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 Role, Audience, Format, and Topic strategy and the development of writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Manzano Aguilar, Jennifer Anneth; Parra Gavilánez, Lorena FernandaWriting is one of the most difficult skills that students face while learning a foreign language. Some students have a lot to say, but find it difficult to plan, organize and express their ideas meaningfully. Teachers should apply innovative writing strategies to motivate students to develop their writing creatively and properly. Thus, the current research sought to shed light on the effectiveness of using Role, Audience, Format and Topic strategy and the development of students’ writing skill in students of the third semester of Pedagogía de los Idiomas Nacionales y Extranjeros program. A preexperimental research was executed with one group of 36 students as population which took a survey of 11 multiple questions aimed to analyze students’ current writing situation, and a pre-test and post-test from Preliminary English test (PET) by Cambridge to analyze the student’s writing skill performance before and after the application of Role, Audience, Format, and Topic strategy. The results revealed that there was a progress on students’ writing performance and they are argued in the conclusions of the present research workItem 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 Dictogloss Technique and Grammar(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Tobar Paredes, Carla Doménica; Calero Sánchez, Ximena AlexandraDictogloss is a technique distinct from traditional dictation since it owns four stages: preparation, dictation, reconstruction, analysis and correction. This technique integrates several skills for creating a text, in which students learn how to use and understand English grammar. Thus, this research was conducted to analyze the influence of the Dictogloss technique on the improvement of English grammar. It combined a qualitative-quantitative approach and used a pre-experimental design which indicated that there was only an experimental group. The participants of this study were 27 students of the fourth semester from the P.I.N.E program at Universidad Técnica de Ambato. A total of seven online sessions were carried out to gather data. The instruments were a grammar pre-test and post-test from the Oxford Practice Grammar Intermediate Tests by John Eastwood, and a students’ perceptions survey elaborated by Al-Obaydi and Al-Mosawi. Initially, students took the grammar pre-test to know how their knowledge was at some grammatical points such as modal verbs, relative clauses, passive voice, third conditional, and reported speech. After that, students were taught by the dictogloss technique. Finally, the researcher administered the grammar post-test with the same language points and a survey to report their perceptions toward this technique. The findings revealed that the Dictogloss technique had a positive influence to improve grammar since the initial average students obtained 13,19 and moved to 21,30. Moreover, students had positive attitudes toward the Dictogloss technique highlighting that it benefited their language skills and felt motivatedItem Mind maps and reading comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Alvarez Chacón, Karen Michelle; Escalante Gamazo, Marbella CumandáEnglish has become one of the most spoken languages in the world. English teachers must face the challenge of achieving important learning in reading comprehension, and for this, they must use some strategies that help students in the reading process. Depending on the reader's goal, there are many strategies that can be applied when reading. The aim of this research is to analyze the relationship between Mind maps and the development of Reading Comprehension. The population used for this research were 42 students from the 2nd semester of PINE major at Universidad Técnica de Ambato. This research was based on a pre-experimental design. At first it was necessary to apply a pre-test in order to check students’ reading comprehension using the third part of an English Test (KET) Cambridge and 2 questions added by the researcher. After that, the researcher applied the treatment and students had the opportunity of practicing the strategy for a month. Finally, the group took a post- test to evaluate the effectiveness of the strategy. The results obtained were analyzed using T-Student. Based on the results obtained through the statistical analysis, it was proved that there is a relationship between mind maps and the reading comprehension because mind maps facilitate remember and organize information which help students to improve their reading comprehension. Thus, it stimulates students’ creativity and strengthens their reading comprehension