Browsing by Author "Salazar Tobar, Miryan Consuelo"

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The effects of graphic organizers on the reading skill process
(2023-03) Díaz Masabanda, Priscila Aracely; Salazar Tobar, Miryan Consuelo
The present work has been carried out with the objective of analyzing and determining the appropriate graphic organizers for the improvement of the reading comprehension in the English language of the students of the third year BTE in the specialty of accounting of the Unidad Educativa Taisha. The theoretical foundation was carried out through diverse criteria of scientific character by several authors of scientific articles, related to the subject of study. For the investigative effect a methodology with quantitative approach was applied, because the data collected were specifically numerical, which were collected through the corresponding methodological techniques, such as; the pretest and posttest, also a survey to achieve the direct intervention with the participation of the selected population, for this case were the accounting students, their answers facilitated to know the factors that limit the learning of the English language, especially is the development of reading skills, it was also descriptive, because it allowed characterizing the problem of the students. Based on the results of the pretest and posttest, the statistical test t-student was applied for the rejection of the null hypothesis and the acceptance of the alternative hypothesis that says "The use of graphic organizers improves the reading competence of the students of accounting of the Unidad Educativa Taisha”, also the results of the survey, allowed to know the perception of the students in relation to the graphic organizers, who stated that it helps significantly to the development of reading in group and to be able to interpret the texts that they read in English. In conclusion, after the research carried out, it can be determined that the graphic organizers do influence the improvement of the processes of reading ability in the English language in the accounting students of the Unidad Educativa Taisha in the province of Morona Santiago.
The effects of metacognitive strategies on reading skills
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Salazar Tobar, Miryan Consuelo; Meléndez Escobar, Lorena Monserrath
The purpose of this research work is determining the effects of metacognitive strategies on the reading skills at A1 English level university students of the Regular Modality at the Language Center in Universidad Técnica de Ambato. These students participated in an experimental study which consisted of giving learners a pre and a post- test. The study was conducted under a quasi-experimental approach designing two working groups; the one denominated control group conformed by 37 students and a second one named experimental group with a number of 35 students, to which a plan of intervention with the use of metacognitive strategies for the development of the reading skills was applied during six weeks. The results obtained through this study evidenced that the participants exposed to an effective reading instruction in the classroom are more motivated to read, take more responsibility and control of their learning as they developed effective strategies and reflect the process and sources that support them to become better readers. Additionally, they are conscious of their process constructing meaning of the text by predicting, scanning, skimming, comparing, contrasting and summarizing. Furthermore, a booklet with different metacognitive instruction strategies was designed to help learners to their ability to discover that metacognitive strategies have effective effects on their reading comprehension improvement. The reading comprehension skills showed a significant improvement with the experimental group. These findings support many other studies which assert that L2 readers who are aware of different metacognitive strategies for use become skillful readers.
The use of active songs in developing young learners vocabulary
(2024-04) Pilatuña Espinoza, Cynthia Michelle; Salazar Tobar, Miryan Consuelo
En el entorno en constante evolución de la educación infantil, la búsqueda para mejorar el desarrollo del lenguaje en los jóvenes estudiantes es un componente esencial de la enseñanza efectiva. Entre todas las estrategias utilizadas, la introducción de canciones activas ha surgido como una manera dinámica y atractiva de fomentar el desarrollo del vocabulario. Considerando esto, este estudio tuvo como objetivo analizar el uso de canciones activas en el desarrollo del vocabulario de los jóvenes estudiantes. El enfoque de este estudio fue cuantitativo, y se utilizó un diseño cuasiexperimental. La población consistió en 44 estudiantes de los paralelos A y B del tercer año de educación básica, pertenecientes a la Unidad Educativa Federico González Suárez. Los estudiantes tenían edades comprendidas entre seis y siete años. Hubo dos grupos en esta investigación: el grupo de control y el grupo experimental. Para recopilar la información de ambos grupos, el investigador aplicó pre y post pruebas como técnica, y un test de cinco ítems como instrumento. Tanto las pruebas pre como post fueron la Parte 1, Lectura y Escritura del examen A1 Mover de Cambridge. La prueba pre se implementó en los grupos experimental y de control. Sin embargo, solo el grupo experimental recibió una intervención de 8 semanas. Al final, la prueba post se utilizó para recopilar la información. El software SPSS se utilizó para tabular y analizar todos los datos recopilados. Además, se empleó la prueba t de muestras independientes para la verificación de hipótesis, obteniendo la conclusión de que el uso de canciones activas contribuyó significativamente al desarrollo del vocabulario de los jóvenes estudiantes en la Unidad Educativa Federico González Suárez. Además, los hallazgos demostraron que el primer vocabulario de ambos grupos era limitado. Sin embargo, los promedios de las pruebas pre y post del grupo experimental mostraron un aumento significativo después de la intervención, pasando de 2.50 a 3.45 sobre 5. En resumen, los resultados de este estudio proporcionaron evidencia convincente a favor de la utilización de canciones activas, que mejoraron el desarrollo del vocabulario en estudiantes más jóvenes.
The use of songs on teaching english grammar
(2023-10) Lasluisa Heredia, Elizabeth del Rocío; Salazar Tobar, Miryan Consuelo