Ciencias Humanas y de la Educación

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Subject: search.filters.subject.FEEDBACK

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    Peer feedback and writing skills
    (Carrera de Pedagogìa de los Idiomas Nacionales y Extranjeros, 2022-04-01) Espinosa Morán, Andrés Sebastián; Escalante Gamazo, Marbella Cumandá
    There are numerous innovative feedback teaching methods used currently, and in our society Peer feedback is considered as one of the most significative models when it is about improving the writing performance in the foreign language teaching. Students see this strategy as a chance to expand their social skills. Indeed, peer feedback involves a collaborative learning experience because learners have to evaluate each other and offer ideas, opinions or recommendations. Quasi-experimental research was applied to do this project in which a pre-test, a treatment and a post-test helped to compare the enhancement of students writing performance. Bibliographic research was carried out because many articles, thesis and previous studies related with the topic were carefully analyzed. Certainly, a mixed approach was taken into account as this study is qualitative because of the pre-test and post-test scores obtained were compared at the end. Similarly, qualitative approach was used as it was required to describe the aspects in the writing performance of students. The treatment pretended to have the students working on written activities based on FCE writing section and commenting feedback to their peers works, so they can be aware of their mistakes and improve their writing skills. The results from pre and post test were analyzed through SPSS software according to Shapiro-wilk normality. Wilcoxon signed rank test was applied to illustrate the advance students got after the treatment. Although in the pre-test the average score was 5,875, in the post-test it was 8.025. Consequently, it can be concluded that peer feedback boosted the students writing skills in terms of content, organization register, vocabulary and grammar.
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    Cooperative strategies and speaking development
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Lucio López, Karen Liseth; Chicaiza Redín, Verónica Elizabeth
    Speaking skill is a multifaceted one as it involves some subskills. Those subskills make this skill so challenging for speakers of a native language; and the ones who learn a foreign language. However, there are some differences when learning a second or foreign language that make speaking ability hard to develop in learners. The current research aims to demonstrate the effectiveness of using cooperative strategies to develop speaking skills in an EFL classroom. To achieve that goal bibliographic research supports this research work. Also, a pre-experimental investigation provides enough evidence to prove the hypothesis established in this research. The researcher collected the information through a pretest that showed students’ weaknesses in their speaking and interaction skills. Then, after applying three cooperative strategies like a jigsaw, collaborative storytelling, and think-pair and share, which develop that ability, a posttest determined the success of using them to develop speaking skills. After processing the data, the conclusion draws that students improve their speaking ability using those strategies. Also, they could interact in a better way by using English during this research study
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    Feedback and the development of the oral skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Guerrero Vega, Joselyn Michell; Chicaiza Redín, Verónica Elizabeth
    The research had the purpose of determining how feedback improves the oral ability of students in the fifth semester of Pedagogy in National and Foreign Languages of the Technical University of Ambato, in addition to identifying the most used types of feedback and the best results to improve the skill. The study involved an investigation with a quantitative-quantitative approach of descriptive type and bibliographic and field modality that included 25 people; 22 of them were students and 3 language teachers, to whom different data collection instruments were applied, such as survey and interview, allowing to know relevant aspects of the feedback process in oral ability. After the development of the investigation, it is concluded that the types of feedback most used in oral capacity in students from the fifth semester of Pedagogy in National and Foreign Languages of the Technical University of Ambato are the corrective, which focuses on corrections, comments, clarifications, even sanctions at the academic level, but also the constructive one based on the negative aspects. In addition, the type of feedback that gives the best results is the constructive based on positive aspects because it gives value to the student's successes and generates motivation for learning