Ciencias Humanas y de la Educación
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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 The paraphrasing strategy and the english speaking skills(Carrera de Idiomas, 2022-01-01) Manobanda Herrera, Viviana Lizbeth; Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning processItem The paraphrasing strategy and the English-speaking skills(Carrera de Idiomas, 2021-11-01) Manobanda Herrera, Viviana Lizbeth; Edgar Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning process.Item The employment of duolingo app for the oral production of the English Language for adult learners with unfinished schooling of 10th level E.G.B(2021-05-01) Zumbana Mondragón, Daniela Estefanía; Escalante Gamazo, Marbella CumandáThe present research had as principal objective to determine the application of Duolingo App in the development of the oral production of the English language on the communicative competences in the adult learners with unfinished schooling. Furthermore, the pre- test and pro- test were applied based on the audio verbal development to determine the efficiency of this technological tool as a practical and dynamic method. These tests based on the virtual sections which are offered in this mobile application in order to identify the level of the students and to know their progress in audio- verbal skills of 10th level of E.G.B groups at P.C.E.I. “Mons. Leonidas Proaño” Educative Unit CAT- Latacunga during the second quarterly of the academic year September 2020- March 2021. Also, a planning of skills with performance criteria was based in the curricular content of the Educative Unit. This planning helped to support the implementation of Duolingo App into the virtual environment with the selected groups who were involved in the research work. This lesson planning focused on the oral production of the English language in addition, on the active practice of the previous knowledge of the students. After the implementation of the research work, it applied a post- test that based on the same structure and approach that the pre- test according to the obtaining results after the application. Next, it was elaborated the procedure of the data which were analyzed and interpreted through the T- test of Student. These results were represented for statistical charts and graphics. The results demonstrated that the Duolingo App permitted to improve the oral production of the English language and it had a positive impact in the development of audio-verbal skills. Furthermore, Duolingo App facilitated to the teacher identify the level of oral production of their students as well as recognize the principal necessities of them. Therefore, it recommends using it in order to help the learners into learning the English language.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 The Glenn Doman Method and the Reading Skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-02-01) Jimbicti Solórzano, Mishel Mariela; Calero Sánchez, Ximena AlexandraThe current research was developed with the objective of analyzing the effects of the Glen Doman Method in children's reading skills from four to six years old at Charlotte English School. For the research development, it was used a qualitative methodology of a quasi-experimental type, with the participation of 15 students from Charlotte English School, aged between 5 and 6 years old, and 3 teachers, who worked for 8 weeks with the Glenn Doman Method. Before and after the application of the methodology, the reading ability was evaluated in order to determine the initial and final level in order to determine the effectiveness of the intervention through the T-student test. With the development of the investigation, it was possible to conclude that, the effect generated to develop the reading ability in students with the Glenn Doman Method, was positive. Because of the recognition, processing, decoding, retention of visual information and inferences, there was a significant development in terms of vocabulary, identification of words, expressions and comprehension that were bases for reading.Item Student-centered approach and the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Naranjo Núñez, Carol Alexandra; Calero Sánchez, Ximena AlexandraThe Student-Centered Approach aims towards empowering students to create their own learning experience and to provide them with skills to challenge knowledge. The correct implementation of Student-Centered Approach can generate greater motivation to learn, greater retention of knowledge, deeper comprehension and more positive attitudes about language learning. Under this context the current study was developed with the objective of analyzing the Student-Centered Approach and speaking ability. The study was developed underneath a descriptive and correlational methodology that included 22 students of CEBI Educational Unit, who were divided into two groups: one the experimental and the control. The experimental group developed Student-Centered activities for three months and the control continued with curriculum planning. As a data collection instrument, PET (Preliminary English Test) was used, which was applied initially and finally in both groups to prove the students’ progress level. Throughout the development of the research, it was possible to demonstrate that the Student-Centered Approach facilitates the development of speaking skill because the group under experimentation demonstrated greater development of this ability after its application, where the ability to speak and express themselves was developed and improved. It was evident a better pronunciation, coherence, use of grammar, vocabulary and interaction with peers and teacher.