Discourse markers in the oral expression of english

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dc.contributor.advisorEgas Herrera, Diana
dc.contributor.authorLópez Castillo, Paulina Leticia
dc.contributor.authorSimbaña Carrasco, Christian Alexander
dc.date.accessioned2026-06-10T15:14:13Z
dc.date.available2026-06-10T15:14:13Z
dc.date.issued2025-12-17
dc.descriptionTESIS-MAESTRÍA
dc.description.abstractThis thesis project focuses on the importance of discourse markers in the development of speaking skills for future English teachers. The proposal was created with the purpose of giving students more opportunities to practice oral communication in academic contexts, where fluency, coherence, and clarity are necessary. The project was designed around a communicative approach, avoiding a strong focus on grammar or vocabulary in isolation. Instead, the activities encouraged students to use discourse markers naturally, helping them to organize their speech and improve their confidence when speaking English. The research included both theoretical and practical elements. On the one hand, theoretical studies demonstrated the value of discourse markers for fluency and cohesion in spoken language. On the other hand, practical classroom interventions showed how students applied this knowledge through class presentations, daily-life examples, and short workshops. These activities created spaces for production and interaction, which are essential for developing communicative skills. The validation process used instruments such as pre- and post-tests, surveys, Likert scale observations, and recordings of classroom sessions. The results, reviewed by the tutor and supported by peer recommendations, were positive. They showed noticeable improvement in the correct and confident use of discourse markers. Class observations especially provided useful insights into how students reacted to the proposal and how their speaking performance improved. Formative and summative evaluation were considered. Tests and presentations showed clear evidence of learning, while future projects could include rubrics, portfolios, or self-reflections to make the evaluation process less dependent on quantitative results. This way, students’ growth would be measured in a more complete and meaningful way. This work also identified some limitations. Time, bureaucracy, limited resources, and curriculum restrictions made the project more challenging. However, these difficulties also showed the real conditions in which future teachers work and confirmed the need for additional spaces, such as a subject focused on oral production. Furthermore, the lack of technological tools and students’ availability highlighted the importance of planning carefully for future implementations. Finally, the project suggests that discourse markers should not only be used in speaking but also in writing, especially at higher levels of English. They are essential for creating academic texts, literature, and professional documents that show coherence and clear organization of ideas. Therefore, this proposal is not only useful for the present but can also guide future researchers and educators to innovate, create new subjects, and continue improving the quality of English teaching.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationLópez Castillo, P. L., & Simbaña Carrasco, C. A. (2025). Discourse markers in the oral expression of english. Universidad Bolivariana del Ecuador.
dc.identifier.otherMAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3721
dc.language.isoen
dc.publisherUniversidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-B23-01P1-09; 17505552010
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectDiscourse Markers
dc.subjectspeaking skills
dc.subjectcommunicative approach
dc.subjectoral production
dc.subjectteacher training
dc.subjectFluency
dc.subjectacademic english
dc.titleDiscourse markers in the oral expression of english
dc.title.alternativeMarcadores discursivos en la expresión oral del inglés
dc.typeThesis
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