Ciencias Humanas y de la Educación

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

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Tema: search.filters.subject.GUESSING GAMES

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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,
    Guessing Games and the EFL Classroom
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
    Guaygua Romero Meliza Lisbeth
    ;
    Hernández Cherréz 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 study explored the perspectives of 62 students (25 men and 37 women) from the Unidad Educativa Salcedo, located in Salcedo-Ecuador, on Guessing Games in the English as a Foreign Language (EFL) classroom. A non-experimental descriptive methodology was used, with data collected through a Likert scale survey. The reliability of the survey was confirmed with a Cronbach's alpha of 0.942. Likewise, the questionnaire was validated and approved by five experts in the field; the acceptance of each question was shown with a score between 0.80 and 1 in the Aiken V coefficient, demonstrating its validity. The results showed that students prefer guessing games based on words, phrases, and descriptions of objects or people, as they favor vocabulary learning and dynamically promote communicative practice. Among the factors that influence the application of these games are time management, student participation, and personal confidence, which have a direct impact on the level of involvement and motivation of students. However, a lack of confidence or shyness can limit the effectiveness of activities. The teacher's guidance as a linguistic model and the creation of a collaborative social environment stand out as fundamental elements in English as a foreign language class. The teacher not only guides learning, but also encourages respect, cooperation, and communicative practice. However, it was evident that the physical environment of the classroom represents a difficulty, since many spaces lack the resources or the necessary disposition to facilitate mobility and group work. Together, guessing games are consolidated as effective pedagogical tools that promote motivation, interaction, and meaningful learning.