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 Animated Movies and Listening Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Guanoluisa Flores, Evelyn Johanna; Iza Pazmiño, Sarah JacquelineThe objective of this research was to determine the relationship between animated films and listening skills among students of fourth semester of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, which took the subject "Communicative Languages Teaching Strategies". Furthermore, this research followed a quantitative approach and pre-experimental design was applied to a group of 42 students, in order to know the impact of the application of animated films. The treatment consisted in the application of some animated movies during some of their classes, with the purpose of helping the students to better develop this listening skill through the exposure to authentic material, where they could perceive the language more real. Eventually, the application of didactic and technological material was used in order to display the movies in synchronous and asynchronous hours. To conclude, the application of animated movies becomes a necessary factor for the improvement of listening skills, due to some factors in which the learner is involved, such as more real language, vocabulary, real expressions. Moreover, after the results obtained from the pre-test and post-test, analysis of results, tabulations and graph of results, in addition to the Wilcoxon test statistical method, the effectiveness of animated movies for listening skills was provenItem Video conferencing and the listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Criollo López, Jhon Orlando; Vera de la Torre, Ana JazminaThe listening skill is among the most challenging skills for students because they must distinguish between different accents and pronunciations. Due to the Covid-19 pandemic, new ways of teaching have been taken and meetings with video conferences have made great progress in this field. These video conferences can be done on different platforms like Zoom, Skype, Teems or Google Meets. This research aims to identify the influence of video conferencing on listening skill. For data collection, the participation of 30 students from sixth year of high school was necessary. A pre-test and post-test were applied to evaluate students before and after the treatment which consisted of five teaching lessons that introduced the use of audios during video conferences. After that, the results were analyzed and interpreted to have a better understanding of them. It was demonstrated that the employment of audios during meetings helped students learn new words and at the same time, they could solve doubts that arose at the time. Finally, the results showed that video conferencing influences listening skill but it also helps students feel more motivateItem 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 Short cartoon clips and listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Cordovilla Moran, Ricardo Sebastian; Chimbo Cáceres, Elsa MayorieThe current research had as purpose to determine the influence of short cartoon clips in the listening skill on students of first semester from the Pedagogía de los Idiomas Nacionales y Extranjeros program at Technical University of Ambato. The methods used were: The ADDIE method (Analysis, Design, Development, Implementation and Evaluation), which consists of providing online educational training, a survey about web 3.0 was also applied; then the application of the ''Pre-test'' to the experimental and control group that was obtained from the ''Cambridge Assessment'' called Key English A2, which was focused only on listening skill, 5 interventions were carried out, giving as a final result the ''Post-test'’. The survey related to the variables of the thesis topic was applied to all students as only the experimental group was applied the TAM model (Technology Acceptance Model) as an evaluation in order to check the level of acceptance of new technologies. The treatment consisted of presenting short cartoon clips at the beginning of each class as an introduction to the new topic to be learned, in this way the students are exposed to authentic material by using technological tools obtained from the web 3.0 to create activities related to teach English language. The results showed that there was an improvement of 0,7 points in the test in general (19.6 - 20.3). Considering all the instruments used for this research, it can be concluded that these discoveries will help future researches considering other perspectives that help find new ways to teach the English language.Item Splatform and the listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Lalaleo Andaluz, Elías Daniel; Chicaiza Redin, Elizabeth VeronicaThe purpose of the current research is to evaluate the influence that Spotify platform has in the listening skill. The design of this investigation was quasi-experimental with one experimental group to which a CAE pre- test and post-test was applied. The population was a group of 31 students of the seventh semester from Pedagogy of National and Foreign Languages Major at Universidad Técnica de Ambato. It should be mentioned that the development of the experiment based on the evaluation of the listening skill lasted 6 hours. These six hours were divided in 3 weeks in which certain activities were applied by using the Spotify Platform; some educational podcasts were used to improve the listening skill since they provide conversations of native English speakers in the British accent. In addition, students were taught using standardized lesson plans which were focused on listening subskills such as detail information, specific information and listening for gist. Each lesson was designed to teach each part of CAE listening section. To gather the results, the researcher applied a pre- and post- test taken from the Preliminary English test by Cambridge which asses the listening skill (CAE). The purpose was to determine the level of students before and after using the Spotify Platform. Furthermore, the results of each part of CAE listening section were in increase of 18.9 to 25.5 these showed that the use of Spotify Platform contribute to the improvement of the listening skill. The initial and final average data were analyzed and to do so the Nonparametric of two related samplestest of Wilcoxon was applied.Item B-Learning methodology in the listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-10-01) Rendón Salazar, Cristel Lilibeth; Chimbo Cáceres, Elsa MayorieListening skill is one of the most difficult skill to practice and master. There are several problems that does not allow the correct practice of listening skill. The most evident problem is the application of traditional methodologies that does not provide enough tools, materials and resources to practice listening skill. The following study aimed to investigate the impact of B-learning methodology in the listening skill in students of first semester (A2 level) of the Pedagogía de los Idiomas Nacionales y Extranjeros program. The study had a qualitative and quantitative approach and a quasi-experimental modality. The participants of the study were 35 students to whom a pre-test, post-test taken from Cambridge, and a survey were applied. The participants were divided into two groups 17 students belonged to the control group and 18 students belonged to the experimental group. To identify the students’ listening level, the control and the experimental group took the listening pre-test. After that, it was conducted 4 sessions to the experimental group, where students use different technological tools to carry out activities addressed to develop listening subskills. Finally, the control, and the experimental group took the post-test to compare results and to identify the improvement or not between two groups after the experiment. The results obtained from the listening tests were analyzed using the T-students statistic test. In addition, it was applied a survey to the two groups to stablish the conclusions. Furthermore, it was used some data from a project entitled “Development of Web 3.0 tools for Education as a support for collaborative Learning”. The results showed that technological tools improved the development of listening skill.Item Cartoons and listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Páez Pérez, Daniel Alejandro; Infante Paredes, Ruth ElizabethThe 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.Item Word recognition strategies in the listening 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) Palacios Naranjo, María Elena; Chimbo Cáceres, Elsa MayorieFor several foreign English learners, listening skill represents one of the most challenging language skills to master. One of the barriers that learners face when listening is the recognition of words in the connected speech, which obstructs the listening comprehension. The following work aimed to investigate the influence of word recognition strategies on the listening skill in students of the fourth level (B1+) of the English course at CTT de Los Andes Language Center. The study had a qualitative and quantitative approach and a quasi-experimental modality. The subjects of the study were thirty-eight students, to whom a survey and a listening pre-test and post-test adapted from PET test of Cambridge were applied. The subjects were divided into a control and treatment group with nineteen students each. To know learners’ listening proficiency, the control and treatment group took the listening pre-test. Then, the treatment group had an intervention of five sessions, where students learned and used three word recognition strategies to develop the listening skill. In the end, the two groups took the listening posttest to compare if there was an improvement or not between them. The results obtained from the listening tests were analyzed using the Wilcoxon statistics test. Additionally, a survey addressed to students was applied, which contributed to the establishment of conclusions. The results concluded that strategies such as recognizing word stress, elaboration, and selective attention influenced the development of the listening skill.