Lit.+Review

Dear All, Now you ca keep track of your lit review by using this simple tool. Everything you read, summarize or write about can be store here. Also, you make post the links to the papers you are reading.toc

=CATHERIN PEÑA=


 * Materials definitions**

Richards, Jack. & Rodgers, Theodore. (1998). Enfoques y métodos en la enseñanza de idiomas. //Cambridge University Press. Spanish version, //32.

Tomlinson, Brian (Ed.). (2003). //Developing materials for language teaching//. Retrieved on May 22, 2012, from [|http://books.google.com.co/books?id=qNlzFdoD380C&lpg=PA107&ots=8JlbpYZUKO&dq=materials%20design%20tomlinson&lr&hl=es&pg=PP1#v=onepage&q=materials%20design%20tomlinson&f=true]

Wisniewska, Halina. (n.d). Modern teaching materials: SWOT analysis of an ESP textbook.Kozminski University, Warsaw (Poland). Retrieved on June 25, 2012, from []

Espinoza, Maria. (2012). The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools. Unpublished thesis for bachelor's degree, Universidad Técnica Particular de Loja, pp.3-65. Retrieved on June 25, 2012, from []

Moncada, Adriana. (2006). On materials use training in EFL teacher education: some reflections. //Profile// 7, 101-114. Retrieved on June 1, 2012, from []


 * Language Proficiency Definitions **

Farhady,Hossein. (n.d). Measures of Language Proficiency from the Learner’s Perspective. Retrieved on June 1, 2012, from http://aua.am/academics/dep/hf_publications/5%20Measures%20of%20language%20proficiency.pdf

**Altamiro, Douglas.(n.d). On a (re)definition of oral language proficiency for EFL teachers: Perspectives and contributions from current research.** Retrieved on June 1, 2012, from []



This project addresses the need for a redefinition of language proficiency, as it is a term that entails a lot of factors such as language skills and competences. Thus, there is not a consensus about a single and widespread definition for this term. This research was carried out in Brazil.

Galloway, Vicky. ( n.d). From defining to developing proficiency: a look at the decisions. In [|Byrnes, Heidi, Ed.];[|Canale, Michael, Ed.] //Defining and developing proficiency guidelines implementations and concepts.// Lincolnwood, Illinois U.S.A.: National textbook company. 1987, pp. 25-73.


 * Theoretical Framework **

Moncada, Adriana. (2006). On materials use training in EFL teacher education: some reflections. //Profile// 7, 101-114. Retrieved on June 1, 2012, from []

The Common European Framework [CEF]. (n.d). The common European framework in its political and educational context. Retrieved on June 25, 2012, from []

**Previous Research Projects** __**Types of Materials **__

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Wisniewska, Halina. (n.d). Modern teaching materials: SWOT analysis of an ESP textbook.**Kozminski University, Warsaw (Poland). Retrieved on June 25, 2012, from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wisniewska (n.d) conducted a study whose main objective is to look at the role of textbooks among the modern teaching materials-that is to say, a variety of media formats including video, sound or animations– through the lenses of English for Specific Purposes (ESP) approach, more specifically for business English. With this in mind, the author makes a SWOT analysis (which comprises, strengths weaknesses, opportunities and threats) in order to determine the role of textbooks compared with the increasing use of Information and Communication Technologies (ICT) for EFL education.




 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dastgoshadeh, Adel & Jalilzadeh, Kaveh. (2011). Authentic Language Materials: A New Outlook. **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">European Journal of Scientific Research Vol.58 No.1 //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">, //© EuroJournals Publishing, Inc. 2011,// pp.84-87. Retrieved on June 4, 2012, from http://www.eurojournals.com/ejsr.htm

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Dastgoshadeh and Jalilzadeh (2011) provide a new vision on authentic language materials according to several authors’ perspectives related to this issue. The term “Authenticity” is commonly regarded materials which have not been developed with pedagogical purposes by themselves, but they enhance learners’ motivation intrinsically by encouraging the use of the target language in the classroom.

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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Muñoz, Jorge (2009). Instructional materials: A platform to enhance cognitive skills and writing development.** //Colomb. Appl.Linguist.J N°12//, 27-53.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Muñoz (2009) emphasizes instructional materials as a way to enhance cognitive skills and writing development. In addition, Muñoz (2009) points out that mediation is a key aspect for building bridges to improve learners’ difficulties.

__**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials use **__

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Espinoza, Maria. (2012). The use of supplementary materials in EFL classes: a comparative analysis of public and private high schools.** Unpublished thesis for bachelor's degree, Universidad Técnica Particular de Loja, pp.3-65. Retrieved on June 25, 2012, from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Espinoza (2012) makes a comparison regarding the use of supplementary materials in an EFL public and a private high school of Manta city, Ecuador in the 8th, 9th and 10th grades, as a means of determining the materials appropriateness –which deals with the “level of the learners and understanding of the topics”- and the materials pertinence- which has to do with the “contents and the fulfillment of the objectives the teachers set and the efficient teaching of the topic.” Espinoza, 2012 (p. 62). In addition to this analysis, the author intends to determine the frequency of use of these materials in both public and private high schools.

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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Arias, Rodrigo et al. (1996). Efectividad del empleo de los materiales auténticos en el proceso de adquisición de una lengua extranjera.** //Íkala vol. 1, N°.1/2, 1996//, 125-157.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Arias et al. (1996) conducted a study on using authentic materials as a means of improving productive skills, more specifically on oral and written skills, with adult and professional students of the Programa de Extensión de la Escuela de Idiomas at the Universidad de Antioquia.

<span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">**Moncada, Adriana. (2006). On materials use training in EFL teacher education: some reflections.** //Profile// 7, 101-114. Retrieved on June 1, 2012, from []

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Moncada (2006) who conducted a case study at the Universidad de Antioquia, on the effectiveness of training on materials use subject in the practicum stage of pre service teachers.

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**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials Design **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Núñez, Astrid. & Téllez,María.(2009). ELT materials: The key to fostering effective teaching and learning settings. **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Profile vol. 11, N°.2, 2009 //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">, 171-186.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Núñez and Téllez (2009) highlight the main qualities and characteristics of materials developers and the essential components that have to be included in the material process design. Among what the materials developing process embodies, the authors put forward six stages that a material teacher-developer should follow in order to design a high quality material.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Howard, Jocelyn. & Major, Jae. (n.d.). Guidelines for designing effective English language teaching materials.** Retrieved on May 12, 2012, from www.paaljapan.org/resources/.../Howard.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">This research project has to do with the factors to consider when designing materials, among them: copyright compliance requires teachers to be careful because the expression of an idea can be copyrighted but not the idea itself. In addition, Howard & Major discuss the time limitations presented when designing a new material mainly when teachers do not have the knowledge about how to design an effective and useful teaching material.



__**Language Proficiency**__

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">**Farhady,Hossein. (n.d). Measures of Language Proficiency from the Learner’s Perspective.** Retrieved on June 1, 2012, from http://aua.am/academics/dep/hf_publications/5%20Measures%20of%20language%20proficiency.pdf

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Farhady (n.d) conducted a study on language proficiency viewed from the lenses of the role of learners on language testing. In this study, Farhady (n.d) states that there is a relationship between test taker characteristics and their performance on language skills. In view of that, learners have a certain performance profile depending on their educational background and either are they heterogeneous in their proficiency in various language skills.



=LENNY JOHANA=

In order to support the Literature Review in my proposal, I have red some papers which have gave me different perspective about the difficulties students have in their process of a Secon Language Acquisition. They are:

A NOVICE TEACHER'S ACTION RESEARCH ON EFL LEARNERS' SPEAKING ANXIETY. (Koçak, 2010), in this paper, the researcher, analyzes the negative effects of anxiety in the oral performance of FL students, by making a coparison between them. []

ENHANCING THE DEVELOPMENT OF SPEAKING SKILLS FOR NON-NATIVE SPEAKERS OF ENGLISH. (Boonkit, 2010). In this study, the researcher is focus on understanding the difficulties students present when they need to develop speaking activities, especially in the use of communication in real situations. []

THE FOREIGN LANGUAGE WRITER'S STRATEGIC BEHAVIOUR IN THE ALLOCATION OF TIME TO WRITEING PROCESSES.(Larios et al, 2008).This study shows the importance of the process of writing. Besides, it seeks to determine different difficulties students have in their process of writing specifically in the time they need to develope composition tasks. []

BLOGGIN: A WAY TO FOSTER EFL WRITING. (Quintero, 2008).In this research the autor is focus on analysing the origins of the difficulties of FL children, determining their aptitudes and cognitive variables in the process of acquisition of the language; by working in the elaboration of a Bolg. []

FOREIG LANGUAGE LEARNING DIFFICUKLTIES IN ITALIAN CHILDREN: ARE THEY ASSOCIATED WITH OTHER LEARNING DIFFICULTIES? (Ferrai and Palladino, 2007).In this study the researchers analyze the origins of FL difficulties of Italian children through their aptitud, cognitive variables (anxiety and motivation),and a comparison between succesful and unsuccesful participants. In addition, investigators,carried out some experiments in order to better understan this issue. [] INVESTIGATING GRAMMATICAL DIFFICULTY IN SECOND LANGUAGE LEARNIG: IMPLICTIAONS FOR SECON LANGUAGE ACQUISITION RESEARCH AND LANGUAGE TESTING. (Rod Ellis, 2008). In this study the researcher seeks to understand how grammar knowledge influence the process of acquisition of a second language, taking into account two types of knowledge as Implicit and Explicit. Furthermore, the investigator is focus on analyze the performance of students and the difficulties they have through several tests. [] IDENTIFYING THE FACTORS THAT AFFCT THE FL LEARNERS' ORAL PRODUCTION AT PUBLIC UNIVERSITY: A CASE STUDY. (Laguado, 2012), This is a case study which was carried out in order to understand the main causes of oral difficulties of FLstudents of the University of Pamplona. This is a small scale research that can be find at the resource center of the University of Pamplona. THE COMPONENT READING AND WRITING SKILLS OF AT-RISK UNDERGRADUATES WHIT WRITING DIFFICULTIES. (Harrison,2009). This is a study in which the investigator analyzes writing difficulties of adults learners, showing as a result that previous knowledge students have influence their performance in the moment of develop written activities. []

LITERACY SKILLS IN PRIMARY SCHOOL-AGED CHILDREN WHIT PRAGMATIC LANGUAGE IMPAIRMENT: A COMPARISON WITH CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT. (Lockton, 2010), This is a study that presents the difficulties impairment students face in their process of acquisition of a FL. In this research, the investigator analyzes students difficultis through the development of reading and writing activities.

DEVELOPING ORAL SKILLS THROUGH COMMUNICATIVE AND INTERACTIVE TASKS. (Gutiérrez, 2005). This Action Research was conducted in order to improve the lack of practice in speaking skill. The researcher states that many learners have problems in speaking skills. These problems are cause of students lack of motivation. [] Enjoy it! :) = = =**FRANCY KATERINE**=

In order to understand and support better the use of learning strategies used by the students in foreign language, I have read some papers which have gave me some perspectives about the use of learning strategies in languages abilities.

1) <span style="font-family: Arial,sans-serif;">Language Learning Strategy Use by Colombian Adult English Language Learners: A Phenomenological Study.

<span style="display: block; font-family: arial,sans-serif; text-align: left;">The researcher examined how Colombian adult English language learners (ELL) select and use language learning strategies (LLS).

<span style="display: block; font-family: arial,sans-serif; text-align: left;">[|http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1298&context=etd&sei-redir=1&referer=http%3A%2F%2Fwww.google.com.co%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dhow%2BColombian%2Badult%2BEnglish%2Blanguage%2Blearners%26source%3Dweb%26cd%3D2%26ved%3D0CHoQFjAB%26url%3Dhttp%253A%252F%252Fdigitalcommons.fiu.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1298%2526context%253Detd%26ei%3DV1TbT6yaAoSz6gHqtdXCCw%26usg%3DAFQjCNFRkb0NvHXKUyQtTiNejnT7Ni_wMw#search=%22how%20Colombian%20adult%20English%20language%20learners%22]

<span style="display: block; font-family: arial,sans-serif; text-align: left;">2) Evaluating Students’ Autonomous Learning Through Their Uses of a Self-access Center

<span style="display: block; font-family: arial,sans-serif; text-align: left;">The researcher pretended to identify the most common learning strategies used by the students in English in the SAC, and through that to know if this SAC promoted the students´ autonomy.

[]

3) <span style="font-family: Arial,sans-serif;">A Study of Language Learning Strategies Used by College EFL Learners in Taiwan.

<span style="font-family: Arial,sans-serif;">The researcher shows that one of the effects on language learning strategies is the motivation, because the students that had the opportunity to choice their own degree without influence of their parents, friends or external factor.

[]

4) <span style="font-family: Arial,sans-serif;">Effects of Strategy Instruction in an EFL Reading Comprehension <span style="font-family: Arial,sans-serif;">Course: A Case Study

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5) <span style="font-family: Arial,sans-serif;">LEARNING STRATEGIES IN READING AND WRITING: EAP CONTEXTS

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6) LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION

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7) STRATEGIES FOR PROFESSIONAL RADING FOR L1 AND L2

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8) The use of music videos for the development of EFL pre-service teachers’ listening skills at a Colombian university (Castro, 2009). The present paper seeks to explore how using songs videos in a classroom of a Pre- Intermediate English course in a TEFL program of a Colombian university can enhance the development of the listening skills in this group of learners.

[] 9) Sanchez (2012) studied if the activities carried out by a foreign language teacher helped her students to develop their listening skills or not. The researcher observed that the classroom participation augmented the confidence on the learners according to the way of shared with the group the answers of the listening exercises.

10) Griffiths (2004) shows that one of the effects on language learning strategies is the motivation.

[]

=FREDYS ALBERTO= in order to support my proposal I have been reading some papers which have helped me to better understand the motivation when learning english:

1) http://fel.uqroo.mx/adminfile/files/memorias/Articulos_Mem_FONAEL_V/Medrano_Vela_Cecilia_Araceli_&_Cano_Vargas_Roxana.pdf 2) http://www.raco.cat/index.php/bells/article/viewFile/102734/149124 3) http://www.ajol.info/index.php/huria/article/viewFile/33991/24528 4)http://www.fedu.uaeu.ac.ae/journal/docs/pdf/pdf22/issue22-artical6.pdf 5)http://www.sci.unal.edu.co/scielo.php?script=sci_arttext&pid=S0123-46412011000200004&lng=en&nrm=iso&tlng=en 6)http://www.ukm.my/ppbl/Gema/GEMA%2010%282%29%202010/pp%2037_56.pdf 7)http://www.coactivity.vgtu.lt/upload/filosof_zurn/a_liuoliene_metiuniene_filologija_nr2.pdf 8)http://www.philippine-esl-journal.com/V4_A1.pdf 9)http://www.eric.ed.gov/PDFS/ED503769.pdf 10)http://www.ccsenet.org/journal/index.php/elt/article/view/11873/8333

my dear classmates here I post my litreview so you can take a look at it and make comments about it.

<span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: center;">Related studies

//<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Numerous studies have been carried out around the world to investigate motivation, however, in Colombia there have been few studies related to motivation. Various studies conducted on the area of motivation aimed in most cases at identifying the kind of motivation students have for learning it and attitudes towards the English language. They will be regarded to be a base for discussing the results obtaining from this study. // //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Previous researches have demonstrated the crucial role that motivation plays in the learning process. <span style="font-family: 'Times New Roman','serif';">Medrano and Cano (2009) developed a case study entitled “Motivation and language learning: the case of 5 successful independent students”, in Mexico. The main purpose of the study was to illustrate the effect of motivation in a successful learning process and the instruments used by them were: interviews, questionnaires and classroom observation where they wanted to see the kinds of motivation (intrinsic, extrinsic, integrative and instrumental) presented in each learner and the role that motivation had in their language learning process. The results were shown by graphs where they found that the intrinsic interest is high in almost all the participants and this reflects both intrinsic and integrative motivation because it shows interest not only in learning, but in the language itself (first graph). // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In the third graph was displayed that learners are not strongly motivated by external reasons. This information is important because for two of them, studying English is mandatory in their schools. This information supports the intrinsic motivation shown in the first graph. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In the same way Lucas et al (2010) conducted a study called “A Study on the Intrinsic Motivation Factors in Second Language Learning among Selected Freshman Students” in Philippines. The purpose of the study was investigated if students are intrinsically motivated to learn L2 communicative skills such as writing, reading, speaking and listening. It also examined the factors of intrinsic motivation that may help determine why and why they are not motivated to learn those macro skills. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The study focused on intrinsic motivation factors that may help identify what specific L2 communicative skill students are more motivated to learn. The study involved 240 freshman college students from different universities and colleges in Metro Manila. A 48-item questionnaire was administered to the selected respondents. The results of the study showed that students are intrinsically motivated to learn speaking and reading skills and that they are intrinsically motivated via knowledge and accomplishment. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Other aspect that has been considered in this study is learner’s attitudes towards learning English due to a favorable attitude would motivate learners to reach their learning goals as found by Nyamubi (1998) who carried out a study called: “The influence of motivation in secondary school students’ performance in English language” in a secondary school in Tanzania. Where the setting chosen by the researcher was a secondary school and the teachers in Tanzanian, the main purpose of the study is to investigate the motivational factors to learn English language in Tanzanian context, also to relate this to students’ performance in English language. The instruments used by the researcher were: questionnaires and achievement tests, the results showed that students were driven by the integrative motivation to learn English language. Thus students agreed by a high percent that they learn English in order to communicate with native speakers outside the country, while a low percent disagreed. As conclusion; students had high motivation to earn English language, which provided an effective basis for learning the language. They had both integrative and instrumental motivation focusing on the expected benefits in the language. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In the same way Mohideen (2005) developed a study entitled “Attitudes and Motivation in Second Language Learning” in Malaysian. The study aims to investigate Malaysian students’ attitudes towards the Arabic and the impact it has on their first language and cultural identity. In addition the study attempts to explore the attitudes towards the courses they attempt to learn this language. The sample of the study consists of 105 male and female students from two universities in the first, second, third, fourth academic years. The instrument used is a questionnaire which comprises 38 items developed to achieve the aims of the study. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Findings reveal that students are more inclined to bilingualism and that they are more integratively motivated to study Arabic as a second language. They also reveal that there are many factors which make them more instrumentally and more integratively motivated. Finally positive attitudes are shown toward the Arabic courses. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Later Mendez (2011) conducted a study called “the motivational properties of emotions in foreign language learning” in Mexico. The aim of this article is to report the motivational impact of the emotions experienced by second year students of an English language Teaching programme in a South East Mexican University. Students were asked to keep an emotional journal for twelve weeks during their third term in order to map their emotions and their sources during instructed language learning. The results shown that the emotions experienced most by students are: fear, happiness, worry, calm, sadness, and excitement. Although there is a range of sources for emotional reactions, the five main sources of students’ emotions are: their insecurity about their speaking ability, the teachers ‘attitudes, comparison with peers, the classroom atmosphere, and the type of learning activities. The two main aspects identified as impacting on students ‘motivation are: the teachers’ attitudes, and the classroom climate. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In a study done by Chalak and Kassaian(2004) revealed that Iranian Non-native speakers of English learn the language for both ‘instrumental’ and 'integrative' reasons and their attitudes towards the target language community and its members were generally found to be highly positive. The paper also reported some micro and macro implications of the study. The name of the study is “Motivation and Attitudes of Iranian undergraduate Students EFL Students Towards Learning English” in Iran. This paper investigated the various socio-psychological orientations of Iranian undergraduates towards learning English. It focused on the motivation orientations of the students and their attitudes towards the target language and its community. A group of 108 students majoring in English translation at Islamic Azad University, Khorasgan Branch in Isfahan, Iran was surveyed using the AMTB (Attitude, Motivation Test Battery). The domains used for the purposes of the study were: a) interest in English, b) parental encouragement, c) motivational intensity, d) attitudes towards learning English, e) attitudes towards English-speaking people, f) integrative orientation, g) desire to learn // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">English, and h) instrumental orientation. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">On the one hand, Har Wong (2009) conducted a study with 50 students from a local secondary school in Honk Kong they participated voluntarily in this study. The main interest of the study was to examine the motivation patterns of the two groups of students and how they are different from each other; and as certain whether the respective groups of students; learning motivation has correlations with English attainment. The instrument used was a questionnaire which consisted of 48 questions, a six-point likert-type scale was adopted for respondents to indicate their responses ranging from Strongly Agreed to Strongly disagreed, in which the results indicated that both groups of students. English attainments are positively correlated to course-specific. With the results of this study, it is hoped that educators will be able to understand the differences between the two groups in terms of motivation and learning needs. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Many studies indicate the importance of motivation in language learning. // //<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">Liuolinè (2006) developed a quantitative study related to motivation called: **“**Second Language Learning Motivation”.The purpose of the article was to evaluate students’ second language learning motives and their influence on the pedagogical process. Population was not stated in this study. The main instrument used in this research was the survey of references on the problem of language learning motivation, programmed of statistical data analysis SPSS (statistical package for social sciences). The researcher used theories proposed by Gardner (1985) to support her study.The researcher concluded that students’ wishes and needs to work independently depend on their motivation, attitude and responsibility and it also states that t <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">he higher motivation, the more autonomous learning students want to have in the learning process. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In addition, Bernaus (1995) conducted a study named “The role of motivation in the learning of English as a foreign language” where the author enrolled 137 secondary school students in Barcelona (Spain). His main interest was to study the role of motivation in foreign language acquisition, and to consider the interaction between students' socio-cultural background, classroom environments (especially the teacher), and motivational variables, and the effect of this interaction on achievement in the foreign language. The instruments administered were questionnaires and interviews which showed as results in diagrams presented, School JM shows Significant but negative correlations between English proficiency and motivation. Many students in this school had very low motivation grades and presented low English language change scores; this may be the reason why the correlations are negative. As a conclusion In great advances have been made in the field of motivation and its effects on second foreign language acquisition, as the literature on this field in the 80s and early 90s shows. However, a great effort should be made to study which factors may affect learner's motivation in a classroom in order to obtain higher degrees of proficiency. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bahous et al (2011) investigated the perceptions through interviewing students and surveying teachers‘views in an EFL Program of the problems that hinder these students’ learning in the English classes related to motivation. They chose to interview thirty students attending the different English language courses in the English as Foreign Language (EFL) Program at the University: Semi-structured interviews were conducted individually and face-to-face. // //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Findings show that learners are not motivated to learn English because of an over-focus on writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured syllabi leaving little room for communicative methods. //

=MAYRA ALEJANDRA=

During the process of writing my proposal, and specifically, the Literature Review, I have read several papers in order to support my study. They are:

The use of music videos for the development of EFL pre-service teachers’ listening skills at a Colombian university (Castro, 2009). The present paper seeks to explore how using songs videos in a classroom of a Pre- Intermediate English course in a TEFL program of a Colombian university can enhance the development of the listening skills in this group of learners. []

The use of songs as a tool to work on listening and culture in EFL classes (Reina, 2010). This article presents an action research study applied in a second level EFL course at a university in Tunja (Colombia). The study examines the listening performance of students throughout the development of six workshops based on the songs. Findings of this study indicate that this type of material can foster listening skills and engage students in discussion about cultural and social issues. []

Integrating listening and speaking skills to facilitate English language learners’ communicative competence (Müge, 2010). This study is conducted to prove that teaching listening and speaking skills in integration improves oral communicative competence of the students. In order to collect data for the study, a pre-post test and various tasks were designed for 180 students from the preparatory school of Hacettepe University, Turkey. The collected data was analyzed through t-test. At the end of the study, the group practicing the skills in integration was found to be more successful than the group practicing the skills separately. []

Factors affecting the listening skill (Kutluª& Aslano􀃷lub, 2009). The purpose of this study is to define the factors that affect fifth grade students’ listening skills. In this study in order to collect data, Listening Comprehension Test, Students Characteristics Questionnaire, In-class Listening Tasks Scale, Out-of-class Listening Tasks Scale, and Students’ Views on Listening Skill Scale were used. At the end of the study it was found out that “number of juvenile books at home”, “number of books at home”, “time spent reading books”, “time spent reading newspaper” and “time spent listening to radio” have significant effects on fifth grade students’ success in their listening performance. [] <span style="display: block; font-family: 'times new roman',serif; text-align: justify;">Identifying the factors that interfere the EFL learners’ listening comprehension at a public university: a case study. Díaz (2012) conducted this study with three beginner-level learners from the Foreign Languages Department at the University of Pamplona. Data were gathered through non participant observations and semi-structured interviews. Findings revealed that factors interfering EFL learners’ listening comprehension are: speaker’s accent and rate of delivery; student’s limited vocabulary, concentration, unknown topics and noise.

<span style="font-family: Times New Roman,serif;">Understanding how the use of ICTS improve listening skills among EFL learners: a case study. Gáfaro (2012) explored the impact that ICT´S have on the improvement of listening skills among FL learners. <span style="color: #000000; font-family: times new roman,serif;">The study was carried out at the University of Pamplona with 6 students (3 females and 3 Males) enrolled in the first semester of a foreign language program <span style="font-family: Times New Roman,serif;">. The author gathered data through classroom observations, planning workshops, <span style="color: #000000; font-family: times new roman,serif;">surveys, and interviews; and after analyzing <span style="font-family: Times New Roman,serif;">them findings revealed that ICT’S may help EFL learners to improve their listening skills.

<span style="display: block; font-family: 'times new roman',serif; text-align: justify;">Listening comprehension and strategy use: A longitudinal exploration.Graham, Santos and Vanderplank (2007) explored the relationship between learners’ listening proficiency and strategic behavior. For collecting data they conducted two lower-intermediate learners of L2 French in secondary schools in England. Data were gathered at the two time points from verbal reports made by learners while they were completing a multiple-choice listening task. The results show a high degree of stability of strategy use over the time period, with pre-existing differences between the high and low scorer persisting. [|__http://www.sciencedirect.com/science/article/pii/S0346251X07000917__]

<span style="display: block; font-family: 'times new roman',serif; text-align: justify;">The effect of teaching Finite State Grammar (FSG) on listening comprehension ability of Iranian Intermediate EFL learners. Sadeghi &Nazarbaghi (2011), researched on whether teaching Finite State Grammar (FSG) enhances EFL learners' listening comprehension by fostering their prediction ability. In order to collect data, 80 male and female EFL learners in Urmia Language were randomly divided into a control and an experimental group. After using a pre-test post-test design, the authors found that teaching FSG enhanced learners' listening comprehension by helping them to predict incoming input.

<span style="font-family: TimesNewRomanPSMT,serif;">The Inevitable Role of Cultural Background on the Iranian EFL Learners’ Reading and Listening Skills. <span style="font-family: Times New Roman,serif;"> Soureshjani (2011) investigated the influence of cultural background of the Iranian EFL language learners on their receptive skills—reading and listening. To accomplish this objective, two classes of Iranian upper-intermediate learners of English learning in one of the language institutes in Shahrekord (Iran) participated in the study. One of the classes was assigned to the experimental group and the other one the control group. After administering pre- and post-test reading comprehension test and also a pre- and post-test listening comprehension test, the study’s findings revealed that having cultural background knowledge about the content of a written or spoken text has a significant effect on reading and listening comprehension.

<span style="font-family: TimesNewRomanPSMT,serif;">The Relationship between Computer Assisted Language Learning (CALL) and Listening Skill of Iranian EFL Learners. <span style="font-family: Times New Roman,serif;"> Barani (2011) carried out a research about The Relationship between (CALL) and Listening Skill of 60 students at a private language institute in Aliabad Katoul, Iran, who were selected and divided into experimental and control groups. The author applied three instruments: Nelson Test, a Proficiency Test and an Achievement Test. The results obtained throughout the study indicated there was a significant difference between CALL users and nonusers in favor of the experimental group. Thus, the null hypothesis was rejected.

[|__http://www.sciencedirect.com/science/article/pii/S1877042811009608__]

By: Mayra Alejandra Camacho Ardila

=YHOEL ANTONIO= 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wilson and Thayalan (2007). Define a foreign language labas“a place that offers broadcasting television programs, web assisted materials, and videotaped off-air recording in the target language. On the other hand, a foreign language lab plays an important role in the learning language process, taking into account a number of advanced facilities such as innovative products: digital multimedia control, wireless headsets, microphones and the interactive respond pad etc. In this way, a language lab provides technical tools to get the vest sample pronunciation of the language. Furthermore, the laboratory’s collection is designed to assist learners in the acquisition and maintenance of aural comprehension, oral and writing proficiency, and cultural awareness”.

DAVID AND DR. V, W. A. T. (2007).The Significance of the Language Laboratory in Communication. Retrieved from www3.telus.net/linguisticsissues/lab

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2) In the Meskill’s study, through multimedia (1996), she states “the case for multimedia as a technology that supports listening skills development in another language is strong. Besides, Arguments supportive of multi modal processing as a means of listening skills development emphasize: (a) the role of text and visuals as aids to language processing when appearing in conjunction with the aural text; (b) the motivational aspect of video <span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">as an advantage for language instruction; (c) the fact that combined mediaenrich target language processing, thereby rendering input more direct and salient for the language acquisition process; and (d) it is an environment conducive to promoting schematization and the strategy of discourse chunking on the part of the learner”. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Meskill, C. (1996). Listening skills development through multimedia.//JJournal of Educational Multimedia and Hypermedia (JEMH)// (1 9 9 6) 5(2), 1 7 9 - 2 0 1Retrieved from []

3)<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">According to Tiono (2001), in his study of communicative listening in the language laboratory he points out that“to avoid communication block when students are doing the listening tasks, the teacher needs to divide the activities into three parts: pre-listening activities, while listening activities and post-listening activities: <span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">Pre-listening activities: <span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">While-listening activities: <span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">Post-listening activities: <span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">In addition, he says, “language laboratory actually is essential for teaching ESL students.With the support of a well-equipped language lab, well-planned communicative listening tasks and an experienced teacher, students will be stimulated to learn ESL in the language laboratory”. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tiono, N. (2001, December). Communicative Listening in the Language Laboratory.//Scientific Journal Directory (International & National Journals)// Volume 3, Number 2, December 2001: 73 – 82.Retrieved from[]
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher prepares an empty cassette tape on each student’s booth.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher elicits the vocabulary about shapes (e.g. round, triangle, oval, spiral,etc.)physical qualities (e.g. smooth, rough, flexible, rigid, soft, hard, transparent, translucent, opaque, etc.).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher explains what the students have to do.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student listens to his own recording and makes notes on importantdetails/places.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student tries to relate what he has heard (directions to the location of thehidden treasure) with the map he has.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students work together in groups of three; each student in the group has listenedto different parts of the story (e.g. student A listened to part I, student B listenedto part II, and student C listened to part III).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Each student in the group explains to the members of his group about what hehas heard and what he can conclude.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The group should find / locate the hidden treasure in the provided map.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher discusses the answers with the whole students in class”.

4) <span style="font-family: 'times new roman','serif'; font-size: 16px;">Blasco- Mayor (2009),he states that “the technology know-how of L2 learners should not be overlooked. The popular belief is that most people, especially young L2 learners, are conversant with all kinds of devices for their L2 learning endeavours: DVDs, TV satellite reception, Internet sites and so on. However, a deeper look will reveal that L2 learners are hardly profiting from the enormous availability of technological aids, as can be deduced from the sociological profiles of L2 learners”.

<span style="font-family: 'times new roman','serif'; font-size: 16px;">Blasco, M. (2009).CALL-enhanced L2 Listening Skills – Aiming for Automatization in a Multimedia Environment.//Indian Journal of Applied Linguistics// vol. 35, no. 1, jan-jun 2009. Retrieved from []

<span style="display: block; font-family: 'times new roman',serif; font-size: 16px; text-align: justify;">5) Brickman B (1995) in this study heaims at building“interactive computer learning through multimedia lab. In the way of working students have the privilege to practice grammar, vocabulary, reading and writing software programs to be used only in the lab. In addition, videos tapes, audio cassettes are also available for pupils to enhance the listening skill, taking into account the materials such as videos, films, and the Michigan test”. BRICKMAN, B. (1995). Designing a Multimedia Lab for Foreign Languages. //THE Journal//, Retrieved from []

6) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mc Cracken (2006), he focuses on three listening issues with regarding to foreign language lab: First, the author points out that “many faculties of a foreign language do not understand that listening is a skill which can be improved through instruction and training. Second, there is an obvious disconnect between the official recognition of the importance of listening skill and design, and support for the delivery of effective listening and intervention that foreign language lab must have with the ultimate technology multimedia. Finally, foreign languages programs usually overlook that for having the listening skill acquisition is necessary to provide a digital language lab which involve students to learn with ease and acquire the abilities that a LS demand, especially listening skill which apparently seems to be the most difficult in a foreign language”. SALLY, M. (2006). Listening and New Approaches to the Creation of Communicative Centers. //International Journal of Listening//, Retrieved from [|http://www.listen.or]

7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mc Donough (2001), this study focuses on “program software which offers a range of activities that lead to students to practice what they consider suitable for their knowledge acquisition. In some cases learners prefer to go at the interaction link, where target culture is developed through the native speakers’ conversation for pupils to enhance vocabulary, native accent, speaking, and listening skill that derive from foreigners. Further, the author considers that setting up such connections via technology modern computer among students and native speakers could improve the learners teaching in terms of the acquisition of LS” SHARON, M. (2001). Way Beyond Drill and Practice: Foreign Languages Lab Activities in Support of Constructivist learning. //International Journal of Instructional Media//, //28//, 1. Retrieved from www.highbeam.com/doc/1G1-72270063.html

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">8). Huan shin-Jen (2000). This study attempts to do differences between “a traditional foreign language lab and a multimedia modern lab which demonstrates interactive computer software that guides learners to elevate the learning motivation in a foreign language. Also, multimedia lab has a design for students to improve their skills with ease owing to this layout provides a variety of materials that allow pupils to be confident at the moment of undertaking the language use. Meanwhile, a traditional language lab usually tries to block the learners’ teaching, because it always presents a range of obsolete tools that make feel students bored and frustrated in the process of acquiring a LS. Thus, traditional lab cannot foster the students’ knowledge in a successful way”.

Huan shin, J. (2000). Communicative Language Teaching in a Multimedia Language Lab. //The Internet TESL Journal//, //VI//, 2. Retrieved from []

9)<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">According to Hulstijn (1997) this research carries out “the way how foreign languages labs are used at present, therefore the issues related to knowledge into the lab classroom are neglected in sense of teachers ‘inexperience at the moment of utilizing the devises and tools which support the learners’ learning in a second language. In addition, languages labs are seen as a response that many students undertake in the L2 drills, but with the disadvantages that some trainers sometimes present for not to know how to manage a setting lab in conjunction with scholars ‘needs shown in the diverse proficiencies in which a foreign language comprise in its entirely context”.

<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">JAN. H, H. (1997). Second language Acquisition Research in the Laboratory. //19//(02), 131-134. Retrieved from Cambridge Journals Online

<span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">López (2003), this study was conducted in the Gran Colombia University Language Laboratory through “a multimedia software that is characterized by having a variety of quality tools such as audio in which are highlighted sounds and music, also students have the opportunity to interact with videos that include texts, pictures, graphics, movies and animations. Thus, the author pretended to examine and evaluate how undergraduates used the layout for them to increase their learning in the diverse skills of a foreign language”.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">JAIRO AGUSTIN, L. F. (2003). Computer Assisted/Aided Language Learning(CALL). Retrieved from monografías.com

=ANDREA CASTILLO=

<span style="font-family: Arial,Helvetica,sans-serif;">Between the following list are the papers I read in order to support my research and give evidence about the different factors affecting writing production. Moreover I selected them because they are related to the main topic of my proposal and gave to me a better understanding about it.

<span style="font-family: Arial,Helvetica,sans-serif;">The influence of motivation in the writing process of EFL students at a public University: A case study.( Rodriguez, 2012).The following case study centered its attention on students' perceptions towards motivation as a force that affect their writing process. This is a small scale research made in the University of Pamplona which is available in the resource center lab. <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">Teaching English in Algeria and Educational Reforms An Overview on theFactors Entailing Students Failure in Learning Foreign Languages at University.( Rezig, 2011). In this study the author affirm that the student's reaction to the English culture is one of the elements that affects much their motivation because some students who develop a negative attitude to the foreign language learning have difficulties at the moment of learning. <span style="font-family: Arial,Helvetica,sans-serif;">http://www.sciencedirect.com/science/article/pii/S187704281102831X

<span style="font-family: Arial,Helvetica,sans-serif;">Exploring the relationship of creative thinking to reading reading and writing.Wang (2010). The researcher <span style="font-family: Arial,Helvetica,sans-serif;">examined if extensive practice in reading or writing is related to high creative performance. <span style="font-family: Arial,Helvetica,sans-serif;">http://www.sciencedirect.com/science/article/pii/S1871187111000447

<span style="font-family: Arial,Helvetica,sans-serif;">Nitta,Takayo (2006). In his research called Affective,Cognitive and Social factors affecting Japanese learners ofEnglish in Cape Town. The author presented a diagram to explain and discuss the basic framework of his research which comprise motivation,attitude,anxiety,self-confidence and learning strategies,as well as social factors. <span style="font-family: Arial,Helvetica,sans-serif;">http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_4868_1210749958.pdf

<span style="font-family: Arial,Helvetica,sans-serif;">Madrid,D. (1995) in his action-research intend to analyze a foreign language teaching and learning by identifying the relationship between some internal and external factors involved in the process,in which the main characters are the teacher and the learner. <span style="font-family: Arial,Helvetica,sans-serif;">http://www.ugr.es/~dmadrid/Publicaciones/Individual%20differences.pdf

<span style="font-family: Arial,Helvetica,sans-serif;">Spielmann & Radnofsky (2001) in their paper Learning Language Under Tension:New Directions from a Qualitative Study. The researcher separates cognitive from the affective domains in order to better understand their influence on the students, talking about instruction,materials,learning environment,personal expectations and beliefs related with l2learning. <span style="font-family: Arial,Helvetica,sans-serif;">http://www9.georgetown.edu/faculty/spielmag/docs/Tension_MLJ85_2001.pdfr

<span style="font-family: Arial,Helvetica,sans-serif;">Learning Strategies in Reading and Writing: EAP Contexts. Baker and Boonkit ( 2004 ). In this paper the researcher aimed to determine the most frequently used strategies and its differences applied between ‘successful’ and ‘less successful’ learners.In this article the author also illustrated the affective and social strategies involved in reading and writing. <span style="font-family: Arial,Helvetica,sans-serif;">http://rel.sagepub.com/content/35/3/299

<span style="font-family: Arial,Helvetica,sans-serif;">Camacho (2011) In her paper called A framework to build readers and writers in the second language classroom, talked about the curriculum as a way to make seem reading and writing not only as a class activity but also as a source of entertainment and information. <span style="font-family: Arial,Helvetica,sans-serif;">http://revistas.udistrital.edu.co/ojs/index.php/calj/article/view/187/310

<span style="font-family: Arial,Helvetica,sans-serif;">Fernández (2012). in her paper Collaborative writing tasks in the L2classroom:Comparing group,pair,and individual work. The author attempt to investigate the effect and influence that the number of students has on aspects as fluency and complexity of the written texts and the advantages at the moment of producing. <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;">Xiu and Kolker (2008) in their paper about learner’s perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English aimed to examine the different factors that play a significant role in learners’ anxiety when learning a foreign language.

<3...

=DANIEL JOSUÉ= =CAROL PAOLA= =MONICA=

<span style="font-family: Arial,sans-serif; font-size: 12pt;">In order to develop my proposal, I have chosen previous studies that show us the factor negative and positive that affect oral production foreign language classroom. On the other hand, I chose these papers, because I found them helpful for the process in which they are going through, since these previous studies could give me some directions about how to carry out my own investigation.

- **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Students’ perceptions about the development of their oral skills in English as a foreign language teacher training program **<span style="font-family: Arial,sans-serif; font-size: 12pt;">(Castrillon, 2010). The purpose of this research is improving students’ oral communication skills and to help them develop oral abilities to communicate fluently in different contexts. <span style="display: block; font-family: arial,sans-serif; font-size: 12pt; text-align: justify;">@http://recursosbiblioteca.utp.edu.co/tesisdigitales/texto/372452C355.pdf - **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Analyzing Factors Associated with Students‟ Oral Test Performance **<span style="font-family: Arial,sans-serif; font-size: 12pt;">(Chan and al, 2011). Authors focused on the association between students‟ performance in School-based Oral English Test and their anxiety level, attitudes and perceptions towards language learning and their learning environment. Also, Chan and al found that a weak negative but significant relationship between the Oral English scores and students’ anxiety levels, attitudes and learning environment. The qualitative findings further revealed the degree of influence test anxiety had on students‟ oral performance. <span style="display: block; font-family: arial,sans-serif; font-size: 12pt; text-align: justify;">@http://www.microsoft.com/office/olsb/page-not-available_EN-US.html

- **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language **<span style="font-family: Arial,sans-serif; font-size: 12pt;">(Tanveer, 2007). The author conducted a research with the purpose to investigate the factors that language anxiety can possibly stem from, both within the classroom environment and out of classroom in the wider social context, and has recommended a variety of strategies to cope with it. <span style="display: block; font-family: arial,sans-serif; font-size: 12pt; text-align: justify;">@http://www.asian-efl-journal.com/thesis_M_Tanveer.pdf

- Children’s Oral Communication in English Class Activities:An ExploratoryStudy(Monsalve, 2006) @http://www.revistas.unal.edu.co/index.php/profile/article/viewFile/11001/11742

Factors influencing classroom participation ( Mustapha and al, 2010) []d

- ** Language anxiety from the teachers perspective ( **** Ohata, 2005)** @http://www.jllonline.co.uk/journal/jllearn/3_1/ohata.pdf

(2005 - ** Learners’ Perceptions of How Anxiety **** Interacts With Personal and Instructional **** Factors to Influence Their Achievement **
 * in English ( **** Xiu Yan and al ,2008) **

-
 * Foreign Language Learning **** Difficulties in Italian Children: **** Are They Associated With Other **** Learning Difficulties? **
 * (Ferrari and al ,2007) **


 * - **** Encouraging advanced second language speakers to recognize their **** language difficulties: a personalized computer-based approach ( **** Xu and al ,2010) **


 * Learning Language under Tension: **** New Directions from a Qualitative **** Study ( **** Spielmann and al ,2001) **
 * Learning Language under Tension: **** New Directions from a Qualitative **** Study ( **** Spielmann and al ,2001) **

=MARIA LISSETH= In order to support my proposal I have read some papers such as:

1. __The Interaction of the Bilingual’s Two Phonetic Systems: Differences in Early and Late Korean-English Bilinguals: Wendy Baker (2005)__ This study examined the influence of cross-language similarity and age at the time of L2 acquisition on the organization of a bilinguals’ L1 and L2 phonetic systems. []

2. __The effect of experience on the acquisition of a non-native vowel contrast__ __Simon and D’Hulster (2011)__ This study examines the effect of second language experience on the acquisition of the English vowel contrast /e/–/æ/ by native speakers of Dutch. []

3. __Native Catalan learners’ perception and production of English vowels__ __Rallo and Romero (2007)__ This paper reports two experiments on nonnative vowel perception and production. []

4. __Factors affecting strength of perceived foreign accent in a second language. Flege, Munro and Mackay (1993)__ This study assessed the relation between non-native subjects' age of learning (AOL) English and the overall degree of perceived foreign accent in their production of English sentences. The 240 native Italian (NI) subjects examined had begun learning English in Canada between the ages of 2 and 23 yr, and had lived in Canada for an average of 32 yr. Native English-speaking listeners used a continuous scale to rate sentences spoken by the NI subjects and by subjects in a native English comparison group. []

5. __An acoustic–phonetic comparison of the clear speaking styles of Finnish–English late bilinguals. Granlund, Hazan and Baker (2011)__ This study assessed the claim by contrasting the clear speech strategies used by twelve Finnish–English late bilinguals in their two languages, using spontaneous speech and sentence reading tasks. []

=ALEXANDRA= =JUAN CARLOS= = = =ADRIANA=

In order to support my proposal Ihave been reading some papers such as:

conducting research focuses on the lack of English language proficiency, typically adult Colombian immigrants are not able to find jobs that fit their professional backgrounds and work experiences. This lack limits them to entry-level jobs that do not require proficiency in the English Language. The purpose of the study wasto describe the experiences of Colombian adult ELL (English Language Learner) in selecting and using LLS (Language Learning Strategies) and the meanings these learners make of their own experiences to improve their foreign language.
 * Language Learning Strategy Use by Colombian Adult English Language Learners: Parades (2010)**

[|http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1298&context=etd&sei-redir=1&referer=http%3A%2F%2Fwww.google.com.co%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dthe%2520lack%2520of%2520english%2520language%2520proficiency%252C%2520typically%2520adult%2520colombian%26source%3Dweb%26cd%3D1%26ved%3D0CE0QFjAA%26url%3Dhttp%253A%252F%252Fdigitalcommons.fiu.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1298%2526context%253Detd%26ei%3Dvv3PT_bcB-Hn0QGzi8jTDQ%26usg%3DAFQjCNFRkb0NvHXKUyQtTiNejnT7Ni_wMw#search=%22lack%20english%20language%20proficiency%2C%20typically%20adult%20colombian%22]

Kato (2005); The purpose of the study was focused on: (a) to explore which kinds of learning strategies are used by Japanese university students. (b) to determine how language-proficiency levels relate to the use of language-learning strategies, (c) to seek the reasons many Japanese university students ‘proficiency levels are low, and (d) to offer the implications for instructors in Japanese university classrooms. []
 * How Language Learning Strategies affect English Proficiency in Japanese University Students**

Zhang The goal of this study is to identify what might be good language learning strategies and to establish a relationship between these and successful language learning (abraham & vann, 1987; bremner, 1999; naiman, fröhlich, stern & todesco, 1978; gu & johnson, 1996; rubin, 1975; wang, 2007). Implicit in the research on language learning strategy use is the assumption that strategic behaviors can exert potential causal effect on achievement and performance in second/foreign language, also, another goal is to investigate the relationship between listening strategy use and language proficiency.
 * INVESTIGATING COGNITIVE AND METACOGNITIVE STRATEGY USE DURING AN ENGLISH PROFICIENCY TEST**

[]

Chamot (2004) conducted a research focused on <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">examining eight issues related to language learning strategies research and instruction []
 * Issues in Language Learning Strategy Research and Teaching**

Yan-liu (2008) conducted a research focused on <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">examining the contribution that formal strategies-based instruction can offer learners to their improving listening proficiency and also seems to endorse the notion of integrating strategy training into the classroom instructional plan. []
 * THE IMPACT OF STRATEGIES-BASED INSTRUCTION ON A FOREIGN LANGUAGE**

Shmais (n.d) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">conducted a research focused on identifying how students process and learn all kinds of information and what strategies they use to learn or remember this information also explores the use of learning strategies as an important factor in the success of EFL learners. []
 * Language Learning Strategy Use In Palestine**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rasekh (n.d) conducted a research focused on the effect of metacognitive strategy training through the use of explicit strategy instruction on the development of lexical knowledge improvement of adult EFL students-
 * Metacognitive Strategy Training for Vocabulary Learning**

[]

cohen (1996) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">conducted a research focused on strategies-based instruction which aims to help students become more aware and responsible in their learning and their target language. []
 * SECOND LANGUAGE LEARNING AND USE STRATEGIES:CLARIFYING THE ISSUES1**

ADRIANA MANOSALVA

=**ANIBAL**= The objective of this study was to find the factors influencing English listening. 2) Ibtesam Al Armi in order to carry out her own research reported two studies called: //“Listening Strategies Used by Language learners// The main objectives of these studies were to provide to the students a variety of tasks and texts and guide them through these tasks to help them to discover the most effective Strategies for them as individuals. 3) Hayati Abdolmajid (2010), conducted a quantitative study titled: “//The effect of speech rate on listening comprehension of EFL learners”// in which 108 Sophomore EFL learners, in Abadan Islamic Azad University. The main purpose of this enquiry was to examine the effect of speech rate on listening comprehension of Iranian ELF learners 4) Amna Abdelgadir Yousif(2006), in Almajmah, Saudi Arabia, in which 50 first-year students took part, majoring in English in their second semester, who enfaced many problems in understanding lectures:"Listening Comprehension Difficulties as Perceived by".This paper reports the findings of a study into foreign language lectures conducted at tertiary level. The study investigated lecture comprehension problems of first year students listening to lectures in a FL subject matter classroom. Data was collected regarding the lecture comprehension difficulties of these students  by means of a short open-ended questionnaire and interview. The analysis of the data provides an index of  linguistic, conceptual, discourse, acoustic, environmental and psychological variables that hinder effective  comprehension. The results of the study have implications for both EFL teachers and subject matter lecturers in the particular setting in which it was conducted as well as in similar FL tertiary levels. 5) Ömer Kutlu and Aslihan (2009) undertook a research in Ankara (Turkey):"Factors affecting the listening skill".
 * In order to write my proposal, first of all, i found several papers, second, i summarized them, an finaly, i begun to write the proposal itself. These are the papers:**
 * 1)** Naizhao Guo (2004), conducted a study at Shanxi University of Finance and Economics in China, called //“An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement”,//

The purpose of this study is to define the factorsthat affect fifth grade students’ listening skills. In this study in order to collect data, Listening Comprehension Test, Students Characteristics Questionnaire, In-class Listening Tasks Scale, Out-of-class Listening Tasks Scale, and Students’ Views on Listening Skill Scale were used. At the end of the study it was found out that “number of juvenile books at home”, “number of books at home”, “time spent reading books”, “time spent reading newspaper” and “time spent listening to radio” have significant effects on fifth grade students’ success in their listening performance. 6) Christine Goh (1988), conducted an investigation at the National University of Singapore in which she discussed the factors that influenced learners listening comprehension. For conducting her research, she chose 40 ESL learners, who were tertiary-level students from mainland China studying in Singapore."How much do learners know about the factors that influence their listening comprehension" This article discusses factors which influence learner listening comprehension and examines the extent of awareness of these factors among a group of Chinese ESL learners.


 * the following will be:**

7) THE IMPACT OF THE INCORPORATION OF IMAGES ON THE DESIGN AND IMPLEMENTATION OF LISTENING COMPREHENSION TASKS AMONG EFL LEARNERS IN A COLOMBIAN HIGHER LANGUAGE EDUCATION INSTITUTE 8) What problems do your learners have with listening? Lindsay Burford Language School, UABC Tijuana México 9) Listening Comprehension Problems among the Students: A Case Study of Three Govt. Boys’ Higher Secondary Schools Muhammad Naeem Butt 10) Gholam and Jalai (2006), //“Relationship between Modality, Types of Passage, and Performance of Advanced EFL Learners on Listening Comprehension// //Test”.// =MARTIN= 1)//Deserción universitaria en Colombia. (Desertion in Colombian universities).Universidad Militar Nueva Granada. 2012. 04. 22. by// //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Adelaida Salcedo Escaria //<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">states the different aspects that one university show out when one student drop out, that there are external and internal factors; one of the external problems is the national educative system which students have a wrong secondary education in mathematics, language, natural science and social, it doesn’t allow them comprehensive and harmonious way between the different levels of primary and secondary and the external second problem is the type of activities and the external environment economic adverse, when students choose their degree for the profession at the moment that let them to earn money, students don’t have money to support themselves, they need parent’s aid or work for setting their back by themselves, also she show how “DANE(2000) point out the principals aspects for the desertion, which are the socioeconomic and academic factor”. In internal problems she talks overpopulation, deficiency in teachers; there isn’t vocational guidance and the old academic problem that appears in the history of the university. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 2004px; width: 1px;">// The role of motivation in the learning of English as a foreign language //

2) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Emma Cruz Sosa, Laura Gática Barrientos, Patricia Eugenia Garcia Castro, Jesús Hernández Garcia (2010) “Academic Performance, School Desertion and Emotional Paradigm in University Students” they expose how nowadays the higher education institutions are struggling for wider access; however, it is necessary to pay attention to ensure that any related initiative does not give rise to less able students being accepted onto programs which are unsuitable. Furthermore, if students have not developed their full academic potential they may need additional support at the beginning of their university studies that allow them to develop the abilities and skills needed to be successful. In the same way, students have confidence in their preparation for higher education and consider that they will carry out their further studies well. In order to change the process of school desertion, we must take into account student's interests, demands and forms of their social intervention. And also, youth culture have to be effectively integrated within college culture without affect their feelings, thoughts and cultures.

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<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3) Castro Ramirez & Rivas Palma (2006) “Estudio sobre el fenómeno de la deserción y retención escolar en localidades de alto riesgo”.

they confirm how 4 types of factors could have a negative effect on students: they are the context (social, economic, cultural, political and ecological aspects), the structure (are the texture, the institutional structure and the system’s function), the institutional process (character, style and the tradition) and the last one are the actors (the teacher, society and university’s role) all of them are what involve the student drop out decision. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4) Factors affecting student drop out from the university introductory physics course, including the anomaly of the Ontario double cohort. by Alan Slavin (2008). <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">The author explore the reasons that one student drop out, he states that there are several reasons that one learner take this decision, one on them and relevant is the credentialism, that are the most powerful reason for a students for leaving the university, because of the competition and employment lack, and also he identifies how the preparation in high school affect to the students at the university.

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<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">5) "School Dropout in Romania at the Level of Disadvantaged Groups” conducted by Andrei, Profiroiu, Profiroiua, and Iluzia (2011)

a case study in which they demonstrate a analysis of Roma population school dropout, and they illustrate the following hypotheses: “early school abandon is a complex phenomenon, which is determined by a series of factors related to the economic, social and cultural environment, to the community and family traditions etc”. Also they point out that the evaluation of school dropout on every type of population must be realized on every form of education because a child's behavior in relation to school is different depending on his age.

6) MEN (National Education Ministry) (2009) point out that is possible differentiate two types of abandon on university students, those are related with the time and the space. The time is divided in three parts, one of them is the precocious abandonment that is as soon as a learner was admitted by the institution but he does not register himself, the other is early abandonment which is when a student leave his studies in the first semesters and the last one is the late abandonment that is at the moment when learner leaves his studies in the last semesters. The other difference is on the space, it is divided in two; one is institutional withdraw, that is when student abandons the university, the other is on internal withdraw which is when learner changes the career in the same university.

7) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mauricio Rojas (2008) EL ABANDONO DE LOS ESTUDIOS: DESERCIÓN Y DECEPCIÓNDE LA JUVENTUD " <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Study Abandonment: Desertion and Deception in Youth”

<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">the author explores a different factor that affect one student, he says that the dropout is not kept in mind as a social problem, even though more of the middle of students don’t conclude their studies, not long ago this situation has been taken into account by the government and the different educative institutions. The author includes as a reason of withdraw, when a student see a higher access to the university than the opportunities to work, that is the lack of work, learners don’t want to study because they have to expend long time, thus this make on students a deception.

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<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">8) MODELO CONCEPTUAL PARA LA DESERCION ESTUDIANTIL UNIVERSITARIA CHILENA "Conceptual model for dropout chilean university student" by Christian Díaz Peralta

“student dropout is the combination of various variables; in these we find characteristics such as pre-universities, familiars, individuals and work expectancy, those have an influence on social and academic integration, which depending on the learner motivation can cause a positive effect-to stay on the university- or can cause a negative effect- when a student deserts. Moreover, student stays in the university as long as he has personal goals, that is to say, he looking forward to finishing his studies, no matter what he can find on the way, however, learner can change his motivation during his staying in the university”.

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9) <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">“Monografias” we can locate an article about “Academic performance indicators as criteria for quality assessment ”, that paper referenced a author, <span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">Tinto (1988), who states that study the dropout in the higher education is complex, because there are different kinds of withdraw. Additionally, he affirms any definition can capture totally the complexity of this phenomenon, and also he confirms that is the researcher who takes the decision to approximate the definition according to the problem or the objective that he is going to investigate, that is to say, it depends on the research, in which the author can give the definition of dropping out.

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<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">10) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Magaly Pérez Velasco, Omar Bravo Gómez, Secundino Isabeles Flores (2008) Principales causas de deserción escolar de la Facultad de Lenguas Extranjeras de la Universidad de Colima de la generación 2004, 2005 y 2006.

<span style="color: #262626; font-family: 'Times New Roman','serif'; font-size: 16px;">they share what they though at the beginning of their research study, they had a hypothesis, in which they declared that the cause of the EFL students withdraw was the awful English level that students have. However, at the end of this study they found others causes that affect to the students, it is not only the awful English level, it is also the immense economic and academic level. They consider “that the dropout should not always see as a problem, but as a solution. Whether the student realize that his vocation is not the teaching, it is unfair to pressure the student to continue in a mediocre way, <span style="color: #333333; font-family: 'times new roman','serif'; font-size: 16px;">ifatsome other areacan evolve completely.

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PHONETICS
<span style="font-family: Times New Roman,serif;">**by Christophe Van Bael.** This paper described the continuous speech signal as sequences of discrete phonetic symbols as well as the validation of phonetic transcriptions that consist of following the representation of the original speech signal even though its identification depend on the phonetician's background. On the other hand they showed that the automatic speech recognition include the acoustic models and the way the speaker pronounce the phonemes, the study was based on the speech of 5 people of Netherlands in two different way the reading speech and a conversational telephone dialogs, where they used the articulatory feature values for consonants and vowels and finally allowed them to conclude that is easier to a speaker the spontaneous speech than the reading speech, the only one way where both; spontaneous and reading speech are in the same level, is when the reader have done a pre-reading in order to know what the speech has (the new words or words difficult to pronounce).
 * __[]__ <span style="font-family: Times New Roman,serif;"># **<span style="font-family: Times New Roman,serif;">Validation of phonetic transcriptions in the context of automatic speech recognition **
 * __[]__ <span style="font-family: Times New Roman,serif;"># **<span style="font-family: Times New Roman,serif;">The Phonetics of Talk inInteraction – Introduction to the Special Issue by Richard **<span style="font-family: 'Times New Roman',serif;">**Ogden** who showed factor related to the phonetic, that is the interaction, he see the dialog like an important way in communication, then to use the phonetic inside it, he talk about the conversation analysis that consist of the phonetic parameters (the intonation or handling turn-taking, articulatory tension, voice quality, loudness, pitch span / tempo) and the patterns of phonetic variability, where he concluded that all those branches are related to the correct use of phonemic in the social action; the participants of this study were five people, all of them are specialized in one of branches mentioned before. What facilitated the well study of every phoneme and sounds the man speaks.
 * __[]__ <span style="font-family: Times New Roman,serif;"># **<span style="font-family: Times New Roman,serif;">Revelation to English Phonetics Teaching Based on PAM by Qufu,Shandong, **<span style="font-family: 'Times New Roman',serif;">they studied t he speech perception based on PAM (Perceptual Assimilation Mode), a theory which is concerned with category perception, then Listeners who have become familiar with the phonological system of a specific language tend to perceptually assimilate unfamiliar non-native contrasts to their own phonological categories based on the degree of similarity to their native phonological system. In the other hand the tone, rhythm, stress and intonation are aspects that affect in a positive and negative way the acquisition of a second language, because language differ in many aspects that is why speakers of different languages perceive the world differently.


 * __[]__ **<span style="color: #000000; font-family: 'Times New Roman',serif;">Sociophonetic variation and the lemma by Katie K. Drage; **<span style="color: #000000; font-family: 'Times New Roman',serif;"> where the results provide evidence that the different functions for example of like can have systematically different phonetic realizations, varying based on the duration of the/l/and the degree of diphthongization of the vowel.”, that proved that the people who are always integrated and who comes from the same region keep the same use of phonetic transcript when talking, meanwhile people who were always alone do not keep a way to use phonetic transcript, but also they pronounce the word in a different way, that is why to the author the lemma to learn the use of phonetic was found out, when people work together and have key ways between them to memorize the phonetic symbols.


 * __[]__ **<span style="color: #000000; font-family: 'Times New Roman',serif;">Elicitation and application of a phonetic <span style="font-family: Times New Roman,serif;">description of the General Service List by Leah Gilner and Franc Morales, **they used the GSL (General Service List ) which consist of a list of most used words in English in this case 2284, looking at each one of their pronunciation according to the meaning of the word in a sentence; for example ‘bow’ is pronounced /bo/ if meaning ‘‘a curved piece of resilient wood with taut cord to propel arrows” and pronounced /ba/ if meaning ‘‘bending the head or body or knee as a sign of reverence or submission or shame” and ‘‘ to bend one’s back forward from the waist on down”. Then, the idea of the project was to corroborate if that kind of structure really help English speakers to communicate other their ideas without the risk of falling into the use of ambiguity, that is why they consider that “The phonetic characteristics of the GSL can serve to outline, with precision, targets for and means of pronunciation methodology and curricula.” After several years of research they secured that people used most of these words in written texts than in their speech, moreover the difference in pronunciation are notable, except when they follow the phonetic transcript as a way to a well-pronunciation.
 * __[]__ **<span style="font-family: Times New Roman,serif;">Automatic recognition of regional phonological variation in conversational interaction by Vincent Aubanel & Noe¨l Nguyen, **in this study described the continuous speech signal as sequences of discrete phonetic symbols as well as the validation of phonetic transcriptions that consist of following the representation of the original speech signal even though its identification depend on the phonetician's background. On the other hand they showed that the automatic speech recognition include the acoustic models and the way the speaker pronounce the phonemes, the study was based on the speech of 5 people of Netherlands in two different way the reading speech and a conversational telephone dialogs, where they used the articulatory feature values for consonants and vowels and finally allowed them to conclude that is easier to a speaker the spontaneous speech than the reading speech, the only one way where both; spontaneous and reading speech are in the same level, is when the reader have done a pre-reading in order to know what the speech has (the new words or words difficult to pronounce).

__//HEYDI JUDITH MEJIA CRISTANCHO//__
______________________________________________________________________________________________ In order to support my proposal I have been reading some papers which have helped me to identifying factors that affect PUBLIC SPEAKING SKILLS :

1). **STUDY OF FACTORS THAT AFFECT ORAL PARTICIPATION IN THE STUDENTS OF 6th GRADE AT MARIA AUXILIADORA SCHOOL IN SAHAGÚN CORDOBA**.by <span style="font-family: 'Times New Roman',serif; font-size: 11pt;">Lafont, L (2007) This piece of research was carried out with young learners of 6th grade mainly in some cases of students who show symptoms of anxiety in specific situations,such as conversations,role play, oral participation, etc. []

2).**STUDENTS’ PERCEPTIONS ABOUT THE DEVELOPMENT OF THEIR ORAL SKILLS IN AN ENGLISH AS A FOREIGN LANGUAGE TEACHER TRAINING PROGRAM** by Castrillon,V. (2010) This research project has investigated students’ perceptions about the development of their oral skills during the course, the interactional opportunities offered to the students by the different activities proposed in the class and the factors that students report as influential in their participation in class activities. []

3)**.LANGUAGE ANXIETY AND ITS EFFECT ON ORAL PERFORMANCE IN CLASSROOM** by <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Xianping (N, D) This study addressed the issues of language anxiety and its effect on the oral performance of students in classroom environment. []

4)**.IMPROVING SPEAKING SKILLS THROUGH INSTRUCTION IN ORAL CLASSROOM PARTICIPATION** by <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Wenli,T (2005) Studies in language learning have addressed the necessity of classroom interaction or student's oral participation in class. []

5).**EXPLORING FACTORS AFFECTING THE USE OF ORAL COMMUNICATION STRATEGIES.**
 * by** Huang,C (2006)

This study investigates the factors influencing the oral communication strategies of technological university students in Taiwan. Ninety-eight sophomore students of Lunghwa University of Science and Technology participated in it. Nakatani’s Oral Communication Strategy Inventory (OCSI) (2006), along with the demographics and English learning backgrounds of students, was used to collect data. Thus, the inquiry highlights the importance of functional practice and intrinsic motivation in the development of communication strategies and oral competence. It is hoped that this study will encourage a more serious reflection on the oral proficiency of technological university students. At the same time, EFL teachers will find more efficient methods to instruct students in effective communication strategies, allowing them to employ the strategies skillfully in their future communication with native and nonnative speakers. []

6).**Public Speaking Apprehension (PSA),Motivation, and Affect among Accounting Majors: A Proof-of-Concept Intervention. by** Miller and Stone (2009)

The importance of public speaking (PS) skills to professional accounting success motivates improving students’ self-perceptions of these skills. In addition, evidence of higher levels of public speaking apprehension (PSA) among accounting majors makes understanding and working with students’ affective (emotive) reactions to PS critical to their future success. []

7).**ASSESSINING THE EFFECTIVENESS OF PUBLIC SPEAKING INSTRUCTION ON STUDENTS' COGNITIVE LEARNING SKILL DEVELOPMENT AND COMMUNICATION <span style="font-family: Verdana,Arial,Helvetica,sans-serif;"> ** by Castillo, V (2010)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif;">The purpose of this study is to assess the effectiveness of public speaking instruction on students’ cognitive learning, skill development, and communication apprehension. Participants in this study included 140 undergraduate students at a university in the Southwestern United States. Hypotheses and research questions focused on determining whether public speaking instruction makes a difference for students who receive instruction as opposed to students who do not on three learning outcomes: cognitive, behavioral, and affective. Results of the study are discussed. Conclusions, limitations, and topics for further research are addressed.

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8). **IMPROVING THE SPEAKING ABILITY IN ENGLISH: THE STUDENTS' PERSPECTIVE.** by Khan,N. (2010)

The main focus of the study was to know English as a subject and as a language, the quality of the textbooks, opportunities of listening to good English with proper/correct pronunciation and to high light that various exercises/activities, i.e. seminars, group discussions and debates competitions, etc. were regularly being arranged or not. []

9) **Developing Public Speaking Skills** by Jones.B (N,D)

In this workshop participants will be introduced to the topic of public speaking as related to second language teaching and have the opportunity to experience and discuss several activities aimed at developing overall public speaking proficiency as well as specific oratory skills. []

10).**Young Adolescent Students' Foreign Language Anxiety in Relation to Language Skills at Different Levels.** by Tarih,D (N,D)

This study examines the foreign language anxiety of young adolescent students in relation to language

skills at different levels. Data was collected from 160 Turkish participants who are learning English as a foreign

language by the use of a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz

et al., 1986). Results of this study reveal that the foreign language anxiety experienced by young adolescent

students differs in relation to levels of instruction and to basic language skills. Foreign language anxiety is

reported in receptive skills at beginner levels and then in productive skills as the levels advance. Based on the

present findings, it is suggested that students’ level of instruction and the type of consequential anxieties they may

experience in relation to skills should be taken into account when foreign language curricula and in-class activities

are prepared. []

__**JUAN CARLOS HERRERA PION COD:73209793**__
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