Throughout the years we have seen the arrival of new students to the institution and how these new students struggle to understand and develop the written, spoken and reading activities designed for students of the Oxford School, who already have the knowledge acquired to develop these activities, however these new studets do not seem to understand or produce a lot because of the lack of knowledge.

Reasons:

This situation of new enrolled students in an stitution appeared to seem very common, and it is necessary to look for some ways to help these students to acquire new vocabulary and English awareness so they can acquire the skills in order they can have the same opportunities and skills as the rest of the students at The Oxford School.

Contributions: By using the Wordwall app to construct personalized language learning activities, this research can address the different needs of sixth-grade students with different English proficiency levels. So we can create interactive games and quizzes that progressively present English vocabulary, grammatical rules, and sentence structures in a fun and engaging way. These specially designed exercises can be adjusted to each student's learning style and speed.

We address this issue of listening comprehension skills of new vocabulary because it is a common challenge educators face when teaching new words to beginners. Some students find it very difficult to recognize these words when they only listen to them but do not read them. We would like to offer a feasible and effective solution both, teachers and students, can benefit from to improve students' listening comprehension skills by acquiring new vocabulary focusing on the way words are pronounced using an App.

CONTRIBUTIONS

When creating custom Wordup learning modules, we will focus on beginner vocabulary. This tool aims to integrate audio elements to ensure that students find accurate pronunciation and contextual use. By using Wordup as a way to improve listening skills among students, we will introduce authentic everyday conversations with beginner-friendly terminology, resembling common scenarios such as greetings, shopping, or self-introduction, incorporating real spoken language, to help students to improve their listening skills.

This research is motivated by the desire to enhance language education by investigating the integration of HelloTalk to improve speaking abilities among III quarter students pursuing a Bachelor's Degree in English at Universidad Tecnológica Oteima. By focusing on this pivotal stage in language learning and embracing technology, the study aims to provide valuable insights into the challenges faced by students and the potential benefits of incorporating innovative tools into traditional teaching methods, thereby contributing to the ongoing evolution of language education.

Contributions

One of our essential contributions is to apply the ideas and practices of online and virtual education to the teaching of English as a second language, based on our knowledge from this master's program. Additionally, we think that Hello Talk, which incorporates online and virtual learning and concepts into the teaching of English as a second language to third-quarter English bachelor's degree students at Universidad Tecnológica Oteima, is beneficial, and we set out to assess its efficacy.

The reasons why I decided to choose this topic are simple, due I studied all my high school at Escuela Secundaria Pedro Pablo Sanchez. Definitely, lack of confidence, problem in speaking English and poor grammar knowledge were major factors that demotivated students in learning English. Consequently, some possible causes that become a big problem to 12^th graders are having no idea what is the real benefit to learn English. Moreover, they are not used to learn in cooperative learning activities and the teaching process is not content centered. Also, anxiety towards learning English can also affect students' attention. For that reason, I propose the necessary adjustments to obtain their attention in a way in which they can interact with each other, reasoning in a simple way, and manipulating technological resources.

Contributions:

My first important contribution is to test how students respond to the usage of effective technological resources to dynamically learn what is necessary, reinforcing speaking and writing, but above all, critical thinking in English in a conventional way. Thus, I believe to apply “Edpuzzle” tool for 12^th grade students at Escuela Secundaria Pedro Pablo Sanchez, facilitating English teaching and learning, allowing them to have the opportunity to interact and communicate with others improving the language.

It is my main contribution to gather as much data as possible to give me and the rest of my educational environment a better understanding of this phenomenon and to prove the effectiveness that technology (Blooket) can have in this particular issue.

Contributions: The research explores the effectiveness of WordCrackIng in enhancing cross-linguistic transfer effects. We assess its impact on student performance and pedagogical efficacy. The study contributes valuable insights to education and language acquisition, emphasizing problem-oriented and solution-oriented objectives.

Our study provides pedagogical insights for educators to develop targeted strategies, enhancing language acquisition outcomes. It also contributes to cross-linguistic transfer research, advancing our understanding of language learning processes.

The potential success of WordCrackIng can positively impact students, fostering improved morphological acquisition and overall academic achievement. Educators, sixth graders, researchers, and policymakers stand to benefit, gaining insights into effective strategies and contributing to the academic knowledge base, informing future language acquisition studies and education policies.

Researching the integration of Artificial Intelligence (AI) to enhance speaking skills is vital in today's globalized society. AI offers innovative tools like speech recognition and personalized feedback, which can greatly benefit individuals in improving their communication abilities. Understanding the effectiveness of AI interventions in fostering speaking proficiency has significant implications for education and workforce training. Moreover, exploring the ethical considerations and societal impacts ensures equitable access and promotes inclusivity in AI-powered speaking solutions. Thus, this research holds immense potential for empowering individuals and advancing society.

CONTRIBUTIONS

The proposed thesis or research aims to provide invaluable insights into the utilization of artificial intelligence (AI) in fostering speaking skills. By examining the intersection of AI technology and language acquisition, this study seeks to uncover innovative methods and tools that can enhance communication proficiency. Through empirical analysis and theoretical frameworks, this research endeavor promises to advance our understanding of how AI-driven approaches can optimize language learning outcomes, thereby offering practical implications for educational practitioners, policymakers, and technologists alike.

The reason why we chose this topic is because of the increasing importance of effective communication in today's globalized world. Students need strong speaking abilities for their future professional and personal development and the Wordwall app is known for its interactive and engaging features promising a venue to enrich language learning experiences.

Contributions:

By investigating the impact of the Wordwall app on speaking proficiency, we seek to offer valuable insights and improvements in the speaking skills of eighth graders at San Francisco de Asís high school and preparing them for successful communication in both academic and real-world contexts.

The research is relevant because anxiety in speaking skills activities can impede language learning and proficiency development for second-quarter students, who often face heightened anxiety levels, affecting EFL learners' speaking skills through the tech tool and contributing to their overall language learning success.

Contributions:

The findings can inform professors, curriculum developers, or language learners about effective strategies for supporting language learners in overcoming anxiety barriers and achieving proficiency in speaking skills. In addition, it can be a good basis for future researchers if they want to continue and contribute to the findings. Also, other researchers can develop new strategies for language learning using technology and how to support students with anxiety.

We single out this matter of developing English speaking skills because it is a common teaching dilemma for us, Elementary School English Teachers, and Conversation I students at the University. The topic "Developing speaking skills through the SMALLTALKTOME app for Conversation I" is preferred due to students are taught English as a second language throughout their primary and secondary education. However, at the end of their studies, most students cannot communicate with other people in English. This situation is concerning because it may affect them professionally when they try to get better opportunities in the labor world. This is why early intervention and effective skill development at this stage can have a significant long-term impact.

Contributions:

By applying strategies for educators to integrate SmallTalk2Me into their lesson plans, teachers will be enhancing student engagement and fostering confidence in speaking. Another aspect is emphasizing the platform’s ability to provide a low-pressure environment for language practice, enabling learners to develop fluency at their own pace. Also. it is important to highlight how SmallTalk2Me serves as a flexible learning tool, setting students with appropriate schedules and limited exposure to conventional language instruction.

We decided to pick up this topic to help students improving their pronunciation by focusing on Word stress.

This topic focuses on improving pronunciation by practicing word stress. Many students struggle with clear speech due to incorrect stress patterns. LyricsTraining, a music-based tool, makes learning pronunciation fun and engaging. Listening to songs helps students develop better stress patterns naturally. This method boosts confidence and makes pronunciation practice more enjoyable. Using LyricsTraining at Universidad tecnologica Oteima in the second quarter can enhance students' speaking skills.

Contributions: This thesis can contribute to our students by improving their pronunciation in English as a second language.  Not only the students’ pronunciation but also their phonetics would advance because students would acquire the patterns used in songs by constant repetition.

Using LyricsTraining would help students develop better listening and speaking skills in an engaging way. This tool would promote a more enjoyable and interactive learning experience, reducing stress in pronunciation practice. The study also supports modern teaching methods by integrating technology into language learning. Additionally, it encourages student motivation and confidence in speaking English. Overall, it provides a practical approach to mastering pronunciation at Universidad tecnologica Oteima.

We picked the topic "Errors in verb conjugation by mixing regular and irregular forms" because we think it is interesting how regular and irregular verbs work together, and also how people make mistakes when they mix them. Also, we are curious about how these mistakes show us how our brains handle language. It is like seeing how we learn grammar. So, we believe this is a common problem, even for good learners, which makes it important to study. Finally, this topic lets us use clear examples and look at them closely, which is good for an exhibit.

Contributions

To effectively exhibit errors in verb conjugation by mixing regular and irregular forms within the same sentence, we plan to create interactive exercises on Wordwall. We will design a series of activities where users are presented with sentences containing these mixed verb errors. For example, a sentence might read, "Yesterday, I goed to the store and bought some milk." The user would then be prompted to identify the incorrect verb form (goed) and correct it to the irregular past tense (went). Wordwall's platform allows for various activity types, such as quizzes, matching exercises, and fill-in-the-blanks, which we will utilize to keep the learning experience engaging. We will also incorporate different levels of difficulty, starting with simpler examples and progressing to more complex sentence structures. By using Wordwall, we can provide immediate feedback to the users, reinforcing correct conjugation patterns and helping them understand the distinction between regular and irregular verbs, ultimately improving their overall grammatical accuracy.

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REASONS:

I choose this topic because, In Panama, especially in Santiago, students at Universidad Tecnológica Oteima experience specific challenges related to their backgrounds and language skills. Many lack access to resources like books and technology that could help improve their writing. Since writing involves both creativity and an understanding of Grammar, these obstacles can greatly affect their ability to communicate well.

CONTRIBUTIONS:

Addressing the challenges faced by second-year OTEIMA students in writing involves recognizing gaps in foundational skills, the impact of technology, the necessity for effective feedback, and the importance of relevant topics. By implementing strategies that tackle these issues, educators can foster an environment that promotes growth and competency in writing. This approach not only enhances students' writing skills but also prepares them for future academic and professional endeavors.

The topic was chosen due to the challenges observed in promoting consistent oral expression practice among students. Many students face difficulties in developing their speaking skills, and this issue is particularly prominent among first-quarter learners. Flipgrid, as a digital tool, offers a solution by providing a platform for structured, self-paced speaking practice that can enhance students' oral communication abilities and boost their confidence.

Contribution:

A key contribution of this project is the creation of workshops that provide practical feedback to improve oral communication. Flipgrid will serve as an essential tool for facilitating these workshops, specifically by targeting first-quarter students at the School of English at Universidad Tecnológica Oteima. This initiative aims to offer targeted support and foster consistent speaking practice, ultimately contributing to better language proficiency outcomes.

Reasons

Vocabulary learning is a significant topic to study because of the role it plays in language learning.  A strong vocabulary foundation becomes the cornerstone for good language proficiency in the four language skills: reading, writing, listening, and speaking.

A good knowledge and understanding of vocabulary learning is essential and needed for effective communication, both in writing and speaking. Many research studies indicate that university students face a significant challenge with vocabulary learning, particularly in academic settings. We need to teach vocabulary to our university students in Panama for several reasons.

Firstly, most of them come from public schools and have had limited exposure to the language. Second, learning vocabulary gives them greater global opportunities in today’s competitive world. Third, it helps improve their academic skills and encourages personal and professional growth. Panama is a remarkable, developing, and growing country, and we as teachers can help our students to achieve their dreams, not only in economic matters, but also culturally, scientifically, and politically as well.

 Contribution

The proposed thesis or research aims to provide valuable insights into the use of Quizlet.com in improving vocabulary learning. English has developed one of the most extensive vocabularies in the world, and learning it involves more than just memorizing words; it also requires the skill of understanding and using them correctly in different contexts.

As university teachers, we have observed that our students face many challenges in learning vocabulary. We agree with Komalasari (2022), other research studies, and empirical findings that significant challenges in vocabulary learning include pronunciation and spelling issues, where students struggle to pronounce and spell new words correctly. They also struggle to use words correctly in various contexts. Additionally, students face significant challenges in memorizing new words and often confuse words with similar spellings or sounds.

Today, language programs and their English teachers are increasingly using digital tools such as language learning apps and online resources to improve vocabulary development. These tools provide learners with interactive multimedia experiences that combine visual, auditory, and other sensory elements, along with rich contextual information. Teachers are adopting a new teaching approach that effectively integrates these online resources, guided by clear educational goals. Our research also closely examines the effectiveness of digital tools—like Quizlet—for enhancing vocabulary learning through different teaching strategies aligned with vocabulary learning goals. This approach is supported by cognitive theories like dual coding theory and the cognitive theory of multimedia learning, both suggesting that people remember information better when it is processed through multiple channels. For our research, we have chosen Quizlet, which is considered a valuable tool to improve vocabulary learning, and many studies in various contexts support this as well.  

Improving your writing skill helps you to become a better communicator overall and it also improves your reading, which is another and the essential job skill.

This skill is very significant for learning the English language.

It helps students communicate their ideas clearly and effectively. Also helps them to think critically and express themselves in a structured manner.

It gains understanding and knowledge, communicating locally and globally, writing for any purpose and engaging in written speech and expressing thoughts.

Strong writing skill is a must for learning.

It builds relationships and influences others.

ChatGPT can adapt prompts, error correction style, and difficulty to individual learners, supporting differentiated instruction and self-paced progress in ways that scale beyond what instructors alone can provide.

Some contributions about the topic are:  Provides the first controlled study of 24/7 ChatGPT use with first-quarter students at Universidad Tecnológica Oteima, filling a gap between general AI-Language-Learning findings and local curricular realities.

Produces context-specific recommendations for academic integrity, data privacy, and equitable access when using conversational AI in foundational language courses.

The topic was chosen due to the persistent difficulties observed among first-quarter students in producing accurate English pronunciation. Pronunciation is a fundamental component of effective oral communication, yet many learners struggle with sounds, stress, and intonation patterns at the early stages of English language learning.

Additionally, the integration of digital tools such as the BBC Learning English application offers innovative opportunities to support pronunciation practice outside the traditional classroom. This study seeks to explore how technology-enhanced learning can contribute to improving pronunciation skills and fostering learner autonomy. The topic is also aligned with current trends in applied linguistics and English language teaching that emphasize the use of digital resources to enhance language acquisition.

Contributions:

This research is expected to contribute academically and pedagogically to the field of English language teaching. First, it will provide insights into the main pronunciation challenges faced by first-quarter students at Universidad Tecnológica Oteima, which may serve as a reference for future studies.

Second, the findings will offer practical evidence on the effectiveness of the BBC Learning English application as a digital resource for improving English pronunciation. This contribution may support teachers in making informed decisions about integrating technology into pronunciation instruction.

Finally, the study may serve as a guide for educators and institutions interested in implementing digital tools to enhance pronunciation teaching and learning in similar educational contexts.