Ciencias Humanas y de la Educación
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Item Technology Aided Formative Assessment (TAFA) and Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-22) Pilco Morales Alisson Pamela; 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 integration of technology in student assessment has become an essential tool for educators, providing efficiency in scoring, rapid feedback, and interactive classroom experiences. This study aimed to evaluate the effectiveness of Technology Aided Formative Assessment (TAFA) in enhancing students’ writing skills. Conducted with 23 third-semester students enrolled in the Writing subject within the Pedagogía de los Idiomas Nacionales y Extranjeros program at Universidad Técnica de Ambato, the research utilized a quantitative, pre-experimental design. Over four weeks and eight sessions, the intervention employed various online formative activities to improve writing skills. A pre-test and post-test, based on the Preliminary English Test (PET) B1, assessed students’ performance on two tasks: composing an email and writing a story. These tasks were evaluated using the PET rubric, focusing on four criteria: content, communicative achievement, organization, and language. The study integrated interactive tools like Quizlet, Mentimeter, Kahoot, and Padlet, supplemented by feedback from the ProWritingAid premium tool and traditional feedback from teachers and peers. Results revealed substantial improvements in all assessed criteria, emphasizing the effectiveness of TAFA in fostering writing proficiency. Additionally, the use of technology cultivated a collaborative and supportive learning environment. Data analysis through a paired sample ttest using SPSS confirmed the hypothesis, demonstrating that ProWritingAid premium significantly enhanced students’ writing development. These findings underscore the potential of TAFA as an innovative and effective approach to improving writing skills in higher education contexts.Item Communicative Language Functions and Writing Skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Gavilanes Guerrero, Leslie Sabine; Calero Sánchez, Ximena AlexandraCommunicative Language Functions determine the purpose in which a message is delivered, and they include several elements that constitute oral or written communication.This research work aims to determine the influence of communicative language functionsin writing skills development. This study considered 39 students from tenth level EGB at Unidad Educativa “Rodríguez Albornoz” as subjects of study. It was focused on several strategies that could help students improve their writing skills through the use of Communicative Language Functions. The research applied a qualitative-quantitative approach, considering different books, papers, journals, and magazines as sources of information; and obtaining numerical data to be analyzed. This study employed an experimental methodology, in which the researcher applied the treatment to the students during four weeks. The participants were exposed to six sessions of Communicative Language Functions applied to writing activities through the use of Zoom application and online activities. In addition, the study employed the writing section from the Key English Test (KET) for Schools as pre-test and post-test. The t-test and SPSS software were used to obtain the statistical results to analyze and interpret data gathered. Based on the findings, students showed a significant improvement in their writing skills after the application of Communicative Language Functions. To conclude, Communicative Language functions had a positive effect on students’ writing performanceItem Process-genre based approach and the writing skills(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Acurio Armas, Ana Belén; Infante Paredes, Ruth ElizabethThe current research is expected to assess the relationship of Process-Genre Based Approach (PGBA) and how EFL students improve their Writing Skills (WS). This was an experimental investigation in which a mock Ket Writing Part pre and post-test were applied to assess the WS elements as: content, organization, and language. To improve those elements, PGBA was utilized inside the classroom such as: planning, drafting, revision, correction, and publish. The subjects of the examination were the third semester students of Pedagogía de los Idiomas Nacionales y Extranjeros at Universidad Técnica de Ambato. The study population is made up of 31 students from third semester as the experimental group (EG). Pearson’s correlation test contributed to find the relationship between PGBA and the WS. The findings were that in Content students got an improvement of 0,7 %, in Organization got 0,9%, and in Language got 0,3%. Thinking about the results of this examination, the conclusion of the investigation is drawn as the followings. English Foreign Language Students vanquish their Writing Skills issues by using Process-Genre Based Approach to communicate in English LanguageItem Blogs and the writing skill development(2021-04-01) Gallegos Gallegos, Karina Ximena; Chicaiza Redín, Verónica ElizabethThis research work's objective was to analyze the impact of blogs on the development of writing skills in the English language. The participants were 67 students belonging to the third year of Baccalaureate from “Rodríguez Albornoz” High School. The methodology used had a quantitative approach, with a quasi-experimental design since two groups were the study subject; one control and one experimental. In addition, a pre-test was applied to determine the level of competence in writing skills of both groups. It was assessed by means of a rubric that contained five writing sub-skills such as content & creativity, organization, punctuation & spelling, language and style. In the same way, the intervention was performed, in which the use of blogs was incorporated with the experimental group for eight weeks. Therefore, each week the students who took part in the experiment had to publish a blog with the assigned topic. Furthermore, there was one week in which the students were introduced on the use of blogs, their creation and the writing process as well as the structure of articles. Likewise, before the publication of each blog, various activities were carried out for the students to become familiar with the topic; such as, brainstorming, reading articles, taking notes about videos or conversations, discussions, summaries, etc. In addition, guiding questions were provided so that students can write their blog without any difficulty. Subsequently, the post-test was applied for both groups. The data obtained in the pre and post-test were analyzed through T-student. The pre-test results revealed that the students in the control and experimental groups had a low level of writing skills. However, after the intervention with blogs; the students in the experimental group showed a remarkable improvement in the development of written skills. Therefore, the impact of blogging on students' writing ability was demonstratedItem Process-Based Approach and the Writing Skills(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Valverde Escalante, Diana Caroline; Parra Gavilánez, Lorena FernandaThe following research presents an overview and the application of "Process-Based Approach and the Writing Skills" which investigates the different strategies and steps that can be followed to develop a proper writing and improve the Productive Skills. The application of this research was developed by using a qualitative methodology by applying a pre and post-test which assess the criteria of the Writing performance such as: use of language, content and organization. To analyze those elements Process-Based Approach steps were applied during the class periods such as: preview of the main topic, group brainstorming, students` investigation, class discussions, hamburger template, first draft, peer assessment, teacher assessment and final draft. The subjects of the examination were tenth grade English learners at CEBI high school. The results are connected with the conclusion of the investigation point out the achieved objective of it. English Language Students improve their Writing Skills by using Process-Based Approach strategies and indicated that most of the English Language Students improve their organization and content in the writing product which shows a better communication of ideas in the foreign language.