Ciencias Humanas y de la Educación

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

Examinar

Filtros

2020 - 20224

Ajustes

Tema: search.filters.subject.APPROACH

Resultados de la búsqueda

Mostrando 1 - 4 de 4
  • Miniatura
    Item type:Ítem,
    Flipped classroom and the reading comprehension
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
    Castro Altamirano, Carla Sofía
    ;
    Suárez Mosquera, Wilma Elizabeth
    Education evolves according to the advances in technology and students and teachers must adapt to new ways of teaching. One of the best teaching approaches in virtual and face-to-face modalities is the flipped classroom. The aim of this research was to determine the benefits of using the flipped classroom in teaching reading skills. This study was a quasi-experimental research with 8 participants, second-year high school students of the Unidad Educativa "Nueva Era". The investigation was in face-to-face modality. It lasted 5 sessions at the high school. Students took a pre-test and a posttest designed by Cambridge. The data obtained were analyzed using the T-student. Finally, the results showed that the use of the flipped classroom in the group of students of the Unidad Educativa "Nueva Era" had good results in the reading tests taken.
  • Miniatura
    Item type:Ítem,
    Collaborative learning and reading comprehension
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
    Ortiz Brito, Josue Daniel
    ;
    Sulca Guale, Manuel Xavier
    The current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.
  • Miniatura
    Item type:Ítem,
    Task-based language teaching and the writing skill
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01)
    Morejón Gonzalez, Santiago David
    ;
    Suárez Mosquera, Wilma Elizabeth
    This investigation aimed to determine the effectiveness of using Task-Based Language Teaching approach to develop the writing skill. This was a quasi-experimental study. The sample of this investigation were 39 learners. This research project was developed at Universidad Técnica de Ambato as part of “Pedagogia de los Idiomas Nacionales y Extranjeros” program. The time that this investigation lasted was two weeks with four online sessions via zoom. At the beginning of the experiment, all students took a pre-test to measure their knowledge in writing skill. Then, students were taught by using TBLT. Finally, at the end of the treatment the students took a post-test. To evaluate the students’ writing production a rubric over 15 points was used. The results showed that the implementation of TBLT approach students improved their writing skill
  • Miniatura
    Item type:Ítem,
    Process-Based Approach and the Writing Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01)
    Valverde Escalante, Diana Caroline
    ;
    Parra Gavilánez, Lorena Fernanda
    The following research presents an overview and the application of "Process-Based Approach and the Writing Skills" which investigates the different strategies and steps that can be followed to develop a proper writing and improve the Productive Skills. The application of this research was developed by using a qualitative methodology by applying a pre and post-test which assess the criteria of the Writing performance such as: use of language, content and organization. To analyze those elements Process-Based Approach steps were applied during the class periods such as: preview of the main topic, group brainstorming, students` investigation, class discussions, hamburger template, first draft, peer assessment, teacher assessment and final draft. The subjects of the examination were tenth grade English learners at CEBI high school. The results are connected with the conclusion of the investigation point out the achieved objective of it. English Language Students improve their Writing Skills by using Process-Based Approach strategies and indicated that most of the English Language Students improve their organization and content in the writing product which shows a better communication of ideas in the foreign language.