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Digital Graphic Organizers and English Academic Writing
(2022-07-01)
Logroño López, Jacqueline Inés
;
Infante Paredes, Ruth Elizabeth
This research aimed to establish the effectiveness of digital graphic organizers in English academic writing. The participants of this study were 68 students of the fourth semester B1 intermediate level from the Mechanics Faculty at Escuela Superior Politécnica de Chimborazo. This study applied a qualitative and quantitative approach, and an experimental design focused on cause and effect. Therefore, it was necessary to conduct six lesson plans to accomplish the goals of the current study. The lesson plans were elaborated by the researcher and had a duration of 3 weeks, with a length of 60 minutes in each session. They were oriented to improve the structure of the written text based on the aspects of content, communicative achievement, organization, and language. The lesson plan included the following components: The grammar topic, objectives, time, materials, application activities that incorporated the use of digital graphic organizers, and the evaluation, which entailed the writing of a text to check learners' understanding which was assessed through the rubric of Cambridge. The instruments used for the data collection were: A web 3.00 tools survey to diagnose its practice in the educational field that was categorized into a Likert scale; and validated with a 0.846 Cronbach Alpha, a questionnaire to gather information about digital graphic organizers and English academic writing validated by pairs that were administered to both groups through google form to compile qualitative information, and a standardized pre and post-test that was taken from the PET writing section by Cambridge; the test considered four writing assessment subscales. To verify the hypothesis, a paired t-test was applied to determine the efficiency of the Digital graphic organizers on English academic writing. The results showed a significant change in academic writing after using the online tools. Consequently, learners had a remarkable improvement in their English academic writing after implementing digital graphic organizers
Active learning in online classes
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
Toro Ramos, James Steven
;
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.
Ted talks in the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01)
Timbila Guato, Cynthia Aracelly
;
Suárez Mosquera, Wilma Elizabeth
Nowadays, new technological advances and innovations are being developed for facilitating peoples’ lives. Language learning is not the exception as new online resources allow both teachers and students to facilitate the teaching-learning process. One of these online resources is TED talks, a video platform that offers a wide range of educational and interesting videos disseminated by expert speakers. Reason why the current study aimed to analyze the influence of TED talks in the development of speaking skills. The study had a pre-experimental design with the participation of 37 students from the fifth semester “B” of “Pedagogía de los Idiomas Nacionales y Extranjeros” program at Technical University of Ambato. The treatment consisted of exposing students to some TED talk videos in order to analyze the speaking subskills of the speakers. The main research tool was a pre and post-test adapted from the FCE (First Certificate of English) speaking exam. In the same way, a survey was administered to the whole group to know about students’ attitudes and insights towards TED talks. To analyze the data gathered, the researcher used the software IBM SPSS that enabled to perform frequency analysis, a normality test comparing differences between pre- and post-tests and the hypothesis verification through the application of the T – students test. Results showed that TED Talk videos had positive effects on the development of speaking skills and subskills such as fluency, pronunciation and discourse management

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