Ciencias Humanas y de la Educación
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Item Real Context Activities and Oral Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-11-01) Paredes Guevara, Christopher Damian; Chicaiza Redin, Verónica ElizabethThe current research study is aimed to analyse the effect of real context activities in the development of oral skill in students from the second semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” major at Universidad Técnica de Ambato. The study had a quasi-experimental design and had a population of 39 students. This study took three weeks to intervene in four online sessions via Zoom. At the beginning of the intervention, the students took a pre-test to measure their oral skills which indicate some deficiencies when speaking, specifically it was 2.62 out of 5. Then, learners were taught by implementing real context activities following the coursebook activities to promote meaningful language and give students the opportunity to practice their oral ability in a freer way. Once the interventions were finished, the students took a post-test to determine the students’ progress, which indicates a progress of 3.32 out of 5. It is important to mention that the results showed a remarkable progress of 0.61 between both samples to validate the hypothesis verification and determine the proportion of the research. Therefore, it had a positive impact on students' oral skill.Item Flipped classroom in the oral skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Palacios Quilligana, Karina Estefanía; Infante Paredes, Ruth ElizabethThe present research aims to cover the search with the topic "Flipped Classroom in the oral skill" which determines the influence of Flipped Classroom in the oral skill. The subjects of the research were 26 students of the third semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. To achieve the stated objectives, bibliographic research was carried out to obtain theoretical support for the variables. An experimental investigation was also carried out in which students were given a pre-test that evaluated their level of oral skill. Afterward, the students were exposed to activities for oral practice related to the applied method through different lessons including the stages of the Flipped Classroom. Finally, a post-test was applied to know if the activities developed in the experiment influenced the oral skill of the students. The results indicated that the Flipped Classroom method had a positive influence on oral skill. The application of this method promoted the improvement of the oral skill management of the students and helped to motivate themselves and be able to speak English freely without feeling fear