Ciencias Humanas y de la Educación

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Subject: search.filters.subject.PRODUCTIVE SKILLS

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Now showing 1 - 5 of 5
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    Roleplaying and Speaking Fluency
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Páez Checa, Carolyn Margoth; Calero Sánchez, Ximena Alexandra
    Speaking fluency is a subskill that is essential for learners to develop their ideas in English conversations. The purpose of this research is to analyze the influence of roleplaying in speaking fluency in students from basic and professional units from “Pedagogia de los Idiomas Nacionales y Extranjeros” at “Universidad Técnica de Ambato”. The population of this research were from second, third, fourth, and fifth semesters. The present research project carried out qualitative and quantitative approaches to obtain data. A survey was applied to 85 students to analyze the influence of roleplaying in speaking fluency. The survey was evaluated with Chi-Square, it is a statistical model, to verify the hypothesis. The level of this research was descriptive to know if there is an influence on speaking fluency using roleplaying activity. Main findings stated that the use of roleplaying has an influence on speaking fluency since students claimed a development in their speaking after performing roleplaying. In addition, the statistical model showed up that it is a highly recommended theme to do further experiments applying roleplaying in classes. Therefore, teachers must include Roleplaying to let students the opportunity to practice speaking skills throughout this activity
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    Shared Dictation Strategy and writing skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Ortiz Ramos, Andrea Belén; Calero Sánchez, Ximena Alexandra
    To improve or develop writing skills, it is essential to use strategies where students may be able to practice. The main purpose of this research is to analyze the use of Shared Dictation Strategy to develop the writing skill in students from Unidad Básica of PINE English training at “Universidad Técnica de Ambato. This research was developed on students from Unidad Básica of “Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros”. It is divided into the first, second, and third semester at Universidad Técnica de Ambato. The current research maintains qualitative and quantitative approaches to obtain relevant information. Two online surveys were applied to analyze the use of shared dictation strategy to improve or develop the writing skills during the teaching-learning process. The descriptive level research was used to find out if students and teachers know or use the shared dictation strategy. To find out results, Chi- Cuadrado was applied to obtain essential information for this research. Main findings suggest teachers have used the shared dictation strategy during the teaching process. Therefore, students have practiced their writing skills through this strategy, but they do not always use it to promote or improve their writing skills
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    Code-switching and the English
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Arévalo Peralta, Josué Josafat; Infante Paredes, Ruth Elizabeth
    The present research is expected to cover an investigation with the following topic “Code-switching and the English language” which mainly investigates the relationship between the variables and how students are affected by code-switching during their academic performance. This investigation was lead and coordinated by applying the quali-quantitative approach in a validated survey that allows the examiner to know the relationship between the variables. The subjects of the examination were all the “Unidad Profesionalizante” Fourth to Seventh-semester university students and teachers of the “Carrera de Idiomas” at Universidad Técnica de Ambato. Discerning the results of the present research the conclusion is drawn as the following. English language students are influenced by code-switching when learning or teaching the target language. Consequently, code-switching (English-Spanish) during an English lesson is greatly beneficial for ESL students’ academic performance
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    Student-centered approach and the speaking skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Naranjo Núñez, Carol Alexandra; Calero Sánchez, Ximena Alexandra
    The Student-Centered Approach aims towards empowering students to create their own learning experience and to provide them with skills to challenge knowledge. The correct implementation of Student-Centered Approach can generate greater motivation to learn, greater retention of knowledge, deeper comprehension and more positive attitudes about language learning. Under this context the current study was developed with the objective of analyzing the Student-Centered Approach and speaking ability. The study was developed underneath a descriptive and correlational methodology that included 22 students of CEBI Educational Unit, who were divided into two groups: one the experimental and the control. The experimental group developed Student-Centered activities for three months and the control continued with curriculum planning. As a data collection instrument, PET (Preliminary English Test) was used, which was applied initially and finally in both groups to prove the students’ progress level. Throughout the development of the research, it was possible to demonstrate that the Student-Centered Approach facilitates the development of speaking skill because the group under experimentation demonstrated greater development of this ability after its application, where the ability to speak and express themselves was developed and improved. It was evident a better pronunciation, coherence, use of grammar, vocabulary and interaction with peers and teacher.
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    Process-Based Approach and the Writing Skills
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Valverde Escalante, Diana Caroline; Parra Gavilánez, Lorena Fernanda
    The following research presents an overview and the application of "Process-Based Approach and the Writing Skills" which investigates the different strategies and steps that can be followed to develop a proper writing and improve the Productive Skills. The application of this research was developed by using a qualitative methodology by applying a pre and post-test which assess the criteria of the Writing performance such as: use of language, content and organization. To analyze those elements Process-Based Approach steps were applied during the class periods such as: preview of the main topic, group brainstorming, students` investigation, class discussions, hamburger template, first draft, peer assessment, teacher assessment and final draft. The subjects of the examination were tenth grade English learners at CEBI high school. The results are connected with the conclusion of the investigation point out the achieved objective of it. English Language Students improve their Writing Skills by using Process-Based Approach strategies and indicated that most of the English Language Students improve their organization and content in the writing product which shows a better communication of ideas in the foreign language.