Browsing by Author "Galora Moya, Nelly Patricia"

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The ecrif methodological framework (encounter, clarify, remember, internalize, fluency) for the development of a1 grammar level among eighth graders
(2023) Simba Tipan, Darwin David; Galora Moya, Nelly Patricia
The effect of differentiated instruction on reading skills
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Galora Moya, Nelly Patricia; Chicaiza Redín, Verónica Elizabeth
The development of reading skills from early levels is the key tool to successes not only in the academic context but also for personal development. Reading at literal level is the starting point so students get the basic to develop comprehension reading skills at a higher level. Nevertheless, the test results on reading skill have shown lower grades. Many factors are related to this issue; lack of motivation when reading has been considered as one of the main concerns, the use of one size fits all instruction has not met all students ´needs, interests or learning preferences. The current research focused on students´ differences; thus, a quasi-experiment was carried out at Languages Center-Universidad Técnica de Ambato, two groups of students from A1 English levels were part of this research. The purpose of the study was to determine the impact of Differentiated Instruction on Reading skills at A1 English level. The process involved the implementation of differentiated instruction with the experimental group. A pre-test and pos-test were applied to the control and experimental groups to test the hypothesis. The results showed a positive impact on reading skills, there was a significant gain in the post test scores. The differentiated strategies met students’ needs, readiness level, learning styles and interests.: Working under different modalities facilitate students´ engagement during reading activities. ´Reading in Peers, reading in groups, reading alone and reading for fluency. Teacher´s assisted learners through content differentiation, process and product differentiation during the instruction. A replica of the quasi-experiment is recommended to be applied to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. As an application of the research, an e-book with differentiated strategies was developed to guide for teachers of A1 English level at the Languages Center-Universidad Técnica de Ambato, they know How to implement the Differentiated Instruction in their classes.
The use of gamification as a teaching strategy to improve speaking skill in a1 english learners at Institute Superior Carlos Cisneros in Riobamba
(2023) Palacios Moreno, Jeniffer Vanessa; Galora Moya, Nelly Patricia
This research study investigates the effectiveness of gamification as a teaching strategy to enhance the speaking skills of A1-level English learners. The study was conducted at Instituto Superior Carlos Cisneros in Riobamba, and involved 30 participants, divided equally into experimental and control groups. The research draws upon existing literature on gamification and speaking skills to establish the theoretical foundations of the study. The study employed a quasi-experimental design and a quantitative approach to assess the impact of gamification on the participants' speaking skills. A standardized pre- and post-test, the Flyers, from the Cambridge International Examination was used to measure oral language production. The study revealed that gamification enhanced the students' fluency in English by promoting oral interaction, collaborative learning, and peer feedback. The findings suggest that gamification can be an effective tool for language teachers to engage and motivate students in the language learning process, particularly in the area of speaking skills. The gamified environment appears to have helped students feel more comfortable and confident in using English, as well as fostered greater enthusiasm towards the language learning process. The study has implications for language teachers and curriculum developers xi who are seeking innovative and engaging ways to teach speaking skills to A1-level English learners. The results of the research suggest that the use of gamification can be an effective strategy for language teachers to promote speaking skills development among their students. In conclusion, this study provides evidence to support the use of gamification as a pedagogical tool to enhance speaking skills in A1-level English learners. The findings have practical implications for language teachers seeking to develop more effective and engaging teaching strategies for language learners. Therefore, it is important to mention that Gamification had a great impact on students because this strategy helped learners to develop the speaking skills effectively
The use of toontastic app as a teaching didactic strategy to impruve A1 english students´oral skill
(2023) Quinabanda Taris, Edgar Gonzalo; Galora Moya, Nelly Patricia
The main objective of this study titled “The use of Toontastic app as a teaching didactic strategy to improve a1 English students ‘oral skill” was to determine the applicability of the Toontastic application as a didactic teaching method to improve the oral skills of A1 English level students at the Galo Plaza Lasso school in Quito. The methodology used was a mixed approach, quantitative and qualitative, based on the use of surveys which one was applied to 62 students, a control group and an experimental group, and interviews directed to four teachers of the English area to determine the current situation of the students of the Galo Plaza Lasso school in Quito, regarding the development of oral skills in the 2021- 2022 academic year. Likewise, the quasi-experimental and descriptive research was considered to diagnose the development of the students' oral skills through a questionnaire, and to describe the characteristics of the object of study that emphasizes the development of oral skills, identifying the aspects that influenced the deficiency. The correlational level served as a basis for measuring the relationship between the independent variable: Technological tools and the dependent variable: oral skill. From Spearman's correlation coefficient, the results of the pre-test and post-test determined a value of 0.000, less than 0.05. This determined the validated the alternative hypothesis: the use of the Toontastic application improves the oral skills of A1 level students at the Galo Plaza Lasso school in Quito, where teachers have used an application in the classroom at least once. In addition, from their experience, the activity that most contributes to the development of oral xii communication is group work. It is thus concluded that Toontastic app is a good teaching didactic strategy in the communicative competence oral, but it is important teachers and students know how to use it in the classroom.
Use of padlet virtual tool to develop writing skill in A1 english learners
(2023-03) Salazar Silva, Verónica Maribel; Galora Moya, Nelly Patricia
The present investigation has been carried out with the objective of analyzing and determining the usefulness of the use of virtual tool PADLET to strengthen the development of writing skill in English in the students of level A1 of the ESPOCH (ESCUELA SUPERIOR POLITÉCNICA DE CHIMBORAZO). Padlet is a digital communication tool used to carry out tasks in the classroom with academic benefits. Padlet is a free multimedia wall that allows us to interact in real time between the students and the teacher and that facilitates the active participation of the students. In this research, a pre-test and post-test were given to an experimental group of 40 students in the 3rd semesters "A" and "B" in the Administration School at ESPOCH. The hypothesis in this research work was verified: that the use of the virtual resource Padlet improves the writing skills of English A1 students. As writing is a measurable variable, the t-Student test was applied in order to verify the general hypothesis as a starting point for this research work. The direct beneficiaries of this research work were 80 students (40 experimental group and 40 control group) who belong to the 3rd semesters "A" and "B" in Administration School at ESPOCH and also the teachers that are part of the Administration School at ESPOCH; and at the same time the Polytechnic community. Into the objectives of this research work, it was shown that the effectiveness of the Padlet tool allowed to improve the writing ability in order to identify, analyze and implement methodological strategies to promote the xiii development within the writing ability in A1 English students. in the School of Administration of the ESPOCH with the 3rd parallel semesters "A" and "B". Finally, based on the results and the information collected through the statistical data and tools that allowed measuring and determining the need to work with Padlet; It was concluded that this freely accessible technological tool within English language teaching-learning significantly improves the development of writing.