Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32256
Browse
10 results
Search Results
Item Video Podcasts and Listening Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Tibán Jordán Jennifer Lizbeth; Velasteguí Viteri Santiago David; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this study was to examine EFL learners’ perceptions of the use of video podcasts as an authentic audiovisual resource for the development of listening skills. A descriptive research design with a quantitative approach was applied through a survey administered to 60 English A2 students (41 women and 19 men) in the Centro de Idiomas at the Universidad Técnica de Ambato. The instrument consisted of 21 items based on the Likert scale and was validated by five experts in the field, obtaining a result of 1 in the Aiken V coefficient. Likewise, the questionnaire reliability was verified through Cronbach’s alpha coefficient (0.976). The results revealed that segmented, conceptual, and enhanced video podcasts were the most preferred among students, as these types facilitated comprehension through short, organized content and visual support. Regarding video podcast genres, storytelling and educational video podcasts obtained the highest scores, indicating that students benefit from engaging narratives and structured explanations that support listening skills development. In relation to listening subskills, extensive listening, listening for gist, and listening for specific information were the most developed among participants through the use of video podcasts. On the other hand, inferential listening showed the lowest mean score, suggesting that students still experience difficulties interpreting implicit meanings and underlying ideas in spoken discourse. In conclusion, the findings demonstrated that video podcasts contribute positively to the development of listening skills by providing authentic, contextualized, and visually supported content that facilitates comprehension, attention, and learner engagement in English language learningItem Self-Assessment Strategies and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Maldonado Tipán Keila Abigail; Chimbo Cáceres Elsa Mayorie; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this research was to analyze learners’ perspectives on self-assessment strategies that foster the development of speaking skills in English language learning. This study employed a descriptive research design with a mixed-methods approach. Data was collected through a survey administered to 60 A2-level students (36 female and 24 male) from the Centro de Idiomas at Universidad Técnica de Ambato. The research instrument consisted of a structured Likert-scale questionnaire organized into three sections: self-assessment strategies, speaking subskills, and speaking strategies. It was validated by five experts in the field, obtaining an Aiken’s V coefficient of 0.996, which demonstrated high content validity. In addition, reliability was confirmed through Cronbach’s Alpha coefficient of 0.901, indicating strong internal consistency. The results revealed checklists and questionnaires were the self-assessment strategies most frequently identified by learners since they provide clear criteria and guiding questions for reflection Regarding speaking subskills, accuracy and discourse management were the most effectively recognized. This is because students focus on producing correct and organized language during speaking performance. Furthermore, appealing for assistance and using conversation maintenance cues were the speaking strategies most frequently implemented since they help learners maintain communication and receive support when facing difficulties during interaction. Overall, this study concludes that self assessment strategies support the development of speaking skills by guiding learners to reflect on their performance, recognize speaking subskills, and implement strategies that facilitate oral communication.Item Multimedia Tutorials and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Quinatoa Cayambe Leydi Alexandra; Sulca Guale Manuel Xavier; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this study was to analyze learners' perspectives on how multimedia tutorials enhance speaking skills. A descriptive research design with a quantitative method approach was applied through a survey of 61 students (23 women and 38 men) of the Centro de Idiomas from Universidad Técnica de Ambato. The instrument was validated and approved by five experts in the field. Ranging from 0.95 to 1 on the Aiken V coefficient. The questionnaire was also validated by Cronbach’s alpha coefficient (0.830). Additionally, the research was based on three research questions aligned with the objectives. The results revealed that branching and linear tutorials were the principal tutorials applied in EFL classrooms due to their structured, interactive, and accessible characteristics, which promoted learners’ participation and independent learning. In terms of speaking subskills, it was evident that lexical resource, grammar competence, and discourse management were the most frequently addressed in classes promoting organized, coherent, and accurate oral communication among learners. In relation to speaking strategies, simplification of fluency, self-correction, and clarification facilitates communication and interaction during oral activities in EFL classrooms. Finally, it is important to mention that simulation-based multimedia tutorials should be further developed because they promote real English communication and support the improvement of learners’ speaking skills. Furthermore, fluency was identified as one of the main weaknesses among students, suggesting the need for greater continuous exposure to interactive speaking activities and meaningful oral practice in the target languageItem Digital Comic Platforms and Reading Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas, 2026-06-01) Merchan Guaman Camila Roxana; . Sulca Guale Manuel Xavier; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe current study aimed to examine learners’ perspectives on the use of digital comic platforms to develop reading skills in English as a Foreign Language (EFL). This descriptive study was conducted with a population of 88 students (66 females and 22 males). Data was collected through a survey composed of 19 items related to digital comic platforms, reading skills, and reading strategies. The instrument was first validated through the judgment of five experts. Subsequently, Aiken’s V coefficient was applied, confirming the validity of the instrument in terms of relevance, pertinence, and coherence. Furthermore, the reliability of the instrument was measured through Cronbach’s Alpha using SPSS software, obtaining a coefficient of 0.929, which indicates a high level of internal consistency and reliability. The results revealed that digital comic platforms were used by EFL learners as supportive resources for reading activities, with WebComics showing a greater presence among students compared to other platforms. In terms of reading skills, it was evident that evaluating, inferencing, and integrating information were the most developed abilities, which suggests that learners were able to reflect on the meaning of texts, interpret visual and textual clues, and connect ideas throughout the reading process. Regarding reading strategies, monitoring comprehension, predicting, and using visual elements were the strategies most frequently employed by students while interacting with digital comics. Finally, it is important to mention that summarizing and word recognition represented weaker areas that could be strengthened through continuous reading practice and greater exposure to digital texts in English. In addition, the findings revealed that although students did not frequently use official digital comic platforms, they still demonstrated regular interaction with digital comics through other unofficial platforms, showing that digital comics are commonly used by learners as reading resources in generalItem AI-Generated Feedback and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas, 2026-06-01) Pereira del Valle Fátima Estefanía; Suárez Mosquera Wilma Elizabeth; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los IdiomasThis quantitative study analyzed the role of AI-generated feedback and platforms in the development of speaking subskills among EFL. The main objective was to identify the types of AI-generated feedback, the AI platforms most frequently used, and the speaking subskills most developed by students during speaking activities. The research followed a field and bibliographic modality with a descriptive design. The population consisted of 62 students from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program, whose English proficiency levels ranged from B1 to B2 according to the CEFR. The data was collected through a survey composed of 19 Likert-scale questions administered online through Google Forms. The instrument was validated by five academic experts using Aiken’s V method. In addition, a pilot test was conducted with 10 students, and the reliability analysis obtained a Cronbach’s Alpha coefficient of 0.914, indicating a high level of internal consistency. The collected data were analyzed using SPSS software to calculate means and organize the results. The findings revealed that students frequently interact with descriptive, adaptive, and corrective feedback during speaking activities. Likewise, the most commonly used AI platforms were ChatGPT, Google Gemini, and Stimuler because they provide interactive practice and immediate feedback. Regarding speaking subskills, grammatical accuracy, vocabulary, and pronunciation were the most developed, while fluency least developed2. The study concludes that AI-generated feedback positively supports the improvement of speaking subskills by helping learners recognize mistakes, practice independently, and receive immediate guidance during speaking activitiesItem Short English Dialogues and Listening 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) Masaquiza Silva Tannia Alexandra; 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 experimental study examined the impact of short English dialogues on the listening comprehension development of 35 students from 3ro BGU at the Unidad Educativa José Ignacio Ordóñez. To establish students’ initial performance, a pre-test aligned with the Cambridge PET (B1) format was administered, consisting of 19 multiple-choice items distributed across three components: listening for specific information, listening for gist, and listening for detail. After the diagnostic phase, a pedagogical intervention of nine lessons was implemented, designed under the principles of the Communicative Approach and Task-Based Learning (TBL). These lessons incorporated authentic short dialogues complemented by vocabulary tasks, guided worksheets, and role-play activities. The interventions aimed to provide structured and contextualized listening experiences that supported students in developing and strengthening essential listening subskills. Data analysis was conducted using the program IBM SPSS applying the Shapiro-Wilk test which concluded the use of the Wilcoxon signed-rank test to compare pre-test and post-test results. The results indicated a statistically significant improvement across all three components of listening comprehension, with the most notable gains observed in listening for specific information, followed by listening for gist. Although listening for detail remained the most challenging area, students demonstrated some progress, suggesting that short dialogues offered sufficient support to facilitate comprehension of more complex auditory information. Overall, the results confirm that the incorporation of short English dialogues is an effective tool for enhancing listening comprehension in English in Foreign Language (EFL) contexts. The study provides evidence that short, focused oral interactions can support learners understanding spoken input, vocabulary, and developing greater confidence when engaging with authentic communicative situations which reinforces the value of integrating short dialogues as part of regular listening instruction.Item Memrise App and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-17) Guevara Rodríguez Kirk Andrés; Cumbe Coraizaca Dorys Maribel; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjerosThis study examined the effect of the Memrise application on the development of writing skills among 10th-grade EFL students at Unidad Educativa “La Granja.” CEBLAG. A quantitative, preexperimental design was applied, using a single group of twelve students who completed a pretest and a post-test adapted from the Cambridge A2 Key (KET) Writing section. The A2 Writing Assessment rubric was used to evaluate four criteria: Use of English, Content, Organization, and Language. The interventions consisted of a series of vocabulary and writing activities implemented through Memrise to reinforce lexical acquisition and support written production. The pre-test results revealed that students had difficulties in coherence, organization, and vocabulary range, demonstrating a need for a pedagogical tool that could enhance these areas. After the intervention, the post-test scores showed clear improvement across most criteria, with notable progress in Organization and Content. The paired samples t-test confirmed a statistically significant difference between the pre-test and post-test, indicating that the use of Memrise contributed positively to students’ writing performance. The findings demonstrate that Memrise is an effective digital resource for strengthening writing skills in EFL contexts, as it promotes vocabulary development, grammatical accuracy, and greater coherence in written texts. The study concludes that integrating mobile-assisted learning tools can enhance motivation, autonomy, and overall performance in writing tasks.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 Informative Podcasts and Listening Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Monge Martinez Emily Esperanza; 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 study was carried out with the objective of analyzing the effectiveness of using informative podcasts to improve listening skills in students from the second semester of the Pedagogy of National and Foreign Languages program at Universidad Técnica de Ambato, Ecuador. The research followed a quantitative approach and a pre-experimental design, involving 38 university students between the ages of 18 and 25. Over ten sessions, students worked with informative podcasts related to real-life topics, designed to provide authentic exposure to the English language. To evaluate progressin listening comprehension, Parts 1 and 2 of the Cambridge PET Listening Test were applied before and after the intervention. Furthermore, a comprehensive survey was administered to elicit students’ perceptions concerning the incorporation of podcasts within their educational experiences. After the intervention, significant advancements were detected in students’ proficiency in comprehending spoken English across diverse contexts, particularly in their capacity to discern the central theme. The analysis indicated considerable enhancements in their listening performance, which implies an augmented familiarity and an increased propensity to engage with listening comprehension activities. Beyond that, students conveyed a favorable disposition towards the utilization of podcasts, regarding them as stimulating, readily accessible, and advantageous instruments for bolstering listening to strategies and enriching their lexicon. In summation, the assimilation of informative podcasts into English as a foreign language pedagogy constitutes a valuable instructional resource, as it exerts a beneficial influence on motivation, learner autonomy, and the cultivation of essential linguistic competencies, while facilitating consistent exposure to authentic language.Item The Role of Motivation and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-21) Masabanda Chisag Robinson Alexander; 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 investigates the role of motivation in improving speaking skills among EFL learners, focusing on the types of motivation, speaking subskills, and strategies used to improve this language ability. The research employed a quantitative approach in order to collect data through a validated survey with Cronbach’s alpha reliability coefficient of 0.761. In addition, experts approved the items of the survey through the V Aiken validation. A total of 60 participants, 12 males, 45 females and 3 others, answered 17 questions on a Likert scale. The results revealed that instrumental motivation, driven by practical goals such as career and academic advancement were the most prevalent among students, followed by integrative motivation, which reflects a desire to connect with English-speaking cultures. In contrast, intrinsic motivation was the least used. As for speaking subskills, pronunciation emerged as the most developed, enabling students to communicate effectively. Grammar, a key component of accuracy, also received significant emphasis, highlighting the importance of mastering language rules for coherent expression. The study also identified various strategies employed by students to improve their speaking skills. Fluency strategies, such as repetition and language games, were the most used, promoting natural and uninterrupted communication. Accuracy strategies, including grammar exercises, complemented the development of speaking skill as they ensure correct use of language. However, strategies like tongue twisters were found to be less appealing to students. These results highlight the importance of fostering instrumental and integrative motivation in language teaching and integrating effective speaking strategies tailored to students’ needs.