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 Flipped classroom and the reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Castro Altamirano, Carla Sofía; Suárez Mosquera, Wilma ElizabethEducation evolves according to the advances in technology and students and teachers must adapt to new ways of teaching. One of the best teaching approaches in virtual and face-to-face modalities is the flipped classroom. The aim of this research was to determine the benefits of using the flipped classroom in teaching reading skills. This study was a quasi-experimental research with 8 participants, second-year high school students of the Unidad Educativa "Nueva Era". The investigation was in face-to-face modality. It lasted 5 sessions at the high school. Students took a pre-test and a posttest designed by Cambridge. The data obtained were analyzed using the T-student. Finally, the results showed that the use of the flipped classroom in the group of students of the Unidad Educativa "Nueva Era" had good results in the reading tests taken.Item Collaborative learning and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel XavierThe current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.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 skill