Ciencias Humanas y de la Educación

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

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Vlogs and Listening Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
Hernández Proaño Eliana Monserrath
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Mayorga Gaona Carlos Daniel
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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 identified students' perceptions of using vlogs to develop their listening skills. In this descriptive, non-experimental study with a quantitative approach, a total of 61 students from the Universidad Técnica de Ambato (45 women and 16 men) participated voluntarily. Data collection was conducted using a 19-item survey designed on a Likert scale, specifically structured to answer three research questions aligned with the study's objectives. To ensure the validity of the instrument, it was carefully reviewed by five experts in the field and evaluated using the Aiken's validity index, achieving a coefficient of 0.99. Similarly, the instrument’s reliability was confirmed through Cronbach’s Alpha coefficient (0.817), indicating that the survey was consistent for the target population. The results revealed that the types of vlogs most used by learners are travel and educational/tutorial ones, as both are particularly appealing due to their authentic and varied content. Regarding listening subskills, findings showed that students most effectively developed listening for detail and listening for gist, since they are essential for understanding spoken messages in detail as well as their purpose. Moreover, it was found that the evaluating and responding stages, which are the most active and conscious, contribute much more to the listening process. On the contrary, PC gaming and joke and comedy vlogs are not commonly incorporated into EFL classes, despite being a great source of exposure to spontaneous language use in real contexts and their current popularity on online platforms. In this way, it is recommended that teachers include different types of vlogs in their lessons, taking learners' interests into account to enhance their motivation and engagement.
Nature Pedagogy 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)
Toapanta Nuela Alison Liliana
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Infante Paredes Ruth 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
The present study aims to determine the relationship between Nature Pedagogy and listening ability. Nature Pedagogy is an approach based on learning-nature interaction, in which educators adopt a new form of teaching through spaces and materials focused on the care of nature. To achieve this objective, a bibliographic instigation was carried out to collect relevant information to support the study. Additionally, descriptive research was carried out at the Universidad Técnica de Ambato, involving 30 third-semester PINE major students. The instrument used for data collection was a survey with 20 questions, each with the Likert frequency scale (always, frequently, sometimes, rarely, never), validated by Cronbach's alpha coefficient (0.942). In addition, five experts in the field validated and approved the questionnaire, showing an acceptance rate of each question ranging from 0.80 to 1 in Aiken's V coefficient, confirming its validity. The results show the relationship between implementing listening activities such as taking notes, summarizing, sustainable practices, recycled materials, digital tools, and green classroom design and their connection with ecological issues, and cultural and environmental connections in English lessons. These activities aim to develop sub-skills such as listening for specific information, listening for gist, extensive listening, and intensive listening.
Gamification strategy and oral production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01)
Paredes Colina, Guido Christian
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Escalante Gamazo, Marbella Cumandá
Oral production is one of the most important skills that English language learners must develop and strengthen every day. Sadly, today's reality is terrible and even alarming. Students mechanically learn vocabulary and grammatical rules that they can only use with difficulty in written works and lessons. The problem basically manifests itself because there is no proper practice on the oral skill of all the content that has been learned. Considering the reason above this research was carried out, with the objective of determining the influence of the gamification strategy in the students´ development of the oral production. The present research aims to cover the search with the topic "Gamification Strategy and Oral Production" which determines the influence of the gamification strategy in the oral production development. The subjects of the research were 29 students of the fourth semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Then, a bibliographic research was used to obtain theoretical support for the variables. An experimental research was also carried out in which students were given a pre-test that evaluated their level of oral production. Afterward, the students were exposed to gamifying activities for oral production development through different lessons. Finally, a post-test was applied in order to verify the effectiveness of the activities applied to help students develop their oral production. The results indicated that the Gamification Strategy had a positive influence on the students’ oral production
Flipped classroom in the oral skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01)
Palacios Quilligana, Karina Estefanía
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Infante Paredes, Ruth Elizabeth
The present research aims to cover the search with the topic "Flipped Classroom in the oral skill" which determines the influence of Flipped Classroom in the oral skill. The subjects of the research were 26 students of the third semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. To achieve the stated objectives, bibliographic research was carried out to obtain theoretical support for the variables. An experimental investigation was also carried out in which students were given a pre-test that evaluated their level of oral skill. Afterward, the students were exposed to activities for oral practice related to the applied method through different lessons including the stages of the Flipped Classroom. Finally, a post-test was applied to know if the activities developed in the experiment influenced the oral skill of the students. The results indicated that the Flipped Classroom method had a positive influence on oral skill. The application of this method promoted the improvement of the oral skill management of the students and helped to motivate themselves and be able to speak English freely without feeling fear

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