Ciencias Humanas y de la Educación
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Item Puppets and the English language Vocabulary(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ramírez Taipe, Iván Josué; Cumbe Coraizaca, Dorys MaribelPuppets have more than just one purpose, more than being an interactive toy for children, they are also an important tool to develop English skills. Puppets and their use in the classroom can promote the imagination in the children; make them be involved in the activity and take part in the play like participants and communicative actors there. The following research focuses on the impact of puppets in the English language vocabulary development using a descriptive method of research. The population considered for this research was 25 children and 5 teachers from the C.E.I “Rinconcito de Ternuras”. This research was divided into three classes where an observational checklist was applied per class. This observational checklist has a Likert scale with the frequency: 1 never, 2 rarely, 3 sometimes, 4 often and 5 always; with questions for both teachers, but also for children. After the data was collected and analyzed through the Chi-square statistical analysis of data, it made it evident that the puppets are not significant for children to learn English language vocabulary. It is complemented with the use of other materials or activities during the class, but it was good as a support for them to keep the class interesting and involved during the presentation of the new vocabularyItem The employment of duolingo app for the oral production of the English Language for adult learners with unfinished schooling of 10th level E.G.B(2021-05-01) Zumbana Mondragón, Daniela Estefanía; Escalante Gamazo, Marbella CumandáThe present research had as principal objective to determine the application of Duolingo App in the development of the oral production of the English language on the communicative competences in the adult learners with unfinished schooling. Furthermore, the pre- test and pro- test were applied based on the audio verbal development to determine the efficiency of this technological tool as a practical and dynamic method. These tests based on the virtual sections which are offered in this mobile application in order to identify the level of the students and to know their progress in audio- verbal skills of 10th level of E.G.B groups at P.C.E.I. “Mons. Leonidas Proaño” Educative Unit CAT- Latacunga during the second quarterly of the academic year September 2020- March 2021. Also, a planning of skills with performance criteria was based in the curricular content of the Educative Unit. This planning helped to support the implementation of Duolingo App into the virtual environment with the selected groups who were involved in the research work. This lesson planning focused on the oral production of the English language in addition, on the active practice of the previous knowledge of the students. After the implementation of the research work, it applied a post- test that based on the same structure and approach that the pre- test according to the obtaining results after the application. Next, it was elaborated the procedure of the data which were analyzed and interpreted through the T- test of Student. These results were represented for statistical charts and graphics. The results demonstrated that the Duolingo App permitted to improve the oral production of the English language and it had a positive impact in the development of audio-verbal skills. Furthermore, Duolingo App facilitated to the teacher identify the level of oral production of their students as well as recognize the principal necessities of them. Therefore, it recommends using it in order to help the learners into learning the English language.Item Blogs and the writing skill development(2021-04-01) Gallegos Gallegos, Karina Ximena; Chicaiza Redín, Verónica ElizabethThis research work's objective was to analyze the impact of blogs on the development of writing skills in the English language. The participants were 67 students belonging to the third year of Baccalaureate from “Rodríguez Albornoz” High School. The methodology used had a quantitative approach, with a quasi-experimental design since two groups were the study subject; one control and one experimental. In addition, a pre-test was applied to determine the level of competence in writing skills of both groups. It was assessed by means of a rubric that contained five writing sub-skills such as content & creativity, organization, punctuation & spelling, language and style. In the same way, the intervention was performed, in which the use of blogs was incorporated with the experimental group for eight weeks. Therefore, each week the students who took part in the experiment had to publish a blog with the assigned topic. Furthermore, there was one week in which the students were introduced on the use of blogs, their creation and the writing process as well as the structure of articles. Likewise, before the publication of each blog, various activities were carried out for the students to become familiar with the topic; such as, brainstorming, reading articles, taking notes about videos or conversations, discussions, summaries, etc. In addition, guiding questions were provided so that students can write their blog without any difficulty. Subsequently, the post-test was applied for both groups. The data obtained in the pre and post-test were analyzed through T-student. The pre-test results revealed that the students in the control and experimental groups had a low level of writing skills. However, after the intervention with blogs; the students in the experimental group showed a remarkable improvement in the development of written skills. Therefore, the impact of blogging on students' writing ability was demonstrated