Developing and Implementing Effective Classroom Techniques through Communicative Language Teaching (CLT) for Acquiring Oral Proficiency among Adult ESL Learners Coursing a Hybrid Program

Thesis Subjects > Teaching Europe University of Atlantic > Teaching > Final Master Projects
Ibero-american International University > Teaching > Final Master Projects
Cerrado Inglés Developing and Implementing Effective Classroom Techniques through Communicative Language Teaching (CLT) for Acquiring Oral Proficiency among Adult ESL Learners Coursing a Hybrid ProgramAdult ESL learners are continuously coming to language schools in order to learn the new language. Their interests in learning to speak English include a variety of reasons. In short, to adjust to a new culture and to acquire the skills to survive and thrive in that new culture. It is well known that many approaches to teaching have arisen from researchers’ studies to ensure to development of oral competence. Communicative Language Teaching is an approach to teaching that focuses on developing speaking skills among learners. Both educators and adult learners admit that developing speaking skills in English is not an easy task. Adult learners usually struggle to maintain a conversation in English. Many cognitive, social, and personal factors are involved in adult language teaching. The topic aims to analyze those factors that interfere with the development of oral proficiency among adult ESL learners who take classes partially online under Communicative Language teaching methodology at a language school in Newark, New Jersey. It also aims to design classroom techniques that ensure the development of this competency. It collects data regarding students’ thoughts on the CLT methodology, the social barriers they face while learning a new language, and the learning strategies they use to develop oral competence. Also, the work seeks to shed some light on teachers’ techniques to help students overcome the obstacles that prevent them from developing oral competence. A quantitative, descriptive research approach was carried out for the completion of this project. We describe the situation and the nature of its existence at the time of the study. We give details regarding the type of students at the institution, and we explain in full detail the way classes are carried out. We did in-depth interviews with students and teachers as well, to find out the cause of the problem. A qualitative approach was also taken into consideration. We used qualitative research tools such as surveys and readily data from the institution. Results show that students are overall satisfied with the efficiency of the CLT methodology for promoting oral competence. On the other hand, one of the main red flag aspects shown in the results is that students are not practicing English outside of the classroom context. They lack the real-life context to practice or they are too shy to use the language that they have already acquired. Also, the learning strategies they use to learn and practice English are not effective enough. They mainly rely on translation to their mother tongue when it comes to learning vocabulary or grammar. The techniques used by teachers at the center are efficient in developing speaking skills, however, the institution provides the teaching methodology for teachers and requires them to stick to it when instructing students. This leaves teachers with a narrow frame to use and implement their teaching style and to broadly reach students’ oral competence needs. Keywords: CLT Methodology, Learning Cognitive Factors, Oral Proficiency, Teaching Techniques, Blended Learning. metadata Uceta De Rodríguez, Gidelca Mabel mail cutemabe@hotmail.es (2022) Developing and Implementing Effective Classroom Techniques through Communicative Language Teaching (CLT) for Acquiring Oral Proficiency among Adult ESL Learners Coursing a Hybrid Program. Masters thesis, UNSPECIFIED.

Full text not available from this repository.

Abstract

Developing and Implementing Effective Classroom Techniques through Communicative Language Teaching (CLT) for Acquiring Oral Proficiency among Adult ESL Learners Coursing a Hybrid ProgramAdult ESL learners are continuously coming to language schools in order to learn the new language. Their interests in learning to speak English include a variety of reasons. In short, to adjust to a new culture and to acquire the skills to survive and thrive in that new culture. It is well known that many approaches to teaching have arisen from researchers’ studies to ensure to development of oral competence. Communicative Language Teaching is an approach to teaching that focuses on developing speaking skills among learners. Both educators and adult learners admit that developing speaking skills in English is not an easy task. Adult learners usually struggle to maintain a conversation in English. Many cognitive, social, and personal factors are involved in adult language teaching. The topic aims to analyze those factors that interfere with the development of oral proficiency among adult ESL learners who take classes partially online under Communicative Language teaching methodology at a language school in Newark, New Jersey. It also aims to design classroom techniques that ensure the development of this competency. It collects data regarding students’ thoughts on the CLT methodology, the social barriers they face while learning a new language, and the learning strategies they use to develop oral competence. Also, the work seeks to shed some light on teachers’ techniques to help students overcome the obstacles that prevent them from developing oral competence. A quantitative, descriptive research approach was carried out for the completion of this project. We describe the situation and the nature of its existence at the time of the study. We give details regarding the type of students at the institution, and we explain in full detail the way classes are carried out. We did in-depth interviews with students and teachers as well, to find out the cause of the problem. A qualitative approach was also taken into consideration. We used qualitative research tools such as surveys and readily data from the institution. Results show that students are overall satisfied with the efficiency of the CLT methodology for promoting oral competence. On the other hand, one of the main red flag aspects shown in the results is that students are not practicing English outside of the classroom context. They lack the real-life context to practice or they are too shy to use the language that they have already acquired. Also, the learning strategies they use to learn and practice English are not effective enough. They mainly rely on translation to their mother tongue when it comes to learning vocabulary or grammar. The techniques used by teachers at the center are efficient in developing speaking skills, however, the institution provides the teaching methodology for teachers and requires them to stick to it when instructing students. This leaves teachers with a narrow frame to use and implement their teaching style and to broadly reach students’ oral competence needs. Keywords: CLT Methodology, Learning Cognitive Factors, Oral Proficiency, Teaching Techniques, Blended Learning.

Item Type: Thesis (Masters)
Uncontrolled Keywords: CLT Methodology, Learning Cognitive Factors, Oral Proficiency, Teaching Techniques, Blended Learning.
Subjects: Subjects > Teaching
Divisions: Europe University of Atlantic > Teaching > Final Master Projects
Ibero-american International University > Teaching > Final Master Projects
Date Deposited: 24 Oct 2023 23:30
Last Modified: 24 Oct 2023 23:30
URI: https://repositorio.unib.org/id/eprint/1216

Actions (login required)

View Item View Item

<a href="/10290/1/Influence%20of%20E-learning%20training%20on%20the%20acquisition%20of%20competences%20in%20basketball%20coaches%20in%20Cantabria.pdf" class="ep_document_link"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>

en

open

Influence of E-learning training on the acquisition of competences in basketball coaches in Cantabria

The main aim of this study was to analyse the influence of e-learning training on the acquisition of competences in basketball coaches in Cantabria. The current landscape of basketball coach training shows an increasing demand for innovative training models and emerging pedagogies, including e-learning-based methodologies. The study sample consisted of fifty students from these courses, all above 16 years of age (36 males, 14 females). Among them, 16% resided outside the autonomous community of Cantabria, 10% resided more than 50 km from the city of Santander, 36% between 10 and 50 km, 14% less than 10 km, and 24% resided within Santander city. Data were collected through a Google Forms survey distributed by the Cantabrian Basketball Federation to training course students. Participation was voluntary and anonymous. The survey, consisting of 56 questions, was validated by two sports and health doctors and two senior basketball coaches. The collected data were processed and analysed using Microsoft® Excel version 16.74, and the results were expressed in percentages. The analysis revealed that 24.60% of the students trained through the e-learning methodology considered themselves fully qualified as basketball coaches, contrasting with 10.98% of those trained via traditional face-to-face methodology. The results of the study provide insights into important characteristics that can be adjusted and improved within the investigated educational process. Moreover, the study concludes that e-learning training effectively qualifies basketball coaches in Cantabria.

Producción Científica

Josep Alemany Iturriaga mail josep.alemany@uneatlantico.es, Álvaro Velarde-Sotres mail alvaro.velarde@uneatlantico.es, Javier Jorge mail , Kamil Giglio mail ,

Alemany Iturriaga

<a href="/15198/1/nutrients-16-03859.pdf" class="ep_document_link"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>

en

open

Carotenoids Intake and Cardiovascular Prevention: A Systematic Review

Background: Cardiovascular diseases (CVDs) encompass a variety of conditions that affect the heart and blood vessels. Carotenoids, a group of fat-soluble organic pigments synthesized by plants, fungi, algae, and some bacteria, may have a beneficial effect in reducing cardiovascular disease (CVD) risk. This study aims to examine and synthesize current research on the relationship between carotenoids and CVDs. Methods: A systematic review was conducted using MEDLINE and the Cochrane Library to identify relevant studies on the efficacy of carotenoid supplementation for CVD prevention. Interventional analytical studies (randomized and non-randomized clinical trials) published in English from January 2011 to February 2024 were included. Results: A total of 38 studies were included in the qualitative analysis. Of these, 17 epidemiological studies assessed the relationship between carotenoids and CVDs, 9 examined the effect of carotenoid supplementation, and 12 evaluated dietary interventions. Conclusions: Elevated serum carotenoid levels are associated with reduced CVD risk factors and inflammatory markers. Increasing the consumption of carotenoid-rich foods appears to be more effective than supplementation, though the specific effects of individual carotenoids on CVD risk remain uncertain.

Producción Científica

Sandra Sumalla Cano mail sandra.sumalla@uneatlantico.es, Imanol Eguren García mail imanol.eguren@uneatlantico.es, Álvaro Lasarte García mail , Thomas Prola mail thomas.prola@uneatlantico.es, Raquel Martínez Díaz mail raquel.martinez@uneatlantico.es, Iñaki Elío Pascual mail inaki.elio@uneatlantico.es,

Sumalla Cano

<a href="/15441/1/journal.pone.0313835.pdf" class="ep_document_link"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>

en

open

StackIL10: A stacking ensemble model for the improved prediction of IL-10 inducing peptides

Interleukin-10, a highly effective cytokine recognized for its anti-inflammatory properties, plays a critical role in the immune system. In addition to its well-documented capacity to mitigate inflammation, IL-10 can unexpectedly demonstrate pro-inflammatory characteristics under specific circumstances. The presence of both aspects emphasizes the vital need to identify the IL-10-induced peptide. To mitigate the drawbacks of manual identification, which include its high cost, this study introduces StackIL10, an ensemble learning model based on stacking, to identify IL-10-inducing peptides in a precise and efficient manner. Ten Amino-acid-composition-based Feature Extraction approaches are considered. The StackIL10, stacking ensemble, the model with five optimized Machine Learning Algorithm (specifically LGBM, RF, SVM, Decision Tree, KNN) as the base learners and a Logistic Regression as the meta learner was constructed, and the identification rate reached 91.7%, MCC of 0.833 with 0.9078 Specificity. Experiments were conducted to examine the impact of various enhancement techniques on the correctness of IL-10 Prediction. These experiments included comparisons between single models and various combinations of stacking-based ensemble models. It was demonstrated that the model proposed in this study was more effective than singular models and produced satisfactory results, thereby improving the identification of peptides that induce IL-10.

Producción Científica

Salman Sadullah Usmani mail , Izaz Ahmmed Tuhin mail , Md. Rajib Mia mail , Md. Monirul Islam mail , Imran Mahmud mail , Carlos Eduardo Uc Ríos mail carlos.uc@unini.edu.mx, Henry Fabian Gongora mail henry.gongora@uneatlantico.es, Imran Ashraf mail , Md. Abdus Samad mail ,

Usmani

<a href="/15444/1/s41598-024-79106-7.pdf" class="ep_document_link"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>

en

open

Roman urdu hate speech detection using hybrid machine learning models and hyperparameter optimization

With the rapid increase of users over social media, cyberbullying, and hate speech problems have arisen over the past years. Automatic hate speech detection (HSD) from text is an emerging research problem in natural language processing (NLP). Researchers developed various approaches to solve the automatic hate speech detection problem using different corpora in various languages, however, research on the Urdu language is rather scarce. This study aims to address the HSD task on Twitter using Roman Urdu text. The contribution of this research is the development of a hybrid model for Roman Urdu HSD, which has not been previously explored. The novel hybrid model integrates deep learning (DL) and transformer models for automatic feature extraction, combined with machine learning algorithms (MLAs) for classification. To further enhance model performance, we employ several hyperparameter optimization (HPO) techniques, including Grid Search (GS), Randomized Search (RS), and Bayesian Optimization with Gaussian Processes (BOGP). Evaluation is carried out on two publicly available benchmarks Roman Urdu corpora comprising HS-RU-20 corpus and RUHSOLD hate speech corpus. Results demonstrate that the Multilingual BERT (MBERT) feature learner, paired with a Support Vector Machine (SVM) classifier and optimized using RS, achieves state-of-the-art performance. On the HS-RU-20 corpus, this model attained an accuracy of 0.93 and an F1 score of 0.95 for the Neutral-Hostile classification task, and an accuracy of 0.89 with an F1 score of 0.88 for the Hate Speech-Offensive task. On the RUHSOLD corpus, the same model achieved an accuracy of 0.95 and an F1 score of 0.94 for the Coarse-grained task, alongside an accuracy of 0.87 and an F1 score of 0.84 for the Fine-grained task. These results demonstrate the effectiveness of our hybrid approach for Roman Urdu hate speech detection.

Producción Científica

Waqar Ashiq mail , Samra Kanwal mail , Adnan Rafique mail , Muhammad Waqas mail , Tahir Khurshaid mail , Elizabeth Caro Montero mail elizabeth.caro@uneatlantico.es, Alicia Bustamante Alonso mail alicia.bustamante@uneatlantico.es, Imran Ashraf mail ,

Ashiq

<a class="ep_document_link" href="/14584/1/s41598-024-73664-6.pdf"><img class="ep_doc_icon" alt="[img]" src="/style/images/fileicons/text.png" border="0"/></a>

en

open

Performance of the 4C and SEIMC scoring systems in predicting mortality from onset to current COVID-19 pandemic in emergency departments

The evolution of the COVID-19 pandemic has been associated with variations in clinical presentation and severity. Similarly, prediction scores may suffer changes in their diagnostic accuracy. The aim of this study was to test the 30-day mortality predictive validity of the 4C and SEIMC scores during the sixth wave of the pandemic and to compare them with those of validation studies. This was a longitudinal retrospective observational study. COVID-19 patients who were admitted to the Emergency Department of a Spanish hospital from December 15, 2021, to January 31, 2022, were selected. A side-by-side comparison with the pivotal validation studies was subsequently performed. The main measures were 30-day mortality and the 4C and SEIMC scores. A total of 27,614 patients were considered in the study, including 22,361 from the 4C, 4,627 from the SEIMC and 626 from our hospital. The 30-day mortality rate was significantly lower than that reported in the validation studies. The AUCs were 0.931 (95% CI: 0.90–0.95) for 4C and 0.903 (95% CI: 086–0.93) for SEIMC, which were significantly greater than those obtained in the first wave. Despite the changes that have occurred during the coronavirus disease 2019 (COVID-19) pandemic, with a reduction in lethality, scorecard systems are currently still useful tools for detecting patients with poor disease risk, with better prognostic capacity.

Producción Científica

Pedro Ángel de Santos Castro mail , Carlos del Pozo Vegas mail , Leyre Teresa Pinilla Arribas mail , Daniel Zalama Sánchez mail , Ancor Sanz-García mail , Tony Giancarlo Vásquez del Águila mail , Pablo González Izquierdo mail , Sara de Santos Sánchez mail , Cristina Mazas Pérez-Oleaga mail cristina.mazas@uneatlantico.es, Irma Dominguez Azpíroz mail irma.dominguez@unini.edu.mx, Iñaki Elío Pascual mail inaki.elio@uneatlantico.es, Francisco Martín-Rodríguez mail ,

de Santos Castro