Ciencias Humanas y de la Educación
Permanent URI for this communityhttp://repositorio.uta.edu.ec/handle/123456789/408
Browse
4 results
Search Results
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 La lateralidad en el desarrollo de la escritura en estudiantes de segundo grado de Educación General Básica de la Escuela de Educación Básica ‘‘Naciones Unidas’’, del cantón Saquisilí(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-01-20) Aimacaña Taipe Sandra Lisbeth; Ocapana Quisaguano Guadalupe Elizabeth; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación BásicaThe purpose of this work is to analyze the relationship between laterality and the development of writing in second-grade students of Basic General Education of the School of Basic Education ‘‘Naciones Unidas’’, in the canton of Saquisilí. It is part of the ‘‘Social and educational behavior’’ research line. The study is current in the institutional educational context and is important because it guides the teacher to identify and promote manual dominance in their students, in order to adapt the activities and physical environment to individual needs. It adopted a descriptive cross-sectional non-experimental design, with a mixed approach. The research modality was bibliographic-documentary and field. It reached the exploratory, descriptive and correlational levels. The techniques used were a Harris Test stratum focused on the manual dimension and a handwriting test, and the instruments used were a Likert scale and a rubric. It had a reference population of 101 students and an intentional sample of 20. The results showed that 90,1% had right laterality, 5,9% left laterality and 4% ambidextrous; at the same time, 10% of the sample had an ‘‘encellent’’ ability to generate cursive calligraphic features and strokes, 60% ‘‘very good’’ and 30% ‘‘good’’. Finally, the Spearman Rho coefficient showed a moderate correlation between (-0,471*). Then, it is concluded that laterality has a significant impact on the development of writing, although it does not directly influence the quality or style of writing.Item The group work activities in the writing ability(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y Exranjeros, 2021-03-01) Li Gavilanes, Jiasi Leticia; Chicaiza Redín, Verónica ElizabethGroup work activities nowadays are a tool that helps develop all the receptive and productive English language skills, including writing ability. This research was developed with the aim to determine the relationship between group work activities and written ability in students of the sixth semester of Pedagogy of National and Foreign Languages of the Technical University of Ambato. To demonstrate the effectiveness of these activities, a Cambridge pre-test and post-test were applied. The group work activities were applied according to the level of the students, their age, and their preferences. The results varied in the research; it was established that the students at the beginning of the research did not have a good written level in Organization and Communicative Achievement according to the Rubric but eventually, they improved as group work activities were adapted. An improvement in the writing level was found through essays, argumentative paragraphs, and opinions. Group work activities varied from pair work, group work and the intervention of the entire class. Students who had a low level were able to engage in group work activities positively with peers whose level was higher or regular. In addition, communication within the classroom was improved, the students were more open to asking questions or expressing their opinions with much more confidence than at the beginning of the experiment. The results obtained with the post-test helped to confirm the advantages of applying varied group work activities according to Content and Language (Annex 1).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