Ciencias Humanas y de la Educación

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Author: search.filters.author.Chimba Ronquillo Cristian XavierHas files: Yes

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    Shared Reading Strategy and Vocabulary Acquisition
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Chimba Ronquillo Cristian Xavier; Iza Pazmiño Sarah Jacqueline; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This research work involved seventh-grade students at Unidad Educativa Santa Mariana de Jesús. The primary objective was to evaluate how this shared reading strategy could contribute to vocabulary development in young students. The study included a population of 26 students, both male and female, aged between 10 and 12. All students participated in the research, which provided specific and real-world data for analysis. A field research approach was used to understand the real challenges students face in vocabulary learning. Furthermore, a pre-experimental design was implemented to structure the interventions and control variables, ensuring more accurate results. Therefore, this research presented measurable quantitative results. During the classes, the shared reading strategy was implemented, combining guided teaching with pair work. The teacher first introduced reading strategies to facilitate student’s understanding, including interactive activities and vocabulary comprehension. This was followed by student collaboration through rereading, encouraging teamwork and active participation. To measure the strategy's effectiveness, the Cambridge Pre-A1 Starters Test was used. A pretest assessed students' initial vocabulary and reading comprehension, while a posttest evaluated progress following the interventions. The results of the assessments were graded on a 10-point scale. Finally, a significant improvement in vocabulary acquisition was demonstrated. All students completed both assessments, and the Wilcoxon signed-rank test was used due to the non-normal distribution of posttest scores. Statistical analysis confirmed a positive impact of the shared reading strategy. The findings support shared reading as an effective approach for enhancing students' vocabulary acquisition, emphasizing the value of guided and collaborative practices in language teaching.