Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
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Item Lyrics Training App and Listening Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Borja Jácome Diego Marcelo; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research examines how the Lyrics Training App develops English listening skills among A2 level English as a foreign language (EFL) learners of the Pedagogy of National and Foreign Languages program at the Technical University of Ambato. The study, which takes place in the educational field and which followed a pre-experimental design, involved 42 students that worked as a single group. The research utilized pre and post-tests from the KET Examination test’s listening section. The tests were assessed based on three criteria (accuracy, comprehension and level appropriateness). Making use of the Computer-Assisted Language Learning (CALL) approach, the research mixed quantitative interpretation of pre and post-tests results with qualitative observation giving perceptions through the analysis of results, outlining conclusions, and drawing up recommendations built upon research context and students’ experiences. Interpretation through paired t-tests verified that there is a significant advancement on students’ listening skills comprehension, corroborating the alternative hypothesis. Results prove that Lyrics Training App successfully strengthened participants’ listening skills accuracy. Remarkably, it produced better listening comprehension, supporting the understanding of spoken English that comprehends announcements, short spoken texts and conversations. The used approach promoted students’ ability on using technology as a learning tool, improved their confidence on class participation and secured improvement on their listening skills fostering music as the main point. To conclude, the incorporation of the Lyrics Training App unquestionably influenced participants’ listening skills, highlighting its part in ability development and promoting a beneficial atmosphere for treating listening skillsItem Animated Films and Listening Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Merlo Checa Nayeli Giovanna; Silva Valencia Juan Carlos; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis descriptive study examined the perspectives of A2-level EFL students from the Language Center at the Technical University of Ambato regarding the use of animated films to enhance listening comprehension. A total of 68 students (35 females and 33 males) participated. The research employed a mixed-methods approach and used a 21-item Likert-scale questionnaire to collect quantitative and qualitative data. The instrument was validated by five experts, showing high reliability through Cronbach’s Alpha (0.941) and Aiken’s V (1.0). The study aimed to identify the most frequently used types and genres of animated films in EFL classrooms, the listening subskills practiced, and the strategies students used while watching these films. Findings revealed that 3D animated films such as Toy Story and The Grinch were the most preferred due to their realistic visuals, engaging plots, and easy accessibility. Genres like comedy, action, and familyoriented films were the most common, as they provided enjoyable content that reduced anxiety and boosted student motivation. Students reported improvement in listening subskills, especially extensive and intensive listening, as well as listening for specific information. They frequently applied cognitive and metacognitive strategies, including inferencing, self-monitoring, and planning. Affective and social strategies also played an important role by promoting emotional engagement and collaborative learning. In conclusion, the study highlights the strong pedagogical value of animated films as authentic, engaging tools that foster listening comprehension in EFL contexts. It recommends integrating a variety of animated styles and genres in language classrooms to enhance learner autonomy, motivation, and listening proficiency.Item Reciprocal Teaching Strategy and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Tubón Guamán Ibeth Celena; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe following research work aimed to analyze the impact of the Reciprocal Teaching Strategy on the Reading Comprehension of 36 students from the second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The methodology used in this study was a quantitative approach with a pre-experimental design. Regarding the evaluation instrument, the first four parts of the KET reading test from Cambridge were used as a pre-test and post-test to assess the students’ reading comprehension. Moreover, the interventions consisted of ten 90-minute sessions, in which Reciprocal Teaching with various types of texts was used to enhance learners’ reading comprehension. These sessions had a pre-while and post-reading lesson plan structure, where the strategies of questioning, predicting, clarifying, and summarizing of Reciprocal Teaching were applied. The data was analyzed through IBM´s Statistical Package for the Social Sciences (SPSS), which showed a mean difference of 3.78 and a significance of p = 0.000 between the pre-test and post-test. These results demonstrate a significant improvement in students’ reading performance after the application of the strategy. Reciprocal teaching allowed students to interact with texts more effectively, enhancing their literal and inferential comprehension, increasing their vocabulary, and improving their grammatical competence. In addition, this strategy, being collaborative, fostered group knowledge construction, active learning, and critical thinking through communication among students. In conclusion, Reciprocal Teaching proved to be an effective didactic strategy to improve the reading comprehension of university students.Item Authentic Material for ESP Purposes and Reading Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Sánchez Rodríguez Daniela Lisbeth; Hernández Chérrez Elsa de los Ángeles; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research explores the use of authentic materials to improve reading skills in the context of English for Specific Purposes (ESP), specifically in tourism. The study was conducted with sixth-semester tourism students from the Facultad de Ciencias Humanas y de la Educaciòn from Universidad Tecnica de Ambato. This project focused on the B1 level of students to strengthen their reading comprehension through ten classes designed under the Communicative Language Teaching (CLT) approach. A pre-test and post-test were applied to measure the students' progress throughout the intervention. Authentic materials such as travel brochures, tourist articles, and real texts related to tourism were integrated into the lessons to simulate real professional contexts. Through practical and collaborative activities, students interacted with these real texts, developing reading strategies such as Skimming, Scanning, Deducing Meaning, and Inferring Attitude between language learning and their professional field. The results showed a significant improvement in the reading skills of tourism students, which shows that the use of authentic materials not only generates greater motivation and interest but is also effective for the development of communicative skills in specific contexts. In conclusion, it is confirmed that the implementation of Authentic Materials in English classes for Specific Purposes represents a valuable didactic tool. It contributes significantly to significant learning and enhances students' professional preparation in tourism by providing relevant and realistic input. The findings support the conclusion of authentic materials as a core component of ESP instruction, especially when aiming to bridge the gap between academic English learning and real-life communication needs in specialized fields.Item Shared Reading Strategy and Vocabulary Acquisition(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Chimba Ronquillo Cristian Xavier; Iza Pazmiño Sarah Jacqueline; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research work involved seventh-grade students at Unidad Educativa Santa Mariana de Jesús. The primary objective was to evaluate how this shared reading strategy could contribute to vocabulary development in young students. The study included a population of 26 students, both male and female, aged between 10 and 12. All students participated in the research, which provided specific and real-world data for analysis. A field research approach was used to understand the real challenges students face in vocabulary learning. Furthermore, a pre-experimental design was implemented to structure the interventions and control variables, ensuring more accurate results. Therefore, this research presented measurable quantitative results. During the classes, the shared reading strategy was implemented, combining guided teaching with pair work. The teacher first introduced reading strategies to facilitate student’s understanding, including interactive activities and vocabulary comprehension. This was followed by student collaboration through rereading, encouraging teamwork and active participation. To measure the strategy's effectiveness, the Cambridge Pre-A1 Starters Test was used. A pretest assessed students' initial vocabulary and reading comprehension, while a posttest evaluated progress following the interventions. The results of the assessments were graded on a 10-point scale. Finally, a significant improvement in vocabulary acquisition was demonstrated. All students completed both assessments, and the Wilcoxon signed-rank test was used due to the non-normal distribution of posttest scores. Statistical analysis confirmed a positive impact of the shared reading strategy. The findings support shared reading as an effective approach for enhancing students' vocabulary acquisition, emphasizing the value of guided and collaborative practices in language teaching.Item Background Knowledge and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Mosquera Granda Patricio Ricardo; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.Item Students’ Participation in Teacher Performance Evaluation(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Quispe Pérez Johan Steven; Vera de la Torre Ana Jazmina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis descriptive study analyzed students’ perspectives on their participation in teacher hetero-evaluation at the Universidad Técnica de Ambato. A total of 66 students, composed of 22 males and 44 females from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program, participated in the study. Data were collected through a 24- item survey divided into three sections, each using a Likert scale of agreement. The instrument was validated through expert review by five English professors from the PINE program, and statistical reliability was confirmed using Aiken’s V (0.94) and Cronbach’s Alpha (0.929). The research was guided by three questions derived from the specific objectives: to describe the types of student participation according to educational theory, to analyze students’ current level of participation in hetero-evaluation, and to identify the indicators students believe should be included when evaluating teacher performance. Regarding the first objective, the findings showed that Roger Hart’s Ladder of Participation helped identify the different types of student involvement in teacher heteroevaluation, from passive roles to active participation. The model was used to guide the survey design and provided a clear structure for understanding how participation can develop. For the second objective, results indicated that students are currently at Level 5 Consulted and Informed. They are allowed to give opinions but do not take part in decision-making. However, many students expressed a desire to be more involved and work with university authorities to improve the evaluation process. Finally, for the third objective, students suggested key indicators they believe should be part of teacher evaluations, including clear explanations, engaging lessons, respect, fairness, and constructive feedback. These ideas reflect both academic quality and emotional support, showing that students can contribute meaningfully to creating better evaluation tools.Item Public Speaking Strategies and Oral Production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Muñoz Illingworth Gitsby Anagel; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study investigated the impact of public speaking strategies on improving oral production among 28 third-year BGU (Unified General Baccalaureate) students at Unidad Educativa Nuevo Mundo in Ambato, Ecuador. Using a quantitative pre-test/post-test approach aligned with Cambridge B2 First standards, it assessed progress in four main language skills: Grammar and Vocabulary, Discourse Management, Pronunciation, and Interactive Communication. Initial assessments showed notable difficulties, with an average pre-test score of 4,475. The very low score of 0 0.05 in Interactive Communication pointed to issues with spontaneous dialogue, conversational flow, appropriate responses, and nonverbal cues. These results emphasized the need for targeted interventions to enhance real-time oral production. The intervention comprised research-backed public speaking strategies, including impromptu speaking tasks, structured activities like guided speech outlines and timed presentations and training in nonverbal communication with body language and voice modulation exercises. Also, integrated storytelling with narrative arcs to increase engagement, along with the 5 P's framework (Prepare, Polish, Perform, Peer Review, Perfect) for structured speech development. Post-intervention assessments showed significant gains, with the average oral score rising to 7.01. 01 and Interactive Communication improving from 0.05 to 3.28. Qualitative observations also indicated increased student confidence, better fluency, and enhanced ability to communicate in real-world speaking scenarios. These findings demonstrate the effectiveness of combining structured public speaking strategies with collaborative learning in EFL settings.Item Graded Books and Vocabulary Learning(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Pérez Hidalgo Saúl Alexander; Silva Valencia Juan Carlos; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThis current study aimed to determine students’ perspectives on the influence of graded books on vocabulary learning. This descriptive study was applied to a population of 67 undergraduate participants (53 males and 14 females, ages between 17 and 25). Data was collected through a survey with nineteen items, each contains five options on a Likert scale. This survey was validated by Cronbach’s Alpha coefficient (0.794) and approved by five experts in the field who showed acceptance of each item and values ranged between 0.80 and 1 in the Aiken’s V coefficient. To develop this research, three research questions related to the objectives were formulated focusing on the following categories: Types of graded books, types of didactic sources and vocabulary strategies. Firstly, the results showed that the type of graded books most used by students are non-fiction (endangered species, global growth over the years, etc.) as well as adapted fiction (The Little Prince, Romeo and Juliet, etc.) due to students' interests with topics of reality and fictional stories for entertainment. In addition, the most used didactic sources to improve vocabulary in the classroom were social media (Instagram, TikTok, etc.) and applications (Duolingo, Busuu, etc.) due to the connection they present with real situations and the interactive ways they have to teach the language. Finally, the strategies most commonly used by students to learn vocabulary in class were the use of mnemonics and learning in context, as they can relate new words to already known situations, in addition to allowing them to use the words in a meaningful way. Interestingly, students are not drawn to using flashcards as a primary strategy for improving vocabulary.Item Personal Narratives and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Solis Enríquez Jason Hernán; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research explores the impact of personal narratives on the development of writing skills in 10th-grade students at Unidad Educativa “Manuela Espejo.” The topic is relevant due to the current emphasis on communicative competence and student-centered learning in English language education. Personal narratives offer an effective strategy to enhance writing performance in ideas, structure, and linguistic accuracy, especially for learners with limited exposure to engaging writing activities. The research followed a pre-experimental design with a sample of 31 students, 15 male and 16 female. A pre-test and a post-test were administered in which students were asked to write a 60-word paragraph, assessed using a rubric that evaluated content, organization, and language use. The intervention included nine instructional sessions that were dedicated to teaching personal narrative writing techniques. The statistical analysis was conducted using SPSS, the Shapiro-Wilk test for normality, the Spearman correlation coefficient, and the Wilcoxon Signed-Rank Test for hypothesis testing. The results revealed a statistically significant improvement in students’ writing abilities after the intervention. In terms of content, students were able to express their ideas more clearly and include more relevant personal information. Regarding organization, their texts showed better structure with appropriate topic sentences, supporting details, and conclusions. Language use also improved, as students demonstrated more accurate grammar, richer vocabulary, and clearer sentence formation. These findings support the rejection of the null hypothesis and confirm that the use of personal narratives is an effective strategy for enhancing writing skills in EFL contexts.