Ciencias Humanas y de la Educación

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

Examinar

Filtros

2021 - 20254

Ajustes

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

Resultados de la búsqueda

Mostrando 1 - 4 de 4
  • Miniatura
    Item type:Ítem,
    Authentic Materials and Reading Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-31)
    Sánchez Santana Joceline Katherine
    ;
    Cumbe Coraizaca Dorys Maribel
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This pre-experimental research aimed to determine the impact of incorporating authentic materials on the development of reading skills in 6th-level EGB students at Juan Montalvo School. The study was conducted over eight intervention sessions using realworld texts such as comics and short stories. To assess this, a Cambridge English: Young Learners (YLE) Flyers A2 level test was applied both before and after the intervention as a diagnostic and evaluative tool. The main reading sub-skills evaluated included deducing meaning from context, reading for specific details, and predicting outcomes. Initially, the students demonstrated low proficiency in these areas, with pre-test scores ranging from 1 to 16 points. After the use of authentic materials, post-test results showed an improvement, with scores ranging from 10 to 18 points. Although the progress was not drastic, a consistent upward trend was evident across most participants. The study concluded that authentic materials had a positive influence on the students’ reading skills. The exposure to real and meaningful content increased student motivation, engagement, and comprehension. The comparison of pre- and post-test scores validated the effectiveness of the intervention and supported the alternative hypothesis that authentic materials contribute to better reading outcomes. This research highlights the pedagogical value of integrating authentic texts into English language instruction at the primary level. It also suggests that using such materials can foster more realistic and functional language acquisition, better preparing students for real-life communication.
  • Miniatura
    Item type:Ítem,
    Authentic Material for ESP Purposes and Reading Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01)
    Sánchez Rodríguez Daniela Lisbeth
    ;
    Hernández Chérrez Elsa de los Ángeles
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This research explores the use of authentic materials to improve reading skills in the context of English for Specific Purposes (ESP), specifically in tourism. The study was conducted with sixth-semester tourism students from the Facultad de Ciencias Humanas y de la Educaciòn from Universidad Tecnica de Ambato. This project focused on the B1 level of students to strengthen their reading comprehension through ten classes designed under the Communicative Language Teaching (CLT) approach. A pre-test and post-test were applied to measure the students' progress throughout the intervention. Authentic materials such as travel brochures, tourist articles, and real texts related to tourism were integrated into the lessons to simulate real professional contexts. Through practical and collaborative activities, students interacted with these real texts, developing reading strategies such as Skimming, Scanning, Deducing Meaning, and Inferring Attitude between language learning and their professional field. The results showed a significant improvement in the reading skills of tourism students, which shows that the use of authentic materials not only generates greater motivation and interest but is also effective for the development of communicative skills in specific contexts. In conclusion, it is confirmed that the implementation of Authentic Materials in English classes for Specific Purposes represents a valuable didactic tool. It contributes significantly to significant learning and enhances students' professional preparation in tourism by providing relevant and realistic input. The findings support the conclusion of authentic materials as a core component of ESP instruction, especially when aiming to bridge the gap between academic English learning and real-life communication needs in specialized fields.
  • 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.
  • Miniatura
    Item type:Ítem,
    Cartoons and listening skill
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01)
    Páez Pérez, Daniel Alejandro
    ;
    Infante Paredes, Ruth Elizabeth
    The aim of this research study is to determine the relationship between cartoons and listening skill in students of first semester from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. This research followed a mixed approach using a validated survey to know students’ perceptions about the use of web 3.0 tools and providing a KET (Key English Test) pre-test and post-test obtained from ‘Cambridge Assessment’ in order to evaluate learners’ abilities at listening through the listening sub- skills assessment such as: listening for specific information, listening for detail, listening for gist, and listening to infer. Moreover, an experimental design was applied to the experimental group of 30 students. The treatment developed introduced cartoons into listening lessons with the aim of helping learners to improve their abilities at listening through the exposure of authentic language input as well as the motivation that authentic materials bring to the classroom. Consequently, web 3.0 tools helped to the treatment’s development since it was necessary its use to display cartoons in the class, but also for the creation of activities that are established into the ‘three stages approach’ considered for the teaching delivery. The results obtained demonstrated an average of improvement of 4 points into the general test (6.9 – 11,9); however, into each sub-skill evaluated in the test, the learners’ performance improved from 0,8 to 1,3 over 3 points in every single listening sub- skill. In consequence, it can be concluded that the use of cartoons improves students’ listening skills due to some factors that learners were involved in, for instance, real-world language, tasks’ authenticity; also, it increased motivation and participation in class.