Ciencias Humanas y de la Educación

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

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2022 - 20253

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Tema: search.filters.subject.WRITING STRATEGIES

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Mostrando 1 - 3 de 3
  • Miniatura
    Item type:Ítem,
    Types of TBL Tasks and Writing Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-12-18)
    Manotoa Pasochoa María Cristina
    ;
    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 current study analyzes learners’ perspectives regarding the role of TBL (TaskBased Learning) task types in supporting the development of writing skills. A total of 64 university students from the Language Center of Universidad Técnica de Ambato (21 males and 43 females) participated in a descriptive, non-experimental investigation. Data was collected through the application of a survey with 22 items on a Likert scale. The reliability of the survey was confirmed with a Cronbach’s alpha coefficient of 0.943. In the same way, the questionnaire was validated and approved by five experts in the field, with each question achieving an acceptance score ranging from 0.80 to 1 in the Aiken’s V coefficient, confirming its validity. The results revealed that the most commonly used TBL task type in EFL classrooms are matching tasks, comparison and contrasting tasks and listing tasks due to their ease of implementation and diversity of activities. Various writing strategies support the improvement of writing skills; however, the most commonly used writing strategy by students is brainstorming, especially during the prewriting phase. Furthermore, the writing sub-skill most developed during English learning is writing legibly, as students are more focused on producing texts that are understandable and readable. The results also showed that students do not prefer tasks that are highly complex and that require prior knowledge, extensive preparation time, and higher language proficiency to communicate ideas and complete creative tasks such as projects and creative tasks. Finally, data indicated that the least developed writing skills are those related to organizing information or sentences to build coherent and accurate texts, particularly organizing ideas to be helpful and joining words and sentences clearly.
  • Miniatura
    Item type:Ítem,
    New Technologies and Writing 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)
    Moyano Núñez Luis Alejandro
    ;
    López Jaramillo María Gabriela
    ;
    Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This study explored students' perspectives on the use of new technologies for developing writing skills in English as a Foreign Language (EFL) among 40 students from Unidad Educativa “Quisapincha,” located in Ambato, Ecuador (16 males and 24 females). A descriptive, non-experimental methodology was employed, with data collected through a 20- item Likert-scale survey. The reliability of the survey was confirmed with a Cronbach’ Alpha coefficient of 0.875, and the questionnaire was validated by five experts in the field, with each question achieving an acceptance score ranging from 0.80 to 1 on Aiken’s V coefficient, ensuring its validity. The results showed that students frequently utilized technological tools such as Padlet, Canva, and Google Docs, valued for their collaborative and interactive features, which facilitated the organization of ideas, real-time feedback, and teamwork. Writing strategies like proofreading, labeling, and organizing ideas were the most effective in enhancing key subskills, including punctuation, coherence, and cohesion. However, students encountered challenges with tasks requiring gap-filling techniques and applying advanced grammar rules, highlighting areas for further support. Despite these difficulties, the study demonstrated the importance of cognitive and metacognitive strategies, particularly proofreading and idea organization, in overcoming obstacles and improving writing outcomes. These findings underscore the transformative potential of integrating technological tools into EFL instruction, fostering a collaborative, interactive, and student-centered environment that enhances the learning process and writing skill development.
  • Miniatura
    Item type:Ítem,
    Peer feedback and writing skills
    (Carrera de Pedagogìa de los Idiomas Nacionales y Extranjeros, 2022-04-01)
    Espinosa Morán, Andrés Sebastián
    ;
    Escalante Gamazo, Marbella Cumandá
    There are numerous innovative feedback teaching methods used currently, and in our society Peer feedback is considered as one of the most significative models when it is about improving the writing performance in the foreign language teaching. Students see this strategy as a chance to expand their social skills. Indeed, peer feedback involves a collaborative learning experience because learners have to evaluate each other and offer ideas, opinions or recommendations. Quasi-experimental research was applied to do this project in which a pre-test, a treatment and a post-test helped to compare the enhancement of students writing performance. Bibliographic research was carried out because many articles, thesis and previous studies related with the topic were carefully analyzed. Certainly, a mixed approach was taken into account as this study is qualitative because of the pre-test and post-test scores obtained were compared at the end. Similarly, qualitative approach was used as it was required to describe the aspects in the writing performance of students. The treatment pretended to have the students working on written activities based on FCE writing section and commenting feedback to their peers works, so they can be aware of their mistakes and improve their writing skills. The results from pre and post test were analyzed through SPSS software according to Shapiro-wilk normality. Wilcoxon signed rank test was applied to illustrate the advance students got after the treatment. Although in the pre-test the average score was 5,875, in the post-test it was 8.025. Consequently, it can be concluded that peer feedback boosted the students writing skills in terms of content, organization register, vocabulary and grammar.