Ciencias Humanas y de la Educación
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Item Transformational Learning and Oral Production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Pérez Piñaloza Viviana Michelle; Ruth Elizabeth Infante Paredes; 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 research work is to determine the relationship between Transformational learning and Oral production in students of the National and Foreign Languages Pedagogy Program of the Technical University of Ambato. Transformational learning is an educational approach that seeks to innovate people's perspectives, beliefs and attitudes through reflection and significant experiences. To carry it out, a significant bibliographical research was carried out to collect information to support the research work. In the same way, the descriptive method was used where a survey was created for 26 eighth semester students, which was composed of twenty items of questions related to the practice of transformational learning and the indicators in English classes and oral production functions used, each with the Likert frequency scale. In addition, five experts on the subject validated and approved the questionnaire, showing an acceptance rate of each question ranging from 0.80 to 1 in the Aiken V coefficient, confirming its validity. Then, the researcher applied the survey to the eighth level of the program, each participant answered it according to their experience in English classes, and through the SPSS program it was shown that the hypotheses were accepted. Finally, when analyzing the results, it was concluded that there is a positive relationship between oral production and the oral production functions of the 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 EnglishItem Gamification strategy and oral production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Paredes Colina, Guido Christian; Escalante Gamazo, Marbella CumandáOral production is one of the most important skills that English language learners must develop and strengthen every day. Sadly, today's reality is terrible and even alarming. Students mechanically learn vocabulary and grammatical rules that they can only use with difficulty in written works and lessons. The problem basically manifests itself because there is no proper practice on the oral skill of all the content that has been learned. Considering the reason above this research was carried out, with the objective of determining the influence of the gamification strategy in the students´ development of the oral production. The present research aims to cover the search with the topic "Gamification Strategy and Oral Production" which determines the influence of the gamification strategy in the oral production development. The subjects of the research were 29 students of the fourth semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Then, a bibliographic research was used to obtain theoretical support for the variables. An experimental research was also carried out in which students were given a pre-test that evaluated their level of oral production. Afterward, the students were exposed to gamifying activities for oral production development through different lessons. Finally, a post-test was applied in order to verify the effectiveness of the activities applied to help students develop their oral production. The results indicated that the Gamification Strategy had a positive influence on the students’ oral productionItem Peer feedback and the oral production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Valdivieso Castro, Byron Miguel; Chimbo Cáceres, Elsa MayoriePeer feedback is a practical strategy where students interact with each other to assist and assess their productive skills. Nowadays, this strategy has had a positive impact on the development of students’ oral skills. For that reason, the objective of the present research was to determine the influence of peer feedback on the evaluation of students’ English oral production. The participants in this study were students who belonged to the seventh semester of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato for two weeks. The methodology used in this study was quasi-experimental and data was collected by performing a pre-test and a post-test to both groups, experimental and control. An interactive oral activity in pairs was considered on both tests and the participants were assessed based on a speaking assessment rubric. Moreover, a survey was applied and analyzed qualitatively using frequency and percentage. Thus, a T-test was used to corroborate statistically the mentioned hypothesis. As a result, implementing peer feedback enables students to give and receive feedback about their peer presentation and it permitted to conclude that peer feedback strategy influences the improvement of students’ oral production of the English language