Llamadas de emergencia simuladas para mejorar la expresión oral en inglés de los estudiantes de secundaria, Pedro M. Ureña, Trujillo, 2024
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Date
2024
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Universidad Nacional de Trujillo
Abstract
El presente trabajo titulado “Llamadas de emergencia simuladas para mejorar la expresión oral de los estudiantes de secundaria, Pedro M. Ureña, Trujillo, 2024” aborda la problemática de la expresión oral en inglés en contextos prácticos de emergencia. El objetivo fue que los estudiantes desarrollaran la capacidad de comunicarse de manera clara y precisa durante llamadas de emergencia, transmitiendo información relevante para garantizar una respuesta efectiva de los servicios correspondientes. La investigación utilizó una metodología práctica basada en sesiones interactivas. Los estudiantes asumieron roles de operador y llamante en simulaciones, empleando materiales visuales, recursos digitales como Educaplay y actividades de rol. Estas dinámicas promovieron el uso de vocabulario específico, una estructuración lógica de los diálogos y la adaptación al contexto peruano de los servicios de emergencia. Entre los resultados, se destacaron mejoras en la competencia léxica, con un uso adecuado del vocabulario; estructural, al organizar diálogos coherentes; y contextual, adaptando las conversaciones a la realidad local. Además, los estudiantes lograron avances en pronunciación y fluidez (competencia fonológica) y demostraron mayor seguridad en sus interacciones (competencia comunicativa). Finalmente, su participación activa evidenció empatía y responsabilidad. En conclusión, las simulaciones potenciaron las habilidades comunicativas en inglés, integrando coherencia, fluidez y adecuación contextual.
The present work titled “Simulated Emergency Calls to Improve Oral Expression in High School Students, Pedro M. Ureña, Trujillo, 2024” addresses the problem of oral expression in English within practical emergency contexts. The objective was for students to develop the ability to communicate clearly and precisely during emergency calls, conveying relevant information to ensure an effective response from emergency services. The research employed a practical methodology based on interactive sessions. Students took on roles as operators and callers in simulations, using visual materials, digital resources like Educaplay, and role-playing activities. These dynamics encouraged the use of specific vocabulary, logical structuring of dialogues, and adaptation to the Peruvian emergency services context. The results highlighted significant improvements in lexical competence, with appropriate use of vocabulary; structural competence, by organizing coherent dialogues; and contextual competence, by adapting conversations to the local reality. Additionally, students achieved progress in pronunciation and fluency (phonological competence) and demonstrated greater confidence in their interactions (communicative competence). Finally, their active participation showed empathy and responsibility. In conclusion, the simulations enhanced students' communicative skills in English, integrating coherence, fluency, and contextual adaptation effectively.
The present work titled “Simulated Emergency Calls to Improve Oral Expression in High School Students, Pedro M. Ureña, Trujillo, 2024” addresses the problem of oral expression in English within practical emergency contexts. The objective was for students to develop the ability to communicate clearly and precisely during emergency calls, conveying relevant information to ensure an effective response from emergency services. The research employed a practical methodology based on interactive sessions. Students took on roles as operators and callers in simulations, using visual materials, digital resources like Educaplay, and role-playing activities. These dynamics encouraged the use of specific vocabulary, logical structuring of dialogues, and adaptation to the Peruvian emergency services context. The results highlighted significant improvements in lexical competence, with appropriate use of vocabulary; structural competence, by organizing coherent dialogues; and contextual competence, by adapting conversations to the local reality. Additionally, students achieved progress in pronunciation and fluency (phonological competence) and demonstrated greater confidence in their interactions (communicative competence). Finally, their active participation showed empathy and responsibility. In conclusion, the simulations enhanced students' communicative skills in English, integrating coherence, fluency, and contextual adaptation effectively.
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Keywords
Educación, Idomas, Enseñanza de idiomas, Inglés, Desempeño de un papel