Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256

Browse

Now showing 1 - 5 of 5

Collaborative learning and reading comprehension
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel Xavier
The current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.
Flipped classroom in the oral skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Palacios Quilligana, Karina Estefanía; Infante Paredes, Ruth Elizabeth
The present research aims to cover the search with the topic "Flipped Classroom in the oral skill" which determines the influence of Flipped Classroom in the oral skill. The subjects of the research were 26 students of the third semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. To achieve the stated objectives, bibliographic research was carried out to obtain theoretical support for the variables. An experimental investigation was also carried out in which students were given a pre-test that evaluated their level of oral skill. Afterward, the students were exposed to activities for oral practice related to the applied method through different lessons including the stages of the Flipped Classroom. Finally, a post-test was applied to know if the activities developed in the experiment influenced the oral skill of the students. The results indicated that the Flipped Classroom method had a positive influence on oral skill. The application of this method promoted the improvement of the oral skill management of the students and helped to motivate themselves and be able to speak English freely without feeling fear
Gamification strategy and oral production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Paredes Colina, Guido Christian; Escalante Gamazo, Marbella Cumandá
Oral production is one of the most important skills that English language learners must develop and strengthen every day. Sadly, today's reality is terrible and even alarming. Students mechanically learn vocabulary and grammatical rules that they can only use with difficulty in written works and lessons. The problem basically manifests itself because there is no proper practice on the oral skill of all the content that has been learned. Considering the reason above this research was carried out, with the objective of determining the influence of the gamification strategy in the students´ development of the oral production. The present research aims to cover the search with the topic "Gamification Strategy and Oral Production" which determines the influence of the gamification strategy in the oral production development. The subjects of the research were 29 students of the fourth semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Then, a bibliographic research was used to obtain theoretical support for the variables. An experimental research was also carried out in which students were given a pre-test that evaluated their level of oral production. Afterward, the students were exposed to gamifying activities for oral production development through different lessons. Finally, a post-test was applied in order to verify the effectiveness of the activities applied to help students develop their oral production. The results indicated that the Gamification Strategy had a positive influence on the students’ oral production
Students portfolios and writing skill
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Moyano Martínez, Omar Israel; Iza Pazmiño, Sarah Jacqueline
The present study titled “Students Portfolios and Writing Skill” is aimed to determine the main activities used in students’ portfolios to practice writing skill thought information comparison and data analysis during the health emergency due to the COVID-19 global pandemic. The population used to carry this research was a sample of parallels from first and second baccalaureate level of Colegio de Bachillerato 27 de Febrero during the school year 2019-2020 and a sample of classrooms from all levels of baccalaureate of the school year 2020-2021. Achieving the stated objectives was possible by gathering students’ interdisciplinary portfolios, teachers’ rubrics to assess portfolios, applying a questionary to students and an interview to all English language teachers at Colegio de Bachillerato 27 de Febrero. The results obtained through qualitative and quantitative analysis and comparison indicated that there wasn’t enough meaningful practice and improvement of writing skill by using interdisciplinary portfolios.
Verbal Linguistics Intelligence and Speaking Skill
(Carrera de Pedagogìa de los Idiomas Nacionales y Extranjeros, 2022-04-01) Vargas Pérez, Rebeca Alexandra; Parra Gavilánez, Lorena Fernanda
The research problem establishes the limited awareness of verbal-linguistic intelligence to develop speech skills; the research objective is to analyze the influence of verbal-linguistic intelligence on speech development in the third semester of the career "Pedagogy of National Languages and Foreigners" of the Technical University of Ambato. The study methodology is quasi-experimental, with a quantitative approach. The sample was represented by 37 students of the third semester of "Pedagogía de los Idiomas Nacionales y Extranjeros" of the Universidad Técnica de Ambato. A survey was used to identify the students' opinions and perceptions about verbal-linguistic intelligence and the ability to speak. The verbal-linguistic intelligence activities were applied with work sessions in three weeks, twice a week. The pretest and posttest were used to obtain the data based on the Cambridge Criteria. The pretest results establish that the students got a medium-low level in evaluating grammar and vocabulary, discourse management, pronunciation, and interactive communication skills. On the other hand, students present a medium level in the posttest, which shows improvements with the application of the activities. Also, the survey shows that most students agree that verbal-linguistic intelligence favors speech development. To conclude, verbal-linguistic intelligence activities influence the ability to communicate, pronounce words more appropriately, and understand grammar and vocabulary to facilitate understanding of the English language.