Ciencias Humanas y de la Educación
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Item Flipped classroom and the reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Castro Altamirano, Carla Sofía; Suárez Mosquera, Wilma ElizabethEducation evolves according to the advances in technology and students and teachers must adapt to new ways of teaching. One of the best teaching approaches in virtual and face-to-face modalities is the flipped classroom. The aim of this research was to determine the benefits of using the flipped classroom in teaching reading skills. This study was a quasi-experimental research with 8 participants, second-year high school students of the Unidad Educativa "Nueva Era". The investigation was in face-to-face modality. It lasted 5 sessions at the high school. Students took a pre-test and a posttest designed by Cambridge. The data obtained were analyzed using the T-student. Finally, the results showed that the use of the flipped classroom in the group of students of the Unidad Educativa "Nueva Era" had good results in the reading tests taken.Item Collaborative learning and reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ortiz Brito, Josue Daniel; Sulca Guale, Manuel XavierThe current research study is aimed to analyze how the use of collaborative learning improves reading comprehension in the tenth level at Unidad Educativa Ambato. The study had a quasi-experimental design and had a population of 40 students. These students were part of two groups, control group “8th A”, and experimental group “8th C”. This study took six weeks to intervene in five online sessions via Microsoft Teams. At the beginning of the intervention, both groups took a pre-test over 26 points to measure their reading comprehension skills. It was based on FLYERS A2 Cambridge exam. This test indicated some deficiencies when reading, specifically it was 10,9 in the control group and 12,4 the experimental group. Then the experimental group was taught by implementing collaborative learning approach in their classes. Within these classes, students practiced some reading activities through getting into small groups in break out rooms using Microsoft Teams. Students had to hand in a final product as evidence of their learning at the end of each class. On the other hand, the control group continued working with the same methodology which was traditional method. Once the interventions were finished, both groups took a post-test to determine the students’ progress. It showed a progress of the experimental group from 12,4 to 19,6 average score meanwhile the control group average score increased from 10,6 to 10.9. Finally, it evidenced that they did not improve their reading comprehension when learning with the traditional method. Therefore, collaborative learning improves reading comprehension.Item Scaffolding strategy and reading skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Topa Tiban, Evelyn Fernanda; Parra Gavilánez, Lorena FernandaEducation is constantly changing and that is why teachers must seek different strategies that guarantee students’ learning. This research will focus on the Scaffolding is a strategy to provide assistance, guidance and temporary support of the teacher towards students, making possible to develop different skills in an effective way. This research was a quasi-experimental study. A survey was applied to 36 students to know about their perception about Scaffolding. The treatment was applied to 22 students from sixth semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. It lasted one week with four interventions in total. First, it was necessary to take a survey to obtain data. After that, participants took a pre-test (KET reading section). Then, the 22 participants received some class presentations about Scaffolding strategy. The experiment with Scaffolding strategy ended with the application of a post-test. The reading skill was analyzed by an adapted rubric from Cambridge for the reading section. Finally, the obtained data was studied using the T-student statistical test. The results verified that Scaffolding strategy improved students' reading skillItem Cooperative language learning and reading skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Castillo Altamirano, Danilo Israel; Suárez Mosquera, Wilma ElizabethThe learning process is a complex system in which teachers and students are an important part. It is important for teachers to apply the appropriate methods and strategies in the classroom to effectively develop skills on students. This research intended to determine the influence that Cooperative Language Learning approach has on learners´ reading skills. In order to conduct the experiment, a quasi-experimental research was used. The study lasted a period of 2 weeks, with 5 sessions in total. All the sessions were carried out the application zoom, using the option breakout rooms most of the time. The population of the study was 40 students, 30 women and 10 men from second semester of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. For data collection the instrumetns that the researcher used were a reading pre-test at the beginning of the study to identify students´ level in the reading skill and a post-test which was taken by students at the end of the treatment to determine the effect after they worked with cooperative language learning approach. After gathering the results of the treatment, it can be concluded Cooperative Language Learning did not have a great impact on student´s reading skills.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 "El uso de Inglés técnico y el desarrollo de la destreza de reading en los estudiantes de Segundo año de Bachillerato paralelos "A" y "B" de la especialidad de Mecánica Industrial del Colegío Técnico "12 de Febrero" ubicado en el cantón Joya de los Tsachas de la Provincia de Orellana"(Universidad Tècnica de Ambato. Facultad de Ciencias Humanas y de la Educaciòn. Carrera de Idiomas., 2015-09-18) Durán Rojaldo, María Fernanda; Sulca Guale, Manuel XavierBased teaching of technical English with Specific Purposes (ESP) has had a major impact in the last 20 years, today almost everything is related to the use of English in different areas of expertise, emphasizing the concept for our study, as it is, Technical English for Industrial Mechanics. This work has served to highlight the key factors for the knowledge acquisition and skills in technical English for specific purposes. As we have seen the linguistic factor, conditioned by the communication needs motivated by economic, occupational and educative reasons, has been predominant in the development of this phenomenon. A growing number of areas that are immersed in this kind of English. In general it can be concluded that the technical English has progressed in the same measure that has developed teaching English and has been in assimilating changes and made own distinctive methods and approaches.