Ciencias Humanas y de la Educación
Permanent URI for this communityhttp://repositorio.uta.edu.ec/handle/123456789/408
Browse
9 results
Search Results
Item Role, Audience, Format, and Topic strategy and the development of writing skill(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Manzano Aguilar, Jennifer Anneth; Parra Gavilánez, Lorena FernandaWriting is one of the most difficult skills that students face while learning a foreign language. Some students have a lot to say, but find it difficult to plan, organize and express their ideas meaningfully. Teachers should apply innovative writing strategies to motivate students to develop their writing creatively and properly. Thus, the current research sought to shed light on the effectiveness of using Role, Audience, Format and Topic strategy and the development of students’ writing skill in students of the third semester of Pedagogía de los Idiomas Nacionales y Extranjeros program. A preexperimental research was executed with one group of 36 students as population which took a survey of 11 multiple questions aimed to analyze students’ current writing situation, and a pre-test and post-test from Preliminary English test (PET) by Cambridge to analyze the student’s writing skill performance before and after the application of Role, Audience, Format, and Topic strategy. The results revealed that there was a progress on students’ writing performance and they are argued in the conclusions of the present research workItem Educational cartoons and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Ruiz Calle, Janneth Michelle; Parra Gavilanez, Lorena FernandaA cartoon is a simple, funny drawing of the things people see in everyday life, with lots of bright colors. They are usually printed in newspapers, comic books, or on television. However, cartoons are used as a teaching aid. The poor vocabulary development of the English language was the problem of this research. The main objective was to describe how Educational Cartoons enhance the English Vocabulary Learning of the sixth grade of basic education at the Escuela Particular Los Sauces which is composed of 27 students and 3 English teachers as the total population. A quantitative-qualitative approach (mixed approach) was carried out since it was necessary to investigate the subject, variables, and show the results that were found in the research. As a result, it was evident that the use of educational cartoons when teaching vocabulary allowed students to be more focused, attentive, and retain more of what was taught in class, thus increasing the number of words learned. It can be concluded that the use of educational cartoons as a strategy improved the students' vocabulary skills since the use of bright images and flashy sounds helped the students learn. On the other hand, it was shown that teachers did not use educational cartoons for vocabulary teachingItem Short videos and vocabulary learning(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Paz Arcos, Denis Lisbed; Calero Sánchez, Ximena AlexandraThe use of short videos is an innovative learning strategy to learn English as a foreign and second language. This research aimed to analyze how the use of short videos influences students' vocabulary learning. This study was pre-experimental in that it was applied to an experimental group, and both qualitative and quantitative approaches were used. The participants of this study were 10 students of the 10th EGB "D" from Unidad Educativa "Baños”. Seven interventions were applied online through Zoom application. The first and last sessions were used for the application of a pre-test and a post-test while in the five sessions the application of the use of short videos was developed. The instruments of this research were a pre and post-test that were taken from the Cambridge Key English Test (KEY) level A2, each test had 20 multiplechoice questions, which were answered by the students and then analyzed by the researcher. The findings showed that the use of short videos had an influence on the learning of vocabulary in English since the initial average of the students was 13.9 points out of 20 and the final average was 16.9. In addition, the students presented a positive attitude during the experimentation process of this strategy.Item The paraphrasing strategy and the english speaking skills(Carrera de Idiomas, 2022-01-01) Manobanda Herrera, Viviana Lizbeth; 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 processItem 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 Peer feedback and the oral production(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Valdivieso Castro, Byron Miguel; Chimbo Cáceres, Elsa MayoriePeer feedback is a practical strategy where students interact with each other to assist and assess their productive skills. Nowadays, this strategy has had a positive impact on the development of students’ oral skills. For that reason, the objective of the present research was to determine the influence of peer feedback on the evaluation of students’ English oral production. The participants in this study were students who belonged to the seventh semester of Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato for two weeks. The methodology used in this study was quasi-experimental and data was collected by performing a pre-test and a post-test to both groups, experimental and control. An interactive oral activity in pairs was considered on both tests and the participants were assessed based on a speaking assessment rubric. Moreover, a survey was applied and analyzed qualitatively using frequency and percentage. Thus, a T-test was used to corroborate statistically the mentioned hypothesis. As a result, implementing peer feedback enables students to give and receive feedback about their peer presentation and it permitted to conclude that peer feedback strategy influences the improvement of students’ oral production of the English languageItem Mind maps and reading comprehension(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-03-01) Alvarez Chacón, Karen Michelle; Escalante Gamazo, Marbella CumandáEnglish has become one of the most spoken languages in the world. English teachers must face the challenge of achieving important learning in reading comprehension, and for this, they must use some strategies that help students in the reading process. Depending on the reader's goal, there are many strategies that can be applied when reading. The aim of this research is to analyze the relationship between Mind maps and the development of Reading Comprehension. The population used for this research were 42 students from the 2nd semester of PINE major at Universidad Técnica de Ambato. This research was based on a pre-experimental design. At first it was necessary to apply a pre-test in order to check students’ reading comprehension using the third part of an English Test (KET) Cambridge and 2 questions added by the researcher. After that, the researcher applied the treatment and students had the opportunity of practicing the strategy for a month. Finally, the group took a post- test to evaluate the effectiveness of the strategy. The results obtained were analyzed using T-Student. Based on the results obtained through the statistical analysis, it was proved that there is a relationship between mind maps and the reading comprehension because mind maps facilitate remember and organize information which help students to improve their reading comprehension. Thus, it stimulates students’ creativity and strengthens their reading comprehensionItem Outlining and the writing skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Gamboa Castillo, Juan Carlos; Rizzo Chunga, Florentino GaloThe final aim of learning a language, beyond the acquisition of communicative competence, is the attainment of a certification that proves the proficiency in the L2. The international examinations that provide this accreditation have a specific section that evaluates the writing skill. Consequently, this research is aimed to analyze the importance of the development of the writing skill, the difficulties that students and teachers face to improve it, and the use of a strategy –outlining– to develop a particular aspect of the writing skill: coherence. Thus, an experimental research was carried out with students of fifth, and sixth level of PINE (Pedagogía de los Idiomas Nacionales y Extranjeros) at “Universidad Técnica de Ambato”. At the beginning, a pre-test was taken to evaluate the current capabilities of the learners. Then, they were divided into two groups named control, and experimental. During six sessions, the learners who belong to the experimental group used outlines to write three expository essays, and three persuasive essays. The control group carried out the same activities without using outlines. In this case, the control group was provided with prompts. After these six sessions, a posttest was taken. The results gotten were processed, compared, and analyzed with the Wilcoxon test. The information showed that the experimental group had a significant progress, while the control group keep its performance in the same levels. In other words, the results demonstrate that outlining influenced positively the improvement of the writing skill