Browsing by Author "Tayo Haro, Elizabeth Alexandra"

Now showing 1 - 4 of 4

Active learning strategies to enhance students’ speaking skill.
(2022-01) Amán Pilataxi, Martha Lucia; Tayo Haro, Elizabeth Alexandra
El presente trabajo versa sobre la demostración del impacto del uso de las estrategias de aprendizaje activo en el mejoramiento de la habilidad oral en el aprendizaje del idioma inglés como lengua extranjera. Para el efecto se realizó una investigación cuasiexperimental dirigida a la aplicación de estrategias de aprendizaje activo a un grupo de 40 estudiantes de décimo año de Educación General Básica (EGB) de la Unidad Educativa Mariano Benítez de Pelileo, que conformaron el grupo experimental. Complementariamente se seleccionó un grupo de 41 estudiantes que fueron parte de un grupo de control, quienes recibieron clases de manera convencional sin el uso de estrategias de aprendizaje activo. El trabajo se complementó con la aplicación de la prueba Cambridge A2 Flyers para la evaluación del desarrollo de la habilidad oral antes y después de la aplicación de las estrategias de aprendizaje activo. La propuesta aplicada al grupo experimental consistió en la aplicación de cinco lecciones de actividades de aprendizaje activo, tales como: debate, cuento, isla desierta, piensapareja-habla y juego de roles. En cada una de las actividades se enuncian las instrucciones correspondientes, una rúbrica de evaluación, los resultados esperados, sugerencias de tareas complementarias para la casa con el uso de recursos digitales (apps y páginas web. Según los resultados del examen, los estudiantes del grupo experimental obtuvieron una calificación media de 5.53 sobre 15 en el pre-test y 10.03 xv en el post-test. Por su parte, los estudiantes del grupo control obtuvieron una calificación media de 5.76 sobre 15 en el pre-test y 6.90 en el post-test. Por consiguiente, el uso de estrategias de aprendizaje activo mejoró la habilidad de comunicación oral en el décimo año de EGB en la Unidad Educativa Mariano Benítez. Los estudiantes tuvieron un mejor desempeño en el uso de vocabulario y gramática, mientras que las mayores dificultades se presentaron en interacción comunicativa por la dificultad para relacionarse, interactuar y expresar sus ideas en la clase.
DIFFERENTIATED INSTRUCTION IN THE PRODUCTION OF THE ENGLISH LANGUAGE AT THE LEVEL OF COMMUNICATIVE COMPETENCE AT THE ELEMENTARY LEVEL.
(Universidad Tecnica de Ambato, Magíster en Enseñanza de Inglés como Lengua Extranjera, 2022-08-25) Castillo Jaramillo, Marly Violeta; Tayo Haro, Elizabeth Alexandra
Currently, Differentiated Instruction (DI) in the foreign language influences the process of teaching and learning English, particularly in the communicative competence of students, by allowing the teacher to integrate instructional decisions informed by the different ways of learning, learning styles, and individual differences to apply appropriate activities for each type of learner. The objective of this research was to provide theoretical bases that confirm that the application of differentiated instruction can solve the problems of heterogeneity in English classes. In the first instance, the theoretical background corresponding to differentiated instruction was reviewed. The Cambridge Pre-A1 Starters standardized test was applied to evaluate the communicative competence of a sample of 26 elementary level students at the Juan León Mera "La Salle", who formed the experimental group subjected to the educational intervention; as well as another sample of 24 students from the same institution, who formed a control group. Once the Pre-A1 Starters test was applied prior to the application of the proposal, it was found that the students had deficiencies in communicative competence expressed through speaking, reading, and writing skills. The proposal was then designed and implemented, which consisted of a booklet of eight differentiated instruction activities, such as create learning stations, task cards,target different senses, tiering, gallery walk, cubing, tic-tac-toe, and think-pair-share. The final results reflected a significant improvement in the communicative competence of the students in the experimental group in all the dimensions evaluated, such as reading, writing, and speaking. Meanwhile, the students in the control group also improved, but not to the same extent as those in the experimental group. Therefore, the application of differentiated instruction is very effective for the learning of elementary-level students.
The use of Lyrics Training Website to improve Communicative skills
(2023-03) Veloz Toapanta, Marco Efrain; Tayo Haro, Elizabeth Alexandra
The current research aimed to determine the effectiveness of Lyrics Training website in communicative skills improvement. This process involved 77 students from Eighth year of basic education from a private high school who were chosen to form the target population. It was a quantitative research approach with quasi-experimental design. The wholepopulation was divided into two groups: the control group with 38 students; while the experimental group was formed by 39 learners whose parents signed aninformed consent. The students were evaluated twice through the KET (for schools) exam from Cambridge Assessment web page that constituted the data collection instrument. It mainly focuses on aspects like listening for main idea, for specific information, pronunciation, interaction, and spelling. Researcher designed an intervention proposal after gathering data from the pre-test and corroborating the low level of students. It contained class plans focused on listening with three steps: prelistening while listening and post-listening to improve communicative skills. Those class plans applied the communicative approach to promoting student interaction while singing a song. The Lyrics Training website tools were identified, such as the game format and the difficulty level that students can choose. After the intervention process, the students took the post-test. Data analysis was carried out through SPSS statistical software where T-student test was applied to compare means. With 95% of xii reliability and 5% of error, the control group did not show anyimprovement. On the other hand, the experimental group obtained a higher result in comparison with the previous one in the pre-test. This fact makes the researcherto conclude that the use of Lyrics training website is beneficial for the teaching learning process and students’ communication skills improvement. In this context,it is highly recommended to use the results from this study to develop further research to contribute with students’ communication skills enhancement.
Using graphic organizers to improve reading comprehension skills in English
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Tayo Haro, Elizabeth Alexandra; Meléndez Escobar, Lorena Monserrath
The present study was intended to research the impact of the use of Graphic Organizers to improve Reading Comprehension skills in English learning process as a foreign language, in students of First English Level, (A2) at Language Center of Universidad Técnica of Ambato. In which is described its foster in the reading in English learning process. In order to determine how these two variables are interrelate the methodology used in this research is quasi experimental method, with Pre-test and Post-test, with a control group of 30 students and 30 students in an experimental group. Furthermore, a survey entailing 7 questions was applied to A2 English students, this survey permitted to get a more approached panorama of the use of the Graphic Organizers to improve the Reading Comprehension skills in English. Therefore, using graphic organizers is effective during the while reading stage, learners were able to identify the main idea, find supporting details, deal with vocabulary, distinguish facts and opinion. The results were analyzed in a descriptive level with the application of students’ T-Test. Statistic results drove to stablish some conclusions and recommendations. The main conclusion of this study is that the use of Graphic Organizers impacts significantly the development of reading comprehension skills in English. A handbook with ten graphic organizers was designed. It pretends to improve students’ reading comprehension skills in A2 English level. The recommendation for this study is to design a further research the use of graphic organizers to improve reading comprehension skills in the inference and evaluation levels.