Browsing by Author "Niquinga Toapanta, Shirley Michelle"

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    Technology-assisted feedback to improve writing skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2023-07-01) Niquinga Toapanta, Shirley Michelle; Calero Sánchez, Ximena Alexandre
    To obtain desired learning outcomes in writing, it is vital to develop strategies and techniques to make writing more enjoyable, useful, and beneficial. One such option is to incorporate technology into activities for learners of English as a foreign language. Therefore, the purpose of this study was to analyze the use of technologyassisted feedback on the improvement of writing skills of the second-semester students, major “Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The research methodology was pre-experimental with a quantitative approach. The main research instrument was the Cambridge KET (Key English Test) Writing Section, which was used as a pre-test and post-test to gather data from 27 university students (5 males and 22 females) on their writing skills. In addition, the results obtained from this test were assessed under three criteria: content, organization, and language. Each criterion was evaluated out of 5 points. Moreover, a pre-experimental design was applied with a treatment of eight interventions in five weeks which consisted of writing activities through the use of Technology-assisted feedback called Virtual Writing Tutor software) focused on providing feedback on the writing performance. Throughout the interventions, the students wrote paragraphs with distinct topics by following the main three stages of writing (pre-writing, while writing, and post-writing), also using Virtual Writing Tutor tool and receiving feedback from the teacher. The collected data were analyzed using the statistical software IBM SPSS, Kolmogorov-Smirnov, and Shapiro Wilk Statistic to determine whether the values had a normal distribution, as well as the non-parametric test for the verification of the hypothesis. The results showed positive effects in the enhancement of writing competence after the treatment, as there was evidence of better control in the organization, correct use of language, and good management of content after being exposed to the language.