Self-Assessment of high school students’ Oral Performance in a Public Institution

Sonia Esthela Carvajal-Campuzano; María Rossana Ramírez-Ávila

doi:10.59343/yuyay.v5i2.63

Autores/as

Sonia Esthela Carvajal-Campuzano Universidad Casa Grande https://orcid.org/0009-0006-3608-8595
María Rossana Ramírez-Ávila Universidad Casa Grande

DOI:

https://doi.org/10.59343/yuyay.v5i2.63

Palabras clave:

autoevaluación, expresión oral, investigación-acción, inglés como lengua extranjera

Resumen

En el aprendizaje de inglés como lengua extranjera, una de las destrezas que requiere mucha atención es la oral. Los participantes de este estudio mostraban muchas dificultades y poca participación cuando tenían que hablar en inglés. Por ello, el objetivo de este estudio es establecer como la auto evaluación mejora la destreza de hablar de los estudiantes de un colegio público con un nivel A1. La investigación acción cuasi experimental duró seis semanas. El número de participantes fue de 25 estudiantes de dos cursos diferentes, el uno es el grupo de control y el otro el experimental. El propósito era medir la ejecución oral de estos dos grupos y establecer el impacto de la autoevaluación en el grupo experimental.

Los participantes grabaron audios de inicio y final, los cuales sirvieron como pretest y un posttest. Una rúbrica fue implementada para evaluar las grabaciones. Fue usada la estadística descriptiva como la media, la desviación estándar y el valor p. También fue aplicado un cuestionario para saber las perspectivas de las estudiantes acerca auto evaluación y su desempeño oral.

Los hallazgos principales fueron que la autoevaluación mejoró el desempeño de los estudiantes. Bajó el riesgo de angustia porque sabían que mejorar de forma específica. Los estudiantes reconocieron el beneficio de usar la autoevaluación y recomendaron usarla en la clase. Para finalizar, esta técnica debería ser aplicada para incrementar la auto confianza y lograr mejores resultados para hablar in un segundo idioma.

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