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 AI-assisted tools and Pronunciation(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Carranco Romero Nahomi Martina; Cumbe Coraizaca Dorys Maribel; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis descriptive study aimed to analyze learners’ perspectives regarding the use of Artificial Intelligence (AI)-assisted tools to improve English pronunciation. The research was systematically conducted with a population consisting of 121 B1-level undergraduate students enrolled in the Carrera Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) at Universidad Técnica de Ambato, Ecuador. The data collection process involved the online distribution of a structured, 22-item Likert-scale survey. Content validity was established by five academic experts using Aiken’s V (0.923) for relevance, clarity, and coherence. Additionally, a pilot test was validated through Cronbach’s alpha (0.935). Empirical data analysis, focused primarily on mean scores, revealed that the most frequently used functional features are audio models and pronunciation examples in tools like YouGlish, followed closely by immediate feedback in the tool Cake. In contrast, automated speech recognition in tools like Google-Speech-to-Text was the least popular feature used due to limited interactive guidance. Regarding learning strategies, students relied on adjustment on feedback, model imitation, and repetition of pronunciation tasks, indicating learner dependence on real-time corrective guidance. On the other hand, the self-recording of pronunciation strategy received the lowest score. In terms of suprasegmental features, the most developed were intonation and rhythm. These findings suggest that while AI-assisted tools effectively promote contextual clarity and natural speech flow, structured pedagogical interventions must place more emphasis on self-directed monitoring practices and mastering syllable patterns to improve overall communicative competence.Item Artificial Intelligence Tools and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Andaluz Cordova Michael Romario; Iza Pazmiño Sarah Jacqueline; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this study was to identify the most effective artificial intelligence tools used by students from the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) major at Universidad Técnica de Ambato. The research followed a descriptive design combining qualitative and quantitative data analysis. Data was collected through a survey administered to 92 participants including 69 women and 23 men. The survey was designed using a Likert-scale questionnaire. The instrument was validated by five experts in the field, obtaining an Aiken’s V coefficient of 0.99, which indicates high content validity. In addition, the questionnaire was measured through the Cronbach’s alpha coefficient, which obtained a value of 0.940, which represent the reliability of strong content relevance. The findings revealed that the most useful artificial intelligence tools for practicing speaking were ChatGPT, Natural Language Processing (NLP) tools, and AI-powered language learning platforms since they provide immediate feedback, personalized learning experiences, and interactive opportunities. On the other hand, the AI techniques used by students to learn English include chatbot conversations, vocabulary expansion activities, and speech recognition practice. Also, pronunciation, accuracy, and speaking interaction were the subskills most supported by artificial intelligence tools. Furthermore, these technologies helped students to improve pronunciation, use language more accurately, and participate in oral communication activities. Overall, this study concludes that integrating AI tools into language learning can contribute to the development of speaking skills.Item Movie Clips and Listening Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Sinchiguano Landeta Rosmery Mabel; Velasteguí Viteri Santiago David; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe study revealed students' perceptions of using movie clips to develop their listening skills. A quantitative, descriptive, and non-experimental approach were used, supported by field and bibliographic research methods. The study was conducted at the Universidad Técnica de Ambato, with the voluntary participation of 60 A2-level students, including 33 women and 27 men. Data was collected through a structured questionnaire administered via Google Forms. The instrument consisted of 20 items related to movie clip formats, genres, and listening subskills, specifically structured to answer the three research questions aligned with the study's objectives. Before administration, the questionnaire was validated by five experts in the field, who evaluated the clarity, relevance, and coherence of each item. Furthermore, the reliability of the instrument was assessed using Cronbach’s alpha (0.949), indicating that the survey was consistent for the target population. The study aimed to identify movie clip formats used in English language learning, determine the movie genres that facilitate listening comprehension, and recognize the listening subskills developed through movie clips. The results, the most frequently used formats by students are short clips on digital platforms such as TikTok and YouTube, due to their accessibility, motivational appeal, and comprehensibility. Regarding genre, comedy provided the greatest support for listening comprehension using everyday expressions and humor, as well as contextual communication. The most developed subskill with movie clips was inference, which students typically use to interpret meaning through nonverbal cues such as gestures, tone of voice, facial expressions, and context. Therefore, the findings of this study indicate that audiovisual resources, such as movie clips, are effective in providing meaningful English language learning experiences while offering learners of English as a foreign language the opportunity to develop their listening subskillsItem Animated Cartoons and Listening Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Toapanta Camacho Allison Lizbeth; Hernández Chérrez Elsa de los Ángeles; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study examined how cartoons help improve listening skills among students at Unidad Educativa Bautista. The purpose of this study was to determine whether animated cartoons could improve students’ listening comprehension through audiovisual tools. The study was conducted with 17 participants, 6 females and 11 males in the sixth grade, using a pre-experimental design and involving a pre-test, 8 interventions, and a post-test. The listening assessments were adapted from the Cambridge Pre-A1 Starters Listening exam, which consists of 4 sections evaluating subskills such as listening for gist and following instructions, listening for specific information, and listening for detail. The lesson plans created for each intervention were based on the PPP methodology, to maintain a structured sequence that guided students through presentation, controlled practice, and production, and the Communicative Language Teaching CLT approach facilitated communication and interaction in the classroom. Each lesson plan contained pre listening, while-listening, and post-listening activities to promote student engagement. During the interventions, different animated cartoons were used, including Peppa Pig, Paw Patrol, and SpongeBob SquarePants. The students were exposed to a multimodal input that combined visual and auditory information, which facilitated effective interpretation of meaning and engagement. Results showed an improvement in the students’ subskills, such as listening for specific information and listening for gist, through the implementation of the interventions with animated cartoons, by comparing each part of the pre-test and post-test. The results suggest that animated cartoons contribute effectively to the development of listening comprehension skills by facilitating understanding, increasing exposure to authentic materials, and encouraging meaningful learning experiences. In conclusion, animated cartoons represent an effective teaching resource for improving listening comprehension in EFL young learners and reinforcing the teaching and learning process.Item Video Podcasts and Listening Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Tibán Jordán Jennifer Lizbeth; Velasteguí Viteri Santiago David; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this study was to examine EFL learners’ perceptions of the use of video podcasts as an authentic audiovisual resource for the development of listening skills. A descriptive research design with a quantitative approach was applied through a survey administered to 60 English A2 students (41 women and 19 men) in the Centro de Idiomas at the Universidad Técnica de Ambato. The instrument consisted of 21 items based on the Likert scale and was validated by five experts in the field, obtaining a result of 1 in the Aiken V coefficient. Likewise, the questionnaire reliability was verified through Cronbach’s alpha coefficient (0.976). The results revealed that segmented, conceptual, and enhanced video podcasts were the most preferred among students, as these types facilitated comprehension through short, organized content and visual support. Regarding video podcast genres, storytelling and educational video podcasts obtained the highest scores, indicating that students benefit from engaging narratives and structured explanations that support listening skills development. In relation to listening subskills, extensive listening, listening for gist, and listening for specific information were the most developed among participants through the use of video podcasts. On the other hand, inferential listening showed the lowest mean score, suggesting that students still experience difficulties interpreting implicit meanings and underlying ideas in spoken discourse. In conclusion, the findings demonstrated that video podcasts contribute positively to the development of listening skills by providing authentic, contextualized, and visually supported content that facilitates comprehension, attention, and learner engagement in English language learningItem Motivational Strategies and Reading Comprehension(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Muñoz Paredes Xochtiel Andree; Sulca Guale Manuel Xavier; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe present study analyzed the relationship between motivational strategies and reading comprehension among English as a Foreign Language (EFL) learners at Universidad Técnica de Ambato. The main objective was to identify the motivational strategies most frequently applied in EFL lessons and determine how they influence students’ reading comprehension levels and reading techniques. This research followed a quantitative approach to collect and analyze numerical data to obtain a better understanding of the problem. In addition, the study was based on field and bibliographic research with a descriptive research design. The participants were 60 students (34 females and 26 male). Data was collected through a survey developed in Google Forms using a Likert scale. The instrument was validated through expert judgment, Aiken’s V, and Cronbach’s Alpha to ensure validity and reliability. The results revealed that the motivational strategies most frequently applied were demonstrating appropriate teacher behavior, setting clear classroom norms and expectations, and providing constructive feedback. Regarding reading comprehension levels, students showed better performance at the literal and inferential levels. In terms of reading techniques, scanning and intensive reading were the most used strategies during reading activities. The findings suggest that positive teacher behavior, clear objectives, and supportive feedback significantly contribute to students’ motivation and participation in reading tasks. Finally, the study concludes that motivational strategies play an essential role in improving students’ reading comprehension and promoting greater engagement in EFL learning contextsItem Reflective Journal and Writing Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Mesias Montero Alexey Stefano; Iza Pazmiño Sarah Jacqueline; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research project aimed to examine the effect of reflective journals on the development of writing skills among thirty-one 9th EGB students at Unidad Educativa Gral. Eloy Alfaro Delgado. The study adopted a pre-experimental design with a quantitative approach, using a pre-test and post-test based on Parts 4, 5, and 6 of the Cambridge A1 Movers exam to evaluate learners’ writing skills. These standardized assessments measured three key components of writing performance: content, organization, and language. Over the course of five weeks, ten instructional sessions were implemented following the ESA (Engage, Study, Activate) process. Each session integrated reflective journals and a variety of strategies to complement the lesson plan, including sentence and paragraph structure, answering written questions, and organizing ideas. The instructional process emphasized student-centered learning, reflection, and creativity, allowing students to rehearse their writing in realistic scenarios. Data analysis was conducted using IBM Statistical Package for the Social Sciences (SPSS). After confirming normal distribution, a paired samples t-test was applied, and the results showed an improvement of 2,58 points between the pre-test and the post-test scores. The findings revealed an improvement in students’ writing skills, with the greatest gains observed in the content and language areas, reflected in better vocabulary use and greater development of ideas in their written work. In addition, reflective journals encouraged self-assessment and reflection on the writing process, enabling students to identify their strengths and areas for improvement. The findings indicate that reflective journals constitute an effective pedagogical strategy for strengthening writing skills in EFL contextsItem Feedback Strategies and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Parraga Diaz Lady Diana; Calero Sánchez Ximena Alexandra; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis quantitative descriptive study examined learners’ perspectives on the use of feedback strategies to enhance speaking skills in EFL classrooms at the Language Center of the Universidad Técnica de Ambato. The study involved 84 participants (35 males and 49 females) who completed a 22-item structured Likert-scale survey. The instrument demonstrated high validity and reliability, obtaining an Aiken’s V coefficient of 0.99 through expert judgment and a Cronbach’s Alpha coefficient of 0.936. The findings revealed that recasting, metalinguistic feedback, and explicit error correction were the most frequently perceived feedback strategies used by instructors. Regarding speaking subskills, learners reported stronger development in turn-taking, discourse markers, and grammatical accuracy, whereas fluency obtained the lowest mean score. In addition, description and narrative tasks were identified as the most commonly implemented speaking activities in the classroom. The results indicate that current feedback strategies primarily support structured and controlled oral production, reinforcing grammatical precision and conversational organization, especially among beginner-level learners. However, the predominance of guided speaking activities appears to limit the development of spontaneous communication and oral fluency. The study concludes that although feedback strategies positively contribute to the improvement of speaking skills, their effectiveness is greater in accuracy-oriented aspects than in fluent oral interaction. Therefore, EFL instructors should integrate a more balanced use of implicit and explicit feedback strategies alongside open-ended communicative tasks that promote authentic language use and greater fluency development.Item Digital Reading Platforms and Reading Comprehension(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Mariño Aldaz Cynthia Mabell; Iza Pazmiño Sarah Jacqueline; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this research was to analyze students' perspectives on how digital reading platforms improve reading comprehension. A descriptive research design with a quantitative approach was applied through a 20-item survey administered to 90 students (64 women and 26 men) from the upper levels of the Pedagogía de los Idiomas Nacionales y Extranjeros program at the Universidad Técnica de Ambato. The instrument was validated by five experts in the field, yielding Aiken's V coefficients between 0.93 and 1, thus confirming its validity. The reliability of the questionnaire was also verified using Cronbach's alpha coefficient, reaching a value of 0.958. The results showed that the most frequently used digital reading platforms among students were social reading platforms and e-books. This is because these platforms integrate interactive and personalized tools that allow students to actively participate while reading, interact with other readers, add comments and highlight important information, as well as taking notes and use advanced search functions to locate relevant content, thus fostering a more dynamic, organized, and meaningful reading experience. Regarding reading comprehension strategies, it was observed that students often employ strategies such as monitoring comprehension, visualization, and activating and using background knowledge. These strategies allow students to reread information when they encounter difficulties, relate important ideas to past experiences, and create mental images from the text to facilitate immediate comprehension of the content in digital environments. Finally, regarding reading comprehension levels, the critical and literal levels were the most developed, demonstrating students' ability to analyze, reflect on, and express opinions about the information they readItem Self-Assessment Strategies and Speaking Skills(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2026-06-01) Maldonado Tipán Keila Abigail; Chimbo Cáceres Elsa Mayorie; Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this research was to analyze learners’ perspectives on self-assessment strategies that foster the development of speaking skills in English language learning. This study employed a descriptive research design with a mixed-methods approach. Data was collected through a survey administered to 60 A2-level students (36 female and 24 male) from the Centro de Idiomas at Universidad Técnica de Ambato. The research instrument consisted of a structured Likert-scale questionnaire organized into three sections: self-assessment strategies, speaking subskills, and speaking strategies. It was validated by five experts in the field, obtaining an Aiken’s V coefficient of 0.996, which demonstrated high content validity. In addition, reliability was confirmed through Cronbach’s Alpha coefficient of 0.901, indicating strong internal consistency. The results revealed checklists and questionnaires were the self-assessment strategies most frequently identified by learners since they provide clear criteria and guiding questions for reflection Regarding speaking subskills, accuracy and discourse management were the most effectively recognized. This is because students focus on producing correct and organized language during speaking performance. Furthermore, appealing for assistance and using conversation maintenance cues were the speaking strategies most frequently implemented since they help learners maintain communication and receive support when facing difficulties during interaction. Overall, this study concludes that self assessment strategies support the development of speaking skills by guiding learners to reflect on their performance, recognize speaking subskills, and implement strategies that facilitate oral communication.