Ciencias Humanas y de la Educación
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Item Interactive Multimedia Resources and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Chadan Tuza Lissbeth Cecilia; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosNumerous studies have demonstrated the efficacy of integrating technology into the teaching and learning process of English as a foreign language, in particular the use of online platforms and AI tools to foster motivation, autonomy, and meaningful learning contexts. In consideration of these principles, this research endeavor aims to evaluate the effectiveness of interactive multimedia resources in developing writing skills. The methodology employed in this study was pre-experimental, with a quantitative approach. The research sample comprised 35 second-semester students enrolled in the Pedagogía de los Idiomas Nacionales y Extranjeros program at the Universidad Técnica de Ambato (7 males and 28 females with an A2 level of English proficiency). The instruments used were pre- and post-tests of the A2-level Cambridge Key English Test (KET), which were evaluated using a scoring rubric from 0 to 5 based on content, organization, and language. The study was conducted throughout seven inperson sessions, which were held over the span of four weeks. In the preliminary and final sessions, participants completed the pre- and post-text to evaluate enhancements in the three pivotal aspects of the writing process. During the implementation phase, interactive multimedia resources were utilized to enhance the appeal and dynamism of the learning environment. The employment of Perplexity was found to be a pivotal element in rectifying students' errors. The collected data from the pre- and post-tests were analyzed using SPSS. The utilization of nonparametric tests validated the alternative hypotheses, thereby underscoring the efficacy of this methodological approach. The findings of this research demonstrate an enhancement in all three criteria evaluated, indicating significant linguistic advancements when compared to scores based on the use of traditional methodologies. It could also be demonstrated that content was the best-improved writing criteria, which paves the way for new proposals.Item Fables and Reading Comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-23) Chaglla Moyolema Johanna Lissette; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe objective of this research was to analyze the perspectives on the use of fables for the improvement of reading comprehension in seventh graders English students. In a descriptive design, the participants were in total 61 students (34 and 27 females). The study used a survey that was verified by 5 experts. The total number of questions was 22, divided into 8 questions for the dependent variable (fables) and 9 questions for the independent variable (reading comprehension). This survey was evaluated using the Likert scale: (Always 5, Often 4, Sometimes 3, Rarely 2, Never 1). In addition, the research was based on three research questions related to the objectives. A descriptive design was used to combine quantitative analysis of the survey results with interpretation of the data. Moreover, the study was given by a pre-pilot test for 10 students in which Combrach's alpha coefficient confirmed that the survey can be applied (M=7.72). Validation was also carried out to show acceptance of each question by applying Aiken's V coefficient. The results reveal that the fables most used by the students are didactic and poetic. In addition, some of the skills most used by the students were prediction, skimming and scanning. The results also reveal that the students faced difficult strategies to improve their comprehension. However, one of the skills that students do not like is inferring, which becomes an obstacle for them. In addition, the strategies that students used the most were summarizing, prior knowledge, and visualizing.Item Miniquest as a strategy for the development of reading comprehension in EFL students(2021-11-01) Ponluisa Gómez, Adriana Paulina; Cajas Quishpe, Diego ChristianAs global citizens that are worldwide interrelated, and seeing that students are struggling with the English learning, it is necessary to contribute with proposals to enhance their process of education; taking special attention in the students’ issues related to their low level of reading comprehension in higher studies. Even more so in this difficult time that humanity is living due to the Corona Virus pandemic; where students do not have enough teachers’ support because they are studying in a completely different learning scenario. For those reasons, this research aims to analyze the influence of MiniQuest as a technological strategy on EFL students' reading comprehension. To do this, a quasi-experimental research design was employed with students. The population of this study comprised 38 students from the third semester of the Fashion design major at the Instituto Tecnológico Superior Pelileo. The population mentioned before was divided into two main research groups: experimental and control. Data was collected via the reading section of the Key Entry Test (KET) exam from Cambridge-ESOL and a questionnaire to look for the students’ perception about the intervention phase. The reading section of the KET exam was administered to the 38 students, and the results were statistically homogenized to be analyzed thereafter. Based on the results found in the pre-test, a virtual classroom intervention that consisted of 6 sessions using the MiniQuest strategy was developed with the experimental group. This group of students were challenged to solve problems that were posted as questions which had reading material and the corresponding group and pair interaction. The control group, on the other hand, had regular classes using the Richmond platform. After the intervention process, both groups (experimental and control) took a posttest. The results showed that the use of MiniQuest had a positive influence on the students' reading comprehension developmentItem The paraphrasing strategy and the English-speaking skills(Carrera de Idiomas, 2021-11-01) Manobanda Herrera, Viviana Lizbeth; Edgar Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning process.Item Updated authentic materials to improve speaking in EFL(2021-06-01) Siza Ramos, Irma Susana; Rizzo Chunga, Florentino Galo“Speaking skill is the most important in a second language. Mostly people, who learn the English Language, have in their minds that they like to master the goal of developing the proficiency in speaking skill though it is a difficult task” (Patra, 2016). Therefore, this study aims to help teachers and students to love speaking English through the use of updated authentic materials to improve the speaking skill in EFL learners. Nowadays, technology facilitates teachers and students with valuable resources which have helped them to improve the speaking skill, meanwhile they need it to communicate in real life and in this way motivate students to speak English in a natural way. Internet is a network where teachers can find updated authentic materials and download topics for speaking purposes. Moreover, they can get in touch with learners through Microsoft teams, Zoom, WhatsApp and other platforms. One of the most useful social networks where teachers can find updated authentic material is YouTube because this site offers a great variety of updated materials in videos, which help teachers and students to listen authentic spoken language and as a result they will speak in the Second language they are learning using a good range of vocabulary and grammar with fluency and accuracy. The fact is that English language is taught as a subject at school and used only inside the classroom. To solve this problem updated authentic materials such as YouTube videos offer the possibility to learn authentic real language by imitating native speakers from different cultures around the world. In this environment, students are surrounded by the target language at home and in the school. As a conclusion and taking into account all the advantages of the above authentic materials and perhaps other strategies to develop the speaking skill. This study considers that YouTube videos are good resources to improve speaking skill in tenth grade at Luis A. Martinez Technological Agricultural High School.Item Italki social network app and writing skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Pilco Chicaiza, Diana Araceli; Chicaiza Redín, Verónica ElizabethThe purpose of this research was to determine the influence of the Italki Social Network App in the development of the writing skills of the students from eighth semester of Pedagogy of National and Foreign Languages at Technical University of Ambato, in which a qualitative and quantitative methodology was used with 10 students, who used the application for two months. The data collection was developed through the Cambridge FCE test, which was applied at the beginning and at the end of the investigation in order to determine the level of the writing skill in the students of the eighth semester, focusing on the comparison of results to determine the effectiveness of the strategy established. According to the development of the research, it was found that the use of social networks favors the writing skill because students feel motivated. Situation that was validated with the application of the ITALKI network, which gave good results because it was possible to observe an increase in the number of students that reached the required learning of 30%, going from 30% to 60%. Additionally, there is a 30% of students who master the required learning