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 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 Peer feedback and writing skills(Carrera de Pedagogìa de los Idiomas Nacionales y Extranjeros, 2022-04-01) Espinosa Morán, Andrés Sebastián; Escalante Gamazo, Marbella CumandáThere are numerous innovative feedback teaching methods used currently, and in our society Peer feedback is considered as one of the most significative models when it is about improving the writing performance in the foreign language teaching. Students see this strategy as a chance to expand their social skills. Indeed, peer feedback involves a collaborative learning experience because learners have to evaluate each other and offer ideas, opinions or recommendations. Quasi-experimental research was applied to do this project in which a pre-test, a treatment and a post-test helped to compare the enhancement of students writing performance. Bibliographic research was carried out because many articles, thesis and previous studies related with the topic were carefully analyzed. Certainly, a mixed approach was taken into account as this study is qualitative because of the pre-test and post-test scores obtained were compared at the end. Similarly, qualitative approach was used as it was required to describe the aspects in the writing performance of students. The treatment pretended to have the students working on written activities based on FCE writing section and commenting feedback to their peers works, so they can be aware of their mistakes and improve their writing skills. The results from pre and post test were analyzed through SPSS software according to Shapiro-wilk normality. Wilcoxon signed rank test was applied to illustrate the advance students got after the treatment. Although in the pre-test the average score was 5,875, in the post-test it was 8.025. Consequently, it can be concluded that peer feedback boosted the students writing skills in terms of content, organization register, vocabulary and grammar.Item Role, Audience, Format, and Topic strategy and the development of writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Manzano Aguilar, Jennifer Anneth; Parra Gavilánez, Lorena FernandaWriting is one of the most difficult skills that students face while learning a foreign language. Some students have a lot to say, but find it difficult to plan, organize and express their ideas meaningfully. Teachers should apply innovative writing strategies to motivate students to develop their writing creatively and properly. Thus, the current research sought to shed light on the effectiveness of using Role, Audience, Format and Topic strategy and the development of students’ writing skill in students of the third semester of Pedagogía de los Idiomas Nacionales y Extranjeros program. A preexperimental research was executed with one group of 36 students as population which took a survey of 11 multiple questions aimed to analyze students’ current writing situation, and a pre-test and post-test from Preliminary English test (PET) by Cambridge to analyze the student’s writing skill performance before and after the application of Role, Audience, Format, and Topic strategy. The results revealed that there was a progress on students’ writing performance and they are argued in the conclusions of the present research workItem Cooperative learning and the writing production(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Taco Andrade, Alison Vanessa; Chicaiza Redin, Verónica ElizabethAcquiring the writing skill is highly complex for students due to the use of grammatical rules, vocabulary, syntax, and communicative sense, therefore it is imperative to apply active methodologies such as cooperative learning. According to this argument, the present investigation was developed with the objective to analyze the Cooperative Learning and the writing production in the students from second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The research used a qualitative-quantitative, descriptive, quasi-experimental methodology, working with 25 students from second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica. The participants took a pretest (PET de Cambridge) to determine their level of mastery in written production. Later, 6 cooperative learning activities were applied to them and at the end of the investigation a posttest was applied to determine the impact of the strategy. The development of the current research concluded that Cooperative Learning improves written production because the students went from an insufficient level to an acceptable one after its application. The fact was that the typical interaction between the students while working in pairs, group, and collective activates mental processes such as attention, active listening, facilitates comprehension, critical thinking and reasoning due to mutual support to improve progressively.Item Students portfolios and writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Moyano Martínez, Omar Israel; Iza Pazmiño, Sarah JacquelineThe present study titled “Students Portfolios and Writing Skill” is aimed to determine the main activities used in students’ portfolios to practice writing skill thought information comparison and data analysis during the health emergency due to the COVID-19 global pandemic. The population used to carry this research was a sample of parallels from first and second baccalaureate level of Colegio de Bachillerato 27 de Febrero during the school year 2019-2020 and a sample of classrooms from all levels of baccalaureate of the school year 2020-2021. Achieving the stated objectives was possible by gathering students’ interdisciplinary portfolios, teachers’ rubrics to assess portfolios, applying a questionary to students and an interview to all English language teachers at Colegio de Bachillerato 27 de Febrero. The results obtained through qualitative and quantitative analysis and comparison indicated that there wasn’t enough meaningful practice and improvement of writing skill by using interdisciplinary portfolios.Item Task-based language teaching and the writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Morejón Gonzalez, Santiago David; Suárez Mosquera, Wilma ElizabethThis investigation aimed to determine the effectiveness of using Task-Based Language Teaching approach to develop the writing skill. This was a quasi-experimental study. The sample of this investigation were 39 learners. This research project was developed at Universidad Técnica de Ambato as part of “Pedagogia de los Idiomas Nacionales y Extranjeros” program. The time that this investigation lasted was two weeks with four online sessions via zoom. At the beginning of the experiment, all students took a pre-test to measure their knowledge in writing skill. Then, students were taught by using TBLT. Finally, at the end of the treatment the students took a post-test. To evaluate the students’ writing production a rubric over 15 points was used. The results showed that the implementation of TBLT approach students improved their writing skillItem Spaced learning in writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Palacios Palacios, Johana Gabriela; Suárez Mosquera, Wilma ElizabethSpaced learning is a useful technique that helps students decrease their forgetting curve and increase their long-term memory by giving breaks between classes. The following research investigates the effects of the use of spaced learning technique in the development of writing skills. To achieve this objective, 23 students from 12 to 14years old, from 9th EGB of a private institution took part of the experiment. This investigation had a quasi-experimental design. The experiment lasted 1 month with 6 sessions in total. The tools to collect data were a pre-test and a post-test. This test was taken from KET (Key English Test) standardized writing test. In the first session, it was necessary to take a pre-test to measure students´ writing skill. In the second, third and fourth session the experiment was applied by using different materials and activities for classes and breaks. After that, the students took the post-test, which was the same as the pre-test. Both, pre and post-test were analyzed by using a standardized rubric for writing skills. In addition, to analyze data SPSS software to get a normality test was used. For hypothesis verification was used T-student statistic. The results demonstrated that the use of Spaced learning technique helped to improve students´ writing skills.Item Blogs in writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Villacís Guamán, María del Carmen; Suárez Mosquera, Wilma ElizabethNowadays, the use of blog plays an important role in students’ language learning because it gives students the opportunity for sharing, reflecting, and promoting communication with readers. The purposeof this current investigation is to determine the impact of blogs on writing skills. This research study was a quasi-experimental design. The researcher worked with a single group of 28 students whose ages were from 20 to 23 years old. This investigation was carried out for 2 weeks in six meetings. The participants were students from the fifth semester at a public institution. The experiment consisted of apply to students some blogs in order to identify the writing subskills of the learners. To gather the results, the researcher applied a pre and post- test to identify the level of the writing skills proficiency before and after applying the use of blogs to improve students’ writing skills. Those standardized tests were taken from the Preliminary English Test (PET exam) that belongs to B1 English level. The results showed an improvement in learner’s writing skills after applying the use of blogs as treatment. In addition, the use of blogs had a positive impact on the development of students writing skills. Finally, the data collected were analyzed by using a T-students statistical to determine whether blogs contribute or no to the improvement of writing skills.Item Shared Dictation Strategy and writing skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Ortiz Ramos, Andrea Belén; Calero Sánchez, Ximena AlexandraTo improve or develop writing skills, it is essential to use strategies where students may be able to practice. The main purpose of this research is to analyze the use of Shared Dictation Strategy to develop the writing skill in students from Unidad Básica of PINE English training at “Universidad Técnica de Ambato. This research was developed on students from Unidad Básica of “Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros”. It is divided into the first, second, and third semester at Universidad Técnica de Ambato. The current research maintains qualitative and quantitative approaches to obtain relevant information. Two online surveys were applied to analyze the use of shared dictation strategy to improve or develop the writing skills during the teaching-learning process. The descriptive level research was used to find out if students and teachers know or use the shared dictation strategy. To find out results, Chi- Cuadrado was applied to obtain essential information for this research. Main findings suggest teachers have used the shared dictation strategy during the teaching process. Therefore, students have practiced their writing skills through this strategy, but they do not always use it to promote or improve their writing skillsItem Social media in the writing skill development(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Muñoz Jumbo, Washington David; Calero Sánchez, Ximena AlexandraThe purpose of this research was to analyze the impact of social media in the writing skill development of the students from third semester of Pedagogía de los Idiomas Nacionales y Extranjeros, in which a qualitative and quantitative methodology was applied to 40 students. The data collection was developed through a survey evaluated through the Chi Square process to verify the research hypothesis, focusing on the comparison of results to determine the effectiveness of the strategy established. Main findings state that the use of social media helps the writing skill since students feel motivated using platforms and apps through the internet. In addition, it is necessary to highlight the value of knowing the methodological process when producing writing in English and developing this productive skill. Therefore, the use of virtual platforms and cell phone applications is recommended to improve writing development, in addition to knowing the writing process and tips to improve writing, which are detailed in a brochure