Ciencias Humanas y de la Educación

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Subject: search.filters.subject.AUDIOBOOKS

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    Audiobooks and speaking skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Guaman Tello Jharol Esteban; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    The objective of this research was to evaluate the effects of using audiobooks as a teaching strategy on improving students' speaking skills. The study population consisted of ninth-grade students from the Sagrada Familia Educational Unit in Ambato, Ecuador, during the 2024-2025 school year. The population consisted of 53 students, divided into a control group of 26 students and an experimental group of 27 students. The methodology was quasi-experimental. For the evaluation, pre- and post-tests based on the speaking section of the Cambridge A1 Movers exam were conducted before and after 8 intervention sessions. The sessions, which lasted 45 minutes each, integrated audiobooks into activities such as role-playing, storytelling, and group discussions. The data were analyzed using the Statistical Package for Social Sciences (SPSS). Results showed that the experimental group experienced significant improvements in fluency, pronunciation, and interactive communication. The pre-test average for the experimental group was 4.2 out of 10, which increased to 7.8 in the post-test, reflecting a 3.6-point improvement. This indicates that audiobooks contributed significantly to enhancing students' oral proficiency by providing exposure to authentic pronunciation and engaging language contexts. In conclusion, the use of audiobooks as a didactic resource is effective in improving speaking skills. This method not only promotes active participation but also addresses key linguistic challenges. Students became more confident and articulate speakers through structured, interactive audiobook activities, showcasing the potential of this approach in language education
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    Audiobooks and the reading comprehension
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Macías Moreno, Magdalena Misshell; Suárez Mosquera, Wilma Elizabeth
    Audiobooks are electronic books format or recording books which are listened instead of being only read as printed books. Audiobooks has been seen as a supporting tool for people with reading disabilities. However nowadays it is seen as a media for developing high listening and reading competencies. The objective of this research is to analyze how audiobooks improve reading comprehension. This was a quasiexperimental study with a group of 29 participants that belonged to seventh semester of Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The investigation lasted 2 weeks with eight interventions in total. At the beginning of the experiment students were given a pre-test based on CAE reading and use of English. After that, students read and listened to five different audiobooks written by Oscar Wilde. By the end of each session students were given a questionnaire with ten multiple choice questions. After the period of treatment students were given the post-test. The hypothesis was proved by using Saphiro and Wilcoxon tests. The results showed that using audiobooks in class improved reading comprehension on students
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    Audiobooks and English pronunciation
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Sandoval Armijos, Shirley Milena; Chicaiza Redín, Verónica Elizabeth
    Pronunciation is an important sub-skill in English since it allows to articulate well the sounds and intonations of words in order to be understood by other speakers of the language. There are different learning strategies with which this aspect can be taught. The present research aims to determine the influence of audiobooks in English pronunciation in A1 level English students at Universidad Indoamérica. For this study, a preexperimental investigation was carried out with the participation of 17 students between 20 and 26 years of old. To collect the data, the Cambridge English Key (KET) was applied as pre-test and a post-test. To carry out this investigation, lesson plans were designed exclusively to improve pronunciation using audiobooks as a learning strategy. The results obtained showed a significant improvement in this indicator, because during the pre-test the students achieved an average of 3,59 points and once the experiment was applied then in the post-test, they obtained 4,50 out of 5, demonstrating an improvement of 0.91 points, which indicates that audiobooks have a positive influence on students' pronunciation. Finally, it is important to choose audiobooks according to the English level and age of the students