Ciencias Humanas y de la Educación

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    Fairy Tales in Reading Comprehension
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Pillaga Riofrío, Bryan Israel; Calero Sánchez, Ximena Alexandra
    Early exposure to English has a profound influence on a child's brain development. They will improve their focus and problem-solving skills. As language learners, reading helps children to explore themes that they are interested in and stories that captivate them. Children are exposed to a great deal of new information every day, making it difficult for them to understand certain things. In order to solve these problems, it was decided to implement the fairy tales. Through fairy tales, children will develop an interest in reading, it will make it easier for them to understand what they have just read since it will allow them to connect ideas in a better way. The study was carried out with the participation of 7 5th grade students from the "Pestalozzi Educational Unit". At first it was necessary to take a survey to choose the material to apply with the children. In addition, two standardized tests extracted from Cambridge were applied, the same ones that gave us the data referring to the pre and post-test respectively. To accomplish the objective some hypothesis was set. And the result obtained from the research was compared with the different hypothesis that were made. The results obtained were analyzed using the Student's T-test for related samples, which were necessary to finally be able to confirm the established hypothesis. Key words:
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    The sensory scaffolding and its impact on the teaching - learning process of the English language in the students
    (2021-04-01) Quilapanta Unapucha, Sandra Mariela; Escalante Gamazo, Marbella Cumandá
    This research is focused on the analysis of the impact of sensory scaffolding on the development of the vocabulary of the English language in 9th grade students of EGB of Unidad Educativa "San José de Poaló". This study was based on a quantitative approach that included the collection, analysis and interpretation of data obtained. Likewise, a quasi-experimental design was implemented. In the same way, this research was bibliographic since the variables were supported by previous studies. It was also an exploratory study since it tried to discover the reasons why the students did not have enough vocabulary in English. The population consisted of 20 students of 9th grade. The data was collected through the application of a survey to the participants to identify the most appropriate activities based on sensory scaffolding supports to implement them in the English class. The questionnaire was applied in an online modality; the survey consisted of ten questions related to the variables analyzed in the study. In the same way, a pre-test was applied to measure the vocabulary level of the students. The pre-test contained fifty-two words, which were considered relevant since they were part of daily life conversation topics. After applying the pre-test, the sensory scaffolding activities were applied in the English lessons to teach specific vocabulary according to the students’ academic level. Once the activities were completed, a post-test was applied to identify if there was any increase in the students' vocabulary level. These data were analyzed using descriptive statistics. The results of the hypothesis verification made it possible to ensure that in the experimental group a significant increase in the average of the post-test was observed, in this way it was possible to confirm the alternative hypothesis: The use of sensory scaffolding strategies allows the development of vocabulary among 9th grade students.
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    Code switching and the communicative competence
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Mayorga Gaona, Carlos Daniel; Infante Paredes, Ruth Elizabeth
    This research is expected to describe the relationship between “codeswitching and the communicative competence," considering the switching from English to Spanish in EFL classrooms. This examination was coordinated using a qualitative-quantitative methodology by administering a validated questionnaire to about one hundred and forty respondents from the target population. The purpose of this questionnaire was to analyze the usage of codeswitching and its contribution to the communicative competence. The subjects of the questionnaire were university students of the first, second and third semesters of the PINE program at the “Universidad Técnica de Ambato.” Thinking about the results of the present investigation, it can be seen that the use of codeswitching in ELF classrooms aids the communicative competence, since the students see codeswitching as a tool that allows them to have a better communication both between classmates and with their teachers
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    Code-switching and the English
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Arévalo Peralta, Josué Josafat; Infante Paredes, Ruth Elizabeth
    The present research is expected to cover an investigation with the following topic “Code-switching and the English language” which mainly investigates the relationship between the variables and how students are affected by code-switching during their academic performance. This investigation was lead and coordinated by applying the quali-quantitative approach in a validated survey that allows the examiner to know the relationship between the variables. The subjects of the examination were all the “Unidad Profesionalizante” Fourth to Seventh-semester university students and teachers of the “Carrera de Idiomas” at Universidad Técnica de Ambato. Discerning the results of the present research the conclusion is drawn as the following. English language students are influenced by code-switching when learning or teaching the target language. Consequently, code-switching (English-Spanish) during an English lesson is greatly beneficial for ESL students’ academic performance
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    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 Alexandra
    The 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.