Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256
Browse
20 results
Search Results
Item Guided reading strategy and reading comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-18) Pilalumbo Toaquiza Erika Maribel; Velasteguí Viteri Santiago David; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis study analyzed students' perspectives on the guided reading strategy in reading comprehension. A total of 66 students (35 women and 31 men) from the first and second years of BGU at Unidad Educativa del Milenio Cacique Tumbalá participated in a descriptive, nonexperimental study conducted in the rural area of Zumbahua, Pujilí, Cotopaxi, Ecuador. The data was collected through a survey of 21 items on the Likert scale, whose reliability reached Cronbach's alpha coefficient of 0.950. In addition, the instrument was validated by five experts, with results of the Aiken V coefficient between 0.98 and 1, confirming its validity. The research was based on three questions oriented to specific objectives. The results revealed that the most used strategy before reading was to establish a purpose, as it helps toconcentrate on key aspects of the text. During reading, comprehension monitoring and guided questions allow the identification of difficulties and self-regulate their reading process. In the final phase, summarizing and formulating critical questions were the most representative, as they facilitate the synthesis and analysis of the content. Among the main components that strengthen guided reading are teacher support and small group instruction, which encourage collaboration and meaning making. Regarding the levels of comprehension, the critical level was the most developed, evidencing reflective and analytical thinking. In conclusion, the balanced application of guided reading strategies in their different phases promotes active, critical, and meaningful reading comprehension in students.Item Frayer model and reading comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-17) Tubon Guato Jadira Nathaly; Velasteguí Viteri Santiago David; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis project, entitled “The Frayer Model and Reading Comprehension,” was conducted at the Centro de Idiomas of the Universidad Técnica de Ambato with A2-level students to investigate the influence of the Frayer model on the development of reading comprehension. The study employed a quantitative approach and a pre-experimental design, using a pre-test and a post-test to measure changes in student performance across different reading subskills. The subskills assessed in the reading section of the Cambridge KET exam included skimming, scanning, inferring meaning, predicting, and deducing meaning from context, which were divided into five parts as specified for the assessment. This project was carried out over eight sessions, during which the Frayer model was implemented to improve reading subskills, and, at the end, the levels of reading comprehension at which students improved were evaluated. The levels assessed included literal, inferential, and critical reading comprehension; each of these is related to the reading subskills. The methodology employed incorporated a statistical analysis using the paired-samples student's t-test to test the hypothesis that the Frayer Model significantly influences the reading comprehension of A2-level students at the Centro de Idiomas of the Universidad Técnica de Ambato. The results showed significant increases in the mean scores of the pre-test (16,86) and post-test (20,91) in most of the subskills assessed, with the most notable improvements observed in deducing meaning from context and predicting. These improvements, when correlated with reading comprehension levels, demonstrate that the students showed improvements in inferential and critical comprehension levels. In conclusion, the study demonstrates that the Frayer Model is an effective teaching strategy for improving reading comprehension in A2-level students.Item Dual Coding Strategies and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16) Uvidia Urquizo Marjorie Anael; 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 objective of this research was to analyze learners’ perspectives on the effectiveness of dual coding strategies in enhancing reading comprehension in A2-level English students at the Centro de Idiomas of the Universidad Técnica de Ambato. A total of 62 students participated (42 women, 19 men, and one person who preferred not to disclose their gender). A descriptive, non-experimental, and quantitative method was employed. The data was collected using a 19- item survey, divided into twelve items for the dependent variable (dual coding strategies) and seven for the independent variable (reading comprehension). The survey was evaluated using a Likert scale: (Always 5, Frequently 4, Occasionally 3, Rarely 2, Never 1). The instrument was previously validated by five experts, obtaining an Aiken’s coefficient of 0.99. Afterwards, a Cronbach’s alpha coefficient of 0.855 was obtained, demonstrating optimal reliability. This result confirmed the instrument’s relevance and consistency for the research purposes. Furthermore, the study was structured around three fundamental questions related to the stated objectives. The results reveal that the most commonly used dual coding strategies among students are labeled diagrams and flashcards. Furthermore, literal comprehension is the level at which students tend to recognize the most information and achieve the best results. The strategies they most often employ when reading are fix-up strategies and determining the most important ideas. In contrast, strategies such as graphic organizers and mind maps are used less frequently in their learning. Critical comprehension is also one of the levels they find most difficult to develop. Finally, regarding reading, strategies such as using background knowledge and making inferences are the least used. Therefore, it is recommended to prioritize strengthening critical thinking by implementing strategies that promote its development systematically and progressively.Item Instructional Resources and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16) Bermeo Grefa Jessica Paola; Iza Pazmiño Sarah Jacqueline; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis study examined the relationship between instructional resources and the development of reading comprehension among EFL learners, addressing the need to understand how the use of specific materials influenced students’ reading performance. Conducted as descriptive research with a mixed approach, it involved a group of 62 EFL students whose perceptions and experiences allowed a broader understanding of classroom practices. To collect data, a 21-item questionnaire based on a Likert scale was applied to explore the types of resources students were most frequently exposed to and the reading subskills they had developed. The instrument showed high reliability, evidenced by a Cronbach’s Alpha of 0.917, and its content validity was supported by five expert professors in the field, whose evaluations yielded Aiken’s V values ranging from 0.80 to 1.00, confirming the clarity and relevance of the items. Furthermore, the study was guided by three research questions derived from the main objectives. Regarding the first question, the findings revealed that virtual manipulatives, audio resources, and technological resources were the most commonly used instructional tools, likely because they provided interactive and dynamic learning environments that facilitated comprehension. The results showed that the subskills most strongly developed among students were predicting, deducing meaning from context, and Intensive Reading, which suggested that learners had strengthened their ability to anticipate information, interpret contextual clues, and focus on essential textual details. Moreover, the strategies students reported using most frequently to improve their reading comprehension were summarizing, monitoring comprehension, and recognizing story structure, as these supported the organization of ideas and promoted a deeper understanding of how texts were structured.Item Think-Aloud Strategy and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-16) Muso Litardo Antony Israel; Arroba Muñoz Juan Mauricio; 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 project was to examine the effects of the think-aloud strategy on the development of reading comprehension. To achieve this, a pre-experimental design was used, involving thirty-five third-grade BGU students from the Unidad Educativa Primero de Abril. This research employed pre- and post-tests based on the reading section, parts 1, 2, and 3 of the PET exam, specifically at the B1 English level. These tools were used to assess three levels of reading comprehension (literal, inferential, and critical). For the interventions, activities were planned before, during, and after reading. Employing a quantitative approach, the study analyzed and interpreted the data using the Statistical Package for Social Sciences (SPSS). Based on the numerical results, the alternative hypothesis was accepted because the population mean increased from 4,02 to 5,18, with a difference of 1,16. Consequently, it was confirmed that using reading techniques within the think-aloud strategy, such as summarizing and relating possible matches between passages aloud, moderately developed literal comprehension. This means that participants became competent in understanding the meaning of words and complete sentences. In addition, relating the text to previous experiences and reflecting on confusing ideas slightly improved critical comprehension, which involves judging the author's opinions in written material. Lastly, making predictions and inferring information caused minimal progress in inferential comprehension. Although learners improved their ability to identify specific information in a text, higher-order thinking skills, such as inference and critical evaluation, require reinforcement through group discussion and guiding questions.Item Contextual Clues and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16) García Jiménez María Doménica; Chimbo Cáceres Elsa Mayorie; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThe current research study aimed to analyze students' perspectives on the use of contextual clues and their influence on English reading comprehension. A total of 81 first-year students (42 women, 36 men, and 3 who preferred not to say) from the Bachillerato General Unificado (BGU) program at the Oxford Unidad Educativa, in Salcedo-Cotopaxi, Ecuador, participated in this study, which used a descriptive, non-experimental design and a mixed approach. The data collection instrument was a 21-item survey using a Likert scale (Always 5, Frequently 4, Occasionally 3, Rarely 2, Never 1) designed based on the three research questions related to the objectives. Its validation by five experts gave an Aiken V coefficient of 0,97, demonstrating high content validity. In addition, a pilot test applied to ten students obtained a Cronbach's alpha coefficient of 0,92, confirming the internal consistency and reliability of the instrument. The results revealed that students use semantic contextual clues from synonyms and definitions when reading in English, which provide a relation between unknown words with familiar terms and direct meaning. Syntactic clues from the coordinating conjunction or give lexical equivalents, facilitating vocabulary understanding. In terms of reading comprehension levels, students emphasized the inferential level of interpreting implicit meanings and the literal level of recognizing explicit information, while critical and creative comprehension were less frequently used, showing limitations in analyzing and reinterpreting texts. As for reading comprehension strategies, the most commonly adopted were monitoring, prediction, and visualization, suggesting an active engagement, anticipation, and creative representation of the text. Although the summary strategy was expected to be one of the favorites, its limited use, despite being a traditionally employed practice, indicates the need to reinforce it through activities that strengthen the synthesis and organization of information.Item Reciprocal Teaching Strategy and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Tubón Guamán Ibeth Celena; Mayorga Gaona Carlos Daniel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe following research work aimed to analyze the impact of the Reciprocal Teaching Strategy on the Reading Comprehension of 36 students from the second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The methodology used in this study was a quantitative approach with a pre-experimental design. Regarding the evaluation instrument, the first four parts of the KET reading test from Cambridge were used as a pre-test and post-test to assess the students’ reading comprehension. Moreover, the interventions consisted of ten 90-minute sessions, in which Reciprocal Teaching with various types of texts was used to enhance learners’ reading comprehension. These sessions had a pre-while and post-reading lesson plan structure, where the strategies of questioning, predicting, clarifying, and summarizing of Reciprocal Teaching were applied. The data was analyzed through IBM´s Statistical Package for the Social Sciences (SPSS), which showed a mean difference of 3.78 and a significance of p = 0.000 between the pre-test and post-test. These results demonstrate a significant improvement in students’ reading performance after the application of the strategy. Reciprocal teaching allowed students to interact with texts more effectively, enhancing their literal and inferential comprehension, increasing their vocabulary, and improving their grammatical competence. In addition, this strategy, being collaborative, fostered group knowledge construction, active learning, and critical thinking through communication among students. In conclusion, Reciprocal Teaching proved to be an effective didactic strategy to improve the reading comprehension of university students.Item Background Knowledge and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Mosquera Granda Patricio Ricardo; 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 investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.Item Information and Communication Technologies 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) Cerda Cisneros Angelica Tamia; 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 described the perspectives of fourth and fifth semester students of Pedagogía de los Idiomas Nacionales y Extranjeros Program on Information and Communication Technologies to enhance reading comprehension. A total of 60 students from Universidad Técnica de Ambato (11 males and 49 females between 18 and 25 years old) participated in a descriptive, non-experimental research. Data was collected through a survey with 21 items on a Likert scale and two open-ended questions. This survey was validated by Cronbach's Alpha coefficient (0,941) and approved by five experts in the field of education who showed acceptance of each survey item, the values ranged between 0,80 and 1 in the Aiken's V coefficient. Additionally, the research was based on three research questions focused on the study objectives. The results revealed that the types of Information and Communication Technologies most promoted in the classroom are content creation tools such as Canva, assessment tools such as Nearpod, Kahoot, Quizizz, Socrative and collaboration tools such as Google Docs. Likewise, the levels of reading comprehension were explored, the literal and inferential levels were the most developed by the students, such as identifying the sequence of events stated in a text and drawing conclusions paying attention to prior knowledge. However, the critical level of comprehension that involves giving opinions about a text turned out to be a challenge for the students. Finally, there were several strategies applied for reading comprehension. Most students preferred the use of strategies such as guessing meaning from context, skimming, activating prior knowledge and monitoring. Nevertheless, note-taking was considered a strategy that is not frequently used.Item Question – answer relationship (qar) comprehension strategy and reading skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Gallardo Córdova Dayana Liseeth; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research work aimed to examine the effects of Question – Answer Relationship Comprehension Strategy for reading skills among fifth semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Universidad Técnica de Ambato. This research, although it covers reading skills, focuses more on reading comprehension. In a quasi-experimental design, 23 participants were divided into two groups: 13 students formed the experimental group, while 10 students composed the control group. The study employed pre and post-tests based on the reading section, parts 1, 2 and 3, of the PET exam. These tests were evaluated using three criteria of reading comprehension (literal, inferential and critical). Using a quantitative approach, the study analyzed and interpreted the results obtained from the tests, formulating conclusions and recommendations based on the specific context and experiences of the participants. Data analysis confirmed that the experimental group showed significantly greater improvement in literal comprehension, while inferential and critical comprehension were maintained. The finding demonstrated that the QAR strategy effectively improved students' literal comprehension, particularly with Right There and Think and Search questions. However, it had limited impact on inferential and critical comprehension levels. While students became more proficient at identifying explicit information in the text, additional support is needed to strengthen their ability to engage with higher-order thinking tasks like inference and critical evaluation