Ciencias Humanas y de la Educación

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

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Guided reading strategy and reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-18)
Pilalumbo Toaquiza Erika Maribel
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Velasteguí Viteri Santiago David
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
This study analyzed students' perspectives on the guided reading strategy in reading comprehension. A total of 66 students (35 women and 31 men) from the first and second years of BGU at Unidad Educativa del Milenio Cacique Tumbalá participated in a descriptive, nonexperimental study conducted in the rural area of Zumbahua, Pujilí, Cotopaxi, Ecuador. The data was collected through a survey of 21 items on the Likert scale, whose reliability reached Cronbach's alpha coefficient of 0.950. In addition, the instrument was validated by five experts, with results of the Aiken V coefficient between 0.98 and 1, confirming its validity. The research was based on three questions oriented to specific objectives. The results revealed that the most used strategy before reading was to establish a purpose, as it helps toconcentrate on key aspects of the text. During reading, comprehension monitoring and guided questions allow the identification of difficulties and self-regulate their reading process. In the final phase, summarizing and formulating critical questions were the most representative, as they facilitate the synthesis and analysis of the content. Among the main components that strengthen guided reading are teacher support and small group instruction, which encourage collaboration and meaning making. Regarding the levels of comprehension, the critical level was the most developed, evidencing reflective and analytical thinking. In conclusion, the balanced application of guided reading strategies in their different phases promotes active, critical, and meaningful reading comprehension in students.
The Glossing Strategy and Reading Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-17)
Guevara Urgiles Britney Xiomara
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Mayorga Gaona Carlos Daniel
This current study analyzed students' perspectives on the glossing strategy in reading comprehension. A total of 62 A2-level students from Centro de Idiomas at the Universidad Tecnica de Ambato (24 males and 38 females) participated in a descriptive, and nonexperimental research. Data was collected through a survey with 19 items on a Likert scale. It was validated by Cronbach's Alpha coefficient (0,851), in a similar manner, the questionnaire was validated and approved by five experts in the field. Its validation showed an acceptance of each question with a score ranging from 0.98 to 1 in the Aiken’s V coefficient, thereby establishing their validity. Moreover, the research was based on three research questions related to the objectives. The results revealed that multimedia glosses, pictorial glosses, and textual glosses were predominantly employed due to their functionality, practical benefits, and key components. A variety of strategies were available to promote the improvement of reading comprehension. Most students preferred using lexical analysis, scanning, and identifying the purpose, among others. Additionally, learners have developed several macro-skills, such asidentifying cultural references in context, using background knowledge, and recognizing the communicative functions of texts. The results also revealed that students faced difficulties in using multiple-choice glosses or in implementing strategies such as identifying the author’s purpose or using graphics organizers. Nevertheless, the application of glosses to aid in understanding the text indicates that the glossing strategy plays a crucial role in students’ reading comprehension.
Contextual Clues and Reading Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
García Jiménez María Doménica
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Chimbo Cáceres Elsa Mayorie
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
The current research study aimed to analyze students' perspectives on the use of contextual clues and their influence on English reading comprehension. A total of 81 first-year students (42 women, 36 men, and 3 who preferred not to say) from the Bachillerato General Unificado (BGU) program at the Oxford Unidad Educativa, in Salcedo-Cotopaxi, Ecuador, participated in this study, which used a descriptive, non-experimental design and a mixed approach. The data collection instrument was a 21-item survey using a Likert scale (Always 5, Frequently 4, Occasionally 3, Rarely 2, Never 1) designed based on the three research questions related to the objectives. Its validation by five experts gave an Aiken V coefficient of 0,97, demonstrating high content validity. In addition, a pilot test applied to ten students obtained a Cronbach's alpha coefficient of 0,92, confirming the internal consistency and reliability of the instrument. The results revealed that students use semantic contextual clues from synonyms and definitions when reading in English, which provide a relation between unknown words with familiar terms and direct meaning. Syntactic clues from the coordinating conjunction or give lexical equivalents, facilitating vocabulary understanding. In terms of reading comprehension levels, students emphasized the inferential level of interpreting implicit meanings and the literal level of recognizing explicit information, while critical and creative comprehension were less frequently used, showing limitations in analyzing and reinterpreting texts. As for reading comprehension strategies, the most commonly adopted were monitoring, prediction, and visualization, suggesting an active engagement, anticipation, and creative representation of the text. Although the summary strategy was expected to be one of the favorites, its limited use, despite being a traditionally employed practice, indicates the need to reinforce it through activities that strengthen the synthesis and organization of information.
Background Knowledge and Reading Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01)
Mosquera Granda Patricio Ricardo
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Suárez Mosquera Wilma Elizabeth
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This research investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.
Artificial Intelligence and Writing Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30)
Cuyo Topa Kevin Adrian
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Melendez Escobar Lorena Monserrath
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The main objective of this study was to determine students' perspectives on the influence of Artificial Intelligence on writing skills. This descriptive study obtained results from 60 undergraduate participants (30 men and 30 women, ages between 18 and 24). Data was collected through a 19 items survey, each with 5 options on a Likert scale. The survey was validated by Cronbach's alpha coefficient (0.915) and approved by five subject matter experts who showed acceptance for each survey item, and values ranged from 0.80 to 1 on Aiken's V coefficient. For the development of this research, three research questions related to the objectives were formulated, focusing on the following categories: Artificial Intelligence Tools, Types of Artificial Intelligence, and Writing Strategies. First, the results showed that the Artificial Intelligence tools most used by students are those that use content generation (ChatGPT AI) and superficial correction (Grammarly AI) and the types of Artificial Intelligence most used in writing are those whose function is linguistic accuracy which helps grammar correction (ChatGPT AI) and lexical diversity (Writefull) due to the constant use of these technologies nowadays. In addition, several strategies were found to improve students' writing skills, such as generating ideas before writing and understanding complex topics. Finally, it was found that students make use of several strategies before writing, such as brainstorming, templates, and checklists, to improve their writing skills. Thus, it is suggested that tools such as ChatGPT or Grammarly should be used in order to support academic writing.
Fables and Reading Comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23)
Chaglla Moyolema Johanna Lissette
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López Jaramillo María Gabriela
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The objective of this research was to analyze the perspectives on the use of fables for the improvement of reading comprehension in seventh graders English students. In a descriptive design, the participants were in total 61 students (34 and 27 females). The study used a survey that was verified by 5 experts. The total number of questions was 22, divided into 8 questions for the dependent variable (fables) and 9 questions for the independent variable (reading comprehension). This survey was evaluated using the Likert scale: (Always 5, Often 4, Sometimes 3, Rarely 2, Never 1). In addition, the research was based on three research questions related to the objectives. A descriptive design was used to combine quantitative analysis of the survey results with interpretation of the data. Moreover, the study was given by a pre-pilot test for 10 students in which Combrach's alpha coefficient confirmed that the survey can be applied (M=7.72). Validation was also carried out to show acceptance of each question by applying Aiken's V coefficient. The results reveal that the fables most used by the students are didactic and poetic. In addition, some of the skills most used by the students were prediction, skimming and scanning. The results also reveal that the students faced difficult strategies to improve their comprehension. However, one of the skills that students do not like is inferring, which becomes an obstacle for them. In addition, the strategies that students used the most were summarizing, prior knowledge, and visualizing.
Active learning in online classes
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
Toro Ramos, James Steven
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Chicaiza Redín, Verónica Elizabeth
Online classes have become in the main teaching modality due to covid 19 pandemic. The facilities to teach English online are evident since there are many technological tools which helps to practice and have access to language. However, online classes present some challenges which involves students ‘interaction and engagement. The purpose of this research is to analyze how the use of active learning impacts online classes. That is why this research explores different active learning strategies which can be incorporated into the design of online classes. Additionally, it discusses many online learning tools that ca be used to promote active interaction between students and teacher. The design of the study was quasi-experimental with 22 participants from two groups. An experimental and a control group from 3rd BGU at Unidad Educativa Ambato. The experiment was applied in 7 online sessions which involved the application of active learning strategies to enhance online classes development and performance of each English skill. To obtain the results it was applied a pre and post test PET designed by Cambridge in the experimental and control group. In this way, it was possible to determine the level of students in online classes before and after the application of active learning. In addition, the analysis of data was done by using a T-student for paired means in SPSS software. In fact, the results demonstrated that there is a significant influence of the use of active learning in online classes since students from the experimental group enhance their performance in a high percentage. Therefore, it was concluded that the use of active learning had a positive impact in online classes.
Process-genre based approach and the writing skills
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01)
Acurio Armas, Ana Belén
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Infante Paredes, Ruth Elizabeth
The current research is expected to assess the relationship of Process-Genre Based Approach (PGBA) and how EFL students improve their Writing Skills (WS). This was an experimental investigation in which a mock Ket Writing Part pre and post-test were applied to assess the WS elements as: content, organization, and language. To improve those elements, PGBA was utilized inside the classroom such as: planning, drafting, revision, correction, and publish. The subjects of the examination were the third semester students of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study population is made up of 31 students from third semester as the experimental group (EG). Pearson’s correlation test contributed to find the relationship between PGBA and the WS. The findings were that in Content students got an improvement of 0,7 %, in Organization got 0,9%, and in Language got 0,3%. Thinking about the results of this examination, the conclusion of the investigation is drawn as the followings. English Foreign Language Students vanquish their Writing Skills issues by using Process-Genre Based Approach to communicate in English Language
Summarizing strategy and reading comprehension
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01)
Acosta Salazar, María Belén
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Calero Sánchez, Ximena Alexandra
Reading comprehension is the ability to process a text by understanding its meaning. This ability to comprehend a written material is influenced by learners' skills which are decoding, literal comprehension, inferential comprehension, critical comprehension, vocabulary, and grammar. Thus, the current research work aims to determine how Summarizing strategy influences learners’ reading comprehension. This research was applied to 27 students of the fifth semester in Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros. Moreover, the treatment was developed over 7 sessions. This research work had a qualitative and quantitative approach and experimental research. A pre-test and post-test were used to assess students' reading comprehension before and after implementing Summarizing Strategy. The reading section from the standardized Preliminary English Test (PET) was applied. In order to verify the hypothesis, the Student's t-test was the method to make the statistical analysis of the results. The findings demonstrated that there was a significant difference in the students' performance, and it was concluded that the implementation of Summarizing strategy influences students' reading comprehension.
Drama strategies and oral fluency
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01)
Rubio Gómez, Omar Santiago
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Calero Sánchez, Ximena Alexandra
This work was developed due to the lack of innovative ways of improving students´ oral fluency. The principal objective of the present research is to investigate the relation between the use of drama strategies and student´s oral fluency. This was a descriptive study that focuses in a quali-quantitative approach. The bibliographical part of the investigation was important in order to obtain the information necessary to pursuit some of the objectives presented. The descriptive part of the study was developed when a survey, that was validated by using Cronbach’s Alpha, was given to 40 students from ESPE University. The ten first questions of the survey wanted to know how many of this students thought certain factors affect their fluency. The next ten questions gathered information about drama strategies and how they will like to learn about them. The hypothesis for this research, that the use of drama strategies does influence on student´s oral fluency, was proved. It was analyzed by using Friedman´s Chi-Square test, using the program SPSS Statistics. To conclude, the results showed that there exist a relationship between drama strategies and student´s oral fluency. Also that, students think drama strategies could help them with their oral fluency, that is affected with extrinsic and intrinsic factors, and that they will prefer to learn about drama strategies in a course.

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