Browsing by Author "Cerda Cisneros Angelica Tamia"

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    Information and Communication Technologies and Reading Comprehension
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Cerda Cisneros Angelica Tamia; Sulca Guale Manuel Xavier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This current study described the perspectives of fourth and fifth semester students of Pedagogía de los Idiomas Nacionales y Extranjeros Program on Information and Communication Technologies to enhance reading comprehension. A total of 60 students from Universidad Técnica de Ambato (11 males and 49 females between 18 and 25 years old) participated in a descriptive, non-experimental research. Data was collected through a survey with 21 items on a Likert scale and two open-ended questions. This survey was validated by Cronbach's Alpha coefficient (0,941) and approved by five experts in the field of education who showed acceptance of each survey item, the values ranged between 0,80 and 1 in the Aiken's V coefficient. Additionally, the research was based on three research questions focused on the study objectives. The results revealed that the types of Information and Communication Technologies most promoted in the classroom are content creation tools such as Canva, assessment tools such as Nearpod, Kahoot, Quizizz, Socrative and collaboration tools such as Google Docs. Likewise, the levels of reading comprehension were explored, the literal and inferential levels were the most developed by the students, such as identifying the sequence of events stated in a text and drawing conclusions paying attention to prior knowledge. However, the critical level of comprehension that involves giving opinions about a text turned out to be a challenge for the students. Finally, there were several strategies applied for reading comprehension. Most students preferred the use of strategies such as guessing meaning from context, skimming, activating prior knowledge and monitoring. Nevertheless, note-taking was considered a strategy that is not frequently used.