Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Tipo de acceso: Acceso abiertoTema: search.filters.subject.AUDITORY MATERIALS

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  • Miniatura
    Item type:Ítem,
    Cognitive Strategies and Reading Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23)
    Tiviano Franco Evelin Lizbeth
    ;
    López Jaramillo María Gabriela
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    The present study aimed to determine students' perspectives on the influence of cognitive strategies and reading skills. This descriptive study was applied to a population of 61 students in the first, second, and third years of high school at the Glenn Doman School (22 males and 39 females, who ranged in age from 14 to 18 years) with an A2-B1 level according to the Common European Framework of References (CEFR). The data were collected using a survey with 20 items, each item with 5 options on a Likert scale. This survey was validated by Cronbach's Alpha coefficient (0.939) and was validated by 5 experts in the field, who validated it using Aiken's validation, and it was found that each question of the survey was accepted with a perfect score of 1 in Aiken's V coefficient. On the other hand, three research questions were formulated in relation to the specific objectives, these questions were divided into the following categories: types of cognitive strategies, reading subskills, and reading strategies. First, the results showed that the type of cognitive strategy most developed by the students was the basic cognitive strategy of repetition or rehearsal (the students repeat the information in order to memorize it), as well as the complex cognitive strategy of metacognition (learn autonomously and selfregulate the learning) this result may be because of the facility and familiarity that the students have with these strategies. In addition, it was found that students have developed two primary subskills reading for detail and reading for gist. Finally, several strategies were found to improve students' reading skills, such as monitoring and tapping prior knowledge, which means that students usually monitor their comprehension when reading a text and in case they do not understand an idea, they read the text again to get a better interpretation of it.
  • Miniatura
    Item type:Ítem,
    Authentic Materials and Listening Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23)
    Colcha Nuñez Darwin Anibal
    ;
    Sulca Guale Manuel Xavier
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This current study aimed to determine students' perspectives on the influence of authentic materials on listening skills. This descriptive study was applied to a population of 60 undergraduate participants (16 males and 44 females, ages between 18 and 24) with an intermediate level of English. Data was collected through a survey with 20 items, each containing 5 options on a Likert scale. This survey was validated by Cronbach' Alpha coefficient (0,727) and approved by five experts in the field who showed acceptance of each survey item and values ranged between 0,80 and 1 in the Aiken's V coefficient. To develop this research, three research questions related to the objectives were formulated focusing on the following categories: Types of authentic materials, types of authentic listening activities, and listening subskills. Firstly, the results showed that the kind of authentic materials most used by the students are auditory materials (authentic interviews, authentic conversations, songs and music, podcasts, and radio) as well as audio-visual materials (TV shows, commercials, and YouTube) due to the daily use they have with those types of materials in their native language. In addition, several activities were found to improve students’ listening skills such as, fill-gaps activities or role-plays in the classroom. Finally, it was found that students have developed several subskills such as extensive listening, intensive listening, listening for specific information, and attitude inference to improve their listening skills. Interestingly, extensive listening proved to be the most developed by students, which means that students like to listen to audios about interests outside the classrooms as part of their academic progress and language development.