Ciencias Humanas y de la Educación

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    New Technologies 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) Moyano Núñez Luis Alejandro; López Jaramillo María Gabriela; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
    This study explored students' perspectives on the use of new technologies for developing writing skills in English as a Foreign Language (EFL) among 40 students from Unidad Educativa “Quisapincha,” located in Ambato, Ecuador (16 males and 24 females). A descriptive, non-experimental methodology was employed, with data collected through a 20- item Likert-scale survey. The reliability of the survey was confirmed with a Cronbach’ Alpha coefficient of 0.875, and the questionnaire was validated by five experts in the field, with each question achieving an acceptance score ranging from 0.80 to 1 on Aiken’s V coefficient, ensuring its validity. The results showed that students frequently utilized technological tools such as Padlet, Canva, and Google Docs, valued for their collaborative and interactive features, which facilitated the organization of ideas, real-time feedback, and teamwork. Writing strategies like proofreading, labeling, and organizing ideas were the most effective in enhancing key subskills, including punctuation, coherence, and cohesion. However, students encountered challenges with tasks requiring gap-filling techniques and applying advanced grammar rules, highlighting areas for further support. Despite these difficulties, the study demonstrated the importance of cognitive and metacognitive strategies, particularly proofreading and idea organization, in overcoming obstacles and improving writing outcomes. These findings underscore the transformative potential of integrating technological tools into EFL instruction, fostering a collaborative, interactive, and student-centered environment that enhances the learning process and writing skill development.
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    Blogs in writing skill
    (Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2021-09-01) Villacís Guamán, María del Carmen; Suárez Mosquera, Wilma Elizabeth
    Nowadays, the use of blog plays an important role in students’ language learning because it gives students the opportunity for sharing, reflecting, and promoting communication with readers. The purposeof this current investigation is to determine the impact of blogs on writing skills. This research study was a quasi-experimental design. The researcher worked with a single group of 28 students whose ages were from 20 to 23 years old. This investigation was carried out for 2 weeks in six meetings. The participants were students from the fifth semester at a public institution. The experiment consisted of apply to students some blogs in order to identify the writing subskills of the learners. To gather the results, the researcher applied a pre and post- test to identify the level of the writing skills proficiency before and after applying the use of blogs to improve students’ writing skills. Those standardized tests were taken from the Preliminary English Test (PET exam) that belongs to B1 English level. The results showed an improvement in learner’s writing skills after applying the use of blogs as treatment. In addition, the use of blogs had a positive impact on the development of students writing skills. Finally, the data collected were analyzed by using a T-students statistical to determine whether blogs contribute or no to the improvement of writing skills.