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 Short videos and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Paz Arcos, Denis Lisbed; Calero Sánchez, Ximena AlexandraThe use of short videos is an innovative learning strategy to learn English as a foreign and second language. This research aimed to analyze how the use of short videos influences students' vocabulary learning. This study was pre-experimental in that it was applied to an experimental group, and both qualitative and quantitative approaches were used. The participants of this study were 10 students of the 10th EGB "D" from Unidad Educativa "Baños”. Seven interventions were applied online through Zoom application. The first and last sessions were used for the application of a pre-test and a post-test while in the five sessions the application of the use of short videos was developed. The instruments of this research were a pre and post-test that were taken from the Cambridge Key English Test (KEY) level A2, each test had 20 multiplechoice questions, which were answered by the students and then analyzed by the researcher. The findings showed that the use of short videos had an influence on the learning of vocabulary in English since the initial average of the students was 13.9 points out of 20 and the final average was 16.9. In addition, the students presented a positive attitude during the experimentation process of this strategy.Item Videogames and oral interaction(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Nasimba Caisaguano, Bryan Alexander; Sulca Guale, Manuel XavierThis research is aimed to analyze the impact of videogames in the oral interaction of learners from 2nd and 3rd grade of Bachillerato General Unificado from Unidad Educativa “Semillas de Vida” in Latacunga. The research work was pre-experimental with a mixed approach and it was carried out as a qualitative-quantitative study. The experiment was applied to 16 learners. There were a pre-test and a post-test which was scored by an adapted rubric from the Cambridge Assessing Speaking Performance – Level A2. It was a two-part test mainly focused on evaluating the oral interaction of learners by answering questions and describing pictures. Videogames were the main tool during the treatment because of one of its characteristics, the real time interaction; in which learners were encouraged to participate actively to reach a common goal to win a match. Learners were given a set of game-related vocabulary and phrases in order to practice it in the next step of the treatment to reach that goal. Thus, learners were exposed to videogames with the interactive game mechanic in which they had to work collaboratively and use the given vocabulary and phrases to communicate with each other during four weeks Because of that encouragement they had not only to reach a game goal, but also and educational objective, developing a language skill and the ability to interact fluently. At the end of the research work it can be concluded that videogames influence in students’ learning, especially in the oral interaction. It is recommended for the educational field to research deeper about videogames, therefore it would be an excellent tool to keep learners engaged with the correct aim, and a well-designed curriculum.Item Flashcards and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Heredia Gallegos, Helen Nicole; Chicaiza Redin, Verónica ElizabethThe use of flashcards is a traditional strategy used in English language education. This research project aimed to identify the influence of the use of flashcards as an innovative strategy to improve the acquisition and learning of English language vocabulary. This research was experimental, and the participants were 17 from eighth grade of Unidad Educativa “República de Argentina “in Ambato. The study was carried out through a pre- and post- test structured by multiple choice questions. Each test contained 10 questions, which were answered by the students at the beginning and at the end of the investigation. Most of the questions and classes were prepared days before, with the intention of promoting vocabulary learning in a contextual rather than literal way. In the statistical part, a T-student was developed, to observe and verify the influence that this strategy could have on the ability of the students to learn the new vocabulary. The results showed that flashcards had a positive influence on new vocabulary learning and, of course, on the learning of the language