Ciencias Humanas y de la Educación
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Item La comunicación familiar en el comportamiento socio afectivo(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Psicopedagogía, 2025-01-23) Manzano Guevara Andrea Gabriela; Freddy Alcívar Jarrín Chávez; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de PsicopedagogíaThe present research was carried out in the “Hispano America” Educational Unit, located in the city of Ambato in the province of Tungurahua with the objective of determining the relationship of family communication in the socio-affective behavior of students. Within the methodological aspect, a mixed approach was used, which favored the collection of information for bibliographic and field research. After the analysis and discussion of the data obtained from the tests applied in person and with the use of the Chi-square statistical test, it was determined that: Family communication does influence the socio-affective behavior of the students under study, according to this study.Item Miniquest as a strategy for the development of reading comprehension in EFL students(2021-11-01) Ponluisa Gómez, Adriana Paulina; Cajas Quishpe, Diego ChristianAs global citizens that are worldwide interrelated, and seeing that students are struggling with the English learning, it is necessary to contribute with proposals to enhance their process of education; taking special attention in the students’ issues related to their low level of reading comprehension in higher studies. Even more so in this difficult time that humanity is living due to the Corona Virus pandemic; where students do not have enough teachers’ support because they are studying in a completely different learning scenario. For those reasons, this research aims to analyze the influence of MiniQuest as a technological strategy on EFL students' reading comprehension. To do this, a quasi-experimental research design was employed with students. The population of this study comprised 38 students from the third semester of the Fashion design major at the Instituto Tecnológico Superior Pelileo. The population mentioned before was divided into two main research groups: experimental and control. Data was collected via the reading section of the Key Entry Test (KET) exam from Cambridge-ESOL and a questionnaire to look for the students’ perception about the intervention phase. The reading section of the KET exam was administered to the 38 students, and the results were statistically homogenized to be analyzed thereafter. Based on the results found in the pre-test, a virtual classroom intervention that consisted of 6 sessions using the MiniQuest strategy was developed with the experimental group. This group of students were challenged to solve problems that were posted as questions which had reading material and the corresponding group and pair interaction. The control group, on the other hand, had regular classes using the Richmond platform. After the intervention process, both groups (experimental and control) took a posttest. The results showed that the use of MiniQuest had a positive influence on the students' reading comprehension developmentItem Blogs in writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Villacís Guamán, María del Carmen; Suárez Mosquera, Wilma ElizabethNowadays, the use of blog plays an important role in students’ language learning because it gives students the opportunity for sharing, reflecting, and promoting communication with readers. The purposeof this current investigation is to determine the impact of blogs on writing skills. This research study was a quasi-experimental design. The researcher worked with a single group of 28 students whose ages were from 20 to 23 years old. This investigation was carried out for 2 weeks in six meetings. The participants were students from the fifth semester at a public institution. The experiment consisted of apply to students some blogs in order to identify the writing subskills of the learners. To gather the results, the researcher applied a pre and post- test to identify the level of the writing skills proficiency before and after applying the use of blogs to improve students’ writing skills. Those standardized tests were taken from the Preliminary English Test (PET exam) that belongs to B1 English level. The results showed an improvement in learner’s writing skills after applying the use of blogs as treatment. In addition, the use of blogs had a positive impact on the development of students writing skills. Finally, the data collected were analyzed by using a T-students statistical to determine whether blogs contribute or no to the improvement of writing skills.Item Scaffolding techniques and oral communication skills(2021-04-01) Naranjo Villacrés, María Esther; Jordán Buenaño, Cristina del RocíoThis study investigated by applying 4 categories of techniques called Verbal Scaffolding techniques, which of them develop oral communication skills in students of English as a foreign language. The main objective of this research is to determine which of these aforementioned techniques develop the skills mentioned before. A non-experimental research was carried out in this study, where 39 8th-grade students from Fe y Alegría Basic Education School of Ambato participated. The data collected through a pre-test, activities in class or trials with the use of techniques and a post-test was computerized, tabulated and analyzed using a descriptive narrative. The objective of pre and post-test was to evaluate students’ understanding and use of basic phrases and expressions in English. Trials or activities were designed based on four verbal scaffolding techniques to develop students’ English fluency, due to the pandemic of Covid19 these trials were applied using synchronous technological tools like Zoom. Verbal scaffolding techniques like: the use of synonyms and antonyms, corrective feedback, cognates and familiar chunks and peer tutoring proved to be significant techniques in the development of oral communication skills in the area of fluency. These activities were developed during 12 weeks to the 39 students. Likewise, for the correct verification of the hypothesis, the Pearson chi-square statistical test was used, as well as the Student's T statistical test, which is used to determine if there is a significant difference between the means of two groups, in this case a significant difference between the pre-test and post-test means. These statistical techniques proved the hypothesis of the study. Therefore, the 4 categories of scaffolding techniques before mentioned develop independence working in students, they demonstrated to gradually help students to work independently also these study results show that the application of Scaffolding techniques develops oral communication skills in students in the area of fluency.Item The task-based learning method and the oral skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Lozada Pérez, Tannia Lissette; Chicaiza Redin, Verónica ElizabethThe development of oral communication skills is one of the fundamental objectives of language teaching. It is of vital importance for the interactive insertion of man in today's world. Through different studies, it has been shown that students have several deficiencies when it comes to developing their oral skills in the English language. That is why this research work aims to demonstrate the Task-based learning method effectiveness in developing oral skills in developing oral skills in English classes. To achieve this objective, a bibliographic investigation was carried out in order to collect information that supports this investigation. A pre-experimental type investigation was also used in which a group of thirty students was taken to apply the treatment and thus check the hypothesis raised in this research work. In the study, a preliminary test showed that the students have deficiencies in their oral skills, especially in the area of interactive communication. After applying several lessons focused on activities of the TBL method such as comparing, conversation interaction, sharing personal experiences, problem-solving, and creative tasks, they develop that ability. Then, a post-test was conducted which determined the success of using TBL activities to improve oral skills. Finally, the data was processed, concluding that the students improve their oral ability using the activities focused on the TBL method