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    E-learning in the english language reading comprehension skills development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2021-05-11) Vimos Buñay, Magali del Rocío; Meléndez Escobar, Lorena Monserrath
    Virtual platforms contribute significantly to the learning of the English language, facilitating teachers to develop the teaching-learning process. Through their use, dynamic tools are implemented which contribute to supporting students and facilitating their cognitive development, thus developing language skills. From this perspective, the present research work aimed to determine how e-learning contributes to the development of students' reading comprehension skills. In this research with a quali-quantitative approach and quasi-experimental type, a population of 70 seventh grade students from the Unidad Educativa Carlos Cisneros were part of the control and experimental groups respectively. For data collection, two techniques were used. The first was a survey directed to students which had a questionnaire as a tool. The second was a pre-test and post-test that were taken by the students before and after a classroom intervention where two virtual education platforms were used, Google Classroom and Kahoot. After data analysis, it was concluded that students significantly improved their reading comprehension skills, which constitutes a great advance in the learning of the English language for both students and teachers.
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    Podcasting in the development of the listening skill
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Ramos Idrovo, Silvia Licett; Sulca Guale, Manuel Xavier
    The accelerated growth of Information and Communication Technologies has a great influence in all areas of human activity. Specifically in education, its impact has been evident in many aspects of teaching-learning processes. In this research we analyzed the influence of Podcast, a tool categorized in web 2.0 technologies, in the development of Listening Skill. After proposing the theoretical and conceptual basis of support for the research, through an experimental design applied to students of the first semester of the career of the National University of Chimborazo, it was demonstrated that the use of this technological tool improved the listening skill of the students. To execute the experiment, two groups were generated, one of control and the other experimental; in the first, traditional learning strategies were applied with teacher-student interaction while, in the experimental group, Podcast was used intensively. At the end of the experiment a standardized test was applied to evaluate the listening skill, finding a significant statistical difference between the two groups which allowed to conclude that the tool does have an influence on the development of this skill. The average obtained in the experimental group was higher than that of the control group, which led to the conclusion that there was a positive and significant influence of the Podcast in the development of the listening skill. Therefore, a proposal focused on the intensive use of Podcasts for the teaching-learning process of the language, specifically to develop the skill object of this study, is put forward. According to the findings of the study, it is recommended to generate training courses on the use of this type of technology, aimed at teachers involved in teaching the English language and a second language in general.
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    The flipped classroom method in English speaking skill development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-03) Telenchana Carvajal, Silvia Paulina; Iza Pazmiño, Sarah Jacqueline
    One of the productive skills in English language is known as Speaking which is used to provide information. The most important step in making the sounds in the content meaningful is to use a selection of clear sounds. The teacher is the main tool for students to follow the appropriate model in order to reach the oral practice in a very correct way, many times this is achieved by means of practices supervised by the teacher. Probably, there is not just the problem the educational system, as teachers work just with the material provided by the ministry of education (book) which offers just few opportunities to develop the speaking skill. It is very important to contribute having training looking for different strategies and methods to apply in the classroom to improve our student´s knowledge and having better results. Hence, this research aimed to determine the relationship between Flipped Classroom Method as a pedagogical model that transfers the work of certain learning processes outside of the classroom and uses classroom time, along with teaching experience and the development of speaking skills in 33 students of the of first year of Baccalaureate aged between 15 and 18 at Unidad Educativa “Mario Cobo Barona” It was conducted by employing a field, bibliographical and social intervention research. This work applied a qualitative-quantitative approach. Data was collected through a survey, a class interview/discussion, and pre and post-tests. My results indicate that some potential benefits of the flipped classroom make it a form of education that teachers should not overlook. The questionnaire was answered by 207 participants. The findings revealed that the application of this Flipped classroom method was an effective pedagogical model applied in classes since the results showed a relevant increase in students´ grades. Therefore, the Flipped classroom Method did not only promote the speaking skill, it also helped students to motivate and to speak English freely.