Ciencias Humanas y de la Educación

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    The podcasts and the English Language Listening skill development
    (2021-04-01) Albán Benavides, Belquis Silvana; Encalada Trujillo, Edgar Guadia
    Listening is an active process of understanding by activating various kinds of knowledge. As it is part of the language skills in communication, it needs to be developed by the application of some effective strategies like podcast. In contrasting with this some students might feel that developing listening skills is difficult to reach due to the traditional teaching method where the student is a passive learner and the teacher is the central part in the teaching-learning process. The statement all the over expressed got to be a solid reason to create this investigate work so that made extremely necessary to come up with a solution to this problem. In this sense, the author stated that the students from Ninth Year of EGB can develop their English listening skills by incorporating podcasts combined with the update techniques and strategies focused on communicative approach. Therefore, the objective of the following researching work is to demonstrate the influence of the podcasts to develop listening skill in 43 students of the ninth year of superior basic education aged between 13-14 years at UE “Ramon Barba Naranjo High School” background. A quasi-experimental field research study was applied, the application of the pre-test and post-test was carried out in two groups: the first control group and the second the experimental group. The implementation stage was planned in four weeks where teacher had to plan and design material for a 40 minutes virtual class. After the application of the strategies, students were evaluated according to a specific content tests as a post-test. To verify the hypothesis of this research, the calculation of T student test was used. The results indicated that podcasts developed listening skills in students from Ninth School Year, thus the teaching strategies for listening must be planned and designed by teachers to promote a significant learning process.
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    Flipped teaching method implementation to improve students’ vocabulary.
    (2021-04-01) Buenaño Campaña, Verónica Guadalupe; Encalada Trujillo, Edgar Guadia
    The objective of this research was to demonstrate the incidence of the flipped teaching method in students’ vocabulary. The participants were 63 students from the eighth school year at "Fe y Alegría” School. They were between 13-14 years old. The research employed a quasi-experimental design including pre-test and post-test. At the beginning of the implementation it was necessary to know the perspectives of the current teaching practice to develop student’s vocabulary in EFL classes. So, it was evident that students use limit words to express their ideas and thoughts. The pre-test and post-test were applied and analyzed on the basis of a validated rubric for eight year school learners. There were five questions to evaluate the vocabulary. The instruments were validated to ensure results reliability. The participants were introduced to the flipped teaching method activities, so the weekly lessons were planned for five weeks. Each weekly lesson involved 40 minutes virtual class and one hour of autonomous learning at home in order to practice the use of new vocabulary in real contexts. Participants were expected to be tested on the basis of a particular content taken from the institutional final assessments as a post-test after the implementation of the activities the results were analyzed through the statistical test of hypothesis: T-student test for dependent sample because the researcher aimed to demonstrate if the flipped teaching method improves students’ vocabulary used in different activities to show their language performance. The results indicated that the implementation of activities with flipped teaching method improves students’ vocabulary significantly, and they had a positive perception of the method. Therefore, teachers should consider implementing the flipped teaching method as a part of their classes to improve students’ vocabulary. Moreover, the results showed the flipped method increases students’ motivation as well as their confidence to participate more in class.