Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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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.
Active learning activities to improve speaking skills
(2025-03) Ambuludí Pardo, Paola Karina; Cundar Ruano, Adriana Ximena
Esta disertación tuvo como objetivo mejorar las habilidades de expresión oral mediante el uso de actividades de aprendizaje activo entre estudiantes de quinto grado enuna escuelaprivada en laciudadde Loja. Este estudio se centró en una metodología de investigación cuantitativa con un diseño de investigación-acción. La población objetivo estuvo compuestaportreintay siete estudiantes de quinto grado. Las técnicas de recolección de datos incluyeron un pretesty un postest con sus respectivos cuestionarios centrados en habilidades de expresión oral. Además, seutilizó una lista de observación para registrar las actitudesy el desempeño elosestudiantes durante la fase de intervención. Actividades de aprendizaje activo como el sombrero verde de pensamiento, sombrero rojo de pensamiento, lluvia de ideas, juego de roles, mapa mental, compartir ideas en parejasy entrevistas fueron analizadas teóricamente. Adicionalmente, las habilidades de expresión oral de los estudiantes al inicioy al final del tratamiento fueron evaluadasa través del componente oral del examenAl Movers, de Cambridge Assessment. Para obtener datos numéricos, se empleó una rúbrica que incluía tres criterios principales: vocabularioy gramática, pronunciacióne interacción. El pretest reveló un bajo nivel de rendimiento en expresión oral al inicio de la investigación. Después del pretest, el investigador diseñó una propuesta de intervención para implementar actividades de aprendizaje activo y mejorar las habilidades de expresión oral. Esta propuesta fue llevada a cabo durante diez días con los niños de quinto grado. El investigador utilizó una lista de observación que fue aplicada durante las clases. Los principales hallazgos de la lista de observación fueron las actitudes de los estudiantes hacia su práctica de expresión oral. Además, los estudiantes mostraron más confianza y motivación hacia su desempeño oral mientras interactuaban con otros. Los planes de lección incluyeron actividades de aprendizaje.
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.
Alternative assessment in the oral production of A2 level students of the Centro de Idiomas in Universidad Nacional de Chimborazo
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Rodríguez Durán, María Eugenia; Oye Rotimi, Peter
The Research Project entitled “ALTERNATIVE ASSESSMENT IN THE ORAL PRODUCTION OF A2 LEVEL STUDENTS OF THE CENTRO DE IDIOMAS IN UNIVERSIDAD NACIONAL DE CHIMBORAZO” aimed to examine the use of alternative assessment in the oral Production of A2 level students of knowledge regarding the English Language. The research had a quantitative approach. An experimental field study was carried out, the same that obtained results based on control and experimental groups. This research took place in the classroom. The population consisted of 133 students from second and third level from the Faculty of Educational Sciences of the National University of Chimborazo. The instrument used for this research was a rubric that was used to evaluate the oral production and verify the incidence of alternative assessment in the development of oral production. In order to verify the hypothesis, the chi-square test was used. The results showed that the application of alternative assessment influences oral production. It is concluded that the students had an improvement in their oral production after the application of alternative assessment techniques and the respective use of the rubric.
An analysis of the English textbooks and their connection with the curricular objectives in the Ecuadorian Curriculum for sublevel superior to get an A2 level of English when finishing basic education
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05) Lozano Aguirre, Wilson Bladimir; Cadena Murga, Boris Cristian
Being that the curriculum plays a fundamental role in the development of the communities and it has to be designed taking into account learners’ background, this research analyzes the contents proposed in the series of English books ‘teenagers’ for sublevel superior and the curricular objectives for this level in order to measure the extent of agreement between the content in the textbooks and the performance criteria proposed in the curriculum. This research was done analyzing and comparing the mandatory performance criteria belonging to the five curricular threads mentioned in the curriculum with each one of the six units included in every single book using a checklist adapted for this purpose. It was used a qualitative approach in order to analyze and interpret the coincidences between the curriculum performance criteria and the contents. A scale from one to five was used to establish the relationship among them giving them a percentage for each amount. The results found in this work were interpreted and represented in charts in order to determine the agreement and relationship between them. The findings showed that the extend of agreement is limited being that the books are not designed taking into account the national curriculum as reference. Moreover, the curriculum does not represent Ecuadorian reality and the contents in the textbooks do not include topics related to our culture and traditions. Finally, this research suggests the design of the performance criteria in the national curriculum per grades of basic education, not in general for the sublevel superior.
Applying phonemic transcription activities to improve English pronunciation in language learners
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Rivadeneira Mora, Jimena Elizabeth; Miller Bauer, Kari Lynn
This research project is aimed at analyzing how the application of phonemic transcription activities influences the improvement of English pronunciation in 51 language learners who belong to the fifth level (B1-CEFR) at the Languages Center at Escuela Superior Politecnica de Chimborazo. A quasi-experiment was carried out to verify the hypothesis of the research. It was a bibliographical and field research. The instruments used for this research were a preliminary survey, a pre-test and a post-test applied in order to assess the improvement in English pronunciation. The preliminary survey was administered before the intervention, and its results evidenced lack of phonemic awareness in most of learners. Subsequently, the pretest tested learners’ English pronunciation of two words each corresponding to the vowel and consonants sounds that are unfamiliar for Spanish speakers. The experimental process involved the application of 15 phonemic transcription activities to reinforce the knowledge simultaneously acquired during classes. The most common mistakes made by the students in the tests were identified and those ones were improved since students associated the symbols with the word at the moment of reading. The posttest - the same as the pretest – was applied, and its results showed the efficacy of the phonemic transcription activities reflected on the improvement of English pronunciation. The proposed handbook of activities of phonemic transcription includes the most relevant contents to be taught; provides clear instructions for conducting each one of the activities as well as the handouts and evidences of their application during the intervention. The activities can be adapted for future uses since they are suitable for learners at different levels (A1-A2-B1-B2 CEFR) at the Languages Center at ESPOCH.
Articulatory phonetics in the English language pronunciation development
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-05) Remache Carrillo, Noemí Mercedes; Encalada Trujillo, Edgar Guadia
The present research named as “Articulatory Phonetics in the English Language Pronunciation Development” was aimed to determine whether Articulatory phonetics use enhances English Pronunciation development or not; to describe the sounds of speech, consonants and vowels, through their manners of articulation and points of articulation, stress, and intonation; besides, to develop a teacher’s intervention within the class and analyze the obtained data before and after it. Finally, it was aimed to socialize the necessity of improving English pronunciation development through the learning of Articulatory Phonetics issues; in this way, they would enhance their English Language oral communication skills. This descriptive research was focused on quali-quantitative approach and for the consecution of its goals, a quasi-experimental research was developed. Quasi-experimental research had two groups of students to implement Articulatory phonetics: the control group, which was formed by 121 individuals and the experimental one with the same number of students. Both, the control and the experimental groups of students were not chosen randomly. Besides, this investigation was focused on field research since the teacher made a class intervention. Furthermore, it was bibliographical research as well. The population was formed by six groups belonging to Eighth grade of Basic Education from xvii Unidad Educativa Riobamba during the First Term of 2017-2018 academic year. For collecting data, a pre and a post-test were taken by the students before and after the researcher’s intervention. Pre and post-tests consisted in a pair oral interview. With the obtained and analyzed data, the researcher verified the hypothesis with T Student mathematical method. The obtained results showed that students did enhance their English language pronunciation development with the use of Articulatory phonetics applied in class. Accordingly, it is highly recommended to emphasize those topics within the didactic class planning in order to encourage students to pronounce correctly for a better oral communication.
Audio fairy tales technique to enhance English listening skill
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05) Herrera Vilema, Lady Verónica; Cadena Murga, Boris Cristian
The research project entitled "The Audio Fairy tales technique to enhance English listening skills” was aimed at determining how the use of this technique improves listening skills. This was achieved through the analysis of the impact of the use of the fairy tale technique on auditory skills by identifying which kinds of fairy tales and activities are useful in English language classes. In addition, an evaluation was carried out of the differences between students who attended classes with lessons implemented through the use of the audio fairy tale technique, and the group of students who attended their normal English classes without any intervention. Through a pre-test based on the A2 KET test, the level of students in auditory skills was assessed. Simultaneously, a didactic booklet was introduced, with audio fairy tales and activities that develop listening-skill lessons using pre-listening, during listening, and post-listening activities. This was implemented in the academic period September 2018 - December 2018. Both the control group and experimental group were finally given a post-test. After obtaining the qualitative information from the Pre-test and the post-test, this was processed and analyzed through the Statistical Package for Social Sciences (SPSS). This quasi-experimental research contributed to improving the auditory skills of the second-year students of Cotaló High School. It was concluded that the audio fairy tales technique improved listening skills. Specifically, students were able to positively recognize main ideas and supporting details, as well as the main characters of a story. The technique is recommended for the improvement of the learning of the English as a foreign language.
Audiovisual materials for oral expression development
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Peña Ramírez, Luz Gricelda; Suárez Mosquera, Wilma Elizabeth
This research mainly aims to analyze the effects of the use of audiovisual materials in the development of oral expression. To test the effectiveness of the use of these materials in oral expression, two main tests were applied based on the Speaking part of the Cambridge Preliminary English Test (PET). The pre-test and the post-test were applied to the population of this study that consisted of 55 ninth graders of basic education of the Unidad Educativa "Vicente Anda Aguirre" during the first term of the first semester in the 2018- 2019 academic year. The students and their teachers were surveyed to obtain information regarding the practice in the classroom. A handbook was designed with ten lesson plans which were used within the intervention period. The lessons are based on the use of audiovisual materials such as computer and internet, online tools, flip charts, television and cartoons in combination with oral expression strategies such as planning, execution, and evaluation. After finishing the treatment to the experimental group, the post-test was applied, with which the results were obtained that were later analyzed and contrasted with those obtained in the pre-test. For the data analysis, the T Student mathematical test was used; and, to verify the reliability of the results, the Cronbach Alpha test was applied. The results obtained with the experimental group prove the effectiveness of the use of audiovisual materials in the oral expression of ninth graders. They showed a lot of interest and motivation with audiovisual materials to improve their oral expression. The students also improved their oral skills. It is concluded that the use of audiovisual materials has positive effects on oral expression and it is recommended that teachers include in their class planning audiovisual materials use to improve the performance of their students.
Authentic assessment tools for the writing skills development to EFL intermediate students
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06) Navarrete Cuesta, Paola Vanessa; Encalada Trujillo, Edgar Guadia
The current investigation has been executed from the time a low proficiency in the writing skill was presented by intermediate students from the Diocesan Community Zone 3, which is compounded of Catholic University of Ambato and The Seminary Mayor Cristo Sacerdote. After the research was carried out through surveys done to teachers and students, it was effectively demonstrated the affirmation of the hypothesis. It was clearly observed that the outcome of the deficient aptitude in the writing skill was due to the lack of the application of authentic assessment since the traditional and monotonous strategies had been employed in the classroom. Consequently, the proposal stablished to improve the writing skill through the application of innovative and engaging strategies based on authentic assessment was highly accepted by the authorities, teachers and students; showing a great deal of interest in the proposal. Before the strategies were applied, scholars took a pre-test based on the international KET (Key English Test) exam and the results were analyzed, obtaining a fair product. After the strategies were implemented in the English classroom students were exposed to a post-test based on the same exam and there was a significantly improvement in the writing skill proficiency for intermediate students. From these results, the researcher concludes that the present research has been of a significant relevance for the Diocesan Community Zone three.
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.
Authentic digital storytelling in the english speaking skill
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Arroba Muñoz, Juan Mauricio; Acosta Cadungog, Hazel
The present study aims to determine the use of Authentic Digital Storytelling as an alternative strategy to improve the English Speaking Skill. It is a correlational, quantative and quasi-experimental design without a control group in a one-group pretest-posttest activity which aims to prove a research hypothesis. The research was conducted with 4th level English language learners from the English intensive courses. For this evaluation, a specific rubric was developed based on students´ needs and evaluation purposes. A special care was given to the independent variable (Authentic Digital Storytelling) described by Robin (2016) in relation the dependent variable (English Speaking Skill). For the analysis and interpretation of results a survey was applied to fifty students and sixteen teachers. The results were considered for the statement of conclusions and recommendations in this research study. In order to determine survey reliability, the surveys were analyzed using Cronbach´s Alpha Coefficient showing a high level of acceptability of the instruments. Once the results were tabulated, after a pretest and posttest activity where Authentic Digital Storytelling telling was applied as an alternative communicative strategy to improve the English Speaking Skill two web-based softwares were used Kinemaster and Windows MovieMaker where the correlation between the two variables was established. Afterwards, all the results from the pretest and the posttest were analyzed using an Excel Package called SPSS. This package allowed the use of a Wilcoxon Test for two correlated variables where the use of Authentic Digital Storytelling was proven to improve the English Speaking Skill accepting the alternative hypothesis proposed in this research study. Finally, an instructional guide to enhance the English Speaking Skill was designed based on the International exam TOELF to evaluate the speaking skill.
Authentic written materials in students’ speaking skill development in higher education
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Orbea Peñafiel, Mónica Narciza; Calero Sánchez, Ximena Alexandra
The development of speaking skill in a foreign language is a challenge that students of higher education must deal. For that reason, the present study was carried out to determine the influence of authentic written materials on the development of speaking skill. The research study was done with two groups: experimental and control group of A1 level students of the regular program in the Language Center in Universidad Técnica de Ambato. The level of the students in the speaking skill was determined through the application of a pre-test in the selected groups. Ten practical classes were applied using authentic written materials in the experimental group. The experiment concluded with a post-test in the experimental and control group. Once the results were validated, the verification of the hypothesis was carried out through the student t-test. The results obtained showed that authentic written materials promote the development of speaking skill. Moreover, during the experimental classes the students participated actively increasing the interaction in the classroom using English. The activities applied during the research study are included in a booklet. It contains ten communicative activities using authentic written materials which, encouraging real conversation and motivating students in the English learning process.
Authentic written materials in the English reading comprehension skills development
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Morales Sánchez, Ruth Mariela; Sulca Guale, Manuel Xavier
The main goal in this research work was to analyze how authentic written materials influence in the reading comprehension skills development in the learning of English language. The materials’ effectiveness was determined by the use of a Cambridge test in a pre-test and post-test. This test was applied to second-year bachillerato students at “Unidad Educativa Agropecuario Luis A. Martinez” in Ambato. The students in classes A and C (57 students) were denominated experimental group, while learners in B and D classes (48 students) were designed the control group. There were chosen six authentic written materials: newspaper articles, comics, biographies, movie reviews, touristic brochures and song lyrics. These materials were implemented in the experimental group. Hence, the hypothesis verification proposed for the current study was obtained based on the statistical analysis of the results. The post test results showed that students who worked with authentic written materials significantly improved their reading comprehension skills and motivation to read. Therefore, it is important to suggest the implementation of authentic written materials to strengthen the reading comprehension skills and to accompany the textbook. English teachers could use the handbook for micro curricular planning, here proposed, due to the fact that it includes recommendations to plan each lesson with pre-reading, while reading and post reading activities. In addition, the authentic written materials used to accompany and support the contents of the six units from the textbook and the specific skills to be developed, as well as the worksheet applied in the lesson plans and the rubric to assess the advancement in the reading comprehension skills.
Automated language evaluation tools and the development of grammar skills
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Cáceres Zambonino, Lili Fernanda; Chicaiza Redín, Verónica Elizabeth
This research involves the analysis of the experimental use of Automated Language Evaluation Tools and the Development of Grammar Skills in Unidad Educativa Eloy Alfaro. The methodology of this project was based on a qualitative – quantitative approach, referring to Automated Language Evaluation Tools because it determined what is the incidence and the susceptibility when the students were exposed with the new strategy of teaching. The tools that were used through the investigation: bibliographic research that allowed collecting the necessary information; also the project was based on statistical data in order to support the present research; procedures and techniques such as the surveys, T Student and direct interviews, pretest and posttest to a control and an experimental group to test the hypothesis with the students of 1st, 2nd and 3rd Bachillerato and the field research with the English teachers of Eloy Alfaro High School. Students worked with a web page that contains the five most effective automated language evaluation tools (grammar checkers) which students worked with exercises in present, past and future tense, which helped them a lot in order to correct their grammar errors, learn from them and be aware of them too so as not to commit them again. It concluded that there was an impact on how the student is familiarized with the technology; therefore, this project is proactive because it stated how students are familiarized with platforms of teaching like using web xvi tools in classes. It also stated that students improved enormously in their comprehension of grammar, students could notice which their grammar errors were and they could correct them too. This experience was more joyful, productive and they can retain the words and corrections. Moreover, it was used like a feedback to teachers and the High School because they have another tool of teaching that economizes time, can be used in high school or home and covers the educational curriculum.
Backwards design model in English Micro Curriculum Planning
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Romero Villarroel, Wilber Orlando; Camacho Estrada, Sara Nidhya
In the educational environment, planning processes lead to consider a wide range of elements that intervene and combine harmoniously to achieve a goal that is the efficiency and quality of education. The present study aims to determine which aspects are most relevant and appropriate in order to meet the characteristics of a proactive education within the context of language teaching at university level. This idea is reflected in the implementation of a planning format based on the "Backwards Design". The information was collected from the comparison of application of a survey to a group of 48 teachers of English and the revision of 48 lesson plans taken at random from the same group mentioned above. The teachers belong to the Language Center at the Technical University of Ambato and teach English at different levels ranging from elementary to advanced. There was a qualitative and quantitative method to process the information. Both sources of information were contrasted, and the results indicated that the planning approach of teachers does not match their lesson plans and that these do not provide the elements of a proactive planning. These findings allowed the development and adaptation of a new format of planning that brings together important aspects for quality instruction that promotes the development of autonomous learners.
British Broadcasting Corporation (BBC) authentic videos for speaking skill development
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Zurita Valencia, Carlos Eduardo; Silva Chávez, Judith Alexandra
This study was aimed at determining the effect of using British Broadcasting Corporation (BBC) authentic videos in the development of the speaking skill of 8th grade students. This study took place at Unidad Educativa “Primicias de la Cultura de Quito” in Ecuador during the academic year 2018-2019. The population consisted of 50 students. 25 of them belonged to the control group and the other 25 to the experimental group. These participants were the target to determine the effect of using authentic videos in the English class to develop the speaking skill. This was a quali-quantitative research of a descriptive study and was based on the results of a survey applied to EGB students who received the treatment implemented and a pretest and a posttest conducted to all the participants of the study. It was carried out during six weeks, from November 5th to December 14th, 2018. Twelve different speaking activities based on BBC authentic videos were used during the intervention process to teach vocabulary, grammar, pronunciation and fluency. An improvement on the students’ speaking skills was revealed in the posttest results after the speaking activities were applied in the English class.
British Broadcasting Corporation audio materials in listening comprehension development with 2nd BGU graders at Julio Tobar Donoso High School
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Torres Andrango, Sylvia Jeanneth; Meléndez Escobar, Lorena Monserrath
This research was intended to analyzing the influence of British Broadcasting Corporation audio material on the development of listening comprehension of 2nd year BGU students at Julio Tobar Donoso high school. The study was conducted during the school year 2018-2019. A group of 62 students formed the population. The population was divided in two groups 32 students were called the experimental group and the other 32 students were called the control group. This study was based on a mixed approach that involves both quantitative and qualitative methods. The proposal took place in six weeks, from January 6th until February 15th 2019.Just the experimental group received the treatment and the control group was taught with traditional lessons. The proposal consisted on the creation of a booklet containing of six audio activities based on BBC authentic auditory material. These activities were applied with the purpose of enhance the students’ listening comprehension and their abilities to remember, evaluate and respond during the listening process. According to the results evidenced in the pretest and posttest of both groups the control and the experimental group, the last one showed an improvement in their listening skill. Therefore, it was concluded that the use on BBC audio materials has a positive effect on the development of the listening skill.
Children’s songs as a means of developing lexical skills.
(2023) Miranda Asto, Ligia Alexandra; Escudero Orozco, Gloria Isabel
Clil reading activities to improve vocabulary in 7thgrade students
(2023-10) Calle Riera, Mirian Elizabeth; Calero Sánchez, Ximena Alexandra