Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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    Word games in the development of young learners' lexical skills
    (2023-09) Araque Cachiguango, Silvia Maribel; Parra Gavilánez, Lorena Fernanda
    The present study entitled "Word Games in the Development of young learners’ lexical skills" had as its main objective to propose word games as a propeller of lexical competence on learners. The research methodology of the study considered the quantitative approach at a descriptive and explanatory level. A quasi-experimental design was used for data collection with surveys to identify which strategies teachers apply to develop lexical competence in learners, and two tests to evaluate the different types of word games used in the experiment in the development of lexical skill through the result analysis, which were applied to a total of forty students divided into two groups: experimental and control. Communicative Language Teaching was conducted as a teaching method in the two groups for ten weeks, but only one class received the word games strategy to measure the effectiveness of the games on vocabulary teaching. The population of this project research was students of eighth grade from Luis Freire Robalino High School. The survey was addressed to eight teachers from the selected school, seven teachers from primary school and one English language teacher from secondary school where among them there were three male teachers and five female teachers. The main results determined that teachers used a series of strategies to develop lexical competence on learners especially, memory games xiii followed by matching games and guessing words games, among others. In addition, the games that mostly contribute to develop lexical competence on learners are Bingo and Simon Says. Finally, the experimental group that worked with word games significantly improved their lexical skill, compared to the control group that did not apply any active methodology related to the games. Thus, it is concluded that among the group of students addressed, there is motivation to learn English when active teaching methodologies are used, where the word games contribute to the teaching-learning process of the English language. Finally, it is important to identify which type of word games are more in line with the educational needs of the students and academic objectives.
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    The use of toontastic app as a teaching didactic strategy to impruve A1 english students´oral skill
    (2023) Quinabanda Taris, Edgar Gonzalo; Galora Moya, Nelly Patricia
    The main objective of this study titled “The use of Toontastic app as a teaching didactic strategy to improve a1 English students ‘oral skill” was to determine the applicability of the Toontastic application as a didactic teaching method to improve the oral skills of A1 English level students at the Galo Plaza Lasso school in Quito. The methodology used was a mixed approach, quantitative and qualitative, based on the use of surveys which one was applied to 62 students, a control group and an experimental group, and interviews directed to four teachers of the English area to determine the current situation of the students of the Galo Plaza Lasso school in Quito, regarding the development of oral skills in the 2021- 2022 academic year. Likewise, the quasi-experimental and descriptive research was considered to diagnose the development of the students' oral skills through a questionnaire, and to describe the characteristics of the object of study that emphasizes the development of oral skills, identifying the aspects that influenced the deficiency. The correlational level served as a basis for measuring the relationship between the independent variable: Technological tools and the dependent variable: oral skill. From Spearman's correlation coefficient, the results of the pre-test and post-test determined a value of 0.000, less than 0.05. This determined the validated the alternative hypothesis: the use of the Toontastic application improves the oral skills of A1 level students at the Galo Plaza Lasso school in Quito, where teachers have used an application in the classroom at least once. In addition, from their experience, the activity that most contributes to the development of oral xii communication is group work. It is thus concluded that Toontastic app is a good teaching didactic strategy in the communicative competence oral, but it is important teachers and students know how to use it in the classroom.