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 Graphic organizers in reading comprehension development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Carrera Martínez, Verónica Paulina; Hernández Chérrez, Elsa de los ÁngelesThe purpose of this study was to analyze the influence of the use of graphic organizers strategies in the development of students reading comprehension in the students of the Unidad Educativa Joaquin Lalama, Ambato- Ecuador. The study combined the quali-quantitative paradigm and was used with a quasi-experimental design. This investigation was carried out with a sample represented by 75 students, who were randomly distributed in a control group (40 students) and an experimental group (35 students). The students of this research were examined before and after the exposure of this intervention. The test instruments were designed by the researcher. For this examination a text was presented in order for the students to read it and complete some reading comprehension activities, they had 25 minutes to complete the test and a short 5 minutes’ previous interview was made in order to measure the previous knowledge of the students. The results of the pretest and posttest were analyzed and presented in forms of percentages, frequencies and tables. The data collected and analyzed was complemented with a paragraph of analysis. The data was collected by means of the observation technique and the application of a pre-test and a post-test. Students in the group that received treatment (Experimental group) improved significantly in receptive skills (listening and concentration), learning skills (decoding, understanding and previous knowledge) and as a result in reading comprehension, compared with the group that used traditional techniques (Control group). This improvement in the Experimental group demonstrated that the implementation of the strategy had the expected results and improved reading comprehension. The results proved that the use of graphic organizers strategy developed the students` reading comprehension in a group of students from the Joaquin Lalama School, Ambato, Ecuador, was effective.Item Text mapping technique in the reading of narrative texts(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01) Sandoval Pérez, María José; Mejía Sánchez, Enith JesseniaThis research aims to establish the impact of using the technique the impact of using Text Mapping Technique to develop reading skills in narrative text on Third level students in the Language Center of the Universidad Técnica de Babahoyo Knowing that reading is considered one of the four fundamental language skills that students of English as a foreign language must master, a pre-test was applied in order to know students‟ reading skills. The results demonstrated that it is not an easy skill since most of learners have many reading issues. Text Mapping Technique was applied to enhance reading skills for learners. Thorough these visual technique students understood how information was organized in content area text. This technique was useful because it helped students to understand better the text, using the text itself as a means marking different features and retain the content. After this process, students took a post-test to see if the Text Mapping Technique made any difference regarding the reading skills performance. The findings indicated that the students got a higher average in the reading post-test in comparison with the average obtained in the pre-test. Based on this analysis, teachers were suggested to apply Text Mapping Technique in their reading lesson to enhance the reading skills. On the other hand, to obtain depth information about students‟ opinion after to use Text Mapping Technique, a survey was applied which helped to sustain the present research, as well as the theories and models that adjust to the development of the proposal to improve the education in this institution.Item The effect of differentiated instruction on reading skills(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Galora Moya, Nelly Patricia; Chicaiza Redín, Verónica ElizabethThe development of reading skills from early levels is the key tool to successes not only in the academic context but also for personal development. Reading at literal level is the starting point so students get the basic to develop comprehension reading skills at a higher level. Nevertheless, the test results on reading skill have shown lower grades. Many factors are related to this issue; lack of motivation when reading has been considered as one of the main concerns, the use of one size fits all instruction has not met all students ´needs, interests or learning preferences. The current research focused on students´ differences; thus, a quasi-experiment was carried out at Languages Center-Universidad Técnica de Ambato, two groups of students from A1 English levels were part of this research. The purpose of the study was to determine the impact of Differentiated Instruction on Reading skills at A1 English level. The process involved the implementation of differentiated instruction with the experimental group. A pre-test and pos-test were applied to the control and experimental groups to test the hypothesis. The results showed a positive impact on reading skills, there was a significant gain in the post test scores. The differentiated strategies met students’ needs, readiness level, learning styles and interests.: Working under different modalities facilitate students´ engagement during reading activities. ´Reading in Peers, reading in groups, reading alone and reading for fluency. Teacher´s assisted learners through content differentiation, process and product differentiation during the instruction. A replica of the quasi-experiment is recommended to be applied to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. As an application of the research, an e-book with differentiated strategies was developed to guide for teachers of A1 English level at the Languages Center-Universidad Técnica de Ambato, they know How to implement the Differentiated Instruction in their classes.Item The effects of metacognitive strategies on reading skills(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Salazar Tobar, Miryan Consuelo; Meléndez Escobar, Lorena MonserrathThe purpose of this research work is determining the effects of metacognitive strategies on the reading skills at A1 English level university students of the Regular Modality at the Language Center in Universidad Técnica de Ambato. These students participated in an experimental study which consisted of giving learners a pre and a post- test. The study was conducted under a quasi-experimental approach designing two working groups; the one denominated control group conformed by 37 students and a second one named experimental group with a number of 35 students, to which a plan of intervention with the use of metacognitive strategies for the development of the reading skills was applied during six weeks. The results obtained through this study evidenced that the participants exposed to an effective reading instruction in the classroom are more motivated to read, take more responsibility and control of their learning as they developed effective strategies and reflect the process and sources that support them to become better readers. Additionally, they are conscious of their process constructing meaning of the text by predicting, scanning, skimming, comparing, contrasting and summarizing. Furthermore, a booklet with different metacognitive instruction strategies was designed to help learners to their ability to discover that metacognitive strategies have effective effects on their reading comprehension improvement. The reading comprehension skills showed a significant improvement with the experimental group. These findings support many other studies which assert that L2 readers who are aware of different metacognitive strategies for use become skillful readers.Item The portfolio as a resource aimed at the development of the English writing process in higher education(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Diseño Curricular y Evaluación Educativa, 2018-07) Armijos Ango, Gabriela del Rocío; Vera de la Torre, Ana JazminaThis research project aims to determine the effectiveness of the use of the portfolio in the development of the writing process in higher education. That is why, through a quantitative qualitative methodology, and correlational variables it was able to determine that students showed deficiency in the development of writing and for this reason a pre-test and post-test were done. It is important to mention that this research work was carried out during the semester September 2017 - February 2018 where students from A1 starter level of the Universidad Técnica de Ambato participated. To obtain a representative sample of the study population, four parallels corresponding to this level were randomly selected. To obtain a representative sample of the study population, four parallels corresponding to this level were randomly selected. These number of students were 119 and they were divided into two groups; the experimental group and the control group. These groups were examined through the pre-test and post-test. After applying these assessment instruments, the data analysis was carried out and it reflected significant progress in the development of writing skills through the use of portfolios. In addition, it was evidenced that the use of portfolios in the class helps the students to be more autonomous in their learning process since the portfolios help to provide a feedback of the tasks they perform and this is the reason why the portfolios benefit the development of the writing process and therefore to the improvement of written production. Due to these factors, the proposal of this research work was developed and it is focused on the use of activities to develop the writing process through the use of portfolios.Item Students selected videos in listening comprehension(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Sánchez Sailema, Lina Mariela; Meléndez Escobar, Lorena MonserrathThe present research is created for the need to improving the listening comprehension in students from the Unidad Educativa Las Américas through the implementation of the use of a platform where students could send and post their selected videos. The education in this school requires more technological devices because the English learning process has to use innovative methods for a good listening comprehension. Actually the use of videos or technological tools are adequate sources for reaching a good listening comprehension. The research is qualitative-proposal because the information was collected through surveys. It showed that the traditional methods make English classes not meaningful and turn unattractive and boring for students causing a low listening comprehension development. For more certain of the research an operationalization of variables was carried out extremely careful based on a widely theoretical framework and with the help of surveys applied to students from the Las Américas School. The same research process has shown the need to find a solution for the problem about the low listening comprehension. The appliance of an interactive platform for the use of students to check and send homework also to post their selected videos and sharing with the entire class in order to improve the listening comprehension. This proposal is a good way to aware the interest to reach meaningful learning in students and it is an effective way to improve the listening comprehension development in students.