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 Authentic Material for ESP Purposes and Reading Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Sánchez Rodríguez Daniela Lisbeth; Hernández Chérrez Elsa de los Ángeles; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research explores the use of authentic materials to improve reading skills in the context of English for Specific Purposes (ESP), specifically in tourism. The study was conducted with sixth-semester tourism students from the Facultad de Ciencias Humanas y de la Educaciòn from Universidad Tecnica de Ambato. This project focused on the B1 level of students to strengthen their reading comprehension through ten classes designed under the Communicative Language Teaching (CLT) approach. A pre-test and post-test were applied to measure the students' progress throughout the intervention. Authentic materials such as travel brochures, tourist articles, and real texts related to tourism were integrated into the lessons to simulate real professional contexts. Through practical and collaborative activities, students interacted with these real texts, developing reading strategies such as Skimming, Scanning, Deducing Meaning, and Inferring Attitude between language learning and their professional field. The results showed a significant improvement in the reading skills of tourism students, which shows that the use of authentic materials not only generates greater motivation and interest but is also effective for the development of communicative skills in specific contexts. In conclusion, it is confirmed that the implementation of Authentic Materials in English classes for Specific Purposes represents a valuable didactic tool. It contributes significantly to significant learning and enhances students' professional preparation in tourism by providing relevant and realistic input. The findings support the conclusion of authentic materials as a core component of ESP instruction, especially when aiming to bridge the gap between academic English learning and real-life communication needs in specialized fields.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 Question – answer relationship (qar) comprehension strategy 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) Gallardo Córdova Dayana Liseeth; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research work aimed to examine the effects of Question – Answer Relationship Comprehension Strategy for reading skills among fifth semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Universidad Técnica de Ambato. This research, although it covers reading skills, focuses more on reading comprehension. In a quasi-experimental design, 23 participants were divided into two groups: 13 students formed the experimental group, while 10 students composed the control group. The study employed pre and post-tests based on the reading section, parts 1, 2 and 3, of the PET exam. These tests were evaluated using three criteria of reading comprehension (literal, inferential and critical). Using a quantitative approach, the study analyzed and interpreted the results obtained from the tests, formulating conclusions and recommendations based on the specific context and experiences of the participants. Data analysis confirmed that the experimental group showed significantly greater improvement in literal comprehension, while inferential and critical comprehension were maintained. The finding demonstrated that the QAR strategy effectively improved students' literal comprehension, particularly with Right There and Think and Search questions. However, it had limited impact on inferential and critical comprehension levels. While students became more proficient at identifying explicit information in the text, additional support is needed to strengthen their ability to engage with higher-order thinking tasks like inference and critical evaluationItem Easle educational platform and reading skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Velasteguí Viteri, Santiago David; Infante Paredes, Ruth ElizabethThe current research is demanded to cover an examination accomplished with the following topic: “EASLE Educational Platform and Reading Skills” which investigates the relationship among both variables and how students’ understudies improve their reading subskills. Firstly, this research was coordinated using a mixed approach by conducting a pre-test and a post-test taken from the PET Reading section by Cambridge. The test evaluated the six main reading subskills skimming, scanning, inferring, predicting, deducing meaning from context, and intensive reading. The paired sample t-test statistics was implemented in this study to analyze quantitative data. Furthermore, Cronbach's alpha validation for the Web 3.0 diagnosis was considered to analyze qualitative data. Besides, the information from the Web 3.0 evaluation survey was categorized into a Likert scale. Secondly, online educational activities were applied to the subject's class by the primary collaboration of the "EASLE" educational platform to assess the mentioned reading subskills. For that reason, this research aimed to analyze the relationship between the "EASLE” educational platform and the development of reading subskills. Moreover, the participants of the study were 37 students of the second semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Finally, the student’s average performance by using the "EASLE" improved from 13.84 to 26.76 points. Discerning the results, it can be concluded that the online activities of the "EASLE" educational platform improve reading skills, as was proved in the analysis of the students’ scores.