Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

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    Spelling activities to reinforce the vocabulary learning
    (2024-04) Lascano Ortiz, Andrea Alexandra; Mejía Sánchez, Enith Jessenia
    Esta investigación tuvo como objetivo determinar si el aprendizaje de vocabulario mediante la aplicación de actividades de ortografía en estudiantes de quinto grado mejora la forma de aprender. Este estudio utilizó el enfoque cuantitativo, que implica el análisis de datos numéricos y el diseño cuasiexperimental. La población estuvo compuesta por 68 estudiantes, quienes fueron distribuidos en los grupos experimental y de control, en los que participaron 34 alumnos cada uno. El grupo experimental fue el único que se sometió a la implementación de actividades de ortografía que implican producir palabras correctamente, de modo que todo lo escrito sea fácilmente entendido por cualquiera que lo lea. Los instrumentos de investigación utilizados para la recolección de datos fueron el pre-test y el post-test. El pretest se aplicó tanto al grupo experimental como al de control en la clase inicial, mientras que el post-test se realizó el último día de la intervención. Ambas pruebas fueron diseñadas por el autor con base en el examen KET nivel A2 el cual fue validado por expertos en el campo de la Enseñanza del Inglés como lengua extranjera. Consistía en una batería de diez preguntas de opción múltiple que se centraban en la ortografía y el significado del vocabulario. Los datos numéricos se obtuvieron de la respuesta válida de cada estudiante en el pre-test y el post-test. El plan de intervención duró siete semanas. Los resultados de la investigación indican una diferencia estadísticamente significativa (p<0,05) entre los datos recopilados de las pruebas posteriores de los grupos control y experimental. La prueba T (dos muestras independientes) reveló que las puntuaciones del grupo experimental eran más altas que las del grupo de control. En consecuencia, esta evidencia confirma la aceptación de la hipótesis alternativa en esta investigación. Por tanto, la aplicación de ejercicios de ortografía mejora la adquisición de vocabulario de los alumnos. Sin duda, se concluyó que las actividades de ortografía fueron más efectivas que la metodología tradicional para mejorar el conocimiento de vocabulario de los estudiantes de quinto grado. Por lo tanto, se recomienda incorporar estas actividades para ayudarlos a mejorar su conocimiento del vocabulario.
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    The impact of podcasts on the improvement of oral communication
    (2024-04) Barreto Silva, Tatiana del Rocío; Arias Sislema, Mariela Alexandra
    Debido a una serie de factores que repercuten tanto en su desarrollo académico como en su futura vida profesional y personal, es esencial mejorar la capacidad de comunicación oral de los estudiantes. Los podcasts son herramientas valiosas que ofrecen a los estudiantes una plataforma dinámica y accesible para hablar con eficacia. Este estudio pretende explorar el impacto de los podcasts en la mejora de la comunicación oral evaluando el uso percibido de los podcasts y el rendimiento oral de los estudiantes antes y después de la intervención. Un total de 140 estudiantes del segundo año de bachillerato de la Unidad Educativa Santo Domingo de Guzmán de la ciudad de Ambato participaron en la investigación, formando parte de un grupo control y un grupo experimental. Ambos grupos realizaron un pre-test relacionado con conocimientos generales sobre podcasts. Luego, el grupo experimental recibió algunas lecciones sobre las características teóricas de los podcasts. Después, ambos grupos produjeron podcasts y fueron evaluados mediante un post-test. Los resultados del estudio indican una variedad de actitudes hacia la grabación de podcasts y el interés por utilizarlos para mejorar la comunicación oral. Además, existe una percepción general de que los podcasts contribuyen al proceso de aprendizaje.
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    The Impact of Multimedia Games to Enhance Lexis
    (2024-04) Li Gavilanes, Jiasi Leticia; Arias Sislema, Mariela Alexandra
    Esta investigación explora la efectividad de los juegos multimedia en mejorar el aprendizaje léxico entre estudiantes de segundo grado de EGB en la Unidad Educativa Glenn Doman en la ciudad de Ambato, Ecuador. Los juegos multimedia empleados incluyen juegos de asociación de vocabulario, como "Word Match" de WordWall y hojas de trabajo imprimibles; juegos de rol de vocabulario como Lexica de Pearson Education y Vocab RPG de Vocabulary.com; crucigramas como Word Search Pro y generadores en línea; juegos del ahorcado presentados en PlayPhrase.me y otras plataformas; y juegos de tarjetas accesibles a través de plataformas como Quizlet y Anki. Las recomendaciones enfatizan la selección cuidadosa de juegos apropiados para la edad y su integración constante en el plan de estudios. Además, el propuesto Programa Interactivo de Guía Léxica, fundamentado en psicología educativa y teorías de adquisición de lenguaje, busca enriquecer el vocabulario de estudiantes de segundo año de EGB en la Unidad Educativa. En conclusión, la investigación subraya el potencial de los juegos multimedia para fortalecer el aprendizaje léxico, brindando conocimientos valiosos para educadores e instituciones que buscan mejorar las prácticas de adquisición de lenguaje.
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    Project based learning method to develop speaking skill in the students of eight level of San Felipe Neri School September 2018 – January 2019
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Jaramillo Quinchuela, Gabriela Alexandra; Ortega Andrade, Rocío
    The research Project Based Learning (PBL) to improve speaking represents a theoretical-practical solution at the low level of speaking of the students of the eighth level of Unidad Educativa San Felipe Neri (UESFN). The main objective was to determine the influence of PBL on oral communication in English in the classroom. The students worked with systematized projects in a dynamic environment and in a real context to improve the teaching-learning process. It let students improve pronunciation, grammar, vocabulary and interaction. An arduous literature review was carried out for the delimitation of the variables and theoretical support. The methods used were analytical, deductive and descriptive. Through a diagnostic test and a rubric (KET) applied at the beginning and end of the period established in the research, the level of speaking of the students was determined. The next step was to inquire about the perception that teachers have about the level of speaking of their students and the way of working with PBL by UESFN teachers. Once the problem was determined, strategies based on PBL were applied that allowed improving the speaking skill. The monitoring of the application of PBL was carried out with an observation guide. The results subject to statistical analysis were positive using the T-student test. It was determined that the experimental group had an improvement of 0.5 more in the average in the total score than the control group. The observation guide showed a gradual improvement after the execution of each one of the four projects performed. In this way the speaking skill in the UESFN students was improved. It is recommended to apply this guide based on PBL and develop new projects with PBL to improve communicative skills.
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    Communicative activities in the speaking skill development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Guailla Guaranga, Janneth Mercedes; Suárez Mosquera, Wilma Elizabeth
    The main objective of this study was to investigate whether the implementation of communicative activities in the English language learning process improves the speaking skill of students belonging to eighth year of basic general education. To determine the effectiveness of communicative activities in improving students' speaking skill, a pre-test and a post-test of verbal development were applied. These exams were structured based on the KET (Key English Test) international exam and were taken by the students of the 8th grade of basic general education of the Unidad Educativa Pedro Vicente Maldonado during the 2018-2019 academic period. A booklet with class plans was designed which served as a guide for the implementation of this study in the classroom with the students of the experimental group. These class plans mainly contained communicative activities such as questions, role plays, games, information gaps, storytelling, and describing pictures. All these activities were combined with speaking sub-skills namely grammar, pronunciation, interactive communication, repair and repetition, and appropriacy. All the activities carried out were focused on the oral communication of the students who demonstrated improvement after this process. Having finished the intervention in the classroom, a post-test was taken which had the same approach as the pre-test. Then, the processing of the data obtained for subsequent analysis and interpretation was performed through the Student's T-Test. The results demonstrated that the implementation of the communicative activities enhances the speaking skill of the students.
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    Verbal linguistic intelligence strategies for English language speaking skills development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Amaguaya Vizuete, Sandra Paulina; Suárez Mosquera, Wilma Elizabeth
    The main objective of this research was to determine how verbal-linguistic intelligence strategies impact on the development of English language speaking skills. To determine the effectiveness of these linguistic-verbal strategies, a pre-test and a post-test of the oral development was applied, which was focused on the KET (Key English Test) international examination to the students of the Third Year General Baccalaureate of the Unidad Educativa Combatientes de Tapi during the first term of the 2018-2019 school year. A booklet with class planning was designed which served as a guide for the implementation of the project in the classroom with the students of the experimental group. These lesson plans were focused on verbal - linguistic intelligence strategies which were aimed at improving students' speaking development. After the implementation, a post-test was taken which had the same approach as the pre-test. Then, the processing of the data obtained was carried out for its subsequent analysis and interpretation through the Student's T-test. The results show that the application of verbal - linguistic intelligence strategies have a positive impact on the development of speaking skills. Therefore, its use is highly recommended to help students in their English language learning.
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    Task-based learning approach in the development of the speaking skill
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-06) Soria Guerrero, Byron Rafael; Iza Pazmiño, Sarah Jacqueline
    The main objective of the present research work was to determine the impact of the Task-based Learning Approach helps to enhance the speaking students' ability from the Languages Center of the Universidad Nacional de Chimborazo level 1. To determine the effectiveness of this approach, a pre-test and post-test based on the Cambridge KET exam – speaking part, were given to the students of First level at the Language Center of the Universidad Nacional de Chimborazo, classes 1K4 and 1E4 during the period October 2018 - March 2019. A guide for the teacher was designed which was used during the treatment in the classroom. The data analysis was done before and after the work in the classroom. The guide design for the teacher was made based on the three stages of the process of a task: pre-task, task itself and post-task with the use of various types of tasks such as individual, group, open, closed, and information gap tasks, taking into consideration the motivation and the challenge that each task implies in the improvement of learners’ speaking skill. After concluding the treatment with the implementation of the proposal, the data analysis obtained from the pre-test and post-test were analyzed through the use of the T-student test. The results show that effectively the Task-based Learning Approach had a positive impact on the development of the students’ oral production who improved their ability to speak. Therefore, it is recommended that teachers apply this proposal with the Task-based Learning Approach to enhance the oral performance of students.
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    Storytelling strategy to improve coherence in writing skills development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-02) Yánez Valle, Viviana Vanessa; Suárez Mosquera, Wilma Elizabeth
    The main objective of this study was to determine how the Storytelling strategy improves coherence in writing skills. To verify the effectiveness of this strategy, a pre-test and a post-test centered on writing were applied, which were based on the Cambridge PET exam, to sixth-level students of the Languages Center Cambridge Extension at Escuela Superior Politécnica de Chimborazo during the period september 2018 - february 2019. A guide for the teacher was designed which was used during the intervention in the classroom. Data analyzes were performed before and after the classroom work. The design of the guide was based on the three stages of the writing process: pre-writing, writing itself and reviewing with the use of the narrative technique, visual history, problem / solution, dialogue; and, hero and enemy. Once the application of the proposal was concluded, the data obtained from the pre-test and the post-test were processed through the student's mathematics T test with the statistical software SPSS (Statistical Package for the Social Sciences). The results show that with the application of the Storytelling strategy, the students showed more interest and greater improvement to produce written texts. Therefore, the Storytelling strategy contributes to the improvement of the written production of the students. Finally, it is concluded that the students improved the coherence in the production of their written texts through the Storytelling strategy and it is recommended that the educators apply the proposal with the Storytelling strategy in their educational work to improve students' development in their English language learning.