Ciencias Humanas y de la Educación
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Item Nature Pedagogy and Communicative Competence(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Ortiz Bravo Leslie Micaela; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis pre-experimental study aimed to determine the impact of nature pedagogy on the development of communicative competence in 28 students among them 12 men and 16 women belonging to the fourth-semester majoring in Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. During this research ten interventions were carried out designed under the Communicative Language Teaching (CLT) approach, using nature pedagogy, and incorporating nature art activities that complemented the pedagogy used such as create art about, in and with nature. Meanwhile for the development of the chosen competence, some communicative and collaborative activities such as role – plays, video recording, oral presentations, among others were carried out. On the other hand, communicative competence was assessed through pre- and post-tests based on the Cambridge PET speaking exam for B1 level. The results were analyzed through the test suggested according to the number of participants, in this case Wilcoxon test, which revealed a significant improvement in students' communicative competence, with remarkable progress observed across the four evaluation criteria: grammar, pronunciation, fluency, and vocabulary. While pre-test scores indicated a low level of performance, post-test results showed improvement to an intermediate level, with some students achieving higher proficiency. Finally, this research was useful promoting collaboration, teamwork, and meaningful communication. These findings not only demonstrate the value of nature pedagogy in strengthening communicative competence, but also confirm the alternative hypothesis, and emphasize the relevance of this approach in educational contexts.Item Nature Pedagogy 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) Toapanta Nuela Alison Liliana; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe present study aims to determine the relationship between Nature Pedagogy and listening ability. Nature Pedagogy is an approach based on learning-nature interaction, in which educators adopt a new form of teaching through spaces and materials focused on the care of nature. To achieve this objective, a bibliographic instigation was carried out to collect relevant information to support the study. Additionally, descriptive research was carried out at the Universidad Técnica de Ambato, involving 30 third-semester PINE major students. The instrument used for data collection was a survey with 20 questions, each with the Likert frequency scale (always, frequently, sometimes, rarely, never), validated by Cronbach's alpha coefficient (0.942). In addition, five experts in the field validated and approved the questionnaire, showing an acceptance rate of each question ranging from 0.80 to 1 in Aiken's V coefficient, confirming its validity. The results show the relationship between implementing listening activities such as taking notes, summarizing, sustainable practices, recycled materials, digital tools, and green classroom design and their connection with ecological issues, and cultural and environmental connections in English lessons. These activities aim to develop sub-skills such as listening for specific information, listening for gist, extensive listening, and intensive listening.Item Nature pedagogy and speaking 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) Chicaiza Laica Mónica Mishell; Infante Paredes Ruth Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe main objective of this research was to determine the relationship between Nature Pedagogy and Speaking Skills in Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. This research work was quantitative and descriptive, with the participation of 33 students of the second semester of the major. A questionnaire of 20 questions was used as instrument and the survey as technique, divided into dimensions related to Nature Pedagogy such as sensoriality, eco-identity and eco-friendly materials and Speaking Skills with dimensions such as grammar and vocabulary, pronunciation and interactive communication. The reliability of the instrument was validated through Cronbach's alpha with a reliability of 0.804, while the validity was confirmed by a group of five experts through Aiken's V coefficient assigning scores between 0.87 and 1 in terms of relevance, pertinence and clarity. The data collected were analyzed using Pearson's correlation coefficient in the statistical package SPSS (Statistical Package for the Social Sciences), which determined the acceptance of the null hypothesis (H0). The results showed that no significant relationship was found between the variables. The Sensoriality dimension was the most implemented, while Eco-friendly materials had the least use. In the speaking skills dimensions, Interactive Communication was the most applied, while Pronunciation was the least worked. In conclusion, Nature Pedagogy offers important educational benefits; however, its direct relationship with speaking skills requires further strengthening in the educational context.