Maestría en Pedagogía de los Idiomas mención Inglés

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Alternative assessment techniques for online English Language Learning
(2022-10-01) Morocho Lara, Ruth Jannet; Jordán Buenaño, Cristina del Rocío
The COVID-19 pandemic has brought some challenges in the teaching-learning process due to the sudden shift from face-to-face classes into online ones. This research aimed to determine the influence of alternative assessment techniques on the online English language learning in eighth year of Basic Education during the 2021-2022 school year. First, the alternative assessment techniques that are suitable to online learning were theoretically analyzed. Then, an intervention proposal that included alternative assessment techniques to online learning was designed which mainly contained class plans to improve English for speaking skills. Third, the students’ performance before and after a classroom treatment based on alternative assessment to enhance the students’ English language learning was assessed. The research group consisted of 52 students who attended to eighth grade of basic education. They were divided into two groups: 25 students in the experimental group; and, 27 who constituted the control group. This research had an exploratory and quasi-experimental design. Two instruments were used for the data collection process. First, the KET for schools (speaking part) as the pre and post-test was taken by the students during the classroom intervention. It was carried out in the classroom for eight weeks where two portfolios were collected from the students, one at the beginning and other at the end. To obtain the quantitative data from the student portfolio and the speaking part of the KET exam, two different rubrics were used, which were tabulated and analyzed using the SPSS statistical software. The statistical analysis yielded data that made possible to determine that the alternative assessment techniques favorably affect the learning of the English Language of eighth grade students. Therefore, it is suggested that this research could be socialized mainly to put alternative assessment into practice in the classroom, which would contribute to the secondary education of the country.
Blogs and the writing skill development
(2021-04-01) Gallegos Gallegos, Karina Ximena; Chicaiza Redín, Verónica Elizabeth
This research work's objective was to analyze the impact of blogs on the development of writing skills in the English language. The participants were 67 students belonging to the third year of Baccalaureate from “Rodríguez Albornoz” High School. The methodology used had a quantitative approach, with a quasi-experimental design since two groups were the study subject; one control and one experimental. In addition, a pre-test was applied to determine the level of competence in writing skills of both groups. It was assessed by means of a rubric that contained five writing sub-skills such as content & creativity, organization, punctuation & spelling, language and style. In the same way, the intervention was performed, in which the use of blogs was incorporated with the experimental group for eight weeks. Therefore, each week the students who took part in the experiment had to publish a blog with the assigned topic. Furthermore, there was one week in which the students were introduced on the use of blogs, their creation and the writing process as well as the structure of articles. Likewise, before the publication of each blog, various activities were carried out for the students to become familiar with the topic; such as, brainstorming, reading articles, taking notes about videos or conversations, discussions, summaries, etc. In addition, guiding questions were provided so that students can write their blog without any difficulty. Subsequently, the post-test was applied for both groups. The data obtained in the pre and post-test were analyzed through T-student. The pre-test results revealed that the students in the control and experimental groups had a low level of writing skills. However, after the intervention with blogs; the students in the experimental group showed a remarkable improvement in the development of written skills. Therefore, the impact of blogging on students' writing ability was demonstrated
Collaborative learning strategies to promote oral fluency in EFL
(2021-04-01) López Martínez, Verónica Lucía; Chimbo Cáceres, Elsa Mayorie
One of the most common problems that occurs in the English teaching as a foreign language is the low performance of students in oral fluency. This is clearly reflected in the test scores that assess this language ability. This degree work sought to express the results of the learning strategies that can be used to improve the development of oral production. The main objective is to analyze the effects of the application of collaborative learning strategies being one of the factors that are related to the low level of oral fluency. This project is based mainly on the research and selection of collaborative learning strategies to promote an acceptable oral fluency in students from sixth grade at Unidad Educativa “Pichincha”. The study was quasi-experimental with the participation of 36 students from Unidad Educativa “Pichincha'' located in Alobamba- Tisaleo downtown. The researcher randomly divided all the participants into two groups: experimental group and control group. The evaluation instruments were applied to the two groups, the survey served to obtain general information about the two variables. Similarly, the pre - post test and a rubric that evaluates the students' learning criteria. To the experimental group the researcher applied the methodology of the use of collaborative learning strategies for one week, while the control group did not provide any treatment in order to compare the final results of the application of the methodological experiment. In order to analyze the collected data, the researcher used the T-student statistical test. Results showed that the application of collaborative learning strategies increased the level of learning by 58.89%, thus obtaining positive effects on the development of oral fluency as well as collaborative interaction in work groups
Cooperative learning activities in oral production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Educación mención Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-06-01) Velasque Tonato, Juan Cerafin; Jordán Buenaño, Cristina Del Rocío
The main objective of this research project was to determine the effectiveness of cooperative learning activities in oral production with students of the second year BGU from Unidad Educativa “Salcedo.” The population for this research were 37 participants from 16 to 17 years old. The experimental group included 18 participants, and the control group was 19. In the experimental group, Think Pair Share and Jigsaw strategies were applied. The control group worked with the same methodology as the other in the institution. Both groups were evaluated through a Pre and Post Cambridge speaking test A-2 level. The methodology was Quantitative and Qualitative since data was collected and analyzed statistically. Furthermore, this research was Quasi-experimental because the groups were selected not randomly. Six interventions were applied to the experimental group. Due to the pandemic emergency around the world, the modality of teaching and learning were virtually, the strategies of cooperative learning were conducted through Zoom platform. Learners were able to work in small groups in break out rooms. The results were analyzed statistically through the test of Wilcoxon. The rubric to evaluate the oral production was from Cambridge speaking evaluation and three elements such as; Grammar and Vocabulary, Pronunciation, and Interactive Communication were included, these elements had a maximum score of 5 points. After applied the pre-test in grammar and vocabulary the score of participants in grammar and vocabulary was 3 points, pronunciation 3, interactive communication 3, while in post-
Cooperative learning activities to improve 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, 2022-08-01) Chicaiza Pimboza, María Cristina; Iza Pazmiño, Sarah Jacqueline
La enseñanza del inglés como lengua extranjera se ha convertido en algo esencial en la Educación debido a un mundo globalizado en el que todo está interconectado e interrelacionado. Por esta razón, los estudios basados en la investigación sobre la enseñanza del inglés deben incrementarse para fomentar el desarrollo de las habilidades comunicativas y, por tanto, específicamente la producción oral. La presente investigación tiene como objetivo determinar la influencia de las Actividades de Aprendizaje Cooperativo y la producción oral de los estudiantes de EFL del Colegio Los Andes de Pillaro, Tungurahua. Para cumplir con el propósito del estudio, el investigador tomó una muestra de 51 estudiantes divididos en el grupo control (25) y el grupo experimental (26) de Octavo grado de Educación Básica. El investigador utilizó un enfoque cuantitativo con un diseño cuasiexperimental. Se aplicó un pre y post-test basado en la prueba de práctica de inglés clave de Cambridge ESOL a ambos grupos, el experimental y el de control. Hubo cinco intervenciones para aplicar la experimentación con actividades de aprendizaje cooperativo en la clase de inglés. Los planes de clase fueron diseñados con etapas efectivas de Lead-in, procedimiento y consolidación que contribuyeron al desarrollo de la producción oral en el aula de EFL. El enfoque cuantitativo implicó la medición numérica y el análisis estadístico para verificar las hipótesis. Además, las sesiones virtuales se realizaron a través de la aplicación Zoom debido a la pandemia de COVID-19. Además, se utilizó el software SPSS para analizar los datos y verificar la hipótesis a través de la herramienta estadística T-student. Los resultados obtenidos mostraron que las actividades de xv aprendizaje cooperativo mejoran significativamente la producción oral de los estudiantes de octavo grado y se aceptó la hipótesis alternativa. En conclusión, el investigador encontró que los estudiantes mejoraron su nivel de producción verbal en el postest, demostrando que las actividades basadas en el aprendizaje cooperativo son prácticas para los estudiantes de EFL. El investigador recomendó aplicar un diseño de planificación centrado en la mejora de la producción oral mediante actividades de aprendizaje cooperativo.
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 Elizabeth
The 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.
Cooperative Learning Strategies and the oral production of EFL
(2021-04-01) Albán Andocilla, Paola Soraya; Infante Paredes, Ruth Elizabeth
The main objective of this research project was to determine the relationship between Cooperative Learning Strategies (CLE) and the oral production of English as a foreign language (EFL) in students from Ambato rural area. This research worked with a population of 49 participants, belonging to range age from 7 a 12 years old. The control group (CG) comprised of 24 students and an experimental group (EG) of 25. EG participants were applied CLE such as Flashcard, Fan-N-Pick y Think-Pair-Share. All the population was evaluated through a Pre and a Post-test from Cambridge with Pre A1 level. Qualitative and quantitative methodology was used in this research since it was necessary to accomplish the proposed objective. Furthermore, experimental designed was used during thirty virtual sessions for a six-week period. Results were gotten according to T de Student demonstrated that the EG improved the oral production of EFL. The oral production elements that were developed were vocabulary from 2.84 ± 0.85 to 3.48 ± 0.71, and pronunciation from 2.72 ± 0.79 to 3.24 ± 0.52; both with a p value of 0.00. In this way, they got a significant value. However, in the interaction part, there was no major change, since the results were from 2.72 ± 0.84 to 3.00 ± 0.91, with a p value of 0.26. Consequently, it was confirmed that cooperative learning strategies influence learners’ oral production of English
Digital games and efl vocabulary learning
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas de Educación-Maestría en Pedagogía de los idiomas Nacionales y Extranjeros, 2022-05-01) Arequipa Tandalla, Yesenia Anabel; Chimbo Cáceres, Elsa Mayorie
La presente investigación se llevó a cabo con el objetivo de analizar la efectividad de la aplicación de juegos digitales para el aprendizaje de vocabulario de Inglés como lengua extranjera de los estudiantes de quinto grado de la Unidad Educativa “Hermano Miguel”. Para el desarrollo de la investigación se utilizó un enfoque metodológico cuantitativo, y un diseño cuasiexperimental debido a que los participantes no furon aleatorizados. Además, la metodología ADDIE, que significa Analizar, Diseñar, Desarrollar, Implementar y Evaluar, se empleó en la investigación para proporcionar experiencias de aprendizaje a través del desarrollo de un programa de instrucción. Adicionalmente, se ejecutó el Modelo de Aceptación Tecnológica (TAM) para determinar si los usuarios aceptan o rechazan una determinada tecnología. Los instrumentos que ayudaron al investigador a recolectar y validar los datos fueron los siguientes: una encuesta web 3.0 para determinar el uso de las herramientas web 3.0 en el ámbito educativo que fue categorizada en una escala de Likert, y validada con un Alfa de Cronbach de 0.846, una encuesta estructurada validado por pares académicos que tuvo como objetivo determinar el uso de juegos digitales en el aprendizaje de vocabulario de Inglés como lengua extranjera, una prueba previa y posterior estandarizado y adaptado basado en el Cambridge A1 Movers Test; la prueba consideró las partes de vocabulario de las secciones de escucha 3 y 4 y las secciones de lectura 1 y 3. Para verificar la hipótesis de esta investigación, se aplicó la estadística de grupo y la prueba T de muestra independiente. Los resultados del pre test mostraron que tanto el grupo control como el experimental tenían un conocimiento deficiente del xvi vocabulario de Inglés como lengua extranjera. Es por ello que se propuso el uso de juegos digitales para mejorar el nivel de vocabulario de los estudiantes. Finalmente, los resultados del post test arrojaron los siguientes resultados. El grupo de control tuvo una pequeña diferencia en el pre test y post test, mientras que el grupo experimental después de la aplicación de juegos digitales mostró una diferencia significativa en la mejora del vocabulario de EFL. Para concluir, el uso de juegos digitales tiene un impacto en el desarrollo del aprendizaje de vocabulario EFL.
Digital Graphic Organizers and English Academic Writing
(2022-07-01) Logroño López, Jacqueline Inés; Infante Paredes, Ruth Elizabeth
This research aimed to establish the effectiveness of digital graphic organizers in English academic writing. The participants of this study were 68 students of the fourth semester B1 intermediate level from the Mechanics Faculty at Escuela Superior Politécnica de Chimborazo. This study applied a qualitative and quantitative approach, and an experimental design focused on cause and effect. Therefore, it was necessary to conduct six lesson plans to accomplish the goals of the current study. The lesson plans were elaborated by the researcher and had a duration of 3 weeks, with a length of 60 minutes in each session. They were oriented to improve the structure of the written text based on the aspects of content, communicative achievement, organization, and language. The lesson plan included the following components: The grammar topic, objectives, time, materials, application activities that incorporated the use of digital graphic organizers, and the evaluation, which entailed the writing of a text to check learners' understanding which was assessed through the rubric of Cambridge. The instruments used for the data collection were: A web 3.00 tools survey to diagnose its practice in the educational field that was categorized into a Likert scale; and validated with a 0.846 Cronbach Alpha, a questionnaire to gather information about digital graphic organizers and English academic writing validated by pairs that were administered to both groups through google form to compile qualitative information, and a standardized pre and post-test that was taken from the PET writing section by Cambridge; the test considered four writing assessment subscales. To verify the hypothesis, a paired t-test was applied to determine the efficiency of the Digital graphic organizers on English academic writing. The results showed a significant change in academic writing after using the online tools. Consequently, learners had a remarkable improvement in their English academic writing after implementing digital graphic organizers
Digital storytelling and oral performance
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Educación mención Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-07-01) Jácome Medina, Cecilia Janeth; Chimbo Cáceres, Elsa Mayorie
El propósito de esta investigación es determinar cómo las habilidades de producción oral se ven afectadas de manera positiva por la narración digital. Para realizar el estudio, la investigadora seleccionó un grupo de 40 estudiantes del primer año del Bachillerato General Unificado de la Unidad Educativa "Los Andes", 13 varones y 27 mujeres. La investigadora realizó la investigación utilizando una técnica de análisis documental cuasi experimental y en línea. Además, la intervención requirió cinco sesiones con el grupo experimental, utilizando la plataforma Microsoft Teams y WhatsApp. A la vez se usó una rúbrica del Instituto Cambridge de nivel A2 de comunicación oral en línea para realizar una prueba al inicio de la intervención y otra posterior a ella para recopilar datos. Los tres criterios utilizados para construir esta rúbrica fueron gramática y vocabulario, pronunciación, y comunicación interactiva. Se utilizaron formularios de cuestionarios basados en la web 3.0 para evaluar el uso y la eficacia de los recursos digitales. Simultáneamente, se ha utilizado una encuesta estructurada validada por un grupo de especialistas para medir el éxito de las historias digitales en el aula, seguida de la encuesta TAM. Además, se evaluaron los datos utilizando Microsoft Excel y el programa SPSS, y se verificó la teoría. Según la investigación, la narración digital (DST) aumentó la producción oral en los adolescentes, ya que cada paso proporciona indicaciones y práctica suficiente para comunicarse con precisión y naturalidad. Al final, la investigadora reveló que los estudiantes tenían un bajo dominio del habla en la prueba previa y mencionando que
Educational apps and The English oral production
(2022-04) Tualombo Chamba, Enma Susana; Infante Paredes, Ruth Elizabeth
Educational 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.
Educational platforms (youtube) and the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Educación mención Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-06-01) Aucapiña Aimara, Gloria Mercedes; Sulca Guale, Manuel Xavier
The educational platform (YouTube) was an alternative strategy to improve English speaking skill. Education was currently carried out in Ecuador using technology due to the global covid-19 pandemic. As being immersed in a technological and global world, the objective of this research was to demonstrate that an educational platform (YouTube) improves English-speaking skill development. The participants were 60 students; ages range from 14 to15 from the tenth school year at "Los Andes” School. A quasi-experimental design was used to achieve that objective where students were divided into two groups: control and experimental group. Furthermore, an adapted pretest and posttest were administered to collect data that followed the Cambridge speaking test structure for A1 Movers where 30 students who belonged to the experimental group received treatment or intervention, and 30 students who belonged to the control group did not receive the treatment. Besides, a work plan was designed for one week where the treatment group received five sessions via the Zoom app. The lessons focused on different activities such as oral interviews, picture descriptions, and visual prompt stories where the experimental group was given an intervention plan using videos from Educational Platform YouTube as a strategy to promote speaking skills. A posttest was applied after the treatment where all collected data were analyzed using the SPSS program, the Shapiro-Wilk normality test, and the Wilcoxon test.
Engaging assessment and the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los idiomas Nacionales y extranjeros, 2022-03-01) Flores Ubidia., Jorge Leonardo; Sulca Guale, Manuel Xavier
The main objective of the current research was to determine the effectiveness of engaging assessment in improving students' speaking ability. Given that today in this fast and changing world, students need to have better assessment in learning a second language, in this case Second year students from BGU at “Mario Cobo Barona High School”, due to the fact that their capacity of being fluent and speaking correctly in English has been affected by the absence of engaging assessment activities. Therefore, this way of assessment was considered for students to speak English better and being understandable to encounter real life scenarios in their present and future lifetime. Taking this context, experimentation with 40 students was proposed as a single group for the pre and posttest. Then, the development of speaking skill in students was evaluated using the SPSS program in which the T test was applied. Based on the pretest result some engaging assessment activities (reversed jeopardy, group charades, the classroom movie, rhyme time, pass the ball, presenting a story) were applied in 2 weeks. At the end of the application, the posttest was applied having as a result significant improvement in students’ speaking skill, showing that the implementation of these activities, really helps students in the acquisition of English as a second language; especially at the moment to interact with others (students-students) or (teacher-students), noting a greater freedom and confidence at the moment of speaking. Concluding that what students really need are tools and support to assess and improve their own learning and motivation when learning a second language.
Flipped classroom approach and speaking performance
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-08-01) Colcha Caldas, Verónica Alexandra; Chimbo Cáceres, Elsa Mayorie
Speaking skill is one of the core abilities in the English language that has been affected in a society where online teaching has been established in the educational area. Thereby, through this review it is demonstrated the importance and contribution of the flipping classroom approach in the practice and advancement of speaking in online and face-to-face learning. The participants of the study were 56 students of the ninth grade in “Rosa de Jesús Cordero” High School in Cuenca, Ecuador, who were divided into control and experimental groups. The control group was made up of 30 learners, and the experimental group was made up of 26 subjects. Because of the current situation where the study was applied, the opportunity to show the impact of synchronous (inclass tasks) and asynchronous (out-of-class) tasks was seen. Lesson plans were created related to the applied approach and cohering to the level of the students. The use of the school’s lab was crucial and the learners showed a positive attitude and a sense of respect towards the facilities. The research was applied using a standard Cambridge pre and post-test focused on the speaking performance which evaluated aspects such as grammar and vocabulary, discourse management, pronunciation, and interactive communication. Besides, a Web 3.0 survey, a validated structured survey and a TAM survey (Technology acceptance model) were used as instruments to show the positive influence on the flipped classroom approach. Finally, good results were displayed due to the increase of the students’ average in the speaking performance which according to paired sample t-teststatistics analyzed quantitative data and showed an advancement from 12,731 to 16,308. Consequently, as nowadays technology takes an important place by making the connection a way of living, the use of the flipped classroom approach can become an eye-catching resource when speaking a new language.
Flipped teaching method implementation to improve students’ vocabulary.
(2021-04-01) Buenaño Campaña, Verónica Guadalupe; Encalada Trujillo, Edgar Guadia
The objective of this research was to demonstrate the incidence of the flipped teaching method in students’ vocabulary. The participants were 63 students from the eighth school year at "Fe y Alegría” School. They were between 13-14 years old. The research employed a quasi-experimental design including pre-test and post-test. At the beginning of the implementation it was necessary to know the perspectives of the current teaching practice to develop student’s vocabulary in EFL classes. So, it was evident that students use limit words to express their ideas and thoughts. The pre-test and post-test were applied and analyzed on the basis of a validated rubric for eight year school learners. There were five questions to evaluate the vocabulary. The instruments were validated to ensure results reliability. The participants were introduced to the flipped teaching method activities, so the weekly lessons were planned for five weeks. Each weekly lesson involved 40 minutes virtual class and one hour of autonomous learning at home in order to practice the use of new vocabulary in real contexts. Participants were expected to be tested on the basis of a particular content taken from the institutional final assessments as a post-test after the implementation of the activities the results were analyzed through the statistical test of hypothesis: T-student test for dependent sample because the researcher aimed to demonstrate if the flipped teaching method improves students’ vocabulary used in different activities to show their language performance. The results indicated that the implementation of activities with flipped teaching method improves students’ vocabulary significantly, and they had a positive perception of the method. Therefore, teachers should consider implementing the flipped teaching method as a part of their classes to improve students’ vocabulary. Moreover, the results showed the flipped method increases students’ motivation as well as their confidence to participate more in class.
Gamification elements and the reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los idiomas Nacionales y extranjeros, 2022-03-01) Ramos Flores, Fanny Margarita; Sánchez Sailema, Lina Mariela
Reading in an adequate way evolves the process to understand the message, to have a comprehensible reading and acquire new knowledge. In recent times, students at the secondary level have reading problems and comprehension and these affect the academic development and learning. This difficulty has been marked in recent years because, having been affected worldwide by the pandemic, students have been required to develop their reading skills, so that the teaching-learning process does not stop and that they can absorb more information, useful for the development of the activities assigned by the teachers in each of the subjects That is the reason why a study was carried out on the elements of gamification and reading comprehension to find out their influence on reading comprehension. The study subjects were First Year Baccalaureate High School students from the Juan León Mera La Salle Institution, from Ambato city. A bibliographic analysis was carried out to obtain information to support the research. The research work was experimental, and a pre-test was applied to determine the level of reading comprehension prior to the study. The gamified activities were applied focused on four gamification elements to develop reading comprehension. Finally, a post test was applied to verify the effectiveness of the gamification elements used and their activities. It is clear thee result of post test with 30,14% reading comprehension in the experimental group, versus 17,81% in the control group with a statistically significant difference, which represents 25% more than the conventional teaching. The results obtained during the research were positive since it has been possible to demonstrate that there is an influence of the elements of gamification within the reading comprehension of the students. The results obtained during the investigation were positive because it has been possible to demonstrate that there is an influence of the elements of gamification within the reading comprehension of the students
Gamification to strengthen reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-09-01) Aguaguiña Tirado, Lorena Tatiana; Suárez Mosquera, Wilma Elizabeth
La innovación en ambientes de aprendizaje mejora la calidad en la educación y permite caminar a la vanguardia con la constante evolución de la sociedad. La lectura es un hábito de comunicación que permite el desarrollo del pensamiento cognitivo e interactivo de cualquier lector, y permite que los estudiantes construyan fácilmente nuevos conocimientos. Varios estudios han informado que la mayoría de los estudiantes tienen dificultad para comprender un texto. Por tanto, la incorporación de la tecnología en la Educación ha facilitado la mejora de los hábitos lectores. El propósito de este estudio fue analizar el uso de la gamificación para fortalecer la comprensión lectora en estudiantes de tercer año de secundaria de la Unidad Educativa “Huasimpamba. Este estudio utilizó un enfoque cuantitativo y cualitativo con un diseño cuasi-experimental. El estudio compara dos grupos, un grupo de control y un grupo experimental. Los instrumentos utilizados para la recolección de datos fueron una prueba de comprensión lectora y una encuesta. Cada grupo fue evaluado (pre-test y post-test) en comprensión lectora con la aplicación de gamificación. Se utilizó la encuesta con una escala de Likert para determinar la percepción y aceptación de los estudiantes sobre la implementación de la gamificación en la comprensión lectora. Los datos de puntuación se analizaron utilizando la fórmula de la prueba t. Los resultados de la prueba t para muestras pareadas aplicada a través del software SPSS revelaron que hubo una diferencia significativa entre las pruebas de comprensión lectora previa y posterior t (19) = -12,2, p˂0.001, el cual se aceptó la hipótesis. Los resultados obtenidos se pueden afirmar que la comprensión lectora se
Interactive teaching techniques and speaking fluency
(2022-03-01) Velasteguí Núñez, Gabriela Fernanda; Sulca Guale, Manuel Xavier
The students’ English language learning essential for the development at the time of speaking. The use of the language in real world contexts help that the learning processes be meaningful and can be applied when need them. However, students must have the necessary tools to develop their speaking skill. For this reason, the current research entitled Interactive Teaching Techniques and Speaking Fluency was developed at the Unidad Educativa UK School in Ambato-Ecuador. The principal objective of this study research is to demonstrate the incidence of Interactive Teaching Techniques in speaking fluency. For this reason, quantitative methods were applied to check the validity of the research, as well as qualitative methods to examine the progress of the participants' fluency when speaking. To achieve this objective, it was conducted with 30 participants from sixth grade of Basic General Education. The students were divided according to their classes; Class A the control group and Class B the experimental group. Subsequently, in the experimental group; 4 interactive teaching strategies were applied such as buzz groups, pair think-share, brainstorming, socratic questioning, two hours a week for a month; while the control group worked normally without any interference in their learning. Furthermore, a pre-test and a post- test were applied as a tool to collect the necessary information. At the end of the study
Internet memes and the improvement of writing skills
(2021-05-01) Manjarrés Vásquez, Vicente Javier; Encalada Trujillo, Edgar Guadia
This study focused on the topic of Internet memes. These digital items are formed by a combination of images of all kinds, especially pictures featuring people in different situations, and usually humorous text that permit to communicate written ideas that surpass the sum of their parts. Internet memes were applied in order to achieve the improvement of the writing skills based on the cognitivist model of knowledge acquisition. Such model, contains a diverse amount of writing skills such as knowledge (the ability to use knowledge covered in class), comprehension (the ability to use grammar and spelling correctly), analysis (the ability to use Internet meme templates appropriately) and synthesis (to effectively combine text and images to convey ideas beyond those separated elements.) The population of the study was formed by 32 students (25 female and 7 male) who constituted the totality of students from the English school of IST “Manuel Lezaeta A.”, private technological institute located in the city of Ambato, Tungurahua province, Ecuador. To begin the study, the students were evaluated through a pre-test based on the previously mentioned skills. Afterwards, the complete group was instructed on the creation of memes using webpage imgflip.com’s meme generator, as well as on the particularities and potential applications of specific Internet memes using the Xia and Zhu method. As instruction unfolded, students were asked to generate Internet memes based on templated with the aim of monitoring their progress. Finally, students took a post-test with the goal of measuring improvement. The data collected were processed using statistical software SPSS and evidenced positive results since the program displayed statistically relevant improvement on the students’ writing skills. After the process was finished based on information gathered, this non-experimental study concludes that Internet memes influence positively on the improvement of writing skills of the chosen study group.
Literary circles strategy for reading skills in EFL students.
(2021-05-01) Bautista Ullauri, Renato Emanuel; Sulca Guale, Manuel Xavier
La siguiente investigación titulada estrategia de círculos literarios para habilidades de lectura en estudiantes de EFL fue desarrollada en la Unidad Educativa María Auxiliadora, en Macas-Ecuador. El objetivo principal de esta investigación es estudiar cómo los círculos literarios pueden beneficiar las actitudes lectoras de los estudiantes de EFL. Para ello, se aplicaron métodos cuantitativos para determinar la eficacia de la investigación, así como métodos cualitativos para analizar el progreso de las competencias lectoras de los participantes. Esta investigación experimental se realizó con 67 participantes de sexto grado A y B de educación general básica. Los participantes se clasificaron utilizando la herramienta en línea AlTzar, se distribuyeron en un grupo experimental y un grupo de control. Posteriormente, el grupo experimental fue expuesto a la estrategia de lectura dos horas por semana durante un mes, una hora sincrónica y otra asincrónica. Es así que, se administró un único pre-test y post-test a toda la población como herramienta para recoger la información necesaria para el análisis correspondiente. Al final del estudio, los resultados del post-test de los estudiantes se compararon con los resultados del test anterior mediante la prueba t de Student, que permite comparar las medias de dos muestras independientes para aprobar la fiabilidad de esta investigación. Además, los resultados de la investigación fueron contrastados con enfoques, teorías y conceptualizaciones de diferentes autores de investigaciones científicas similares que apoyaron la relevancia de la hipótesis inicial. Evidentemente, en un país con escasos hábitos de lectura, esta es una alternativa excepcional para inspirar a los estudiantes a leer de manera independiente y exponerlos a la lengua extranjera. Las palabras habladas y escritas son los cimientos de la vida, los niños que leen por placer todos los días no sólo rinden más en la escuela que los que no lo hacen, sino que además se expresan mejor, hacen amigos y tienen ciertas habilidades clave para la vida.