Analysis of Teaching Methods for Eighth Graders: Full Language Immersion-based Instruction vs. Bilingual Instruction

Autores/as

  • Christopher Ricardo Valle Miranda Universidad Estatal Península de Santa Elena, Ecuador
  • Miguel Macías Loor Universidad Estatal Península de Santa Elena, Ecuador

Palabras clave:

Transitional Bilingual Method, Direct Method, English Teaching, English Proficiency

Resumen

Introduction: Effective language teaching requires appropriate methods and adaptations to achieve positive student learning outcomes. In this context, in Maximiliano Spiller School, students exhibit poor English proficiency levels, leading to an analysis of teaching approaches to address these issues better. Objective: To evaluate the effectiveness of the Direct Method (DM) and the Transitional Bilingual Method (TBM) in enhancing students’ speaking, writing, reading, and listening skills, determining which method is more suitable for their current proficiency levels. Materials and Methods: A quasi-experimental design was applied to 70 eighth-grade students, divided into two groups: Group A, instructed using the TBM, and Group B, using the DM. Both groups took an initial pre-test to measure their baseline competence, followed by a post-test after four weeks of instruction to assess their progress. Additionally, student surveys on motivation, participation, and confidence were conducted, complemented by teacher observations, to evaluate the experience with each method. Results: showed that Group A significantly improved in all evaluated skills compared to Group B. In speaking, Group A enhanced by 37.2%, while Group B achieved only 20.0%. Group A advanced by 22.8% in writing, compared to Group B by 12.1%. Reading scores improved by 27.2% in Group A, while Group B showed a 17.1% improvement. Lastly, Group A enhanced by 21.4% in listening, whereas Group B achieved 18.6%. Discussion: The TBM allowed students to clarify doubts and connect their English learning with their native language, facilitating better comprehension and engagement. In contrast, the DM, while helpful for developing listening skills, was less effective for lower-proficiency students, often overwhelming them. Conclusion: the TBM proved more effective for beginner-level students, providing a supportive transition to the DM once foundational language skills are strengthened, ensuring smoother progression.

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Publicado

2024-12-27

Cómo citar

Valle Miranda, C. R., & Macías Loor, M. (2024). Analysis of Teaching Methods for Eighth Graders: Full Language Immersion-based Instruction vs. Bilingual Instruction. Maestro Y Sociedad, 21(4), 2342–2349. Recuperado a partir de https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/6666

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