Maestría en Pedagogía de los Idiomas mención Inglés
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Item The influence of social media on efl learners' speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2023-10-01) Freire Coronel, Ana María; Encalada Trujillo, Edgar GuadiaThe integration of social media platforms has proven to be a transformative and valuable addition to English as a Foreign Language (EFL) education. In today's digital age, these platforms have provided EFL educators with an effective means to garner respect and recognition, elevating their teaching methods beyond traditional approaches that often place undue pressure on instructors. Furthermore, conventional classroom settings have long emphasized written and reading skills at the expense of oral proficiency, presenting a significant pedagogical challenge for both EFL teachers and students who often exhibit suboptimal performance in spoken communication. With the objective of shedding light on this issue, the research project titled 'THE INFLUENCE OF SOCIAL MEDIA ON EFL LEARNERS' SPEAKING SKILLS' was undertaken. This study, conducted at Unidad Educativa Anibal Salgado Ruiz in Tungurahua Province, involved 29 students in the experimental group (2nd 'B') and 30 students in the control group (2nd 'A'). Through a quasi-experimental research design and a pretest and post-test framework, the study aimed to measure the impact of social media usage on the development of speaking proficiency. The results of the investigation clearly demonstrated that students in the experimental group, who engaged with social media as part of their learning process, achieved significantly higher average scores in speaking skills compared to their counterparts in the control group. A two-tailed t-test was utilized to confirm the research hypothesis, xv yielding a highly significant p-value of 0.000, thus establishing statistical significance. In conclusion, the utilization of social media platforms has a discernible and positive impact on enhancing students' speaking skills. The experimental group, which underwent a five-week program involving ten hours of intervention, experienced a marked improvement in their speaking abilities. The program incorporated a variety of social media platforms, including WhatsApp, Facebook, Instagram, and TikTok, and was enriched with interactive communication activities both in and out of the classroom. The assessment was carried out using pre-test and post-test speaking evaluations, utilizing a standardized rubric based on the A2 Flyers Cambridge speaking tests.Item The use of the interactive worksheets to improve the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los idiomas nacionales y extranjeros mención Inglés, 2023-10-01) Fuentes Chaglla, Rosario Guadalupe; Escalante Gamazo, Marbella CumandaThe objective of this study is to analyze the effect of application of interactive worksheets in the teaching-learning process for the development of speaking skills in fifth-grade students of Rodriguez Albornoz High School. The methodological approach used in this research was quantitative, descriptive, and experimental, the data collection was carried out through the application of a pre-test and post-test. Additionally, a survey was applied to know the frequency of the use of technology and interactive worksheets. The study was executed with precision, involving a sample of 71 students. These participants were meticulously and randomly allocated into two distinct groups: the control group, comprised of 37 students, and the experimental group, encompassing 34 students. In order to comprehensively evaluate the development of speaking skills, a set of pre-test and post-test assessments rooted in the Cambridge English: Young Learners Pre-A1 to A2 Young Learners: Starters framework were thoughtfully designed and administered. To facilitate the implementation of this study within the classroom setting, a booklet was developed, with well-structured lesson plans and interactive worksheets designed on Live Worksheets. These materials served as invaluable guides throughout the duration of the research project. Significantly, all activities were designed to allow students to xiv develop their speaking skills, and the results were remarkable among the participants. Upon the culmination of the classroom-based intervention, a post-test was thoughtfully administered, maintaining a similar thematic focus as the pre-test. Subsequent to data collection, a rigorous process of data processing and analysis was undertaken, employing the t-test as the chosen statistical tool. The findings yielded substantive evidence that the experimental group made significant strides in their oral dexterity, and this was corroborated by a t-value of -5.55, with a p<0.005. This case study undeniably underscores the efficacy of interactive worksheets, specifically crafted to enhance speaking skills, resulting in pronounced advancements among the experimental group. The results of this research affirm that the use of interactive worksheets is a powerful pedagogical tool for teaching and learning of the speaking skill in fifth-grade students.Item Web 3.0 tools and collaborative tasks(2022-04-01) Medina Altamirano, Jairo Lizandro; Infante Paredes, Ruth ElizabethThe aim of this study, “Web 3.0 tools and collaborative tasks”, was to investigate how collaborative tasks influence Web 3.0 tools. This research project had a quantitative approach; in addition, it had a bibliographic foundation and was carried out in the field of action with students from Instituto Superior Tecnológico “Francisco de Orellana” (ISTFO) language center in Puyo - Pastaza. The students (24 participants) were assigned to an experimental group. All the students underwent collaborative tasks using Web 3.0 tools. Furthermore, this study aims to determine if collaborative tasks help students to improve their knowledge of the English language through the use of Web 3.0 tools. Kagan's strategies (Three-Step Interview, Round Robin, Timed Round Robin, Pair Sharing, and Team Interview) were used in the teaching plans. Likewise, this study of Web 3.0 tools used (Google Workspace, Canvas, Padlet, Wordwall, Liveworksheets, Nearpod), a survey, and a TAM survey to find out the influence of factors such as perceptions of usefulness and ease in the adoption of technology. To test the hypotheses raised in this study, the t-test was used with Alpha 0.05 at 5%. Similarly, Cronbach's Alpha was used to determine acceptance in the first survey carried out. With all the results obtained, it was shown that the students improved their performance in learning the English language with collaborative tasks and using Web 3.0 tools.Item Educational apps and The English oral production(2022-04) Tualombo Chamba, Enma Susana; Infante Paredes, Ruth ElizabethEducational applications have currently become a very necessary tool for learning a language, in this case the English Language and especially its oral production. The objective of this research was to establish the relationship between oral production in English through the use of educational applications. The population consisted of 28 students who were part of the experimental group and 27 students who were part of the control group. The subjects of the study were fourth-year students C and D of the Unidad Educativa Santo Domingo. The research approach was quantitative, experimental because there were two groups with which the author worked, bibliographic and field. The instruments that were used were a test and a Cambridge questionnaire with their respective rubric. To process the data, Spearman's parametric test was used. The results of the research showed that educational applications helped to improve the oral production of students. Once the investigation was completed, it was possible to determine that the applications worked together since they all focused on a specific point. At the end, three apps stood out more in their operation (Learn English playing, Pili pop English and Lingokids) such as grammar. and vocabulary, interaction and production. The conclusion of the study that was carried out through the use of educational applications was effective because the oral production of the students improved remarkably.Item National Standards for A2 EGB certification and the active learning(2023-03) Viteri Viteri, Adriana Isamar; Jordán Buenaño, Cristina del RocíoThe research proposed as National Standards for A2 EGB Certification and Active Learning aimed to determine that the use of active learning strategies improves oral communication skills in the English language, as required by the Ecuadorian National Curriculum (EFL). The active learning methodology offers a wide range of strategies that encourage critical thinking, debate, research, creativity and communication. For this reason, it has been considered appropriate to incorporate the following strategies: think pair share, group information exchange, debate, information gap, poster section, and role-play into the curriculum planning and use them to increase oral ability in English as a foreign language. In the present study, 40 students from 10th EGB at Unidad Educativa Milenio Guano, classes A and B constituted the population. The research was developed under a quantitative approach, since the results arose from the participants’ opinions and their levels of oral performance in the English language. The design of this research was quasi-experimental, since it worked with a control group and an experimental one. The research modality responds to a documentary and field process. Scientific articles and books related to the subject were used in the construction of the theoretical framework. These concepts were applied during a part of the school period with the students who were part of the experimental group and were evaluated before and after the intervention. The instruments for data collection were a standardized A2 Key pre and post test from the Cambridge University, scored under a rubric for oral skills, and a questionnaire to determine the participants level of satisfaction in relation to active learning in class. Finally, three levels of research are presented, starting with the descriptive level, then moving to an application level and finally to a correlational level to measure the relationship between variables. The results of the t-test reflected a correlation of 508 and a significance of 0.02, which indicates that the variables are correlated. This correlation demonstrated the influence of the active learning variable on the national standards for A2 Certification variable. A positive trend was observed regarding the support of oral skills with active learning, more than 50% of the students surveyed gave affirmative answers to the questions referring to the influence of Active Learning on the A2 speaking skill.Item Cooperative learning activities to improve the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-01-01) Guaranga Amaguaya, Elvis Javier; Suárez Mosquera, Wilma ElizabethThe time of the Covid-19 Pandemic and virtual teaching affected the learning of the English language, especially in speaking skills of English language, since the students did not have direct interaction with the teacher and their classmates because they were behind a computer. This has caused the children to develop a certain degree of shyness at the time of developing the teaching-learning process, being left behind in the skills of speaking in English. Therefore, the main objective of the research during the whole process was to investigate the effectiveness of cooperative activities for the development of speaking skills. The study population consisted of twenty-four students between boys and girls in the sixth year of general basic education at La Salle Educational unit in Riobamba city, Ecuador. The methodology was a quasiexperimental design in which quantitative data were collected through different tools such as a pre-test and post-test at the A1 level, based on Cambridge A1 starters (YLE starters), these instruments showed that the speaking skills were developed effectively through cooperative learning activities. In the same way, the research had theoretical support, based on different research developed through time, which evidences that cooperative activities are effective for the development of speaking skills in the students. The results showed that cooperative learning activities such as dialogues, role-playing, gamification, and shared reading generate positive interdependence in the group of students, individual and group responsibility in the development of tasks, motivation, interaction, and social skills in the group of pupils. The findings of the investigation also showed that cooperative learning activities significantly improve students' speaking skills, specifically in fluency, accuracy, pronunciation, and vocabulary expansion in the English language, all thanks to cooperative activities.Item Multimedia resources and efl learners’ reading comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación- Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-11-01) Landázuri Álvarez, Cynthia Alejandra; Chimbo Cáceres, Elsa MayorieThis research work was based on a study conducted with the topic: "Multimedia resources and EFL learners’ reading comprehension," which investigates whether students can improve their reading comprehension by using multimedia resources such as videos, photos and audios. First, this research was carried out using a mixed approach, in which a pre-test and a post-test were applied in the experiment. The evaluation was a Cambridge standardized test (A2 Flyers), regarding only the reading sections. The strategies used were pre-reading, while reading and post reading. Paired samples t-test statistics were used to analyze quantitative data using SPSS. The researcher used three surveys. The first one was about the use of the web 3.0. for the two groups based on 24 questions. The second survey was based on the TAM model in order to assess the acceptance or rejection of web 3.0 in education. It was about 15 questions on a Likert scale and it was applied only for the experimental group. The last survey was apllied for the two groups which was centered on the topic of this research in order to explore the opinions and acceptance of students about the application of multimedia resources in reading comprehension. The questionnaire was divided into 8 items on a Likert scale. Additionally, the experiment was applied through online classes with reading-based activities using technological resources through the educational platform xii TEAMS in order to analyze whether they helped improve reading comprehension in students. Alternatively, the study participants were 50 sixth-grade students from “Unidad Educativa Baños.” Eventually, it was shown that the students increased from 15.24 to 19.16 in their reading comprehension with the use of technological resources. According to the results of the surveys and tests, it can be concluded that multimedia resources help improve their reading comprehension of English as a foreign language.Item Online cooperative learning strategies and oral production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-10-01) Moya Guerrero, Marilú Etelvina; Suárez Mosquera, Wilma ElizabethThis research aimed to investigate if online cooperative learning strategies improve students’ oral production. In accomplishing this goal, the target population was formed by 30 students from tenth year of basic education who attended Unidad Educativa Cotaló. It was quasi-experimental research whose data collection instrument was a pretest and post-test. The target population was divided into the control group with 15 students and the experimental group with the same number of individuals. A previous research review and a theoretical analysis were done to identify online cooperative learning strategies like dialogue reenactment, communication games, discussion, interview, buzz groups, instant comment, format debates, presentations, simulation role-play, think-pair-share, peer tutoring, and numbered heads. Then, the pre-test, the A2 Key English test, speaking part, was taken by the whole population. To obtain numerical data, a rubric was employed. It had three assessment criteria such as interactive communication, pronunciation, and grammar and vocabulary which let to recognize the students’ low level of oral production performance. The students’ main struggles focused on grammar and vocabulary management, phonological uttering, and interactive communication. Afterwards, a set of class plans was designed to be used during the intervention phase, for students’ oral production improvement, that was centered in cooperative learning strategies for online teaching and learning contextand the use of the language for real-life communication in a student-centered environment. The intervention lasted three weeks, two online classes per week with the experimental group while the control group attended to face-to-face classes with traditional methodology based on the textbook for tenth year of basic education. Finally, the posttest resultsrevealed that there was a significant improvement of the experimental group in relation to those of the control group. It was concluded that online cooperative learning strategies improve students’ oral production. In this context, it is recommended to use this material for further research.Item The influence of digital storytelling on speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-11-01) Amores Trávez, Sandra Elizabeth; Chicaiza Redin, Verónica ElizabethThe purpose of this research project titled, "THE INFLUENCE OF DIGITAL STORYTELLING ON SPEAKING SKILLS," was to investigate the usefulness of digital storytelling in the enhancement of speaking skill. After checking all biography for the development of this research, The Hypothetical- Deductive- Method was employed in this study, and the path to answer the research question incorporates a quantitative approach since it helped to sequence the activities and the objectives to be reached. The entire research was carried out using a quasi–experimental design of transversal cut and explanatory level. In this study, the sample size was formed by 34 students from Universidad Técnica de Ambato, who were divided into two groups: 16 students belonging to the experimental group and 18 students take part in the control group, both groups were randomly divided in order to make the research more real, the pre-test and post-test were the instruments utilized to ensure the proposal's efficacy. The pretest was taken before applying the proposal, while the post test was taken when the teacher finished applying the proposal. Because of the sample size was less than 50, the Shapiro- Wilk test and SPSS 25 software were used to validate the hypothesis in this study, according to the studies done, it has been noticed that Digital Storytelling enhances Speaking Skills. Following the execution of the Digital Storytelling strategy, students increased their Speaking Skills. because they were motivated and involved in the strategy, since they developed in a positive way while developing the activities in class, doing it in a self-regulated and participatory way, since they knew how to workItem Online tools and interactive reading skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-10-01) Sani Gunza, Myrian Paola; Chimbo Cáceres, Elsa MayorieThe current research was carried out with the objective of analyzing the effectiveness of applying online tools and interactive reading skill to fourth-grade students of Unidad Educativa "Santa Marian de Jesús". Due to the fact that the participants were not randomly assigned, a quasi-experimental technique approach was adopted to produce the research. Additionally, the research used the ADDIE methodology, which stands for Analyze, Design, Develop, Implement, and Evaluation, to create learning opportunities through the creation of an instructional program. Moreover, the Technological Acceptance Model (TAM) was also established with the primary goal of determining whether users accept or reject a specific technology. The instruments that helped the research gather and validate the data was the following a web3.0 survey to determine the use of web 3.0 tools in the educational field was categorized into a Liket scale; a structured survey validated by pairs that aimed to determine the use of online tools and interactive reading skill; and an adapted standardized pre and post-test based on the Cambridge A1 Movers Test. The test considered the reading section; parts 1, 3, and 6. On the other hand, the plans were made based on the three stages of the reading process: pre-reading, critical reading, and postreading, using the online tools "Getepic" and "Starfall". These activities were combined with subskills such as skimming, scanning, and reading for detail. The Group Statistics and Independent-Sample T-test were used to assess the research’s hypothesis. According