Viscarra Alfaro, Blanca Kely and Lemus Rivera, Morena del Carmen and Nolasco Ventura, René Guillermo (2016) The methodological factors that influence effectively on students' participation when speaking skill is taught in the Advanced Intensive English I subject in semester II-2016 at the Foreign Language Department of the University of El Salvador. Bachelor thesis, Universidad de El salvador.

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Abstract

Any language class needs to have many different components. It needs competent programs that guide the tutor on how to teach their classes and what kind of content and material must be taught; it also requires tasks and activities that evaluate students’ performance and their progress, but the most important thing in the development of a class is the way in which tutors have pupils participate. It is completely useless to have a competent program, meaningful content and proper evaluations if teachers are not able to have students participate and evolve in their daily classes. At the Foreign Language Department of the University of El Salvador, there have been many studies carried about how teachers evaluate students’ performance or how students evaluate tutors’ techniques and methodology to teach, but there are few studies that explore if these kind of techniques are accurate or really help students improve. Therefore, it is necessary to check if the methodology teachers are using is effective and if it helps students improve and develop their skills. The main objective of this paper is to find out if tutors’ methodology is effective to have students participate taking into account that participation is a must in speaking activities. It is also important to highlight that all these methodologies do not depend exclusively on tutors’ responsibility or work; they are also the institutions’ responsibility since they are the ones in charge of providing teachers with the necessary tools to have classes developed.

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