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CHAPTER 4 FINDINGS, Devaki, V. (2018). The Study of English Language…

- - - - 4.2. Title of the proposal
        
        The implementation of non-educational applications to improve students’ speaking confidence in the knowledge construction process.
        
        Therefore, it is elaborated the title of the proposition
        that is “The application of educational apps technologies to strengthen the learners’ listening skill
        in the English learning process.” Thus, with the title proposal, it is using modern technologies in
        the English syllabus 2016 to help seventh-grade learners in their auditory abilities. Moreover, once
        that the title is established, it is presented the justification of the plan. Therefore, a study made by
        one researcher, emphasized that the “justification” “will help set up the need for the current study”
        (Editage, 2018, para. 1).)
        
        Awasthi, R & Kulkarni, G (2014). It's All In The Title: Writing a Proper Title to the Paper. Retrieved from https://www.researchgate.net/publication/273773319_It's_All_In_The_Title_Writing_a_Proper_Title_to_the_Paper
        
        4.3 justificación
        
        4.4 Alternative Methodological Proposal
        
        4.4.1 Importance
        
        4.4.2 Necessity
        
        4.4.3 Scopes
        
        4.5. Alternative Methodological Proposal Implementation
        
        4.5.1. Description of first teaching strategy
        
        4.5.2. Description of second teaching strategy
        
        1 more item...
        
        Chapter´s Conclusion Critical analysis
        
        LUIS
        
        Finally, as a conclusion to highlight the importance of this chapter for the reader is crucial because it includes the possible solutions to a problem (students' speaking confidence) to think about the strategies and means that will be necessary to achieve an objective, which is to provide techniques and activities with the implementation of non-technological applications to improve students' speaking skills and confidence in real-life situations. Then, the introduction moves to the exposed elements that chapter fourth contain. The first to talk about is the title of the proposal, where an excellent choosing title is essential in calling readers' attention. The second element is the justification, which mentions that confidence does not have to be difficult to achieve, but sometimes classes may be boring. Three strategies will be proposed to help students with their lack of confidence to talk English language using non-institutional apps because learners use technological devices every day, bringing innovation to the class making social agents interested in learning the idiom. Then the third part is an alternative methodological proposal where its importance, necessity, and scopes will be explained in the proposal; also, it explains the three strategies that will be presented to have a description and ideas and a way to face the speaking confidence problem. The last element is the educational impact this project will have on education because researchers pretend to help create a positive and innovative impact on students and teachers and how teaching is developed in Costa Rica. Next, the title of the proposal will be shown to the reader.
        
        4.6. Educational Impact
        
        OSCAR
        
        The next element that makes up this chapter is the educational impact. To describe it, this section deals with the impact that this work will have in the field of education since one of the main intentions of the researchers is to help generate a positive and innovative impact on the way of teaching in Costa Rica, with this proposal it is expected to help teachers and students.
        
        LUIS
        
        Next, the Alternative methodological proposal implementation and what the researchers pretend to make in composing a plan to have a previous understanding and explanation of them, which are proposed later on in this alternative methodological proposal. According to Brindley (2020) mention that “Assessment should be a continues process which reinforces teaching and learning” (p.54). Therefore, the assessment of the project covers the importance, the necessity, and the scopes from the three different strategies in order to solve a problem that learners may face during the knowledge construction process in the English language. As a result, the assessment from these strategies will support innovative teaching and learning through the use of apps and technologies to support social agents in their speaking confidence in English. Each teaching strategy responds to a variable and an indicator, which will be used along with the program. Based on Meera (2020), "assessment guides you through each step of the process of evaluation. It helps you decide what sort of information you and your stakeholders really need" (p.4). This leads to having didactic support in a specific unit of the program based on the same scenario and theme. Also, English teachers and researchers interested in using an innovative proposal can acquire information on how to improve students' confidence; the assessment can be found in this project. Furthermore, each strategy will be completely linked to the corresponding assessment strategy of the skill, where the entire didactic sequence of that skill will be implemented. Finally, to finish, the conclusion of the chapter is made.
        
        Meera, C. (2020). WHY SHOULD YOU HAVE AN EVALUATION PLAN? Retrieved from
        https://ctb.ku.edu/en/table-of-contents/evaluate/evaluation/evaluation-plan/main
        
        Brindle. Susan (2020) “Teaching English” https://books.google.co.cr/books?id=XpgAEAAAQBAJ&pg=PT72&dq=importance+assessment+in+teaching+english&hl=en&sa=X&ved=2ahUKEwj5y5KKs8T1AhVoSjABHXIQBgsQ6AF6BAgIEAI#v=onepage&q=importance%20assessment%20in%20teaching%20english&f=false
        
        OSCAR
        
        LUIS
        
        Tuker. Catlin (2015) “Creatively Teach the Common Core Literacy Standards With Technology: Grades 6-12” https://books.google.co.cr/books?id=M8XCCQAAQBAJ&pg=PA158&dq=importance+of+apps+to+teach+english&hl=en&sa=X&ved=2ahUKEwjGgYqErcT1AhXnTDABHf_6AsEQ6AF6BAgHEAI#v=onepage&q=importance%20of%20apps%20to%20teach%20english&f=false
        
        As justification speaking English with confidence does not have to be difficult to achieve; the important thing is to dare to speak without fear of being wrong. Today, English classes can sometimes be boring as students show no interest and find it challenging to show confidence when speaking. Considering this, it is necessary to propose three strategies to help teachers improve their classes. Tucker (2015) says, "Apps are great because they tend to "gamify" practice, which makes reviewing concepts and skills more fun for students of all ages. Instead of simply completing and handout or a page in a grammar book, they get to play a game and be rewarded with instant feedback on their progress" (p.158). According to the above, taking advantage of any material from non-institutional audio or video applications in English will train students' skills in English, helping their speaking pronunciation, grammar, and confidence with immediate feedback. In addition, social agents live in an era where technology is essential to their lives since they use mobile applications every day, which adapts to their needs. For this reason, this proposal is necessary for that teacher who wants to bring innovation to his class. Consequently, strategies will show where non-educational apps can be used to help students improve their English-speaking skills and confidence.
        
        OSCAR
    - - educational impact
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