Ciencias Humanas y de la Educación

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

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Digital Comic Platforms and Reading Skills
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas, 2026-06-01)
Merchan Guaman Camila Roxana
;
. Sulca Guale Manuel Xavier
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Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
The current study aimed to examine learners’ perspectives on the use of digital comic platforms to develop reading skills in English as a Foreign Language (EFL). This descriptive study was conducted with a population of 88 students (66 females and 22 males). Data was collected through a survey composed of 19 items related to digital comic platforms, reading skills, and reading strategies. The instrument was first validated through the judgment of five experts. Subsequently, Aiken’s V coefficient was applied, confirming the validity of the instrument in terms of relevance, pertinence, and coherence. Furthermore, the reliability of the instrument was measured through Cronbach’s Alpha using SPSS software, obtaining a coefficient of 0.929, which indicates a high level of internal consistency and reliability. The results revealed that digital comic platforms were used by EFL learners as supportive resources for reading activities, with WebComics showing a greater presence among students compared to other platforms. In terms of reading skills, it was evident that evaluating, inferencing, and integrating information were the most developed abilities, which suggests that learners were able to reflect on the meaning of texts, interpret visual and textual clues, and connect ideas throughout the reading process. Regarding reading strategies, monitoring comprehension, predicting, and using visual elements were the strategies most frequently employed by students while interacting with digital comics. Finally, it is important to mention that summarizing and word recognition represented weaker areas that could be strengthened through continuous reading practice and greater exposure to digital texts in English. In addition, the findings revealed that although students did not frequently use official digital comic platforms, they still demonstrated regular interaction with digital comics through other unofficial platforms, showing that digital comics are commonly used by learners as reading resources in general
Frayer model 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)
Tubon Guato Jadira Nathaly
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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 project, entitled “The Frayer Model and Reading Comprehension,” was conducted at the Centro de Idiomas of the Universidad Técnica de Ambato with A2-level students to investigate the influence of the Frayer model on the development of reading comprehension. The study employed a quantitative approach and a pre-experimental design, using a pre-test and a post-test to measure changes in student performance across different reading subskills. The subskills assessed in the reading section of the Cambridge KET exam included skimming, scanning, inferring meaning, predicting, and deducing meaning from context, which were divided into five parts as specified for the assessment. This project was carried out over eight sessions, during which the Frayer model was implemented to improve reading subskills, and, at the end, the levels of reading comprehension at which students improved were evaluated. The levels assessed included literal, inferential, and critical reading comprehension; each of these is related to the reading subskills. The methodology employed incorporated a statistical analysis using the paired-samples student's t-test to test the hypothesis that the Frayer Model significantly influences the reading comprehension of A2-level students at the Centro de Idiomas of the Universidad Técnica de Ambato. The results showed significant increases in the mean scores of the pre-test (16,86) and post-test (20,91) in most of the subskills assessed, with the most notable improvements observed in deducing meaning from context and predicting. These improvements, when correlated with reading comprehension levels, demonstrate that the students showed improvements in inferential and critical comprehension levels. In conclusion, the study demonstrates that the Frayer Model is an effective teaching strategy for improving reading comprehension in A2-level students.
Authentic Materials and Reading Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-31)
Sánchez Santana Joceline Katherine
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Cumbe Coraizaca Dorys Maribel
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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 pre-experimental research aimed to determine the impact of incorporating authentic materials on the development of reading skills in 6th-level EGB students at Juan Montalvo School. The study was conducted over eight intervention sessions using realworld texts such as comics and short stories. To assess this, a Cambridge English: Young Learners (YLE) Flyers A2 level test was applied both before and after the intervention as a diagnostic and evaluative tool. The main reading sub-skills evaluated included deducing meaning from context, reading for specific details, and predicting outcomes. Initially, the students demonstrated low proficiency in these areas, with pre-test scores ranging from 1 to 16 points. After the use of authentic materials, post-test results showed an improvement, with scores ranging from 10 to 18 points. Although the progress was not drastic, a consistent upward trend was evident across most participants. The study concluded that authentic materials had a positive influence on the students’ reading skills. The exposure to real and meaningful content increased student motivation, engagement, and comprehension. The comparison of pre- and post-test scores validated the effectiveness of the intervention and supported the alternative hypothesis that authentic materials contribute to better reading outcomes. This research highlights the pedagogical value of integrating authentic texts into English language instruction at the primary level. It also suggests that using such materials can foster more realistic and functional language acquisition, better preparing students for real-life communication.
Authentic Material for ESP Purposes and Reading Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01)
Sánchez Rodríguez Daniela Lisbeth
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Hernández Chérrez 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 research explores the use of authentic materials to improve reading skills in the context of English for Specific Purposes (ESP), specifically in tourism. The study was conducted with sixth-semester tourism students from the Facultad de Ciencias Humanas y de la Educaciòn from Universidad Tecnica de Ambato. This project focused on the B1 level of students to strengthen their reading comprehension through ten classes designed under the Communicative Language Teaching (CLT) approach. A pre-test and post-test were applied to measure the students' progress throughout the intervention. Authentic materials such as travel brochures, tourist articles, and real texts related to tourism were integrated into the lessons to simulate real professional contexts. Through practical and collaborative activities, students interacted with these real texts, developing reading strategies such as Skimming, Scanning, Deducing Meaning, and Inferring Attitude between language learning and their professional field. The results showed a significant improvement in the reading skills of tourism students, which shows that the use of authentic materials not only generates greater motivation and interest but is also effective for the development of communicative skills in specific contexts. In conclusion, it is confirmed that the implementation of Authentic Materials in English classes for Specific Purposes represents a valuable didactic tool. It contributes significantly to significant learning and enhances students' professional preparation in tourism by providing relevant and realistic input. The findings support the conclusion of authentic materials as a core component of ESP instruction, especially when aiming to bridge the gap between academic English learning and real-life communication needs in specialized fields.
Online Formative Assessment Technology and Reading Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22)
Paredes Ponluisa Josué Vladimir
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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
Currently, the role that technological tools play in education has become more noticeable as education experienced a major change with the shift from traditional classrooms to digital settings, making professors rethink of the assessment process of students. In this sense, this research aimed to investigate the effectiveness of online formative assessment technology in the development of reading skills. In turn, this study applied a pre-experimental research design with one class group, which consisted of 21 seventh-semester students from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato who underwent 11 sessions that encompassed the use of online formative assessment technology activities with tools such as Quizizz, Socrative, Google Forms, and Formative to develop reading skills. To achieve the set objectives and gather results, it was essential to employ three instruments. The researcher gave learners a Learning and Knowledge Technology (LKT) Survey to explore the use of technological tools in the learning process, a pre- and post-test to evaluate the reading proficiency level before and after the treatment, and a Technology Acceptance Model (TAM) Survey to find out their perception towards the technological tools used in the study. Thereafter, the data gathered was analyzed quantitatively using SPSS. The results showed that online formative assessment technology is effective in the development of reading skills and there is a high-acceptance level of these tools. For facts, online formative assessment technology can be regarded as innovative and significant assessment tools in the educational repertoire, making them worth applying by educators in the development of reading skills.
Question – answer relationship (qar) comprehension strategy and reading skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22)
Gallardo Córdova Dayana Liseeth
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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
This research work aimed to examine the effects of Question – Answer Relationship Comprehension Strategy for reading skills among fifth semester students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Universidad Técnica de Ambato. This research, although it covers reading skills, focuses more on reading comprehension. In a quasi-experimental design, 23 participants were divided into two groups: 13 students formed the experimental group, while 10 students composed the control group. The study employed pre and post-tests based on the reading section, parts 1, 2 and 3, of the PET exam. These tests were evaluated using three criteria of reading comprehension (literal, inferential and critical). Using a quantitative approach, the study analyzed and interpreted the results obtained from the tests, formulating conclusions and recommendations based on the specific context and experiences of the participants. Data analysis confirmed that the experimental group showed significantly greater improvement in literal comprehension, while inferential and critical comprehension were maintained. The finding demonstrated that the QAR strategy effectively improved students' literal comprehension, particularly with Right There and Think and Search questions. However, it had limited impact on inferential and critical comprehension levels. While students became more proficient at identifying explicit information in the text, additional support is needed to strengthen their ability to engage with higher-order thinking tasks like inference and critical evaluation
Easle educational platform and reading skills
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01)
Velasteguí Viteri, Santiago David
;
Infante Paredes, Ruth Elizabeth
The current research is demanded to cover an examination accomplished with the following topic: “EASLE Educational Platform and Reading Skills” which investigates the relationship among both variables and how students’ understudies improve their reading subskills. Firstly, this research was coordinated using a mixed approach by conducting a pre-test and a post-test taken from the PET Reading section by Cambridge. The test evaluated the six main reading subskills skimming, scanning, inferring, predicting, deducing meaning from context, and intensive reading. The paired sample t-test statistics was implemented in this study to analyze quantitative data. Furthermore, Cronbach's alpha validation for the Web 3.0 diagnosis was considered to analyze qualitative data. Besides, the information from the Web 3.0 evaluation survey was categorized into a Likert scale. Secondly, online educational activities were applied to the subject's class by the primary collaboration of the "EASLE" educational platform to assess the mentioned reading subskills. For that reason, this research aimed to analyze the relationship between the "EASLE” educational platform and the development of reading subskills. Moreover, the participants of the study were 37 students of the second semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Finally, the student’s average performance by using the "EASLE" improved from 13.84 to 26.76 points. Discerning the results, it can be concluded that the online activities of the "EASLE" educational platform improve reading skills, as was proved in the analysis of the students’ scores.
Scaffolding strategy and reading skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01)
Topa Tiban, Evelyn Fernanda
;
Parra Gavilánez, Lorena Fernanda
Education is constantly changing and that is why teachers must seek different strategies that guarantee students’ learning. This research will focus on the Scaffolding is a strategy to provide assistance, guidance and temporary support of the teacher towards students, making possible to develop different skills in an effective way. This research was a quasi-experimental study. A survey was applied to 36 students to know about their perception about Scaffolding. The treatment was applied to 22 students from sixth semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. It lasted one week with four interventions in total. First, it was necessary to take a survey to obtain data. After that, participants took a pre-test (KET reading section). Then, the 22 participants received some class presentations about Scaffolding strategy. The experiment with Scaffolding strategy ended with the application of a post-test. The reading skill was analyzed by an adapted rubric from Cambridge for the reading section. Finally, the obtained data was studied using the T-student statistical test. The results verified that Scaffolding strategy improved students' reading skill
Word formation games and the reading skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01)
Ibarra González, Jacqueline Elizabeth
;
Calero Sánchez, Ximena Alexandra
The aim of this study is to analyze the effectiveness of word formation games and reading development in fifth level students at the CTT language center of the Uniandes University. The research is quasi-experimental in a study population of twenty-five students, who received word formation games and activities to improve their reading skills. The instruments used for data collection were both qualitative and quantitative: pre and post test, which were given to students who were adapted from the FCE test parts of Cambridge Reading and Use of English. The experiment consisted of a treatment carried out in eight sessions through word formation games focused on the development of reading skills in the research group. As a result, it is recognized that word formation practice and games helped participants to develop skills such as recognizing classes of words, increasing vocabulary, producing words and making the right choice of a word according to its function in a sentence.

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