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 Nature Pedagogy and Listening 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) Toapanta Nuela Alison Liliana; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe present study aims to determine the relationship between Nature Pedagogy and listening ability. Nature Pedagogy is an approach based on learning-nature interaction, in which educators adopt a new form of teaching through spaces and materials focused on the care of nature. To achieve this objective, a bibliographic instigation was carried out to collect relevant information to support the study. Additionally, descriptive research was carried out at the Universidad Técnica de Ambato, involving 30 third-semester PINE major students. The instrument used for data collection was a survey with 20 questions, each with the Likert frequency scale (always, frequently, sometimes, rarely, never), validated by Cronbach's alpha coefficient (0.942). In addition, five experts in the field validated and approved the questionnaire, showing an acceptance rate of each question ranging from 0.80 to 1 in Aiken's V coefficient, confirming its validity. The results show the relationship between implementing listening activities such as taking notes, summarizing, sustainable practices, recycled materials, digital tools, and green classroom design and their connection with ecological issues, and cultural and environmental connections in English lessons. These activities aim to develop sub-skills such as listening for specific information, listening for gist, extensive listening, and intensive listening.Item Transformational Learning and Oral Production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Pérez Piñaloza Viviana Michelle; Ruth Elizabeth Infante Paredes; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe main objective of this research work is to determine the relationship between Transformational learning and Oral production in students of the National and Foreign Languages Pedagogy Program of the Technical University of Ambato. Transformational learning is an educational approach that seeks to innovate people's perspectives, beliefs and attitudes through reflection and significant experiences. To carry it out, a significant bibliographical research was carried out to collect information to support the research work. In the same way, the descriptive method was used where a survey was created for 26 eighth semester students, which was composed of twenty items of questions related to the practice of transformational learning and the indicators in English classes and oral production functions used, each with the Likert frequency scale. In addition, five experts on the subject validated and approved the questionnaire, showing an acceptance rate of each question ranging from 0.80 to 1 in the Aiken V coefficient, confirming its validity. Then, the researcher applied the survey to the eighth level of the program, each participant answered it according to their experience in English classes, and through the SPSS program it was shown that the hypotheses were accepted. Finally, when analyzing the results, it was concluded that there is a positive relationship between oral production and the oral production functions of the students.Item Fables and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Chaglla Moyolema Johanna Lissette; 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 objective of this research was to analyze the perspectives on the use of fables for the improvement of reading comprehension in seventh graders English students. In a descriptive design, the participants were in total 61 students (34 and 27 females). The study used a survey that was verified by 5 experts. The total number of questions was 22, divided into 8 questions for the dependent variable (fables) and 9 questions for the independent variable (reading comprehension). This survey was evaluated using the Likert scale: (Always 5, Often 4, Sometimes 3, Rarely 2, Never 1). In addition, the research was based on three research questions related to the objectives. A descriptive design was used to combine quantitative analysis of the survey results with interpretation of the data. Moreover, the study was given by a pre-pilot test for 10 students in which Combrach's alpha coefficient confirmed that the survey can be applied (M=7.72). Validation was also carried out to show acceptance of each question by applying Aiken's V coefficient. The results reveal that the fables most used by the students are didactic and poetic. In addition, some of the skills most used by the students were prediction, skimming and scanning. The results also reveal that the students faced difficult strategies to improve their comprehension. However, one of the skills that students do not like is inferring, which becomes an obstacle for them. In addition, the strategies that students used the most were summarizing, prior knowledge, and visualizing.Item Transformational Learning and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Sánchez López Daniela Anahí; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study investigated the influence of transformational learning on the English language writing skills of third-semester students of Pedagogía de los Idiomas Nacionales Y Extranjeros major at Universidad Técnica de Ambato in Ecuador. The quantitative method and an experimental design were used in 32 students between 18 and 21 years old. The research process began with applying the pre-test, which was taken from the writing section of the PET exam. Then, 8 interventions were carried out in which the lessons were based on transformational learning principles to develop different written production activities. At the end of the interventions, a post-test was administered. Both the pre and post-test were graded according to the Cambridge B1 rubric. Results showed progress in written production, focusing on content, organization, language, and communicative achievement, using transformational learning, which encouraged student freedom and critical thinking. This study concluded that this pedagogy enhances teaching by personalizing assessments to identify strengths and weaknesses, fostering motivation and interactive learning, and supporting students' overall development, improving their ability to communicate ideas effectively in both academic and everyday contexts.Item Cognitive Strategies and Reading 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) Tiviano Franco Evelin Lizbeth; 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 present study aimed to determine students' perspectives on the influence of cognitive strategies and reading skills. This descriptive study was applied to a population of 61 students in the first, second, and third years of high school at the Glenn Doman School (22 males and 39 females, who ranged in age from 14 to 18 years) with an A2-B1 level according to the Common European Framework of References (CEFR). The data were collected using a survey with 20 items, each item with 5 options on a Likert scale. This survey was validated by Cronbach's Alpha coefficient (0.939) and was validated by 5 experts in the field, who validated it using Aiken's validation, and it was found that each question of the survey was accepted with a perfect score of 1 in Aiken's V coefficient. On the other hand, three research questions were formulated in relation to the specific objectives, these questions were divided into the following categories: types of cognitive strategies, reading subskills, and reading strategies. First, the results showed that the type of cognitive strategy most developed by the students was the basic cognitive strategy of repetition or rehearsal (the students repeat the information in order to memorize it), as well as the complex cognitive strategy of metacognition (learn autonomously and selfregulate the learning) this result may be because of the facility and familiarity that the students have with these strategies. In addition, it was found that students have developed two primary subskills reading for detail and reading for gist. Finally, several strategies were found to improve students' reading skills, such as monitoring and tapping prior knowledge, which means that students usually monitor their comprehension when reading a text and in case they do not understand an idea, they read the text again to get a better interpretation of it.Item Learning and Knowledge Technologies (LKT) and Listening Assessment(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Pantoja Murillo Adriana Pamela; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis dissertation aims to investigate the effectiveness of Learning and Knowledge Technologies (LKT) in listening formative assessment to enhance English language learning among young adult students at Universidad Técnica de Ambato. The study employs quantitative research with experimental design. Fourteen students participated in the research, based on interventions, structured around eight lessons using TOEFL materials and two test sessions. Each intervention included pre-task activities to introduce the context and vocabulary, main tasks focused on problem-solving, and post-task activities where students reflected on the content and practiced speaking. Technological tools such as Quizizz, Nearpod, Socrative, and Google Forms were integrated to facilitate assessment and engagement. Data were collected through pre-tests, post-tests, and a TAM (Technology Acceptance Model) questionnaire, which measured students' perceptions of the tools used. The findings indicate a significant improvement in students' listening skills, attributed to the structured and interactive nature of the interventions. Additionally, the TAM results revealed positive perceptions of the technological tools, highlighting their effectiveness in supporting formative assessment practices. This research highlights the importance of LKT in modern educational contexts, particularly in enhancing assessment in listening skills, and offers valuable insights for educators seeking to incorporate innovative assessment methods.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 Authentic Materials and Listening 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) Colcha Nuñez Darwin Anibal; Sulca Guale Manuel Xavier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis current study aimed to determine students' perspectives on the influence of authentic materials on listening skills. This descriptive study was applied to a population of 60 undergraduate participants (16 males and 44 females, ages between 18 and 24) with an intermediate level of English. Data was collected through a survey with 20 items, each containing 5 options on a Likert scale. This survey was validated by Cronbach' Alpha coefficient (0,727) and approved by five experts in the field who showed acceptance of each survey item and values ranged between 0,80 and 1 in the Aiken's V coefficient. To develop this research, three research questions related to the objectives were formulated focusing on the following categories: Types of authentic materials, types of authentic listening activities, and listening subskills. Firstly, the results showed that the kind of authentic materials most used by the students are auditory materials (authentic interviews, authentic conversations, songs and music, podcasts, and radio) as well as audio-visual materials (TV shows, commercials, and YouTube) due to the daily use they have with those types of materials in their native language. In addition, several activities were found to improve students’ listening skills such as, fill-gaps activities or role-plays in the classroom. Finally, it was found that students have developed several subskills such as extensive listening, intensive listening, listening for specific information, and attitude inference to improve their listening skills. Interestingly, extensive listening proved to be the most developed by students, which means that students like to listen to audios about interests outside the classrooms as part of their academic progress and 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.Item Technology-Aided Formative Assessment and Listening 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) Nuela Núñez Jeimy Valeria; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe integration of technology into language learning has become essential for developing key skills, such as listening comprehension. This study explores the effect of Technology-Aided Formative Assessment (TAFA) on improving listening skills among English learners. The research involved 30 participants, who were students at the Languages Center at Universidad Técnica de Ambato. Ten sessions were conducted, incorporating learning activities designed to enhance listening skills through the use of technological tools. A quantitative approach was utilized and data collection included three instruments: a survey to examine students’ familiarity with the Learning and Knowledge Technologies (LKT), a pre-test and a post-test to measure listening proficiency before and after the interventions, and a survey based on the Technology Acceptance Model (TAM) to evaluate students’ perspectives of TAFA. The results obtained after statistical analysis, conducted by using SPSS software with a t-test, revealed a significant improvement in students' listening skills after the implementation of TechnologyAided Formative Assessment. Particularly, students showed an enhanced capacity to recognize the main ideas of audios as well as the ability to get and process key information effectively. Furthermore, the survey results demonstrated a positive reception towards the integration of digital tools in learning, with many students expressing a preference for interactive assessment methods. Overall, these findings suggest that TAFA can be an effective tool for enhancing language learning while promoting engagement and motivation in the learning process.