Ciencias Humanas y de la Educación
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Item Online Formative Assessment Technology and Reading 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) Paredes Ponluisa Josué Vladimir; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosCurrently, the role that technological tools play in education has become more noticeable as education experienced a major change with the shift from traditional classrooms to digital settings, making professors rethink of the assessment process of students. In this sense, this research aimed to investigate the effectiveness of online formative assessment technology in the development of reading skills. In turn, this study applied a pre-experimental research design with one class group, which consisted of 21 seventh-semester students from Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato who underwent 11 sessions that encompassed the use of online formative assessment technology activities with tools such as Quizizz, Socrative, Google Forms, and Formative to develop reading skills. To achieve the set objectives and gather results, it was essential to employ three instruments. The researcher gave learners a Learning and Knowledge Technology (LKT) Survey to explore the use of technological tools in the learning process, a pre- and post-test to evaluate the reading proficiency level before and after the treatment, and a Technology Acceptance Model (TAM) Survey to find out their perception towards the technological tools used in the study. Thereafter, the data gathered was analyzed quantitatively using SPSS. The results showed that online formative assessment technology is effective in the development of reading skills and there is a high-acceptance level of these tools. For facts, online formative assessment technology can be regarded as innovative and significant assessment tools in the educational repertoire, making them worth applying by educators in the development of reading skills.Item Flipped Classroom and the Listening Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Laura Kathleen, Muñoz Rugel; Hernández Freire, Alba PaulinaThe present research pretends to describe and apply flipped classroom in the development of listening skill. This study investigates different concepts about flipped classroom, its benefits and analyze the impact and influence of its application focusing on activities to develop listening skill. This research worked with twenty-four students of fifth semester in the Carrera de Pedagogía en Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, who were an age range between 20 and 25 years old, that represented the group of study since the research applied a pre-experimental study which work only with a experimental group. Moreover, it was applied the listening section of Preliminary English Test (PET) as pre-test and post-test according to the B1 level. It consists of four parts: part 1, pictures with multiple choice questions; part 2, listen to six short texts for attitudes and opinions; part 3, complete notes; and part 4, longer recording and multiple choice questions. After the application of flipped classroom, the results demonstrated a significant improvement in the listening skill, represented in the scores of post-test taken by the experimental group. Furthermore, flipped classroom works due to technological tools as internet and online apps. Teacher must choose the correct activities according to the level, age, and what they want to develop in their student. Finally, it is worth mentioning that he importance of the flipped classroom is relevant today after the triggering of the Covid-19 pandemic which forced many educational institutions to adapt to a new modality that included autonomous work and academic reinforcement in an online wayItem The effect of ecrif framework on the development of speaking skill on students(2021-04-01) Caiza Aucapiña, Gabriela Alexandra; Sulca Guale, Manuel XavierThe present research aims to analyze how ECRIF Framework facilitates the planning of activities to develop the speaking skill. To accomplish the purpose of the study, the researcher took a sample of 32 students, 18 males and 14 females aged 12 to 14 from Eight, Ninth and Tenth Year of Basic Education from Unidad Educativa “Gabriel Urbina”. The researcher used a non-experimental design and a document analysis technique to conduct the study and considering the COVID-19 pandemic situation. Furthermore, ten consecutive sessions were necessary to collect data which were conducted through the Zoom App and WhatsApp. The researcher used a pretest and posttest to collect data which were designed using Prezi and were taken online using a speaking rubric. This rubric was based on three criteria: grammar and vocabulary, fluency and interactive communication. Moreover, the SPSS software, Wilcoxon test and Shapiro-Wilk test were used to analyze the data and validate the hypothesis. The obtained results showed that ECRIF Framework certainly facilitates the planning of activities to develop the speaking skill among teenagers in view of the fact each stage offers clues and enough practice to speak with accuracy and spontaneity. As a conclusion, the researcher found out that students demonstrated a low speaking proficiency level in the pretest, English teachers do not use any type of planning design to develop the speaking skill instead they applied alternative teaching media to fulfill their class. Moreover, the activities based on ECRIF framework needs to be thoughtful chosen by teachers in order to achieve the final objective. In light of these conclusions, the researcher recommended to apply a planning design that focuses on the speaking skill, use the stages of ECRIF Framework because it facilitates the planning of activities which go from teacher-controlled to spontaneous student-initiated activities and consider the list of activities based on ECRIF Framework to design the planning for a speaking skill lesson.Item Neurolinguistic programming techniques in the development of speaking skill in English Language in students(2021-04-01) Carvajal Gavilanes, Andrea Karina; Encalada Trujillo, Edgar GuadiaThe main objective of this research was to determine the influence of Neurolinguistic Programming Techniques in the development of Speaking Skills, given that the students from 2nd BGU of the Unidad Educativa PCEI Juan León Mera could not express themselves correctly orally, using incorrect sentences with little use of vocabulary and no comprehension, which shows a low self-esteem and interest when expressing oneself in English as well as shame and fear of making mistakes without having an understanding on the part of the teacher and classmates.. It is in this context that this experimentation was proposed to be carried out with 30 students. A single group pre-test and post-test design was adopted for this study. The students' problems in the development of speaking skills were evaluated using the SPSS statistical program, applying the statistical test T student of related tests. Based on the results of the pretest, Neurolinguistic Strategies (Anchoring, Creating rapport, Mirroring, Maintaining the flow) were applied for 4 weeks during English classes. At the end of the application, a posttest was applied, and the result of the study revealed that the students taught through the Neurolinguistic Strategies had significant improvements in the oral skills of the English language, noting that the use of the aforementioned strategies positively helps in the acquisition of a second language, especially in the way of expressing themselves in English giving them greater freedom and confidence when issuing a comment in a second language.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