Proyecto Espinoza Kassandra y Wong Yueling

UNIVERSIDAD DE GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE

OF EDUCATION SCHOOL OF LANGUAGES AND LINGUISTICS
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EDUCATIONAL PROJECT BEFORE OBTAINING
THE BACHELOR’S DEGREE IN SCIENCES OF EDUCATION SPECIALIZATION:
LANGUAGES AND ENGLISH LITERATURE
TOPIC:
THE INFLUENCE OF THE DICTATION TECHNIQUE FACES LISTENING
COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE
PROPOSAL:
DIDACTIC GUIDE FOR THE IMPLEMENTATION OF THE DICTATION
TECHNIQUE IN LISTENING COMPREHENSION FOR A2.1 LEVEL
AUTHORS:
ESPINOZA LORENTI, KASANDRA MICHELLE
WONG OLIVO, YUELING NOHELIA
TUTOR:
MSc. CLAUDIO FEDERICO MALO TOLEDO
GUAYAQUIL - ECUADOR
2021-2022
i
UNIVERSIDAD DE GUAYAQUIL
FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE
OF EDUCATION SCHOOL OF LANGUAGES AND LINGUISTICS
Directives
MSc. José Albán Sánchez MSc. Pedro Rizzo Bajaña

DEAN SUB – DEAN
MSc Sara Anaguano Pérez MSc Sebastián Cadena

Alvarado
GESTOR DIRECTOR SECRETARY
ii
Acknowledgment
First, I want to thank God for guiding me in every step of my life, my
parents Javier Wong and Lucy Olivo for supporting me throughout this
educational process, my brothers, my nieces and my boyfriend, all of them were a
fundamental part of this process thanks to all of them for trusting me and my
skills. Thanks to my teachers in all these years and also to my thesis tutor Carlos
Valle who was their step by step encouraging me to keep going.
Wong Olivo, Yueling Nohelia
iii
Acknowledgment
I want to express my gratitude first to God and to destiny for having
guided me to where I am now, to my mother Jessenia Lorenty who has always
supported me unconditionally, to my father Julio Espinoza who, despite not being
my biological father, has been the best dad that I could have, they are my example
to follow, and for them I want to continue fulfilling more goals, to my sister Kerly
Espinoza and my niece Luna, who because of them I get up every day on the right
foot, since they have always been in my most difficult moments, I also want to
thank Miriam Aguayo, who has always been there for me, even when I thought I
would never smile again, without all of them I would not be here, endless thanks
to my former school and college teachers, because thanks to their teachings I have
learned to be a better person, thanks to all my favorite movie and music artists
who have taught me to love English, also thanks to my professors at the
philosophy faculty and my tutor Carlos Valle for guiding me in this process, there
are no words to express all my gratitude. Finally, I want to thank and dedicate all
this effort to my children, my cats, who I love with all my heart, Lulu, Loky,
Maya, Luca and my dog Kandy, I love them very much. All this effort is
dedicated to all those mentioned here
Espinoza Lorenti, Kasandra Michelle
iv
FICHA DE REGISTRO DE TRABAJO DE TITULACIÓN (ESPAÑOL)
Repositorio nacional en ciencia y tecnología.

Ficha de registro de trabajo de titulación
Título y subtítulo: La influencia de la técnica del dictado frente a la comprensión
auditiva en inglés como lengua extranjera. Propuesta: guía didáctica para la
aplicación de la técnica del dictado en la comprensión auditiva para el nivel a2.1
AUTOR(ES) (apellidos/nombres): Espinoza Lorenti, Kasandra Michelle
TUTOR (apellidos/nombres):
REVISOR (apellidos/nombres)
INSTITUCIÓN: Universidad de Guayaquil
UNIDAD/FACULTAD: Facultad de Filosofía
MAESTRÍA/ESPECIALIDAD: Carrera de Lenguas y Lingüística
GRADO OBTENIDO: Licenciatura En Ciencias De La Educación
Mención Lengua Inglesa Y Lingüística
FECHA DE PUBLICACIÓN: Año 2222 / N° de páginas:
ÁREAS TEMÁTICAS Educación – Enseñanza del Idioma Ingles
PALABRAS CLAVES/ KEYWORDS: técnica del dictado, comprensión auditiva, guía
didáctica.
El presente proyecto es desarrollado bajo la modalidad de investigación, orientada
a determinar la influencia de la técnica del dictado frente a la comprensión
auditiva en inglés como lengua extranjera. Siendo la propuesta, el desarrollo de
una guía didáctica para la aplicación de la técnica del dictado en la comprensión
auditiva para el nivel a2.1. esta propuesta se aplica mediante actividades
sincrónica y asincrónicas, siendo las actividades orientadas para los niños de 9no
año de educación general básica superior, en el cual se encontró un desnivel en
sus aprendizajes, siendo estos resultados los del nivel de un niño de primera con
un A2.1, de esta forma mediante la implementación de la propuesta se presente
demostrar la importancia que tiene las técnicas de estudio y redacción como lo es
el dictado frente a la comprensión de la destreza auditiva.
Adjunto pdf: Sí No
Contacto con autor/es: Teléfonos: E-mail:
Contacto con la institución: Nombre: Ing. Alexandra Delgado

Teléfono: 2294888
E-mail: Titulacion.lenguas@ug.edu.ec
v
FICHA DE REGISTRO DE TRABAJO DE TITULACIÓN (ENGLISH)
National repository in science and technology.

Title and subtitle: The influence of the dictation technique on listening
comprehension in English as a foreign language.
Title and subtitle: The influence of the dictation technique on listening
comprehension in English as a foreign language. Proposal: didactic guide for the
application of the dictation technique in listening comprehension for level a2.1.
AUTHOR(S) (last name(s)/first name(s)): Espinoza Lorenti, Kasandra Michelle
TUTOR (surname/name): Wong Olivo, Yueling Nohelia
REVIEWER (surname/name).
INSTITUTION: University of Guayaquil
UNIT/FACULTY: School of Philosophy
MASTER'S/SPECIALTY: Languages and Linguistics
DEGREE OBTAINED: Bachelor's Degree in Educational Sciences,
Major in English Language and Linguistics
DATE OF PUBLICATION: Year 2222 / N° of pages:
SUBJECT AREAS Education - English Language Teaching
The present project is developed under the research modality, oriented to
determine the influence of the dictation technique on listening comprehension in
English as a foreign language. The proposal is the development of a didactic guide
for the application of the dictation technique in listening comprehension for level
a2.1. This proposal is applied through synchronous and asynchronous activities,
being the activities oriented to children in the 9th year of upper basic general
education, in which an unevenness in their learning was found, being these results
those of the level of a child of first grade with an A2. 1, in this way, through the
implementation of the proposal, it was possible to demonstrate the importance of
study and writing techniques, such as dictation, in relation to the comprehension
of auditory skills.
Attached pdf: Yes No
Contact author/s: Telephone numbers: E-mail:
Contact with the institution: Name: Alexandra Delgado

2294888
Phone: Titulacion.lenguas@ug.edu.ec
E-mail:
vi
ANEXO XII.- DECLARACIÓN DE AUTORÍA Y DE AUTORIZACIÓN DE LICENCIA
GRATUITA INTRANSFERIBLE Y NO EXCLUSIVA PARA EL USO NO
COMERCIAL DE LA OBRA CON FINES NO ACADÉMICOS
LICENCIA GRATUITA INTRANSFERIBLE Y NO COMERCIAL DE
LA OBRA CON FINES NO ACADÉMICOS
Nosotros, Espinoza Lorenti, Kasandra Michelle y Wong Olivo, Yueling Nohelia
del/ de los estudiantes), con C.I. No. _______________________, certifico/amos
que los contenidos desarrollados en este trabajo de titulación, cuyo título es “La
influencia de la técnica del dictado frente a la comprensión auditiva en inglés
como lengua extranjera.” Con la propuesta “: guía didáctica para la aplicación de
la técnica del dictado en la comprensión auditiva para el nivel a2.1” son de
mi/nuestra absoluta propiedad y responsabilidad, en
conformidad al Artículo 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA
SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*,
autorizo/amo la utilización de una licencia gratuita intransferible, para el uso no
comercial de la presente obra a favor de la Universidad de Guayaquil.
NOMBRES Y APELLIDOS DEL NOMBRES Y APELLIDOS DEL

ESTUDIANTE 1 ESTUDIANTE 2
C.I. No. C.I. No
vii
Certificado de porcentaje de similitud
viii
ANEXO XIII.- RESUMEN DEL TRABAJO DE TITULACIÓN
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA
EDUCACION CARRERA DE LENGUA Y LITERATURA INGLESA O
FRANCESA O ITALIANA O ALEMANA
THE INFLUENCE OF THE DICTATION TECHNIQUE FACES

LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN
LANGUAGE
Autores:
Espinoza Lorenti, Kasandra Michelle
Tutor:
Resumen
El presente proyecto es desarrollado bajo la modalidad de investigación, orientada

a determinar la influencia de la técnica del dictado frente a la comprensión
auditiva en inglés como lengua extranjera. Siendo la propuesta, el desarrollo de
una guía didáctica para la aplicación de la técnica del dictado en la comprensión
auditiva para el nivel a2.1. esta propuesta se aplica mediante actividades
sincrónica y asincrónicas, siendo las actividades orientadas para los niños de 9no
año de educación general básica superior, en el cual se encontró un desnivel en
sus aprendizajes, siendo estos resultados los del nivel de un niño de primera con
un A2.1, de esta forma mediante la implementación de la propuesta se presente
demostrar la importancia que tiene las técnicas de estudio y redacción como lo es
el dictado frente a la comprensión de la destreza auditiva.
ix
ANEXO XIII.- RESUMEN DEL TRABAJO DE TITULACIÓN
FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

EDUCACION CARRERA DE LENGUA Y LITERATURA INGLESA O
FRANCESA O ITALIANA O ALEMANA
THE INFLUENCE OF THE DICTATION TECHNIQUE FACES

LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN
LANGUAGE
Autorres:
Espinoza Lorenti, Cassandra Michelle
Tutor:
Abstract
The present project is developed under the research modality, oriented to

determine the influence of the dictation technique on listening comprehension in
English as a foreign language. The proposal is the development of a didactic guide
for the application of the dictation technique in listening comprehension for level
a2.1. This proposal is applied through synchronous and asynchronous activities,
being the activities oriented to children in the 9th year of upper basic general
education, in which an unevenness in their learning was found, being these results
those of the level of a child of first grade with an A2. 1, in this way, through the
implementation of the proposal, it was possible to demonstrate the importance of
study and writing techniques, such as dictation, in relation to the comprehension
of auditory skills.
x
Index
Directives ...................................................................................................................... ii
Acknowledgment ......................................................................................................... iii
Acknowledgment ......................................................................................................... iv
Certificado de porcentaje de similitud ....................................................................... viii
Resumen ....................................................................................................................... ix
Abstract ......................................................................................................................... x
Index............................................................................................................................. xi
INTRODUCTION......................................................................................................... 1
CHAPTER I: THE RESEARCH PROBLEM............................................................... 5
1.1.Research context ............................................................................................... 5
1.1.1.Conflict situation ............................................................................................ 5
1.1.2.Scientific fact. ................................................................................................ 6
1.1.3.Causes……………………………………………………………………...6
1.2.Problem Statement ............................................................................................ 6
1.3.Research objectives ........................................................................................... 7
1.3.1.General objective ........................................................................................... 7
1.3.2.Specific objectives ......................................................................................... 7
xi
1.4.Research questions ............................................................................................ 7
1.5.Justification….. ................................................................................................. 7
CHAPTER II: THEORETICAL FOUNDATIONS .................................................... 10
2.1. Research Background..................................................................................... 10
2.2. Theoretical framework ................................................................................... 12
2.3. Conceptual framework ................................................................................... 15
2.4. Legal framework ............................................................................................ 16
2.5. Operationalization of variables ...................................................................... 18
CHAPTER III: METHODOLOGY ............................................................................ 20
3.1. Research approaches ...................................................................................... 20
3.2. Types of research ........................................................................................... 20
3.3. Population ...................................................................................................... 21
3.4. Sample ............................................................................................................ 22
3.5. Data collection methods and techniques ........................................................ 22
3.6. Research instruments ..................................................................................... 23
3.7. Analysis and interpretation of results ............................................................. 25
3.7.1. Analysis and interpretation of the survey.................................................... 25
3.7.2. Analysis and interpretation of the results of the observation ...................... 39
3.7.3. Analysis of the teacher's interview.............................................................. 41
CHAPTER IV: PROPOSAL ....................................................................................... 43

xii
4.1. Proposal topic ................................................................................................. 43
4.2. Background .................................................................................................... 43
4.3. Justification .................................................................................................... 44
4.4. Goals .............................................................................................................. 44
4.5. Methodology .................................................................................................. 45
4.6. Activities ........................................................................................................ 46
4.7. Schedule of activities ..................................................................................... 89
4.8. Feasibility ....................................................................................................... 91
CONCLUSIONS ......................................................................................................... 93
RECOMMENDATIONS ............................................................................................ 94
BIBLIOGRAPHY ....................................................................................................... 96
xiii
Index of appendices
ANEXO 1 .................................................................................................. 99
ANEXO 2 ................................................................................................ 100
ANEXO 3 ................................................................................................ 101
ANEXO 4 ................................................................................................ 103
ANEXO 5 ................................................................................................ 104
ANEXO 6 ................................................................................................ 105
ANEXO 7 ................................................................................................ 106
ANEXO 8 ................................................................................................ 108
ANEXO 9 ................................................................................................ 109
ANEXO 10 .............................................................................................. 111
ANEXO 11 .............................................................................................. 112
ANEXO 12 .............................................................................................. 113
ANEXO 13 .............................................................................................. 115
ANEXO 14 .............................................................................................. 117
ANEXO 15 .............................................................................................. 119
xiv
Introduction
For the development of the research that investigates the influence of the
dictation technique on the listening comprehension of the English language, the review
of previous works on the subject of study has been taken into account, and after this
review it has been determined that the research carried out by Surth , (2012) entitled
"Dictation, an ancient tool in learning English as a foreign language", aims to expose
the virtues of dictation to rescue an ancient but effective way of evaluating the growth,
progress and performance of students. . students of English as a foreign language. For
this, a didactic guide has been proposed for the application of the dictation technique in
listening comprehension for students with level A2.1
For Carhuancho, Chaname & Cubas (2019) in the research carried out in Lima -
Peru, the title "Oral comprehension of English as a foreign language in basic education"
aims to encourage teachers to train and pay due attention to the skill mentioned above.
In addition, a qualitative methodology has been used, which has allowed us to conclude
that the communicative approach, also known as Communicative language Teaching is
the most suitable for working on the English foreign language since its main objective is
interaction in a real context, and the teacher-student relationship.
In the work carried out by Lugo & Raga (2019) entitled "Listening
comprehension in English as a foreign language at the university level" it has been
shown that listening comprehension is carried out as an ascending process that goes
from the comprehension of sounds, words, the grammatical relations until the final
understanding of the message, and a descending process, where the processing of the
1
information is carried out from the Analysis of what was heard in relation to the
previous knowledge that the listener possesses (Lugo & Raga, 2019).
According to Chamorro, Bejarano & Guano (2020) in their research entitled
"Which linguistic skill becomes more complex to teach in the English as a foreign
language classroom?", aims to identify which is the most complicated skill to teach in
Classroom. of English as a foreign language. For which an exploratory study has been
carried out, and which refers to a topic that has not been studied. With the study, it has
been identified that oral expression and listening comprehension are the most
complicated when teaching English as a foreign language, in addition, five methods, six
strategies and twelve activities have been discovered that were indicated as the most
used by the students.
The present work has been structured in such a way that the reader can
understand the entire process of its development, as well as have the necessary context
to assimilate the problem addressed and be able to show that the developed proposal
will allow the achievement of the stated objectives. To this end, the content of each of
the chapters and their sections is briefly described below.
In chapter one, the problem addressed will be described starting from the context
of the investigation in which the reader will be provided with an overview of the object
of study. Following this, the research problem will be defined and therefore the
objectives set and the justification for the research.
In addition to the above, throughout the second chapter the available academic
information regarding the subject of study will be briefly and concretely provided, this
through the theoretical framework and the background will be described through the
contextual framework. In the same way, the legal framework will be analyzed to
2
provide a legal description that covers the object of study and the study variables that
will give way to the next chapter will be defined.
Throughout the third chapter, the type and methodology of research used to
prepare this document and the proposal developed will be described. By obtaining data
through the research instruments described in this section, which will be analyzed,
described and interpreted, the necessary bases will be obtained for the elaboration and
description of the proposal in the following chapter.
Finally, in the fifth chapter, the proposal developed based on the previously
demonstrated data will be described in detail. After this, the conclusions and
recommendations obtained through the entire process described will be provided.
Importance
The importance that the English language has acquired over the years is the
demand for professionals to impart their knowledge related to the language. In this way,
new generations will be formed, who will be able to master the language effectively and
optimally, which will allow them to communicate with people from all over the world
and have access to various tools that will open horizons for new knowledge (Mayorga,
2017, p. 4). In other words, with the use of Information Technologies, there is greater
access to virtual platforms and tools for learning the English language, without the need
to periodically go to schools.
In 2011, dictation was considered a less satisfactory technique, according to
Hernández (2011) who said that the educational system was very traditional and seemed
very strict. However, with the passage of time the theory is taken up again and dictation
is seen as a very beneficial aspect, since there are investigations where it is affirmed that
3
this technique is optimal and guarantees the success of the students, it can be repetitive
and strict, but with the advancement of new technologies, computer exercises through
dictation provide information and new and striking activities for students. This causes
dictation to regain relevance in students both in the classroom and abroad (Mayorga,
2017). Faced with what was stated by the two authors, it can be said that there is
currently a great diversity of audios and information that encourages students. And
listening has been taken up again as a fundamental part of language teaching.
In this context, writing is part of the reinforcement and extension of the other
skills of listening, speaking and reading. In addition, writing is of great importance in
the process of learning the English language, since it initially helps to develop oral
expression and listening comprehension. (Hernandez E., 2014)
For this purpose, five chapters have been established, which are detailed below:
CHAPTER I, corresponds to the statement of the problem, justification and the
definition of objectives, in addition to the search for information necessary to determine
important aspects of the research.
CHAPTER II, corresponds to the development of the theoretical framework that
allowed to determine the characteristics of the object of study, also this endowed with
the conceptual framework.
CHAPTER III, corresponds to the formulation of the methodological framework
with the objective of identifying the different types of research, data collection,
determining the population and the sample to apply the respective surveys and
interviews.
4
- CHAPTER IV, corresponds to the proposal based on dictation activities to
improve listening comprehension in English as a foreign language in the students of the
Educational Unit “Nicolas Infante Díaz”
Chapter I: The Research Problem
1.1.Research context
This research work was developed in the of the Educational Unit “Nicolás
Infante Díaz” is located in the city of Quevedo, Los Ríos Province. The main objective
of this research is to solve the learning difficulties in relation to listening comprehension
in English as a foreign language that are found in students. In this way, the influence of
the dictation technique to deal with this problem can be detected. In addition, strategies
are established for the teaching process of teachers to students, improving the level of
listening comprehension.
1.1.1. Conflict situation
It is evident that listening comprehension in English is one of the problems that
students present at a general level, due to the fact that they cannot master or understand
the words or conjugations that are made in the foreign language. In addition, due to the
lack of self-confidence that students have in themselves, and the poor ability to
communicate with other people in this language, there is low academic performance.
For this reason, it has been possible to carry out an analysis of the influence of the
dictation technique on the exposed problem, facilitating in some way the teaching and
learning process in students and teachers.

5
For this reason, it is necessary to develop a study that allows identifying the real
problem that is hidden behind these manifestations and solving those aspects that hinder
the correct development of the students' listening.
1.1.2. Scientific fact
Deficiency in listening comprehension in English as a foreign language in the
students of 9th “P” of the Educational Unit “Nicolás Infante Díaz”.
1.1.3. Causes
For the development of this work, the following causes have been identified with
respect to the subject of study:
• Listening comprehension problems of the English language to identify
frequently used phrases and expressions.
• Difficulty understanding ideas about actions that arise in the present and
past tense.
• Lack of practice to improve listening comprehension of words.
• Ignorance of the words and conjugations that are used during the practice
of the foreign language.
1.2.Problem Statement
How does the dictation technique influence listening comprehension in English
as a foreign language in the students of 9th “P” of the Educational Unit “Nicolás Infante
Díaz” during the 2021-2022 school year?
6
1.3.Research objectives
1.3.1. General objective
Determine the influence of the dictation technique to improve listening
comprehension in English as a foreign language through a statistical, bibliographic and
field study to develop a proposal based on the dictation technique.
1.3.2. Specific objectives
• Evaluate the dictation technique through a statistical, bibliographic and
field study to improve listening comprehension skills in English.
• Determine listening comprehension in English through bibliographical,
statistical and field research.
• Develop a proposal based on dictation activities to improve listening
comprehension.
1.4.Research questions
• What is the current situation presented by the students of the Educational
Unit in relation to the listening comprehension of the foreign language?
• What are the bases that show how efficient the implementation of the
dictation technique is to improve listening comprehension?
• How will the elaboration of a proposal for listening comprehension of the
English language help to improve the learning process in students?
1.5.Justification
The development of oral skills (speaking and listening) in the context of
a foreign language presents a greater degree of difficulty for learners, since not being
immersed in the natural context of the language they are not exposed to the authentic
7
and continuous linguistic flow. that makes them advance in language. their
communicative competence.
In this sense, listening comprehension is of great importance, since if
students are not able to achieve a complete understanding of the information provided,
they will not be able to produce a coherent interaction between the student and his
classmates. Starting from this premise, an experimental investigation was carried out
aimed at characterizing the performance of students in the optional curricular unit
Listening Comprehension.
In this research, students are instructed in the characteristics of
comprehension and particularities of oral discourse and metacognition and self-
regulation are encouraged, so that by being aware of their processes they can create
their own learning opportunities outside the classroom, thus increasing their contact
with the foreign language.
Philosophical theory
Philosophy is an activity of thought, a kind of thinking. Philosophy is critical
and comprehensive thinking, the most critical and comprehensive mode of thinking that
the human species has so far devised. This intellectual process includes an analytical
and synthetic mode of operation. Philosophy as a process of critical and comprehensive
thinking involves resolving confusion, unmasking assumptions, revealing
presuppositions, distinguishing significance, testing positions, correcting distortions,
seeking reasons, examining worldviews, and questioning conceptual frameworks.
(Dummett, 1999)
Sociological theory
8
A sociological theory is a set of ideas that provides an explanation of human
society. Theories are selective in their priorities and perspectives and in the data they
define as significant. Consequently, they provide a particular and partial view of reality.
Sociological theories can be grouped according to various criteria. The most important
is the distinction between structural and social action theories. (Fraga, 2019)
Pedagogical theory
Dictation is a common school practice in primary and secondary education that
consists of understanding an oral text encoded to the written channel, used with the
purpose of being a learning tool, focused on spelling rules and is also used as an
instrument assessment of spelling proficiency. It has been used as a tool in the
classroom for many years, where it was first used to transmit content to students, until it
gained attention in the 1980s. At the time of teaching foreign languages, dictation was
gradually rejected as it was, it used oral language more frequently, when later it gained
more importance since it was the method that allowed the practice of grammatical rules
and the vocabulary that was taught (Cicres & Llach, 2017).
Legal theory
Legal Theory, or Jurisprudence, as it is also known, refers to the theoretical
study of law and is a key subject of law degrees, such as the Bachelor of Laws. It
constitutes the principles and set of rules that are applicable in a court of law. The
subject underpins all specific areas of law, thus providing new law students with a solid
grounding in the English legal system. (Wade, 2019)
9
Chapter II: Theoretical Foundations
2.1. Research Background
The relevance of the basic command of English for efficient progress in any
work field is undeniable, since this language dominates various fields of research and
innovation in such a way that it is used competently in its four skills, speaking,
listening, writing and reading. In this sense, when an individual is said to be
communicatively competent, reference is made to their ability to transmit messages in a
coherent and cohesive manner, effectively using the skills available to them.
(Carhuancho, Chaname, & Cubas, 2019)
It is relevant to mention that the teaching context plays an important role in the
form and quantity of information and materials provided to a language learner. Thus, in
the context of a foreign language, the opportunities to access authentic material are
limited and, in many cases, restricted to the classroom.
In fact, listening comprehension has characteristics; While a reader can move
back and forth in a text as many times as necessary to achieve full understanding, oral
information usually comes to life during an interaction with peers and often requires an
immediate response. This answer is that, to be adequate, the received text must have
been correctly decoded, parsed, and interpreted.
Listening comprehension is, then, a complex and vital process, particularly in
the context of learning a foreign language. Obviously, if the student does not reach an
adequate level of understanding of the information, he will not be able to use it to
advance in his learning. (Brown, 2020)
Even so, students are often not aware of this fact or of their own comprehension
process, they are unaware of the variables that intervene in it and to that extent they
10
depend a lot on the teacher to create learning situations, since ignorance disables them
to create them, by themselves. out of the classroom.
Instrumental purposes refer to those situations in which the foreign language is
used to complete a specific task that is likely to focus on obtaining accurate information.
These are situations that occur in work or academic settings, in which the apprentice
must meet the expectations or requests of another actor, understand a boss, teacher or
colleague.
On the other hand, when exposure to the language occurs for pleasure, people
mainly seek to enjoy the activity, although they may be aware that it will help them
improve their communicative competence. Listening to music, watching a movie or
talking with friends can also have an instrumental purpose, as they serve to exercise
skills, but being free from the pressure of fulfilling an assignment what deprives is the
spontaneity and naturalness that govern situations of authentic communication. .
(Mayorga, 2017)
These two aspects are not mutually exclusive, in fact they can go hand in hand
and must be put into practice in the classroom in a unified way when all the linguistic
skills are practiced. It is the combination of these two purposes that encourages and
supports the use of authentic material in listening comprehension instruction.
Authentic material is one that shows real communication situations, conducted
by native speakers, and exhibits the sounds of the language as they are found in real life.
These materials include idiomatic and colloquial phrases that are not always found in
academic environments, but knowing them is important if you want to achieve good
communicative competence.
11
2.2. Theoretical framework
An English learner needs to experience meaningful comprehension in order to
achieve communicative competence and, in turn, perform adequately. In the previous
section, communicative competence in listening comprehension was discussed and it
was pointed out that, in addition to the stages that the listener goes through when
receiving information orally, they also go through a series of levels of comprehension
until they become owner of said information, take a position in front of it, interpret it in
a meaningful way and issue a response (Chamorro, Bejarano, & Guano, 2020)
So, the recipient of the information decodes, interprets and evaluates, but in this
process a void remains, a space where the message must generate something. The
information received has a purpose; Look for an immediate reaction. It is this nature,
and one of the fundamental differences between oral and written interaction, the
immediate and perceptible response in the form of action. With writing, the behavioral
response, if it occurs at all, is delayed; who issues the information is usually not present
to receive or perceive the responses resulting from its writing.
The first level coincides in calling it transactional and takes place when the
statements are issued. Here the exchange of information begins, and the receiver takes
the message (sound) and proceeds to decide what to do with it. Second, the interpretive
level allows the individual to activate their prior knowledge and relate it to incoming
information, making inferences and adding a bit of themselves to the message.
(Hernández E. , 2014)
In the context of learning a foreign language, these first two levels are very
relevant, since they involve using the listener's knowledge of the vocabulary and the
context of the interaction. oral discourse whenever you encounter a community of
12
speakers, with a new accent, or when dealing with a subject whose vocabulary you do
not know (Carhuancho, Chaname, & Cubas, 2019)
This occurs because the individual does not have a sufficient schema to decipher
and negotiate meaning. This explains why it is easier for students to understand what
the teacher says, who is frequently heard and with whom they share the same accent and
speed of speech production; to understand a native speaker. Having passed the first two
levels, the individual proceeds to evaluate the message. In the evaluative level, the
information provided is analyzed, configuring a response based on the connection made
in the previous levels. This is where the position is established and decisions are made
that lead to the ultimate level of understanding or responsiveness.
Undeniably, it is this last level that reflects that an understanding was indeed
reached. The adequacy or relevance of the response can enrich or hinder
communication, reflecting successful or faulty understanding. All this must be taken
into account when designing listening comprehension strategies and activities, with the
aim of promoting intensive and extensive listening as a resource to ensure that students
are in contact with the language inside and outside the classroom, and that the type of
activities they perform are appropriate. as close as possible to the real interaction
(Brown, 2020)
To promote listening comprehension activities outside the classroom, the foreign
language teacher can encourage students to participate in extensive and intensive
listening comprehension activities. During extended listening, students choose the
material for themselves and do so for pleasure and general language improvement.
The key fact about extensive listening is that it takes place outside the classroom
and is perceived as a pleasurable activity. The individual may know that it is an
13
assigned activity in class but does not feel any pressure or obligation because he can do
it in his free time. However, the teacher should create a system to monitor these
activities, not so much to make sure it is being done, but to track the student's
improvement in listening skills.
These types of activities mostly follow instrumental purposes, and for them to be
more effective it is necessary to have a clear task and objectives, so that the participants
know what they are going to do with the information and why it is important to do so.
That students should participate in activities that are as close as possible to real life, and
this may involve, for example, using completely new resources in each session and not
using repetitions of the material during the execution of the activities. (Battigelli, 2015)
This is done so that students feel the need to use the same strategies that they
would use in a real interaction, where the speaker is not constantly repeating the
message to make sure they understand it. In short, that the tasks that are designed must
be conceived in such a way that they promote spontaneous responses.
Listen as you would in everyday life. Some disadvantages of intensive listening
have to do with the quality of the resources used to reproduce the materials, as well as
the characteristics of the classroom and the size of the group, which can cause
interference during the listening process.
Different levels of proficiency can be found in a large group of students, so some
of them may be fine listening to the materials just once, as would be the case in a real-
life situation, but others may need more than that. Therefore, teachers must be prepared
for any of these situations.
Train students to be aware of their processes and what they must do to achieve a
high level of listening comprehension and adequate communicative competence. This is
14
where metacognition and self-regulation play a vitally important role, as will be
explained below.
2.3. Conceptual framework
Listening comprehension: it is a complex and vital process, especially in the context

of learning a foreign language (Brown, 2020).
Instrumental purposes: they refer to those situations in which the foreign language is
used to complete a specific task that is likely to focus on obtaining accurate information.
(Arevalo, 2019).
Authentic material: it is the one that shows real communication situations, carried
out by native speakers, and exhibits the sounds of the language as they are found in real
life. (Veloz & Yépez, 2019)
The interpretive level: allows the individual to activate their prior knowledge and
relate it to the information that comes to them, making inferences and adding a bit of
themselves to the message (Hernández E. , 2014).
The evaluative level: the information provided is analyzed, configuring a response
based on the connection made in the previous levels (Carhuancho, Chaname, & Cubas,
2019).
The relevance and importance of managing English for students with methodologies
that are considered obsolete, but vitally necessary for their comprehensive development.
The basic management of English for progress, especially today, turns students into
efficient adults, allowing them to master the different fields of innovation and research,
so its use becomes important in the four skills: speaking, listening, Write and read. In
these cases, it is considered that an individual is competent in the communicative field
when he or she dominates and has the ability to transmit information in a coherent and
15
cohesive way, using in this case the skill learned in English through dictation.
Furthermore, listening comprehension has particular characteristics that can be applied
in the educational field to achieve a complete understanding of the topic presented,
especially when it comes to another language. Therefore, the development of this skill
from an early age is considered important, helping the comprehensive and educational
development of students (Arevalo, 2019).
The development of listening is necessary, since it must be taken into account when
carrying out a methodological planning adapted to the different stages, including all the
tools that favor development. Currently, traditional techniques are not included as a
fundamental part. In Ecuador, English is part of basic and secondary education, which is
why the teaching of foreign languages has been reinforced, as well as the development
of teachers through different programs, which allow updating the knowledge of the
teaching methodology. and the factors that guarantee language proficiency (Veloz &
Yépez, 2019)
2.4. Legal framework
Constitution of the Republic of Ecuador 2008
Art. 27. Of the Constitution of the Republic of Ecuador: Education will focus on
the human being and will guarantee their integral development, within the framework of
respect for human rights, the sustainable environment and democracy; they will be
participatory, obligatory, intercultural, democratic, inclusive and diverse, of quality and
warmth; promote equality, justice, solidarity and peace; stimulate critical thinking, art
and physical education, individual and community initiative and the development of
skills and abilities to create and work. (Constitution of the Republic of Ecuador, 2008)
16
Art. 350. of the Political Constitution of the Republic of Ecuador. - The higher
education system aims at academic and professional training with a scientific and
humanistic vision; scientific and technological research; innovation, promotion,
development and dissemination of knowledge and cultures; the construction of solutions
to the country's problems, in relation to the objectives of the development regime.
(Constitution of the Republic of Ecuador, 2008)
Art. 30. of the Academic Regime of the Higher Education Council. Learning of
a foreign language. - The subjects destined to the learning of the foreign language may
or may not form part of the curricular mesh of the career. (Academic Regime of the
Higher Education Council, 2017)
However, the HEIs guarantee the level of sufficiency of the language to meet the
graduation requirement of the careers of technical, superior technological level or their
equivalents and third level or bachelor's degree, having to organize or homologate the
corresponding subjects from the beginning of the career. .
The sufficiency of the foreign language must be evaluated once the student has
studied and passed 60% of the subjects of the career; Said test will enable them to
continue their studies, without prejudice to the fact that this requirement may be
fulfilled previously (Academic Regime of the Higher Education Council, 2017).
17
2.5. Operationalization of variables
Table 1. Independent variable
Independent Concept Dimension Indicators

Variable
- Word
familiarization
though
- Copy of the most
t process
interesting words
- brainstorm
- Analysis
- Intonation
It is one of the sound - Pause
most traditional stimulus - Dream
techniques in the - Rhythm
Dictation language class; - grammatical signs
technique consists of the student - Letters
graphi
transcribing an oral - Words
c stimulus
text. (Davis & - Speed
Rinvolucri, 1988) - Understanding
- Spelling error
- Grammatical
errors
Evalua
- Omission of
tion
words or phrases
- undecipherable
words
Author: Espinoza Lorenti, Kasandra Michelle & Wong Olivo, Yueling Nohelia
(2022)
18
Table 2. Dependent variable.
Dependent Concept Dimension Indicators

Variable
Listenin It is the ability to - Selective
g listen, analyze, - Perceptive
Types of
Compre understand and respond - Analytics
listening
hension to the different activities - Synthesized
comprehension.
in which oral language - Empathic
is immersed. (Muñoz, - Active
2015). Phases of - Preview
listening - Listen
comprehension - Post listening
- Notes
Listening - Dialogues
Techniques - Drawing
- Singing
- Group skills
- Group
Compone
participation
nts
- Active
interaction
Author: Espinoza Lorenti, Kasandra Michelle & Wong Olivo, Yueling Nohelia
(2022)
19
Chapter III: Methodology
3.1. Research approaches
Quantitative approach, allows the collection and analysis of numerical data, in
addition, it is the support in the deductive method, experimentation and statistical
techniques, because the verification of the hypothesis requires the statistical treatment
and quantification of the observations (De Armas & Martínez , 2013). The research
work has been elaborated through a mixed approach, where qualitative and quantitative
data have been collected to identify the influence that the dictation technique has on
students, those data have been demonstrated through figures and tables.
3.2. Types of research
For the development of the work, the following types of research have been used:
Descriptive research
For the development of the work has been taken into account “Descriptive research
involves gathering data that describe events and then organizes, tabulates, depicts, and
describes the data collection” (Glass & Hopkins, 1984). The type of descriptive research
was chosen because it has allowed to describe each of the phases in which the project
has been developed, identifying the influence that the dictation technique has on the
listening comprehension in English of the students of 9th “P” of the Educational Unit
“Nicolás Infante Díaz”, in addition, it has allowed to look for specifications and
particularities of the students when acquiring new knowledge with respect to the foreign
language.
Exploratory research
20
Exploratory research is a type of research that serves to increase knowledge about a
little studied topic. Among the results it yields, it is possible to better understand the
magnitude of the problem or need studied, the characteristics of those involved and
what are the most significant points of interest present. It can also serve to identify new
ways of approaching the topic and identify other topics that are related and may have an
impact on the study (Tecnicas de investigacion, 2020).
3.3. Population
The population is "the set of individuals who possess certain characteristics or
properties that are the ones that you want to study" (Fuentelsaz & Icart, 2006). In this
context, the population for the research project is made up of students of 9th “P” of the
Educational Unit “Nicolás Infante Díaz”, being a total of 25 students. In addition, a
teacher is also part of the population, given that he will be the one who will be
interviewed (Table 3).
Table 3. Distribution of population and sample
Description Population Sample
Students 25 25
Teacher 1 1
Total 26 26
Source: Educational Unit “Nicolas Infante Díaz”
Authors: Espinoza Lorenti, Kasandra Michelle & Wong Olivo, Yueling Nohelia
(2022)
21
3.4. Sample
The sample is "the group of individuals that is actually studied, it is a subset of the
population" (Fuentelsaz & Icart, 2006). In this way, for this research project a total of
25 students who correspond to the sample have been taken into account. The formula
has not been applied as the number has been chosen for convenience.
3.5. Data collection methods and techniques
3.5.1. Inductive-deductive
As indicated by Lara (2013), with the inductive method it indicates the way in
which, through an individual study, universal conclusions are formulated that will later
serve to define laws, principles, or theoretical foundations. That is, by means of
reasoning, conclusions of a general nature are obtained that usually start from particular
cases or facts admitted as valid.
On the other hand, the deductive method is based on reasoning, with which
judgments can be made based on general arguments with which specific characteristics
of the object of study can be demonstrated, understood or explained. Through the
deductive method, two functions are fulfilled: it contributes to the creation of principles
based on other already existing ones and it helps to determine unknown results or
effects of the already existing principles.
These two methods have been used on this work, the inductive method for data
collection, and the deductive method in order to answer the research question and with-
it new questions have been formulated that have been used in many research techniques
22
aimed at students of 9th “P” of the Educational Unit “Nicolás Infante Díaz”. Due to this,
this method allows to analyses and identified the main learning difficulties in relation to
listening comprehension in English as a foreign language found in students.
3.6. Research instruments
3.6.1. Observation
For the collection of information, the technique of observation has been used,
which is defined as "The systematic description of events, behaviors, and artifacts in the
social setting chosen for study" (Marshall & Rossman, 1989, p.79). Through
observation it has been evidenced that the teachers of the Educational Unit “Nicolas
Infante Díaz” have not implemented strategies that allow students to improve their
listening ability, and in this way the observation allowed to analyze in detail the
strategies established by the teacher and the response stimulus that the students had
during the English class.
3.6.2. Interviews
“Interviews are primarily done in qualitative research and occur when
researchers ask one or more participants general, open-ended questions and record their
answers. Often audiotapes are utilized to allow for more consistent transcription”
(Creswell, 2012). In this case, this technique has been used to determine and identify the
strategies that are applied during the English classes in the Educational Unit and
through the results analyze the consequences that have led to the influence of the
dictation technique, facing the problem posed.
23
For the development of the work, interview was one conducted with the teacher
of the students of 9th “P” of the Educational Unit “Nicolás Infante Díaz”, who provided
information on the relationship of listening comprehension in English as a foreign
language.
3.6.3. Survey
“Surveys are capable of obtaining information from large samples of the population.
They are also well suited to gathering demographic data that describe the composition
of the sample” (McIntyre, 1999, p. 74). Through this technique, information has been
collected, in addition to identifying the characteristics and particularities that students
have compared to listening comprehension in English as a foreign language, which have
provided important data for the development of the work. The likert scale was used in
the survey, to level the information given by the sample (table 4).
Table 4. Likert scale levels used in lesson observation
Totally agree I agree Undecided Disagree Strongly disagree
(1) (2) (3) (4) (5)
Source: Educational Unit “Nicolas Infante Díaz”
(2022)
24
3.7. Analysis and interpretation of results
3.7.1. Analysis and interpretation of the survey

Item 1: I understand the words that teacher dictates on class.
Sample: 25 students Ninth-Grade “P”
Table 5. Word familiarization
Category Frequency Porcentage

1: Totally agree 11 44%
2: I agree 13 52%
3: Undecided 0 0%
4: Disagree 0 0%
5: Strongly disagree 1 4%
25 100%
Source: Survey taken to students from of the Educational Unit “Nicolas Infante Díaz”
Authors: Espinoza Lorenti, Kasandra Michelle & Wong Olivo, Yueling Nohelia (2022)
Figure 1. Word familiarization
Strongly
disagree Word familiarization
4%
Totally agree
44%
I agree
52%
Analysis: It can be observed that of the 100% of students surveyed, 44% totally
agree that they understand the words that the teacher dictates in class, 52% agree and
3% totally disagree.
25
Item 2: When the teacher finishes the dictation, I copy the most interesting words.
Table 6. Copy of the most interesting words

2: I agree 8 34%
3: Undecided 2 8%
4: Disagree 1 4%
25 100%
Figure 2. Copy of the most interesting words
5: Strongly Copy of the most interesting words

disagree
4: Disagree
3: Undecided
1: Totally agree
2: I agree
agree that when the teacher finishes the dictation, he/she copies the most interesting
words, 34% agree, with 8% undecided, 4% disagree and no one mentioned totally
disagreeing.
26
Item 3: The teacher dictates words or sentences loud and clear.
Table 7. Intonation

2: I agree 9 36%
3: Undecided 5 20%
4: Disagree 0 0%
25 100%
Figure 3. Intonation
Intonation
5: Strongly disagree
4%
3: Undecided
20%
1: Totally agree
40%
2: I agree
36%
Authors: It can be observed that of the 100% of students surveyed, 40% totally
agree that the teacher dictates words or phrases loudly and clearly, 36% agree, with 20%
undecided, with 4% and no one mentioned totally disagreeing.
27
Item 4: The teacher makes a pause to copy and understand the dictation
Table 8. Pause

2: I agree 6 24%
3: Undecided 2 8%
4: Disagree 0 0%
25 100%
Figure 4. Pause
5: Strongly disagree Pause

4%
3: Undecided
8%
1: Totally agree
64%
2: I agree
24%
Analysis: It can be seen that of the 100% of students surveyed, 64% totally
agree that the teacher pauses to copy and understand the dictation, 24% agree, with 8%
undecided, and 4% mentioned is totally disagreeing.
28
Item 5: When the dictation is a long text the teacher uses rhythms to make them
entertaining.
Table 9. Rhythm

2: I agree 5 20%
3: Undecided 0 0%
4: Disagree 1 4%
25 100%
Figure 5. Rhythm
4: Disagree
Rhythm
4%
2: I agree 1: Totally agree

20% 76%
agree that when the dictation is a long text, the teacher uses rhythms to make it
entertain, 20% agree, and no one mentioned totally disagreeing with 4%.
29
Item 6: I understand what the grammatical signs are when I am listening to the dictation
Table 10. Grammatical signs

2: I agree 10 40%
3: Undecided 2 8%
4: Disagree 0 0%
25 100%
Figure 6. Grammatical signs.
Grammatical signs
3: Undecided 4%
8%
2: I agree
40% 1: Totally agree
48%
agree that they understand grammatical signs when listening to dictation, 40% agree,
with 8% undecided, and no one mentioned totally disagreeing with 4%.
30
Item 7: I have the opportunity to practice here on class
Table 11. Active interaction

2: I agree 7 28%
3: Undecided 1 4%
4: Disagree 0 0%
25 100%
Figure 4. Active interaction.
Active interaction
3: Undecided 8%
4%
2: I agree
28%
1: Totally agree
60%
agree that they have the opportunity to practice here in class, 28% agree, with 4%
undecided and 4% totally disagreeing.
31
Item 8: I have difficulty practicing the listen on class
Table 12. Group participation

2: I agree 8 32%
3: Undecided 5 20%
4: Disagree 3 12%
25 100%
Figure 5. Group participation
Group participation
1: Totally agree
5: Strongly 16%
disagree
4: Disagree
12%
2: I agree
3: Undecided 32%
20%
agree that they have difficulties practicing listening in class, 32% agree, with 20%
undecided, 12% disagree and with 20% totally disagreeing.
32
Item 9. I must ask the teacher for a pause when I am copying during the dictation.
Table 13. Pause

2: I agree 10 40%
3: Undecided 4 16%
4: Disagree 1 4%
25 100%
Figure 6. Pause
5: Strongly
Pause disagree
4: Disagree 8%
4%
3: Undecided
16%
1: Totally agree
32%
2: I agree
40%
33
Item 10. Sometimes, I do not understand the words dictated by the teacher on class.
Table 14. Understanding

2: I agree 8 32%
3: Undecided 7 28%
4: Disagree 2 8%
25 100%
Figure 7. Understanding
5: Strongly Understanding
disagree
1: Totally agree
8%
24%
4: Disagree
8%
3: Undecided 2: I agree
28% 32%
34
Item 11. I listen all the information before asking a question.
Table 15. Post listening.

2: I agree 5 20%
3: Undecided 0 0%
4: Disagree 0 0%
25 100%
Figure 8. Post listening.
Post listening
2: I agree
20%
1: Totally agree
80%
agree that they listen to all the information before asking a question, and with 20%
agree,
35
Item 12. I analyze constantly the information that I am listening.
Table 16. Analytics

2: I agree 6 24%
3: Undecided 0 0%
4: Disagree 0 0%
25 100%
Figure 9. Analytics
5: Strongly Analytics
disagree
4%
2: I agree
24%
1: Totally
agree
72%
agree that they constantly analyze the information they are listening to, 24% agree, and
with 4% are totally disagreeing.
36
Item 13. I involve activities to improve my listening on class.
Table 17. Active listening comprehension

2: I agree 10 40%
3: Undecided 2 8%
4: Disagree 1 4%
25 100%
Figure 10. Active listening comprehension
Active listening comprehension

4: Disagree
3: Undecided 4%
8%
2: I agree 1: Totally agree

40% 48%
agree that it involves activities to improve listening in class, 40% agree, 8% are
undecided, and with 4% disagree.

37
Item 14. Is common hear several times material before class.
Table 18. Preview listening technique

2: I agree 9 36%
3: Undecided 1 4%
4: Disagree 0 0%
25 100%
Figure 11. Preview listening technique
3: Undecided
4%
Preview listening technique
2: I agree
1: Totally agree
36%
60%
agree that it is common to listen to the material several times before class, 36% agree,
and with 4% are undecided.
38
1.6.3.7.2. Analysis and interpretation of the results of the observation
The observation guide was applied in the Educational Unit “Nicolás Infante
Díaz”, students of 9th “P” in order to analyze the use of whether or not there are
strategies to improve the listening ability of students. During the observation, the
following criteria were taken into account.
Evaluation scale:
1=Needs improvements
2=Fair
3=Good
4=Excellent
Table 19. Results of the observation
DECLARATIONS 1 2 3 4
The teacher explains the new words at the end the

X
dictation
Students are asked which story or book wish use

X
for dictation lesson
The teacher uses the pauses correctly at the time of

X
dictation
At the moment to dictated the teacher raises

X
his/her voice to arouse attention.
The teacher dictates at a speed appropriate for the

X
understanding of the class
Students understand the text used for dictation X
At the end the dictation, the teacher evaluates the X
39
errors grammatical in the students
Spelling errors are corrected after the end of the

X
dictation.
The content presented is synthesized by the

X
students before commenting doubts.
Instructions are clearly explained before

X
proceeding dictation activities
An evaluation after the dictation is carried out to

X
evaluate the comprehension of the topic
Are encouraged activities to improve

X
understanding auditory at home
Source: Observation made in the English classes if the Educational Unit
“Nicolas Infante Díaz”
(2022)
According to the results obtained through the observation sheet, it has been
shown that teachers do not make an explanation about the new words that are within the
dictation, an action that must be improved for the listening comprehension of students.
In addition, it is evident that teachers do not ask students about which tool or book to
use for reading. On the other hand, there are the necessary breaks during the reading by
the teacher, in the same way there is an adequate speed. However, at the time of
dictating the teacher does not raise his voice to awaken the attention of his students, and
this causes the deconcentration of the same.

40
In the same way, at the end of the dictation the teacher does not evaluate
grammatical errors, so there are greater spelling errors, and they make more frequent
mistakes when listening to the teacher's dictation. However, the teacher at the beginning
of the activity clearly explains all the instructions to develop the dictation, but an
evaluation for the understanding of the dictation is not carried out correctly, which
should encourage activities to improve listening comprehension at home.
3.7.3. Analysis of the interview for the teacher
3.7.3. Analysis of the teacher's interview
Class assignment: Text dictation
Grade: Ninth-Grade “P”
Class time: 9:00 a.m. - 9:45 a.m.
Teacher: Lic. Verónica Cármen Suarez Zambrano.
1. Do you include graphic or didactic material to solve possible doubts at
the time of dictation?
Actually, graphic material is part of the teaching since there are students who are
visual and that helps them to understand the dictation in a better way.
2. Do you think that having modulation and pauses is beneficial when
dictating?
Yes, I do. I think is very important the pause when I´m planning the class.
3. What strategies have you used to actively develop students' listening
comprehension?
According to this question I use different strategies, they are practicing the
listening and speaking, they develop different skills in class.

41
4. Do you evaluate spelling and grammatical errors with the students at the
end of the dictations?
For example, in this question in virtual classes is very difficult evaluate face to
face and see the grammatical errors.
5. Do you think that students actively practice listening comprehension to
improve weak areas?
I consider the student practice the listening comprehension because is important
a skill.
6. What is the current number of students? Do you consider the class to be
active in developing listening comprehension?
There are 25 students. The most participative students are the majority; they
answer all the questions about the topic of the day.
7. Do you think that a system of pre-listening exercises will improve
students' current listening comprehension level?
Yes, I do, it is important the pre listening exercise because that improve the
good understanding.
42
Chapter IV: Proposal
4.1. Proposal topic
Didactic guide for the implementation of the dictation technique in listening
comprehension for A2.1 Level.
4.2. Background
The results achieved with the application of the interviews, observation and
surveys of this research project have motivated to develop a proposal based on dictation
activities to improve listening comprehension in English as a foreign language in the
students of the Educational Unit “Nicolas Infante Díaz”, because teachers do not
manage specific strategies for students to reach a higher level in terms of listening
comprehension, and new actions should be handled within the classroom.
Therefore, in the proposal that implements the use of teaching strategies and
information retention, where feedback actions are integrated for the understanding of
new terms because this is not done within the classes. In addition, audio will be used as
a didactic resource to improve the development of listening comprehension in the
subject of English. Given this, it is proposed to execute group and individual activities,
to prevail the learning of the English language and that the students work dynamically.
Technological resources will also be implemented in their learning to improve receptive
(listening) capacity.
43
4.3. Justification
Through the proposal to be executed for the students of Ninth-Grade “P” of the
Educational Unit “Nicolas Infante Díaz” in the city of Quevedo, which involves
dictation activities to improve reading comprehension, it is sought that students as
teachers can observe and develop workshops encompassed to the dictation and capture
of information through the ability to listen. With this type of actions, didactic and
technological materials will be made available that help to better teach and learn the
English language as a foreign language.
In this way, the influence of the dictation technique can be detected to deal with
the problem established at the beginning of the research work. The proposal will grant
students new forms of knowledge, relating education to the English language. The
proposal will be established in a face-to-face environment, using information and
communication technologies as an active means in listening ability through dictation
techniques.
In addition, the proposal will be a great precedent for new English language
learners to interact better in terms of learning English, improving their academic level.
4.4. Goals
• Encourage the teaching staff, managers and students of Ninth-Grade “P” of the
Educational Unit “Nicolas Infante Díaz” to attend training workshops on topics
related to dictation techniques to improve listening comprehension.
• To expose the importance of using new dictation techniques as a pedagogical
tool in the teaching of English as a foreign language.
44
• Establish strategies for the teaching process of teachers to students, improving
the level of listening comprehension through the use of technological tools such
as audio and video as a didactic resource
4.5. Methodology
The present proposal proposes the bibliographic, documentary modality of
exploratory scope, whose purpose is to know, compare, deepen, and deduce the
activities of dictation activities to improve listening comprehension in English as a
foreign language in students, those that have already been used previously by authors.
Therefore, the proposal is based on the collection of information in books, theses
or projects, brochures, through the Internet; according to the approaches and theories on
listening comprehension dissected to dictation the way of collecting information will be
direct.
Also, in a standard dictation activity, a shortish text is selected and then read
slowly to the class who attempt to write it down verbatim. The dictation can be repeated
as many times as needed. This type of dictation has some value, but it can quickly get
stale. The activities allow students to write using conventions of writing, such as letter
formation, punctuation, spacing between words, and so on. Teachers can model hearing
a sound and writing the associated letter. It allows modeling that speech can be written
and read back.
45
Methodological structure
Figure 12. Methodological structure
phases
Responsible Objetive
Time Activity
Resources
(2022)
4.6. Activities
Dictation being a process of writing down what someone else has said. For
students, dictation is a way for teachers to record thoughts or ideas when the demands
of writing exceed the ability to write.
For this reason, it is necessary to comply with the development of dictation
activities to improve listening comprehension in English as a foreign language in the
students of Ninth-Grade “P” of the Educational Unit “Nicolas Infante Díaz”, which are
described below.
46
47
Description
The development of listening skills in the learning of English is developed through
proposed synchronous and asynchronous activities, which have been elaborated
according to the needs of the students, manifested through the research instruments
applied in data collection, observation, analysis and recommendations.
In this way, the influence of the dictation technique on listening comprehension in
English as a foreign language, is realized through the implementation of this didactic
guide for the application of the dictation technique in listening comprehension for level
a2.1, through the use of Liveworksheets, these activities have allowed the students to
develop their basic listening skills in listening comprehension through the dictation of
words, which serves to strengthen the development of the academic vocabulary of the
students selected for the development of the research in the execution of the proposal.
This proposal is developed as a complementary material for the cognitive and
motivational development of the students, it provides tools that can be used by teachers
and students during and after the execution of the class. All the activities are of
synchronous and asynchronous development for students from urban sectors and
especially from rural sectors, which for reasons of SARVS-COV-2 or Covid-19 have
seen the need to reduce their learning, connectivity problems, network failures, and
other factors make it difficult to access education and teaching learning, thus
demonstrating the influence of the technique of dictation against listening
comprehension in English as a foreign language.
48
• Methodology
The methodology to be applied is based on the methodological orientations of
observation, inductive, deductive, correlational and analytical.
49
Activities I
• Title
Mover’s test
• Objective
To develop listening skills during the application of activities.
• Material
Link to interactive worksheet provided by the teacher.
• Procedure
• Enter the link proposed by the teacher.

• Look at the picture and read the story.
• Write a word to complete the sentences about the story.
• Read the text and then choose the correct words.
• Listen: In the library
• Choose a word from the words below the text. Write the word and then give the
story a title.
• Look and Read. Choose the correct words and write them on the lines.
• Ben shows his mother a picture from the school Sports Day. Who did what on
Sports Day? Listen and
• write one letter in each box. There is an example.
• Link.
https://es.liveworksheets.com/vr1644609bx
50
51
52
Planning I
School ……………………………………………
Address: ………………………………………………
District:4 AMIE Code: 09H00411
Docente: ……………………………………..Período lectivo: 2021-2022
Nivel: ………………………………………
NAME OF THE ACTIVITY: Mover’s test
• Objective
LEARNING ENVIRONMENT: Dictation technique and listening skills

Skills Development of the activity Time Resources
Participate in • Enter the link proposed by the 45 Time. Activity link
dramatizations, teacher. Activity sheet
assuming roles of • Look at the picture and read the
different people from story.
the environment and • Write a word to complete the
characters from stories sentences about the story.
and cartoons. • Read the text and then choose the
Shows skills in word correct words.
recognition, dictation • Listen: In the library
and listening skills. • Choose a word from the words
below the text. Write the word
and then give the story a title.
• Look and Read. Choose the
correct words and write them on
the lines.
• Ben shows his mother a picture
from the school Sports Day. Who
did what on Sports Day? Listen
and
• write one letter in each box.
There is an example.
53
Activities II
• Title
Listen and write down weekend activities
• Objective
• Material
• Procedure

• Listen to Eric talking to Mary about the weekend. Their friend Carlos is coming to
visit them. Listen and click A B or C
• What does Carlos hate?
• When is the football match?
• Where are they going to eat on Saturday evening?
• What are they going to do on Sunday morning?
• Where are they going to have lunch on Sunday?
• They can’t go to the cinema on Sunday afternoon because
• Link.
https://es.liveworksheets.com/ci1971167ej
54
55
Planning II
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

Participate in • Enter the link proposed by the 35 Time. ➢ Activity link
dramatizations, teacher. ➢ Activity sheet
assuming roles of • Listen to Eric talking to Mary
different people from about the weekend. Their friend
the environment and Carlos is coming to visit them.
characters from stories Listen and click A B or C
and cartoons. • What does Carlos hate?
Shows skills in word • When is the football match?
recognition, dictation • Where are they going to eat on
and listening skills. Saturday evening?
• What are they going to do on
Sunday morning?
• Where are they going to have
lunch on Sunday?
• They can’t go to the cinema on
Sunday afternoon because
56
Activities III
• Title
Conditionals and Listening Activities
• Objective
• Material
• Procedure

• Listen and match the pictures with if-clauses. Then listen again and complete the
sentences.
• First or second conditional? Complete the sentences using the verbs in brackets.
• Listen and number the pictures. Then listen again and write what the people would
do in each situation.
• Link.
https://es.liveworksheets.com/eo56399ys
57
58
59
Planning III
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
teacher. ➢ Activity sheet
assuming roles of
different people from • Listen and match the pictures
the environment and
characters from stories with if-clauses. Then listen again
and cartoons. and complete the sentences.
Shows skills in word
• First or second conditional?
recognition, dictation
Complete the sentences using the
and listening skills.
verbs in brackets.
• Listen and number the pictures.
Then listen again and write what
the people would do in each
situation.
60
Activities IV
• Title
Listen and write the letters.
• Objective
• Material
• Procedure

• Listen to Philip taking to his mother about his son, Simon. What is Simon going to
do on Saturday and Sunday? For questions 6 – 10, write a letter A-H next to each
day. You will hear the conversation twice.
• Link.
https://es.liveworksheets.com/dv2095171qt
61
62
Planning IV
School ……………………………………………
Address: ………………………………………………
Docente: ……………………………………Período lectivo: 2021-2022
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from
the environment and
characters from stories • Listen to Philip taking to his
and cartoons. mother about his son, Simon.
What is Simon going to do on
Saturday and Sunday? For
questions 6 – 10, write a letter A-
H next to each day. You will hear
the conversation twice.
63
Activities V
• Title
Weekend Plans skills listening
• Objective
• Material
• Procedure

• Listen to Eric talking to Mary about the weekend. Their friend Carlos is coming to
visit them. For questions 11-15, circle A, B or C.
• Where are they going to eat on Saturday evening?
• What are they going to do on Sunday morning?
• Where are they going to have lunch on Sunday?
• They can’t go to the cinema on Sunday afternoon because
.
• Link.
https://es.liveworksheets.com/om2080199bs
64
65
Planning V
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from • Listen to Eric talking to Mary
the environment and
characters from stories about the weekend. Their friend
and cartoons. Carlos is coming to visit them.
For questions 11-15, circle A, B
or C.
• Where are they going to eat on
Saturday evening?
• What are they going to do on
Sunday morning?
• Where are they going to have
lunch on Sunday?
• They can’t go to the cinema on
Sunday afternoon because
66
Activities VI
• Title
Past simple grammar exercises. Reading and listening comprehension
• Objective
• Material
• Procedure

• Choose the correct words.
• Complete the sentences. Write was, were, wasn’t or weren’t.
• Write affirmative and negative sentences. Use the correct form of was or were.
• Write questions with was or were
• Complete the text with could or couldn’t
• Complete the text with was, were, wasn’t or weren’t
• Rewrite the sentences in the past simple.
• Make questions. Then write the short answers.
• Complete the sentences with the past simple.
• Complete the story with the verbs in the past simple
• Read the text. Then write true (T) or false (F). Correct the false sentences
• Listen to Matt and Anna talking about their first schools
• What does Anna say about her first school?
• The story that Anna’s teacher read was
• How did Matt feel when he started school?
• What does Matt say about his first school?
• Link.
https://es.liveworksheets.com/er1696135hj
67
68
69
70
Planning VI
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations, teacher. ➢ Activity sheet
assuming roles of • Choose the correct words.
different people from • Complete the sentences. Write
the environment and was, were, wasn’t or weren’t.
characters from stories • Write affirmative and negative
and cartoons. sentences. Use the correct form
Shows skills in word of was or were.
recognition, dictation • Write questions with was or were
and listening skills. • Complete the text with could or
couldn’t
• Complete the text with was,
were, wasn’t or weren’t
• Rewrite the sentences in the past
simple.
• Make questions. Then write the
short answers.
• Complete the sentences with the
past simple.
• Complete the story with the verbs
in the past simple
• Read the text. Then write true (T)
or false (F). Correct the false
sentences
• Listen to Matt and Anna talking
about their first schools
• What does Anna say about her
first school?
• The story that Anna’s teacher
read was
• How did Matt feel when he
started school?
71
• What does Matt say about his
first school?
•
72
Activities VII
• Title
Short audios to practice with your listening skills.
• Objective
• Material
• Procedure

• Follow the indications given in the interactive card.
• If you are working on it physically, you can be guided by your teacher's
pronunciation.
• Link.
https://es.liveworksheets.com/nj994498tk
73
74
75
Planning VII
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from
the environment and
characters from stories • Follow the indications given in
and cartoons. the interactive card.
and listening skills. • If you are working on it
physically, you can be guided by
your teacher's pronunciation.
76
Activities VIII
• Title
Listening and vocabulary about crimes
• Objective
• Material
• Procedure

• Which crimes from the do the sentences from new stories describe?
• Listen to the news stories 1-7 and choose correct crimes using the vocabulary from
the previous exercise.
• Listen to the audio and complete the fact files.
• Link.
https://es.liveworksheets.com/np355981ss
77
78
79
Planning VIII
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from • Which crimes from the do the
the environment and
characters from stories sentences from new stories
and cartoons. describe?
• Listen to the news stories 1-7 and
choose correct crimes using the
vocabulary from the previous
exercise.
• Listen to the audio and complete
the fact files.
80
Activities IX
• Title
Listen and do the activities
• Objective
• Material
• Procedure

• Listen to Oliver and Grace. Order the words you hear.
• Listen again and decide whether following sentences are True or false.
• Listen once again and answer the questions.
• Link.
https://es.liveworksheets.com/vt21902mi
81
82
Planning IX
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from • Listen to Oliver and Grace. Order
the environment and
characters from stories the words you hear.
and cartoons. • Listen again and decide whether
following sentences are True or
false.
• Listen once again and answer the
questions.
83
Activities X
• Title
Listening practice for intermediate students of tourism industry.
• Objective
• Material
• Procedure

• Listen to the first part of the conversation and 1 answer the questions.
• Listen to the next part of the conversation and 2 fill in the missing words:
• Listen to the last part of the conversation and 3 mark the sentences as T (true) or F
(false):
• Listen again and match the halves of 4 sentences:
• Link.
https://es.liveworksheets.com/ky1789200pe
84
85
Planning X
School ……………………………………………
Address: ………………………………………………
Nivel: ………………………………………
• Objective

dramatizations,
assuming roles of
different people from • Listen to the first part of the
the environment and
characters from stories conversation and 1 answer the
and cartoons. questions.
• Listen to the next part of the
conversation and 2 fill in the
missing words:
• Listen to the last part of the
conversation and 3 mark the
sentences as T (true) or F (false):
• Listen again and match the
halves of 4 sentences:
86
Table 20. Activities
PHASES OBJECTIVES ACTIVITIES RESOURCES TIME RESPONSIBLE
To make students and guides

Socialization of
aware of the need to apply dictation
students and teachers for Human March 17 to Researcher
Sensibiliz activities for the development of
the integration of the Material 26, 2022.
acion listening comprehension in English.
subject matter. Technological
To train students on the Training

correct use and benefits of dictation workshops for teachers
Training activities for the development of and Human Apri Researcher
students. This
listening comprehension in English. Material l 8 to 20,
training will take place at
Technological 2022.
the institution, during
class hours.
87
Execute in the classroom the
The English
dictation activities designed for
teacher will use the Human Fro Researcher
Execution listening comprehension in English.
pedagogical tools for Material m May 5 to
teaching. Technological 23 May
2022.
To evaluate the degree of
interest and participation of the
students in the application of the Evaluate Actions Human From Researcher
Evaluatio dictation activities for listening Material June 26 to
n comprehension in English. Technological June 6,
2022.
88
4.7. Schedule of activities
1 2 3 4
Month J F Ma Apri
Activities anuary ebrary rch l
2022
1 1 1 1 1 1 1
2 3 4 5 6 7 8 9
1 0 1 2 3 4 5 6
Chapter I: Problem statement
Research context
Problem Statement
Objectives of the research
Research questions
Justification
Chapter II: Theoretical
foundations
Research background
Theoretical framework
Contextual framework
Legal framework
Operationalization of variables
Chapter III: Methodology
Research approaches
Types of research
89
Population
Sample
Data collection methods and
techniques
Research instruments
Analysis and interpretation of
results
Chapter IV: Proposal
Topic of the proposal
Background
Justification
Goals
Methodology
Activities
Chronogram of activities
Feasibility
Conclusions
Recommendations
(2022)
90
4.8. Feasibility
Financial
The proposal based on dictation activities to improve listening comprehension, is
developed for students, where training workshops are established for teachers and
students, in addition to socialization for the integration of the subject, where
pedagogical tools are used for the teaching of the English language.
Human
For the development of the research proposal, it was important to emphasize the
collaboration of students of the Ninth Grade "P" and teachers of the Educational Unit
"Nicolás Infante Díaz", who have been participants to obtain the results and know how
to develop the proposal aimed at a Didactic Guide. In this context, with the support of
the authorities of the institution, it has been possible to implement activities based on
dictation techniques for the listening comprehension of students at level A2.1.
Similarly, with the authorization of the management, an interview has been conducted
with the teacher who teaches the subject of English, who provided her comment on the
techniques of dictation during the hours of English classes.
Technique
The use of the research proposal (Didactic Guide) the teacher can observe it
digitally or in print, where a mobile device or a computer may be needed for its
visualization, or it can simply be printed for better manipulation. Faced with this
91
deduction, the work of teachers in the teaching and learning process will facilitate the
understanding of techniques related to dictation for listening comprehension.
Legal
The proposal developed has been based on article 343 of the Constitution of the
Republic of Ecuador, which establishes that education must develop capacities and
potentialities that facilitate learning in a flexible and dynamic way through effective and
efficient techniques. In the same way, according to the CEFR establishes that listening
skills must be developed in students who study the English language. Thus, the proposal
focuses on obtaining skills and potentialities so that students are able to acquire new
knowledge through dictation techniques.
92
CONCLUSIONS
As for the methodology used, it was a quantitative approach, where data was
collected by means of a survey of the students, as well as a qualitative one, since the
opinion of the expert teachers on the influence of the dictation technique on listening
comprehension in English as a foreign language was known. On the other hand, the
observation sheet was used to know the context in which the object of study develops.
According to the results of the research, it is concluded that the students of the
Educational Unit "Nicolás Infante Díaz", do not understand in a general way the
grammatical signs when they perform the dictation activity, therefore, they have
difficulties to practice listening during classes and ask the teacher for breaks to copy the
phrases or words that they do not understand. In addition, they listen to the material
several times before writing it, so, the students' listening comprehension is not good.
The bases that have been identified for the implementation of the dictation
technique to improve listening comprehension in students, has been the lack of
understanding in the grammatical signs of the dictations, being the most critical point
identified in the diagnosis. Thus, the dictation technique allows listening
comprehension, because it is a writing process where students listen to a previously
studied text, and then retain the information and write it.
The research proposal directly helps the listening comprehension of students
studying the subject of foreign language, because it improves the learning process in a
dynamic and flexible way, because with the proposed activities individual capacities
and potentialities are developed. In addition, the Didactic Guide will facilitate the work
93
of teachers to teach English classes, through new strategies to assess the understanding
of the subject taught
We conclude with the analysis of the English level of students in the 9th year of
higher general basic education, with a level of A2.1.
RECOMMENDATIONS
So that students can better understand the grammatical signs that are used during
the dictated activities, it is recommended that teachers implement new strategies based
on the Didactic Guide developed, this will contribute to improving the level of English
of the students and above all improve their listening comprehension.
So that English classes are dynamic and students have more interest in learning
when performing dictation activities or other activities, it is recommended that
strategies or tools based on technology are implemented, where gamification is used as
a learning technique, this helps students to associate with the new terms that the teacher
implements in each new class and listening comprehension is more efficient.
In order for the Didactic Guide to positively influence the listening
comprehension of the students of Level A2.1, it is necessary that each teacher
establishes feedback and evaluation actions of the topics exposed in class, and in this
way the students recognize the terms and grammatical signs at the time of the dictation
activity.
94
Finally, it is recommended that teachers undergo a training course or workshops
on the new teaching and learning strategies in the English language that is currently
being developed for new generations of students.
It is recommended to apply activities of synchronous and asynchronous interest
to students in the 9th year of higher general basic education, the content or academic
level of the activities will be A2.1 due to the deficit in the level found in the students
through the application of the research instruments.
95
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APPENDIXES
98
ANEXO 1
99
ANEXO 2
100
ANEXO 3
101
102
ANEXO 4
103
ANEXO 5
104
ANEXO 6
105
ANEXO 7
106
ADDITIONAL
DOCUMENTS
107
ANEXO 8
108
ANEXO 9
109
PHOTOGRAPHIC
EVIDENCE
110
ANEXO 10
TUTOR AND STUDENTS WORKING TOGETHER
111
ANEXO 11
INSTITUTION
112
ANEXO 12
ADMINISTRATION OF THE INSTRUMENTS
113
RESEARCH INSTRUMENTS DATA
COLLECTION
114
ANEXO 13
POLL
This study is part of the educational project to assess the influence of the
dictation technique on listening comprehension.
Instruction: Put an "X" in the box that best fits your situation. Note that the
scale goes up. It means that 1 totally agrees while 5 totally agrees . completely on
disagreement .
The use of the Likert scale is as follows.
1= Totally agree
2=I agree
3=Undecided
4=Disagree
5=Strongly disagree
N DECLARATIONS 1 2 3 4 5
o.
1 I understand the words that
teacher dictates on class.
2 When the teacher finishes the
dictation, I copy the most interesting
words.
3 The teacher dictates words or
sentences loud and clear.
4 The teacher makes a pause to
copy and understand the dictation
5 When the dictation is a long
text the teacher uses rhythms to make
them entertaining.
6 I understand what are the signs
115
grammar when I am listening the
dictation
7 I have the opportunity to
practice hear on class
8 I have difficulty practicing the
listen on class
9 I must ask the teacher for a
pause when
I am copying during the
dictation.
1 Sometimes, I do not understand
0 the words dictated by the teacher on
class.
1 I listen all the information
1 before asking a question
1 I analyze constantly the
2 information that I am listening
1 I involve activities to improve
3 my listening on class
1 Is common hear several times
4 material before class.
116
ANEXO 14
OBSERVATION
Course: 9th ‘P’
Evaluation scale:
1=Needs improvements
2=Fair
3=Good
4=Excellent
DECLARATIONS 1 2 3 4
The teacher explains the new words at x
the end the dictation
Students are asked which story or x

book wish use for dictation lesson
The teacher uses the pauses correctly x
at the time of dictation
At the moment to dictate the teacher x
raises his/her voice to arouse attention.
The teacher dictates at a speed x

appropriate for the understanding of the class
Students understand the text used for x
dictation
At the end the dictation , the teacher
evaluate the errors grammatical in the x
students
Spelling errors are corrected after the
x
end of the dictation.
117
The content presented is synthesized
by the students before commenting doubts. x
Instructions are clearly explained x

before proceeding dictation activities
An evaluation after the dictation is

carried out to evaluate the comprehension of x
the topic
Activities to improve listening x
comprehension at home are encouraged
118
INTERVIEW ANEXO 15
Name and Surname: Veronica Suárez
Years of teacher experience: 15 Years
Subject: English
Class schedule: 9th ‘P’
Objective: To know the point of view of the teacher about the impact that
the application of dictation activities can have in the improvement of the listening
comprehension in students.
Instructions: The interview must be answered with absolute honesty by the
teacher
Questions:
1. Do you include graphic or didactic material to give solution to possible

doubts at the time of dictation?
Of course, I used didactic material for improving the English skills of the
students and yes I give them a solution of possible their doubts.
2. Do you think that having modulation and pauses is beneficial when

dictating?
Yes, I think that it is fundamental for dictation for better understanding for my
students, it is necessary made pauses.
119
3. What strategies have you used to actively develop students' listening
comprehension?
I used to play different kind of strategies for example play music, competition of
word, work team, presentations.
4. Do you evaluate spelling and grammatical errors with the students at the
end of the dictations?
No, because my students are learning so they need to have errors I correct them
but I don’t evaluate that.
5. Do you consider that students actively practice listening comprehension

skills to improve weak areas?
Yes, the listening comprehension is one the best ways to learn how to speak in
English because you are hearing the pronunciation stay in your mind.
6. What is the current number of students? Do you consider that the class is
active when it comes to developing listening comprehension?
My class is active because my students are so interacting with me and with the
exercises that I am explaining in that moment.
7. Do you think that a system of pre-listening exercises will improve the

current level of listening comprehension of the students?
Yes, absolutely because when you have a pre- listening you already have an idea
for what you are going to learn in that class.
120
Independent variable . dictation technique
Variable Concept Dimensio Indicators
thought - word
familiarization
process - Copy of the most
interesting words
- brainstorm
It is one of the most - Analysis
sound - Intonation
traditional techniques in the - Pause
stimulus - Dream
dictation language class; consists of - Rhythm
- grammatical signs
graphic
technique the student transcribing an - Letters
- Words
stimulus
oral text. (Davis & - Speed
- Understanding
Rinvolucri, 1988) - spelling error
- Grammatical
errors
Evaluation
- Omission of
words or phrases
- undecipherable
words
121
Dependent variable. listening comprehension
Variable Concept Dimensi Indicators
on
Listenin It is the Types of - selective

- perceptive
g ability to listen, listening - Analytics
- synthesized
compreh analyze, comprehension. - empathic
- active
ension understand and Phases - preview
- Listen
respond to the of listening - post listening
different comprehension
activities in Listenin - Notes

- Dialogues
which oral g Techniques - Drawing
- Singing
language is - Group skills
Compon - Group participation
immersed. - Active interaction
ents
(Muñoz, 2015).
122

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UNIVERSIDAD DE GUAYAQUIL

FACULTY OF PHILOSOPHY, LETTERS AND SCIENCE

MSc. José Albán Sánchez MSc. Pedro Rizzo Bajaña

MSc Sara Anaguano Pérez MSc Sebastián Cadena

First, I want to thank God for guiding me in every step of my life, my

educational process, my brothers, my nieces and my boyfriend, all of them were a

Valle who was their step by step encouraging me to keep going.

Wong Olivo, Yueling Nohelia

I want to express my gratitude first to God and to destiny for having

guided me to where I am now, to my mother Jessenia Lorenty who has always

supported me unconditionally, to my father Julio Espinoza who, despite not being

who have taught me to love English, also thanks to my professors at the

dedicated to all those mentioned here

Espinoza Lorenti, Kasandra Michelle

Repositorio nacional en ciencia y tecnología.

Contacto con autor/es: Teléfonos: E-mail:

Contacto con la institución: Nombre: Ing. Alexandra Delgado

National repository in science and technology.

Contact author/s: Telephone numbers: E-mail:

Contact with the institution: Name: Alexandra Delgado

LICENCIA GRATUITA INTRANSFERIBLE Y NO COMERCIAL DE

LA OBRA CON FINES NO ACADÉMICOS

Nosotros, Espinoza Lorenti, Kasandra Michelle y Wong Olivo, Yueling Nohelia

del/ de los estudiantes), con C.I. No. _______________________, certifico/amos

influencia de la técnica del dictado frente a la comprensión auditiva en inglés

como lengua extranjera.” Con la propuesta “: guía didáctica para la aplicación de

la técnica del dictado en la comprensión auditiva para el nivel a2.1” son de

mi/nuestra absoluta propiedad y responsabilidad, en

conformidad al Artículo 114 del CÓDIGO ORGÁNICO DE LA ECONOMÍA

SOCIAL DE LOS CONOCIMIENTOS, CREATIVIDAD E INNOVACIÓN*,

autorizo/amo la utilización de una licencia gratuita intransferible, para el uso no

comercial de la presente obra a favor de la Universidad de Guayaquil.

NOMBRES Y APELLIDOS DEL NOMBRES Y APELLIDOS DEL

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

EDUCACION CARRERA DE LENGUA Y LITERATURA INGLESA O

FRANCESA O ITALIANA O ALEMANA

THE INFLUENCE OF THE DICTATION TECHNIQUE FACES

Espinoza Lorenti, Kasandra Michelle

Wong Olivo, Yueling Nohelia

El presente proyecto es desarrollado bajo la modalidad de investigación, orientada

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA

THE INFLUENCE OF THE DICTATION TECHNIQUE FACES

The present project is developed under the research modality, oriented to

Acknowledgment ......................................................................................................... iii

Certificado de porcentaje de similitud ....................................................................... viii

CHAPTER I: THE RESEARCH PROBLEM............................................................... 5

1.1.Research context ............................................................................................... 5

1.1.1.Conflict situation ............................................................................................ 5

1.1.2.Scientific fact. ................................................................................................ 6

1.2.Problem Statement ............................................................................................ 6

1.3.Research objectives ........................................................................................... 7

1.3.1.General objective ........................................................................................... 7

1.3.2.Specific objectives ......................................................................................... 7

CHAPTER II: THEORETICAL FOUNDATIONS .................................................... 10

2.1. Research Background..................................................................................... 10

2.2. Theoretical framework ................................................................................... 12

2.3. Conceptual framework ................................................................................... 15

2.4. Legal framework ............................................................................................ 16

2.5. Operationalization of variables ...................................................................... 18

CHAPTER III: METHODOLOGY ............................................................................ 20

3.1. Research approaches ...................................................................................... 20

3.2. Types of research ........................................................................................... 20

3.3. Population ...................................................................................................... 21