Ciencias Humanas y de la Educación
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Item Background Knowledge and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-07-01) Mosquera Granda Patricio Ricardo; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis research investigated the relationship between Background Knowledge and Reading Comprehension in students of the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at the Technical University of Ambato. A total of 73 students (58 women and 15 men) participated in this research, which used a descriptive, non-experimental method with a quantitative approach. The data was collected through a survey with 20 items based on a Likert scale. The survey instrument was first validated by five experts on the subject, achieving an Aiken's V coefficient of 0.99, which indicates a high level of agreement regarding the relevance of the items. Subsequently, a pilot test was conducted with a sample of 10 students, and the instrument demonstrated excellent reliability, with a Cronbach's Alpha coefficient of 0.867, which confirms that it is appropriate for the research objectives. On the other hand, the research was based on three questions generated from the specific objectives. Since the general objective was to investigate the impact of the variables, the results showed that most students employ various strategies and subskills to support their reading comprehension during the learning process. The most used strategies include activating prior knowledge through pre-teaching critical concepts, visualization, scanning, as well as the use of visual aids, which facilitate the connection of new concepts. However, it also reveals that there exists difficulty with strategies like prediction, questioning, and inferring, which limit deeper and more critical comprehension. It is recommended that these areas be strengthened with practices focused on critical thinking and reading autonomy, integrating interactive materials that promote reflective and meaningful learning.Item Artificial Intelligence and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Cuyo Topa Kevin Adrian; Melendez Escobar Lorena Monserrath; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe main objective of this study was to determine students' perspectives on the influence of Artificial Intelligence on writing skills. This descriptive study obtained results from 60 undergraduate participants (30 men and 30 women, ages between 18 and 24). Data was collected through a 19 items survey, each with 5 options on a Likert scale. The survey was validated by Cronbach's alpha coefficient (0.915) and approved by five subject matter experts who showed acceptance for each survey item, and values ranged from 0.80 to 1 on Aiken's V coefficient. For the development of this research, three research questions related to the objectives were formulated, focusing on the following categories: Artificial Intelligence Tools, Types of Artificial Intelligence, and Writing Strategies. First, the results showed that the Artificial Intelligence tools most used by students are those that use content generation (ChatGPT AI) and superficial correction (Grammarly AI) and the types of Artificial Intelligence most used in writing are those whose function is linguistic accuracy which helps grammar correction (ChatGPT AI) and lexical diversity (Writefull) due to the constant use of these technologies nowadays. In addition, several strategies were found to improve students' writing skills, such as generating ideas before writing and understanding complex topics. Finally, it was found that students make use of several strategies before writing, such as brainstorming, templates, and checklists, to improve their writing skills. Thus, it is suggested that tools such as ChatGPT or Grammarly should be used in order to support academic writing.Item Fables and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Chaglla Moyolema Johanna Lissette; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this research was to analyze the perspectives on the use of fables for the improvement of reading comprehension in seventh graders English students. In a descriptive design, the participants were in total 61 students (34 and 27 females). The study used a survey that was verified by 5 experts. The total number of questions was 22, divided into 8 questions for the dependent variable (fables) and 9 questions for the independent variable (reading comprehension). This survey was evaluated using the Likert scale: (Always 5, Often 4, Sometimes 3, Rarely 2, Never 1). In addition, the research was based on three research questions related to the objectives. A descriptive design was used to combine quantitative analysis of the survey results with interpretation of the data. Moreover, the study was given by a pre-pilot test for 10 students in which Combrach's alpha coefficient confirmed that the survey can be applied (M=7.72). Validation was also carried out to show acceptance of each question by applying Aiken's V coefficient. The results reveal that the fables most used by the students are didactic and poetic. In addition, some of the skills most used by the students were prediction, skimming and scanning. The results also reveal that the students faced difficult strategies to improve their comprehension. However, one of the skills that students do not like is inferring, which becomes an obstacle for them. In addition, the strategies that students used the most were summarizing, prior knowledge, and visualizing.Item Active learning in online classes(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Toro Ramos, James Steven; Chicaiza Redín, Verónica ElizabethOnline 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.Item Process-genre based approach and the writing skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Acurio Armas, Ana Belén; Infante Paredes, Ruth ElizabethThe current research is expected to assess the relationship of Process-Genre Based Approach (PGBA) and how EFL students improve their Writing Skills (WS). This was an experimental investigation in which a mock Ket Writing Part pre and post-test were applied to assess the WS elements as: content, organization, and language. To improve those elements, PGBA was utilized inside the classroom such as: planning, drafting, revision, correction, and publish. The subjects of the examination were the third semester students of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study population is made up of 31 students from third semester as the experimental group (EG). Pearson’s correlation test contributed to find the relationship between PGBA and the WS. The findings were that in Content students got an improvement of 0,7 %, in Organization got 0,9%, and in Language got 0,3%. Thinking about the results of this examination, the conclusion of the investigation is drawn as the followings. English Foreign Language Students vanquish their Writing Skills issues by using Process-Genre Based Approach to communicate in English LanguageItem Summarizing strategy and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Acosta Salazar, María Belén; Calero Sánchez, Ximena AlexandraReading comprehension is the ability to process a text by understanding its meaning. This ability to comprehend a written material is influenced by learners' skills which are decoding, literal comprehension, inferential comprehension, critical comprehension, vocabulary, and grammar. Thus, the current research work aims to determine how Summarizing strategy influences learners’ reading comprehension. This research was applied to 27 students of the fifth semester in Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros. Moreover, the treatment was developed over 7 sessions. This research work had a qualitative and quantitative approach and experimental research. A pre-test and post-test were used to assess students' reading comprehension before and after implementing Summarizing Strategy. The reading section from the standardized Preliminary English Test (PET) was applied. In order to verify the hypothesis, the Student's t-test was the method to make the statistical analysis of the results. The findings demonstrated that there was a significant difference in the students' performance, and it was concluded that the implementation of Summarizing strategy influences students' reading comprehension.Item Drama strategies and oral fluency(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Rubio Gómez, Omar Santiago; Calero Sánchez, Ximena AlexandraThis work was developed due to the lack of innovative ways of improving students´ oral fluency. The principal objective of the present research is to investigate the relation between the use of drama strategies and student´s oral fluency. This was a descriptive study that focuses in a quali-quantitative approach. The bibliographical part of the investigation was important in order to obtain the information necessary to pursuit some of the objectives presented. The descriptive part of the study was developed when a survey, that was validated by using Cronbach’s Alpha, was given to 40 students from ESPE University. The ten first questions of the survey wanted to know how many of this students thought certain factors affect their fluency. The next ten questions gathered information about drama strategies and how they will like to learn about them. The hypothesis for this research, that the use of drama strategies does influence on student´s oral fluency, was proved. It was analyzed by using Friedman´s Chi-Square test, using the program SPSS Statistics. To conclude, the results showed that there exist a relationship between drama strategies and student´s oral fluency. Also that, students think drama strategies could help them with their oral fluency, that is affected with extrinsic and intrinsic factors, and that they will prefer to learn about drama strategies in a course.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 EnglishItem Flipped teaching method implementation to improve students’ vocabulary.(2021-04-01) Buenaño Campaña, Verónica Guadalupe; Encalada Trujillo, Edgar GuadiaThe objective of this research was to demonstrate the incidence of the flipped teaching method in students’ vocabulary. The participants were 63 students from the eighth school year at "Fe y Alegría” School. They were between 13-14 years old. The research employed a quasi-experimental design including pre-test and post-test. At the beginning of the implementation it was necessary to know the perspectives of the current teaching practice to develop student’s vocabulary in EFL classes. So, it was evident that students use limit words to express their ideas and thoughts. The pre-test and post-test were applied and analyzed on the basis of a validated rubric for eight year school learners. There were five questions to evaluate the vocabulary. The instruments were validated to ensure results reliability. The participants were introduced to the flipped teaching method activities, so the weekly lessons were planned for five weeks. Each weekly lesson involved 40 minutes virtual class and one hour of autonomous learning at home in order to practice the use of new vocabulary in real contexts. Participants were expected to be tested on the basis of a particular content taken from the institutional final assessments as a post-test after the implementation of the activities the results were analyzed through the statistical test of hypothesis: T-student test for dependent sample because the researcher aimed to demonstrate if the flipped teaching method improves students’ vocabulary used in different activities to show their language performance. The results indicated that the implementation of activities with flipped teaching method improves students’ vocabulary significantly, and they had a positive perception of the method. Therefore, teachers should consider implementing the flipped teaching method as a part of their classes to improve students’ vocabulary. Moreover, the results showed the flipped method increases students’ motivation as well as their confidence to participate more in class.Item The Immersion Method and fluency of the English Language(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-02-01) Noroña Gamboa, Denise Alejandra; Parra Gavilánez, Lorena FernandaCurrently, students do not feel motivated when learning English, and that is the main reason why teachers should consider reading and studying new methods and strategies to motivate students to learn a language and not feel stress about the process. The objective of this research was to determine the influence of the use of the Immersion method in the class to develop fluency in speaking. The 28 students who helped in the following research were from the second level of PINE (Pedagogia de Los Idiomas Nacionales y Extranjeros) from Universidad Técnica de Ambato. The present research focused on both, exploratory and descriptive levels. First, an online survey was applied towards students which determined the strategies, activities, and methods used by the teacher in class. Next, an observational checklist regarding the teacher was used to analyze the class which took 2 weeks, and finally, a rubric that measured students' fluency in speaking while they participated in class. After the study, the conclusion indicated that the Immersion Method develops and improves fluency in speaking in students when applied in class. A variety of activities, materials, class settings, and studying groups made a huge difference in their fluency level