Ciencias Humanas y de la Educación
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Item Mnemonic Strategies and English Language Vocabulary(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) López Constante María José; Silva Valencia Juan Carlos; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study analyzed high school students’ perspectives on the use of mnemonic strategies for English vocabulary learning. A total of 70 students (36 males and 34 females) from 3rd BGU A and B at La Salle High School participated in this descriptive, non-experimental research. Data was collected through a survey with 21 items created using Google Forms, which was validated by a pilot test and expert review. The survey showed strong reliability with a Cronbach’s Alpha coefficient of 0.810, and its content validity, according to Aiken’s V coefficient, ranged from 0.80 to 1. The survey was designed based on three research questions aligned with the study’s objectives. The results revealed that students most frequently use mnemonic strategies involving pictures, the keyword method, and visualization to enhance vocabulary retention. These strategies engage multiple cognitive processes, such as visual memory and association, which help learners create stronger mental links to new vocabulary. By using mental imagery and familiar keywords, students find it easier to recall and apply new words in different contexts. Furthermore, learners mainly developed receptive and concrete vocabulary, while abstract vocabulary remains the most challenging. The study also found that vocabulary learning strategies promoted in the EFL classroom emphasize meaning-focused input and output, as well as fluency development. These findings provide valuable insights into effective vocabulary learning methods and suggest practical approaches for teaching English vocabulary through mnemonic techniques.Item Video Games and English Vocabulary Learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Villacís Calvache, Fernando David; Suárez Mosquera, Wilma ElizabethVideo games are technological tools which are useful for teaching English vocabulary, especially for high school learners. The objective of this study was to investigate the influence of the use of video games on the development of vocabulary learning in the English language. The participants were 30 learners whose ages range from 14-16 years old from Unidad Educativa Juan Leon Mera "La Salle", a private school in Ambato, Ecuador. This was a quantitative and quasi-experimental research. The data was collected in three stages: pre-test, experiment, and post-test during seven sessions. The pre-test was an adapted test from the book "Test your vocabulary 2" published and distributed by Pearson education limited. Then, the material for the experiment consisted of one video game that was Pokémon Emerald. At the end of the experiment, the teacher applied the same test as a post-test out of 10 points. Learners obtained the grade of 5,15 over 10 points as average in the pre-test. It shows a great difference between pre-test and post-test in which the average was 8,4 over 10 points. Finally, the results showed that the students increased their English vocabulary using video gamesItem Short videos and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Paz Arcos, Denis Lisbed; Calero Sánchez, Ximena AlexandraThe use of short videos is an innovative learning strategy to learn English as a foreign and second language. This research aimed to analyze how the use of short videos influences students' vocabulary learning. This study was pre-experimental in that it was applied to an experimental group, and both qualitative and quantitative approaches were used. The participants of this study were 10 students of the 10th EGB "D" from Unidad Educativa "Baños”. Seven interventions were applied online through Zoom application. The first and last sessions were used for the application of a pre-test and a post-test while in the five sessions the application of the use of short videos was developed. The instruments of this research were a pre and post-test that were taken from the Cambridge Key English Test (KEY) level A2, each test had 20 multiplechoice questions, which were answered by the students and then analyzed by the researcher. The findings showed that the use of short videos had an influence on the learning of vocabulary in English since the initial average of the students was 13.9 points out of 20 and the final average was 16.9. In addition, the students presented a positive attitude during the experimentation process of this strategy.Item Quizlet and English language vocabulary(Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2022-03-01) Torres Álvarez, Mónica Isabel; Chicaiza Redín, Verónica ElizabethNowadays, technological resources are important in education. Hence, the aim of this current research work is to determine the influence of the Quizlet app on the English language vocabulary in students of the 1st BGU "B" at the rural institution Unidad Educativa Dario Guevara. The investigative process was carried out through a quasiexperimental design and bibliographic, field, exploratory and descriptive research modality, besides the population that participated in the research work was a single group of 21 students between the ages of 16 and 17. The experimental intervention lasted four weeks each week had two class sessions with a total of eight sessions, the first six sessions were worked within the educational institution, while the last two sessions through the Zoom platform, due to the Covid-19 pandemic. In addition, at the beginning of the intervention, the students completed a pre-test to measure their vocabulary level, which showed low performance, exactly it was 3.38 out of 12 points. Then, the class sessions were developed by implementing vocabulary activities with topics related to the A2 Flyers level of the Cambridge Assessment, these activities were practiced in Quizlet app. Then, at the end of the intervention, the students took a post-test to determine their progress, which indicated an improvement of 6.85 out of 12 points. Then, the comparative results showed an advance of 3.47 points between both samples, which allowed validating the verification of the hypothesis. Therefore, this work had a positive effect on the learning of English language vocabularyItem Flashcards and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Heredia Gallegos, Helen Nicole; Chicaiza Redin, Verónica ElizabethThe use of flashcards is a traditional strategy used in English language education. This research project aimed to identify the influence of the use of flashcards as an innovative strategy to improve the acquisition and learning of English language vocabulary. This research was experimental, and the participants were 17 from eighth grade of Unidad Educativa “República de Argentina “in Ambato. The study was carried out through a pre- and post- test structured by multiple choice questions. Each test contained 10 questions, which were answered by the students at the beginning and at the end of the investigation. Most of the questions and classes were prepared days before, with the intention of promoting vocabulary learning in a contextual rather than literal way. In the statistical part, a T-student was developed, to observe and verify the influence that this strategy could have on the ability of the students to learn the new vocabulary. The results showed that flashcards had a positive influence on new vocabulary learning and, of course, on the learning of the languageItem Ficiton stories and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Robles Iguamba, Lesly Mabel; Suárez Mosquera, Wilma ElizabethFiction stories are didactic materials which are useful for teaching vocabulary, especially for young learners. The study aim is to investigate the impact of fiction stories on vocabulary learning. The participants were 8 learners from 8-9 years old from a public school. This was a quantitative and quasi-experimental research. The data was collected in three stages: pre-test, experiment, and the post-test during seven sessions. The pre-test was a pre-starter-adapted-test from Cambridge Assessment English (CAE) over 17 points. Then, the material for the experiment consisted of two fiction stories taken from YouTube, slides with vocabulary, Padlet to make students write on it the words they have learned, and a vocabulary checklist. At the end of the experiment, the teacher took the same post-test out of 17 points. Learners obtained the grade of 7,62 over 17 points as average in the pre-test. It shows a great difference from the post-test from which the average was 14,12 out of 17 points. Finally, the results showed that the students increased their vocabulary from watching and listening to fiction stories.Item Pictured-cued Tasks and Speaking Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Aucapiña Moreta, Mayra Alexandra; Chicaiza Redín, Verónica ElizabethSpeaking is one of the most difficult skills to be developed by language learners. Most of the students have problems to speak fluently, accurately, and using good pronunciation. Teachers should provide practical and useful activities such as Picture-cued tasks to develop and enhance students speaking skill. The purpose of the current research is to analyze the influence of picture-cued task in speaking skill. The design of this study was quasi-experimental research with a single group of 25 participants who were students from the fouth semester “A” of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Tecnica de Ambato. The experimental part of the research lasted for 4 weeks in six online sessions and the pedagogical interventions involved the use of picture-cued tasks as main activities in speaking practice. To gather the results the researcher applied a pre- and post- test taken from the Preliminary English test by Cambridge which asses the speaking skill (PET) at B1 level. The purpose was to determine the level of students’ speaking skill before and after using pictures-cued tasks. Analysis of the data was then performed using the T-student statistical test. The findings confirmed that there is a significant influence of picture-cued tasks in speaking skill. Besides, the results showed that these tasks contribute to the improvement of the speaking sub-skills especially grammar and vocabulary.Item The starfall app and the reading skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Robayo Rivera, Jessica Andrea; Iza Pazmiño, Sara JacquelineThe main objective of this research is to help third year students of basic education of the "Continental School" by using the application "Starfall" which will serve as a participatory pedagogical resource in the process of improving the ability of reading in the children studied, for this it was necessary to focus on a quantitative methodology due to the surveys, pretest and posttest applied in relation to the tests carried out before using the application with the data after having used it, obtaining a result favorable to the application demonstrating that there is a notable improvement with the use of the application "Starfall" which helps, strengthens and improves the ability to read, and understand the English language in 11 children which are in an age range of 7 and 8 years to which the study was subjected, mentioning that the improvement obtained was due to the fact that it was carried out in a didactic way and with different activities. It is to the liking of students and with support in technology for its development, it is worth mentioning that the application serves as support due to the current reality that is experienced by the COVID-19, making it easier for students to actively participate from home.Item The sensory scaffolding and its impact on the teaching - learning process of the English language in the students(2021-04-01) Quilapanta Unapucha, Sandra Mariela; Escalante Gamazo, Marbella CumandáThis research is focused on the analysis of the impact of sensory scaffolding on the development of the vocabulary of the English language in 9th grade students of EGB of Unidad Educativa "San José de Poaló". This study was based on a quantitative approach that included the collection, analysis and interpretation of data obtained. Likewise, a quasi-experimental design was implemented. In the same way, this research was bibliographic since the variables were supported by previous studies. It was also an exploratory study since it tried to discover the reasons why the students did not have enough vocabulary in English. The population consisted of 20 students of 9th grade. The data was collected through the application of a survey to the participants to identify the most appropriate activities based on sensory scaffolding supports to implement them in the English class. The questionnaire was applied in an online modality; the survey consisted of ten questions related to the variables analyzed in the study. In the same way, a pre-test was applied to measure the vocabulary level of the students. The pre-test contained fifty-two words, which were considered relevant since they were part of daily life conversation topics. After applying the pre-test, the sensory scaffolding activities were applied in the English lessons to teach specific vocabulary according to the students’ academic level. Once the activities were completed, a post-test was applied to identify if there was any increase in the students' vocabulary level. These data were analyzed using descriptive statistics. The results of the hypothesis verification made it possible to ensure that in the experimental group a significant increase in the average of the post-test was observed, in this way it was possible to confirm the alternative hypothesis: The use of sensory scaffolding strategies allows the development of vocabulary among 9th grade students.Item Cooperative Learning Strategies and the oral production of EFL(2021-04-01) Albán Andocilla, Paola Soraya; Infante Paredes, Ruth ElizabethThe main objective of this research project was to determine the relationship between Cooperative Learning Strategies (CLE) and the oral production of English as a foreign language (EFL) in students from Ambato rural area. This research worked with a population of 49 participants, belonging to range age from 7 a 12 years old. The control group (CG) comprised of 24 students and an experimental group (EG) of 25. EG participants were applied CLE such as Flashcard, Fan-N-Pick y Think-Pair-Share. All the population was evaluated through a Pre and a Post-test from Cambridge with Pre A1 level. Qualitative and quantitative methodology was used in this research since it was necessary to accomplish the proposed objective. Furthermore, experimental designed was used during thirty virtual sessions for a six-week period. Results were gotten according to T de Student demonstrated that the EG improved the oral production of EFL. The oral production elements that were developed were vocabulary from 2.84 ± 0.85 to 3.48 ± 0.71, and pronunciation from 2.72 ± 0.79 to 3.24 ± 0.52; both with a p value of 0.00. In this way, they got a significant value. However, in the interaction part, there was no major change, since the results were from 2.72 ± 0.84 to 3.00 ± 0.91, with a p value of 0.26. Consequently, it was confirmed that cooperative learning strategies influence learners’ oral production of English