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.ESA PROCESS

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  • Miniatura
    Item type:Ítem,
    Guessing Games and Speaking Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
    Lazo Choco Gabriel Isaías
    ;
    Suárez Mosquera Wilma Elizabeth
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
    This study aimed to evaluate how the use of Guessing Games contributes to the development of English-speaking skills among 46 first-semester students from the PINE major at Universidad Técnica de Ambato in the Conversational English subject. Given that the study involved a single control group, a pre-experimental design with a quantitative approach was employed. The Key English Test (KET) speaking section from Cambridge Assessment was administered as both the pre-test and a post-test to measure students’ progress across the three criteria: Grammar and Vocabulary, Pronunciation, and Interactive Communication. Throughout eight interventions, several guessing games such as Slowly reveal a picture, Who am I?, Mime and guess, Other people’s shoes, What are they/you doing?, Where am I?, etc., and their variations were implemented through communicative and interactive speaking activities designed to promote oral production. Subsequently, data were analyzed using SPSS Statistics, revealing an overall increase of 1.30 points in speaking performance between the pre-test and post-test. These findings confirmed the positive impact of integrating guessing games on students’ speaking skills. Moreover, the results demonstrated that students enhanced their confidence, participation, accuracy, and fluency when using English in authentic communicative contexts. Therefore, guessing games proved to be an effective pedagogical tool for fostering active participation and developing key speaking subskills.
  • Miniatura
    Item type:Ítem,
    Drama-based techniques and speaking skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
    Rodríguez Balseca Diana Carolina
    ;
    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 research project aimed to examine the effect of drama-based techniques on the development of speaking skills among sixteen 3rd BGU students at Unidad Educativa Génesis. The study adopted a pre-experimental design with a quantitative approach, using a pre-test and post-test adapted from Parts 3 and 4 of the B1 Preliminary (PET) Cambridge Assessment to evaluate learners’ speaking skills. These standardized assessments measured four key components of speaking performance: grammar and vocabulary, discourse management, pronunciation, and interactive communication. Over the course of five weeks, ten instructional sessions were implemented following the ESA (Engage, Study, Activate) process. Each session integrated a variety of drama-based techniques, including role-play, simulation, improvisation, readers’ theatre, and scriptwriting, designed to create meaningful communicative situations, promote spontaneity, and foster authentic interaction in English. The instructional process emphasized student-centered learning, creativity, and collaborative oral production, allowing students to rehearse language in realistic scenarios. Data analysis was conducted using IBM Statistical Package for the Social Sciences (SPSS). After confirming normal distribution through a normality test, a paired samples t-test was applied to determine the significance of the differences between pre-test and post-test scores. Results showed measurable improvement in students’ speaking skills, with the greatest gains observed in interactive communication and grammar and vocabulary. Students demonstrated increased fluency, clearer pronunciation, and a higher degree of confidence during oral tasks. The findings indicate that drama-based techniques constitute an effective pedagogical approach for strengthening speaking skills in EFL contexts.