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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    Short stories in English reading comprehension
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-06) Chico Constante, Ligia Adriana; Vera de la Torre, Ana Jazmina
    This research is based on the application of five short stories, as tools for the development of reading comprehension in students from seventh year at Unidad Educativa "San Pio X" of Ambato city who presented a low level of reading comprehension in the English area. The main objective of this work was to investigate the influence of short stories on the development of reading comprehension. Based on the application of a survey, it was determined that in the material used by teachers the use of short stories is not applied, while students are interested in them. The study was carried out using a quali-quantitative method, with quasi-experimental design, the pre and post-test measurements were taken from Cambridge's Key English Test (KET); to determine statistically significant differences in the reading comprehension process of two groups of students; by applying a reading project based on the use of short stories to develop reading comprehension in English; It was performed by a population of 60 students, 30 of them constituted the control group and the other 30 the experimental group. The control group was evaluated after having used the textbook as the only teaching material, while in the experimental group the evaluation was applied after having received classes using a manual of short stories carefully chosen for this proposal. The results indicate that the students of the experimental group demonstrated at the end of the project a remarkable development in the reading comprehension. Since students now have a greater capacity for reading comprehension, vocabulary, detailed and general understanding after reading a text. In contrast to the control group students who had a lesser development of reading comprehension skills, based on the use of the English text. Therefore, through this research, it was determined that the use of short stories directly influences the development of reading comprehension, and teachers are required to begin to use the stories as a support to the English teaching - learning process
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    An analysis of the English textbooks and their connection with the curricular objectives in the Ecuadorian Curriculum for sublevel superior to get an A2 level of English when finishing basic education
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05) Lozano Aguirre, Wilson Bladimir; Cadena Murga, Boris Cristian
    Being that the curriculum plays a fundamental role in the development of the communities and it has to be designed taking into account learners’ background, this research analyzes the contents proposed in the series of English books ‘teenagers’ for sublevel superior and the curricular objectives for this level in order to measure the extent of agreement between the content in the textbooks and the performance criteria proposed in the curriculum. This research was done analyzing and comparing the mandatory performance criteria belonging to the five curricular threads mentioned in the curriculum with each one of the six units included in every single book using a checklist adapted for this purpose. It was used a qualitative approach in order to analyze and interpret the coincidences between the curriculum performance criteria and the contents. A scale from one to five was used to establish the relationship among them giving them a percentage for each amount. The results found in this work were interpreted and represented in charts in order to determine the agreement and relationship between them. The findings showed that the extend of agreement is limited being that the books are not designed taking into account the national curriculum as reference. Moreover, the curriculum does not represent Ecuadorian reality and the contents in the textbooks do not include topics related to our culture and traditions. Finally, this research suggests the design of the performance criteria in the national curriculum per grades of basic education, not in general for the sublevel superior.