Ciencias Humanas y de la Educación
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Item Flipped classroom and the reading comprehension(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Castro Altamirano, Carla Sofía; Suárez Mosquera, Wilma ElizabethEducation evolves according to the advances in technology and students and teachers must adapt to new ways of teaching. One of the best teaching approaches in virtual and face-to-face modalities is the flipped classroom. The aim of this research was to determine the benefits of using the flipped classroom in teaching reading skills. This study was a quasi-experimental research with 8 participants, second-year high school students of the Unidad Educativa "Nueva Era". The investigation was in face-to-face modality. It lasted 5 sessions at the high school. Students took a pre-test and a posttest designed by Cambridge. The data obtained were analyzed using the T-student. Finally, the results showed that the use of the flipped classroom in the group of students of the Unidad Educativa "Nueva Era" had good results in the reading tests taken.Item 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 The sensory scaffolding and its impact on the teaching - learning process of the English language in the students(2021-04-01) Quilapanta Unapucha, Sandra Mariela; Escalante Gamazo, Marbella CumandáThis research is focused on the analysis of the impact of sensory scaffolding on the development of the vocabulary of the English language in 9th grade students of EGB of Unidad Educativa "San José de Poaló". This study was based on a quantitative approach that included the collection, analysis and interpretation of data obtained. Likewise, a quasi-experimental design was implemented. In the same way, this research was bibliographic since the variables were supported by previous studies. It was also an exploratory study since it tried to discover the reasons why the students did not have enough vocabulary in English. The population consisted of 20 students of 9th grade. The data was collected through the application of a survey to the participants to identify the most appropriate activities based on sensory scaffolding supports to implement them in the English class. The questionnaire was applied in an online modality; the survey consisted of ten questions related to the variables analyzed in the study. In the same way, a pre-test was applied to measure the vocabulary level of the students. The pre-test contained fifty-two words, which were considered relevant since they were part of daily life conversation topics. After applying the pre-test, the sensory scaffolding activities were applied in the English lessons to teach specific vocabulary according to the students’ academic level. Once the activities were completed, a post-test was applied to identify if there was any increase in the students' vocabulary level. These data were analyzed using descriptive statistics. The results of the hypothesis verification made it possible to ensure that in the experimental group a significant increase in the average of the post-test was observed, in this way it was possible to confirm the alternative hypothesis: The use of sensory scaffolding strategies allows the development of vocabulary among 9th grade students.Item Game-based learning in the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-04-01) Jácome Benítez, Cristina Elizabeth; Chicaiza Redín, Verónica ElizabethGame-based learning is a current tendency in the teaching-learning process that involves different games to practice and reinforce the English language. The principal purposes were to analyze and identify which aspects of Game-based learning could improve students’ speaking skills and its advantages to the learning process. Besides, twenty-two students from third semester “B” of Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato were the subjects of this study. This research applied a pre-experimental methodology and qualitative/quantitative approach to collect the results. Furthermore, the researcher applied pre-test and posttest of PTE general Level 2 (B1) which is validated by Pearson. In this part, it was chosen just the speaking section of the test. In the beginning, the pre-test was applied in order to know students speaking level and then apply the games emphasized in speaking. Based on the pedagogical intervention and post-test findings, students improved communicative aspects such as interaction, turn-taking, and vocabulary. The results pointed out GBL contributes to the motivation and active participation in the teaching-learning processItem The Starfall app and the English pronunciation(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Cando Sánchez, Johanna Lizbeth; Calero Sánchez, Ximena AlexandraThis study aimed to research how the Starfall app develops in the English pronunciation since it is a new alternative to learn the language oriented to children in preschool, kindergarten, first, second and third grade. This program emphasizes exploration, play, and positive reinforcement, encouraging kids to feel safe and motivated to learn. For the research development, a quasi-experimental qualitative methodology was used with 10 fourth-year students from Basic Education School "Marcial Augusto Soria", whose ages fluctuated between 8 and 9 years OLD. They were evaluated before and after the five-week intervention. At the end of the research, the results of the pre and post-test were compared and it was possible to verify the effectiveness of the Starfall application in English pronunciation. Before the experimentation, most of the students were in level 1, that means, there was limited control of phonological characteristics and incomprehensible speech. However, at the end of the experimentation, the majority were placed at level 3 which was satisfactory, and at level 4, being very good because the speech was understandable, there was good intonation, use of accent and in general, good articulation of wordsItem 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 AlexandraThe 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.