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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Subject: search.filters.subject.COMUNICACIÓN ORAL

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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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    Interactive games for the contextualized vocabulary learning
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Topa Soria, Nelson Gustavo; Silva Chávez, Judith Alexandra
    This research aim was to determine the use of interactive games for contextualized vocabulary learning in the students of seventh grade at Pensionado Americano International School. The methodological approach of the research under study was quali-quantitative and was carried out with a population of 22 students. Because the population was small, as well as the classroom, the same students were considered as the control group and the experimental group. In this quasi-experimental research, class observation and student survey techniques and instruments of pre-test and post-test evaluation were applied. Moreover, a crossword worksheet retrieved from online ESL games was employed to check students' English vocabulary proficiency. After giving classes using the traditional teaching methodology, students of seventh grade were evaluated; similarly, the same students were evaluated after having trained with online ESL games assigned for this proposal. The pre-test results revealed that the level of English vocabulary proficiency of students of seventh grade was low; nevertheless, the post-test results obtained after applying online ESL games in the EFL classroom showed a significant improvement in the vocabulary learning performance by students of seventh grade. Therefore, through the present investigation, it was concluded that the use of online ESL games in the EFL classroom influences the learning of English vocabulary.
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    The cooperative learning in speaking – fluency development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-07) Andrade Moran, José Ignacio; Parra Gavilánez, Lorena Fernanda
    The present research is based on cooperative learning in the English speaking fluency development. Taking into account the students‟ English level from the language center at Universidad Technical de Cotopaxi; group work activities are proposed to encourage students to produce the language orally without fear of making mistakes while speaking. In addition, the application of this teaching method provided confidence, reliance, and support enough to reach their personal goals and improved their linguistic competences, social skills and the use of the English language. The use of dynamic activities in class showed the students‟ abilities to solve problems among them, providing mutual respect and interaction while working and learning together. A survey was applied to carry out this research and it was analyzed through the Cronbach Alfa. In addition, a pretest and posttest were applied at the beginning of the semester and after of the implementation of cooperative learning activities that helped students to work in groups and to communicate between classmates in a better way.