theories. Retrieved from https://www.learning-theories.com/vygotskys-social-learning-theory.html
  • Diane (2014). Speaking Activities for ESL Students. Retrieved from: http://www.teacherdiane.com/blog/speaking-activities
  • Donoso, M. (2014). The use of role play activities as a technique to improve oral communication skills in 10th basic grade students “a” at “Nueva Alborada” high school 2013 – 2014 (Unpublished master’s thesis). Universidad Luis Vargas Torres de Esmeraldas, Esmeraldas, Ecuador. Retrieved from http://repositorio.ulvr.edu.ec/bitstream/44000/921/1/T-ULVR-1011.pdf
  • Ellis, R. (2005). La adquisicion de segundas lenguas en un contexto de ensenanza [The acquisition of second languages in a teaching context]. (G. Abio, J. Sanchez, & A. Yague, Trans.). Wellington, New Zeland: Aukland Ministry of Education.
  • Erturk, E. (2015). Evaluation of role play as a teaching strategy in a systems analysis and design course. International Journal of Learning, Teaching and Educational Research, 13(3), 150-159.
  • Farhat, J., & Kazim, S. (2011). The Role of Culture in ELT: Learners’ Attitude towards the Teaching of Target Language Culture. European Journal of Social Sciences, 23(4), 604-612.
  • Ferres, J., & Piscitelli, A. (2012). La competencia mediatica: propuesta articulada de dimensiones e indicadores [Media competition: articulated proposal of dimensions and indicators]. Revista Comunicar, 38(19), 75-82. doi: 10.3916/C38-2012-02-08
  • Gagne, M. (2014). The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. England Oxford Library of psychology. doi:10.1093/oxfordhb/9780199794911.001.0001
  • Glover, I. (2014). Role-play: An Approach to Teaching and Learning. In: Technology Enhanced Learning at SHU. Retrieved from: https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teaching-and-learning/?doing_wp_cron=1551899531.9534809589385986328125
  • Gongora, B., & Manjarrez, H. (2014) The use of role plays to enhance english speaking communicative ability in an adult EFL learners´ group from the business management program at universidad de la Amazonia (Unpublished master’s thesis). Universidad de la Amazonia, Florencia, Caqueta, Colombia. Retrieved from: http://www.academia.edu/12193916/Use_of_Role_Plays_to_Enhace_English_Speaking_Skills
  • Harmer, J. (1989). Role-play. British Council. Retrived from https://www.teachingenglish.org.uk/article/role-play
  • Hidayati, L., & Pardjono, P. (2018). The implementation of role play in education of pre-service vocational teacher. IOP Conference Series: Materials Science and Engineering, 296(1), 1-5. doi:10.1088/1757-899X/296/1/012016
  • Huang, I. (2008). Role play for ESL/EFL children in the English classroom. The Internet TESL Journal, XIV(2).
  • Islam, P., & Islam, T. (2013). Effectiveness of role play in enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary level students. Stamford Journal of English, 7(1), 218-233. doi: 10.3329/sje.v7i0.14475
  • Jacobs, G. M. & McCafferty, S. G. (2006). Connections between cooperative learning and second language learning and teaching. In S. G. McCafferty, G. M. Jacobs & A. C. DaSilva Iddings (Eds.), Cooperative Learning and Second Language Teaching (pp. 18-22). Cambridge, UK: Cambridge University Press.
  • Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, XII (11).
  • Kong, Y. (2009). A brief discussion on motivation and ways to motivate student´s English language learning. International Education Studies Journal, 2(2), 145- 146.
  • Kusnierek, A. (2015). Developing students’ speaking skills through role-play. World Scientific News, 7(1), 73-111.
  • Lunenburg, L. (2011). Expectancy theory of motivation: Motivating by altering expectations. International journal of management, business, and administration, 15(1), 1-6.
  • Macias, F., & Villafuerte, J. (2018). Foreign languages knowledge as factor for human resource development in tourism industry of Manabi, Ecuador. Revista palabra, 7(1), 56–69.
  • Mackey, A, (2014) Wanting it enough: why motivations is the key to language learning. The Guardian. Retrieved from https://www.theguardian.com/education/2014/jun/26/motivation-key-language-learning
  • Magel, I. (2012). How important is motivation in second language learning? Munich, Germany: GRIN Verlag.
  • Marin, J., & Rea, C. (2014). Assessing four automatic term recognition methods: Are they domain dependent? English for Specific Purposes World, 42(15), 1-27.
  • Marin, M. & De la Pava, L. (2017). Conceptions of critical thinking from university EFL teachers. English Language Teaching, 10(7), 78-88. doi: 10.5539/elt.v10n7p78
  • Matas, A. (2018). Diseno del formato de escalas tipo likert: Un estado de la cuestion [Format design of likert scales: A state of the question]. Revista Electronica de Investigacion Educativa, 20(1), 38-47.
  • McLeod, S. (2018). Lev Vygotsky. Simply Psychology. Retrieved from https://www.simplypsychology.org/vygotsky.html
  • Merritt, A. (2013). What motivates us to learn foreign languages? The Telegraph. Retrieved from: https://www.telegraph.co.uk/education/educationopinion/9900074/What-motivates-us-to-learn-foreign-languages.html
  • Michavila, F., & Parejo, J.L. (2008). Politicas de participacion estudiantil en el Proceso de Bolonia. [Student participation policies in the Process of Bologna]. Revista de Educacion, numero extraordinario, 2008, 85-118.
  • Ministry of Education of Ecuador. (2014). Acuerdo ministerial 052-14 [ Ministerial Agreement 052-14]. Retrieved from http://educacion.gob.ec/wp-content/uploads/downloads/2014/03/ACUERDO-052-pdf
  • Morales, P. (2007). Estadistica aplicada a las Ciencias Sociales: La fiabilidad de los tests y escalas [Statistics applied to Social Sciences: The reliability of tests and scale]. Retrieved from: http://www.upcomillas.es/personal/peter/estadisticabasica/Fiabilidad.pdf
  • Peko, A., & Varga, R. (2014). Active learning in classrooms. Primljeno, 15(1), 59-75.
  • Prieto, O., and Duque, E. (2009). Aprendizaje dialogico y sus aportaciones a la teoria de la educacion. [Dialogical learning and its contributions to the education theory]. Revista Electronica Teoria de la Educacion, 10(3), 7-30.
  • Republic of Ecuador (2014). National Curriculum Guidelines. Ministry of Education. Retrieved from: https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
  • Rojas, M. A. (2018). Role-plays as an assessment tool in English as a foreign language (EFL) class. In S. Soto, E. Intriago & J. Villafuerte. Beyond paper and pensil test: Good assessment for practices of EFL classes, (pp. 49-73). Machala: UTMACH.
  • Rojas, M. A., & Villafuerte, J. (2018). The influence of implementing role-play as an educational technique on EFL speaking development. Theory and Practice in Language Studies, 8(7), 726-732. doi: 10.17507/tpls.0807.02
  • Salmeron, M., & Villafuerte, J. (2019). Los logros de aprendizaje a partir de la dinamizacion de las prácticas lectoras [The learning achievements from the dynamization of reading practices ]. Refcalie, 7 (1), 143-166.
  • Sorenson, L. (2003). Learning Simulations Add to Classrooms Lessons. Retrieved from: https://www.teachers.net/gazette/MAY03/sorenson.html
  • Steren, B., Dalpiaz, D., Mourino, J., & Stobaus, D. (2016). Teachers’ Motivation Related to Teaching and Learning Processes. Creative Education, 7(1). 2011-2020.
  • Thuraya, A. (2016). The effectiveness of role play strategy in teaching vocabulary. Theory and Practice in Language Studies, 6(2). 227-23. doi:10.17507/tpls.0602.02
  • Van Dat, T. (2014). The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140. doi:10.5430/ijhe.v3n2p131
  • Villafuerte, J., Rojas, M.A., Hormaza, S., & Soledispa, L. (2018). Theories and practices in Languages studies, 8(6), 555-563. doi: 10.17507/tpls.0806.01
  • Vargas, J. (2012). La entrevista en la investigacion cualitativa: Nuevas tendencias y retos, [The interview in qualitative research: New trends and challenges]. Revista Calidad en la Educacion Superior, 3(1), 10-21.
  • Villafuerte, J., & Romero, A. (2017). Learners’ attitudes toward foreign language practice on social network sites. Journal of Education and Learning, 6(4). 145-158. doi:10.5539/jel.v6n4p14-5
  • Villafuerte, J., Franco, O., & Luzardo, L. (2016). Competencia y competitividad en la gestion de organizaciones agricolas en Ecuador: el caso de los productores de Manabi y Esmeraldas [Competition and competitiveness in the management of agricultural organizations in Ecuador: the case of the producers from Manabi and Esmeraldas]. ReHuSo, 1(2). doi: 10.33936/rehuso.v1i2.305
  • Villafuerte, J., Intriago, E., & Romero, A. (2017). E-circulo Literario aplicado en la clase de inglés. Una innovacion educativa después del terremoto de 2016 en Ecuador, [E-literature circle in the English class. An educational innovation after the 2016 earthquake in Ecuador]. Revista apertura, 9(2), 1-25. doi:10.18381/Ap.v9n2.1013
  • Villafuerte, J., Perez, L., Boyes, E., Mena, L., Pinoargote, J., Riera, A., ... Delgado, D. (2018). Challenges of the basic education system in Ecuador; the voices of the future teachers. Arts and Humanities Open Access Journal, 2(4). 217‒224.
  • Zambrano, J., Carrera, G., Williams, M., Venegas, G., & Bazurto, G. (2018). Blended learning como estrategia de ensenanza-aprendizaje del idioma ingles en estudiantes de educacion basica. Didasc@lia: Didactica y Educacion. 1(1), 55-70.
  • Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. doi:10.4304/jltr.1.1.81-83
Yıl 2019, , 289 - 303, 15.05.2019
https://doi.org/10.12973/ijem.5.2.289

Öz

Kaynakça

  • Arias, L. (2015). Influencia cultural en la motivacion para el aprendizaje del ingles como lengua extranjera, [Cultural influence on the motivation for learning English as a foreign language]. Journal RIIEP, 8(2), 341-371.
  • Ardura, D., & Zamora, A. (2014). Son utiles entornos virtuales de aprendizaje en la enseñanza de las ciencias secundaria? Evaluacion de una experiencia en la enseñanza y el aprendizaje de la Relatividad. [Are virtual learning environments useful in the Secondary science teaching? Evaluation of an experience in the teaching and learning of Relativity]. Revista Eureka, 11(1), 83–93.
  • Asensio, P. (2015). El jugador de rol en el entorno digital: Una nueva audiencia para las narrativas transmedia [The role player in the digital Environment: A new audience for transmedia narratives]. Revista Sphere Publica, 15 (I), 34-56.
  • Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approaches. Albany, NY: State University of New York Press.
  • Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. New York, NY: McGraw‐Hill/Society for Research into Higher Education/Open University Press.
  • Bhattacharya, K. (2017). Fundamental of qualitative research. New York, NY: Routledge.
  • Blatner, A (2009). Roleplay in education. Retrieved from https://www.blatner.com/adam/pdntbk/rlplayedu.htm
  • Boghian, I. (2012). The didactics of English literature from the perspective of students-centered strategies. Journal of Innovation in Psychology, Education and Didactics, 12(1), 29–36.
  • British Council. (2004). Role-play [Teaching English Blog]. Retrieved from https://www.teachingenglish.org.uk/article/role-play
  • Cabero, J, (2015). Reflexiones educativas sobre las tecnologias de la informacion y la Comunicacion [Educational reflections on information technologies and communication]. Revista Tecnologia, Ciencia y Educacion [Technology, Science and Education Journal], 1(1), 19-27.
  • Castro, F. (2014). Motivacion y esfuerzo en la adquisicion de lenguas extranjeras. [Motivation and effort in the acquisition of foreign languages]. In M.V. Morimoto, M. V. P. Lucero, & L. S. Martinez, (Eds.), La enseñanza de ELE centrada en el alumno (pp. 213-220). Madrid, Spain: ASELE.
  • Bravo, J. C., Intriago, E. A., Holguin, J. V., Garzon, G. M., & Arcia, L. O. (2017). Motivation and autonomy in learning english As foreign language: a case study of Ecuadorian college students. English Language Teaching, 10(2), 100-113. doi: 10.5539/elt.v10n2p100
  • Conforme, E. G., & Torres, B. A. (2013). Consolidacion de destrezas con criterio de desempeno en primero de EGB. [Consolidation of skills with performance criteria in the first year of general basic education] (Unpublished master’s thesis). Universidad de Cuenca, Cuenca, Ecuador. Retrieved from http://dspace.ucuenca.edu.ec/bitstream/123456789/3396/1/TESIS.pdf
  • Cuenca, M.A., Molina, S.S., Rojas, M.A., Villafuerte, J., & Zou, H.J. (2019). English language skills required by the hospitality and tourism sector in El Oro, Ecuador. Theory and Practice in Language Studies, 9(2), 156-167. doi: 10.17507/tpls.0902.05
  • David, L. (2014). Social Development Theory (Vygotsky). Learning Theories. Retrieved from https://www.learning-theories.com/vygotskys-social-learning-theory.html
  • Diane (2014). Speaking Activities for ESL Students. Retrieved from: http://www.teacherdiane.com/blog/speaking-activities
  • Donoso, M. (2014). The use of role play activities as a technique to improve oral communication skills in 10th basic grade students “a” at “Nueva Alborada” high school 2013 – 2014 (Unpublished master’s thesis). Universidad Luis Vargas Torres de Esmeraldas, Esmeraldas, Ecuador. Retrieved from http://repositorio.ulvr.edu.ec/bitstream/44000/921/1/T-ULVR-1011.pdf
  • Ellis, R. (2005). La adquisicion de segundas lenguas en un contexto de ensenanza [The acquisition of second languages in a teaching context]. (G. Abio, J. Sanchez, & A. Yague, Trans.). Wellington, New Zeland: Aukland Ministry of Education.
  • Erturk, E. (2015). Evaluation of role play as a teaching strategy in a systems analysis and design course. International Journal of Learning, Teaching and Educational Research, 13(3), 150-159.
  • Farhat, J., & Kazim, S. (2011). The Role of Culture in ELT: Learners’ Attitude towards the Teaching of Target Language Culture. European Journal of Social Sciences, 23(4), 604-612.
  • Ferres, J., & Piscitelli, A. (2012). La competencia mediatica: propuesta articulada de dimensiones e indicadores [Media competition: articulated proposal of dimensions and indicators]. Revista Comunicar, 38(19), 75-82. doi: 10.3916/C38-2012-02-08
  • Gagne, M. (2014). The Oxford Handbook of Work Engagement, Motivation, and Self-Determination Theory. England Oxford Library of psychology. doi:10.1093/oxfordhb/9780199794911.001.0001
  • Glover, I. (2014). Role-play: An Approach to Teaching and Learning. In: Technology Enhanced Learning at SHU. Retrieved from: https://blogs.shu.ac.uk/shutel/2014/07/04/role-play-an-approach-to-teaching-and-learning/?doing_wp_cron=1551899531.9534809589385986328125
  • Gongora, B., & Manjarrez, H. (2014) The use of role plays to enhance english speaking communicative ability in an adult EFL learners´ group from the business management program at universidad de la Amazonia (Unpublished master’s thesis). Universidad de la Amazonia, Florencia, Caqueta, Colombia. Retrieved from: http://www.academia.edu/12193916/Use_of_Role_Plays_to_Enhace_English_Speaking_Skills
  • Harmer, J. (1989). Role-play. British Council. Retrived from https://www.teachingenglish.org.uk/article/role-play
  • Hidayati, L., & Pardjono, P. (2018). The implementation of role play in education of pre-service vocational teacher. IOP Conference Series: Materials Science and Engineering, 296(1), 1-5. doi:10.1088/1757-899X/296/1/012016
  • Huang, I. (2008). Role play for ESL/EFL children in the English classroom. The Internet TESL Journal, XIV(2).
  • Islam, P., & Islam, T. (2013). Effectiveness of role play in enhancing the speaking skills of the learners in a large classroom: An investigation of tertiary level students. Stamford Journal of English, 7(1), 218-233. doi: 10.3329/sje.v7i0.14475
  • Jacobs, G. M. & McCafferty, S. G. (2006). Connections between cooperative learning and second language learning and teaching. In S. G. McCafferty, G. M. Jacobs & A. C. DaSilva Iddings (Eds.), Cooperative Learning and Second Language Teaching (pp. 18-22). Cambridge, UK: Cambridge University Press.
  • Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal, XII (11).
  • Kong, Y. (2009). A brief discussion on motivation and ways to motivate student´s English language learning. International Education Studies Journal, 2(2), 145- 146.
  • Kusnierek, A. (2015). Developing students’ speaking skills through role-play. World Scientific News, 7(1), 73-111.
  • Lunenburg, L. (2011). Expectancy theory of motivation: Motivating by altering expectations. International journal of management, business, and administration, 15(1), 1-6.
  • Macias, F., & Villafuerte, J. (2018). Foreign languages knowledge as factor for human resource development in tourism industry of Manabi, Ecuador. Revista palabra, 7(1), 56–69.
  • Mackey, A, (2014) Wanting it enough: why motivations is the key to language learning. The Guardian. Retrieved from https://www.theguardian.com/education/2014/jun/26/motivation-key-language-learning
  • Magel, I. (2012). How important is motivation in second language learning? Munich, Germany: GRIN Verlag.
  • Marin, J., & Rea, C. (2014). Assessing four automatic term recognition methods: Are they domain dependent? English for Specific Purposes World, 42(15), 1-27.
  • Marin, M. & De la Pava, L. (2017). Conceptions of critical thinking from university EFL teachers. English Language Teaching, 10(7), 78-88. doi: 10.5539/elt.v10n7p78
  • Matas, A. (2018). Diseno del formato de escalas tipo likert: Un estado de la cuestion [Format design of likert scales: A state of the question]. Revista Electronica de Investigacion Educativa, 20(1), 38-47.
  • McLeod, S. (2018). Lev Vygotsky. Simply Psychology. Retrieved from https://www.simplypsychology.org/vygotsky.html
  • Merritt, A. (2013). What motivates us to learn foreign languages? The Telegraph. Retrieved from: https://www.telegraph.co.uk/education/educationopinion/9900074/What-motivates-us-to-learn-foreign-languages.html
  • Michavila, F., & Parejo, J.L. (2008). Politicas de participacion estudiantil en el Proceso de Bolonia. [Student participation policies in the Process of Bologna]. Revista de Educacion, numero extraordinario, 2008, 85-118.
  • Ministry of Education of Ecuador. (2014). Acuerdo ministerial 052-14 [ Ministerial Agreement 052-14]. Retrieved from http://educacion.gob.ec/wp-content/uploads/downloads/2014/03/ACUERDO-052-pdf
  • Morales, P. (2007). Estadistica aplicada a las Ciencias Sociales: La fiabilidad de los tests y escalas [Statistics applied to Social Sciences: The reliability of tests and scale]. Retrieved from: http://www.upcomillas.es/personal/peter/estadisticabasica/Fiabilidad.pdf
  • Peko, A., & Varga, R. (2014). Active learning in classrooms. Primljeno, 15(1), 59-75.
  • Prieto, O., and Duque, E. (2009). Aprendizaje dialogico y sus aportaciones a la teoria de la educacion. [Dialogical learning and its contributions to the education theory]. Revista Electronica Teoria de la Educacion, 10(3), 7-30.
  • Republic of Ecuador (2014). National Curriculum Guidelines. Ministry of Education. Retrieved from: https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
  • Rojas, M. A. (2018). Role-plays as an assessment tool in English as a foreign language (EFL) class. In S. Soto, E. Intriago & J. Villafuerte. Beyond paper and pensil test: Good assessment for practices of EFL classes, (pp. 49-73). Machala: UTMACH.
  • Rojas, M. A., & Villafuerte, J. (2018). The influence of implementing role-play as an educational technique on EFL speaking development. Theory and Practice in Language Studies, 8(7), 726-732. doi: 10.17507/tpls.0807.02
  • Salmeron, M., & Villafuerte, J. (2019). Los logros de aprendizaje a partir de la dinamizacion de las prácticas lectoras [The learning achievements from the dynamization of reading practices ]. Refcalie, 7 (1), 143-166.
  • Sorenson, L. (2003). Learning Simulations Add to Classrooms Lessons. Retrieved from: https://www.teachers.net/gazette/MAY03/sorenson.html
  • Steren, B., Dalpiaz, D., Mourino, J., & Stobaus, D. (2016). Teachers’ Motivation Related to Teaching and Learning Processes. Creative Education, 7(1). 2011-2020.
  • Thuraya, A. (2016). The effectiveness of role play strategy in teaching vocabulary. Theory and Practice in Language Studies, 6(2). 227-23. doi:10.17507/tpls.0602.02
  • Van Dat, T. (2014). The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention. International Journal of Higher Education, 3(2), 131-140. doi:10.5430/ijhe.v3n2p131
  • Villafuerte, J., Rojas, M.A., Hormaza, S., & Soledispa, L. (2018). Theories and practices in Languages studies, 8(6), 555-563. doi: 10.17507/tpls.0806.01
  • Vargas, J. (2012). La entrevista en la investigacion cualitativa: Nuevas tendencias y retos, [The interview in qualitative research: New trends and challenges]. Revista Calidad en la Educacion Superior, 3(1), 10-21.
  • Villafuerte, J., & Romero, A. (2017). Learners’ attitudes toward foreign language practice on social network sites. Journal of Education and Learning, 6(4). 145-158. doi:10.5539/jel.v6n4p14-5
  • Villafuerte, J., Franco, O., & Luzardo, L. (2016). Competencia y competitividad en la gestion de organizaciones agricolas en Ecuador: el caso de los productores de Manabi y Esmeraldas [Competition and competitiveness in the management of agricultural organizations in Ecuador: the case of the producers from Manabi and Esmeraldas]. ReHuSo, 1(2). doi: 10.33936/rehuso.v1i2.305
  • Villafuerte, J., Intriago, E., & Romero, A. (2017). E-circulo Literario aplicado en la clase de inglés. Una innovacion educativa después del terremoto de 2016 en Ecuador, [E-literature circle in the English class. An educational innovation after the 2016 earthquake in Ecuador]. Revista apertura, 9(2), 1-25. doi:10.18381/Ap.v9n2.1013
  • Villafuerte, J., Perez, L., Boyes, E., Mena, L., Pinoargote, J., Riera, A., ... Delgado, D. (2018). Challenges of the basic education system in Ecuador; the voices of the future teachers. Arts and Humanities Open Access Journal, 2(4). 217‒224.
  • Zambrano, J., Carrera, G., Williams, M., Venegas, G., & Bazurto, G. (2018). Blended learning como estrategia de ensenanza-aprendizaje del idioma ingles en estudiantes de educacion basica. Didasc@lia: Didactica y Educacion. 1(1), 55-70.
  • Zhang, Y. (2010). Cooperative language learning and foreign language learning and teaching. Journal of Language Teaching and Research, 1(1), 81-83. doi:10.4304/jltr.1.1.81-83
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Liz Castro Bu kişi benim

Jhonny Villafuerte Bu kişi benim

Yayımlanma Tarihi 15 Mayıs 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Castro, L., & Villafuerte, J. (2019). Strengthening English Language Teaching in Rural Schools through the Role-Playing: Teachers’ Motivations. International Journal of Educational Methodology, 5(2), 289-303. https://doi.org/10.12973/ijem.5.2.289