Centro de Posgrados

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

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2018 - 20192

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Tema: search.filters.subject.ESTRATEGIAS DE APRENDIZAJE

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  • Miniatura
    Item type:Ítem,
    The impact of using games on speaking skills
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10)
    Cruz Suárez, Diana Janeth
    ;
    Suárez Mosquera, Wilma Elizabeth
    The aim of the research was to analyze the impact of using games to improve speaking skills on learners of third year of secondary education at Unidad Educativa Joaquin Lalama in the city of Ambato. The investigation was performed by a sample characterized by 53 learners that were casually distributed in a control group of 25 and an experimental group of 28 learners. The methodological basis is a mixed research known as qualitative-quantitative research and in a quasi-experimental scheme. In this implementation, a survey methodology was applied in the classroom during a period of four weeks. The reports were collected through a questionnaire technique and the application of a pre-test to analyze speaking skills and a post-test to verify the improvement of same skills. adapted test (PET) of (FGUMA) (see annex 3 and 4); which was applied before and after the research. A T test was performed to verify the hypothesis. A manuual of games strategies was compiled with twelve teachinf activities to improve learners´ability in a more effective and dynamic way. Therefore, with the application of the game handbook proposal, it shows that the experimental group highlighted the control group. The outcomes showed that the use of games as a learning strategy on students; improve speaking skills, motivates oral participation during English classes and showed that this strategy was highly effective and beneficial for both students and language teachers. A handbook of games strategies was recompiled with twelve didactic activities to improve learning in an enjoyable and effective way.
  • Miniatura
    Item type:Ítem,
    Communicative competence strategy proposal for enhancing English language speaking skill among Kichwa and spanish speaking learners
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07)
    Armijos Monar, Jacqueline Guadalupe
    ;
    Meléndez Escobar, Lorena Monserrath
    The objective of this research was to propose a Communicative Competency strategy to enhance speaking skill in English by Kichwa and Spanish speaking students of the Language Department of the National University of Chimborazo, from October, 2017 to March, 2018. The research was conducted with students of the 4th level of English, class A2. A pre and post evaluation was adapted through the Cambridge PET exam (Preliminary Exam) and the Top Notch 2 book, level A2 + (Common European Framework of Reference); In addition, a rubric was adapted, they were validated by seven experts. The instruments were applied during the pre and post evaluation. The collected data was calculated by using the statistical program (SPSS) with the paired T-Student sample, before and after employing the test. The calculated data belonged to 28 students of the experimental group, and 28 of the control group, total 56 participants. The academic intervention lasted five months. In the final test, the students from the experimental group obtained 11.40 out of 16 points over the control group who reached 10.52 out of 16 points. There were 25 degrees of freedom, with a level of significance of 0.05, so the probability value was p = 0.035, less than the significant level; thus the null hypothesis was rejected by the alternative hypothesis. It is concluded that the applied strategy allowed enhance speaking skill. In effect, students enhanced their pronunciation, fluency and coherence, language control, discourse management, communication strategies, reading purposed and critical thinking, through extensive audio reading exposure, vocabulary study, paraphrasing, constant conversational practices and feedback. Finally, the applied strategy also allows building a cognitive, meta cognitive, affective and social awareness.