Ciencias Humanas y de la Educación
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Item English dialogues and speaking skill development(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Salcedo Borja, Héctor Eduardo; Calero Sánchez, Ximena AlexandraThe learning process requires the practice of the four language skills such as; reading, listening, speaking as well as writing. As a matter of fact, speaking skills are considered as a vital skill in communication. Consequently, it is essential to focus on the English dialogue technique to develop this skill effectively. This study was conducted through the participation of 21 students from the first level of baccalaureate at Unidad Educativa “Adventista” and the main objective was to analyze the influence of English dialogues and speaking skill development in their language learning process. Additionally, according to the pre-experimental design, this study was based on one single group called “experimental group” using the quantitative approach. A total of eight sessions were conducted in virtual as well as in a presential manner. The data was collected through the Key English Test (KET) from the Cambridge Assessment of which the pre-test was applied at the beginning of the research and the post-test at the end of several interventions. The first part was an interview and it focused on personal and general information. The second part was a discussion and it focused on hobbies. Additionally, part 1 and 2 were assessed through Assessing Speaking Performance rubric from Cambridge. The findings revealed that the results obtained at the beginning were 8,43 points and 10,71 in the final test. This research concluded that English dialogues had a positive influence on speaking skill development because the students achieved confidence as they felt free to use their own thoughts, feelings, experiences, and ideas for adapting their dialogues easily and spontaneouslyItem 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 Cooperative Learning Strategies and the oral production of EFL(2021-04-01) Albán Andocilla, Paola Soraya; Infante Paredes, Ruth ElizabethThe main objective of this research project was to determine the relationship between Cooperative Learning Strategies (CLE) and the oral production of English as a foreign language (EFL) in students from Ambato rural area. This research worked with a population of 49 participants, belonging to range age from 7 a 12 years old. The control group (CG) comprised of 24 students and an experimental group (EG) of 25. EG participants were applied CLE such as Flashcard, Fan-N-Pick y Think-Pair-Share. All the population was evaluated through a Pre and a Post-test from Cambridge with Pre A1 level. Qualitative and quantitative methodology was used in this research since it was necessary to accomplish the proposed objective. Furthermore, experimental designed was used during thirty virtual sessions for a six-week period. Results were gotten according to T de Student demonstrated that the EG improved the oral production of EFL. The oral production elements that were developed were vocabulary from 2.84 ± 0.85 to 3.48 ± 0.71, and pronunciation from 2.72 ± 0.79 to 3.24 ± 0.52; both with a p value of 0.00. In this way, they got a significant value. However, in the interaction part, there was no major change, since the results were from 2.72 ± 0.84 to 3.00 ± 0.91, with a p value of 0.26. Consequently, it was confirmed that cooperative learning strategies influence learners’ oral production of EnglishItem Collaborative learning strategies to promote oral fluency in EFL(2021-04-01) López Martínez, Verónica Lucía; Chimbo Cáceres, Elsa MayorieOne of the most common problems that occurs in the English teaching as a foreign language is the low performance of students in oral fluency. This is clearly reflected in the test scores that assess this language ability. This degree work sought to express the results of the learning strategies that can be used to improve the development of oral production. The main objective is to analyze the effects of the application of collaborative learning strategies being one of the factors that are related to the low level of oral fluency. This project is based mainly on the research and selection of collaborative learning strategies to promote an acceptable oral fluency in students from sixth grade at Unidad Educativa “Pichincha”. The study was quasi-experimental with the participation of 36 students from Unidad Educativa “Pichincha'' located in Alobamba- Tisaleo downtown. The researcher randomly divided all the participants into two groups: experimental group and control group. The evaluation instruments were applied to the two groups, the survey served to obtain general information about the two variables. Similarly, the pre - post test and a rubric that evaluates the students' learning criteria. To the experimental group the researcher applied the methodology of the use of collaborative learning strategies for one week, while the control group did not provide any treatment in order to compare the final results of the application of the methodological experiment. In order to analyze the collected data, the researcher used the T-student statistical test. Results showed that the application of collaborative learning strategies increased the level of learning by 58.89%, thus obtaining positive effects on the development of oral fluency as well as collaborative interaction in work groups