# data[].attributes.body
Name: Danna Milena Quiroga Ramirez

Course: Qualitative and Quantitative Research

Tutor: Oscar Javier Bohorquez

Date: March 9th of 2020

Theoretical Perspective

The theory that I will use is Learning Strategies in Second Language Acquisition It was developed by Jenny X. Montaño-Gonzalez and it was used to study the learning strategies referring to a set of tactics that people use in order to gain control over their own learning process. Also, to understand the concept of such strategies and its importance in terms of accelerating and facilitating English learning. This theory indicates that learning strategies can be considered as belonging to the five psycholinguistic processes that shape interlanguage system. In this theory the author highlights native language transfer, overgeneralization of target language rules, transfer of training, strategies of communication, and strategies of learning as tactics to make the new cognitive demanding linguistic system simpler. In the references to quote it is the Cognitive Academic Language Learning Approach (CALLA). The researcher pointed out that “the power of consciously using L2 learning strategies in ESL classrooms and how language teaching methods frequently may affect the use of such strategies” (e.g., Oxford, 2003). It was also exposed that teachers are motivated to explore observing, hearing, and reflecting on their daily teaching practices in order to identify the weaknesses and strengths of the pedagogy employed in the classroom. On the other hand, after abording the main processes such as grammatical approach, communicative approach and cognitive approach. The research was focused on the BDI model defining it as a model that has emerged from the study of Thomas, Collier, Krashen, and Vygostky, and others. This model could motivate teachers to place students at the center of their educational practices taking into consideration their biographies as a main aspect. Making the tools teaching and learning experience more successful because BDI model enriches every student’s L2 proficiency by promoting the creation of a community of learners in which everybody feels accepted, respected, and loved. So, the researcher made emphasis on how BDI strategies are developed by following three phases of the class: Activation, Connection, and Affirmation. And that was the main focus of the theory, the BDI four strategies. As applied to my topic, this theory holds that I would expect my independent variable(s) the use of specific methodologies or strategies in collaborative work to stablish a teaching -learning style to influence or explain the dependent variable(s) language production in speaking context reflecting acquisition of a second language because if I consider the strategies to develop the process of teaching depending on the kind of student, maybe I will not be sure about the results but then it will increase the possibilities to stablish a connection and affirmation with the students as the researcher exposed in the theory.

# data[].attributes.body
Name: Jimmy Francisco Rodriguez Muñoz

Course: Qualitative and Quantitative Research

Tutor: Oscar Javier Bohorquez

Date: March 22, 2020

Theoretical Perspective

The theory that I will use is The English empiricism. It arises in England between the XVII y XVIII centuries.

It was developed by John Locke George Berkeley and David Hume, and it was used to study the role of experience, linked to sensory perception, in the formation of knowledge. This theory indicates that only sensible knowledge puts us in contact with reality. The origin of our knowledge is not in reason, but in experience, since all the content of thought has had to pass through the senses first. Locke claimed that the mind of a person at the time of birth is like a tablet without writing, a blank sheet on which experience prints knowledge, and did not believe in intuition or theories of innate conceptions.

According to the above information, through this theory we seek to investigate the validity of the use of Spanish in the learning of English grammatical structure. As applied to my topic, this theory holds that I would expect my independent variable(s) the use or not of Spanish to influence or explain the dependent variable(s)learning of the linguistic trait and influence on communication because  Through this pedagogical experiment we seek to respond to the mastery of the mother tongue in the learning of a second language, the difficulties or errors that may occur when using English grammar and pedagogical implementations that must be taken into account to achieve the objectives of the proposed activity in classes.

Empiricism uses certain elements of knowledge that are based on the contact of the subject with the object, refers to the use of the meanings of the base language in the target language, in addition, to this must be attached the different techniques or methods (variables independent) on how to achieve the acquisition of these meanings. For example, if it is about experience, the most reasonable thing is that the subject is in a context that requires him to express himself constantly in the second language, or failing that, to relate to people who have an advanced level, the learning would be done naturally “The Natural Approach. T. Terrel and S. Krashen 1983, almost as similar as learning the mother tongue.

References

·         Filosofia IES Casa Viejas. From. http://filosofia.iescasasviejas.net/home/ha-de-la-filosofia/empirismo-y-hume

·         Filosofía moderna II El empirismo. From. https://es.slideshare.net/GerardoViau/el-empirismo-14227544

# data[].attributes.body
Name: JUAN BERNARDO GAITAN ARANGO

Course: Qualitative and Quantitative Research

Tutor: Bohorquez Oscar Javier

Date: MARCH 2020.

Theoretical Perspective

The theory that I will use is based on language teaching. It was developed by N. Prabhu and it was used to study study a student -  centered a focus. This theory indicates that At the beginning, a proposal was made for a large number of activities for which students are asked to acquire a new language while performing their work routines in these communication exercises. This project was considered as the first test prototype. For the design of the different tasks in the teaching of languages, which attracted the attention of the different attentions at the public level in this field, and in recent years, academics made a great variety for the implementation of TBLT in the different classes of provide new knowledge such as the language itself the types of acquisition of the same language (SLA).

In particular, the proposal made by Susan Gass is that the language be obtained by a variety of sequences including entry, entry, internationalization and exit, and in turn his proposal goes hand in hand in three steps used in TBLT, carried out before the The same task and then the cycle of the same and then the focus in stage one, in turn the mission of the educators is to provide the sequence of enumeration of the topic, the requirements of the activity, as well as to provide the corpus linked to said activity and for all the spaces to provide a facility to the students, to understand these materials as it is the language, on the other hand, the students in this space must achieve the included income.

Likewise, stage two is designed to construct a context in a communicative way. therefore, the students cannot lend themselves to each other, their activities likewise achieve acquiring the objectives of the language and internationalization of the process itself, then they look for the way to provide the output of the language, and the reports of the students will be supported and evaluated and questioning at what point language materials can enter themselves. So, and in this way the answer is given as the TBLT result, it seems that it is the correct one for SLA.

When we talk about a task, we refer to the activity by which what it wants to imply is that it is a meaning at the primary level; therefore, the task must provide and go hand in hand with the commitments or activities of the daily life of In such a way that the students do not acquire the results of the certificates of other people, at the end of the task this provides some type of priority, the evaluation of the same task is in terms of the results and that it not only manufactures the environment of the SLA closest match. In turn, when the limit in tutoring and the external space of it makes students loose, it is very easy to obtain the language with the subconscious state of mind, on the other hand, Willis provided a concrete and highly viable space for tblt in 1996, which Divide the task into the 3 pre-task stages of homework cycle and language approaches - before them learners should take into account the decisions made and informed by the design of daily activity, selection and sequencing during long periods of instruction

BIBLIOGRAPHIC RESOURCES

·       Ellis, Rod (2003). Task-based Language Learning and Teaching. Oxford, New York: Oxford Applied Linguistics. ISBN 978-0-19-442159-1.

·       Plews, John L.; Zhao, Kangxian (2010). "Tinkering with tasks knows no bounds: ESL Teachers' Adaptations of Task-Based Language-Teaching". TESL Canada Journal. Retrieved 26 January 2013.

·       Activity guide and evaluation rubric unad

# data[].attributes.headline
Theoretical Perspective-Quantitative Action Research on Promoting Confidence in a Foreign Language Classroom. (Ana Lucía Díaz Matos)

# data[].attributes.subject
Theoretical Perspective-Quantitative Action Research on Promoting Confidence in a Foreign Language Classroom. (Ana Lucía Díaz Matos)

# data[].attributes.body
The theory that I will use is Quantitative Action Research on Promoting Confidence in a Foreign Language Classroom. In this theory I found that the Implications for Second Language Teachers had two principal implications. First, an awareness of action research and its assumptions is an important condition for teachers to become autonomous (Tinker Sachs, 2000). Many teachers associate research with academics and scientists, experiments and statistics. In a study by McNamara (2002), for example, teachers' notions of research included "professors undertaking tests and surveys and making reports" (p. 16). Shkedi (1998) also found that teachers' definitions of research commonly focused on quantitative tools, objectivity, hypotheses, representativeness, and generalizability. While these are central concepts in educational research, they do not on their own provide a suitable basis for understanding the particular assumptions about research, its purposes, and its methods that underpin specific classroom contexts and the Second, doing action research provides L2 teachers with the knowledge and skill that can help them develop research skills required to become autonomous. Walker (1985) claims that as teaching has become increasingly professionalized and the management of educational organizations more systematized, so research has increasingly become something that teachers are expected to include in their repertoire of skills. However, although thoughtful teachers may possess certain skills they can exploit during research, such as observation skills, many have not received the research education (Borg, 2003) that equips them to effectively conceptualize and implement a piece of research. If the inquiry is to be soundly conducted and the findings effectively shared, teachers need to possess relevant research related knowledge and skills. Many previous studies have shown that action research has the potential to increase the L2 teachers' research skills. Finally, action research gives teachers the knowledge and confidence to act as responsible professionals. This actively constructed knowledge is strongly linked to a constructivist notion of teacher autonomy in teaching. This action research was conducted during the course of one semester for a total of 8 weeks. Therefore, the researcher suggests that future researchers extend the time frame of the research to the long term, perhaps a full year, to explore more findings and the effects of cooperative learning instruction on students' EFL performance. The target population for this study was 16 university students in a private English language institute in northern Iran. Because of the small sample size, the results of the study cannot be generalized to other settings; however, the study fills a gap in the research by raising language teachers' awareness of infusing cooperative learning instruction into EFL classrooms. Future research on similar topics may need to include larger research samples and more locations because cooperative learning instruction is worthy of continued examination and application and it was used to study and indicates that Research has revealed that second language learners often seem passive and reticent in language classrooms. In the age of globalization, however, there is an urgent need for English as a Foreign Language (EFL) teachers to enhance their reticent students' confidence to help them take part more actively in classroom oral activities. In line with this trend, the present study reports on action research on increasing the EFL students' confidence in speaking. A second aim was to find out about the beneficial consequences of doing action research for second language teachers in their specific classroom contexts.The results of this study show that students' confidence increased in cooperative settings. In other words, a positive correlation was identified between pair/group work activities and confidence; however, the current study did not delve into students' language learning performance, so future researchers with similar research topics may want to examine the relationship between cooperative learning and students' academic performance in EFL contexts. As applied to my topic, this theory holds that I would expect my independent variable(s) Action research is contextual, small-scale, and localized. It identifies and investigates problems within a specific situation, it is evaluative and reflective as it aims to bring about change and improvement in practice. To influence or explain the dependent variable(s) it is participatory as it provides for collaborative investigation by teams of colleagues, practitioners, and researchers, and the findings of this study also suggest that L2 instructors should seek ways to include students' collaboration in the subject language as part of their curriculum design to help them gain confidence in speaking English.  because there is growing evidence that teachers doing action research together in the same school or program make significant impacts on school change, student achievement, and the professional development of teachers participating in the research.