LA MOTIVACIÓN POR EL IDIOMA INGLÉS A TRAVÉS DE LA MÚSICA POP EN ESTUDIANTES DE BACHILLERATO DE LA UNIDAD EDUCATIVA “FANNY S. DE BAIRD” DE MANABÍ, ECUADOR
Bibliographic record
Abstract
THE MOTIVATION OF THE ENGLISH LANGUAGE THROUGH POP MUSIC IN BACCALAUREATE STUDENTS OF THE EDUCATIONAL UNIT FANNY S. DE BAIRD, MANABI. ECUADOR RESUMEN El objetivo de la investigacion esta dirigido a realizar un diagnostico sobre el estado actual del proceso de ensenanza aprendizaje de la comprension auditiva en ingles de los estudiantes de tercero de bachillerato de la Unidad Educativa “Fanny s. de Baird”Partiendo un analisis del estado del arte referente a la musica como recurso didactico orientada a mejorar la comprension auditiva en ingles a traves de la musica Pop como elemento integrador. El diagnostico a traves de encuestas y observacion a clases constato las insuficiencias que persisten en la ensenanza de la comprension auditiva: la falta de motivacion de los alumnos, dificultades en la orientacion de las tareas, ausencia de tareas previas o despues de la audicion entre otras. La matriz de ponderacion de 7 parametros y de 4 permitio medir el nivel de cumplimiento de los docentes y el uso de metodologia y didactica de ensenanza en el aprendizaje del idioma, donde se prepondera como resultado que la motivacion a los alumnos antes de escuchar la cancion fue del 75%, evaluada de regular. Por lo que no apreciable resultaron el intercambio del profesor con los alumnos y no se orientas tareas antes de escuchar el texto. Se concluye que la musica Pop por su caracteristicas hara mas motivador el aprendizaje colaborativo, significativo y desarrollador. PALABRAS CLAVE: diagnostico; motivacion; aprendizaje; didactica; ensenanza. ABSTRACT The objective of the research is aimed at making a diagnosis about the current state of the teaching-learning process of listening comprehension in English of third-year students of the Baccalaureate of the Educational Unit Fanny s. of Baird”. Starting an analysis of the state of the art referring to music as a didactic resource aimed at improving listening comprehension in English through Pop music as an integrating element. The diagnosis through surveys and observation of classes found the insufficiencies that persist in the teaching of listening comprehension: the lack of motivation of the students, difficulties in the orientation of the tasks, absence of previous tasks or after the audition among others. The weighting matrix of 7 parameters and 4 allowed to measure the level of compliance of teachers and the use of teaching methodology and teaching in language learning, which highlights as a result that motivation to students before listening to the song It was 75%, rated regular. Therefore, the exchange of the teacher with the students was not noticeable and they did not start assignments before listening to the text. It is concluded that Pop music, due to its characteristics, will make collaborative, meaningful and developer learning more motivating. KEYWORDS: diagnosis; motivation; learning; teaching; teaching.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".