Ciencias Humanas y de la Educación
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Item Flipped Classroom and the Listening Skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Laura Kathleen, Muñoz Rugel; Hernández Freire, Alba PaulinaThe present research pretends to describe and apply flipped classroom in the development of listening skill. This study investigates different concepts about flipped classroom, its benefits and analyze the impact and influence of its application focusing on activities to develop listening skill. This research worked with twenty-four students of fifth semester in the Carrera de Pedagogía en Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, who were an age range between 20 and 25 years old, that represented the group of study since the research applied a pre-experimental study which work only with a experimental group. Moreover, it was applied the listening section of Preliminary English Test (PET) as pre-test and post-test according to the B1 level. It consists of four parts: part 1, pictures with multiple choice questions; part 2, listen to six short texts for attitudes and opinions; part 3, complete notes; and part 4, longer recording and multiple choice questions. After the application of flipped classroom, the results demonstrated a significant improvement in the listening skill, represented in the scores of post-test taken by the experimental group. Furthermore, flipped classroom works due to technological tools as internet and online apps. Teacher must choose the correct activities according to the level, age, and what they want to develop in their student. Finally, it is worth mentioning that he importance of the flipped classroom is relevant today after the triggering of the Covid-19 pandemic which forced many educational institutions to adapt to a new modality that included autonomous work and academic reinforcement in an online wayItem Process-genre based approach and the writing skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Acurio Armas, Ana Belén; Infante Paredes, Ruth ElizabethThe current research is expected to assess the relationship of Process-Genre Based Approach (PGBA) and how EFL students improve their Writing Skills (WS). This was an experimental investigation in which a mock Ket Writing Part pre and post-test were applied to assess the WS elements as: content, organization, and language. To improve those elements, PGBA was utilized inside the classroom such as: planning, drafting, revision, correction, and publish. The subjects of the examination were the third semester students of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study population is made up of 31 students from third semester as the experimental group (EG). Pearson’s correlation test contributed to find the relationship between PGBA and the WS. The findings were that in Content students got an improvement of 0,7 %, in Organization got 0,9%, and in Language got 0,3%. Thinking about the results of this examination, the conclusion of the investigation is drawn as the followings. English Foreign Language Students vanquish their Writing Skills issues by using Process-Genre Based Approach to communicate in English LanguageItem 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