Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera
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Item Motivational games and speaking skill(2024-08) Luna Rodriguez, Katherine Alejandra; Infante Paredes, Ruth ElizabethItem Game-based learning writing skill strategies and the writing skill(2023-08) Vásconez Vásconez, Silvia Patricia; Infante Paredes, Ruth ElizabethThis thesis examines the impact of game-based learning strategies on the development of writing skills. The general objective of the study was to determine the effect of using game-based learning strategies on the enhancement of writing skills. The specific objectives were to identify the types of game-based learning strategies that can be utilized for the development of writing skills, assess the current level of writing skills among students, and apply game-based learning strategies to enhance writing skills. The research was conducted at Unidadxii Educativa "San Pablo" in Guano, involving 18 participants from the ninth year. A quasi-experimental design was implemented, dividing the participants into two groups: a control group and an experimental group. Both groups underwent a pretest and post-test evaluation, with a two-month intervention period focused on the experimental group. The control group followed a traditional methodology for writing instruction. The KET standardized test, specifically its written parts (part 6 and 7), was employed along with its rubric to evaluate the participants' writing skills. The assessment criteria encompassed three key aspects: content, organization, and language. A paired t-test was conducted to compare the mean scores of the control group and experimental group on the pre-test and post-test measures. This test was used to determine if there were significant differences in the writing skills between the two groups after the intervention. . The hypothesis testing results favored the alternative hypothesis, indicating that game-based learning strategies do contribute to the strengthening of writing skills among ninth-year students. The findings suggest that integrating game-based learning approaches into the writing curriculum can be effective in promoting skill development. This study provides valuable insights into the potential of game-based learning strategies for enhancing writing skills. It highlights the importance of considering innovative and engaging teaching methods to facilitate students' writing proficiency. The findings can be used to inform educational practices and encourage the adoption of game-based learning strategies as a means to foster students' writing abilitiesItem The use of gamification as a teaching strategy to improve speaking skill in a1 english learners at Institute Superior Carlos Cisneros in Riobamba(2023) Palacios Moreno, Jeniffer Vanessa; Galora Moya, Nelly PatriciaThis research study investigates the effectiveness of gamification as a teaching strategy to enhance the speaking skills of A1-level English learners. The study was conducted at Instituto Superior Carlos Cisneros in Riobamba, and involved 30 participants, divided equally into experimental and control groups. The research draws upon existing literature on gamification and speaking skills to establish the theoretical foundations of the study. The study employed a quasi-experimental design and a quantitative approach to assess the impact of gamification on the participants' speaking skills. A standardized pre- and post-test, the Flyers, from the Cambridge International Examination was used to measure oral language production. The study revealed that gamification enhanced the students' fluency in English by promoting oral interaction, collaborative learning, and peer feedback. The findings suggest that gamification can be an effective tool for language teachers to engage and motivate students in the language learning process, particularly in the area of speaking skills. The gamified environment appears to have helped students feel more comfortable and confident in using English, as well as fostered greater enthusiasm towards the language learning process. The study has implications for language teachers and curriculum developers xi who are seeking innovative and engaging ways to teach speaking skills to A1-level English learners. The results of the research suggest that the use of gamification can be an effective strategy for language teachers to promote speaking skills development among their students. In conclusion, this study provides evidence to support the use of gamification as a pedagogical tool to enhance speaking skills in A1-level English learners. The findings have practical implications for language teachers seeking to develop more effective and engaging teaching strategies for language learners. Therefore, it is important to mention that Gamification had a great impact on students because this strategy helped learners to develop the speaking skills effectively