Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
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Item Instagram reels 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) López Marcial Gabriela de los Angeles; Cumbe Coraizaca Dorys Maribel; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe present research project aimed to determine the effectiveness of Instagram Reels in developing the speaking skills of twenty-seven sixth-semester students at Universidad Técnica de Ambato. The study adopted a pre-experimental design with a quantitative approach, using a pre-test and a post-test adapted from the speaking section of the Cambridge B1 Preliminary (PET) examination to assess students' speaking skills. This standardized assessment measured four speaking components: grammar and vocabulary, discourse management, pronunciation, and interactive communication. During the intervention process, students participated in activities based on the creation and use of Instagram Reels, including short presentations, storytelling, dialogues, and role-plays designed to promote communicative interaction and authentic language use. All activities were aligned with the content of the Roadmap B2+ book. The instructional process encouraged active participation, creativity, repeated speaking practice, and self reflection through digital resources. Data analysis was conducted using the IBM Statistical Package for the Social Sciences (SPSS). After confirming a normal distribution through the Shapiro–Wilk test, a paired-samples t-test was applied to determine the significance of the differences between the pre-test and post-test scores. The results revealed significant improvements in students' speaking skills, particularly in interactive communication and discourse management. Following the intervention, students demonstrated greater fluency, confidence, and communicative competence. The findings suggest that Instagram Reels enhances speaking skills in English as a Foreign Language (EFL) context through the integration of digital and interactive learning experiences.Item Multimedia Tutorials 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) Quinatoa Cayambe Leydi Alexandra; Sulca Guale Manuel Xavier; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this study was to analyze learners' perspectives on how multimedia tutorials enhance speaking skills. A descriptive research design with a quantitative method approach was applied through a survey of 61 students (23 women and 38 men) of the Centro de Idiomas from Universidad Técnica de Ambato. The instrument was validated and approved by five experts in the field. Ranging from 0.95 to 1 on the Aiken V coefficient. The questionnaire was also validated by Cronbach’s alpha coefficient (0.830). Additionally, the research was based on three research questions aligned with the objectives. The results revealed that branching and linear tutorials were the principal tutorials applied in EFL classrooms due to their structured, interactive, and accessible characteristics, which promoted learners’ participation and independent learning. In terms of speaking subskills, it was evident that lexical resource, grammar competence, and discourse management were the most frequently addressed in classes promoting organized, coherent, and accurate oral communication among learners. In relation to speaking strategies, simplification of fluency, self-correction, and clarification facilitates communication and interaction during oral activities in EFL classrooms. Finally, it is important to mention that simulation-based multimedia tutorials should be further developed because they promote real English communication and support the improvement of learners’ speaking skills. Furthermore, fluency was identified as one of the main weaknesses among students, suggesting the need for greater continuous exposure to interactive speaking activities and meaningful oral practice in the target languageItem 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 IdiomasThis 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 activitiesItem Pronunciation games and speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-18) Parco Torres Christian Fabián; Hernández Chérrez Elsa de los Ángeles; 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 measure the influence of pronunciation games on the oral skills of students learning English as a foreign language. Using a pre-experimental design, 34 ninth-grade students from the “Gral. Eloy Alfaro Delgado” school participated during the 2025–2026 academic year. Pre- and post-tests were used as data collection instruments, and the assessment was based on the Cambridge A1 Movers standardized exam. The assessment rubric included criteria for grammar and vocabulary, pronunciation, and interaction. The interventions were carried out in eight sessions, during which different pronunciation games were used, adapted to cover a specific number of vowels each day according to the students' level. Paired t-tests demonstrated a significant improvement in the students’ oral skills, confirming the validity of the alternative hypothesis. The results demonstrated that pronunciation games were effective in improving oral performance, especially in the articulation of vowels and words in English. Furthermore, through card matching, collecting, guessing, and board games, students reinforced their pronunciation through guided practice, meaningful repetition, and immediate teacher feedback. Similarly, these activities allowed students to actively participate in an interactive and motivating environment that enabled them to overcome shyness, lose their fear of making mistakes, and strengthen both their confidence and oral fluency as they practiced and corrected their pronunciation. In conclusion, pronunciation games proved to be an effective tool for strengthening oral communication, increasing students' confidence, and fostering dynamic and participatory learning.Item 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 extranjerosThis 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 workItem TikTok English Content and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16) Jarrín Fiallos Melanie Brigitte; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis research explores the influence of using TikTok English content on the improvement of speaking skills among 3rd-year baccalaureate students at Unidad Educativa Las Américas in Ambato. The participants were 26 students in total, including 20 females and 6 males. Throughout eight intervention sessions, the Communicative Language Teaching (CLT) approach was applied to help students develop clearer and more fluent speech. Various activities such as role plays, self-produced videos, and oral presentations were implemented during the process. Speaking skills were assessed through pre- and post-tests based on the PET B1 Preliminary Test from Cambridge, evaluating four criteria: Grammar and Vocabulary, Discourse Management, Pronunciation, and Interactive Communication. The post-test results showed a significant improvement according to the Wilcoxon Rank Test, which also led to the rejection of the null hypothesis. This confirmed that the first variable, TikTok English content, had a positive impact on the second variable, students’ speaking skills. Finally, the research highlights that the use of technological tools like TikTok in the classroom fosters collaboration, teamwork, and respect, while also creating a comfortable environment that builds students’ confidence when speaking English.Item Guessing Games and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16) Lazo Choco Gabriel Isaías; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis study aimed to evaluate how the use of Guessing Games contributes to the development of English-speaking skills among 46 first-semester students from the PINE major at Universidad Técnica de Ambato in the Conversational English subject. Given that the study involved a single control group, a pre-experimental design with a quantitative approach was employed. The Key English Test (KET) speaking section from Cambridge Assessment was administered as both the pre-test and a post-test to measure students’ progress across the three criteria: Grammar and Vocabulary, Pronunciation, and Interactive Communication. Throughout eight interventions, several guessing games such as Slowly reveal a picture, Who am I?, Mime and guess, Other people’s shoes, What are they/you doing?, Where am I?, etc., and their variations were implemented through communicative and interactive speaking activities designed to promote oral production. Subsequently, data were analyzed using SPSS Statistics, revealing an overall increase of 1.30 points in speaking performance between the pre-test and post-test. These findings confirmed the positive impact of integrating guessing games on students’ speaking skills. Moreover, the results demonstrated that students enhanced their confidence, participation, accuracy, and fluency when using English in authentic communicative contexts. Therefore, guessing games proved to be an effective pedagogical tool for fostering active participation and developing key speaking subskills.Item Audio-visual materials and speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Hallo Salazar Laura Estefania; Meléndez Escobar Lorena Monserrath; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe purpose of this research was to analyze the impact of the use of audio-visual material as a pedagogical strategy in the development of students' oral expression. The study was carried out with fifth-grade students of the Unidad Educativa Mario Cobo Barona. The population consisted of 80 students, distributed in a control group with 40 participants and an experimental group with 40. A quantitative approach with a quasi-experimental design was used. To measure progress, pre- and post-tests based on the speaking section of the Cambridge A1 Movers exam were administered before and after the nine intervention sessions. Each intervention, lasting 45 minutes, incorporated audio, videos, images, flashcards, and worksheets in dynamics such as role-plays, storytelling, and group discussions. Data analysis was performed using SPSS statistical software. The results showed a significant improvement in the experimental group in aspects such as vocabulary and grammar, pronunciation, and interaction skills. The mean score of this group increased from 4.875 to 8.7 out of 10, reflecting an improvement of 3.825 points. This shows that exposure to the audio-visual materials had a positive effect on the development of their speaking skills. In conclusion, audio-visual materials are consolidated as an effective didactic resource to enhance speaking skills. This strategy not only stimulates students' active participation but also contributes to overcoming linguistic challenges. Thanks to structured and interactive activities, students developed greater confidence and communicative competence, which evidences the value of this strategy in foreign language teaching.Item Comprehensible Input and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Brito Ramos Carlos Andres; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study examined the impact of comprehensible input on the development of speaking skills in English as a foreign language learner. The study included 91 participants from Universidad Técnica de Ambato of first and second semester, “PINE” program, using a 23-item Likert scale supported by a Cronbach's alpha of 0.870 and validated by five experts in the field. The investigation focused on analyzing comprehensible input techniques, identifying effective speaking strategies and examining speaking sub-skills developed in the classroom. The results showed that techniques such as “Sheltered instruction” and “Scaffolding” were key to supporting language learning by providing structured instruction and level-appropriate materials. Interactive tools with “spaced repetition” usage such as Duolingo and Google Translate also received high ratings, reflecting the growing role of technology in personalized learning. In terms of speaking strategies, “Feedback on speaking” and “Presentations”, providing structured opportunities for practice and improvement, was found to be most effective. The subskills most developed were “Making use of grammar, vocabulary, and functions”, followed by “Oral fluency” and “Making use of register to speak appropriately”. However, collaborative and creative tasks, such as producing different types of texts and using interactive strategies, require further attention. These results highlighted the importance of integrating comprehensible input with interactive technology-supported activities to promote comprehensive language development.Item Mind Maps and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Segovia Villacis Karla Anahi; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosMind maps are effective tools for improving the organization of ideas, fostering creativity, and increasing confidence, which contributes significantly to improving speaking in English. This study aimed to evaluate the impact of the use of mind maps on the development of speaking skills. The participants consisted of 25 tenth-grade students from the Unidad Educativa Sagrada Familia, parallel 'A', including 10 females and 15 males. The research was conducted over two weeks in eight sessions, during which the students participated in learning activities specifically designed to improve their speaking skills through the use of mind maps. A pre-experimental design with a quantitative approach was used. To assess students' speaking performance, a pre-test and a posttest were administered using the speaking section of the Cambridge PET B1 Preliminary for Schools exam as the instrument. These tests were evaluated using a rubric that considered four main criteria: grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed a statistically significant improvement in the students' speaking skills in all the criteria assessed, especially in interactive communication, as analyzed by a statistical test using the Statistical Package for Social Sciences (SPSS) program. Interventions, which guided students in the coherent organization of ideas through different mind map designs, among which Spider Mind Maps stood out as a favorite, as well as in the use of useful expressions and the strengthening of interactive communication through debates, presentations, and class presentations, were key to this progress. In conclusion, the study shows that mind maps have a positive and effective impact on improving oral expression. Not only do they help students to better organize their ideas, but they also increase their confidence and fluency in oral communication.