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 Video Games and English Vocabulary Learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Villacís Calvache, Fernando David; Suárez Mosquera, Wilma ElizabethVideo games are technological tools which are useful for teaching English vocabulary, especially for high school learners. The objective of this study was to investigate the influence of the use of video games on the development of vocabulary learning in the English language. The participants were 30 learners whose ages range from 14-16 years old from Unidad Educativa Juan Leon Mera "La Salle", a private school in Ambato, Ecuador. This was a quantitative and quasi-experimental research. The data was collected in three stages: pre-test, experiment, and post-test during seven sessions. The pre-test was an adapted test from the book "Test your vocabulary 2" published and distributed by Pearson education limited. Then, the material for the experiment consisted of one video game that was Pokémon Emerald. At the end of the experiment, the teacher applied the same test as a post-test out of 10 points. Learners obtained the grade of 5,15 over 10 points as average in the pre-test. It shows a great difference between pre-test and post-test in which the average was 8,4 over 10 points. Finally, the results showed that the students increased their English vocabulary using video gamesItem The ict and esl students with dyslexia(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Gavilanez Guerrero, Josue Gustavo; Encalada Trujillo, Edgar GuadiaTechnological tools have become one of the main virtual teaching materials due to the pandemic of Covid 19. There are several technological tools which help to practice and improve the English language in children with disabilities and can be used to promote active interaction between students and teacher. The main objective of this research is to analyze the influence of ICT in ESL students with dyslexia in the seventh grade of elementary school at the "Blaise Pascal" Educational Unit. This was a descriptive research with a mixed approach in a qualitative and quantitative design to a group of 5 students with an A1 level of English. Due to the COVID-19 pandemic, the study was conducted virtually through the Microsoft teams platform. The experiment was applied in 8 sessions to meet the objective of this work, the students took a pre and post test PET designed by Cambridge for the data analysis was performed using a T-student for paired means in SPSS software. Finally, the results showed that there was an influence of the use of ICT in ESL students with dyslexia. Therefore, it was concluded that the use of technological tools will help not only students with disabilities but all students in this era of virtual classrooms.Item Tiktok and English vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Zuleta Alvear, Jennifer Belén; Sulca Guale, Manuel XavierThis research aimed to analyze how useful TikTok is for English vocabulary learning in students from 3rd of Bachillerato General Unificado from “Juan Leon Mera La Salle” School. This research was quasi-experimental, and had a mixed approach, considering it was carried out in a qualitative and quantitative way. Also, a validated Cambridge Assessment English test called “A2 Flyers” was the instrument used to collect data from 22 participants, which was adapted and applied as pre-test and posttest. This test consisted of 3 parts, which focused on testing vocabulary through activities such as matching words to definitions, gapped text, and multiple-choice questions focused on vocabulary. Moreover, the treatment consisted on including the use of TikTok videos in daily lessons for students to learn new vocabulary using multimedia content from technological tools, such as the TikTok app, and to determine whether or not TikTok influences English vocabulary learning. Finally, the conclusion of the research proposed that the application of TikTok videos increased the range of English vocabulary that students had because the scores they obtained in the post-test were higher than the ones they obtained in the pre-test, and the Shapiro-Wilk normality test, Wilcoxon test, and T-test provided statistical evidence to verify the hypothesis. Therefore, the use of TikTok videos was suggested to improve students' experience when learning English vocabulary due to the variety of content that the app offers, which should be considered by the teacher according to the needs and interests of students in order to obtain successful results