Browsing by Author "Vera de la Torre, Ana Jazmina"

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La aplicación de las técnicas de PNL (programación neurolingüística) enfocada a la enseñanza de una segunda lengua y su influencia en el desarrollo de la destreza speaking en el aprendizaje del idioma inglés en los estudiantes del 9no año de educación básica de la Unidad Educativa “Hispano América” año lectivo 2014 – 2015 de la ciudad de Ambato provincia de Tungurahua
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2016-03-01) Chango Pozo, Laura Catalina; Vera de la Torre, Ana Jazmina
El presente trabajo investigativo hace énfasis en la aplicación de Técnicas de PNL para desarrollar la destreza oral en el Idioma Inglés, permitiendo que los docentes y estudiantes utilicen diferentes técnicas de enseñanza-aprendizaje basadas en Programación Neurolingüística (PNL) como método principal de enfoque metodológico en el proceso de enseñanza con el fin de que los estudiantes se sientan motivados e interesados por desarrollar la destreza oral. Debido a los resultados estadísticos mostrados en las encuestas se concluye que la falta de motivación y desinterés de los estudiantes es la razón del bajo rendimiento en la materia de Inglés, para lo cual se ha propuesto un manual que presenta actividades diseñadas con Técnicas de PNL orientadas a fomentar seguridad y confianza en los estudiantes para hablar en frente del aula de clases. La aplicación de las Técnicas de Programación Neurolingüística ayudaría significativamente en el desarrollo de la destreza oral del Idioma Inglés en los y las estudiantes.
Authentic audiovisual material for English oral expression development
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Manzano Pérez, Rodrigo Javier; Vera de la Torre, Ana Jazmina
The work presented below has been focused on evaluating oral expression as a result of exposure to authentic audiovisual material in the First-Year students of Unified General Baccalaureate of the Unidad Educativa "Rumiñahui" of Ambato, in Tungurahua province. With the help of a pre-test as an assessment instrument, the data collection was done and, in this way, it was evident the lack of use of authentic audio-visual material within classrooms to promote the development of oral expression in students. The results were analyzed with the T-student statistical test to check the validation of the hypothesis. A population of 52 students were considered and the present research was carried out demonstrating that authentic audiovisual material provides a better practice of oral expression, promoting the communicative process of students in the English language. The result was 3.75. Due to this very favorable result, this study concluded in the creation of a methodological guide that includes the application of authentic audiovisual material within the class to improve oral expression. The methodological guide, in addition, includes a rubric of evaluation of the activities and thus to verify the advance of the students. This is why, based on the results, the use of authentic audiovisual material is suggested to reinforce oral expression.
Crossword puzzles and the acquisition of university students’ vocabulary
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05) Moreno Novillo, Angela Cecibel; Vera de la Torre, Ana Jazmina
The research project entitled “CROSSWORD PUZZLES AND THE ACQUISITION OF UNIVERSITY STUDENTS’ VOCABULARY” observes how the use of crossword puzzles can optimize the vocabulary development of the first level students of the Language Center at Escuela Superior Politécnica de Chimborazo. The population consisted of 60 students with A1 level. A field quasi-experimental research study was performed, due to two groups were involved in the implementation: experimental and control group. The research had a qualitative-quantitative approach, which leaded to analyze the problem, establish the relation between variables, generalize and normalize the results gathered from the sample as well as the studied groups. The instruments used for this research were a pre-test and a post-test to measure the effectiveness of the implementation of crossword puzzles in the acquisition of the English language vocabulary. For hypothesis acceptance, the T-test was applied. The results obtained demonstrated that the application of the crossword puzzles promotes the acquisition of English vocabulary. It was concluded that the students had a remarkable improvement in the acquisition of vocabulary after the implementation of the crossword puzzles.
Daily journals and the writing skill
(Universidad Tècnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogìa de los Idiomas Nacionales y extranjeros, 2022-03-01) Monar Palma, Sara Elizabeth; Vera de la Torre, Ana Jazmina
Writing skill is considered as a difficult ability since it requires a lot of preparation. Consequently, students usually present problems and weaknesses. For that reason, one of many writing techniques is the use of daily journals. The main purpose of this research was to analyze the impact of daily journals and the writing skill in 33 students from third semester of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. In addition, this research conducted a mixed approach to collect qualitative and quantitative data. To this end, the instruments applied were a pre-test and post-test as well as a survey. Also, it held a quasiexperimental design, so the participants were exposed to a treatment that consisted of six sessions carried out within three weeks and it helped to obtain the results using an adapted rubric from Cambridge Assessment Criteria. Subsequently, the statistical method to analyze was T-student for paired samples using SPSS program. Moreover, the results revealed that the use of daily journals have a positive impact on the students’ writing skill, which confirmed the established hypothesis for this investigation. Finally, it was concluded that daily journals emerged some benefits and effectiveness for the teaching and learning process since it showed improvements in students’ writing skill to communicate meaningfully.
Deictics in the reading comprehension
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2019-10-01) Ramos Corrales, Juan Gabriel; Vera de la Torre, Ana Jazmina
The present RESEARCH is expected to cover an examination completed with the following topic "Deictics and the Reading Comprehension." which investigates the relation ship between the variables and how EFL students improve their Reading Comprehension. This examination was coordinated by using a quali-quantitative methodology by applying a pre and post-test which assess the functions of the Reading Comprehension and to evaluate this Deictics were applied inside the classroom. The subjects of the examination were the third-semester A-B university students of Centro de Transferencia y Tecnologia (CTT) de los Andes Language Center ”UNIANDES”. Thinking about the results of this examination, the conclusion of the investigation is drawn as follows. English Language Students improve their Reading Comprehension issues by using Deictics and showed that a large portion of the English Language Students improve their competence which helped them to read and understand the written form of English Language
Efl games and receptive 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) De Mora Huachi, Samantha Micaela; Vera de la Torre, Ana Jazmina
The main objective of this study was to focus on developing listening and reading skills using an EFL game-based approach in the classroom. The primary purpose of this study was to analyze the effectiveness of the EFL games as an educational resource for receptive skills in 4th level students in an educational program. Additionally, the researcher applied EFL game types and activities to improve receptive skills in students from Pedagogia de los Idiomas Nacionales y Extranjeros major at Universidad Tecnica de Ambato. In this study, an experimental study was carried out and the researcher used the B1 Preliminary Cambridge pre-test and post-tests. The experiment was conducted on a sample of 16 students from the fourth semester of the PINE major. In the first session of the treatment, the researcher administered a pre-test to gain information on students' listening and reading comprehension. The application of the research work consisted of 6 sessions of using EFL games in the classroom and the researcher included readings, activities and games to improve students' reading and listening skills depending on their English level. Furthermore, the researcher administered a post-test to collect data measuring the students' listening and reading comprehension after treatment. Results obtained from the pre-test and post-test showed that using her EFL game in the classroom had a positive impact on students' listening and reading comprehension. Overall, students improved from an initial average of 12.50 to a final average of 15.68. Finally, the researcher concluded that EFL Games helped students to improve their listening and reading comprehension.
English listening and 6 minute English apps for the listening skill comprehension
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2019-03-01) Mendoza Chavarria, Valeria Carolina; Vera de la Torre, Ana Jazmina
Learning a foreign language requires to manage the skills and to achieve this purpose it is necessary to dedicate time, apply methods and strategies and enjoy the learning process to make it significant. The main aim of this research project is to evaluate the ListeningEnglish and 6 Minute English mobile applications in the development of the listening comprehension. This study was developed at the Unidad Educativa Prócer Manuel Quiroga in Santo Domingo city, with 63 students from the 3rd year of baccalaureate. At first a survey was applied to teachers in order to determine the problem. This work used the experimental research with qualitative and quantitative approaches. To collect the information the researcher used standardized Pre-test and Post-Test. Students were using the mobile applications during two months. To analyze the collected information the Wilcoxon test was used. Finally, the results showed that EnglishListening and 6 Minute English mobile applications had positive effects in the development of the listening skill comprehension. Its structure, methodology, resources were very catching to students and they learnt the language effectively. These elements made students and teacher feel comfortable and motivated to develop the listening skill
"Enseñanza de la Morfología en la escritura del idioma Inglés de los estudiantes del Décimo año de Educación Básica paralelos 3,4 y 5 de la Unidad Educativa Mayor Ambato"
(Universidad Tècnica de Ambato. Facultad de Ciencias Humanas y de la Educaciòn. Carrera de Idiomas., 2015-09-11) Bonilla Yucailla, Daniela Alejandra; Vera de la Torre, Ana Jazmina
This research focuses on Morphology teaching in order to develop the skill of writing, which allows students to learn and recognize the internal structure, organization and meaning of words to write correctly. Moreover, the teacher will be able to give explicit lessons based on linguistic Morphology of vocabulary words by using modern techniques and strategies. Therefore, students will be more motivated and interested in learning the skill of writing in the English language. A manual of morphology of vocabulary has been proposed in order to develop and promote the writing skills in the English language. In addition, the manual places great emphasis on the analysis of morphemes of words (prefixes, suffixes, and roots), segmentations, breakdowns, combinations, and comparisons of parts of words. Moreover, it focuses on parts of speech, context vocabulary teaching, changes in words’s spelling, and the most frequent suffixes.
Etymology instruction and vocabulary learning
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Miño Meneses, Raquel Johanna; Vera de la Torre, Ana Jazmina
The present research delves to analyze the influence of Etymology instruction to enhance the vocabulary learning of sixth-semester University students in Ecuador. Twenty-six young adults were selected to be the experimental group who received the instruction. There was not a control group. Therefore, this was a pre-experimental study. A test was applied to assess their receptive vocabulary knowledge before and after the treatment. Treatment consisted of 5 one-hour sessions about key concepts of Etymology. Instruction included cognates, borrowings, word-formation processes, tracing the diachronic study of words, and basic Greek and Latin roots. Also, students learned how to use etymological dictionaries. Students' vocabulary learning only could be demonstrated by comparing their performance before and after the treatment. Therefore, the difference between their performance in both tests revealed an improvement of 1,46 points on their score average. It signified their progress regarding receptive vocabulary. A survey was applied to know students' perceptions towards the instruction. The majority of the participants agreed that Etymology permitted them to improve their receptive vocabulary size. Finally, statistical procedures such as the Wilcoxon test revealed a positive influence of Etymology instruction in students’ receptive vocabulary learning
Film subtitles and listening comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-01-01) Ramos Moyano, Carlos Andrés; Vera de la Torre, Ana Jazmina
The objective of this research was to investigate the effectiveness of the use of subtitles in films as a tool for improving listening comprehension of the English language. The population in which the study was carried out was a group of 24 students of the second year of Baccalaureate of the Sagrada Familia Educational Unit located in AmbatoEcuador. The methodology used for this research was quantitative and preexperimental. A pre- and post-test of the listening section of the British Council's APTIS exam were the instruments that were applied for the assessment before and after the interventions, which were applied in three parts. The research was carried out in the subject of English in the span of eight interventions. For the analysis of the data obtained, the Statistical Package for Social Sciences (SPSS) program was used, with which it could be represented by means of tables. Consequently, the students showed a slight but evident improvement in listening comprehension and the use of grammar since based on the results of the pre-test they showed an average of 5.0 and in the posttest an average of 5.9 out of 10, with a difference of 0.8 that represents the grammar part of the tests. In conclusion, the use of subtitles in films as a pedagogical tool has a positive influence on the improvement of the listening comprehension of the population and consequently on the use of grammar, since several activities focused on it.
Flip App and Speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2023-07-01) Peñaloza Morejon, Pavel Andres; Vera de la Torre, Ana Jazmina
The present research aimed to analyze the influence of Flip app on Speaking skill. A group of 22 students from first semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato was the population of this study. This was a quantitative and pre-experimental research. A pre and post-test from Cambridge Assessment English PET (Preliminary English Test) speaking section were applied before and after the treatments, with two parts, each one in 5-8 minutes. In addition, a rubric by Cambridge University was used to evaluate the English level of the students in Speaking skill. In this case the research was developed in English I subject, during 8 interventions. The data analysis was done through the use of Statistical Package for Social Sciences (SPSS) software and represented by tables. Therefore, students had a significant improvement in the speaking skill since the pre-test average was 3,7 points and the post test was 7,3 points over 10, with a difference of 3,6 points. In conclusion, the use of Flip app improves the Speaking skill in the students of the population.
Idioms and communicative competence
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2023-10-01) Landázuri Oñate, José Gabriel; Vera de la Torre, Ana Jazmina
The present study focused on the relationship between idiomatic expressions and communicative competence with the aim of recognizing how the use of idiomatic expressions affects communication. The research was conducted using a preexperimental research design. The sample consisted of 18 university students belonging to the fourth semester from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study was divided into eight interventions, two of which were aimed at collecting information using a standardized Cambridge test (B2 First). The test assessed different criteria such as grammar and vocabulary, discourse management, pronunciation, and communicative interaction. The other six interventions focused on the study of idiomatic expressions with emphasis on communicative activities during the learning process. After the treatment ended, the results obtained before and after the treatment indicate that, in the pre-test, the students had a poor command of idiomatic expressions. While after the treatment, a significant improvement was observed as certain expressions were used by the students. According to the statistical analysis, it can be deduced that the use of idiomatic expressions improves the communicative competence of English Language learners as it contributes to daily communication in a certain way, helping them to express themselves naturally as a native speaker.
Idioms and communicative competence
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2023-06-01) Landázuri Oñate, José Gabriel; Vera de la Torre, Ana Jazmina
The present study focused on the relationship between idiomatic expressions and communicative competence with the aim of recognizing how the use of idiomatic expressions affects communication. The research was conducted using a preexperimental research design. The sample consisted of 18 university students belonging to the fourth semester from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study was divided into eight interventions, two of which were aimed at collecting information using a standardized Cambridge test (B2 First). The test assessed different criteria such as grammar and vocabulary, discourse management, pronunciation, and communicative interaction. The other six interventions focused on the study of idiomatic expressions with emphasis on communicative activities during the learning process. After the treatment ended, the results obtained before and after the treatment indicate that, in the pre-test, the students had a poor command of idiomatic expressions. While after the treatment, a significant improvement was observed as certain expressions were used by the students. According to the statistical analysis, it can be deduced that the use of idiomatic expressions improves the communicative competence of English Language learners as it contributes to daily communication in a certain way, helping them to express themselves naturally as a native speaker.
Inclusive education and english as a foreign language
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-07-01) Espinosa Rodríguez, Doménica Sarahí; Vera de la Torre, Ana Jazmina
The current study analyzed students’ perspectives on Inclusive Education and English as a Foreign Language. A total of 71 university students (27 males and 44 females) participated in a descriptive, non-experimental investigation. Data was collected through a survey with 24 items on a Likert scale. The survey was validated by Cronbach's alpha coefficient (0.946), Aiken’s validation, and 5 English experts’ validation. On the other hand, the research was based on three research questions derived from the specific objectives. Given that the primary objective was to analyze students' perspectives, the results revealed their appreciation for the university's efforts in promoting inclusive education through socialization initiatives. Most students were pleased with the professors' teaching strategies and guidelines to promote inclusive education in the English classroom. However, the vital importance of having and supporting shadow teachers was highlighted. Additionally, the study pointed out the curricular adaptations made in the English teaching process, such as the use of different resources and materials and greater flexibility in delivery deadlines. Nevertheless, the need for improvement in information dissemination and awareness of guidelines and programs related to special needs was identified. It was also advised to implement further improvements in teacher training, infrastructure, and feedback systems. Overall, the analysis provided data that can be used to develop strategies and policies to enhance inclusive education practices within the degree program.
Jazz chants and speaking skill
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Rodríguez Solís, Nicole Estefanía; Vera de la Torre, Ana Jazmina
In English language learning speaking skill can be the most challenging skill to develop for EFL students since it involves several subskills to master in order to be competent when speaking. In that way, there are many different strategies that can be applied to English classrooms as a practical manner to improve students’ speaking abilities. The current research study aims to determine the relationship between Jazz Chants and speaking skills in 30 students of first semester from PINE career. Also, this research was conducted with a mixed approach in which a pre-test and post-test retrieved from Cambridge Assessment were given to the experimental group in order to diagnose students’ abilities at speaking through a standardized rubric. Then, the target group was exposed to a treatment using jazz chants in speaking lessons. The experimental design consisted in a set of five lesson plans that incorporated suitable jazz chants so as to teach different grammatical points as well as instruction for improving pronunciation and acquiring new vocabulary. Finally, the results obtained showed that the use of jazz chants influences positively in students’ speaking skills. It can be demonstrated by the final averages obtained into each test; for instance, into the pre-test students obtained an average of 8 over 15 points, after the treatment had been applied the average increased to 12, 3 over points showing a significant improvement of 4,3 points. Consequently, it can be concluded that the jazz chants were useful for improving speaking skills thanks to some features that provided to the classroom such as, practical opportunities to produce language, a friendly environment, and attractive chants for students
Kwl (know, want to know, learned) strategy and reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2022-03-01) Crespo Catota, Magaly Elizabeth; Vera de la Torre, Ana Jazmina
The present research focused on the development of reading comprehension skills using a strategy like the KWL (Know, Want to Know, Learned) strategy. The main objective of this study was to investigate the effects of using the KWL (Know, Want to know, learned) strategy in the improvement of students’ reading comprehension of fourth semester A of Universidad Técnica de Ambato. Additionally, the researcher looked for knowing the students’ attitudes towards the use of the KWL strategy in the development of reading comprehension. The investigation used a quasi-experimental approach with a pre-test and post-test retrieved from Cambridge. The experiment was conducted on a sample of 45 students of Fourth Semester A. In the first meeting, the researcher administered a pre-test to obtain information about students’ reading comprehension. The application consisted of four treatments using the KWL strategy that also incorporated four reading passages appropriate for the English level of students. At the end of the treatment, the researcher administered the post-test to collect data that measured students’ reading comprehension after the treatment. Furthermore, students answered a survey. The results gathered from the pre-test and post-test demonstrated that using the KWL (Know, Want to Know, Learned) strategy had positive effects on students’ reading comprehension. In fact, Students improved their initial average of 13. 04 to 16.22 which was the final average. Finally, the survey showed positive attitudes of students to the KWL strategy.
Método de proyectos y el desarrollo de la destreza oral del idioma inglés en los estudiantes del primer año de bachillerato t1 y t2 del Instituto Técnico Superior Luis A. Martínez
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2016-02-01) Silva Silva, Guadalupe Magdalena; Vera de la Torre, Ana Jazmina
En el proceso de enseñanza-aprendizaje del idioma Inglés es imprescindible conocer nuevas estrategias didácticas y pedagógicas como es el “método de proyectos”. El cual aporta mucho en las clases de Inglés, tanto para desarrollar la destreza oral como la escrita en el idioma meta. La utilidad e importancia de la aplicación del “método de proyectos” en la clase de Inglés en el Instituto Técnico Superior “Luis A. Martínez” de la ciudad de Ambato radica en la autonomía en el aprendizaje de los estudiantes y su independencia académica. Con la presente investigación titulada “Método de Proyectos” y el desarrollo de la destreza oral del idioma inglés se pretende resolver el problema limitante en el aprendizaje del idioma Inglés que significa la falta de desarrollo de la destreza oral en los estudiantes a través de la ejecución de microproyectos educativos en la clase. Proyectos que involucren y desarrollen su creatividad, pensamiento crítico y la investigación de los estudiantes. Esto hace que se produzca un aprendizaje significativo, responsable y colaborativo por parte de los estudiantes enfatizando en sus destrezas, habilidades, fortalezas en el idioma inglés.
La metodología musical como aporte al desarrollo de la destreza de listening de los estudiantes del quinto año de la Unidad Educativa Fiscomisional “La Inmaculada” del cantón Píllaro, provincia de Tungurahua
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2016-02-01) López Larrea, Carmen Cecilia; Vera de la Torre, Ana Jazmina
El presente trabajo de investigación se realiza con el propósito de indagar la utilización de la Metodología Musical en el proceso de enseñanza-aprendizaje del idioma Inglés. De ahí la importancia que en las escuelas de nuestro país se motive a los estudiantes a aprender el idioma Inglés de forma natural a través de canciones para que desarrollen la destreza auditiva (listening). Cuando el material auditivo no es atractivo para los estudiantes se crea falencias en el aprendizaje del idioma Inglés lo que conlleva a un bajo rendimiento en esta materia y hace que los estudiantes se sientan poco motivados aprender el idioma inglés, con esta investigación se ha logrado comprobar las efectos de una inadecuada aplicación de la metodología musical como material de apoyo en el desarrollo de la destreza listening. Una vez obtenidos los resultados de las diferentes encuestas aplicadas a los estudiantes del quinto año de la Unidad Educativa Fiscomisional La Inmaculada, se pudo constatar que existen falencias en el desarrollo de la destreza listening de los estudiantes ya que el docente utiliza material auditivo adecuado al momento de impartir sus clases. Para dar solución a la problemática que se ha encontrado en los estudiantes y brindar ayuda en el aprendizaje del idioma Inglés, se propone elaborar un manual práctico de canciones para que el docente pueda aplicar en sus clases y así lograr una educación de excelencia en los niños y elevar el desarrollo de la destreza de listening a través de la motivación.
Multisensory Teaching Method and Reading Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-08-01) Sarabia Moreno, Joel Paul; Vera de la Torre, Ana Jazmina
The objective of the research was to recognize the effects of the multisensory teaching method on students' reading comprehension. The study population consisted of 26 eighth grade students of the “Unidad Educativa Cap. Geovanni Calles” of Pelileo, Ecuador. The methodology of this study was quantitative and pre-experimental. For the evaluation before and after the interventions, which were applied in three stages, a pretest and a post-test on the reading section of the KET proficiency test, provided by Cambridge, were used. The study was completed in one and a half months. The data were analyzed using Statistical Package for Social Sciences (SPSS) software. The students were more involved in class participation and developed these three reading subskills: inferring, scanning and reading for details during the interventions, having a pre-test mean of 6,46 and a post-test mean of 9,53 out of 18, with a difference of 3,07. In conclusion, the use of the Multisensory Teaching Method improves students' reading comprehension and their active participation in the classroom because students can now come to understand texts, relate words to popular songs, differentiate the use of words in different contexts with the use of multisensory strategies such as reading texts with audio, reviewing vocabulary with music, forming sentences with modeling clay, ordering and forming words of paper, and searching for hidden words in the classroom.
Musical intelligence activities and speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-01-01) Morales Cando, María Belén; Vera de la Torre, Ana Jazmina
This research aimed to determine how the use of musical intelligence activities influences the learning of speaking skill in third-year students of the "Juan de Velasco" School in Pelileo-Ecuador. The use of musical activities in the classroom was very useful for teachers because they were able to motivate students to improve their pronunciation, grammar and vocabulary in oral expression, which benefited students' academic performance. A quantitative approach was used and the type of research was pre-experimental, with a population of 22 students (13 girls and 9 boys aged 7-8 years). Furthermore, to collect data a pre-and post-test of the Cambridge Assessment English KET (Key for school) speaking section was administered with two parts. In addition, a Cambridge University rubric was used to assess the student's level of Englishspeaking skill. Ten interventions were carried out in which different activities were applied such as: interview, role play, pair work, group work, short presentations, description of pictures, among others. As a result, students can now give their personal information, make short conversations, describe pictures about activities of their free time, tell the time, talk about their likes and dislikes, etc. Data analysis was carried out using Statistical Package for Social Sciences (SPSS) software and represented in tables. As a result, the students had a significant improvement in oral skills as the pretest average was 3.2 points and the post-test average was 7.1 points out of 10, with a difference of 3.9 points.