Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

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    Interactive Multimedia Resources and Writing Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Chadan Tuza Lissbeth Cecilia; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    Numerous studies have demonstrated the efficacy of integrating technology into the teaching and learning process of English as a foreign language, in particular the use of online platforms and AI tools to foster motivation, autonomy, and meaningful learning contexts. In consideration of these principles, this research endeavor aims to evaluate the effectiveness of interactive multimedia resources in developing writing skills. The methodology employed in this study was pre-experimental, with a quantitative approach. The research sample comprised 35 second-semester students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros program at the Universidad Técnica de Ambato (7 males and 28 females with an A2 level of English proficiency). The instruments used were pre- and post-tests of the A2-level Cambridge Key English Test (KET), which were evaluated using a scoring rubric from 0 to 5 based on content, organization, and language. The study was conducted throughout seven inperson sessions, which were held over the span of four weeks. In the preliminary and final sessions, participants completed the pre- and post-text to evaluate enhancements in the three pivotal aspects of the writing process. During the implementation phase, interactive multimedia resources were utilized to enhance the appeal and dynamism of the learning environment. The employment of Perplexity was found to be a pivotal element in rectifying students' errors. The collected data from the pre- and post-tests were analyzed using SPSS. The utilization of nonparametric tests validated the alternative hypotheses, thereby underscoring the efficacy of this methodological approach. The findings of this research demonstrate an enhancement in all three criteria evaluated, indicating significant linguistic advancements when compared to scores based on the use of traditional methodologies. It could also be demonstrated that content was the best-improved writing criteria, which paves the way for new proposals.