1

UNIVERSITY OF THE ARMED FORCES ESPE

DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
DISTANCE LEARNING EDUCATION
RESEARCH PROJECT OUTLINE
THE INFLUENCE OF THE QUIZSTAR TOOL IN THE LISTENING
SKILL DEVELOPMENT ON THE STUDENTS OF MILITARY
EDUCATIONAL UNIT TCRN. LAURO GUERRERO OF LOJA,
SCHOOL YEAR 201!201".
S#$%&'#() '*+&, L$-) I. L.$+-/$-'0*
A%1-)23),
D3*. M*. T&3&)* L.$+-/$-'0*
201
INFORMATIVE DATA
2
TITLE, The influence of Quizstar Tool in the Listening Skill development on the students of
Military Educational Unit Tcrn. Lauro uerrero! of Lo"a# school year $%&'($%&).
DIRECTED 4Y, *ra. Ma. Teresa Llumi+uinga D-3&5#23
C2!%-3&5#23
PROJECT6S TARGET, ,irst -ear of .accalaureate.
COVERING PROJECT, ,irst -ear of .accalaureate.

AUTHOR, Luis /v0n Llumi+uinga
CERTIFICATE
3
ACKNO7LEDGEMENTS
4
1t the first time / 2ant to thank to od for giving me the strength# lighting greatly me
comprehension to clarify my ideas and thoughts guiding my steps to conclude my thesis
pro"ect. / give a special recognition to my thesis 1dvisor *ra. Mar3a Teresa Llumi+uinga of
the University of the 1rmed ,orces ES4E# for her patience# valua5le guidance and support /
have received. Therefore / 2ould like to e6press she is a great person and / 2ish the 5est in
everything she does.
,inally# / thank to my 2ife# sons# 5rothers and parents for their love and support in all
moment. Thank to them for motivating me to continue and finish this pro"ect 2ith success.

7ery grateful#
Luis /v0n Llumi+uinga uam0n
8888888888888888888888888
Signature
DEDICATION
5
To my loving 2ife 9enny :rellana 2ho has trusted in me lovely and patiently 2ith an
unconditional support throughout my career. To my sons Erick# and ;ussell 2ho have 5een
my strength and reason to study. To my parents Luis and Teresa 2ho have 5een my
inspiration and e6ample. They are contemplating me from the heaven. To my 5rothers 7inicio
and ,reddy 2ho have motivated me to continue studying. ,inally# to od for giving me life#
health and 2isdom to 5e a5le to accomplish my goal.

Luis /v0n Llumi+uinga uam0n
INDE8
COVER PAGE
INFORMATIVE DATA
6
CERTIFICATE
ACKNO7LEDGEMENTS
DEDICATION
CONTENT
SUMM1;-
/<T;:*U=T/:<
PART ONE
RESEARCH PRO4LEM
1.1 P329.&+ I%&'#-:-5*#-2'
1.2 P329.&+ )&##-'0
1.; V*3-*9.& M*#3-<
1. O9=&5#-1&)
1..1 G&'&3*.
1..2 S>&5-:-5
1." J$)#-:-5*#-2'
PART T7O
THEORETICAL FRAME7ORK
2.1 T?&23&#-5*. *'% 52'5&>#$*. :25$)
2.2 S#3$5#$3&
7
C?*>#&3 O'&
THE QUIZSTAR TOOL
1.1 T&*5?&3() )-#&
1.1.1 C.*)) M*'*0&+&'#
RESEARCH THEME
THE INFLUENCE OF THE QUIZSTAR TOOL IN THE LISTENING SKILL
DEVELOPMENT ON THE STUDENTS OF MILITARY EDUCATIONAL UNIT
TCRN. LAURO GUERRERO OF LOJA, SCHOOL YEAR 201!201".
PART ONE
RESEARCH PRO4LEM
8
1.1 P329.&+ I%&'#-:-5*#-2'.
<o2adays# the information and communication technologies T/=S# have changed all
around us# our lifestyle# the 2ay to 2ork# produce# communicate# 5uy# sell# teach and learn.
<o2# teaching is governing# as it 2as since the &>
th
=entury and it 2ill continue to the future.
1s it is inserting# our educational institutions have needs to make changes in teaching(
learning a5ilities# too. So# students from the Military Educational Unit Tcrn. Lauro
uerrero! have the necessity to change instead of the old fashioned tools introduce the ne2
technological tools to develop the listening skill of the English language# mainly through the
Quizstar tool# 2hich 2ill increase the interest and competence of learning.
Old fashioned tools on the listening skill development.
Cause 1
Ignorane a!out
Information and
Communiation
"ehnologies
Cause 2
"eahers resistane to
the hanges.
Cause 3
"eaher#entered in
his traditional
methods.
$%et 1
&tudents are limited to
develop the listening
skill.
$%et 2
'isappointed students
in his learning.
$%et 3
(ored students to
listen audios) see
*ideos or
onversations onl+.
$%et 1.1
,aste students-
a!ilities.
$%et 2.1
.ost of interest in
learning the language.
$%et 3.1
/nmotivated students.
Cause 1.1
Outdated teaher0s
kno1ledge.
Cause 2.1
/na!le to use ne1
methodologies and
tehni2ues.
Cause 3.1
'on0t insert in its
urriulum planning
the virtual tools.
3
:ne of the causes that / o5served is that teachers ignore a5out different technological
tools? moreover they are neither trained nor updated a5out ne2 2ays of kno2ledge
ac+uisition and technological tools. 1nother cause to 5e considered is that teachers still keep
resistance to the ne2 changes in education? also / have o5served they are una5le to apply
updated methodologies# techni+ues and strategies. Teachers think that the use of ne2
technological tools through the computer takes too long time to put in practice affecting the
skills development of the language.
/n fact# teachers have to rethink a5out ne2 2ays of teaching the language skills? they must
focus on the computer and the internet. Teachers need to invest time and desire? it is to do the
teaching in other efficient 2ays and produce a significant learning. They need to make the
learning interesting and productive.
:ther cause is that students still learn the English language 2ith traditional methods
focused and centered 5y the teacher 2ho uses old didactical materials and keeps passive
students 2ho need the teacher@s guide constantly. /n addition# the Military Educational Unit
does not have in its curriculum planning the insertion of technological tools in its multimedia
la5s.
=onsidering Listening! is one of the most difficult a5ility 2hen learning English
language# 2e can use different methodologies# techni+ues and other means. Therefore
teachers and students need to 5e fle6i5le in the learning process and adapt the methodologies#
techni+ues# strategies# and didactics 2ith Quizstar Tool as a technological resource.
The effects of old fashioned tools in the listening skill development limit students to
increase his a5ility and kno2ledge a5out the language. They 2aste their a5ility and desire to
improve learning. Students feel disappointed in learning and lost the interest in language.
They are forced to learn the listening skill 5y listening audios# seeing 7ideos or conversations
only 2hich the traditional methods# techni+ues and old fashiona5le tools discourage lastly.
14
/f teachers continue 2ith this 2ay of thinking# the development of the listening skill 2ould
not 5e efficient. Moreover the students 2ould develop memorization a5ility only and they
2ill forget the learning easily.
Taking my o2n e6perience 2ith the virtual learning as a student of the 1rmy 4olytechnic
School? / kno2 2hat different it is to learn a su5"ect 5y interacting and forum participation.
,rom there# / could see the opportunity to learn English language through Quizstar Tool
2hich is part of Ae5 $.% resource.
So that# my aim in this research is to e6periment the /nfluence of Quizstar Tool on the
development of listening skill 2ith the students attending the &
st
year of .accalaureate#
parallel *!# of the Military Educational Unit Tcrn. Lauro uerrero!. So / make this
+uestionB =an the Quizstar Tool increase the development of listening skillC
1. P329.&+ )&##-'0
Do2 does the Quizstar Tool influence in the development of the listening skill 2ith
students attending the ,irst year of .accalaureate of the Military Educational Unit# during the
first partial# $%&'($%&) school yearC
1.;. V*3-*9.&) @23A-'0 2$#
/<*E4E<*E<T 71;/1.LE
The Quizstar Tool
*E4E<*E<T 71;/1.LE
.istening skill
11
VARIA4LES CONCEPTUAL DEFINITION DIMENSIONS SU4DIMENSIONS SU4DIMENSIONS
I.V
Quizstar Tool
Q$-B)#*3 is a free online +uiz maker
technological tool that allo2s teachers to
manage their classes# make and assign
+uizzes# automatically vie2 and generate
reports of +uiz scores and student
performance online. This digital tool
allo2s teachers create classes# tests and
+uizzes 2ith esta5lished time and day
2ith multiple choices# true or false and
open(mind +uestions.
Teacher@s site
=lass Management
Quiz Management
;eports Management
=reate classes
Manage classes
*elete classes
Quiz repository
1ssignment manager
Quiz editor
7ie2 +uiz report
/ncrease or decrease
student@s attempts
Student@s site
=lasses
=lasses searching
Untaken +uizzesEclasses
Started +uizzes
E6pired +uizzes
=lass search
Quiz search
VARIA4LES CONCEPTUAL DEFINITION DIMENSIONS SU4DIMENSIONS SU4DIMENSIONS
12
D.V.
Listening Skill.
L-)#&'-'0 is a skill of the language
that spans the appropriate neurological
responses and interpretation of sounds to
understanding and assigning meaning 5y
reacting# selecting meaning#
remem5ering# attending# analyzing# and
incorporating previous e6perience.
Listening
strategies
Top(do2n
Listening for the main idea
4redicting
*ra2ing inferences
Summarizing
.ottom(up
Listening for specific details
;ecognizing cognates
;ecognizing 2ord(order
Metacognitive
4lanning
Monitoring
Evaluation
13
1. O9=&5#-1&)
1..1G&'&3*.
To determine the influence of Quizstar Tool on the listening skill
development through a control group to improve the listening skill on the
students of ,irst -ear# at Military Educational Unit Tcrn. Lauro
uerrero! of Lo"a.
1..2 S>&5-:-5
To descri5e the features of Quizstar tool to create classes# tasks# and
+uizzes online.
To descri5e the listening strategies for the development of listening skill.
1nalyze the results of the listening skill development 5y applying the
listening strategies through the Quizstar tool on students.
1." J$)#-:-5*#-2'
The current research is 5ased on the necessity of applying ne2 2ays of teaching and
learning to improve the listening skill of the English language. These allo2 students
participate in interactive 2ay 2ith the digital and glo5alized 2orld 2e live# and provide
them technological educative tools for their academic and professional future.
The pedagogical methods and techni+ues that no2adays teachers still use can 5e
considered o5solete# due to the +uick gro2ing of technology. These social changes have
forced teachers to look for ne2 2ays of attracting students@ attention and their class
participation. Do2ever they are not considering the importance of including T/=S and
their tools in educational processes.
Tics implementation and their virtual tools in classes# are not only appropriate to
strengthen the learning process# 5ut also mandatory according to Ecuadorian
=onstitution. /n $%%F# a ne2 education la2 2as 2ritten in our country and 2as endorsed
14
in the referendum? 2here the :rganic La2 of /ntercultural Education demands teachers
to use Tics in their classes. Today it is considered as a right of students.
These facts re+uire of the education systems to guide the educational field to2ards
the competencyGs development through virtual learning environment. That is the reason#
the /nformation and =ommunication Technologies help us 2ith methodological
resources in the classroom to ac+uire kno2ledge# develop our intelligences and promote
research.
Listening skill is considered one of the most difficult and necessary skill 2hen
learning the English language compared 2ith other skills 2here you can 2rite# speak
and read? 5ut you cannot listen correctly# you can make mistakes and confuse the
conversations. Therefore / have seen the necessity to introduce and apply the Quizstar
Tool# and analyze the results to kno2 if the students increase the listening skill through
classes and tasks online.
Even all schools in our country do not have the technology in hand# so that teachers
and students kno2 little a5out the ne2 2ays of learning a language. :n the other hand#
government is trying to e+uip classrooms 2ith computer la5s and trained teachers. So
that / 5elieve that students 2ill learn different language skills through computers and
virtual tools.
,urthermore teachers need to identify that the development of language skills is
fundamental in our students to communicate each other 5y emphasizing the didactic and
pedagogical use of these technologies in any educational level. There is an imperative
need to train teachers in the use of these ne2 system resources? 5ecause students need to
transform the traditional learning in a creative doing# act and interact in the
informational environment# develop critical thinking? facilitate the creativity of learner
15
and promote the self(learning giving the key elements of the human 5eing proactive to
transform his learning environment.
This e6ploration 2ill 5enefit students to improve their academic level in the English
language. /t 2ill help teachers to keep updated a5out technologies and apply current
methods and techni+ues. The results of this research 2ill 5e very interesting inasmuch
as it 2ill encourage teachers# authorities and students to integrate technological tools as
didactical materials in classrooms to develop the English language skills.
1t the same time it is feasi5le due to the institution has human resources and
technological e+uipment availa5le to its use and maintenance. ,or these reasons / am
going to apply some listening strategies through Quizstar tool# and so verify the
influence of Quizstar Tool has on the listening skill development in the students
attending the ,irst -ear of .accalaureate of the Military Educational Unit# Tcrn. Lauro
uerrero!# during the first term# $%&'($%&) school year.
PART T7O
THEORETICAL FRAME
2.1 T?&23&#-5*. *'% C2'5&>#$*. F25$).
1round the 2orld there is a flo2 in the modern pedagogy that involves the <e2
/nformation and =ommunication Technologies as a very effective and appropriate
pedagogical resource. :ur students have 5een 5orn in a ne2 era that insists on using#
communicate# have fun# and learn ne2 skills related to electronic devices# especially of
internet and its resources as chat# 5log# social net2orks# and online resources.
U<ES=: H&>>>I in its pu5lishing N&@ D-3&5#-2') 2: ICT!USE -' &%$5*#-2'
defines to the Technologies of /nformation and =ommunication as a diverse set of
technological resources and tools utilized to communicate and create# 5roadcast# store
16
and manage information.! /n addition U<ES=: assures that in the last years has 5een a
great interest a5out computers and internet 2hich can 5e used to improve the efficiency
and effectiveness of education in all levels.
.ase on emerging of computers in J%s# the 2orld has perceived accelerated
technological changes. Easiness computers provided at the 5eginning# no2 it has
evolved and reached to the minimal simplicity as laptops# ta5lets and cell phones 2ith
technologies in hand. <o2 2e can connect and research through internet# send and
receive emails and files 2ithout moving a2ay from social net2orks# and teach and learn
through video conference.
/n the research a5out E. *$.* 1-3#$*. &' &. %&)*332..2 %& .* 52+>3&')-C' 23*. %&.
-%-2+* I'0.D)# done 5y Lic. 4iedad Me"3a# directed 5y Msc. 4a5lo Me"3a in Quito(
Ecuador H$%&$($%&KI# the author concludes that Even though the process of education
in documents mentions it is active# continues 5eing traditional# limited access to the
used of technological tools# as 5y students 2ho do not use of corresponding 2ay to do
activities in 7irtual rooms as forums# tasks# +uestionnaires and video conferences in the
learning process of listening comprehension! H&K&I.
/n the same 5efore research done 5y Lic. 4iedad Me"3a# also concludes that Students
do not use linguistic comprehension for the development of listening comprehension of
English language# 5eing as do not do in a relevant manner in coding# decoding# the
phonetic chain# sounds discriminations# the voca5ulary and the identification of
grammatical structures! H&K&I. /t is to say that students do not use appropriate strategies
that allo2 development of listening skill and ac+uisition of a second language.
;eferring to research a5out L*) TICS &' &. >325&)2 %& %&)*332..2 %& .*) %&)#3&B*)
%& L-)#&'-'0 E 73-#-'0 %&. -%-2+* I'0.D) carried out 5y <itzia Margarita 4Lrez
directed 5y Lcda. 1le6andra Eliza5eth alarza en 1m5ato(Ecuador $%&K concludes and
17
mentions that teachers use traditional didactical materials as the 5ook and =*s for
trying to train their students in listening and 2riting skills of English language# this type
of resource has reached to educate passive students that can@t innovate for achieving to
interact in real environment! H>JI. Summing up / can understand teachers do not kno2
neither interest in using 2e5 5ased tools 2hich 2ill improve teaching and learning of
the language.
1ccording to a research carried out 5y SE<E=-T# most of students of high school
do not reach grades over average of &K scores in the English su5"ect H$%&&I. ,or that
reason# SE<E=-T started since $%&$ a2arding scholarships to teachers of English
su5"ect to 5e part of the training programs in English speaking countries. :ne of the
aspects that researching has marked is that students do not feel to use that foreign
language in real situations 5ecause they see the English class as a re+uirement su5"ect
mandatory to attend# and the pro5lem is caused 5y teachers. Moreover SE<E=-T
esta5lished that 5ooks and used materials in pu5lic educational institutions are outdated.
;eferring to researches and pro"ects mentioned a5ove# this research pro"ect focuses
and differs in the use of online tools and 2e5(5ased resources as Quizstar 2ith the
purpose of strengthening the listening skill development. Teachers only need a computer
and internet service to register and log in their Quizstar accounts to manage classes#
make and assign +uizzes# vie2 and generate reports of +uiz scores and students@
performance online. :n the other hand# students need a computer and internet service#
too. They can register in Quizstar as a student# log in their accounts# take and search
classes# test and do other activities 2hich at the end of the tasks they can see the grades
or results online.
2.2 S#3$5#$3&
18
MILITARY EDUCATIONAL UNIT, COMIL NF " TCRN. LAURO
GUERRERO
4*5A032$'%GI'#32%$5#-2'
H-)#23E
The Ecuadorian 1rmy a2are of its responsi5ility 2ith the country development#
covered 2ith the 4olitical =onstitution of State of &>JF# approved 5y the =onstituent
1ssem5ly of &>>F starts the no5le educative task around the country through agreement
of Ministry of *efense <o. K)># May K%# &>>'# 2hen it esta5lishes the Military
Educational Unit Tcrn. Lauro uerrero!. /ts acting is recognized and validated 5y the
Undersecretary ;egional of Education and =ulture from 1ustro# through agreement
&K'# 9uly $F# and &F$# *ecem5er F# &>>F.
/n $%%M# The Military Digh Schools 2ere declared E6perimental 5y the Ministry of
Education# and in $%%J it is called Educational Units 5y the three levels offer asB
preschool education# .asic education# and .accalaureate. Since Septem5er $%&$ it is
called as Educational Unit definitely. Since its foundation up to the present time The
Military Educational Unit Tcr. Lauro uerrero! has graduated &' promotions of
graduates in eneral Sciences.
L25*#-2'
The Military Educational Unit# =:M/L() is located in the 4rovince of Lo"a# =anton
Lo"a# 4arish El 7alle!# in the 1ma5le Mar3a! neigh5orhood# in Salvador .ustamante
=eli 1venue and F of *ecem5er.
I':3*)#3$5#$3&
The Military Educational Unit has an area of JK.)F).'J m$. /t has $ 5locks duly
appropriate for its use. /n the first 5lock are the rooms# stairs and toilet 5atteries? and in
13
the second 5lock are the administrative area and teachersN office e+uipped. <ear the
room@s 5lock there is a 5uilding of rooms for the preschool education.
:n the other hand# it has sport infrastructures such as courts of 5asket5all# volley5all#
soccer and has a sport center. Moreover it has e+uipped 4hysics# =hemical and
=omputing la5s 2ith all necessary instruments for the students practice.
T?& N&@ E%$5*#-2'*. M2%&.
The educational model of the Military Educational Unit is 5ased on the principles
that pedagogy as science and techni+ue esta5lishes for the holistic education. /t takes
advantage of modern culture diversity# plurality of its 2ays# the 5ig variety of possi5le
approaches# the progress of techni+ue# technology and computing? and not to stop in
2ays and models of the past century 2hich implement uniformity# concentration#
hierarchies and rigidity reasons that produce routines# and re"ection or default.
T?& C$33-5$.*3 M2%&.
The curricular model of Military Educational Unit is focused to achieve an effective#
practical and coherent approach among the contents and reality students 2ill learn.
These has 5een formulated# consulted and validated 2ith specialists# educators#
scientists and other citizens 2ho can guide to determine contents# methodologies# skills
and performance 2hich have 5een aligned 2ith the <ational 4lan for good living.
Moreover# the =:M/L() has taken the Ministry of Education curriculum proposal for
the Unified eneral .accalaureate 2hich sets a common root of 5asic learning for all
students. This curricular 5accalaureate model is 5ased on philosophical# sociological#
psychological and pedagogical fundamental. ,or that reason the curricular planning of
=:M/L() considers the scientific kno2ledge# and technical practice and technological
as a central a6is of educational process of its 5accalaureates. 1s a transversal a6is 2ill
24
5e the researching# and the a6is of scientific theory 2ill 5e the education and practice of
values.
/n this 2ay the =:M/L() has considered in its curriculum the follo2ing aspects to
kno2.
:pen and fle6i5le.
1d"usted to reality.
.ased on pedagogical model.
/ntegral and integrated.
T?& P&%*020-5*. M2%&.
The Military Educational unit applies the 1lternative 4edagogical Model of socio(
critical 5ases. /t model argues education as a process related socialization and
individualization. This model has as its principal a6is to students# and guide teacher
actions so that students organize their mental structures and motivate to research the real
2orld they live.
The pedagogical model intend to student constructs his o2n learning# therefore
teacher in his mediator role has to support student toB
Teach to think.
Teach a5out thinking.
Teach a5out the 5ase of thinking.
T?& D-%*5#-5*. M2%&.
The didactical action of teachers is focused on facility and orientation of student
learning. Teachers look for learning strategies 5ased on the nature of contents and
student 2illingness to look for solution alternatives. /t means to translate the socio
21
economical pro5lems of the educational community inside the learning contents and
2ays of acting.
The Military Educational Unit applies the 1lternative *idactical Model 2here
student learn doing# use cognitive learning# link the previous kno2ledge 2ith ne2 one#
and reflection. The theoretical initiative# the intellectual creativity# and +ualitative
thinking are the pedagogical o5"ectives. /n addition it applies the Scientific(
Technological model to strengthen the researching capacity in all su5"ects.
C?*>#&3 O'&
/n the 5ook T?& '&@ -':23+*#-2' *'% 52++$'-5*#-2' #&5?'2.20-&) -'
>&%*020-5*. >3*5#-5&) the author defines T/= as applied technologies to the setting(
up# storing# selecting# transforming# and distri5ution of the different kind of information#
as 2ell as the communication using digitalized data H1zinian# $%%>B&JI.
The report of U<ES=: T2 #?& K'2@.&%0& S25-&#-&) promotes to the creation of
kno2ledge societies# to 2hich it urges governments to e6tend education for all and
encourage the community access to T/=# so that to improve the shared performance of
the scientist kno2ledge into the international level for the purpose of reducing digital
and cognitive gap and so go on to an intelligent! form of sustaina5le human
development H$%%)I.
The emergence of ne2 information and communication technologies from the
perspective of ne2 internet structure as the virtual teaching and learning or the e(
learning has originated the development of ne2 social and educational challenges
H*ominguez $%%&I. /t is a ne2 2ay to take advantage the internet and net2ork making
active participation of students through chances to manage their o2n contents# give
22
opinions a5out others# send and receive information from their o2n or other institutions.
Quizstar permits using dynamic structures and modern forms that construct teachers and
students kno2ledge 5ased on some learning theories.
.ased on Theory of =onstructivism# 2here kno2ledge is not received passively# 5ut
is constructed actively 5y the student? it focuses on the construction of kno2ledge 5ased
at the same time in a previous kno2ledge# giving the teacher a role of mediator 5et2een
kno2ledge and student.
oing for2ard ne2 technologies a 2e5 site is elegant and participative compared
2ith a te6t5ook used in the classroom. That is the reason / have seen the importance to
introduce the Quizstar resource 2here students can log in# select the elements to
interact# attend classes and take +uizzes online.
QUIZSTAR TOOL
I'#32%$5#-2'
The 1dvanced Learning Technologies =enter for ;esearch on Learning at The
University of Oansas H1LTE=I! httpBEE222.altec.org has created a pro"ect to provide a
net2ork of solutions since &>>) 2ith the purpose of using the most advanced and
innovative technologies availa5le to increase the teaching and learning. They are
focused on instructional Ae5(5ased resources# professional development# program
support# scala5le online assessment# and assistance for special needs.
1LTE= 2ith the purpose of helping to integrate technology into the classroom
creates the organization 'teachers.org! 5y offering free online tools and resources
including ready(to(use 2e5 lessons# +uizzes# ru5rics and classroom calendars as 2ell as
professional development resources and tools for at(risk or special(needs students. :ne
of this family@s tool is Q$-B)#*3 resource HhttpBEE+uizstar.'teachers.orgEI 2hich / am
23
going to use its features as a timesaving educational resource to construct classes#
+uizzes and activities that use the technology to improve educational level across all
content areas.
Q$-BS#*3 is a Ae5(5ased tool for creating# administering# evaluating and feed5ack of
evaluations online. Quizstar is a free online +uiz maker tool that allo2s you to manage
your classes# make and assign +uizzes# automatically vie2 and generate reports of +uiz
scores and student performance online. This digital tool allo2s teachers create classes#
tests and +uizzes 2ith esta5lished time and day 2ith multiple choices# true or false and
open(mind +uestions. Students are ena5led to take and search classes# tests and do other
activities that at the end of the activities they can see the grade or result online.
1ccording to information in Dome page and /nstructor Site of Quizstar tool# it has
5een originally created as grant(funded# free online tool# 5ut at the 5eginning of
<ovem5er &# $%%># the creators of this 2e5site have 5een a5le to offer Quizstar free of
charge again. Thereafter# the pro"ect funding had 5een ended# therefore they had
transferred to a su5scription(5ased service to continue to support and update the pro"ect.
=onse+uently# they have made the decision to move a2ay from a paid su5scription
service and it has 5ecome a free digital resource 2here you do not need to pay for
registering or to use it no2.
F&*#$3&)
Quizstar as a free(+uiz making tool differs from others. /t is used to create online
+uizzes for your students# disseminate +uizzes to students# automatically grade +uizzes
and vie2 the +uiz results online. /n 5rief it is the 5est 2ay to make classes and tests
2here you canB
Manage classes and tests.
1ttach multimedia files to +uestions.
24
=reate tests in multiple languages.
1ccess from any computer connected to internet.
1llo2 students to complete and revie2 the +uestions and ans2ers.
1llo2 you to duplicate your +uizzes
Share your +uizzes 5et2een teachersN accounts.
1s a 2e5(5ased +uiz maker that ena5les to create# administer and automatically
grade the +uizzes online# Quizstar tool offers us t2o sites# like /nstructor site and
Student site. /n the Teacher Login 4age# use your e(mail and a pass2ord to enter 2here
you canB
1ccess Quizstar from 2ork or home connected to internet.
=reate +uizzes for students to take online.
Utilize the ro5ust ;eport tools.
=reate multilingual +uizzes.
1.1 T&*5?&3() )-#&
This is the site 2here teachers log in and have several sections such as =lass
Management# Quiz management# and ;eports Management that allo2 them to set up
classes and +uizzes online. Teachers can include an unlimited num5er of multiple
choices# of true or false +uestions# open mind +uestions# and of short ans2ers +uestions.
Moreover you can find advanced options that organize students 5y the class name. Then
/ cite the steps that a teacher has to follo2 to log in.
1. C.-5A #?-) >.*5& #2 &'#&3 I')#3$5#23 )-#&
L22A A>>&'%-<, I+*0& NH 1, I')#3$5#23 )-#&
2. L200-'0!2'
25
-ou 2ill need to log on here to manage and create any class and +uiz. /f you
are ne2 user and do not have a pass2ord you 2ill need to Sign up.!
L22A A>>&'%-<, I+*0& NH 2, L200-'0!2'
;. N&@ $)&3 G&##-'0 )#*3#&%
Sign up! 2ith this ;egistration. ,ill out the follo2ing information to register
a QuizStar account. -our information 2ill 5e held in strict confidence. Make
sure your pass2ord! is something that you 2ill remem5er. =lick on continue
after the form is complete.
L22A A>>&'%-<, I+*0& NH ;, N&@ $)&3 G&##-'0 )#*3#&%
. R&0-)#&3-'0
1fter registering you 2ill see this first page 2ith a title ;egistration
Successful! and 5elo2 your emailB -1*'21.I?2#+*-..52+, 7&.52+& #2
Q$-B)#*3J
o to your email address 5ecause an email 2ill 5e sent to your email
address. There you 2ill find an activation link.
/f you do not receive the activation email# please make sure it 2as not
accidentally placed in your "unk or spam email folders. 4lease noteB /f your
e(mail account is through 1:L# =omcast# ;oad;unner# Time Aarner# or
-ahoo# your activation e(mail may 5e deleted 2ithout reaching your "unk
folder. /f you do not receive the activation e(mail# please use the =ontact Us
link so the administrators can activate your account manually.
L22A A>>&'%-<, I+*0& NH , R&0-)#&3-'0
-ou 2ill have to follo2 the link in your email and activate your account.
1fter activation your account you 2ill 5e a5le to set up a class# add students#
and make your first +uiz.
26
L22A A>>&'%-<, I+*0& NH ", S&# $> * 5.*)), *%% )#$%&'#), *'% +*A& E2$3 :-3)# /$-B
/f you have pro5lems to Login# please follo2 this link 2hich is in the
instructor site Trou5le logging inC =heck out these tips!
". Q$-B)#*3 T$#23-*. O1&31-&@
The resources are at home page of Quizstar as instructor to create and
manage online +uizzes. Students 2ill 5e a5le to take +uizzes on any
computer connected to the /nternet.
-ou can find help in a legend there for the icons and descriptions of the
options at the 5ottom of each page.
=lick on tutorial link to see the #$#23-*. 21&31-&@B ho2 to create your
profile# =reate a class# =reate a +uiz# 1ssign +uizzes# ;egister students# and
vie2 reports.
L22A A>>&'%-<, I+*0& NH K, Q$-B)#*3 T$#23-*. O1&31-&@
K. L200-'0!2$#
Ahen you have finished creating# assigning# managing# or doing any other
activities# do not forget to log out# it is in the a5ove part of the page.
1.1.1 C.*)) M*'*0&+&'#
1fter logging on to instructor@s site you are going to see the three features# class
manager# +uiz manager and report manager. /t is recommended first to esta5lish your
profile 5efore managing the classes. =lick on T?& I')#3$5#23 P32:-.& 2here you can
change your pass2ord# manage your security settings and edit the information displayed
to your students on this site. =lick on 5?*'0& >*))@23% and you can create a ne2 one.
L22A A>>&'%-<, I+*0& NH L, T?& I')#3$5#23 P32:-.& *'% )&5$3-#E )&##-'0)
27
=lick on E%-# and the /nstructor profile 2ill 5e ready to 5e changed. Mem5er@s
details# security +uestion and instructor information displayed to students can 5e edited
as in the picture 5ello2.
L22A A>>&'%-<, I+*0& NH M, E%-#-2' 2: -')#3$5#23 >32:-.&
1fter finishing the profile edition# / start descri5ing the =lass Manager you can find
useful features to create# manage# and delete classes. Ahen you =reate =lasses# you can
get feed5ack on student performance# class 5y class. The class can 5e private or pu5lic?
moreover the class can 5e created or edited its descriptions.
1.1.1.1 C3&*#& 5.*))&)
=lick on <e2 =lass to make a class# or click on an e6isting class to manage its
+uizzes# students# and settings. Soon you find a form 2here you put in the details of the
ne2 class. -ou have several options for customizing the class to make Quizstar 2ork
5est for you.
C.*)) )&##-'0
/n the C.*)) S&##-'0 you have to introduce the T-#.& 2: #?& 5.*)) 2here students 2ill
search and register 2hen enrolling. <e6t it is the T-+& you need to assign to students
meet. /n the C.*)) /$2#*# you have to 2rite the num5er of students allo2ed to enroll in
this class.
1fter that# you can choose >$9.-5 5.*)) that means it is permitted anyone around the
2orld to register# or >3-1*#& 5.*)) 2hich is restricted to certain students 5ecause the
teacher determines 2ho registers. Most of the teachers prefer private class 5ecause they
can register students yourself or make students registers themselves after you create the
class? therefore teacher must accept 5efore they can take the +uizzes.
28
Lastly# in the description space provides your name# the school name# and any other
information that 2ill help your students 5e sure they are enrolling in the right class.
Take into account something important 5ecause there might 5e some classes called for
e6ample# Mr. SmithPs English //# so the title and description are very important to
identify the class.
1.1.1.2 M*'*0& 5.*))&)
1ll of your created or e6isting classes in Quizstar are sho2n here. Enter to a created
or e6isting class to manage its assigned +uizzes# students# and settings for the class. 1s a
guide there is some legend icons 5elo2 referring a5out +uizzes listed for class# student
roster for class# setting for class# and delete class from +uizstar.
C.*)) 2>#-2')
=lick on one of the icons in the =lass ,older to see +uizzes# students# settings# and
5ulletin in that page. /f you click on the Title of the class you can vie2 the list of
+uizzes assigned to each class. -ou can create a ne2 +uiz 5y going to the Quiz
;epository or add a +uiz to this class from the Quiz ;epository. 1lso you can assign
+uizzes to this class# register students for it# ad"ust the class settings or post a message to
your students.
=lick on studentGs option and vie2 student rosters and student pass2ord. -ou can
change a studentGs pass2ord# name or username 5y clicking on Edit profile if necessary.
The ;emove from =lass 5utton allo2s you remove a student from a class assigned# it
does not delete the studentGs registration 5ecause the student may 5e registered or
accepted in other classes. The Set ;egistration to 4ending choice places the student in
the ;egistered and 12aiting 1cceptance list.
/f your class is Public# anyone can register and take your +uizzes. /f your class is
4rivate# registered and accepted students can take the +uizzes only. There are t2o 2ays
23
of registration to a class. -ou register each student 5y clicking the 1dd Student 5utton
and they are automatically accepted. :ther 2ay# students register themselves# and then
you click the 1ccept Student 5utton to add them to your class.
=lick on Setting if you 2ant to change your class settings 5ecause this page has your
current settings and allo2s you to see and change them. This information is displayed to
students 2hen they register for your class. Ahen they register# they specify the classes
in 2hich they plan to take +uizzes. /t is important you provide information and
descriptions that 2ill help students identify and distinguish your class from similar
classes.
.y clicking on Bulleting option you can post notices for a class. -ou 2ill see the last
message posted to students and may create a ne2 message for students to see 2hen they
are registered for your class. Type a message into the <e2 Message space then click
Su5mit. This 2ill post a message vie2a5le 5y your students 2hen they log into
Quizstar. :nce you create a message it 2ill 5e displayed for your previe2 in the
:riginal =ourse Message area. /f you need to over2rite this message# type something
ne2 and click Su5mit.
1nother useful tool is to delete classes. Ahen you are through 2ith a class you may
click the *elete =lass 5utton to remove that class from Quizstar? and yet any +uiz
assigned to that class 2ill remain in the Quiz ;epository.
1.1.2 Q$-B M*'*0&+&'#
This feature sho2s us the options to create and edit +uizzes in Quiz Manager. Quiz
repository and 1ssignment management features are availa5le in this page. /n addition
you can assign +uizzes to classes using 1ssignment Manager ;esource.
1.1 Q$-B R&>2)-#23E
34
The Quiz ;epository is the storage place for all of your +uizzes. =lick on create a
new quiz link# to create and edit a +uiz# previe2 ho2 a +uiz appears to students and
delete +uizzes from Quizstar. 1 <e2 resource is included that you can import a +uiz
from another instructorPs +uiz repository. -ou "ust need to ask that teacher for the Quiz
/mport =ode. /f you need help# an /con Legend and directions are at the 5ottom of this
2e5 page. <oteB Take care if you are editing +uiz +uestions 2hile students are taking a
+uiz can lead to errors.
Quiz Settings option allo2s you to customize the +uizzes to 2ork 5est for you.
*ifferent elements help teacher to set the type of +uiz or activity that 5est fits students
must take. -ou can type the title of +uiz# +uestions displayed# font size# +uiz attempts#
feed5ack# email the +uiz result and ena5le a timer for studentGs +uiz.
Question forms create the content for the +uiz 5y 2riting the +uestions. -ou can set
multiple choices# trueEfalse and short ans2er +uestions# and you can attach media files
to your +uestions and ans2er choices.
Question List ad"usts the order of +uestions or gets an overvie2 of a +uiz to see 2hat
+uestions you have and 2hat you still need. 1fter that you can 4revie2 the Quiz in t2o
2ays students see itB as at the entire +uiz or vie2 an individual +uestion. /f you 2ant to
delete a +uiz# click on the delete icon and this 2ill permanently remove this +uiz from
Quizstar. :nce you click *elete# you 2ill not 5e a5le to retrieve this +uiz in any class.
1.1.2.2 A))-0'+&'# M*'*0&3
Dere you can manage all the +uizzes already assigned to classes or assign a +uiz to
an additional class# 5ut if you 2ant to create a ne2 +uiz or assign a ne2 +uiz# go to the
Quiz ;epository.
More than manage the assignment of all your +uizzes you can ad"ust the assigned
dates for your +uizzes or remove a +uiz from a class. -ou donPt have to go into each
31
class to see 2here you have +uizzes assigned. /t is important to 5e careful you cannot
remove a +uiz 2hile it is 5eing taken.
To activate +uizzes go to status on list of +uizzes# click on assigned +uiz icon and
activate or deactivate a +uiz. Every +uiz can 5e set the time and dates to remain active
and availa5le for students to take. -ou can also set a +uiz to remain active indefinitely.
1.1.2.; Q$-B E%-#23
Edit +uestions and ans2ers 2ithin a +uiz. /nto the +uiz repository option there is a
list of +uizzes 2here you can see different options# one of them is edit icon sho2n.
Throughout this you may click on that icon and see the +uiz settings# +uestion form# and
+uestion list. .esides editing the +uiz# there is an icon to create ne2 +uestions and
previe2 the +uiz.
1.1.; R&>23#) M*'*0&+&'#
StudentsN performance on a +uiz is vie2ed through reports# either all students 2ho
took the +uiz# a single student# or 5y +uiz +uestion. /t is like =lass manager through you
can see an overvie2 of all the classes 2ith reports.
1.1.1 V-&@ 3&>23#)
This page sho2s us the reports of +uizzes. The /ncreasing or decreasing num5ers of
attempts studentsN are permitted. 1 list of all your classes and reports for +uizzes
assigned is vie2ed. ,urthermore# reports are divided into 1ctive and 1rchived. =licking
on 1ctive report you can find the class you look for seeing the results of +uizzes
currently assigned to the class. /f a +uiz has not 5een assigned from the class# choose
1rchived ;eports. 1rchived reports are reports on +uizzes 2hich have not 5een
assigned from a class? something important here is that you may still vie2 the Quiz
;eport and delete archived reports from your class. 1n /con Legend and directions are
at the 5ottom of this 2e5 page.
32
1.2 S#$%&'#() )-#&
Quizstar is a very useful tool in education. /t is a resource from 1LTE=# through
teachers.org organization has redirected and innovated the teaching of a su5"ect inside
classrooms and outside them. ,or this reason / have seen the necessity to apply +uizstar
in English language learning. 1s 2e have seen 5efore# this digital tool is made up for a
teacher@s site and a student@s site.
1s a first step# the student has to type httpBEE+uizstar.'teachers.orgE. Then he has to
enter to home page and find an icon called S#$%&'# S-#& or a link S#$%&'#) 0&#
)#*3#&%. =lick on one of them and you 2ill see a student page# it asks you enter
username and a pass2ord to log in. 1t the 5ottom of the Student home page# you 2ill
see a do2nload the Student Tutorial section. =lick on the .doc link or the .pdf link.
There is a very helpful tutorial for students that you may print out to give to them. /n the
Student 4age you can vie2 some features for allo2ing students toB
Search for classes online.
Take +uizzes.
;evie2 your +uiz scores and feed5ack.
/t is necessary to descri5e the steps to log in student@s site first# so that / do 5elo2.
1.2.1.1 S-0'-'0 U> *) * N&@ U)&3
/f you are a student# click on the S#$%&'# 5utton located on the homepage of
Quizstar.
&. -ou 2ill only need to sign up once to use Quizstar. 1fter you have signed up you
2ill simply need to login 2hen you 2ant to use Quizstar again.
$. =lick the S-'0 U> arro2.
L22A A>>&'%-<, I+*0& NH N, S-0'-'0 U> *) * N&@ U)&3
33
K. ,ill in the form to create your personal profile. Make sure to fill in every 5lank
in this section.
'. =lick the R&0-)#&3 5utton. 4lease skip to the R&0-)#&3-'0 :23 * C.*)) section
5elo2.
L200-'0 -' *) * R&#$3'-'0 U)&3
&. :n the right(hand side of page# under the heading L20-'# enter your username
and pass2ord in order to login.
$. =lick the S$9+-# 5utton.
1.2.1.2 Q$-B)#*3 :23 S#$%&'#)
Dere are the steps on ho2 to 2ork in QuizStar for StudentsB
1. C.-5A &-#?&3 >.*5& #2 &'#&3 Q$-BS#*3
L22A A>>&'%-<, I+*0& NF 10, L-'A) #2 &'#&3 Q$-BS#*3
2. L200-'0!2'
-ou 2ill need to log on here to get to any +uiz. /f you donNt have a username and
pass2ord you 2ill need to Sign up.!
L22A A>>&'%-<, I+*0& NF 11, L200-'0!2'
;. A '&@ $)&3
Sign up! 2ith this ;egistration. -ou have to do this if you are going to use
QuizStar to take any +uizzes. This 2ill let you set up a place to vie2 +uizzes for
all your classes. Make sure your Username! is something that you 2ill
remem5er. .ut do not 2orry if you forget your user name and pass2ord# your
teacher 2ill 5e a5le to help you once you have registered for a class. Select
;egister! after the form is complete. Quizstar administrator 2ill not give your
information to anyone.
L22A A>>&'%-<, I+*0& NF 12, A '&@ $)&3 3&0-)#3*#-2'
34
. R&0-)#&3-'0 :23 * C.*))
1fter registering you 2ill see this first page. -ou 2ill kno2 it is your
page 5ecause it 2ill sho2 your first and last name.
This is your =lasses! page. 1ll the classes you are registered for 2ill 5e
listed here.
This page 2ill 5e empty until you locate and register for a class. 1fter
you register for classes they 2ill 5e listed on this page.
Select the Search! ta5 to locate and sign up for a class and +uiz. -our
teacher 2ill let you kno2 ho2 to search for a +uiz assigned to your class.
L22A A>>&'%-<, I+*0& NF 1;, R&0-)#&3-'0 :23 * C.*))
Use the 5lue section to search for a class. -ou can search for up to four
classes at a time 5y teacherNs name# key2ord# or class title.
Use the green section to search for a particular +uiz. -ou can search for
t2o +uizzes at a time 5y 2ither teacher name or +uiz title.
Select your search using the pull do2n menu. Type the name# key2ord#
or title in the empty te6t field# empty 5o6. Select search.!
L22A A>>&'%-<, I+*0& NF 1, S&*35?-'0 :23 * 5.*))
Dere is an e6ampleB This student is searching for a single class. The teacherNs
name is ault!. ,or the =lass Q& search there 2ere t2o classes 5y ault! in the
system. To choose the classes you 2ant# mark a check 5y the =lass titles and
select ;egister.!
L22A A>>&'%-<, I+*0& NF 1", S&*35?-'0 * )-'0.& 5.*))
-ou can also 5egin a ne2 search if the list did not have the class you 2anted#
or you can cancel. This is your results page.
L22A A>>&'%-<, I+*0& NF 1K, A '&@ )&*35? *'% 5*'5&. 5.*))
35
o 5ack to your =lasses page. This page is no2 full.
L22A A>>&'%-<, I+*0& NF 1L, L-)#&% C.*))&)
Each 5lue field sho2s you the status of your +uizzes in a class. This person
has registered for three classes. Dis registration is complete for t2o classes and
is pending for one class.
". T*A-'0 * /$-B
Ahen you are on your =lasses page# select a class folder and choose an
untaken or started +uiz. .elo2 is an e6ampleB This student can only take a +uiz
in the class /ntro to QuizStar.! The other +uizzes are either e6pired or are
unavaila5le.
L22A A>>&'%-<, I+*0& NF 1M, T*A& * /$-B
Select & Untaken Quizzes.
L22A A>>&'%-<, I+*0& NF 1N, Q$-BB&) )#*#$)
This page also gives you a lot of information a5out your +uizzes. /t sho2s
you the due date# your scores# and lets you follo2 a link to take or revie2 the
+uiz. The orange row is a list of untaken +uizzes. Select Take! to go to a
specific +uiz for a class. ;ead this note and then select Start Quiz.!
L22A A>>&'%-<, I+*0& NF 20, N2#& 9&:23& )#*3#-'0 * /$-B
;ead these instructions from your teacher. They 2ill 5e different for each
+uiz. Select Start Quiz.!
L22A A>>&'%-<, I+*0& NF 21, T&*5?&3() -')#3$5#-2'
:nce you get to the +uiz start reading and ans2ering the +uestions. The
ans2er options may 5e trueEfalse# multiple choices# multiple ans2ers# or fill in
the 5lank. The teacher decides ho2 the +uiz 2ill appear R as 2ell as the content.
L22A A>>&'%-<, I+*0& NF 22, TE>& 2: /$-BB&)
36
1. V-&@-'0 E2$3 3&)$.#)
1t the end of a +uiz you 2ill see this 5arB Select ne6t page! to go to a
summary page. This summary page sho2s you the status of each +uestion. /t lets
you kno2 if you ans2ered a +uestion# left it 5lank# or flagged it for revie2. /t
2ill also let you go to the +uestion and change your ans2er.
L22A A>>&'%-<, I+*0& NF 2;, V-&@-'0 3&)$.#) *'% /$-BB&) )#*#$)
:nce you select Su5mit Quiz! you 2ill receive a confirmation page that
sho2s you the date and time of your su5mission. Then you are done. ,rom here
you can go to your class page or revie2 the +uizB
L22A A>>&'%-<, I+*0& NF 2, C2':-3+*#-2' >*0& *:#&3 )$9+-))-2'
2. H&.>
/f you need help at any time select the help! 5utton. This provides you 2ith
definitions for each of the icons and directions.
L22A A>>&'%-<, I+*0& NF 2", H&.> P*0&
;. L200-'0!2$#
/f you are finished# donNt forget to log out. This 2ill make sure your ans2ers
are saved and that no one can change your information.
L22A A>>&'%-<, I+*0& NF 2K, L200-'0!2$#
1.1 C.*))&)
:nce logging in to the student site you 2ill vie2 t2o sections# one is =lasses and the
other is Search classes. /n the =lass section# you can vie2 the classes for 2hich you
have registered. Each class has its o2n +uizzes. =lick on the link to the class page to see
2hich +uizzes you need to take or revie2. =lick on the Search 5utton a5ove to look for
additional classes if you need to enroll in them. -ou cannot remove these classes once
37
you enroll. -our teacher 2ill need to remove you from the class if you are no longer
enrolled. /n the class page are these links 2ith listed +uizzes state as descri5ed 5elo2B
U'#*A&' Q$-BB&) are ne2 +uizzes that have not yet 5een taken. These
+uizzes can 5e the assigned 5y the teacher or searched 5y the student.
S#*3#&% Q$-BB&) are +uizzes that have 5een taken or unfinished 5ut
2hich have attempts remaining and are still availa5le for revie2.
E<>-3&% Q$-BB&) are +uizzes 2hich have no remaining attempts or
2hich have reached the deadline# 5ut 2hich are still availa5le for revie2.
That is the reason 2here5y this tool is very useful and of ease management 5ecause
give us accessing and surfing 2ithout trou5le in the site. 1ll of these aspects originate
studentsN confidence and engaging? it motivates them to participate and take +uizzes and
tasks# creating an interactive and free learning. So then you can see the 2ays to take a
+uiz and ho2 simple it is.
&. =lick on the C.*))&) ta5.
$. =lick on either the U'#*A&' Q$-BB&) link or S#*3#&% Q$-BB&) link.
K. =lick the T*A& 5utton ne6t to the +uiz you need to take.
'. ;ead the directions and then click the S#*3# Q$-B 5utton.
). /f you do not 2ish to change any of your ans2ers and are finished# then click the
S$9+-# Q$-B 5utton.
M. =lick L20 O$# 2hen you are finished 2ith everything.
1s 2e could descri5e a5ove its three main student@s site features are very practical
inasmuch as allo2 student search a class# choose a +uiz to take and finally vie2 the
result immediately# moreover student can see the +uiz feed5ack. ,urther instructions
a5out using this page are at the 5ottom of this page.
1.2.2 C.*))&) )&*35?-'0
38
Several options are availa5le to search and enroll a class and a +uiz. =lick on the
Search 5utton a5ove to look for additional classes to register for. /f you enroll to a class#
it is impossi5le you to remove it. :nly the teacher 2ill 5e a5le to do it. 1ccording to the
Student@s site in Quizstar# you can register for a =lass as follo2B
&. 1fter signing up or logging on# you 2ill 5e at your C.*))&) page# 2hich list all
your registered classes. /f you are logging in for the first time# this page 2ill not
have any list.
$. =lick on the S&*35? ta5 to find and register for a class so you can take the +uiz.
K. Use the 5lue section to search for a class. -ou can search for up to four classes at
a time 5y teacherNs name# key2ord# or class title. Select your search using the
pull do2n menu. Type the name# key2ord# or title in the empty te6t 5o6. =lick
the S&*35? 5utton.
'. Use the green section to search for a particular +uiz. -ou can search for t2o
+uizzes at a time 5y either teacher name or +uiz title. Select your search using
the pull do2n menu. Type the name or title in the empty te6t 5o6. =lick the
S&*35? 5utton.
). 1fter using either of these searches# you 2ill receive a list of search results.
=lick in the 5o6 to add a checkmark ne6t to the class or +uiz you 2ant.
M. Scroll to the 5ottom of the search and click the R&0-)#&3 5utton.
J. ,ind out 2hat you have 5een registered for# then go to =lasses if you 2ant to
take a +uiz or task.
Summing up the different features and advantages of Quizstar resource# it sho2s us a
fruitful educational tool designed 5y 1LTE= through #&*5?&3).230 organization 2hich
applied in teaching and learning a language# teachers 2ill rethink for ne2 methods and
techni+ues in class environment. 1s teacher from creating a class and online +uizzes to
33
managing +uizzes and reports managing. Quizzes can 5e customized to include audio
and video files# and even ,lash animation. -ou have access to all of your information in
three easy sectionsB =lass Manager# Quiz Manager# and ;eports Manager. :n the other
hand# students can register for Quizstar once and have all of their classes availa5le to
them in one place. This organized# online testing method is a great 2ay to enhance your
studentsN lessons and English language skills development.
C?*>#&3 T@2
LISTENING SKILL
Skill! means the a5ility and capacity to do something 2ell or an e6pertise to do
something that re+uires training and e6perience. Ahile the process of language
ac+uisition is doing# the listening skill needs to 5e developed. ;eferring to a 5rief
listening 5ackground analyzes# in the 5ook S&52'% L*'0$*0& L-)#&'-'0 the author
states thatB
,or a long time# listening has 5een treated as the =inderella of the four macro(skillsB
speaking# listening# reading# and 2riting. Do2ever# as an essential part of
communicative competence# listening is a skill that deserves e+ual treatment 2ith the
others# 5oth in the classroom and in the preparation of language teachers. H,lo2erde2
and Miller# $%%)B &$I
4ut another 2ay# Listening is an invisi5le mental process that cannot 5e directly
o5served. 4eople have to discriminate among different sounds# understand the
voca5ulary and grammatical structures# interpret the emphasis and the intention of the
speaker. Oanu in his 5ook R&:.&5#-2') -' C2++$'-5*#-2' defines that listening is
44
the process of making sense out of 2hat 2e hear. /t is an active process of receiving#
processing# and interpreting aural stimuli!H$%%FB )JI.
1s a matter of fact# an important principle of communication is to listen and respond
reflectively to others# so that listening is a part of the transactional process of
communication 2here the receiverPs responses have a direct impact on the conversation.
The aim is to 5ecome active listeners rather than passive ones.
The author in the 5ook L-)#&'-'0 SA-..) T3*-'-'0 mentions that the 2ord listening
is defined as making an effort to hear something? to pay attention or heed. /t is different
from Hhearing), 2hich is the physiological process of the ear a5sor5ing sound 2ave and
transferring them along neutral path2ays to parts of the 5rain H*o2ns# $%%FB &I.
Moreover the author considers listening in a five(step process# likeB attending#
understanding# interpreting# responding and remem5ering. This process is active rather
than passive and involves a num5er of 5ehaviors and tools to 5e most effective in the
process of learning using listening strategies through a technological resource H*o2n#
$%%FB&I.
/n 5rief# technology has changed the 2ay of ac+uiring kno2ledge from the traditional
methods and techni+ues to online tools sho2ing us improvement of kno2ledge 2hen
teaching and learning a language. 1ll of these involvement aspects have focus on
revie2ing the strategies on listening skills development of the English language
considering listening as an active process 2here the listener creates the message that is
eventually e6changed 5et2een listener and speaker.
2.1 L-)#&'-'0 S#3*#&0-&)
Learning a second language depends on kno2ing to listen inasmuch as the listening
comprehension provides 5asic elements to English language ac+uisition 5ecause it
allo2s students to interact in oral communication. Therefore# teachers have a great role
41
and responsi5ility in teaching a second language? in suggesting students the 2ay they
can link together their listening 5ehaviors 2hen facing to several situations# different
kind of information# and the specifics listening purposes. So that teachers are the
students@ guides in order to develop them a set of listening strategies and arrange those
several situations.
The author tells that listening is not alone in its process? it involves and develops
other skills. De confirms the importance of the listening skill# arguing that this skill
helps the students not only in listening 5ut to develop pronunciation# intonation and the
sounds of 5oth individual 2ords and those 2hich go together in connected speech
HDarmer# $%%JI. Darmer also illustrates the importance of speaking? ho2ever# he
comments that success in the spoken discourse not only depends on the a5ility to speak
5ut also on the a5ility to listen.
Thus# listening comprehension strategies are techni+ues or activities that contri5ute
mainly to the comprehension and recall of listening input. *ue to this# listening
strategies may 5e classified 5y ho2 the listener processes the input.
,or that reason and taking into account the importance of the listening skill
development in the process of learning and teaching English language? in this study /
2ill apply the three listening strategies such as Top(do2n# .ottom(up# and Meta
cognitive listening strategies to a group of K% students of ,irst =ourse. The purpose is to
analyze ho2 these strategies influence them on the listening skill development through
the Quizstar tool.
2.1.1 T2>!%2@'
42
Top(do2n processing is a listener 5ased strategy 2hich is mentioned as employing
the listener@s 5ackground kno2ledge in comprehending the meaning of a message. 9ack
=. ;ichards points out that 5ackground kno2ledge can 5e previous kno2ledge a5out the
topic of discourse# the situation or conte6t# or the kno2ledge stored in long(term
memory in the form of schemata! and scripts!(plans a5out the overall structure of
events and the relationships 5et2een them H&>>%B )&I.
This 5ackground kno2ledge activates a set of e6pectations that help the listener to
interpret 2hat is heard and anticipate 2hat 2ill come ne6t. The listener actively
constructs the original meaning of the speaker using ne2 input as clues# employs
previous events of the conte6t and situation to occur the listening to understand 2hat he
or she heard.
Summing up a5ove ;ichards@s e6planation it can 5e said that students may predict
the content of listening activity 5eforehand and use various materials such as pictures
and key 2ords to understand the meaning. This strategy is more 5road approach than
5ottom(up strategy and related 2ith daily lives. ,or e6ample 2hen 2e 2atch drama or
movie# 2e usually focus on 2hole meaning. The materials that can 5e used in top(do2n
are prevalent. That is to say teachers can use authentic information# for instance students
listen to real(life story 2hich increase the interest and make them think a5out the main
idea more seriously.
A%1*'#*0&),
/n top(do2n some relevant advantages are mentioned 2hich help students and
teachers reach the goals in listening skill developmentB
=reate students a5ility to predict the content of listening activity in advanced
deducing or anticipating the final message to understand the meaning.
/t is more 5road approach than 5ottom(up and is related 2ith daily lives.
43
Teachers can use authentic information 2hich can increase students@ interest
and make them think a5out main idea seriously.
The top(do2n strategy helps students develop a sense of 2hy they listen and 2hich
skill to use to listen 5etter 5y introducing systematically these processes as presented
5elo2B
Listening for the main idea.
4rediction.
*ra2ing inferences.
Summarizing
2.1.1.1 L-)#&'-'0 :23 #?& M*-' I%&*
Some years ago# one of the reasons that approach to listening did not serve students
very 2ell 2as that they generally had no idea of 2hy they 2ere listening until after the
fact# unless the teacher gave them the +uestions 5eforehand# 2hich many teachers did
not give.
Thereafter# teachers have emphasized a listening for main ideas strategy. ;eferring to
the 5ook T&*5?-'0 .-)#&'-'0# author defines that listening for main ideas means that
the listener 2ants to get a general idea of 2hat is 5eing said# the details are less
important! H.ro2n# $%%MB )I.
There5y continuing 2ith 2riter@s assertion# / agree and make an eco of .ro2n on
ho2 this strategy can help students listen more effectively if 2e spend some time
teaching them a5out purposes for listening. .elo2 / am going to descri5e some 2ays to
listen for the main ideaB
Use a simple dialogue like the one 5elo2 in order to sho2 ho2 they might listen
differently depending on their goals.
AomanB AeNre going out to dinner after class. *o you 2ant to come# tooC
44
ManB May5e. Ahere are you goingC
AomanB 4izza Oing.
ManB 4izzaC / love pizzaS
1s you see a5ove that short dialogue# students could listen for the main idea and
you might set this sort of taskB
AhatNs the most important idea in this conversationC Ahat is the main thing
they are talking a5outC! in the same 2ay you can 2rite some choices on the
5oard like theseB
=lassC *innerC
Soon after listening# students 2ould ans2er# *inner.! 4oint out that to 5e
successful# they did not need to understand anything else. They "ust had to
understand that dinner! is the main idea of the conversation.
Some keys to identify main ideas in lectures and presentations are introduced
here. 1 speaker may signal a main idea through discourse markers? that is# there
are certain phrases that tell you a main idea is coming# as some illustrations
5elo2B
The point I want to make/cover here is.. The main point is
The important thing here is..
What Im trying to show is..
What Im going to talk about today is
The purpose o my remarks is..
This aternoon Id like to e!plain/ocus on.
/n the same 2ay# speakers often use rhetorical "uestions to signal main ideas#
topics# and themes. These are +uestions that the speaker asks out loud# and that
the speaker plans to ans2er in hisEher presentation. /n general# rhetorical
45
+uestions 2ill al2ays 5e ans2ered in the lecture or presentation. Therefore#
rhetorical +uestions are important discourse markers to pay attention to.
Repetition is another key to identifying main ideas in a lecture or presentation. /t
is ho2 many times a 2ord or phrase is repeated. /f something is repeated several
times# it suggests importance. ,or e6ample# as in the guide Listening strategy!
the author mentions this in the lecture part mentioned in the previous paragraph
HLecture )# 4art MI# the same rhetorical +uestion is essentially repeated four times
in one minute. /n 4art ' of the same lecture# 2hich is a longer and more comple6
segment# there are > repeated 2ords and phrases! H.erman# $%%KB )I. So that#
once you kno2# through repetition# that these 2ords and phrases are important# it
is much easier to identify the lecturer@s main ideas.
Pace is another key to identifying main or important ideas. =onsidering again
2hat descri5ed .erman 4ace is the speed of speech. /mportant points# such as
main ideas# are usually spoken more slo2ly# clearly# and intentionally than the
other lines. Unimportant points or small details are usually spoken more
+uickly!. / appreciate that 4ace is an important key# and you have to pay
attention it# principally 2hen the speaker talks fast.
Lecturers visual aids# such as outlines# lists or dra2ings# often provide o5vious
clues to speaker@s main points.
Take notes 2hile listening to a lecture or presentation in order to get the main
ideas. Take meaningful and useful notes 5ecause the act of 2riting makes the
material easier to remem5er# o5ligates us to focus on and identify the main ideas
and important facts. -ou can recognize the areas you comprehend and do not.
1ccordingly# some selected keys# activities and techni+ues are very important to
develop listening for the main ideas process 2hich helps students listen 5etter. Students
46
can concentrate and approach on the listening task. They may try to listen 2ith a
purpose and grasp the gist of a listening te6t. They are a5le to look for the key 2ords.
Students do not have to understand each 2ord the speaker says in order to comprehend
the general message the speaker try to get through. 4aying attention to the conte6t and
learning to guess the meaning of unkno2n 2ords are very important a5ilities to ac+uire.
Students can listen to some utterances and descri5e the emotional reaction they hear# for
instance# happy# sad# angry# etc.
2.1.1.2 P3&%-5#-'0
4rediction means that student can deduce or anticipate 2hat speaker is going to say
ne6t or the final message. /t can 5e done 5y using student 5ackground kno2ledge and
2hole e6pectations a5out the language and the topic is talking them.
;ichards sets that prediction is a set of e6pectations for a particular kind of
discourse generated from a situation or kno2ledge. /t activates the schema! that
is thought of as a set of e6pectations as to ho2 the content of the discourse 2ill
develop H&>>%B )%I. ,or instanceB
Ahere does the story take placeC
Aho are the charactersC
1round 2hat event or events does the story turnC
4re(listening is a stage to set up activities of predicting. Students must 5e
prepared 5y activating schema# connecting the activity to their 5ackground
kno2ledge# getting them to predict 2hat they 2ill listening to# and introducing
useful 2ords and concepts.
/mprove your comprehension of difficult listening parts# look at the title of the
lecture and any other clues you can see# for instance# photos# maps# charts#
outlines# etc. and think of specific +uestions you think might 5e ans2ered.
47
The a5ove prediction strategy can 5e used during the lecture as 2ell. That is# as
often as you can# try to predict 2hat kinds of information might come ne6t. Even
if some of your predictions are incorrect# this strategy 2ill help you stay focused
and give you a 5etter chance of general comprehension.
Try to predict voca5ulary you may hear in the lecture or presentation? you can
analyze the main 2ords in the title of the lecture.
.efore listening# try to predict 2hat may signal or mark the information you are
listening for. ,or e6ample# 2hat 2ords might the speaker use 2hen giving this detailC /f
you are listening for a particular num5er# think a5out 2hat type of num5er you e6pectB
Aill it 5e in the hundreds or the millionsC Aill it 5e a fractionC 1 decimalC 1
percentageC The more you focus yourself 5efore you listen# the 5etter chance you have
to succeed in the listening task.
2.1.1.; D3*@-'0 -':&3&'5&)
1n inference is an assumption made from information that 2e have. That is# in the
case of listening comprehension# an inference is an interpretation or a conclusion 5ased
on the information that 2e hear. Making inferences is a critical skill 5ecause not all
important information is clearly or e6plicitly stated? therefore# even if 2e understand all
the 2ords in a listening segment# 2e still may not have complete comprehension. To
make inferences successfully# you can try these t2o 2ays that improve your inference
strategy.
;evie2 your pre(listening strategies carefully and apply them. /nferences are
largely 5ased on 5ackground kno2ledge. The more you kno2 a5out the su5"ect
and the more you have predicted a5out the listening passage# the 5etter a5le you
2ill 5e to make inferences.
48
Trust your instincts and donNt 5e afraid to guess. /f you guess 2rong# try to
determine 2hy you 2ere 2rong and move on. That is 2hat learning is all a5out.
The author in the 5ook T?& L*'0$*0& T&*5?-'0 M*#3-< suggests other e6ercises to
develop student@s a5ility to do the follo2ing H;ichards# &>>%BM%# M&IB
Iner the topic o a discourse. Students listen to part of a conversation and infer
the topic of the conversation.
Iner unstated details o a situation doing tasks as guessing 2hat ne2s headlines
might refer to? then listen to ne2s 5roadcasts a5out the events referred to.
Iner the se"uence o a series o events is an e6ercise that student re+uires to
develop 5y doing task like reading a list of key points to 5e covered in a talk and
then num5er them in se+uence 2hile listening to the talk.
Iner the role o the participants in a situation doing task as looking at pictures
of people speaking and guess 2hat they might 5e saying or doing? then listen to
the actual conversation.
Speakers do not al2ays say e6actly 2hat they mean. That is# important aspects of
meaning are sometimes implied rather than stated. Listeners have to listen 5et2een the
lines! to figure out 2hat really is meant. To get this point across# again use the pizza
dialogue. This time ask# /s the man going to go 2ith themC! 4oint out that the man
says that he loves pizza# so he pro5a5ly 2ill go. Sometimes people do not say e6actly
and directly 2hat they mean. Students need practice in listening 5et2een the lines.
2.1.1. S$++*3-B-'0
Summarizing is making a mental or 2ritten summary of language and information
presented in a task. 4ut another 2ay# it is to synthesize 2hat one has heard to ensure the
information has 5een retained. Some 5elo2 e6ercises develop the student@s a5ility to do
the follo2ing H;ichards# &>>%BM%# M'IB
43
#tudents can e!tract key inormation rom a discourse. ,or e6ample# identify the
key ideas in a discourse. The teacher asks the learners to give an oral summary
to each other# or to 2rite one sentence to summarize 2hat they have listened to.
$arry out tasks as a response to listening activities. So that they re+uire doing
the tasks such asB 2rite a summary of a talk or conversation# and 2rite do2n a
message delivered aurally.
%!tracting gist or essential inormation rom longer aural te!ts without
necessarily understanding every word. Students make a mental or 2ritten
summary of 2hat they hear.
#tudents can use key words to construct the schema o a discourse or
information retained 2hile listening.
#tudents can construct plans and schema rom elements o a discourse.
2.1.2 42##2+!$>
.ottom(up strategies are te6ts 5ased? the listener relies on the language in the
message# that is# the com5ination of sounds# 2ords# and grammar that creates meaning. /
refer 2hat ,lo2erde2 and Miller point out that listeners 5uild understanding 5y starting
2ith the smallest units of the acoustic messageB individual sounds# or phonemes. These
are then com5ined into 2ords# 2hich# in turn# together make up phrases# clauses# and
sentences. ,inally individual sentences com5ine to create ideas and concepts and
relationships 5et2een them H$%%)B $'I.
Looking for another concept / found that 5oth 9ack and Ailly# and ,lo2erde2 and
Miller assure listening is a process of decoding the sounds that one hears in a linear
fashion from the smallest meaningful units HphonemesI to complete te6ts. Taking this
vie2# phonemic units are decoded and linked together to form 2ords# 2ords are linked
54
together to form phrases# phrases are linked together to form utterances# and utterances
are form together to form complete meaningful te6ts! H$K>I.
A%1*'#*0&),
/n 5ottom up the listener is supposed to pay attention to every detail of the spoken
te6t H4eterson# $%%&I. She shares that assertion 2ith .ro2n H$%%&I# so that very
important advantages are mentioned 5elo2B
Students get a5ility to listen to and reach understanding follo2ing a se+uence
that goes from sounds to 2ords to grammatical relations to le6ical meaning.
Listener can interpret language starting from the lo2est level to the highest level
H.uck# $%%&I.
/ncrease students@ a2areness in class activities.
Make students learn to discriminate 5et2een intonation counters in sentences#
and 5et2een phonemes.
1ccording to a5ove information# therefore# the different types of kno2ledge
necessary in the listening process are applied in a serial# hierarchical fashion. So then
.ottom(up strategy of te6t processing follo2 a traditional vie2 of communication as the
transmission of information. .ottom(up strategies includeB
Listening for specific details
;ecognizing cognates
;ecognizing 2ord order patterns
2.1.1 L-)#&'-'0 :23 )>&5-:-5 %&#*-.)
1ccording to Steven .ro2n definition# he tells that listening for details is something
2e do every day. ,or e6ample# 2e need the details 2hen 2e are getting directions to
someplace like a friendNs home. 9ust understanding the topic in this case does us no
51
good H$%%MB MI. That is to say# in the educational conte6t# listening for details is 2hen
students listen for groups of 2ords and phrases at sentence levels? moreover students
listen for key details 2hich 2ill help them to achieve a task. ,or instanceB
Students listen to a pair of 2ords and circle if the 2ords are same or different.
Students match a 2ord they hear 2ith its picture.
Students listen to a short dialogue and fill in the 5lanks of a transcript.
Students 2rite short ans2ers to +uestions.
Students pick 2ords from a list.
1nother 2ay to listen for details is mentioned 5elo2# in this case / take the
e6ample of the 1uthor in the 5ook Teaching Listening! 2here he points this out
and use a same dialogue# 5ut this time set this taskB
Ahat are they going to eatC! Ahen students ans2er 4izza! point out that to
5e successful# they needed only to understand one detail of the conversationB that
the 2oman and her friends are going out for pizza# not ham5urgers or spaghetti!.
Michael .erman e6plains ho2 involves understanding or catching one crucial
detail that re+uire pulling one particular detail out of a larger set of details. ,or
instance# 2hile listening to someone talk at a 5usiness meeting# you might have
a special interest in a particular 5udget figure or a date for a certain event# 5ut
have little interest in other details.
:ther common e6amples include listening for particular facts in 2eather reports
or in airport announcements a5out flight information.
2.1.2.2 R&520'-B-'0 520'*#&)
;ecognizing cognates refers to identify 2ords that share a similar meaning# spelling
and pronunciation into t2o languages. =hamot# 1. U. defines recognizing cognates as
52
;ecognizing target language 2ords that are similar to English or another language
kno2n! H&>>$B $$I. 1s a result of this assertion there are a num5er of English 2ords
that are very similar or even identical to Spanish. ,or e6ampleB
The 2ord idea in English and the 2ord idea in Spanish.
1s an e6ample / take the 5ottom(up process from H;ichards# &>>%B )%I
Segmenting the stream of speech into constituentsB in order to recognize that
a5ookofmine! consists of four 2ords!.
Using phonological cues to identify information focus in an utterance.
Students can recognize English 2ords that are similar to a 2ord in Spanish or in
another language you kno2.
Students can give instructions Ha5out a manual# or a 5usI
;ecognize assimilation# this is 2hen a sound changes to 5ecome more like
another sound 2hich follo2s or precedes it. ,or e6ample# 5ro2n 5ag sounds
like.
/dentify the referents of pronouns in an utterance
;ecognize the time reference of an utterance. Students can check if the person is
asking a5out where or when something is happening. ,or instanceB Students
hearB 1re the 5anks open on #undayC Ahere E 2hen.
/n 5rief# recognizing cognates is the a5ility to identify 2ords that have same
linguistic derivation as another? from the same original 2ord. Starting from the
childhood? 2ho are taught to recognize cognates as early ages. Then students 2hile they
are gro2ing up and moving up the grade levels need to 5e introduced more advanced
e6ercises to recognize cognates? those 2ords have multiple meanings in 5oth languages#
even though some of those meanings may not overlap. 1s a final e6ample# let see this
53
2ord 2ith multiple meanings asistir!# 2hich means to &assist' R same meaning# 5ut
also to attend'( means different.
2.1.2.; R&520'-B-'0 @23%! 23%&3 >*##&3')
Aord(order means arranging 2ords in a phrase or sentence in a te6t follo2ing the
se+uence governed 5y grammatical rules and as affecting meaning. /n English 2ord(
order plays an important part in determining meanings. Some e6ercises that re+uire the
processes to develop student@s a5ility to do the follo2ingB
(se knowledge o word)order pattern to identiy constituents in utterances. *o
tasks to identify ma"or constituents in a sentence# such as su5"ect and o5"ect# and
ver5 and adver5.
(se grammatical cues to organi*e the input into constituents# for e6ample# in
order to recognize that in the 5ook 2hich / lent you!B the book and which I lent
you are the ma"or constituents rather than the book which I and lent you.
+ecogni*e grammatical relations between key elements in sentences. *o tasks to
distinguish 5et2een positive and negative statement. ;ecognize if a sentence is
active or passive.
+ecogni*e the unction o word stress in sentences. *o tasks such as recognizing
the use of 2ord stress to mark the information focus of a sentence.
H;ichards# &>>%B)>I
2.1.; M&#*520'-#-1& )#3*#&0E
,irst of all# / make a 5rief description of the compound 2ord metacognitive!? for
2hich has 5een considered 2hat 9ohn ,lavell H&>JJI has introduced over K% years ago
the prefi6 meta!# 2here he refers to human 5eing capacity to kno2 and reflect a5out
his o2n mental processes. Then# one and the same ,lavell H&>J>I e6tends 2hat
definition the term as metacognition descri5es asB a2areness of its o2n psychological
54
processes and from others? and 5roaden defining asB any kno2ledge or cognitive activity
that aims to control cognition aspects.
Since that moment the term metacognition! has conceptualized and classified of
different 2ays. 1ccording to ,lavell# sets that metacognition plays an important role in
oral communication# oral persuasion# oral and 2ritten comprehension# language
ac+uisition# attention# memory# pro5lem solving# social cognition# etc.
Then# follo2ing 2ith the study and definition# metacognitive strategies involves
thinking a5out learning process such as planning for learning# monitoring the learning
task# and evaluating ho2 2ell one has learned HMichael# :@Malley# =hamot# &>>)B &KJI.
/t refers to situations such as paying attention to the main points of a lecture# for
e6ample.
1s an advantage in educational aspect of foreign language learning# this
metacognitive kno2ledge accomplishes a fundamental role in language ac+uisition. ,or
that reason / have seen the importance of upgrading use of metacognitive strategies and
achieve a language learning process as 2ell as encourage learner. 1s e6planation / have
considered 2hat Sandoval and =arrillo H$%&%B K&I transcript 2hat Aenden H&>>&I set
that help students to turn in active participants of learning# instead of passive# is a pre
re+uirement for the self(regulation.
A%1*'#*0&) -' )#$%&'#)
Metacognitive strategies are applica5le to a variety of learning tasks H<is5et and
Shucksmith# &>FMI. 1fter understanding a5out some positive and effective learning
aims / agree 2ith this assertion that learners 2ho ac+uire metacognitive a5ilities have
the follo2ing advantages over others 2ho are not a2are of the role metacognition plays
in learning another language H=oskun# $%&%B KMI!B
&. Students are more strategic learners.
55
$. Students@ rate of progress in learning as 2ell as the +uality and speed of their
cognitive engagement is faster.
K. They are confident in their a5ilities to learn.
'. They do not hesitate to o5tain help from peers# teachers# or family 2hen needed.
). They provide accurate assessments of 2hy they are successful learners.
M. They think clearly a5out inaccuracies 2hen failure occurs during an activity.
J. Their tactics match the learning task and ad"ustments are made to reflect
changing circumstances.
F. They perceive themselves as continual learners and can successfully cope 2ith
ne2 situations HAenden# &>>FI.
7andergrift H&>>>B &J%I and HMichael# :@Malley# and =hamot# &>>)B &KJI agree in
their e6planations a5out se+uence of strategies as planning# monitoring and evaluating
that could integrate for teaching of a foreign language. / consider it as an advantage
5ecause it helps students to get a2areness a5out the process of listening comprehension
and ac+uire metacognitive kno2ledge of English language.
2.1.1 P.*''-'0
4lanning is descri5ed 5y the author as previe2ing the organization concept or
principle of an anticipated learning task Hadvanced organizationI? proposing strategies
for handling an upcoming task? generating a plan for the parts# se+uence# main ideas# or
language functions to 5e used in handling a task Horganizational planningI H Michael# :
@Malley# and =hamot# &>>)B &KJI. To enhance listening comprehension# oversee and
regulate listening process in planning# 5elo2 are some actions to 5e used in developing
a taskB
*irected attention is used to decide to maintain attention during listening task
e6ecution and avoiding distractors. <e6t# selective attention is planning to pay attention
56
to specific details of language input or situational details that help in performance of an
activity. Last# self(management helps students to accomplish language tasks and control
the language performance of 2hat is already kno2n.
4lanning makes students a2are of strategies they use 2hile doing the tasks and ho2
they can develop their listening skills. /t gives them the opportunity to find out 2hich
strategy 2ork 5est for them and use 2hen learners listen to content su5"ect lecturers. ,or
that reason ;ost H$%%)I provides a chart 2hich sho2s us a very important pedagogical
approach 2ith the purpose of encouraging and developing metacognitive strategies in
English language learners. Similarly# ,lo2erde2 and Miller H$%%)B JKI consider ;ost
H$%%)I chart and agree in their assertion for listening skill development through
metacognitive strategies. 1 pedagogical approach is mentioned 5elo2B
T*9.& NH 1
P.*''-'0 F25$) 2' #?& .&*3'&3 F25$) 2' #?& T&*5?&3
1dvanced
organization
H1nticipated
learningI
*ecide 2hat the o5"ectives of a
specific listening task are. Ahy
is it important to attend to this
messageC
Arite a topic on the 5oard
He.g.# Train announcementsI
and ask learners 2hich it
2ould 5e the importance to
listen to a5out the topic.
*irected attention
Learners must pay attention to
the main points in a listening
task to get a general
understanding of 2hat is said.
/n setting up a listening task#
ask learners 2hat type of
information they 2ould
e6pect to hear. -ou are
listening to the ne2s. Ahat
2ould you hear at the
5eginning of the ne2sC!
57
Selective attention
Learners pay attention to
details in the listening task.
.efore listeners listen a
second time to a recording#
it is effective to set specific
types of information for
them to listen for. Listen
again to the tape and find
out 2hat type of relationship
the speakers have.!
Self(management
Learners must manage their
o2n motivation for a listening
task.
.efore setting up a listening
task# the teacher talks 2ith
the students in the L$ so that
they get their mind frame
around listening to the L$.
SourceB 4edagogical approach in developing listening strategies through Metacognitve
strategies. HTook from Second Language Listening? $%%). 9ohn ,lo2erde2# Lindsay
Miller? and Sandoval TuUiga M.# 1lvarez# L.# V =arrillo# O. $%&%I.
1s 2e can see a5ove the activities that integrate planning strategy help students
5efore listening to plan for the listening task. 1llo2 to set a purpose or decide in
advance 2hat to listen for. Engage students to decide if more linguistic or 5ackground
kno2ledge is needed. Students can determine 2hether to enter the te6t from the top(
do2n Hattend to the overall meaningI or from the 5ottom(up Hfocus on the 2ord and
phrasesI. Thus# students make predictions 5y using all availa5le information.
2.1.;.2 M2'-#23-'0
Monitoring refers to verify# check# or correct one@s comprehension or performance
in the process of a language task! HMichael# :@Malley# and =hamot# &>>)B &KJI. /n
58
other 2ords# monitoring can 5e descri5ed as 5eing a2are of 2hat one is doing or
5ringing one@s mental processes under conscious scrutiny and thus more effectively
under control H<is5et and Shucksmith# &>FMBJI!
Monitoring has some stages 2here students monitor their o2n comprehension of the
te6t 5y evaluating their predictions as they listen. This has 5een settled in the think(
alouds as descri5ed 5elo2.
/n comprehension monitoring! students check# verify# or correct one@s
understanding# 5ut in production monitoring students correct one@s language production.
Use one@s ear! for the language to analyze ho2 something sounds and makes decisions
through auditory monitoring. Such monitoring students use one@s eye! for the language
visually to recognize ho2 something looks and to make decisions. Strategy monitoring
is used 5y students to kno2 ho2 2ell a strategy is 2orking# 5ut in plan monitoring is
used to kno2 ho2 2ell a plan is 2orking. The last 2ay is dou5le check monitoring#
2here students check one@s understanding during the second listen or across the task. To
sho2 us ho2 this monitoring stage 2orks 2ith students? the continuum pedagogical
approach provided 5y ;ost H$%%)I and ,lo2erde2 and Miller H$%%)B JKI is mentioned
5elo2B
T*9.& NH 2
M2'-#23-'0 F25$) 2' #?& .&*3'&3 F25$) 2' #?& T&*5?&3
=omprehension
Monitoring
Learners check one@s
understanding through clarifying
+uestions.
The teacher sets up a task
that re+uires listeners to
understand one part of the
task at a time. They
monitor in stages so that
the final part is easily
understood.
53
1uditory monitoring
Learners check 2hat identified
in auditory. Learners make
decisions as to 2hether
something sounds right! or not.
Teacher does a listening
task from do2n to top to
check students@
appropriate insight of key
2ords# grammatical
structures# and spoken te6t.
,or e6ample# the teacher
asks learners to listen to a
=* and decide ho2 the
characters feel? then
students check 2ith one
another in their L&.
*ou5le(check
monitoring
Learners check oneNs monitoring
across the task.
Teacher does tasks 2ith
intermediate steps so that
students can realize they
are in the process of
completion@s task. 1t the
end of a task# the teacher
asks learners to revie2
their previous kno2ledge
a5out the speakers and
make any changes to their
perception of 2hat the
message is a5out.
64
SourceB 4edagogical approach in developing listening strategies through Metacognitve
strategies. HTook from Second Language Listening? $%%). 9ohn ,lo2erde2# Lindsay
Miller? and Sandoval TuUiga M.# 1lvarez# L.# V =arrillo# O. $%&%I.
/n short# during and after a listening comprehension activity# students monitor their
comprehension# verify predictions and check inaccurate guesses. Then# they decide
2hat is and is not important to understand? and finally students listen or vie2 again to
check for comprehension and ask for help.
2.1.;.; E1*.$*#-2'
The authors set that Evaluation is the last stage 2hich means check comprehension
after completion of a receptive language activity# or evaluating language production
after it has taken place. HMichael# :@Malley# and =hamot# &>>)B &KJI. Summing up#
evaluation is checked for students@ use and evaluated for their effectiveness. Dere
learners reflect 5ack on the strategies they used and assess them after completing a task
on ho2 2ell they complete a task# and assess ho2 effective the strategies 2ere at
helping them comprehend the listening task. This strategy has 5een coded as follo2sB
To evaluate production# is necessary to check one@s 2ork 2hen the task is finished.
Then# performance evaluation is important to "udge one@s performance in the e6ecution
of the listening task# too. Moreover# it is very important to consider a5ility and strategy
evaluation# a5ility to "udge one@s a5ility to perform the task# and the strategy to evaluate
one@s strategy used and their effectiveness 2hen the task is completed.
1gain# the last chart is considered here to sho2 us the pedagogical approach focusing
on students and teachers development of evaluation strategy provided 5y ;ost H$%%)I
and ,lo2erde2 and Miller H$%%)B JKIB
T*9.& NH ;
61
E1*.$*#-2' F25$) 2' #?& .&*3'&3 F25$) 2' #?& T&*5?&3
4erformance
evaluation
Learners "udge ho2 2ell they
perform a task.
Teacher does task 2ith
tangi5le results that can 5e
evaluated 5y students. The
teacher can use a variety of
techni+ues to get students to
"udge their individual
performance. ,or instanceB
;aise your hand if you
think that you understood
&%%W? J)W? )%W.!
4ro5lem identification
Learners decide 2hat pro5lems
still e6ist 2ith the te6t or the
task preventing them from
completing the task successfully.
1fter completing a listening
task# the teacher asks
students to identify any part
of the te6t that 2as difficult
to comprehend. Teacher
does a tracing to get the
pro5lematic parts of the te6t
or task.
SourceB 4edagogical approach in developing listening strategies through Metacognitive
strategies. HTook from Second Language Listening? $%%). 9ohn ,lo2erde2# Lindsay
Miller? and Sandoval TuUiga M.# 1lvarez# L.# V =arrillo# O. $%&%I.
/n conclusion# 2ith evaluation strategy students evaluate comprehension and strategy
use# in a particular task or area. Moreover# learners can evaluate overall progress in
listening and particular types of listening tasks. Students can decide if the strategies
62
used 2ere appropriate for the purpose and for the task and if it is necessary students can
modify the strategies.
C?*>#&3 T?3&&
THE INFLUENCE OF THE QUIZSTAR TOOL ON THE LISTENING SKILL
DEVELOPMENT
K.& The studentsG listening skill improvement through the use of Quizstar tool.
3.2 Teacher@s efficient management 5et2een the different features of Quizstar tool
2ith the listening strategies.
K.K The student@s dynamic and interactive development on the activities applying
listening strategies.
2.; HE>2#?&)-) )E)#&+
2.;.1. 723A-'0 HE>2#?&)-) H-
The ne2 information and communication technologies imply positively on listening
skill development on students attending the &
st
*! of .accalaureate# of the military
educational unit Tcrn. Lauro uerrero! of the city of Lo"a# during the school year
$%&'($%&).
2.;.2. N$.. HE>2#?&)-) N0
The ne2 information and communication technologies does not imply on listening
skill development on students attending the &
st
*! of .accalaureate# of the military
63
educational unit Tcrn. Lauro uerrero! of the city of Lo"a# during the school year
$%&'($%&).
STRUCTURE OF THE RESEARCH PROJECT.
PART THREE
METHODOLOGICAL DESIGN
;.1. R&)&*35? #E>& *'% %&)-0'
The research for this pro"ect 2ill 5e applied# descriptive# and of field. The research
design is +uasi(e6perimental# +uantitative and transversal. /t su5stitutes statistical
controls 5ecause of the a5sence of physical control of the e6perimental situation. Ae
2ill apply 4re(testE4ost(test group design. The su5"ects cannot 5e randomly assigned to
the group.
;.2. P2>$.*#-2' *'% )*+>.&
Ae 2ill 2ork 2ith students attending the &
st
*! of .accalaureate# of the military
educational unit.
&
st
*! K% control group.
<o sample.
;.;. F-&.%-'0
64
The field 2ork 2ill take place in a classroom of K% students 2hich are attending the
&
st
*! of .accalaureate# at the Military Educational Unit Tcrn. Lauro uerrero!# that
is located in Lo"a# Ecuador? during the school year $%&'($%&). Ae 2ill apply 4re and
4ost Tests to the students.
;.. I')#3$+&'#) :23 %*#* 52..&5#-2'
The test 2ill 5e the techni+ue applied for gathering data.
;.". P325&))-'0 *'% *'*.E)-)
*ata 2ill 5e analyzed 5y using descriptive analyzes. Quantitative data 2ill 5e
ta5ulated and compared. Statistical measures 2ill 5e used such as measure of central
tendency and measure of dispersion and varia5ility.
PART FOUR OIN THE PROJECTP
ADMINISTRATIVE FRAME
.1. M*#&3-*. 3&)2$35&)
Ae 2ill use the follo2ing materials along the researchB

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RESOURCE Q
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%K /nk cartridges %K Ea
%' Scanner %& Ea
65
%) Statistical package soft2are %& Ea
%M Stationary supplies %& Ea
%J Sheets of paper %' ;e
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ITE
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%& University e6penses H& studentI &.&%%#%%
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%) Scanning &%#%%
%M /nternet 1ccount )%#%%
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TOTAL 1.",00
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4ro"ect
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*etermining
the su5"ect
X
etting
authorization and
auspice
X
4reliminary
survey 4reparing
X
4reliminary
survey application
X
*ata 1nalysis X
4ro"ect
*evelopment
X X
4ro"ect ,inish X
4ro"ect
*elivery
X X
4ro"ect
1pproval
X X
;ESE1;=D X
67
A:;O
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41;T :<E#
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41;T TA:#
Theoretical ,rame
X X
,irst ;evision X
41;T TD;EE#
Methodological
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Second
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;esearch
*eliveryEThesis
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4re(dissertation X
raduation
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*elivery
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*issertation X
68
4I4LIOGRAPHY
*uart# 9. V Sangra# 1# $%%%# 1prender de la virtualidad. .arcelonaB E*/S1
Lic. Miguel 4once M. ELT 4rofessor# 4ro"ect *esign $%%F.
Mar+uLs raells# 4. $%%%# /mpacto del las T/=s en EducaciYnB ,unciones y
Limitaciones. En la Ae5 de2ey. ua5.es
Muelas# E. $%%'. Elementos de la EducaciYn a *istancia. MYdulos &# .uenos 1ires
,U<*E=.
Teare# ;. *avies# *. Sandelans# E. $%%$# Dacia una sociedad +ue aprende
:rganizaciones +ue aprenden y formaciYn virtual. .arcelonaB E*/S1
9ackie <icholas# &>>># /ntroduction to *escriptive Statistics. Sydney.
9ames *ean .ro2n# The elements of Language =urriculum# .oston# MassachusettsB
DE/<LE V DE/<LE 4U.L/SDE;S.
I'#&3'&#,
httpBEE222.articulo.orgEarticuloEF%MEla8influencia8de8las8nuevas8tecnologias8de8la8in
formacion8y8las8comunicaciones8en8la8educacion8actual.html
httpBEE222.raco.catEinde6.phpEEducarEarticleEvie2,ileE$%J'ME$%)FM
httpBEE222.gestiopolis.comEcanalesFEgerEnuevas(tecnologias(de(informacion(y(
comunicaciones(y(su(impacto(en(sistemas(educativos.htm
httpBEE222.articles5ase.comElanguages(articlesEteaching(listening(as(an(english(
language(skill(KMJ%>).html
63
httpBEE222.docstoc.comEdocsE)KK&&%KEenglish(listening(skills
httpBEEperemar+ues.pangea.orgEusosred$.htm
httpBEEi"edict.dec.u2i.eduEvie2article.phpCidZ)K'VlayoutZhtml
httpBEEen.2ikipedia.orgE2ikiE/nformation8and8communication8technologies
httpBEE222.ictliteracy.infoE
httpBEE222.unrisd.orgEunrisdE2e5siteEdocument.nsfE
Hhttp4u5licationsIEK>F*M1FM&&$J%F'JF%$)M.M'%%)&1'>JC:pen*ocument
httpBEEec.europa.euEeducationEpoliciesElangEdocEict.pdf
GLOSSARY
NICT), <e2 /nformation and =ommunication Technologies.
7&9 2.0, This terminology is commonly associated 2ith 2e5 applications that facilitate
interactive information sharing. This site gives its users the free choice to interact or
colla5orate 2ith each other in a social media dialogue as creators of a virtual
community# in contrast to 2e5sites 2here users are limited to the passive vie2ing of
content that 2as created for them.
74
V-3#$*. L&*3'-'0 &'1-32'+&'#, it is a system designed to support teaching and
learning in an educational setting? it 2orks over the /nternet and provides a collection of
tools such as those for assessment# communication# uploading of content# return of
studentsN 2ork# peer assessment# administration of students groups# collection and
organizing students grades# +uestionnaires# tracking tools# etc.
4.20, it is a 2e5 site regularly updated 2hich collect chronologically te6ts or articles
from one or several authors# appears first the most recent# 2here the author keep al2ays
the free pu5lication 2hat he thinks relevant.
O'.-'&, it is the condition of 5eing connected to a net2ork of computers or other
devices. The term is fre+uently used to descri5e someone 2ho is currently connected to
the internet.
7-A-, it is a 2e5site 2hich allo2s the easy creation and editing of any num5er of
interlinked 2e5 pages through a 2e5 5ro2ser using a simplified markup language or a
A-S/A- te6t editor. These are typically po2ered 5y 2iki soft2are.
I'#&3'&# :23$+ 23 +&))*0& 92*3%, it is an online discussion site 2hich is originated as
the modern e+uivalent of a traditional 5ulletin 5oard# and a technological evolution of a
dialup 5ulletin 5oard system. ,rom a technological standpoint# forums or 5oards are
2e5 applications managing user(generated content 2here students or people can
participate 2ith their opinions.
C?*##-'0, it is the participation 2ith messages in a synchronous e6change of remarks
2ith one or more people over a computer net2ork connected to internet.
71
72
ANNE8ES
73
APPENDI8
APPENDI8 A
STEPS TO MANAGE QUIZSTAR TOOL
UNIVERSITY OF THE ARMED FORCES ESPE
DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
DISTANCE LEARNING EDUCATION
TEACHER(S SITE
I+*0& NF 1, I')#3$5#23 )-#&
74
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
I+*0& NF 2, L200-'0!2'
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
I+*0& NF ;, N&@ $)&3 G&##-'0 )#*3#&%
/se this link if
+ou are a ne1
user.
/se this if +ou
are alread+
registered.
75
SourceB httpBEE+uizstar.'teachers.orgEfreetrial."sp
I+*0& NF , R&0-)#&3-'0
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
I+*0& NF ", S&# $> * 5.*)), *%% )#$%&'#), *'% +*A& E2$3 :-3)# /$-B
/se an+ of +our
personal email.
5ake sure to
1rite a
pass1ord +ou
remem!er.
76
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
I+*0& NF K, Q$-B)#*3 T$#23-*. O1&31-&@
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
/se this link to
see the tutorial.
77
I+*0& NF L, T?& I')#3$5#23 P32:-.& *'% )&5$3-#E )&##-'0)
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
I+*0& NF M, E%-#-2' 2: -')#3$5#23 >32:-.&
78
SourceB httpBEE+uizstar.'teachers.orgEinde6i."sp
73
UNIVERSITY OF THE ARMED FORCES ESPE
DEPARTMENT OF LANGUAGES
APPLIED LINGUISTICS IN ENGLISH PROGRAM
DISTANCE LEARNING EDUCATION
STUDENT(S SITE
I+*0& NF N, S-0'-'0 U> *) * N&@ U)&3
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 10, L-'A) #2 &'#&3 Q$-BS#*3
84
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 11, L200-'0!2'
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 12, A '&@ $)&3 3&0-)#3*#-2'
/se either link
to enter as a
student.
/se this if +ou
are alread+
registered.
/se this link if
+ou are a ne1
user.
81
SourceB httpBEE+uizstar.'teachers.orgEstudentEregistrs."sp
I+*0& NF 1;, R&0-)#&3-'0 :23 * C.*))
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
"his spae 1ill
!e empt+ until
+ou register for
lasses
5ake sure to
1rite these
some1here for a
referene.
&u!mit 1hen
+ou are done.
82
I+*0& NF 1, S&*35?-'0 :23 * 5.*))
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 1", S&*35?-'0 * )-'0.& 5.*))
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 1K, A '&@ )&*35? *'% 5*'5&. 5.*))
&earh !+ lass or
2ui6. "+pe +our
1ords in these
empt+ !o7es.
&elet searh 1hen
+ou are sure +ou
have spelled
ever+thing
"his is a pull do1n
menu. Choies are
vie1a!le after +ou
selet the small ta!.
e#mail
&elet
8searh9 to
searh !+
lass or
2ui6.
:lae a hek !+ the lass
+ou 1ant and selet
8;egister.9
83
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 1L, L-)#&% 5.*))&)
"his sho1s +our
status in this
lass.
"hese items sho1
information a!out the
lass.
<fter +ou have
registered) follo1 this
link to +our Classes
page.
84
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 1M, T*A& * /$-B
SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
I+*0& NF 1N, Q$-BB&) )#*#$)
$ah !lue folder 1ill let +ou
kno1 if +ou need to take) have
=nished) or missed a 2ui6.
>ote that the links are all
ative.
"he links in this lass are not
ative. "he student annot
aess the 2ui66es until the
teaher aepts his registration.
?ou an ontinue to
1ork on either
untaken or started
@ui66es !eome e7pired
!eause the time limit
set !+ the teaher has
"he 2ui66es in
this lass are
not +et
availa!le.
85
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SourceB httpBEE+uizstar.'teachers.orgEinde6s."sp
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?ou need to
take 2ui66es
listed here.
?ou need to
=nish 2ui66es
listed here.
"his is a list of
1hat +ou have
done.
"his takes +ou
to the
86
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&tart
"his is a note
from +ou
teaher.
87
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