Ciencias Humanas y de la Educación
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Item Audio-visual materials and speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-06-30) Hallo Salazar Laura Estefania; Meléndez Escobar Lorena Monserrath; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThe purpose of this research was to analyze the impact of the use of audio-visual material as a pedagogical strategy in the development of students' oral expression. The study was carried out with fifth-grade students of the Unidad Educativa Mario Cobo Barona. The population consisted of 80 students, distributed in a control group with 40 participants and an experimental group with 40. A quantitative approach with a quasi-experimental design was used. To measure progress, pre- and post-tests based on the speaking section of the Cambridge A1 Movers exam were administered before and after the nine intervention sessions. Each intervention, lasting 45 minutes, incorporated audio, videos, images, flashcards, and worksheets in dynamics such as role-plays, storytelling, and group discussions. Data analysis was performed using SPSS statistical software. The results showed a significant improvement in the experimental group in aspects such as vocabulary and grammar, pronunciation, and interaction skills. The mean score of this group increased from 4.875 to 8.7 out of 10, reflecting an improvement of 3.825 points. This shows that exposure to the audio-visual materials had a positive effect on the development of their speaking skills. In conclusion, audio-visual materials are consolidated as an effective didactic resource to enhance speaking skills. This strategy not only stimulates students' active participation but also contributes to overcoming linguistic challenges. Thanks to structured and interactive activities, students developed greater confidence and communicative competence, which evidences the value of this strategy in foreign language teaching.Item Comprehensible Input 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) Brito Ramos Carlos Andres; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study examined the impact of comprehensible input on the development of speaking skills in English as a foreign language learner. The study included 91 participants from Universidad Técnica de Ambato of first and second semester, “PINE” program, using a 23-item Likert scale supported by a Cronbach's alpha of 0.870 and validated by five experts in the field. The investigation focused on analyzing comprehensible input techniques, identifying effective speaking strategies and examining speaking sub-skills developed in the classroom. The results showed that techniques such as “Sheltered instruction” and “Scaffolding” were key to supporting language learning by providing structured instruction and level-appropriate materials. Interactive tools with “spaced repetition” usage such as Duolingo and Google Translate also received high ratings, reflecting the growing role of technology in personalized learning. In terms of speaking strategies, “Feedback on speaking” and “Presentations”, providing structured opportunities for practice and improvement, was found to be most effective. The subskills most developed were “Making use of grammar, vocabulary, and functions”, followed by “Oral fluency” and “Making use of register to speak appropriately”. However, collaborative and creative tasks, such as producing different types of texts and using interactive strategies, require further attention. These results highlighted the importance of integrating comprehensible input with interactive technology-supported activities to promote comprehensive language development.Item Mind Maps 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) Segovia Villacis Karla Anahi; Calero Sánchez Ximena Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosMind maps are effective tools for improving the organization of ideas, fostering creativity, and increasing confidence, which contributes significantly to improving speaking in English. This study aimed to evaluate the impact of the use of mind maps on the development of speaking skills. The participants consisted of 25 tenth-grade students from the Unidad Educativa Sagrada Familia, parallel 'A', including 10 females and 15 males. The research was conducted over two weeks in eight sessions, during which the students participated in learning activities specifically designed to improve their speaking skills through the use of mind maps. A pre-experimental design with a quantitative approach was used. To assess students' speaking performance, a pre-test and a posttest were administered using the speaking section of the Cambridge PET B1 Preliminary for Schools exam as the instrument. These tests were evaluated using a rubric that considered four main criteria: grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed a statistically significant improvement in the students' speaking skills in all the criteria assessed, especially in interactive communication, as analyzed by a statistical test using the Statistical Package for Social Sciences (SPSS) program. Interventions, which guided students in the coherent organization of ideas through different mind map designs, among which Spider Mind Maps stood out as a favorite, as well as in the use of useful expressions and the strengthening of interactive communication through debates, presentations, and class presentations, were key to this progress. In conclusion, the study shows that mind maps have a positive and effective impact on improving oral expression. Not only do they help students to better organize their ideas, but they also increase their confidence and fluency in oral communication.Item Audiobooks and speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Guaman Tello Jharol Esteban; 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 evaluate the effects of using audiobooks as a teaching strategy on improving students' speaking skills. The study population consisted of ninth-grade students from the Sagrada Familia Educational Unit in Ambato, Ecuador, during the 2024-2025 school year. The population consisted of 53 students, divided into a control group of 26 students and an experimental group of 27 students. The methodology was quasi-experimental. For the evaluation, pre- and post-tests based on the speaking section of the Cambridge A1 Movers exam were conducted before and after 8 intervention sessions. The sessions, which lasted 45 minutes each, integrated audiobooks into activities such as role-playing, storytelling, and group discussions. The data were analyzed using the Statistical Package for Social Sciences (SPSS). Results showed that the experimental group experienced significant improvements in fluency, pronunciation, and interactive communication. The pre-test average for the experimental group was 4.2 out of 10, which increased to 7.8 in the post-test, reflecting a 3.6-point improvement. This indicates that audiobooks contributed significantly to enhancing students' oral proficiency by providing exposure to authentic pronunciation and engaging language contexts. In conclusion, the use of audiobooks as a didactic resource is effective in improving speaking skills. This method not only promotes active participation but also addresses key linguistic challenges. Students became more confident and articulate speakers through structured, interactive audiobook activities, showcasing the potential of this approach in language educationItem Educative Podcasts and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Solís López Belén Elizabeth; Vera de la Torre Ana Jazmina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y ExtranjerosThis study was developed to investigate the impact of educative podcasts on the English language speaking skills of students in the second year of bachillerato general unificado (BGU) of the "Sagrada Familia" high school in Ambato, Ecuador. A quasi-experimental design with a quantitative approach was used, where the control group consisted of 23 students and the experimental group of 24 students, all around 16 to 17 years old. After 8 sessions in which students listened to educative podcasts on topics such as the weather, cooking, pronunciation of past verbs, future plans, among others, together with content on simple, perfect, and progressive grammatical tenses, an improvement in aspects such as pronunciation, grammatical organization, discourse management, and interactive communication was observed in the members of the experimental group, while the control group showed a decline in the same parameters. In order to evaluate the students' progress, the first two parts of the speaking paper of the Cambridge B1 Preliminary (PET) exam were used for the pre and post-test, as well as the Cambridge B1 rubric. The study concluded that the impact of using educational podcasts to develop and improve English speaking skills was positive, as the students were able to express themselves through the correct use of English language skills such as fluency, correct pronunciation of words and phrases, appropriate intonation, among others. and demonstrated more confidence than at the beginning of the interventions.Item Self-Regulated Learning and Speaking Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Sarango Reyes Aslint Paulette; Calero Sánchez Ximena Alexandra; 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 study was to investigate the effectiveness of self-regulated learning (SRL) strategies in enhancing speaking skills among first-semester students in the Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) program at Universidad Técnica de Ambato. This research employed a quasi-experimental design with 41 participants divided into two groups: an experimental group of 20 students who used SRL strategies supported by artificial intelligence (Talkpal AI) and a control group of 21 students who followed traditional learning methods. The Key English Test (KET) speaking part was used to assess learners' oral skills through a pre-test and post-test, evaluated using the A2 Cambridge Speaking Rubric, which focuses on grammar and vocabulary, pronunciation, and interactive communication over a four-week intervention period. The results showed significant improvement in the experimental group, with their average score increasing from 5.865 to 7.195. In comparison, the control group showed a more modest improvement, from 6.014 to 6.790. Statistical analysis using the Wilcoxon signed-rank test (p < 0.001) confirmed the significance of these improvements, supporting the hypothesis that SRL strategies positively influence speaking skills development. The findings emphasize the effectiveness of SRL strategies, particularly when combined with an AI tool in fostering greater autonomy and improving oral proficiency. The experimental group demonstrated stronger self-regulation behaviors, such as goal-setting, self-recording, and self-reflection, which contributed to their enhanced performance. This study highlights the potential of SRL strategies to not only improve speaking skills but also promote lifelong autonomous learning habits.Item English dialogues and speaking skill development(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Salcedo Borja, Héctor Eduardo; Calero Sánchez, Ximena AlexandraThe learning process requires the practice of the four language skills such as; reading, listening, speaking as well as writing. As a matter of fact, speaking skills are considered as a vital skill in communication. Consequently, it is essential to focus on the English dialogue technique to develop this skill effectively. This study was conducted through the participation of 21 students from the first level of baccalaureate at Unidad Educativa “Adventista” and the main objective was to analyze the influence of English dialogues and speaking skill development in their language learning process. Additionally, according to the pre-experimental design, this study was based on one single group called “experimental group” using the quantitative approach. A total of eight sessions were conducted in virtual as well as in a presential manner. The data was collected through the Key English Test (KET) from the Cambridge Assessment of which the pre-test was applied at the beginning of the research and the post-test at the end of several interventions. The first part was an interview and it focused on personal and general information. The second part was a discussion and it focused on hobbies. Additionally, part 1 and 2 were assessed through Assessing Speaking Performance rubric from Cambridge. The findings revealed that the results obtained at the beginning were 8,43 points and 10,71 in the final test. This research concluded that English dialogues had a positive influence on speaking skill development because the students achieved confidence as they felt free to use their own thoughts, feelings, experiences, and ideas for adapting their dialogues easily and spontaneouslyItem Movie Technique and the English Language Pronunciation(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-10-01) Almache Ortíz, Cindy Jazmín; Chicaiza Redín, Verónica ElizabethPronunciation is an essential speaking subskill since learners need to understand and be understood. Including movies in the classroom can improve students’ pronunciation. The Movie Technique uses authentic movies to bring an immense variety of authentic pronunciation into the classroom. The current research aims to determine the influence of movie technique in the English Language Pronunciation of students. A quasi-experimental design was applied to 40 students of the third semester in Carrera de Pedagogía de Los Idiomas Nacionales y Extranjeros at Universidad Técnica De Ambato. The investigation was carried out for 3 weeks in online sessions. In order to collect data, it was conducted a pre-test, and a post-test to measure students’ pronunciation level before and after applying the Movie Technique. The standardized test selected was the Cambridge English Key KET at Level A2. To verify the hypothesis proposed in the present research, Paired t-Test statistical method was used to compare the results from the pre-test and post-test. Regarding the results which showed an improvement in the students’ pronunciation, it was concluded that the use of Movie Technique in the classroom influenced positively students´ pronunciation. Students improved their intonation and were motivated, engaged, and eager to participate when they were asked to repeat the sentences. In addition, it was found that the movie scenes also helped students to develop vocabulary since they were exposed to new vocabulary and useful phrases.Item Neurolinguistic programming techniques in the development of speaking skill in English Language in students(2021-04-01) Carvajal Gavilanes, Andrea Karina; Encalada Trujillo, Edgar GuadiaThe main objective of this research was to determine the influence of Neurolinguistic Programming Techniques in the development of Speaking Skills, given that the students from 2nd BGU of the Unidad Educativa PCEI Juan León Mera could not express themselves correctly orally, using incorrect sentences with little use of vocabulary and no comprehension, which shows a low self-esteem and interest when expressing oneself in English as well as shame and fear of making mistakes without having an understanding on the part of the teacher and classmates.. It is in this context that this experimentation was proposed to be carried out with 30 students. A single group pre-test and post-test design was adopted for this study. The students' problems in the development of speaking skills were evaluated using the SPSS statistical program, applying the statistical test T student of related tests. Based on the results of the pretest, Neurolinguistic Strategies (Anchoring, Creating rapport, Mirroring, Maintaining the flow) were applied for 4 weeks during English classes. At the end of the application, a posttest was applied, and the result of the study revealed that the students taught through the Neurolinguistic Strategies had significant improvements in the oral skills of the English language, noting that the use of the aforementioned strategies positively helps in the acquisition of a second language, especially in the way of expressing themselves in English giving them greater freedom and confidence when issuing a comment in a second language.Item Edu-Tech teaching strategy and the speaking skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-02-01) Rugel Torres, Sara Michelle; Parra Gavilánez, Lorena FernandaNowadays, technology is commonly used to improve education at all levels, it means that combining its efficient use with professional learning can develop and reinforce collaboration in foreign language teaching. Edu-tech is all about linking theories, methodologies, tools, devices, strategies, procedures, programs and resources with learning content and with activities to be developed by learners. In this light, the main objective of this study was to determine how educational technology is used to develop the speaking skills of English language learners. This objective helped to analyze the usefulness of technological resources and identify the tools and activities managed in lessons. In addition, this investigation was aimed to compare the perceptions of teachers as well as learners about the use of technology for educational purposes. In the development of this research, a descriptive phenomenological methodology was applied. The participants were a total of 24: 23 students from the fifth semester of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato, as well as one teacher of this group. The data was collected by using a survey, applied to students; an interview, directed to the teacher; and four class observations. Through the investigation, it was possible to find out that the significant use of technology as well as technological resources for educational purposes, provided opportunities to expand communication interactions through the frequent application of web-based activities to develop speaking skills as well as a the reinforcement of pronunciation and vocabulary building.