Ciencias Humanas y de la Educación
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Item Technology-Aided Formative Assessment and Listening Skills.(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Nuela Núñez Jeimy Valeria; Suárez Mosquera Wilma Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe integration of technology into language learning has become essential for developing key skills, such as listening comprehension. This study explores the effect of Technology-Aided Formative Assessment (TAFA) on improving listening skills among English learners. The research involved 30 participants, who were students at the Languages Center at Universidad Técnica de Ambato. Ten sessions were conducted, incorporating learning activities designed to enhance listening skills through the use of technological tools. A quantitative approach was utilized and data collection included three instruments: a survey to examine students’ familiarity with the Learning and Knowledge Technologies (LKT), a pre-test and a post-test to measure listening proficiency before and after the interventions, and a survey based on the Technology Acceptance Model (TAM) to evaluate students’ perspectives of TAFA. The results obtained after statistical analysis, conducted by using SPSS software with a t-test, revealed a significant improvement in students' listening skills after the implementation of TechnologyAided Formative Assessment. Particularly, students showed an enhanced capacity to recognize the main ideas of audios as well as the ability to get and process key information effectively. Furthermore, the survey results demonstrated a positive reception towards the integration of digital tools in learning, with many students expressing a preference for interactive assessment methods. Overall, these findings suggest that TAFA can be an effective tool for enhancing language learning while promoting engagement and motivation in the learning process.Item Blogs in writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Villacís Guamán, María del Carmen; Suárez Mosquera, Wilma ElizabethNowadays, the use of blog plays an important role in students’ language learning because it gives students the opportunity for sharing, reflecting, and promoting communication with readers. The purposeof this current investigation is to determine the impact of blogs on writing skills. This research study was a quasi-experimental design. The researcher worked with a single group of 28 students whose ages were from 20 to 23 years old. This investigation was carried out for 2 weeks in six meetings. The participants were students from the fifth semester at a public institution. The experiment consisted of apply to students some blogs in order to identify the writing subskills of the learners. To gather the results, the researcher applied a pre and post- test to identify the level of the writing skills proficiency before and after applying the use of blogs to improve students’ writing skills. Those standardized tests were taken from the Preliminary English Test (PET exam) that belongs to B1 English level. The results showed an improvement in learner’s writing skills after applying the use of blogs as treatment. In addition, the use of blogs had a positive impact on the development of students writing skills. Finally, the data collected were analyzed by using a T-students statistical to determine whether blogs contribute or no to the improvement of writing skills.Item Ted talks in the speaking 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) Timbila Guato, Cynthia Aracelly; Suárez Mosquera, Wilma ElizabethNowadays, new technological advances and innovations are being developed for facilitating peoples’ lives. Language learning is not the exception as new online resources allow both teachers and students to facilitate the teaching-learning process. One of these online resources is TED talks, a video platform that offers a wide range of educational and interesting videos disseminated by expert speakers. Reason why the current study aimed to analyze the influence of TED talks in the development of speaking skills. The study had a pre-experimental design with the participation of 37 students from the fifth semester “B” of “Pedagogía de los Idiomas Nacionales y Extranjeros” program at Technical University of Ambato. The treatment consisted of exposing students to some TED talk videos in order to analyze the speaking subskills of the speakers. The main research tool was a pre and post-test adapted from the FCE (First Certificate of English) speaking exam. In the same way, a survey was administered to the whole group to know about students’ attitudes and insights towards TED talks. To analyze the data gathered, the researcher used the software IBM SPSS that enabled to perform frequency analysis, a normality test comparing differences between pre- and post-tests and the hypothesis verification through the application of the T – students test. Results showed that TED Talk videos had positive effects on the development of speaking skills and subskills such as fluency, pronunciation and discourse managementItem The Embodied learning method, vocabulary learning, the body, the intellectual way, language learning(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Gavilanes Solís, Evelyn Michelle; Cumbe Coraizaca, Dorys MaribelThe present research has studied the usefulness of the Embodied learning method in the English vocabulary learning. Being a learning method that not only uses an intellectual way of teaching but also involves the body. The objective of this research is to contribute to the process of learning and retention of vocabulary through the use of the body and mind together with technology with the application of the Embodied learning methodology. Students can retain information for longer by using this methodology since it uses human cognition and kinesthetic to learn. Quantitative research was used in the study because it was measured using statistical methods. The research involved a group of 27 students of second semester from the Universidad Técnica de Ambato participated in the research from the program Pedagogía de los Idiomas Nacionales y Extranjeros. A pre-test, an application with the Embodied learning method, and a post-test were carried out to identify the deficiencies and results of the students. Consequently, to verify the hypothesis, the Wilcoxon rank test and the deductive T-student test were used, which resulted in the acceptance of the alternative hypothesis that shows that the Embodied learning methodology helps the development of vocabulary in language learning. English language in a meaningful way because it helps students retain and learn vocabulary effectively.