Módulo "All Ears" para desarrollar la comprensión oral del inglés en estudiantes de secundaria
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Date
2025-12
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Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
El presente estudio se orientó a identificar la eficacia del módulo “All Ears” en la mejora de la comprensión oral del inglés en alumnos de 4to año de secundaria. El enfoque del estudio fue cuantitativo, de tipo aplicativo, con diseño preexperimental. El grupo muestral estuvo conformado por 29 participantes, a quiénes se les aplicó un pretest y postest, basados en el examen internacional KEY for schools. Este módulo fue implementado a través de sesiones estructuradas basadas en estrategias activas de escucha, durante dos meses. Se estructuró en torno a estrategias didácticas interactivas, de comprensión y narrativas, dirigidas al desarrollo de sub-habilidades como escuchar para obtener información general, específica, detalles e inferencias. El procesamiento de la información se efectuó a través de una estadística descriptiva e inferencial, aplicando la prueba de Wilcoxon para muestras relacionadas. Los hallazgos reflejaron una mejora estadísticamente significativa en el nivel de comprensión oral tras la aplicación del módulo, especialmente en las sub-habilidades mencionadas. Se concluye que el módulo “All Ears” contribuye eficazmente a la potenciación de la comprensión oral del inglés, ofreciendo una propuesta pedagógica replicable y contextualizada para estudiantes de secundaria en instituciones educativas públicas.
The present study aimed to determine the effectiveness of the “All Ears” module in developing English listening comprehension in fourth-year secondary students. The research followed a quantitative approach, applied type, with a pre-experimental design. The sample consisted of 29 students who were administered a pretest and postest, both based on the international KEY for Schools exam. This module was implemented over a two-month period through structured sessions based on active listening strategies. It was organized around interactive, comprehension-based, and narrative didactic strategies aimed at developing subskills such as listening for gist, specific information, details, and inference. Data analysis was conducted using descriptive and inferential statistics, using the Wilcoxon test for related samples. The results showed a statistically significant improvement in the level of listening comprehension after the implementation of the module, particularly in the mentioned subskills. It is concluded that the “All Ears” module effectively contributes to the development of English listening comprehension, offering a replicable and contextualized pedagogical proposal for secondary students in public educational institutions.
The present study aimed to determine the effectiveness of the “All Ears” module in developing English listening comprehension in fourth-year secondary students. The research followed a quantitative approach, applied type, with a pre-experimental design. The sample consisted of 29 students who were administered a pretest and postest, both based on the international KEY for Schools exam. This module was implemented over a two-month period through structured sessions based on active listening strategies. It was organized around interactive, comprehension-based, and narrative didactic strategies aimed at developing subskills such as listening for gist, specific information, details, and inference. Data analysis was conducted using descriptive and inferential statistics, using the Wilcoxon test for related samples. The results showed a statistically significant improvement in the level of listening comprehension after the implementation of the module, particularly in the mentioned subskills. It is concluded that the “All Ears” module effectively contributes to the development of English listening comprehension, offering a replicable and contextualized pedagogical proposal for secondary students in public educational institutions.
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Keywords
Comprensión oral, Estrategias de escucha, Módulo “All Ears”, Información específica, Información general