Ciencias Humanas y de la Educación
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Item Digital Graphic Organizers and English Academic Writing(2022-07-01) Logroño López, Jacqueline Inés; Infante Paredes, Ruth ElizabethThis research aimed to establish the effectiveness of digital graphic organizers in English academic writing. The participants of this study were 68 students of the fourth semester B1 intermediate level from the Mechanics Faculty at Escuela Superior Politécnica de Chimborazo. This study applied a qualitative and quantitative approach, and an experimental design focused on cause and effect. Therefore, it was necessary to conduct six lesson plans to accomplish the goals of the current study. The lesson plans were elaborated by the researcher and had a duration of 3 weeks, with a length of 60 minutes in each session. They were oriented to improve the structure of the written text based on the aspects of content, communicative achievement, organization, and language. The lesson plan included the following components: The grammar topic, objectives, time, materials, application activities that incorporated the use of digital graphic organizers, and the evaluation, which entailed the writing of a text to check learners' understanding which was assessed through the rubric of Cambridge. The instruments used for the data collection were: A web 3.00 tools survey to diagnose its practice in the educational field that was categorized into a Likert scale; and validated with a 0.846 Cronbach Alpha, a questionnaire to gather information about digital graphic organizers and English academic writing validated by pairs that were administered to both groups through google form to compile qualitative information, and a standardized pre and post-test that was taken from the PET writing section by Cambridge; the test considered four writing assessment subscales. To verify the hypothesis, a paired t-test was applied to determine the efficiency of the Digital graphic organizers on English academic writing. The results showed a significant change in academic writing after using the online tools. Consequently, learners had a remarkable improvement in their English academic writing after implementing digital graphic organizersItem Short cartoon clips and listening skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Cordovilla Moran, Ricardo Sebastian; Chimbo Cáceres, Elsa MayorieThe current research had as purpose to determine the influence of short cartoon clips in the listening skill on students of first semester from the Pedagogía de los Idiomas Nacionales y Extranjeros program at Technical University of Ambato. The methods used were: The ADDIE method (Analysis, Design, Development, Implementation and Evaluation), which consists of providing online educational training, a survey about web 3.0 was also applied; then the application of the ''Pre-test'' to the experimental and control group that was obtained from the ''Cambridge Assessment'' called Key English A2, which was focused only on listening skill, 5 interventions were carried out, giving as a final result the ''Post-test'’. The survey related to the variables of the thesis topic was applied to all students as only the experimental group was applied the TAM model (Technology Acceptance Model) as an evaluation in order to check the level of acceptance of new technologies. The treatment consisted of presenting short cartoon clips at the beginning of each class as an introduction to the new topic to be learned, in this way the students are exposed to authentic material by using technological tools obtained from the web 3.0 to create activities related to teach English language. The results showed that there was an improvement of 0,7 points in the test in general (19.6 - 20.3). Considering all the instruments used for this research, it can be concluded that these discoveries will help future researches considering other perspectives that help find new ways to teach the English language.Item La creación de cuentos infantiles Web 3.0 para el desarrollo emocional de los niños y niñas de 4 a 5 años(Carrera de Educaciòn Inicial, 2022-03-01) Chávez Álvarez, Jennifer Paola; Barrera Gutiérrez, Mayra IsabelEl trabajo investigativo es sobre la creación de cuentos infantiles web 3.0 para el desarrollo emocional de los niños de Nivel Inicial, se desarrolló en un enfoque metodológico cualitativo y cuantitativo, el entendimiento previo fue un análisis cualitativo para obtener los datos que describan la problemática a investigar que se encuentra descrita en este trabajo, las técnicas utilizadas en esta etapa fueron la investigación en los niños de inicial II con la aplicación de una serie de juegos que permitió la observación de seis indicadores que se recopilan en una lista de cotejo la cual está tabulada, en la lista de cotejo mencionada que fundamenta la creación de una serie de cuentos que se efectuaron bajo una metodología de enseñanza digital que analiza, diseña, desarrolla, implementa y evalúa por medio de un método de aceptación tecnológico que se realizó bajo un análisis cuantitativo que con datos numéricos comprueba en una observación tabulada y vinculada dentro del proyecto de la Facultad de Ciencias Humanas y de la Educación SFFCHE5 “La Creación de Cuentos Infantiles Web 3.0 para el Desarrollo Emocional de los Niños y Niñas de 4 a 5 años”. La implementación de los cuentos creados en esta investigación desarrolló en los niños y niñas de 4 a 5 años una comprensión, empatía y control sobre las emociones de sí mismos y de otros, resultados que fueron explicados en este análisis investigativo.Item Easle educational platform and reading skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Velasteguí Viteri, Santiago David; Infante Paredes, Ruth ElizabethThe current research is demanded to cover an examination accomplished with the following topic: “EASLE Educational Platform and Reading Skills” which investigates the relationship among both variables and how students’ understudies improve their reading subskills. Firstly, this research was coordinated using a mixed approach by conducting a pre-test and a post-test taken from the PET Reading section by Cambridge. The test evaluated the six main reading subskills skimming, scanning, inferring, predicting, deducing meaning from context, and intensive reading. The paired sample t-test statistics was implemented in this study to analyze quantitative data. Furthermore, Cronbach's alpha validation for the Web 3.0 diagnosis was considered to analyze qualitative data. Besides, the information from the Web 3.0 evaluation survey was categorized into a Likert scale. Secondly, online educational activities were applied to the subject's class by the primary collaboration of the "EASLE" educational platform to assess the mentioned reading subskills. For that reason, this research aimed to analyze the relationship between the "EASLE” educational platform and the development of reading subskills. Moreover, the participants of the study were 37 students of the second semester from “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. Finally, the student’s average performance by using the "EASLE" improved from 13.84 to 26.76 points. Discerning the results, it can be concluded that the online activities of the "EASLE" educational platform improve reading skills, as was proved in the analysis of the students’ scores.Item Podcast and the speaking skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Solis Diaz, Marlon Stalin; Chimbo Cáceres, Elsa MayorieA podcast is a technological tool that involves users producing, uploading, or sharing audio files. Nowadays, this innovative tool has had a positive impact on the development of students’ speaking skill because of its flexibility and convenience. For that reason, the following work aimed to determine the impact of podcasts on the speaking development in students of the fourth semester (B1) of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study had a qualitative and quantitative approach and a quasi-experimental design. The subjects of the study were twenty-eight students, to whom a survey and a speaking pre- test and post-test related to PET test of Cambridge were applied. The subjects were divided into a control and treatment group with fourteen students in each group. To know learners’ speaking proficiency, the control and treatment groups took the speaking pre-test. Then, the treatment group had some interventions during a whole week, where students used the podcast to develop speaking activities. In the end, the two groups took the speaking post-test to compare if there was an improvement or not between them. The results obtained from the speaking tests were analyzed using the T-test. Additionally, a survey addressed to students was applied, which contributed to the establishment of conclusions. The results concluded the application of podcasts influenced the development of speaking skill since controlled activities such as multiple-choice, matching, gap-fill, and so on helped learners to improve their accuracy micro-subskill by using podcasts during speaking exercises.