Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256

Browse

Filters

2021 - 20252

Settings

Subject: search.filters.subject.AUTHENTIC MATERIALS

Search Results

Now showing 1 - 2 of 2
  • No Thumbnail Available
    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 Extranjeros
    This 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.
  • No Thumbnail Available
    Item
    Cartoons and listening skill
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Páez Pérez, Daniel Alejandro; Infante Paredes, Ruth Elizabeth
    The aim of this research study is to determine the relationship between cartoons and listening skill in students of first semester from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. This research followed a mixed approach using a validated survey to know students’ perceptions about the use of web 3.0 tools and providing a KET (Key English Test) pre-test and post-test obtained from ‘Cambridge Assessment’ in order to evaluate learners’ abilities at listening through the listening sub- skills assessment such as: listening for specific information, listening for detail, listening for gist, and listening to infer. Moreover, an experimental design was applied to the experimental group of 30 students. The treatment developed introduced cartoons into listening lessons with the aim of helping learners to improve their abilities at listening through the exposure of authentic language input as well as the motivation that authentic materials bring to the classroom. Consequently, web 3.0 tools helped to the treatment’s development since it was necessary its use to display cartoons in the class, but also for the creation of activities that are established into the ‘three stages approach’ considered for the teaching delivery. The results obtained demonstrated an average of improvement of 4 points into the general test (6.9 – 11,9); however, into each sub-skill evaluated in the test, the learners’ performance improved from 0,8 to 1,3 over 3 points in every single listening sub- skill. In consequence, it can be concluded that the use of cartoons improves students’ listening skills due to some factors that learners were involved in, for instance, real-world language, tasks’ authenticity; also, it increased motivation and participation in class.