Ciencias Humanas y de la Educación
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Item The Role of Motivation and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-21) Masabanda Chisag Robinson Alexander; Sulca Guale Manuel Xavier; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis current study investigates the role of motivation in improving speaking skills among EFL learners, focusing on the types of motivation, speaking subskills, and strategies used to improve this language ability. The research employed a quantitative approach in order to collect data through a validated survey with Cronbach’s alpha reliability coefficient of 0.761. In addition, experts approved the items of the survey through the V Aiken validation. A total of 60 participants, 12 males, 45 females and 3 others, answered 17 questions on a Likert scale. The results revealed that instrumental motivation, driven by practical goals such as career and academic advancement were the most prevalent among students, followed by integrative motivation, which reflects a desire to connect with English-speaking cultures. In contrast, intrinsic motivation was the least used. As for speaking subskills, pronunciation emerged as the most developed, enabling students to communicate effectively. Grammar, a key component of accuracy, also received significant emphasis, highlighting the importance of mastering language rules for coherent expression. The study also identified various strategies employed by students to improve their speaking skills. Fluency strategies, such as repetition and language games, were the most used, promoting natural and uninterrupted communication. Accuracy strategies, including grammar exercises, complemented the development of speaking skill as they ensure correct use of language. However, strategies like tongue twisters were found to be less appealing to students. These results highlight the importance of fostering instrumental and integrative motivation in language teaching and integrating effective speaking strategies tailored to students’ needs.Item Drills and oral accuracy(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Flores Suarez, Andrea Isabela; Escalante Gamazo, Marbella CumandaThe purpose of this investigation is to determine the use of Drills to improve Oral accuracy in fifth-year students ‘academic achievement at Unidad Educativa “17 de Abril” from Quero. This research was applied using a pre-experimental design and a population of 22 students. This study had a duration of three weeks of intervention in presential classes. During the intervention, a pre-test and post-test taken from Cambridge Assessment English level A1 Movers was applied to measure the oral skills presented by the students. Once the data was collected, it was tabulated and represented in tables and graphics to be analyzed later. The researcher applied the A1 Movers standardized test from Cambridge. Therefore, the statistical data collected through the test was analyzed using the SPSS software and the Wilcoxon test result was applied to determine the hypothesis verifications with the scores of the students from the pre-test and post-test. The results obtained from the pre-test, posttest and Wilcoxon test result demonstrated that the use of Drills had a positive result on the Oral Accuracy because participants were able to achieve better scores in the post test. The average score was of 8.1364 out of 16 points in the post-test. In conclusion, the application of Drills improved the oral accuracy of the students because the repetition drills help students to increase their confidence and memorize words, and structures in order to talk with good accuracy.Item Numbered Heads Together strategy and the development of English oral fluency(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Uquillas Lescano, Karla Pamela; Escalante Gamazo, Marbella CumandáThe current research work was aimed to analyze the impact of Numbered Heads Together in the development of English oral fluency in 24 students from fourth level “A” at Centro de Idiomas UTI. It followed a quantitative approach since the hypothesis was accepted through the application of a statistical method T-Student. Due to the COVID-19 pandemic, this research was developed through virtual classes because it was not possible to have face-to-face contact with students. Besides, this study collected information from physical and digital resources such as scientific journals, articles, thesis, books, and papers on the internet to support the variables. The research has a preexperimental design in which the instrument for collecting data was a pre and post-test. This study took 4 weeks in which the researcher intervened virtually 9 sessions by zoom virtual platform. The first and last sessions were mainly to apply the pre-test and posttest respectively to measure students speaking ability in terms of oral fluency. The results showed that students needed to improve their speaking skill since the total average of the pre-test was 2,42 over 5 points. Consequently, students were taught by applying Numbered Heads Together following the topics that the coursebook suggested. After finishing the 7 treatment sessions, students took a post-test in order to compare it with the pre-test. The total average for the post test was 3,23. It is important to highlight the progress of 0,81. The results showed that there is a significant difference between both samples. This study concluded that Numbered Heads Together can be used to improve students speaking skill and sub skill such as fluency.Item Interactive teaching techniques and speaking fluency(2022-03-01) Velasteguí Núñez, Gabriela Fernanda; Sulca Guale, Manuel XavierThe students’ English language learning essential for the development at the time of speaking. The use of the language in real world contexts help that the learning processes be meaningful and can be applied when need them. However, students must have the necessary tools to develop their speaking skill. For this reason, the current research entitled Interactive Teaching Techniques and Speaking Fluency was developed at the Unidad Educativa UK School in Ambato-Ecuador. The principal objective of this study research is to demonstrate the incidence of Interactive Teaching Techniques in speaking fluency. For this reason, quantitative methods were applied to check the validity of the research, as well as qualitative methods to examine the progress of the participants' fluency when speaking. To achieve this objective, it was conducted with 30 participants from sixth grade of Basic General Education. The students were divided according to their classes; Class A the control group and Class B the experimental group. Subsequently, in the experimental group; 4 interactive teaching strategies were applied such as buzz groups, pair think-share, brainstorming, socratic questioning, two hours a week for a month; while the control group worked normally without any interference in their learning. Furthermore, a pre-test and a post- test were applied as a tool to collect the necessary information. At the end of the studyItem 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 Scaffolding techniques and oral communication skills(2021-04-01) Naranjo Villacrés, María Esther; Jordán Buenaño, Cristina del RocíoThis study investigated by applying 4 categories of techniques called Verbal Scaffolding techniques, which of them develop oral communication skills in students of English as a foreign language. The main objective of this research is to determine which of these aforementioned techniques develop the skills mentioned before. A non-experimental research was carried out in this study, where 39 8th-grade students from Fe y Alegría Basic Education School of Ambato participated. The data collected through a pre-test, activities in class or trials with the use of techniques and a post-test was computerized, tabulated and analyzed using a descriptive narrative. The objective of pre and post-test was to evaluate students’ understanding and use of basic phrases and expressions in English. Trials or activities were designed based on four verbal scaffolding techniques to develop students’ English fluency, due to the pandemic of Covid19 these trials were applied using synchronous technological tools like Zoom. Verbal scaffolding techniques like: the use of synonyms and antonyms, corrective feedback, cognates and familiar chunks and peer tutoring proved to be significant techniques in the development of oral communication skills in the area of fluency. These activities were developed during 12 weeks to the 39 students. Likewise, for the correct verification of the hypothesis, the Pearson chi-square statistical test was used, as well as the Student's T statistical test, which is used to determine if there is a significant difference between the means of two groups, in this case a significant difference between the pre-test and post-test means. These statistical techniques proved the hypothesis of the study. Therefore, the 4 categories of scaffolding techniques before mentioned develop independence working in students, they demonstrated to gradually help students to work independently also these study results show that the application of Scaffolding techniques develops oral communication skills in students in the area of fluency.Item Ted talks in the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Timbila Guato, Cynthia Aracelly; Suárez Mosquera, Wilma ElizabethNowadays, new technological advances and innovations are being developed for facilitating peoples’ lives. Language learning is not the exception as new online resources allow both teachers and students to facilitate the teaching-learning process. One of these online resources is TED talks, a video platform that offers a wide range of educational and interesting videos disseminated by expert speakers. Reason why the current study aimed to analyze the influence of TED talks in the development of speaking skills. The study had a pre-experimental design with the participation of 37 students from the fifth semester “B” of “Pedagogía de los Idiomas Nacionales y Extranjeros” program at Technical University of Ambato. The treatment consisted of exposing students to some TED talk videos in order to analyze the speaking subskills of the speakers. The main research tool was a pre and post-test adapted from the FCE (First Certificate of English) speaking exam. In the same way, a survey was administered to the whole group to know about students’ attitudes and insights towards TED talks. To analyze the data gathered, the researcher used the software IBM SPSS that enabled to perform frequency analysis, a normality test comparing differences between pre- and post-tests and the hypothesis verification through the application of the T – students test. Results showed that TED Talk videos had positive effects on the development of speaking skills and subskills such as fluency, pronunciation and discourse managementItem 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