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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Tema: search.filters.subject.HABILIDAD ORAL

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  • Miniatura
    Item type:Ítem,
    Problem-based learning in the speaking skill in learners of English
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05)
    Salazar Cruz, Andrea Natalia
    ;
    Torres Padilla, Jimmy Henry
    The need for English learners to use the target language inside and outside of the institution has motivated the undertaking of the present study "problem-based learning in oral skills" in students of the tenth grade of general education at Unidad Educativa Huachi Grande, in the second semester of the academic year 2017-2018. A quasi-experimental field research was conducted with a qualitative and quantitative approach, in which 75 students were part of the experimental group and 70 students formed the control group. Test Training B, speaking part, was applied to establish the level of oral communication of students at the beginning and at the end of the investigation. Furthermore, a checklist was used to determine the use of Problem-Based Learning strategies. Test Training B was applied in two phases: as a pre-test and post-test with the two groups, experimental and control. The hypotheses were checked using the Student T-Test. The results showed that there was a positive impact on students and there was an improvement in oral ability attributable to the use of the Problem-Based Learning strategies. Students had the opportunity to use the language in a fluid, active, collaborative and authentic way. In applying the study, a guide of six Problem-Based Learning activities was made. These activities were based on the text A2.1, authorized by the Ministry of Education for the development of the oral skills of English learners. It is recommended that further research be conducted into the implementation of PBL strategies with high school students in order to maximize the potential impact on this key skill area.
  • 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,
    Language games for promoting the speaking skill on English Language learners in Higher Education
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñánza del Idioma Inglés como Lengua Extranjera, 2018-04)
    Mena Mayorga, Jazmina Ivonne
    ;
    Calero Sánchez, Ximena Alexandra
    This research aimed to find out if language games promote the speaking skill on English language learners in higher education. The target population was fifty-two students of the first levels at the Centro de Idiomas Extensión at the Escuela Superior Politécnica de Chimborazo (ESPOCH). Twenty- six students became the experimental group and the other twenty six students were part of the control group. A pre-test was applied for both groups in order to know their speaking level. The results demonstrated that both groups had a low speaking level. Consequently, language games were applied as a strategy to enhance speaking for learners in the experimental group. After this process, students in both groups took a post-test to see if the language game strategy made any difference regarding the speaking skill performance. The findings indicated that the students who belong to the experimental group got a higher average in the speaking post-test in comparison with the average obtained by the control group. Therefore, it is important to admit that learners in the experimental group outperformed learners in the control group. Based on these findings, it was suggested for professors to use language games in their lesson plans to enhance the speaking skill.