Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256
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Item Scaffolding Techniques and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Yanchaguano Aimacaña Fabiola; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe following research aimed to examine the effect of scaffolding techniques on students’ reading comprehension. This study used a quantitative approach with a correlational research type and a quasi-experimental design. The population consisted of 64 English B1 level students of the Centro de Idiomas at Universidad Técnica de Ambato, who were divided into two groups. Thus, thirty-two students were part of the control group, 14 males and 18 females between the ages of 18 to 24. Likewise, thirty-two students formed the experimental group, 22 males and 10 females between the ages of 18 to 24. This study included the administration of a pre- and post-test in both groups using the three sections of the Preliminary English Test (PET) reading test. The interventions consisted of ten sessions that aimed to use scaffolding techniques to improve students' reading comprehension. These sessions were structured with pre-, while and post-reading activities. The data were analyzed using the Statical Package for Social Sciences (SPSS) software. The results revealed that students from the experimental group made greater progress, moving from 8,00 points out of 15 to a mean score of 10,19 points out of 15, with a difference of 2,19 points. In conclusion, the use of scaffolding techniques significantly improves students' reading comprehension and engages them in classroom activities; teacher guidance and support, group activities, and peer help and feedback allow students to gradually improve their comprehension levels and become more autonomous. The use of visuals, brainstorming activities, modelling and contextualizing of the texts permit this group of students to better recognize explicit information and critically examine textual content. Therefore, the supportive environment developed through scaffolding techniques allows these students to improve their reading comprehension levels, gain confidence and reduce stress by exchanging ideas and correcting mistakes with others.Item Educative Podcasts and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Solís López Belén Elizabeth; Vera de la Torre Ana Jazmina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study was developed to investigate the impact of educative podcasts on the English language speaking skills of students in the second year of bachillerato general unificado (BGU) of the "Sagrada Familia" high school in Ambato, Ecuador. A quasi-experimental design with a quantitative approach was used, where the control group consisted of 23 students and the experimental group of 24 students, all around 16 to 17 years old. After 8 sessions in which students listened to educative podcasts on topics such as the weather, cooking, pronunciation of past verbs, future plans, among others, together with content on simple, perfect, and progressive grammatical tenses, an improvement in aspects such as pronunciation, grammatical organization, discourse management, and interactive communication was observed in the members of the experimental group, while the control group showed a decline in the same parameters. In order to evaluate the students' progress, the first two parts of the speaking paper of the Cambridge B1 Preliminary (PET) exam were used for the pre and post-test, as well as the Cambridge B1 rubric. The study concluded that the impact of using educational podcasts to develop and improve English speaking skills was positive, as the students were able to express themselves through the correct use of English language skills such as fluency, correct pronunciation of words and phrases, appropriate intonation, among others. and demonstrated more confidence than at the beginning of the interventions.Item Brainstorming strategies and writing skill(Carrera de Pedagogìa de los Idiomas Nacionales y Extranjeros, 2022-04-01) Aguirre Acosta, Angie Liliana; Chimbo Cáceres, Elsa MayorieWriting can be a challenge for EFL learners, especially when there is not a previous structure which can facilitate the writing process. On it, there are various stages, the ones that could be different depending on the author but all of them keep the same purpose that is producing the language in its written form. In the same way, it is required to organize and reflect on the content of the writing. For that reason, this investigative work aimed to determine the relationship in the use of brainstorming strategies and the development of writing skill in students of first semester at Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. This study had a qualitative and quantitative approach and a quasi-experimental modality with the participation of two groups of 17 students. Moreover, both groups of participants took a pre-test from Cambridge (KET), but just the experimental one took a treatment based on four sessions in which brainstorming strategies were applied. At the end, a post-test was taken to compare the results between the experimental and control group. Those were analyzed by using the statistical software T-Student and it showed that there was a significance difference in the performance of the students who were part of the treatment. At last, a survey was applied to students to known their perspective about writing in daily English classes and it helped to raise the conclusions. Finally, it was determined the effectiveness of brainstorming strategies to improve the quality of writing skiItem Whatsapp and the speaking production(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Arroba Chango, Evelyn Jahaira; Sulca Guale, Manuel XavierOnline learning has become the new reality in the educational field due to the covid19 pandemic hence education had to adapt to the technological resources and work together to find new ways of teaching. Mobile applications allow users to access and share information securely at anytime and anywhere. For these reasons, this project was aimed to analyze the impact of WhatsApp use to promote speaking production. This research project had a mixed approach and a pre-experimental design. The sample was 37 third-semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros Program at Universidad Técnica de Ambato. At the beginning of the research, a pre-test based on the standardized test PET speaking section of Cambridge was applied in order to know the speaking level of students. Then students were exposed to the treatment, which consisted of developed speaking activities using the voice messages option offered by WhatsApp. These activities were carried out in six synchronous and two asynchronous sessions for three weeks through the Zoom platform. At the end of the treatment, a post-test was applied to find out if students improved their speaking skills after the intervention. The data obtained from the tests were analyzed using the T-test statistics in the SPSS software. Finally, the results showed that the use of WhatsApp within the English language learning process had a significant impact on the improvement of speaking productionItem Video conferencing and the listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Criollo López, Jhon Orlando; Vera de la Torre, Ana JazminaThe listening skill is among the most challenging skills for students because they must distinguish between different accents and pronunciations. Due to the Covid-19 pandemic, new ways of teaching have been taken and meetings with video conferences have made great progress in this field. These video conferences can be done on different platforms like Zoom, Skype, Teems or Google Meets. This research aims to identify the influence of video conferencing on listening skill. For data collection, the participation of 30 students from sixth year of high school was necessary. A pre-test and post-test were applied to evaluate students before and after the treatment which consisted of five teaching lessons that introduced the use of audios during video conferences. After that, the results were analyzed and interpreted to have a better understanding of them. It was demonstrated that the employment of audios during meetings helped students learn new words and at the same time, they could solve doubts that arose at the time. Finally, the results showed that video conferencing influences listening skill but it also helps students feel more motivateItem Flipped Classroom and the Listening Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Laura Kathleen, Muñoz Rugel; Hernández Freire, Alba PaulinaThe present research pretends to describe and apply flipped classroom in the development of listening skill. This study investigates different concepts about flipped classroom, its benefits and analyze the impact and influence of its application focusing on activities to develop listening skill. This research worked with twenty-four students of fifth semester in the Carrera de Pedagogía en Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, who were an age range between 20 and 25 years old, that represented the group of study since the research applied a pre-experimental study which work only with a experimental group. Moreover, it was applied the listening section of Preliminary English Test (PET) as pre-test and post-test according to the B1 level. It consists of four parts: part 1, pictures with multiple choice questions; part 2, listen to six short texts for attitudes and opinions; part 3, complete notes; and part 4, longer recording and multiple choice questions. After the application of flipped classroom, the results demonstrated a significant improvement in the listening skill, represented in the scores of post-test taken by the experimental group. Furthermore, flipped classroom works due to technological tools as internet and online apps. Teacher must choose the correct activities according to the level, age, and what they want to develop in their student. Finally, it is worth mentioning that he importance of the flipped classroom is relevant today after the triggering of the Covid-19 pandemic which forced many educational institutions to adapt to a new modality that included autonomous work and academic reinforcement in an online wayItem Short cartoon clips and listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Cordovilla Moran, Ricardo Sebastian; Chimbo Cáceres, Elsa MayorieThe current research had as purpose to determine the influence of short cartoon clips in the listening skill on students of first semester from the Pedagogía de los Idiomas Nacionales y Extranjeros program at Technical University of Ambato. The methods used were: The ADDIE method (Analysis, Design, Development, Implementation and Evaluation), which consists of providing online educational training, a survey about web 3.0 was also applied; then the application of the ''Pre-test'' to the experimental and control group that was obtained from the ''Cambridge Assessment'' called Key English A2, which was focused only on listening skill, 5 interventions were carried out, giving as a final result the ''Post-test'’. The survey related to the variables of the thesis topic was applied to all students as only the experimental group was applied the TAM model (Technology Acceptance Model) as an evaluation in order to check the level of acceptance of new technologies. The treatment consisted of presenting short cartoon clips at the beginning of each class as an introduction to the new topic to be learned, in this way the students are exposed to authentic material by using technological tools obtained from the web 3.0 to create activities related to teach English language. The results showed that there was an improvement of 0,7 points in the test in general (19.6 - 20.3). Considering all the instruments used for this research, it can be concluded that these discoveries will help future researches considering other perspectives that help find new ways to teach the English language.Item Collaborative learning and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel XavierThe 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.Item Chocolate website and English language vocabulary(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Llerena Chasi, Alexandra Cecilia; Chimbo Cáceres., Elsa MayorieThe following study aimed to describe how chocolate website helps the English language vocabulary learning in students of the fifth level from Unidad Educativa Juan León Mera "La Salle". The study had a qualitative, quantitative and quasi- experimental approach. The subjects of the study were thirty-five, to whom two surveys were applied, one focused on the use of web 3.0, the other on the basis of the two variables and a pre-test and post-test of vocabulary taken and adapted from the Cambridge standardized tests (KEY FOR SCHOOLS). The group analyzed was divided into two groups, a control group with 17 students and an experimental group with 18 students. To analyze the vocabulary level of the learners, a vocabulary pre-test was administered to both groups. Then, the experimental group received six interventions which allowed them to learn and understand new vocabulary content through the chocolate website, developing interactive activities such as audios, dictations, readings and matching activities based on the audios, and also allowed them to recognize new words and their pronunciation, these activities were the ones that allowed them to learn in a better way. At the end, both groups performed a vocabulary post-test in order to compare whether there was an improvement or not in their vocabulary learning. The results obtained from the vocabulary tests were analyzed using the Wilcoxon statistical test. Additionally, by means of the survey directed to the students based on the acceptance and help of the chocolate website, it was concluded that this website is helpful and supportive for vocabulary learning through interactive activities.Item The ict and esl students with dyslexia(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Gavilanez Guerrero, Josue Gustavo; Encalada Trujillo, Edgar GuadiaTechnological tools have become one of the main virtual teaching materials due to the pandemic of Covid 19. There are several technological tools which help to practice and improve the English language in children with disabilities and can be used to promote active interaction between students and teacher. The main objective of this research is to analyze the influence of ICT in ESL students with dyslexia in the seventh grade of elementary school at the "Blaise Pascal" Educational Unit. This was a descriptive research with a mixed approach in a qualitative and quantitative design to a group of 5 students with an A1 level of English. Due to the COVID-19 pandemic, the study was conducted virtually through the Microsoft teams platform. The experiment was applied in 8 sessions to meet the objective of this work, the students took a pre and post test PET designed by Cambridge for the data analysis was performed using a T-student for paired means in SPSS software. Finally, the results showed that there was an influence of the use of ICT in ESL students with dyslexia. Therefore, it was concluded that the use of technological tools will help not only students with disabilities but all students in this era of virtual classrooms.