Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256
Browse
10 results
Search Results
Item 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 FernandaThe 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.Item Mother tongue and speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Andrade Rojas, Christopher Patricio; Suárez Mosquera, Wilma ElizabethLearning a new language has always been complicated but rewarding for students, it has always been said that if to learn a new language it is necessary to use our mother tongue or learning should be authentic only with the use of the new foreign language for a better exposure to it. The focus of this research is to determine if the use of the mother tongue influences the learning of the English language and the development of the speaking skill. This was a descriptive research with a mixed approach in a qualitative and quantitative design with a group of 26 participants. They were from an intermediate B1 and advanced level of English at “Glenn Doman” school. At the beginning of the research, a checklist and a survey were developed. The observations to students and teachers were completed in four sessions for each level. At the end a survey was applied only to the students to take into account their point of view about this problem. Finally, the data gathered was analysed using Chi-Cuadrado statistical test. The results demonstrated that the use of the mother tongue in speaking skill influences students when learning the English language.Item Videogames and oral interaction(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Nasimba Caisaguano, Bryan Alexander; Sulca Guale, Manuel XavierThis research is aimed to analyze the impact of videogames in the oral interaction of learners from 2nd and 3rd grade of Bachillerato General Unificado from Unidad Educativa “Semillas de Vida” in Latacunga. The research work was pre-experimental with a mixed approach and it was carried out as a qualitative-quantitative study. The experiment was applied to 16 learners. There were a pre-test and a post-test which was scored by an adapted rubric from the Cambridge Assessing Speaking Performance – Level A2. It was a two-part test mainly focused on evaluating the oral interaction of learners by answering questions and describing pictures. Videogames were the main tool during the treatment because of one of its characteristics, the real time interaction; in which learners were encouraged to participate actively to reach a common goal to win a match. Learners were given a set of game-related vocabulary and phrases in order to practice it in the next step of the treatment to reach that goal. Thus, learners were exposed to videogames with the interactive game mechanic in which they had to work collaboratively and use the given vocabulary and phrases to communicate with each other during four weeks Because of that encouragement they had not only to reach a game goal, but also and educational objective, developing a language skill and the ability to interact fluently. At the end of the research work it can be concluded that videogames influence in students’ learning, especially in the oral interaction. It is recommended for the educational field to research deeper about videogames, therefore it would be an excellent tool to keep learners engaged with the correct aim, and a well-designed curriculum.Item Numbered Heads Together strategy and the development of English oral fluency(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Uquillas Lescano, Karla Pamela; Escalante Gamazo, Marbella CumandáThe current research work was aimed to analyze the impact of Numbered Heads Together in the development of English oral fluency in 24 students from fourth level “A” at Centro de Idiomas UTI. It followed a quantitative approach since the hypothesis was accepted through the application of a statistical method T-Student. Due to the COVID-19 pandemic, this research was developed through virtual classes because it was not possible to have face-to-face contact with students. Besides, this study collected information from physical and digital resources such as scientific journals, articles, thesis, books, and papers on the internet to support the variables. The research has a preexperimental design in which the instrument for collecting data was a pre and post-test. This study took 4 weeks in which the researcher intervened virtually 9 sessions by zoom virtual platform. The first and last sessions were mainly to apply the pre-test and posttest respectively to measure students speaking ability in terms of oral fluency. The results showed that students needed to improve their speaking skill since the total average of the pre-test was 2,42 over 5 points. Consequently, students were taught by applying Numbered Heads Together following the topics that the coursebook suggested. After finishing the 7 treatment sessions, students took a post-test in order to compare it with the pre-test. The total average for the post test was 3,23. It is important to highlight the progress of 0,81. The results showed that there is a significant difference between both samples. This study concluded that Numbered Heads Together can be used to improve students speaking skill and sub skill such as fluency.Item Jazz chants and speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Rodríguez Solís, Nicole Estefanía; Vera de la Torre, Ana JazminaIn English language learning speaking skill can be the most challenging skill to develop for EFL students since it involves several subskills to master in order to be competent when speaking. In that way, there are many different strategies that can be applied to English classrooms as a practical manner to improve students’ speaking abilities. The current research study aims to determine the relationship between Jazz Chants and speaking skills in 30 students of first semester from PINE career. Also, this research was conducted with a mixed approach in which a pre-test and post-test retrieved from Cambridge Assessment were given to the experimental group in order to diagnose students’ abilities at speaking through a standardized rubric. Then, the target group was exposed to a treatment using jazz chants in speaking lessons. The experimental design consisted in a set of five lesson plans that incorporated suitable jazz chants so as to teach different grammatical points as well as instruction for improving pronunciation and acquiring new vocabulary. Finally, the results obtained showed that the use of jazz chants influences positively in students’ speaking skills. It can be demonstrated by the final averages obtained into each test; for instance, into the pre-test students obtained an average of 8 over 15 points, after the treatment had been applied the average increased to 12, 3 over points showing a significant improvement of 4,3 points. Consequently, it can be concluded that the jazz chants were useful for improving speaking skills thanks to some features that provided to the classroom such as, practical opportunities to produce language, a friendly environment, and attractive chants for studentsItem Turn-taking strategy and the speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Simaluisa Pilatasig, Selena Abigail; Chicaiza Redin, Verónica ElizabethThe present research with the topic" Turn-taking Strategy and the Speaking Skill" focused on analyzing how Turn-taking strategy impacted in the Speaking Skill. This research project was carried out with students of third semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Técnica de Ambato. To achieve that goal, bibliographic research and field research were applied. The methodologies that were applied in this research were qualitative and quantitative approaches. This research was experimental and the instrument was a standardized test. Also, the design of this investigation was quasi-experimental which provided evidence to prove the hypothesis. The researcher applied the pre-test to identify students' speaking skill. Next, the investigator applied three turn-taking strategies such as taking the turn, holding the turn and yielding the turn with different speaking texts. After that, a post-test was taken to detail how turn-taking strategy impacts in the speaking skill. This research project concluded that turn-taking strategy impacts in the speaking skill. Besides, to have a positive result, it was important that in turn-taking strategies specific speaking text must be selected because this strategy worked better grouping learners in pairs or groups, and it was useful to make an outline of how each strategy should be used and give examples, so that learners could guide by themselves and produce language.Item Podcast and the speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Solis Diaz, Marlon Stalin; Chimbo Cáceres, Elsa MayorieA podcast is a technological tool that involves users producing, uploading, or sharing audio files. Nowadays, this innovative tool has had a positive impact on the development of students’ speaking skill because of its flexibility and convenience. For that reason, the following work aimed to determine the impact of podcasts on the speaking development in students of the fourth semester (B1) of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study had a qualitative and quantitative approach and a quasi-experimental design. The subjects of the study were twenty-eight students, to whom a survey and a speaking pre- test and post-test related to PET test of Cambridge were applied. The subjects were divided into a control and treatment group with fourteen students in each group. To know learners’ speaking proficiency, the control and treatment groups took the speaking pre-test. Then, the treatment group had some interventions during a whole week, where students used the podcast to develop speaking activities. In the end, the two groups took the speaking post-test to compare if there was an improvement or not between them. The results obtained from the speaking tests were analyzed using the T-test. Additionally, a survey addressed to students was applied, which contributed to the establishment of conclusions. The results concluded the application of podcasts influenced the development of speaking skill since controlled activities such as multiple-choice, matching, gap-fill, and so on helped learners to improve their accuracy micro-subskill by using podcasts during speaking exercises.Item Hands-on learning and the speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Llerena Llerena, Katherine Alexandra; Suárez Mosquera, Wilma ElizabethEnglish language teaching and learning involves the use of different approaches and methods. However, innovative methods and approaches have appeared in the last century which have gained great importance and popularity in the educational field. One of these new approaches to teaching and learning the English language is Handson Learning. Hands-on Learning or Experiential Learning focuses on engaging students in direct experiences to maximize knowledge and skills by reflecting on their learning process. It allows students to learn by doing, so it is appropriate for kinesthetic learners. This research study aimed to analyze the effects of applying Hands-on Learning in the speaking skill of students from 5th EGB of a private school during the academic period May-September 2021. It used an experimental research design. There was a total of 19 participants, 10 men and 9 women whose ages ranged from 9-10 years old. Before starting the experiment students took a pre-test. Then, learners were exposed to Hands-on Learning activities for four weeks. At the end of the experiment, students took a post-test. Both tests were taken from Cambridge Assessment English YLE Movers Test. Additionally, students were evaluated using a rubric for the Movers speaking section. The findings showed that Hand-on Learning was effective to develop learners’ speaking skill since they showed a significant increase after applying the experiment. At the end of this research study, it is recommended to apply this approach to help learners improve their English language learning process.Item Pictured-cued Tasks and Speaking Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Aucapiña Moreta, Mayra Alexandra; Chicaiza Redín, Verónica ElizabethSpeaking is one of the most difficult skills to be developed by language learners. Most of the students have problems to speak fluently, accurately, and using good pronunciation. Teachers should provide practical and useful activities such as Picture-cued tasks to develop and enhance students speaking skill. The purpose of the current research is to analyze the influence of picture-cued task in speaking skill. The design of this study was quasi-experimental research with a single group of 25 participants who were students from the fouth semester “A” of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Tecnica de Ambato. The experimental part of the research lasted for 4 weeks in six online sessions and the pedagogical interventions involved the use of picture-cued tasks as main activities in speaking practice. To gather the results the researcher applied a pre- and post- test taken from the Preliminary English test by Cambridge which asses the speaking skill (PET) at B1 level. The purpose was to determine the level of students’ speaking skill before and after using pictures-cued tasks. Analysis of the data was then performed using the T-student statistical test. The findings confirmed that there is a significant influence of picture-cued tasks in speaking skill. Besides, the results showed that these tasks contribute to the improvement of the speaking sub-skills especially grammar and vocabulary.Item Game-based learning in the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Jácome Benítez, Cristina Elizabeth; Chicaiza Redín, Verónica ElizabethGame-based learning is a current tendency in the teaching-learning process that involves different games to practice and reinforce the English language. The principal purposes were to analyze and identify which aspects of Game-based learning could improve students’ speaking skills and its advantages to the learning process. Besides, twenty-two students from third semester “B” of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato were the subjects of this study. This research applied a pre-experimental methodology and qualitative/quantitative approach to collect the results. Furthermore, the researcher applied pre-test and posttest of PTE general Level 2 (B1) which is validated by Pearson. In this part, it was chosen just the speaking section of the test. In the beginning, the pre-test was applied in order to know students speaking level and then apply the games emphasized in speaking. Based on the pedagogical intervention and post-test findings, students improved communicative aspects such as interaction, turn-taking, and vocabulary. The results pointed out GBL contributes to the motivation and active participation in the teaching-learning process