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IMPLEMENTATION OF KARAOKE AS A DIDACTIC STRATEGY FOR THE DEVELOPMENT OF

PHONETIC SKILLS IN SIXTH GRADE STUDENTS IN THE SUBJECT OF ENGLISH

ZONIA ANGELY ROSRO BOLAÑOS

SILVIA JULIANA ACHINTE

Corporación Universitaria del Caribe – CECAR

Education and Humanities Faculty
Bachelor in English
Virtual
Villagarzon Putumayo 2023
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Implementation of karaoke as a didactic strategy for the development of phonetic skills in sixth grade
students in the subject of english

Zonia Angely Rosero Bolaños

Silvia Juliana Achinte

Degree thesis presented as a requirement to obtain a Bachelor's degree in English.

Director
Marisela Restrepo Ruiz
Magister in ELT

Corporación Universitaria del Caribe – CECAR

Education and Humanities Faculty
Bachelor in English
Virtual
Villagarzon - Putumayo
2023
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Nota de Aceptación

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Director

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Evaluador 1

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Evaluador 2
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Ciudad, Departamento, día de mes de año

Dedicatoria (Opcional)
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Agradecimientos (Opcional)
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Tabla de Contenido

Resumen 7
Abstract 8
Introducción 9
1. Título Primer Nivel 10
1.1 Título Segundo Nivel 10
1.1.1 Título Tercer Nivel. 10
1.1.1.1 Título Cuatro Nivel. 10
1.1.1.1.1 Título Quinto Nivel. 10
Referencias Bibliográficas 11
Anexos 13
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ABSTRACT

The project "Karaoke as an English language teaching strategy" has as its main objective to
promote English language learning in a fun and effective way by using the popular activity of
karaoke as a pedagogical tool. Recognizing the importance of oral practice and motivation in the
process of teaching a new language, it is proposed to use karaoke as an attractive way to engage
students and improve their English language skills.

The project will take place in an educational setting, such as a school or language center, and
will target students of different levels of English proficiency. Regular karaoke sessions will be
set up in which students will have the opportunity to sing songs in English while following the
lyrics on a screen. Karaoke will allow students to practice pronunciation, improve intonation and
increase oral fluency.

In addition to the karaoke sessions, complementary activities will be designed to promote

listening comprehension, writing and vocabulary. These activities could include quiz games
related to the songs, the creation of personalized lyrics or discussion of song themes. The aim is
to provide a playful and stimulating environment that encourages students to actively participate
and develop their English language skills.

Multimedia technology will be used to provide access to a wide selection of English songs and
lyrics. Collaboration with online karaoke platforms will be sought or in-house resources tailored
to the needs of the project will be created.

Continuous monitoring of students' progress will be carried out through regular assessments,
such as recordings of karaoke sessions, written assessments and listening comprehension tests.
This will allow the impact of the project on English language learning to be measured and
adjustments to the methodology to be made if necessary.
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In summary, the project "Karaoke as an English language teaching strategy" aims to use karaoke
as a fun and motivating way to improve students' English language skills. Through karaoke
sessions, complementary activities and the use of multimedia technology, it is hoped to achieve
greater engagement and progress in language learning.
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INTRODUCTION

The following project is born from the understanding of the importance of music in young people and
how its influence can have a series of positive effects on their development; one of these is learning a
new language, in this case English. In this way, music is used and at the same time, merges with the
language to be learnt, resulting in a fusion between learning through play, thus obtaining
comprehensive learning in which speaking, writing is reinforced. and listening in a single strategy:
karaoke.

According to Gonzales (2003), it is the process of cognitive acquisition that explains, in part, the
enrichment and transformation of internal structures, of the individual's potential to understand and act
on their environment, of the levels of development that contain specific degrees. of potentiality. (p. 2)
So that acquiring a second language opens many doors in the personal and work field within a modern
society that practically demands it that way, so the greatest difficulty is in the pronunciation of the
words, for Therefore, the English language must be strengthened or developed from an early age.

One of the main goals in teaching English is pronunciation, since effective communication with our
peers depends on it, in this way can be able to express our feelings and make ourselves understood
within oral communication. Some of the headaches that people face in their process of acquiring a new
language can be said to be poor pronunciation, because it can cause misunderstandings or simply lead
to confusion with the person who is receiving the information; It has been evidenced in the students of
the sixth grades, that one of the problems of which their learning difficulty lies, is the pronunciation.
This is because some of them have a feeling of embarrassment when participating in the
activities, therefore through karaoke allows students to integrate their body expression and at the
same time expand their knowledge in pronunciation through music as a didactic strategy for
learning.
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OBJECTIVES

General

Develop through karaoke phonetic skills in sixth grade students of the english subject

Specific

* Determining the different application strategies of karaoke according to the topics corresponding to
the study plan.

*Expand new vocabulary, especially phrases with a fixed structure.

* Execute the strategy resulting from the "karaoke" investigation.

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PROBLEM DESCRIPTION

The lack of pronunciation could cause some insecurity in the student since when there are
deficiencies in terms of pronunciation and comprehension when speaking or listening, it can bring with
it personal thoughts from people where they imagine that this is due to a problem that makes them less
people or tend. To think that with the lack of listening and pronunciation they lose a certain level of
intelligence, considering that these problems in the area of English are common for people as it is a
confusing and even a bit complicated language for most learners. , since English, in addition to being a
fairly extensive language, uses words with very similar accents to say different amounts of meanings, so
these types of words are the ones that cause the most difficulty when a student understands wants to
communicate with someone in a dialogue and they want to exchange English words, they just tend to
get confused.

The problems of listening in English is that several words tend to have several meanings and
sound very similar to our ears, this in question can also have an impact when a student wants to express
something and therefore confusion. Expresses something very different, and can cause a problem of
confusion for the recipient of the message and for the general public, where possibly this student in a
school environment may suffer mockery and with it a heavy atmosphere in the classroom, which can
complicate the time that the student spends in the English class and can also complicate the teacher to
teach the class.

These problems among students, like the one under discussion, which is karaoke in English them
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in the area of English, Since a stressed student may not think clearly and may not have the same
conception of things as they are distracted and even somewhat angry, this can serve as a playful,
psychological and classes, to educate the ears of the students and create a healthier environment
in the classroom, it would be advantageous for the teacher to try new teaching strategies and to
the student to be able to learn new words through the new, through an innovative way and an
unusual class that can also be used to alleviate problems such as stress in students, which can
also affect therapeutic activity to alleviate problems like these and to bring students together.
students in a space where they can share and do collective learning among all, if a student takes
advantage of these learning mechanisms it can also help with a problem that many classes have,
which is the lack of student participation for fear of making mistakes on the other. On the other
hand, if the students feel confident and sure of the pronunciation of the words in English, they
can solve this and make the classes more participatory and enjoyable.

¿How the implementation of karaoke develops phonetic skills in sixth grade students of
the subject of english?
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JUSTIFICATION

The purpose of this project is to strengthen students' pronunciation and listening through
karaoke, in a more playful and fun way, in the process of teaching and learning English.
Likewise, as a way of generating integration between them in a less monotonous and less
traditional way, which, in turn, will help them clear their minds, get rid of the well-known school
stress caused by long class hours and constant early mornings. serves as a way to wake up the
students a little more and promote student participation; also serving psychologically in the
easiest and most autonomous concentration.

On the other hand, the teacher acquires confidence with his students and can delve into the
difficulties that arise in the subject. It is also a way of including TIC in the teaching and learning
process, as a different way of reaching the student, as it is knowing that the acquisition of a new
language can generate frustration and poor performance both in the school and social spheres.
and personal.

Music is a common denominator in the tastes of most people, especially it is a form of

identity for adolescents and young people, so that in this way they can open their minds to
knowledge, that is why this idea of karaoke proposes Being a successful and efficient idea,
children can connect more easily with musical melodies and in this way make them want to learn
and have the ability to listen in a more detailed way to the pronunciation of English in said songs
and with this put it into practice to strengthen the way in which they pronounce the sentences in
English, at the same time that they can pay better attention to the musical melodies and thus have
a better listening of the subject.
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. THEORETICAL FRAMEWORK

Let's go back to know the history of karaoke, where this story originates in the city of Kobe,
one of the most economical and important centers in Asia, at that time in the second half of the
20th century, people got used to singing making company to musical groups which had the task
of entertaining social and family gatherings. INFOBAE, (ARTICLE), WHAT IS THE ORIGIN
OF KARAOKE. 2022.

When talking about music, it is said that its origins are linked to language in a certain way,
since, according to archaeological records, the first sounds, so to speak, produced by way of
percussion where the human body or elements such as stones, hollow trunks , now, why it is said
that it is linked to language, although the first sounds were identified as musical notes, this
served to begin the development of the primitive language into what is known today in the
thousands of languages that harmonize our planet. The music has been the engine for the
beginning of the first languages thanks to the fact that their sounds with different tones were
repeated by the first primitive men, making the first phonemes or words of a nascent language
conjugate, the same one that left improving as the music took on different nuances with the
inclusion of animal bones to emanate high-pitched sounds, leather tempered in concave or
hollow spaces to mix low sounds, which in itself, the man dared to imagine the nascent musical
groups, both for ceremonies religious, sacrifices or for calls to war.
Thus, music has always been linked to language because of the way it has gone through the
history of humanity and how today it continues to help comprehension, not only of mother
tongues, but also when you want to learn a second language. language.
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1. Categories

1.1 KARAOKE

According to the research, his approach to the problem is "Improving the teaching of English
through an element of playful tools (karaoke)", as mentioned above, karaoke can be used as a
pedagogical strategy that allows students to reinforce their pronunciation by middle of the song

According to the research, the playful teaching strategy such as karaoke does allow the
student to reinforce and learn through singing, in a fun and healthy way; In addition, acquiring a
second language opens many doors in the personal and work fields within a modern society that
practically demands it.
(In this same discursive direction, Nurvia (2016) in her research “Using song in teaching
English speaking skills for young learners. (A Qualitative Research at One of Madrasah
Ibtidaiyah
in Kota Cirebon)” mentions that the music and karaoke-style song interpretation that can be
performed on interactive music websites contribute to the student applying the skills and abilities
consolidated in these programs in their own speaking and communicating with other people.)
According to what has been mentioned, karaoke is a playful strategy that allows motivation and
also the way of teaching can be modified; nevertheless, it is of great importance.
Prensky (2016) explains, karaoke applied to the teaching-learning process provides an
innovative and creative dynamic that makes information more accessible
Through a Likert-type questionnaire and subsequent interpretation of the questionnaire,
found that there is a positive correlation between musical intelligence and writing in English as a
foreign la conducted a study using a Likert-type questionnaire and subsequent interpretation to
examine the relationship between musical intelligence and writing skills in English as a foreign
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language. The researchers found a positive correlation between musical intelligence and English
writing proficiency. The Likert scale, a commonly used survey tool, allowed participants to rate
their musical intelligence and writing abilities on a scale to provide quantitative data. The
interpretation of the data indicated that individuals with higher musical intelligence tended to
have better writing skills in English. This suggests that musical intelligence may play a role in
enhancing language learning and written expression. The study highlights the potential influence
of musical abilities on language-related skills and provides insights into the connection between
music and language learning. (Saricaoğlu and Arikan, 2009).
Adkins says that certain types of songs can help. students “become more receptive to language
learning” (Adkins, 1997,p. 47). With the above, it can be said that students, being more
motivated, become more receptive, in a way that helps a more meaningful teaching.
Dorin Dolean (2016) uses songs as a classroom strategy to reduce anxiety in foreign
language learners. Her research agrees with the previously mentioned authors in several respects.
By using songs as a pedagogical tool, Dolean recognizes the potential of music to foster a
relaxed and pleasant atmosphere, which can decrease anxiety levels in students. Furthermore, he
agrees with the other authors in recognising that music can be a motivating and enjoyable tool
for language learning, helping students to improve their pronunciation, listening comprehension
and communication skills. Overall, Dolean's research supports the idea of using music as an
effective resource to reduce anxiety and promote more effective and enjoyable learning in the
language classroom.

Morley (1991) supported this idea by emphasizing that the pronunciation goal should shift
from achieving "perfect" pronunciation to more realistic goals such as developing functional
intelligibility, communicability, increasing self-confidence, and the development of speech
control skills and speech modification strategies for use outside of the classroom. It supports the
idea that pronunciation teaching should not pursue absolute perfection, but instead focus on more
realistic goals, such as developing the ability to communicate effectively and understandably.
These objectives not only help build students' self-confidence, but also allow them to have
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greater control over their own speech and use strategies to modify their pronunciation in different
situations, beyond the classroom setting.
(Miché,2002) pronunciation can be improved by listening to different songs This strategy
gives students the opportunity to become familiar with a variety of sounds and rhythms in the
language they are learning, which helps them improve their auditory perception and
pronunciation. By listening to different songs in the target language, students have the
opportunity to practice reproducing sounds and intonation patterns more naturally and fluently.
Music, being a fun and motivating way of learning, involves emotional and creative aspects that
can contribute to the process of improving pronunciation. However, it is important to keep in
mind that exposure to songs must be complemented with other practice activities and feedback to
achieve a comprehensive improvement in pronunciation.
According to Froseth and Blaser (2001), it contains elements that facilitate the evaluation of
other musical skills related to aspects such as hearing or musical language. (p.56)

To the aforementioned it is said that our body generates vibrations or stimulations to the
rhythmic sound, to this it implies that human beings learned a song easier than a reading; For this
reason, the harmony produced by musical notes makes the gradual understanding of a second
language pleasant and strengthens musical intelligence, where memory is essential for this
process, as well as learning that would be more significant.
The musical method improves the EFL learner's awareness of sounds, rhythms, pauses and
intonations and encourages them to and intonations and encourages them to develop linguistic
fluency through imitation and through imitation and sub vocal rehearsal (Mora, 2000) the music
method in EFL teaching seeks to improve learners' awareness of the sounds, rhythms, pauses and
intonations of the language. Through imitation and sub vocal rehearsal, students can develop
their linguistic fluency and improve their pronunciation in a fun and motivating way.
Music can help to foster social interaction, specifically the interaction necessary to connect
with others (Pankovic & Bernatzky,2002). Medina (2008) states: "We don't pay attention to
boring things" (p. 71).
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Music is not only beneficial for improving linguistic fluency, but can also foster social
interaction and connection with others. By creating a collaborative, emotionally positive and
stimulating environment, music can strengthen bonds between learners and facilitate
communication in the context of language teaching.

1.2 ENGLISH LANGUAGE PRONUNCIATION

According to Gonzales (2003), it is the process of cognitive acquisition that explains, in part,
the enrichment and transformation of internal structures, of the individual's potential to
understand and act on their environment, of the levels of development that contain specific
degrees. of potentiality. (p.2)

So that acquiring a second language opens many doors in the personal and work field within a
modern society that practically demands it, the main difficulty is therefore in the pronunciation
of the words, therefore it must be strengthened or developed. in speaking the English language
from an early age.

Ortiz & Villa, (2017), "A didactics for the implementation of the teaching of English as a
foreign language from the use and appropriation of ICT". Through a type of qualitative research,
Non-Experimental, in which the manipulation of variables is not carried out, achieving the
implementation of a series of data collection instruments, which were developed through non-
participant observation.
When the way in which a second language is learned is made playful, it is easier to understand it,
because, even if it is out of one's comfort zone, not understanding a language, its playfulness
makes it easier to familiarize oneself with it, therefore, this methodology allows the student to be
autonomous and the principal of the learning process.
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Ellis (2002) says: “Second language acquisition is a recent phenomenon belonging to the
second half of the twentieth century”.

The importance that learning a second language means for a person in different areas such as
social and work, even more so if they are learned from an early age, allows a good command of
it. And even more so when nowadays, practically everything that is consumed, such as television
programs, music, technological programs, among others, is in this language.
According to Mahripah (2014), the speaking ability of EFL learners is affected by some
linguistic components of the language such as phonology, syntax, vocabulary, semantics, and
psychological factors such as motivation and personality.
Speaking in EFL learning is influenced by linguistic components such as phonology,
syntax, vocabulary and semantics. Difficulties in pronunciation and sentence structure can affect
effective communication. In addition, psychological factors such as motivation and personality
also play an important role. Motivated learners show more confidence and dedication in speaking
practice, while personality can influence comfort in public speaking. Teachers should consider
these aspects when designing activities and providing support, fostering a positive atmosphere,
providing constructive feedback and offering opportunities to practise and improve speaking
skills.

As Plato said, “music is a more potent instrument than any other for education.” (Lake,
2002, p. 98). Plato believed that music is an exceptionally powerful tool for education,
surpassing any other instrument. Plato recognized music's unique qualities in shaping
individuals' intellectual and moral development. This suggests that music has the ability to
deeply engage and inspire learners, making it an invaluable resource in education.
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METHODOLOGY

The research project is considered to be qualitative in nature and is used as a type of

action research; from an educational perspective, Suárez Pazos (ob.cit) refers that action research
is "a way of studying, of exploring, a social situation, in this case educational, with the aim of
improving it, in which those involved in the reality under investigation participate as "inquirers".
Therefore, this type of research makes it possible to observe, reflect on or change the strategies
to be used in the classroom.
Action research leads to improving the strategies to be used with sixth grade students,
as it will be carried out in a practical and direct way, so the researcher will participate in each of
the strategies implemented; to develop phonetic skills with the use of Karaoke as a teaching
strategy.
Among the collecting instruments used for the research project are observation, field
diary, audio-visual support and photography. These types of instruments were selected because
they allow to demonstrate, through technological means such as videos, photos and audio, the
progress made during the classes with the sixth grade students.
On the other hand, observation helps to improve or change the strategies with which it
works on with the sixth graders. "Observation is an instrument that facilitates access to the
cultural knowledge of a group through the recording of personal actions in their everyday
environment" (1997, p. 118; cited in Abarca, Alpízar, Sibaja and Rojas, 2013, p. 76).
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The application of the observation technique in qualitative research is not simply reduced
to the action of looking, but encompasses a more holistic notion of contemplating social
dynamics and processes. Adler and Adler (1998) point out thatIt also allows to carry out
different types of observation, such as the context of the institution (whether rural or urban), the
use of ICT tools (if the students have access to them and if they are in good condition), indirect
observation in the classroom to observe the behavior of the students and how they work in the
area of English, as well as direct and participatory observation with the students. These
observations allow to implement the best strategies for the students, ensuring that learning is
meaningful.

Sherin (2004), "video promotes the analysis of teaching in ways that are very different
from usual practice, and allows for the abandonment of ritualized actions by favoring an analytic
mind-set that provides time and distance". The videos or recordings demonstrate evidence of the
strategies applied in the classroom; it is also a form of support for researchers, since from the
recorded material reflects on the teaching and observe through it if it is really giving the expected
result and likewise modify or change it to improve it significantly.
The photographs are also of great importance to the project, as they demonstrate its
application to the sixth graders, as well as being able to support the work that has been done in
the course of the lessons.
Particular attention has been given to participatory AI, as it involves introspective inquiry
and exploration aimed at enhancing the learning and development of participants by facilitating
the connection between existing knowledge and new insights (Chaves-Silva & Barrios-Oviedo,
2017). In addition, one of the strategies employed in this approach is the use of a field journal,
which is recognized as an active agent in the process (Pérez-Van-Leenden, 2019), fostering
reflection, generating knowledge, and aiding in the collection of data for subsequent analysis
(Sanahuja, Moliner, & Benet, 2020).
With regard to the target population, the students belong to the sixth grade of the
Institución Educativa Rural Agropecuria Ciudad de Villagarzón. Throughout their educational
trajectory, they have acquired basic knowledge of English and have developed essential
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linguistic competences such as basic vocabulary, simple grammatical structures and oral and
written communication skills. At this stage, students are expected to be ready to move on to
consolidate and develop more advanced skills in phonetics and pronunciation.

The ages of the students chosen range from approximately 10 to 12 years old.
However, the variation in age may be due to individual differences and the organization of the
institution's academic calendar. These students are at a crucial stage in their cognitive and
linguistic development, which makes them particularly receptive to new forms of learning. As
they enter adolescence, their ability to acquire and refine phonetic skills in a second language is
at a delicate stage.

Within the socio-economic context, the Institución Educativa Rural Agropecuaria Ciudad
de Villagarzón is located in a rural setting, where most of the students come from families
engaged in agricultural and livestock activities. These students are likely to have a greater
familiarity with life in the countryside and a closer connection to nature and agriculture. Their
daily experiences in this environment may influence their perspective and approach to learning
English. By linking phonetic skills with music and singing, they are given a unique opportunity
to integrate their everyday knowledge and experiences with the language acquisition process.

Similarly, a variety of interests and motivations related to English language learning

can be identified. Some pupils may show a greater interest and enthusiasm for music and
singing, which may be an advantage for their active participation in the karaoke activities
proposed in the project. Music and singing offer a playful and creative way of engaging students,
stimulating their intrinsic motivation and encouraging their participation in the acquisition of
English phonetic skills. In addition, through karaoke, students have the opportunity to improve
their pronunciation, intonation and rhythm while singing songs in the target language, offering
them a fun and practical experience to develop their language skills.
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PROPOSAL

This project is based on the proposal for the implementation of karoke as a didactic
strategy for the development of phonetic skills in sixth grade students in the subject of English.

For the development of the proposal, it became necessary to implement different

activities that would help the student to absorb information through listening and reading
activities. As a first instance, an approach to the song was made in order to allow the
familiarization of it, both in lyrics and in melodies; Likewise, they were made to understand its
meaning and practice of it both in the classroom and at home.

To complement the proposal, reading activities that strengthen the phonetic skills of the
students were included. These activities consisted of reading fragments of the song's lyrics aloud,
paying special attention to the correct pronunciation of sounds and accents. Segmentation and
phoneme recognition exercises were carried out, as well as the identification of key words in the
context of the song. The students practiced reading in small groups, receiving feedback and
corrections on their pronunciation.

Also, interactive karaoke activities were implemented in the classroom, where students
had the opportunity to sing the song along with the music track. Active participation was
promoted and they were encouraged to pronounce the words and phrases with clarity and proper
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intonation. In addition, visual aids, such as letters highlighted on the screen, were used to help
students follow the letter and improve their pronunciation.

The proposal also included the practice of repetition activities and specific phonetics
exercises, such as the pronunciation of problematic sounds in the English language. The students
participated in pronunciation games, such as the identification of minimal pairs and the
differentiation of similar sounds. Interactive teaching materials such as phonics flashcards and
sound recordings were used to facilitate practice and real-time feedback.

To assess the progress of the students in their phonetic skills, periodic evaluations were
carried out. These assessments focused on the correct pronunciation of specific words and
phrases, as well as intonation and rhythm when singing the song. Both accuracy and fluency in
pronunciation were assessed, and constructive feedback was provided to each student for their
continuous improvement.
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APPLICATION DESCRIPTION

The project proposal was carried out in the following way

1. Selection of songs: The application had a wide variety of popular songs in English, adapted to
the needs of the sixth grade curriculum. These songs were designed to address different aspects
of pronunciation, such as vowel sounds, consonants, stress and intonation.

The songs were chosen taking into account that they were not too complicated for their
pronunciation and that some of the vocabulary was somewhat familiar to them.

2.On-screen lyrics: During the playback of the songs, a video beam was used to show the lyrics
on screen, allowing the students to follow along and sing along with the music. The lyrics were
highlighted in synchronization with the melody to facilitate understanding and following. The
lyrics were also translated so that the students could understand the meaning of the songs.

Practice mode: Several sessions and repetition of the songs were carried out until the students
had mastered the pronunciation.

The application will offer a practice mode where students can repeat and sing the songs without
background music. This will allow them to focus on the pronunciation of the words and phrases,
and practice until they feel comfortable.
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EXPECTED RESULTS

The results obtained from the application based on the Educational Karaoke proposal are the
following:
1. Improved pronunciation: Students were able to practice the correct pronunciation of
English words and phrases through the interactive karaoke experience. By following the lyrics on
screen and singing along to the music, they developed a better understanding of the sounds and
intonation of the language.
Speaking fluency: By actively participating in the karaoke activities, students gained
confidence in their ability to communicate in English. This will help them develop greater
fluency and naturalness in speaking the language, overcoming possible barriers and fears.
3. Playful and motivating learning: The application provided a fun and exciting learning
experience, which motivated students to actively participate. The combination of music, on-
screen lyrics and interactive activities created an engaging learning environment that kept them
interested and engaged.
4. Increased retention of vocabulary and grammatical structures: By learning through songs,
students had the opportunity to become familiar with new vocabulary and grammatical structures
in a contextualized manner. This facilitated the retention of the concepts learned and their
application in real communication situations.
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5. Development of listening skills: Karaoke required students to listen attentively to the

words and phrases spoken in the songs. This helped them develop their listening and listening
comprehension skills in the English language.
6. Teamwork and collaboration: The application fostered teamwork and collaboration
among the students. They were able to sing as a group, practice together, and provide
constructive feedback to each other, which strengthened their relationships and promoted
collaborative learning.
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1. Primer Nivel

Encabezado centrado, en negrita, es el título principal. El texto comienza en un

nuevo párrafo [con interlineado 1.5, uniforme en todo el trabajo]. Cada primer nivel, para el
caso de los trabajos de grado, tipo investigación, pasantía, monografía, entre otros, debe iniciar
en una nueva hoja. NO aplica para artículo, ya que, en este, los títulos y subtítulos van de forma
secuencial en las hojas del trabajo. Párrafo justificado a la derecha.

1.1 Segundo Nivel

Encabezado ubicado a ras del margen izquierdo, en negrita, es un subtítulo del primer
nivel. El texto inicia en un nuevo párrafo [con interlineado 1.5, uniforme en todo el trabajo].
Cada segundo nivel va subordinado [en secuencia] del primer título (título principal). Párrafo
justificado a la derecha.

1.1.1 Tercer Nivel

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Encabezado ubicado a ras del margen izquierdo, en negrita y cursiva, es un subtítulo del
segundo nivel. El texto inicia en un nuevo párrafo [con interlineado 1.5, uniforme en todo el
trabajo]. Cada tercer nivel va subordinado [en secuencia] del segundo nivel (subtítulo). Párrafo
justificado a la derecha.

1.1.1.1 Cuarto Nivel.

Encabezado de párrafo (sangría de primera línea), en negrita, es un subtítulo del tercer

nivel. El texto inicia en un nuevo párrafo [con interlineado 1.5, uniforme en todo el trabajo].
Cada cuarto nivel va subordinado [en secuencia] del tercer título (subtítulo). Párrafo justificado a
la derecha.

1.1.1.1.1 Quinto Nivel.

Encabezado de párrafo (sangría de primera línea), en negrita, cursiva y punto final. Es un

subtítulo del cuarto nivel. El texto inicia en un nuevo párrafo [con interlineado 1.5, uniforme en
todo el trabajo]. Cada quinto nivel va subordinado [en secuencia] del cuarto título (subtítulo).
Párrafo justificado a la derecha.
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REFERENCES

 Benjumea, TAB, Osorio, LES, & Figueredo, AEU Karaoke en inglés: una estrategia oral
para mejorar la pronunciación y la fluidez oral. Recuperado de:
http://biblioteca.usbbog.edu.co:8080/Biblioteca/BDigital/166940.pdf
 Bringas Tobón, Y. (2022). Perspectivas sobre el uso de canciones para mejorar el
vocabulario y la pronunciación en estudiantes de secundaria (Tesis de licenciatura,
Benemérita Universidad Autónoma de Puebla). Recuperado de:
http://repositorio.ual.es/bitstream/handle/10835/6818/11119_TFG_%20M%C2%AA
%20del%20Mar%20Garre%20Garc%C3%ADa.pdf?sequence=1
 Broncano Cuji, I. E. (2019). “ESTRATEGIAS METODOLÓGICAS PARA EL
DESARROLLO DE LA COMUNICACIÓN ORAL EN INGLÉS EN ESCOLARES DE
SEXTO AÑO DE BÁSICA DE LA UNIDAD EDUCATIVA PRIMERO DE MAYO
(Master's thesis, Ambato: Universidad Tecnológica Indoamérica). Recuperado de:
https://repositorio.uti.edu.ec/bitstream/123456789/1499/1/TESIS%20Broncano%20Cuji
%20In%c3%a9s%20Elizabeth.pdf
 Enciso, OLU, Hernández, SSF, Pita, KLV, & Pabón, ASR (2019). Fonemas
problemáticos para estudiantes de inglés hispanohablantes. Gist: Revista de investigación
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sobre educación y aprendizaje, (19), 215-238. Recuperado de:

file:///C:/Users/DOCENTE/Downloads/Dialnet-
ProblematicPhonemesForSpanishspeakersLearnersOfEng-7763420.pdf
 García Cifuentes, P. A. (2020). Revisión documental del karaoke club como estrategia
didáctica para el fortalecimiento de las habilidades comunicativas: listening y speaking
para su posible implementación con estudiantes de todos los semestres de licenciatura en
educación básica con énfasis en humanidades: lengua castellana e inglés (Doctoral
dissertation). Recuperado de: Revisión documental del karaoke club como estrategia
didáctica para el fortalecimiento de las habilidades comunicativas: listening y speaking
para su posible implementación con estudiantes de todos los semestres de licenciatura en
educación básica con énfasis en humanidades: lengua castellana e inglés
(ucundinamarca.edu.co)
 Hermosillo Macías, R. (2019). El uso de canciones como herramienta didáctica para el
aprendizaje de inglés como lengua extranjera. Recuperado de:
http://eprints.uanl.mx/19555/7/19555.pdf
 Karsono, K. (2019). The Effect of Using Karaoke Activities on Students’ English
Pronunciation. Journal of English Teaching, 5(3), 179-190. Recuperado de:
http://ejournal.uki.ac.id/index.php/jet/article/view/1311/1078
 Ledesma-García, A., Marín-Gómez, J., Cuesta-García, I., Gómez-Benavides, CM,
Salazar-Duque, C., Sosa-Castro, V., ... & Sánchez-Vasco, MD (2020). El aprendizaje y la
enseñanza del inglés en el Oriente antioqueño: algunas reflexiones iniciales. Recuperado
de: https://repositorio.uco.edu.co/jspui/handle/20.500.13064/969
 Linzán Rodríguez, J. S. (2022). Didactic material to enhance oral expression through
basic vocabulary in 8th graders at unidad educativa José Pedro Varela high school
2021-2022 (Bachelor's thesis, La Libertad: Universidad Estatal Península de Santa Elena,
2022.). Recuperado de: https://repositorio.upse.edu.ec/handle/46000/8892
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 Mancera Arévalo, JM (2014). Mejora de la pronunciación a través de

autograbaciones (Tesis de maestría, Universidad de La Sabana). Recuperado de:
http://hdl.handle.net/10818/12397
 Martínez Duque, KJ (2021). Sitios web músicos interactivos para el desarrollo de la
competencia oral del idioma inglés (Tesis de licenciatura, Quito: UCE). Recuperado de:
http://www.dspace.uce.edu.ec/bitstream/25000/26760/1/UCE-FIL-CPINEI-MARTINEZ
%20KATHERINE.pdf
 Murillo, Marisol.la lúdica (karaoke) como herramienta pedagógica para el
fortalecimiento del habla y la escucha del inglés. 202.Recuperado de:
Murillo_Marisol_2021.pdf (libertadores.edu.co)
 Rojas Prada, MC Fortalecimiento del dominio del idioma inglés en estudiantes de octavo
grado a través de estrategias didácticas en el colegio integrado puerto parra. Recuperado
de: https://repository.unad.edu.co/handle/10596/54092
 Tomalá Bacilio, GA (2021). Estrategias lúdicas para mejorar el vocabulario básico en
la competencia lectora en estudiantes de séptimo grado de la escuela de educación
básica Mercedes Moreno Irigoyen, año académico 2021-2022 (Tesis de grado, La
Libertad: Universidad Estatal Península de Santa Elena, 2021). Recuperado de:
https://repositorio.upse.edu.ec/handle/46000/6347
 Yañez Cortez, C. A. Estrategias didácticas para el fortalecimiento de la competencia
comunicativa durante el proceso de aprendizaje del idioma inglés: Aplicado a estudiantes
de quinto semestre de la carrera de Lingüística e Idiomas de la Universidad Pública de El
Alto (Sede académica de Achacachi I/2019) (Doctoral dissertation). Recuperado de:
repositorio.umsa.bo/bitstream/handle/123456789/25414/TM391.pdf?
sequence=1&isAllowed=y
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Anexos