Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/27086
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Item Task-based approach in the English speaking fluency development(Enfoque basado en tareas en el desarrollo de fluidez de habla Inglesa, 2019-11) Ajitimbay Zambrano, Tania Fernanda; Sulca Guale, Manuel XavierThe present study is focused on analyzing the incidence of Task-Based Approach concerning the development of speaking fluency in the English language. With the purpose of verifying the effectiveness on English-speaking skills in terms of vocabulary, pronunciation, oral fluency and grammar use, a pre and post-test was carried out to assess the pre-established criteria. The tests were taken from the Cambridge website which consisted of a sample of the speaking skills test KET (2019) and was applied to two groups of 30 students (each) of students at Unidad Educativa Intercultural Bilingue Batalla de Tiocajas, in the city of Guamote. The first group was called the control group and the second group was designated as an experimental group. To test the hypothesis formulated in the research, the results of the Cambridge KET speaking skills test (2019) were statistically analyzed. As a result, the results obtained from these tests indicated that the students who worked with the activity guide markedly improved fluency speaking, compared to the control group which worked with traditional techniques. Therefore, it is important to suggest the implementation of strategies and techniques based on Task-Based Approach, applying an activity guide that promotes a development of fluency and speaking skills in English; This activity guide serves as a pedagogical instrument to support the EFL teacher, by using it as a strategy to develop and improve fluency speaking, and allows students to be participants and protagonists of their own learning.Item The flipped classroom and the oral production in students at Universidad Técnica de Cotopaxi- Language Department(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-11) Guamani Aymacaña, Ana Jacqueline; Meléndez Escobar, Lorena MonserrathThe research Project “THE FLIPPED CLASSROOM AND THE ORAL PRODUCTION IN STUDENTS AT UNIVERSIDAD TÉCNICA DE COTOPAXI- LANGUAGE DEPARTMENT” had as main objective to evaluate the relationship between the dependent variable and independent variable which are the following: Flipped Classroom as an independent variable and Oral Production as dependent variable. This research had a quali- quantitive approach, since the variables were measured by numerical data and they were calculated using statistics which helped the researcher to determine the successful of the proposal. On the other hand, a field Quasi- experimental research study was carry out due to the implementation of the study was developed in two groups: the first group is the experimental and the second group is the one control group. The population involved A2 English level students who belonged to J and D classrooms from the Language Department at Universidad Técnica de Cotopaxi. The research was bibliographical and field. A diagnostic test was taken before applying the proposal this is The Pre – test, once the proposal was applied a test was taken this is Post Test, those tests were used as instruments in this research. The purpose of applying the tests was to assess the effectiveness of Flipped Classroom to enhance Oral Production. To verify the hypothesis of this research Student – Test was used. The results obtained show that Flipped Classroom enhance Oral Production. It is concluded that students foster Oral production after the application of Flipped Classroom.Item Project-based learning to develop the speaking skill in English(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019) Sisalema Sánchez, Vanessa del Pilar; Suárez Mosquera, Wilma ElizabethThe current study aimed to determine the effectiveness of Project-Based Learning (PBL) to develop the students’ speaking skill in English. The population was 65 students of tenth year of the Unidad Educativa Quisapincha in the academic year 2018-2019. The methodology was based on a qualitative-quantitative focus within a quasi-experimental design, because the researcher worked with two groups of study. A control group (tenth year “A”) with 33 students, and an experimental group (tenth year “B”) with 32 students. The research lasted about 11 weeks due to the application of the speaking part of the Key English Test (KET) of Cambridge for A2 level as a pre-test for both groups during a week. After that, it was estimated 9 weeks for traditional classes to be held for the control group, while the experimental group had a treatment with PBL. For this group, the researcher designed a teachers’ handbook with 3 projects based on PBL to develop the students’ speaking skill within 3 weeks for each project. The application of projects was developed through a continuous process such as project launch, knowledge building, product development and critique, and final presentation and evaluation of each project. It is relevant to mention that each project focused on cooperative work and use of multimedia resources within the objective to increase students’ interest in learning English. Once the application of the proposal was done, the KET test was applied again as a post-test for a week. Then, data obtained from the pre-test and post-test was analyzed through the T test. The results showed that both groups had a low level in grammar, vocabulary, pronunciation, and interactive communication of the speaking skill. However, the experimental group had a greater advancement than the control group, after applying the proposal. Thus, it could be determined the effectiveness of Project-Based Learning to enhance students’ speaking skill in English.Item Interpersonal intelligence in the English speaking development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Terán Peralta, Alexandra Marisol; Chimbo Cáceres, Elsa MayorieThis research project proposes to determine the application of how interpersonal intelligence influences in the development of the English language applied in the first year of secondary education at Unidad Educativa “Doce de Mayo” in Pastaza province, Puyo city. This research showed that with scientific articles and books are related to each variable of this research work and thus determine how these variables are interconnected. In addition, this research wok is a field research because with the application of the survey applied to 56 students and survey applied to 4 teachers of foreign language in the institution. The survey´ recognized a more appropriate perspective of how these two variables are considered and applied in foreign language classes at Unidad Educativa “Doce de Mayo” . The results of this survey were analyzed and tabulated, showing that it is important to improve the educational routines in language teaching, which are characterized by the use of monotonous activities without the active participation of the students. In addition, the hypothesis was verified by using the chi square calculation, it is important to know that viable methodological strategies should be used and designed , so that they can be developed within the classroom with the students . The same ones that help to improve English speaking skills and at the same time they can maintain and interactive and fluent communication demonstrating that through the use of group or pair activities encouraging the practice of strategies based on interpersonal intelligent that help students to develop and improve the oral skillsItem Vocabulary techniques and the interpersonal communication in learners of English(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Ilbay Morejón, Lorena Maribel; Infante Paredes, Ruth ElizabethThe present investigation project “Vocabulary Techniques and the Interpersonal Communication in Learners of English” had as objective to determine the relation between the vocabulary techniques and the interpersonal communication in learners of English. This research hold a qualitative and quantitative approach. A bibliographical – field research study was carried out, due to the application was developed in each class. The population consisted of sixty-four students from tenth year, class “A” and “B” at Unidad Educativa “Ambato”, afternoon shift, level A2.1according to the English book given from the Ministry of Education of Ecuador. The technique was a validated questionnaire, and the instrument was a Key English Test (pre and post test), which assessed the vocabulary techniques (visual and verbal) in relation to the interpersonal communication, it was evaluated through the following evaluation criteria: grammar and vocabulary, pronunciation, interactive communication. Among the visual and verbal techniques used, there are realia, mime and gestures, pictures, translation, drilling, synonyms and antonyms. To verify the hypothesis, the Kolmogorov-Smirnov and Wilcoxon test were applied. The results obtained show that the vocabulary techniques improve the interpersonal communication. It concluded that learners had a significant progress in the interpersonal communication after the execution of assorted vocabulary techniques.Item Role playing in the English speaking skill development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06) Criollo Erazo, Wilson Fabián; Calero Sánchez, Ximena AlexandraThe present research work “ROLE PLAYING IN THE ENGLISH SPEAKING SKILL DEVELOPMENT” was developed with the goal of determining the effect of using role playing to develop the students’ English speaking skill. Besides, this research work was based on a qualitative-quantitative approach. On the one hand, it was qualitative since the students’ performance was observed during the English classes. On the other hand, it was qualitative since a statistics analysis was carried out with the scores obtained from the pre and post-test. Furthermore, this research work was developed under a quasi-experimental design because the students were subjected to a treatment based on role playing in the English classes. Moreover, the population consisted of elementary students from Escuela de Formación de Soldados IWIAS “Crnl. Gonzalo Barragán”. They were divided into a control group with 18 students and an experimental group with 17 learners. It is important to mention that the investigation was developed through a bibliographic and field research; bibliographic because the information was obtained from books published internationally, and field research since the effect of the treatment through role xv playing was observed on the experimental group. In addition, the instrument used was the speaking part of a Key English Test; it was administered before and after the treatment with role playing. Besides, a t-test was carried out in order to verify the hypothesis. Thus, the results showed that the treatment with role playing contributed to a better performance in the students’ English speaking skill. Additionally, they showed a significant improvement in the scores corresponding to the established parameters from the instrument i.e grammar and vocabulary, pronunciation, and interactive communication.Item Task-based learning and the English speaking skill in students at Universidad Nacional de Chimborazo(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-02) Lara Velarde, Adriana Carolina; Infante Paredes, Ruth ElizabethThe research project “TASK-BASED LEARNING AND THE ENGLISH SPEAKING SKILL IN STUDENTS AT UNIVERSIDAD NACIONAL DE CHIMBORAZO” aimed to analyze the relationship between Task – Based Learning and the English speaking skill. The research had a quali-quantitative approach. A field- experimental research study was carried out due to the fact the implementation was developed in each English class. The population consisted of A2 students who belong to the Language Center of Administrative and Political Science Faculty at Universidad Nacional de Chimborazo. It was a bibliographical and field research. The instruments used for this research were a pre-test and a post-test that were applied in order to assess the effectiveness of the implementation of TBL to enhance the English speaking skill. To verify the hypothesis of this research the Kolmogorov-Smirnov Test and the Wilcoxon Test were used. The results obtained show that Task- Based Learning fosters the English speaking skill. It is concluded that students had a significant improvement in their oral production after the implementation of tasks based on TBL.