DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

1. AUTHOR: María Cecilia Missura ADVISORS: DIRECTOR:Lic. Mg. Miguel Ponce. CO-DIRECTOR:Lic. Mg. Lilian Avalos QUITO, JUNE 2012. DEPARTMENT OF LANGUAGESAPPLIED LINGUISTICS IN ENGLISH PROGRAM ARMY POLYTECHNIC SCHOOL

2. RESEARCH WORK: “COACHING AS A STRATEGY TO IMPROVE THE TEACHING AND LEARNING PROCESS OF ENGLISH FOR STUDENTS ATTENDING THE EIGHTH LEVEL OF THE ONSITE PROGRAM AT ARMY POLYTECHNIC SCHOOL – DEPARTMENT OF LANGUAGE, DURING THE MARCH-AUGUST SEMESTER, 2010

3. INTRODUCTION: • Coaching has become one of the fastest growing industry within personal development. • Coaching comes from the word “COACH” something that takes you from one place to another, in this case with the help of a coach you can perform different and obtain higher achievements. • A coach will help students reach were they want to be.

4. PROBLEM FORMULATION: • “Doescoachinginfluencetheteaching and learningprocess of Englishforstudentsattendingtheeighthlevel of Englishduringthelastsemester of 2010?

5. VARIABLES: INDEPENDENT VARIABLE DEPENDENT VARIABLE Coaching Teaching and learningprocess

6. OBJECTIVES GENERAL To help students maximize the benefits of feedback and identify what they might need to increase knowledge but do not have To facilitate the exploration of needs, motivations, desires, skills and assist the student in making a real, lasting change To determine the influence of coaching as a teaching strategy on the learning-teaching process of English

7. To raise self-esteem through learning - not to procrastinate. To increase or enhance current competencies and link them to new situations. SPECIFIC OBJECTIVES To provide structure, support and encouragement. Help students increase self knowledge or learning styles. Reduce their learning anxieties and therefore increase their learning process. Replace students unreasonably negative or self-defeating thoughts with more accurate and self-enhancing alternatives.

8. JUSTIFICATION English is the major language used around the world: in business, diplomacy, science, tourism, athletics. Students have serious problems in: learning, comprehending, assimilating English language; Most teachers need to do their best to improve their teaching methodologies and level of English. The need to find the best way to teach and reach the students so they improve their knowledge in the English language.

9. PART TWOTHEORETICAL FRAMEWORK

10. CHAPTER ONE DEPARTMENT OF LANGUAGES AT ESPE Technology and Sciencehavechange ESPE has notimproveits level to meet or reachthestandardsrequiredbythe Common European Framework (B2) or the American Proficiency level (TOFEL-500) Teachers use thetraditionalway to teach, they use Spanish in class and thefourskills are notdeveloped: reading, writing, speaking and listening. Students do not have the opportunity to establish conversations with native speakers. Mostteachers do nothave a high level of thelanguage, ifthepurposeis to reach level B2 onthestudents, teachersshouldhave level C1.

11. CHAPTER TWO COACHING • Has tohelpthemseehowtheybestlearn,howtooperate in anacademicenvironment and howtobesucessful in school. • Focuson: time management, organization, studystrategies, test taking, criticalthinking. • A COACH: • Helpspeopleincreaseinternal and externalstructures. • Has to be real, patient, convincing, dedicated and hardworking. • Has to identify the students skills and capabilities. • Has to define ifitisforimprovementortransformationorboth.

12. THERE ARE THREE APPROACHES: • Evolutionarycoaching: • works in alllevels, from • improvingthroughengagementto • transformation, • it’sdefined as “theprofessional • facilitaror of learning at different • levels” • Theability of the coach issupporting • theclientthroughthedoubleloop • learningfortransformation • Functionalistcoaching: • aimstoimprove performance, • suppresschallenge and questioning • Engagementcoaching: • recognizesthesubjectiveworld of • theclient and uses a non-directive • match tokeepthe status quo (this • applies more fororganizations) The single and doublelooplearningwerefirstusedbyArgyris and Schon in l996 todifferenciatebetweenlearningforimproving and learningfortransformation.

13. The FLOW model: (James Flaherty in l999) • The SOS model: (Parsloe and Wray in 2000) MODELS: • The GROW model: (John Whitmore) • G - establishingthegoal • R - examiningthereality • O - consideringalloptions • W - confirmingthewilltoact • The Jenny Roger´s : created in 2004 tobeused in theevolutionarycoaching. • TheEgan´sskilledhelper: thegoalistohelppeoplebecomebetter at helpingthemselveswithintheireverydaylive.

14. COACHING GOAL SETTING MOTIVATION RAISE SELF-ESTEEM TIME MANAGEMENT PROCRASTINATION

15. Goalswillhelpstudentsfocustheireffort in a specificdirection. • They can be short orlongterm. • Goalsact as energizers GOAL SETTING • Theaimistoaccomplishorachievetheirlearning • Theclientgeneratestheirowngoals • Goalsshouldbespecific, measurable, achievable, realistic, time-bounded • Highergoalsencouragehigherefforts • Makestudentspersistent and stimulatecognitiveknowledge and strategies • Goals are establishedknowingthe strength and weaknesses.

16. GOALS • RAW • R realistic • A attainable • W worthwhile • SMART • S specific and concrete • M measurable • A achievable • R realistic • T time-bounded • MMM • M measurable • M manageable • M motivational

17. MOTIVATION • A coach willholdthestudentresponsibleforthecommitmentsmade. • The coach willhelpstudents stand bytheirgoals and plans. • A coach will inspire and supportthestudent • Small achievementsact as motivators and helpstudentsgoonto try more. • Recognitionisanotherstrongmotivator • Givesconfidence and helpsobtainauthenticsense of self-esteemsupportedon positive experiences • makesthemfeeluseful • makesthemgainconfidence SELF-ESTEEM

18. TIME MANAGEMENT PROCRASTINATION • Avoidingorputting off something • thatyouhaveto do • Its a badhabit • Reasons: perfectionism, fear of failure, confusion, poormotivationorlack of priorities. • Makesyourlife full of dissappointments and regrets • Wearsyoudownyourimmunesystem • Teachthemhowtomanagetheir time • Recognizethetasksthat are noturgent • Havetolearnplanningprocess • Searchforshortcuts

19. CHAPTER THREE TEACHING AND LEARNING PROCESS • Thereis no scienceortheorythatwouldinvolvedalltheactivitiesthatimplylearning in humans. • Behavioralpsychologistidentifylearning in changedbehavior. • Cognitivepsychologist look for a changeinsidetheperson. • Traditionalacademiclearningemphasizedlearning as exclusively a mental process • Humanistapproachrecognizethepower in everyhumanbeingtolearn in a self-directedway. • Progressiveapproaches are saidthatlearningmustalsobe active. • Thethreedomains in learningshouldbeconsidered. • Doing • Thinking, and • Feeling.

20. TEACHING AND LEARNING PROCESS • METHODOLOGY: • a methodisthe link betweenthoughts and actionsthat are common • tothem • can connect particular principleswith particular techniques - making a meaningfulpackage • PURPOSE: • thecontextwerelearninghappensis crucial, • learningis a social process, • thecontext and conditionswherelearningtakes place are influenced • CONTENT: • studentshavetoobtainbasicabilities, • strategies and methods RESOURCES technology: audio conferencing, videoconference internet

21. CHAPTER FOUR COACHING AND THE TEACHING LEARNING PROCESS A differentprofessoinaldevelopmentis peer coaching - teachers share theirexperience and giveoneanotherfeedback, support and assistance: refine theirpresentskills, learn new skills and-orsolveclassroom-relatedproblems Thebestwaytoimprovelearningisimprovingteaching Teachersthathavebeencoachedapplytheirlearning in a more deeply, frequently and consistentlyway Teachersthathavebeencoached havesignificantchanges in theirbehaviour,

22. understandtheabilities, preferences and goals of thestudent. • decide theappropriate training pathforthestudent A COACH HAS TO: • givethesupport and structuretomakechangeslast • encouragestudentstobecomeself-awarebyunderstandinghisorherstrengths, values, interests, purpose and decisions. • developthenecessaryskillstomakethemresponsiblefortheiractions and decisions. • createaffection, confidence and positive attitudetowardlearning. • monitor thestudent´sprogress • helpthemdevelopchallenges • createstrategies

23. COACHES WILL HAVE TO: DEFINE – identifythestudentsgoals ASSESS – obtainvalid, pertinentinformationthatwillhelpto base thecoachingplans and activities PLAN – created a detailed plan withspecificactionsteps and target dates forcompletion EXECUTE THE PLAN – workoutactivities and tasks REVIEW - evaluatetheresults

24. CHAPTER FIVE OTHER CAUSES OF THE CORE PROBLEM Education has beenuneffective and inefficent Students´cultural and generationalbackgroundshavenotbeentakenintoaccount Learningobjectives and policieshavenotbeenpresentedaccurately Goodstrategieshavenotbeendeveloped Someteachers are notskilledenoughtounderstandthestudent Students do notreceiveappropriatefeedback

25. HYPOTHESIS WORKING HYPOTHESIS (Hi) Coachingaffectspositivelytheteaching and learningprocess of Englishstudents in eighthlevel NULL HYPOTHESIS (Ho) Coachingdoesnotaffecttheteaching and learningprocess of English

26. PART THREEMETHODOLOGICAL DESIGN

27. Fieldwork • The 8th level of EnglishEducation at ArmyPolytechnicSchool – School of Languages, in Sangolqui METHODOLOGICAL DESIGN • Thetype of research and design • Applied and descriptive and of field • Population and sample • 5 classes of theeighthlevel • 102 students • 4 teachers • Data Collection • Surveys and interviews • Data analysisprocedures • Descriptivestatistics

28. PART FOURTESTING THE HYPOTESIS

29. GRAPHICAL EXPOSITION OF RESULTS Do youstudyEnglishbecauseyoulikeit? SOURCE: Survey PREPARED BY: Cecilia Missura ANALYSIS: 38% of the students studied English because they like it, 41% of the students did not like to study English and 21% of the students made no difference, they just have to study it.

30. VERIFICATION OF THE HYPOTHESIS GROUP 1

31. CHI-SQUARE ANALYSIS GROUP 1 GROUP 2

32. GROUP 3 ANALYSIS GROUP 1,2 AND 3

33. Studentsbelievethatteachersshould use differentstyles of teachingtomeettheneeds of thestudents • A highpercentage of thestudentsprocrastinate CONCLUSIONS • A highpercentage of thestudentsthinkthat a coach wouldhavehelpedthemincreasetheirknowledge and appreciation of theEnglishlanguage • A teachershouldbelike a coach • MoststudentsstudyEnglishbecauseitis a requirement at ESPE • Studentsneedsomeonetohelpthemincreasetheirself-esteem • Studentsbelievethattheywouldhave done betteriftherehadbeensomeonelike a coahtohelpthemgothroughtheirstudy of thelanguage

34. PART FIVEPROPOSAL

35. PROPOSAL • Consideringthatcoachingpromoteslearning and buildscapacityforchange in Education, ESPE shouldsearchforcoachesthatwillhelpteachersbecome peer-coachesthismeansthatteacherswillhelpeachother, ortheyshouldfindcoachesthatwillhelpstudentsdirectlybecause: • Coachingwill explore thestudentsneeds, theirdesires and skills • Coachingwillhelpstudentsmake a real and lastingchange • Theaim of coachingistoimproveteamwork and leadershipfor a rapid and sustainableimprovement in standards.

36. LOGIC VERTICAL OF THE OBJECTIVES