Centro de Posgrados

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

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2018 - 20193

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Tiene archivos: SíTema: search.filters.subject.PRUEBA T DE STUDENT

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  • Miniatura
    Item type:Ítem,
    Using graphic organizers to improve reading comprehension skills in English
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019)
    Tayo Haro, Elizabeth Alexandra
    ;
    Meléndez Escobar, Lorena Monserrath
    The present study was intended to research the impact of the use of Graphic Organizers to improve Reading Comprehension skills in English learning process as a foreign language, in students of First English Level, (A2) at Language Center of Universidad Técnica of Ambato. In which is described its foster in the reading in English learning process. In order to determine how these two variables are interrelate the methodology used in this research is quasi experimental method, with Pre-test and Post-test, with a control group of 30 students and 30 students in an experimental group. Furthermore, a survey entailing 7 questions was applied to A2 English students, this survey permitted to get a more approached panorama of the use of the Graphic Organizers to improve the Reading Comprehension skills in English. Therefore, using graphic organizers is effective during the while reading stage, learners were able to identify the main idea, find supporting details, deal with vocabulary, distinguish facts and opinion. The results were analyzed in a descriptive level with the application of students’ T-Test. Statistic results drove to stablish some conclusions and recommendations. The main conclusion of this study is that the use of Graphic Organizers impacts significantly the development of reading comprehension skills in English. A handbook with ten graphic organizers was designed. It pretends to improve students’ reading comprehension skills in A2 English level. The recommendation for this study is to design a further research the use of graphic organizers to improve reading comprehension skills in the inference and evaluation levels.
  • Miniatura
    Item type:Ítem,
    Digital storytelling as a resource in the English speaking developmen
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-09)
    Piray Lema, Cristina Elizabeth
    ;
    Cadena Murga, Boris Cristian
    This research explored the experiences of 1st year BGU students with the storyjumper website over a period of five weeks, and attempted to determine the influence of digital storytelling on students’ speaking development. This research was conducted at the 1st year BGU of Picaihua High School in Ambato-Ecuador. A quasi-experimental design was used involving 40 students in the experimental group and in the control group respectively. The experimental group was given the treatment with digital storytelling technique, while the control group with conventional technique. Both groups were given a pretest and post-test. The pretest and posttest scores were compared to determine the influence of digital storytelling technique as an innovative resource to encourage the development of the students’ speaking skill. From this research the results showed that, digital storytelling technique had a positive effect on improving students’ speaking skill, there was a significant difference between the posttest scores of students in experimental and control groups. To verify the hypothesis of this study, the T-student test was used. Therefore, the results showed that the implementation of digital storytelling technique was positive; they shared each other’s stories and connected to their topic from the beginning to the end and most importantly, the storytelling technique helped them to improve their speaking ability, develop their critical thinking and their creativity. Besides, students improved their pronunciation, fluency, intonation and were more accurate when they spoke. Finally, the study provides recommendations for consolidating the digital storytelling experience in future English lessons. With the application of this technological resource also improves learning motivation and performance from students in technology-rich classrooms.
  • Miniatura
    Item type:Ítem,
    Communicative language teaching techniques for enriching the speaking skill in high school students
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-01)
    Silva Valencia, Juan Carlos
    ;
    Iza Pazmiño, Sarah Jacqueline
    This research project is intended to analyze how communicative language teaching techniques influence the enrichment of the speaking skill in high school students. In order to determine how these two variables are interrelated, extensive research was done by reading several books, articles and journals in relation to each variable. Special attention was given to the book “Techniques and Principles in Language Teaching” written by Larsen (2000), for gathering information about the independent variable (Communicative Language Teaching Techniques) and “How To Teach Speaking” by Thornbury (2005) to get information about the dependent variable (The Speaking Skill). Furthermore, a survey entailing 10 questions was applied to 12 English teachers and 234 second year baccalaureate students after it was validated by three experts. This survey permitted to get a more approached panorama of how these two variables are taken into consideration and applied in the English classrooms of the Ambato High School. Once the results were cautiously analyzed and systematically tabulated, the established hypothesis was verified through using the Student’s T-test. These results stated that indeed, communicative language teaching techniques do influence the enrichment of the speaking skill in high school students. The results obtained also led to draw several conclusions and recommendations. One of the most important conclusions pointed out that the majority of students believe that they learn English best through interactive tasks, but unfortunately teachers do not seem to frequently apply a variety of techniques that foster communication in the classroom. Hence, it was seen that students do not get enough opportunities to interact among themselves to practice using the language in such an authentic, enjoyable and meaningful manner. The recommendation for this conclusion was to devise a handbook, which entails 20 communicative language teaching techniques (some adapted, and others created) that teachers can use in their classes so that their students are encouraged to practice their speaking skill more often. Therefore, the proposal to address the research problem identified in this investigative project is the presentation of the handbook with 20 CLT techniques, which are distributed to address and enhance several speaking subskills such as fluency, pronunciation, grammar, vocabulary and functions.