Centro de Posgrados

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/1211

Examinar

Filtros

20182

Ajustes

Tipo de acceso: Acceso abiertoTema: search.filters.subject.ESTRATEGIAS DE ANDAMIAJE

Resultados de la búsqueda

Mostrando 1 - 2 de 2
  • Miniatura
    Item type:Ítem,
    The effect of differentiated instruction on reading skills
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07)
    Galora Moya, Nelly Patricia
    ;
    Chicaiza Redín, Verónica Elizabeth
    The development of reading skills from early levels is the key tool to successes not only in the academic context but also for personal development. Reading at literal level is the starting point so students get the basic to develop comprehension reading skills at a higher level. Nevertheless, the test results on reading skill have shown lower grades. Many factors are related to this issue; lack of motivation when reading has been considered as one of the main concerns, the use of one size fits all instruction has not met all students ´needs, interests or learning preferences. The current research focused on students´ differences; thus, a quasi-experiment was carried out at Languages Center-Universidad Técnica de Ambato, two groups of students from A1 English levels were part of this research. The purpose of the study was to determine the impact of Differentiated Instruction on Reading skills at A1 English level. The process involved the implementation of differentiated instruction with the experimental group. A pre-test and pos-test were applied to the control and experimental groups to test the hypothesis. The results showed a positive impact on reading skills, there was a significant gain in the post test scores. The differentiated strategies met students’ needs, readiness level, learning styles and interests.: Working under different modalities facilitate students´ engagement during reading activities. ´Reading in Peers, reading in groups, reading alone and reading for fluency. Teacher´s assisted learners through content differentiation, process and product differentiation during the instruction. A replica of the quasi-experiment is recommended to be applied to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. As an application of the research, an e-book with differentiated strategies was developed to guide for teachers of A1 English level at the Languages Center-Universidad Técnica de Ambato, they know How to implement the Differentiated Instruction in their classes.
  • Miniatura
    Item type:Ítem,
    The use of scaffolding strategies in speaking skill
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-04)
    Hernández Freire, Alba Paulina
    ;
    Infante Paredes, Ruth Elizabeth
    The research project "the use of scaffolding strategies to improve speaking skills" intent to analyze the connection between scaffolding strategies and the ability to speak. It should be noted that the scaffolding strategies were taken from Walqui’ model (2006) who classified them into: modelling, bridging, schema building, contextualization, development metacognition, re-presenting. The research had a qualitative and quantitative approach. The level or type of research was based on descriptive and quasi-experimental levels. An experimental field research study was carried out due to the implementation phase in each English class. The students of the Tourism and Hospitality Major of the Technical University of Ambato were the population for this research. This population was divided into two groups: first, the control group that was formed with students from the third to the fifth semester and the second, the experimental group that was constituted by students from the sixth to the eighth semester (n = 118). The instrument used was a standardized test called Preliminary English Test (PET) from Cambridge. The PET application was done in two phases: pre-test and post-test. The tests were used to assess the level of speaking through the use of scaffolding strategies. To test the hypothesis of this investigation, the paired T-student was used. To conclude, the results obtained showed that the use of scaffolding strategies had a positive impact on the students in the spoken ability of the English language of the students. To show the application of the study, a lesson plan manual was designed, it contains 15 lesson plans with their supporting material (some adapted and others created). For the lesson plans presented, a validated lesson from Piñeiro, (2009) was used and complemented with what Harmer (2007) mentions to design a lesson plan.The research project "the use of scaffolding strategies to improve speaking skills" intent to analyze the connection between scaffolding strategies and the ability to speak. It should be noted that the scaffolding strategies were taken from Walqui’ model (2006) who classified them into: modelling, bridging, schema building, contextualization, development metacognition, re-presenting. The research had a qualitative and quantitative approach. The level or type of research was based on descriptive and quasi-experimental levels. An experimental field research study was carried out due to the implementation phase in each English class. The students of the Tourism and Hospitality Major of the Technical University of Ambato were the population for this research. This population was divided into two groups: first, the control group that was formed with students from the third to the fifth semester and the second, the experimental group that was constituted by students from the sixth to the eighth semester (n = 118). The instrument used was a standardized test called Preliminary English Test (PET) from Cambridge. The PET application was done in two phases: pre-test and post-test. The tests were used to assess the level of speaking through the use of scaffolding strategies. To test the hypothesis of this investigation, the paired T-student was used. To conclude, the results obtained showed that the use of scaffolding strategies had a positive impact on the students in the spoken ability of the English language of the students. To show the application of the study, a lesson plan manual was designed, it contains 15 lesson plans with their supporting material (some adapted and others created). For the lesson plans presented, a validated lesson from Piñeiro, (2009) was used and complemented with what Harmer (2007) mentions to design a lesson plan.