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 - 20 of 434

Academic Talks and Communicative Competence
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-17) Jiménez Jiménez Oscar Lauriano; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
This descriptive study explored the perceptions of the role of Academic Talks in developing communicative competence in the English as a Foreign Language (EFL) classroom. A total of 68 participants, 19 males and 49 females from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Universidad Técnica de Ambato, completed a structured survey measured on a Likert frequency scale. The instrument was validated by five research experts, achieving an Aiken’s V of 0.99, and demonstrated high reliability with a Cronbach’s Alpha of 0.915. The study aimed to identify the Academic Talks most used by students, determine which components of communicative competence showed the greatest development, and recognize the strategies students employ to enhance their communication skills. Results revealed that TED Talks and motivational talks were the most frequently used formats, valued for their accessibility, clarity, and engaging content, which motivated students and increased their confidence. Grammatical competence showed the strongest improvement, followed by sociolinguistic and strategic competences, while discourse competence, although improved, remained less developed. And lastly, students mainly relied on audiovisual aids, internal monologue, and repetition to reinforce communication, while drama activities were the least used, suggesting opportunities for more performance-based strategies. The results also revealed low student interest in seminars and workshops, despite their potential to promote direct interaction, collaborative learning, and meaningful oral practice. Overall, the study highlights the effectiveness of Academic Talks as tools for strengthening communicative competence and guiding strategic language development in EFL contexts.
Active learning in online classes
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Toro Ramos, James Steven; Chicaiza Redín, Verónica Elizabeth
Online classes have become in the main teaching modality due to covid 19 pandemic. The facilities to teach English online are evident since there are many technological tools which helps to practice and have access to language. However, online classes present some challenges which involves students ‘interaction and engagement. The purpose of this research is to analyze how the use of active learning impacts online classes. That is why this research explores different active learning strategies which can be incorporated into the design of online classes. Additionally, it discusses many online learning tools that ca be used to promote active interaction between students and teacher. The design of the study was quasi-experimental with 22 participants from two groups. An experimental and a control group from 3rd BGU at Unidad Educativa Ambato. The experiment was applied in 7 online sessions which involved the application of active learning strategies to enhance online classes development and performance of each English skill. To obtain the results it was applied a pre and post test PET designed by Cambridge in the experimental and control group. In this way, it was possible to determine the level of students in online classes before and after the application of active learning. In addition, the analysis of data was done by using a T-student for paired means in SPSS software. In fact, the results demonstrated that there is a significant influence of the use of active learning in online classes since students from the experimental group enhance their performance in a high percentage. Therefore, it was concluded that the use of active learning had a positive impact in online classes.
Active recall strategy and speaking skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-17) Marfetan Flores Deneb Mireya; Chimbo Cáceres Mayorie Chimbo
The objective of this study was to analyze the students’ perspectives based on the influence of the active recall strategy on the development of speaking skills. A descriptive research design with a quantitative approach was applied through a survey of 71 students (45 women and 26 men) from the fourth and fifth semesters enrolled in the Pedagogy of National and Foreign Languages program at Universidad Técnica de Ambato. The instrument was validated and approved by five experts in the field, achieving an Aiken's V coefficient of 0.98, which indicates a high level of agreement regarding the relevance of the 22 items. Subsequently, a pilot test was administered to 10 students, and the instrument demonstrated excellent reliability with a Cronbach's Alpha coefficient of 0.801. On the other hand, the research was based on three research questions generated from the specific objectives. The results showed that students employ various active recall techniques to strengthen their understanding and retention of information in the learning process. The most used techniques include flashcards, the Feynman technique, and selftesting. In terms of aspects of speaking, it was evident that appropriacy, interaction, and fluency were the most commonly used by students, contributing to the development of communicative competence. In relation to the strategies of speaking skills, picture description, dialogue, and drills are the most developed in participants to enhance confidence and communicative effectiveness in the English language learning. Finally, it is necessary to mention that some techniques are less used, such as Cornell note-taking, which can be reinforced through continuous practice and exercises.
AI-assisted tools and Pronunciation
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Carranco Romero Nahomi Martina; Cumbe Coraizaca Dorys Maribel; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This descriptive study aimed to analyze learners’ perspectives regarding the use of Artificial Intelligence (AI)-assisted tools to improve English pronunciation. The research was systematically conducted with a population consisting of 121 B1-level undergraduate students enrolled in the Carrera Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) at Universidad Técnica de Ambato, Ecuador. The data collection process involved the online distribution of a structured, 22-item Likert-scale survey. Content validity was established by five academic experts using Aiken’s V (0.923) for relevance, clarity, and coherence. Additionally, a pilot test was validated through Cronbach’s alpha (0.935). Empirical data analysis, focused primarily on mean scores, revealed that the most frequently used functional features are audio models and pronunciation examples in tools like YouGlish, followed closely by immediate feedback in the tool Cake. In contrast, automated speech recognition in tools like Google-Speech-to-Text was the least popular feature used due to limited interactive guidance. Regarding learning strategies, students relied on adjustment on feedback, model imitation, and repetition of pronunciation tasks, indicating learner dependence on real-time corrective guidance. On the other hand, the self-recording of pronunciation strategy received the lowest score. In terms of suprasegmental features, the most developed were intonation and rhythm. These findings suggest that while AI-assisted tools effectively promote contextual clarity and natural speech flow, structured pedagogical interventions must place more emphasis on self-directed monitoring practices and mastering syllable patterns to improve overall communicative competence.
AI-Based Reading Assistants and Reading Skills
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Cuaces Lagos Cinthya Deyaneira; Parra Gavilánez Lorena Fernanda; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The present study examined the effectiveness of AI-Based Reading Assistants on the development of reading skills among intermediate EFL learners from the Pedagogy of National and Foreign Languages program (PINE) at Universidad Técnica de Ambato. The main objective was to determine how AI-Based Reading Assistants enhance reading skills in EFL learners, particularly in the development of skimming, scanning, and intensive reading subskills. A pre-experimental design was conducted with a population of 42 intermediate EFL learners. The intervention focused on the implementation of ChatGPT as an AI-Based Reading Assistant to support students during reading activities through guided prompts, vocabulary support, and immediate feedback. Students’ reading skills were assessed using the reading section of the B1 Preliminary exam. The collected data was analyzed through descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed-Rank Test. The findings revealed that students initially presented difficulties in several reading subskills, particularly those involving detailed analysis and deeper comprehension of texts. The implementation of the AI-Based Reading Assistant promoted active engagement with reading tasks, provided personalized support, and encouraged learner autonomy throughout the reading process. The results showed improvements in reading skills, with intensive reading demonstrating the strongest development among the evaluated subskills. These findings suggest that AI-Based Reading Assistants can support reading development by facilitating comprehension, promoting active participation, and providing guided assistance during reading activities. Therefore, AI-Based Reading Assistants represent a valuable pedagogical tool for enhancing reading skills in EFL learning environments
AI-based voice chatbots and speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-07-01) Chisag Poaquiza, Diana Estefanía; Chimbo Cáceres, Elsa Mayorie
Artificial intelligence has become an invaluable tool in education, innovating the way students learn and teachers teach. Its benefits include access to personalized educational resources, and developing cognitive skills. The subsequent research aimed to investigate the influence of AIbased voice chatbots in the development of speaking skill of students at Universidad Técnica de Ambato. This study was part of the research project called “Aplicación de herramientas digitales para el aprendizaje y el conocimiento (TAC) en la evaluación de aprendizajes”. For this reason, a mixed approach was applied to fourth-level students, consisting of 24 participants enrolled in “Pedagogía de los Idiomas Nacionales y Extranjeros” program. The qualitative information was collected through 2 surveys, the first one focused on collecting data about the use of ‘‘Tecnologías del aprendizaje y el Conocimiento’’ (TAC) tools in learning, and the second one was applied to collect data about the level of acceptance of the technological tool, considering that was applied a TAM Model questionnaire based on 4 constructs. Quantitative information was collected from a pre and post-test taken from PET (Preliminary English Test) of Cambridge. The test was evaluated using a rubric based on 4 criteria (grammar and vocabulary, discourse management, pronunciation, and interactive communication). Eight interventions were applied, resulting in a statistically significant improvement in speaking skill as exposed by statistical analysis using IBM SPSS. The findings showed a considerable improvement in the students' fluency, since they avoided pauses and hesitations. Moreover, the students demonstrated notable progress in their interactive discourse by employing curated grammar and exhibiting good pronunciation. This improvement was further complemented by the cultivation of problem solving skills and active participation.
AI-Generated Feedback and Speaking Skills
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas, 2026-06-01) Pereira del Valle Fátima Estefanía; Suárez Mosquera Wilma Elizabeth; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas
This quantitative study analyzed the role of AI-generated feedback and platforms in the development of speaking subskills among EFL. The main objective was to identify the types of AI-generated feedback, the AI platforms most frequently used, and the speaking subskills most developed by students during speaking activities. The research followed a field and bibliographic modality with a descriptive design. The population consisted of 62 students from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program, whose English proficiency levels ranged from B1 to B2 according to the CEFR. The data was collected through a survey composed of 19 Likert-scale questions administered online through Google Forms. The instrument was validated by five academic experts using Aiken’s V method. In addition, a pilot test was conducted with 10 students, and the reliability analysis obtained a Cronbach’s Alpha coefficient of 0.914, indicating a high level of internal consistency. The collected data were analyzed using SPSS software to calculate means and organize the results. The findings revealed that students frequently interact with descriptive, adaptive, and corrective feedback during speaking activities. Likewise, the most commonly used AI platforms were ChatGPT, Google Gemini, and Stimuler because they provide interactive practice and immediate feedback. Regarding speaking subskills, grammatical accuracy, vocabulary, and pronunciation were the most developed, while fluency least developed2. The study concludes that AI-generated feedback positively supports the improvement of speaking subskills by helping learners recognize mistakes, practice independently, and receive immediate guidance during speaking activities
American sitcom and listening comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación- Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-09-01) Papa Paredes, Angela Lizeth; Parra Gavilánez, Lorena Fernanda
This present study aims to analyze the influence of the American Sitcom (Friends) in the development of listening comprehension in young learners. It is quantitative research with a pre-experimental design through the application of a pre-test and posttest FCE listening part exam for the verification of the research hypothesis. The research was applied to 24 students of the 8th semester of the PINE English Language Training Program at Universidad Técnica de Ambato. For this study, an adapted evaluation rubric was used and designed according to the subskills measured by each part of the FCE listening part. A special attention was paid to the independent variable (American Sitcom) in relation to the dependent variable (Listening comprehension). For the analysis and interpretation of data, a table showed the improvements obtained by the students in each sub-skill. For the development of this research, a standardized pre-test and post-test FCE listening part exam was used. In addition, the students underwent 10 treatments of 30 min each, using American comedy as a tool to develop their listening comprehension. Subsequently, to test the hypothesis, a normality test was performed, followed by a T-test. Finally, it was concluded that the implementation of the American sitcom Friends does influence listening comprehension due to the enhancements in each listening subskill.
American Sitcoms and the Speaking Skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los idiomas Nacionales y extranjeros, 2022-03-01) Campusano Miranda, Glenda Nicole; Parra Gavilánez, Lorena Fernanda
Nowadays, students have no interest in learning a foreign language. Most of the students of an EFL classroom show low levels of communicative skills, and that is why teachers must find innovative ways to encourage students during this learning process. Therefore, the following research project aimed to analyze the influence of American sitcoms on the students’ speaking skills. The research was carried out with 26 Ecuadorian students, 13 males, and 13 females from the third year of high school. A pre-experimental design was applied where a pre-test and a post-test were used to measure the improvement of students on speaking skills. For the interventions, students were exposed to two sitcoms Futurama and Friends. These sitcoms were implemented through lesson plans with some speaking activities. The results showed that students improved their interactive communication skills in speaking. In addition, the results demonstrated the positive influence of using sitcoms as a learning tool to motivate learners and enhance their abilities.
Analytic linguistic approach and speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-01-01) Nuñez Melo, Nayeli Nicole; Infante Paredes, Ruth Elizabeth
The Analytic linguistic approach is based on improving the pronunciation of words by teaching linguistic features explicitly as well as making use of input materials and activities provided by the teacher. The main objective of the present research is to determine the relationship between the Analytic linguistic approach and the speaking skill at the Technical University of Ambato from the faculty of the Pedagogy of the National and Foreign Language program. The level of research is descriptive. Moreover, a survey was designed to apply and collect reliable data from 67 students in the program. The technique was a survey, and the instrument was a questionnaire. It had 21 questions related to the use of the Analytic linguistic approach in the English class, facilitating the improvement of speaking skill. Further, the Alpha-Cronbach was applied to the questionnaire with the main aim of verifying the authenticity of the instrument. On the other hand, there were four experts on the topic who validated each question based on their professional knowledge. The survey was then administered in three levels, and each participant responded in accordance with their prior knowledge and experience. Through chi-square analysis, it was demonstrated that the alternative hypothesis was accepted. Ultimately, an analysis of the data led to the conclusion that there is a relationship between the Analytic linguistic approach and speaking skill.
Anchor charts and speaking skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2023-07-01) López López, Amanda Lizbeth; Chicaiza Redin, Verónica Elizabeth
The present investigation aims to examine the influence of anchor charts in speaking skills. The participants were a group of 36 students about 6 years old (21 boys and 15 girls) who participated in a quantitative, pre-experimental investigation. Data was collected through a Cambridge Pre-A1 (YLE Starters) speaking test. The exam had 10 information questions classified into four parts (understanding and following spoken instructions related to scene pictures and object cards, and personal questions). The results have shown that the use of anchor chart activities and color coded-designs followed by drills help students to learn vocabulary and be familiar with the English language. These results were analyzed by the use of SPSS (Statistical Package for Social Sciences) program version 26.0. The findings revealed that anchor charts and color coded design were more interesting and maintain students motivated. There were designs that were catchy to students at their early years. However, the use of colors and different materials during sessions contributed meaningfully to the spoken language.
Andragogical Strategies and Oral Skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-09-01) Culqui Baño, Adriana Lizbeth; Chimbo Cáceres, Mayorie Elsa
The andragogical strategies promoted confidence among teachers and students, prioritizing selflearning, a responsible attitude, acting freely and engaging in their learning process. For this reason, the main objective of this research work was to analyze the influence of andragogical strategies like collaborative work, debate and brainstorming in development of oral skill in adult students. In addition, a quasi-experimental design was used with a single group that consisted of 20 students of fifth semester of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. The intervention was applied in 5 face-to-face modality sessions using PPP (presentation, practice, and production) lesson plans for collecting data and a Cambridge Preliminary English Exam (PET) as pretest and posttest. For the results of this research work, the SPSS Software was used to reject the null hypothesis because the andragogical strategies showed a meaningful improvement with an average before the treatment of 5.6 and an average of 8.2 after the treatment. Consequently, the andragogical strategies were effective in the improvement of oral skill because students enhance their, fluency and pronunciation.
Animated Cartoons and Listening Skills
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Toapanta Camacho Allison Lizbeth; Hernández Chérrez Elsa de los Ángeles; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This study examined how cartoons help improve listening skills among students at Unidad Educativa Bautista. The purpose of this study was to determine whether animated cartoons could improve students’ listening comprehension through audiovisual tools. The study was conducted with 17 participants, 6 females and 11 males in the sixth grade, using a pre-experimental design and involving a pre-test, 8 interventions, and a post-test. The listening assessments were adapted from the Cambridge Pre-A1 Starters Listening exam, which consists of 4 sections evaluating subskills such as listening for gist and following instructions, listening for specific information, and listening for detail. The lesson plans created for each intervention were based on the PPP methodology, to maintain a structured sequence that guided students through presentation, controlled practice, and production, and the Communicative Language Teaching CLT approach facilitated communication and interaction in the classroom. Each lesson plan contained pre listening, while-listening, and post-listening activities to promote student engagement. During the interventions, different animated cartoons were used, including Peppa Pig, Paw Patrol, and SpongeBob SquarePants. The students were exposed to a multimodal input that combined visual and auditory information, which facilitated effective interpretation of meaning and engagement. Results showed an improvement in the students’ subskills, such as listening for specific information and listening for gist, through the implementation of the interventions with animated cartoons, by comparing each part of the pre-test and post-test. The results suggest that animated cartoons contribute effectively to the development of listening comprehension skills by facilitating understanding, increasing exposure to authentic materials, and encouraging meaningful learning experiences. In conclusion, animated cartoons represent an effective teaching resource for improving listening comprehension in EFL young learners and reinforcing the teaching and learning process.
Animated Films and Listening Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Merlo Checa Nayeli Giovanna; Silva Valencia Juan Carlos; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This descriptive study examined the perspectives of A2-level EFL students from the Language Center at the Technical University of Ambato regarding the use of animated films to enhance listening comprehension. A total of 68 students (35 females and 33 males) participated. The research employed a mixed-methods approach and used a 21-item Likert-scale questionnaire to collect quantitative and qualitative data. The instrument was validated by five experts, showing high reliability through Cronbach’s Alpha (0.941) and Aiken’s V (1.0). The study aimed to identify the most frequently used types and genres of animated films in EFL classrooms, the listening subskills practiced, and the strategies students used while watching these films. Findings revealed that 3D animated films such as Toy Story and The Grinch were the most preferred due to their realistic visuals, engaging plots, and easy accessibility. Genres like comedy, action, and familyoriented films were the most common, as they provided enjoyable content that reduced anxiety and boosted student motivation. Students reported improvement in listening subskills, especially extensive and intensive listening, as well as listening for specific information. They frequently applied cognitive and metacognitive strategies, including inferencing, self-monitoring, and planning. Affective and social strategies also played an important role by promoting emotional engagement and collaborative learning. In conclusion, the study highlights the strong pedagogical value of animated films as authentic, engaging tools that foster listening comprehension in EFL contexts. It recommends integrating a variety of animated styles and genres in language classrooms to enhance learner autonomy, motivation, and listening proficiency.
Animated movie songs and listening comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Educación Básica, 2023-02-01) Matza Sogso, Katherine Edith; Chicaiza Redín, Verónica Elizabeth
The present study aims to analyze the influence of animated movie songs on the development of students' listening comprehension. It is quantitative research with a quasi-experimental design. The research was applied to 15 students of seventh grade from Unidad Educativa "Espiritu Santo". For this study, the Cambridge KET standardized exam was used, it was the data collection instrument. The experimental part of the research lasted 6 weeks and 11 pedagogical interventions were carried out, these involved the use of animated movie songs as the main listening tool for listening comprehension. To collect the results, a pre-test and a post-test taken from the Cambridge KET listening test, parts 1, 2, 3, 4, 5, were applied. Through this test, the listening ability was evaluated before and after using animated movie songs. The data obtained were statistically analyzed to determine the influence of animated movie songs on students and thus the validity of the hypothesis raised in the investigation. Therefore, the results of the pre-test showed that the participants had a low level of listening comprehension since the total average of the pre-test was 2.54 out of 5 points. After the treatment using animated movie songs, a post-test was applied and its total average was 3.63 out of 5 points. The results showed that students improved their grades because between the two exams there was an increase of 1.09 points. Finally, the study hypothesis was validated using SPSS statistical software, in which the null hypothesis was rejected and the alternative hypothesis was accepted. In conclusion, the implementation of animated movie songs allows to improve the level of listening comprehension and listening sub-skills. This is because animated movies have English songs with simple and repetitive words. In addition, these songs are entertaining and motivate to learn new words easily.
Animated Movies and Listening Skill
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Guanoluisa Flores, Evelyn Johanna; Iza Pazmiño, Sarah Jacqueline
The objective of this research was to determine the relationship between animated films and listening skills among students of fourth semester of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, which took the subject "Communicative Languages Teaching Strategies". Furthermore, this research followed a quantitative approach and pre-experimental design was applied to a group of 42 students, in order to know the impact of the application of animated films. The treatment consisted in the application of some animated movies during some of their classes, with the purpose of helping the students to better develop this listening skill through the exposure to authentic material, where they could perceive the language more real. Eventually, the application of didactic and technological material was used in order to display the movies in synchronous and asynchronous hours. To conclude, the application of animated movies becomes a necessary factor for the improvement of listening skills, due to some factors in which the learner is involved, such as more real language, vocabulary, real expressions. Moreover, after the results obtained from the pre-test and post-test, analysis of results, tabulations and graph of results, in addition to the Wilcoxon test statistical method, the effectiveness of animated movies for listening skills was proven
Artificial Intelligence 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) Cuyo Topa Kevin Adrian; Melendez Escobar Lorena Monserrath; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The main objective of this study was to determine students' perspectives on the influence of Artificial Intelligence on writing skills. This descriptive study obtained results from 60 undergraduate participants (30 men and 30 women, ages between 18 and 24). Data was collected through a 19 items survey, each with 5 options on a Likert scale. The survey was validated by Cronbach's alpha coefficient (0.915) and approved by five subject matter experts who showed acceptance for each survey item, and values ranged from 0.80 to 1 on Aiken's V coefficient. For the development of this research, three research questions related to the objectives were formulated, focusing on the following categories: Artificial Intelligence Tools, Types of Artificial Intelligence, and Writing Strategies. First, the results showed that the Artificial Intelligence tools most used by students are those that use content generation (ChatGPT AI) and superficial correction (Grammarly AI) and the types of Artificial Intelligence most used in writing are those whose function is linguistic accuracy which helps grammar correction (ChatGPT AI) and lexical diversity (Writefull) due to the constant use of these technologies nowadays. In addition, several strategies were found to improve students' writing skills, such as generating ideas before writing and understanding complex topics. Finally, it was found that students make use of several strategies before writing, such as brainstorming, templates, and checklists, to improve their writing skills. Thus, it is suggested that tools such as ChatGPT or Grammarly should be used in order to support academic writing.
Artificial Intelligence Tools and Speaking Skills
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Andaluz Cordova Michael Romario; Iza Pazmiño Sarah Jacqueline; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The objective of this study was to identify the most effective artificial intelligence tools used by students from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) major at Universidad Técnica de Ambato. The research followed a descriptive design combining qualitative and quantitative data analysis. Data was collected through a survey administered to 92 participants including 69 women and 23 men. The survey was designed using a Likert-scale questionnaire. The instrument was validated by five experts in the field, obtaining an Aiken’s V coefficient of 0.99, which indicates high content validity. In addition, the questionnaire was measured through the Cronbach’s alpha coefficient, which obtained a value of 0.940, which represent the reliability of strong content relevance. The findings revealed that the most useful artificial intelligence tools for practicing speaking were ChatGPT, Natural Language Processing (NLP) tools, and AI-powered language learning platforms since they provide immediate feedback, personalized learning experiences, and interactive opportunities. On the other hand, the AI techniques used by students to learn English include chatbot conversations, vocabulary expansion activities, and speech recognition practice. Also, pronunciation, accuracy, and speaking interaction were the subskills most supported by artificial intelligence tools. Furthermore, these technologies helped students to improve pronunciation, use language more accurately, and participate in oral communication activities. Overall, this study concludes that integrating AI tools into language learning can contribute to the development of speaking skills.
Artificial intelligence writing tools and writing skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-07-01) Pinto Abril, Hilary Stephanie; Calero Sánchez, Ximena Alexandra
Within the skills that are developed in English language learning, writing is one of the most complex due to the grammatical, spelling, punctuation and writing rules that exist in this language. However, thanks to advances in technology, there are now writing tools that use artificial intelligence and are part of the education system to facilitate autonomous learning for thousands of students around the world who are learning a new language. For this reason, the purpose of this research was to identify the effectiveness of an artificial intelligence writing tool in improving writing skills. The participants in this project were 39 second semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros program at the Universidad Técnica de Ambato. The methodology managed was preexperimental with a quantitative approach. The instrument employed was a test from the writing section of the Cambridge KET (Key English Test), which was taken before and after the treatment. In addition, the artificial intelligence writing tool Wordtune was utilized. The treatment was applied in eight interventions where students wrote different types of texts following the writing process (before, during and after writing); after this, they transcribed their texts and received feedback from the tool and the teacher. The rubric used had three evaluation criteria: content, organization and language. The data obtained were analyzed according to the Wilcoxon statistical test to verify the hypothesis. Main findings revealed a positive impact on students' writing skills, especially according to the criteria of content and organization.
Audio-visual Aids and Speaking Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-17) Pérez Lara Bryan Josué; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
This research aimed to analyze the influence of audio-visual aids on the development of speaking skills among 22 students from 10th grade at Unidad Educativa Pío López. The institution is located in the surrounding rural areas of Ambato. The study followed a preexperimental design with a quantitative approach. The Key English Test (KET) speaking section from Cambridge Assessment was applied as both a pre-test and a post-test to measure students’ progress in grammar and vocabulary, pronunciation, and interactive communication. The intervention consisted of ten sessions where different audio-visual aids, such as videos, slides, songs, digital games and software related to them, animations, and presentations, were implemented through communicative and interactive activities to enhance oral performance and production during conversations and general speech. The statistical analysis of data using the SPSS Statistics software showed an improvement of 1.6 points between pre- and post-tests, confirming the positive influence of audio-visual aids on students’ speaking development. The results revealed that learners became more fluent, confident, and accurate when using English for communication, with a support material that was perceived as attractive for daily-life topics. Therefore, audio-visual resources proved to be practical tools to foster motivation, participation, and the acquisition of speaking skills in the EFL classroom, even more when they are accompanied by activities that encourage group work