Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256
Browse
3 results
Search Results
Item Online Formative Assessment Technology 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) Paredes Ponluisa Josué Vladimir; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosCurrently, the role that technological tools play in education has become more noticeable as education experienced a major change with the shift from traditional classrooms to digital settings, making professors rethink of the assessment process of students. In this sense, this research aimed to investigate the effectiveness of online formative assessment technology in the development of reading skills. In turn, this study applied a pre-experimental research design with one class group, which consisted of 21 seventh-semester students from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato who underwent 11 sessions that encompassed the use of online formative assessment technology activities with tools such as Quizizz, Socrative, Google Forms, and Formative to develop reading skills. To achieve the set objectives and gather results, it was essential to employ three instruments. The researcher gave learners a Learning and Knowledge Technology (LKT) Survey to explore the use of technological tools in the learning process, a pre- and post-test to evaluate the reading proficiency level before and after the treatment, and a Technology Acceptance Model (TAM) Survey to find out their perception towards the technological tools used in the study. Thereafter, the data gathered was analyzed quantitatively using SPSS. The results showed that online formative assessment technology is effective in the development of reading skills and there is a high-acceptance level of these tools. For facts, online formative assessment technology can be regarded as innovative and significant assessment tools in the educational repertoire, making them worth applying by educators in the development of reading skills.Item Flipped Classroom and the Listening Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Laura Kathleen, Muñoz Rugel; Hernández Freire, Alba PaulinaThe present research pretends to describe and apply flipped classroom in the development of listening skill. This study investigates different concepts about flipped classroom, its benefits and analyze the impact and influence of its application focusing on activities to develop listening skill. This research worked with twenty-four students of fifth semester in the Carrera de Pedagogía en Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, who were an age range between 20 and 25 years old, that represented the group of study since the research applied a pre-experimental study which work only with a experimental group. Moreover, it was applied the listening section of Preliminary English Test (PET) as pre-test and post-test according to the B1 level. It consists of four parts: part 1, pictures with multiple choice questions; part 2, listen to six short texts for attitudes and opinions; part 3, complete notes; and part 4, longer recording and multiple choice questions. After the application of flipped classroom, the results demonstrated a significant improvement in the listening skill, represented in the scores of post-test taken by the experimental group. Furthermore, flipped classroom works due to technological tools as internet and online apps. Teacher must choose the correct activities according to the level, age, and what they want to develop in their student. Finally, it is worth mentioning that he importance of the flipped classroom is relevant today after the triggering of the Covid-19 pandemic which forced many educational institutions to adapt to a new modality that included autonomous work and academic reinforcement in an online wayItem The task-based learning method and the oral skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Lozada Pérez, Tannia Lissette; Chicaiza Redin, Verónica ElizabethThe development of oral communication skills is one of the fundamental objectives of language teaching. It is of vital importance for the interactive insertion of man in today's world. Through different studies, it has been shown that students have several deficiencies when it comes to developing their oral skills in the English language. That is why this research work aims to demonstrate the Task-based learning method effectiveness in developing oral skills in developing oral skills in English classes. To achieve this objective, a bibliographic investigation was carried out in order to collect information that supports this investigation. A pre-experimental type investigation was also used in which a group of thirty students was taken to apply the treatment and thus check the hypothesis raised in this research work. In the study, a preliminary test showed that the students have deficiencies in their oral skills, especially in the area of interactive communication. After applying several lessons focused on activities of the TBL method such as comparing, conversation interaction, sharing personal experiences, problem-solving, and creative tasks, they develop that ability. Then, a post-test was conducted which determined the success of using TBL activities to improve oral skills. Finally, the data was processed, concluding that the students improve their oral ability using the activities focused on the TBL method