Browsing by Author "Cáceres Zambonino, Lili Fernanda"

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    Automated language evaluation tools and the development of grammar skills
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Cáceres Zambonino, Lili Fernanda; Chicaiza Redín, Verónica Elizabeth
    This research involves the analysis of the experimental use of Automated Language Evaluation Tools and the Development of Grammar Skills in Unidad Educativa Eloy Alfaro. The methodology of this project was based on a qualitative – quantitative approach, referring to Automated Language Evaluation Tools because it determined what is the incidence and the susceptibility when the students were exposed with the new strategy of teaching. The tools that were used through the investigation: bibliographic research that allowed collecting the necessary information; also the project was based on statistical data in order to support the present research; procedures and techniques such as the surveys, T Student and direct interviews, pretest and posttest to a control and an experimental group to test the hypothesis with the students of 1st, 2nd and 3rd Bachillerato and the field research with the English teachers of Eloy Alfaro High School. Students worked with a web page that contains the five most effective automated language evaluation tools (grammar checkers) which students worked with exercises in present, past and future tense, which helped them a lot in order to correct their grammar errors, learn from them and be aware of them too so as not to commit them again. It concluded that there was an impact on how the student is familiarized with the technology; therefore, this project is proactive because it stated how students are familiarized with platforms of teaching like using web xvi tools in classes. It also stated that students improved enormously in their comprehension of grammar, students could notice which their grammar errors were and they could correct them too. This experience was more joyful, productive and they can retain the words and corrections. Moreover, it was used like a feedback to teachers and the High School because they have another tool of teaching that economizes time, can be used in high school or home and covers the educational curriculum.