Browsing by Author "Ruiz Morales, Mercedes Isabel"

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    Academic blogs to develop reading comprehension in students from superior education
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Ruiz Morales, Mercedes Isabel; Iza Pazmiño, Sarah Jacqueline
    This research is based on the application of academic blogs, as tools for reading comprehension development in students from superior education. In the study, students from the third and fourth English level at the Language Center from the Escuela Superior Politécnica de Chimborazo of Riobamba city were considered. Who presented a low level of reading comprehension in the English area. The main objective of this work was to investigate the influence of academic blogs on the development of reading comprehension in students from superior education. From the application of a survey it was determined that the methodology used by the teachers does not contribute to an acceptable level of reading comprehension in English students. The study was carried out under a quantitative method, with quasi-experimental design with pre- and post-test measurements; to determine statistically significant differences in the reading comprehension process of two groups of students; by applying a reading project based on the use of an academic blog to develop reading comprehension in English; scheme formed by: the first control group made up of third-level students who do not use the blog in their reading project (G. A, n = 20); the second experimental group conformed by the fourth level students who use the academic blog for their reading project (G. B, n = 40). The results indicate that the students of the fourth level demonstrated at the end of the project a significant development in the comprehensive reading. Since students now have a greater reflection and analysis capacity that allows them to express their ideas, thoughts and opinions after reading an academic text. In contrast to the third level students who had a lesser development of reading comprehension skills, just based on the use of the English text. These findings require that teachers begin to use technology as support for instruction. Educators can no longer choose not to integrate technology into their daily routine. We are in a time when technology is the support of learning.