Centro de Posgrados

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

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Project-Based Learning to Improve the Writing Skill
(2024-04)
Armijos Rivera, Keli Nelva
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Villacís Villacís, Wilma Guadalupe
Esta investigación tuvo como objetivo determinar el impacto del Aprendizaje Basado en Proyectos (ABP) en el mejoramiento de la habilidad de escritura en estudiantes de décimo grado del Colegio de Bachillerato "Zumba". El enfoque de investigación utilizado en este estudio fue el cuantitativo, el cual se basa en el análisis de datos numéricos y el diseño cuasi-experimental. La población comprendió 60 estudiantes, que se distribuyeron en los grupos experimental y de control, integrados por 30 alumnos cada uno. El grupo experimental fue el único que se benefició de la implementación del ABP, el cual considera a los estudiantes como los principales protagonistas del proceso de instrucción. Los instrumentos de investigación utilizados para recopilar datos fueron el pretest, el postest y un cuestionario. El pretest se administró a los grupos experimental y de control en la primera clase y el postest en el último día de intervención. Ambas pruebas fueron tomadas del libro de texto Assessing writing for Cambridge English Qualifications: A guide for teachers de Cambridge (2020) y cada prueba tenía una sola pregunta. Los datos numéricos de las pruebas se obtuvieron a través de una rúbrica que evaluó la escritura en tres aspectos: contenido, organización y lenguaje. El cuestionario se adaptó del estudio de Andriyani y Anam (2022) y se aplicó sólo al grupo experimental en el último día de intervención para recopilar información relativa a las percepciones de los estudiantes hacia la incorporación del ABP en el aula. El plan de intervención duró ocho semanas. Los resultados obtenidos en esta investigación revelaron que existe una diferencia estadística significativa (sig. bil<0,05) entre los datos recopilados en la postest de los grupos de control y experimental. Esto se determinó mediante el empleo de la Prueba U de Mann-Whitney que demostró que las puntuaciones del grupo experimental son superiores a las del grupo de control. Estos datos, por lo tanto, prueban que la hipótesis alternativa de este estudio fue aceptada. Ésta es: El Aprendizaje Basado en Proyectos tiene un impacto significativo en la mejora de la habilidad de escritura. Sin lugar a dudas, se concluyó que el ABP fue más efectivo que la metodología tradicional para mejorar la habilidad de escritura de los alumnos de décimo grado en términos de contenido, lenguaje y organización. Por lo tanto, se recomienda incorporar el ABP para ayudar a los estudiantes a mejorar su competencia escrita, transmitir información escrita significativa y legible, así como para mejorar la comunicación, la colaboración, la creatividad y el pensamiento crítico.
The prediction strategy and the reading comprehension skill in learners of English
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-03)
Gómez Zurita, Susy Natalia
;
Torres Padilla, Jimmy Henry
Reading comprehension in English as a Second Language is of great value in student’s life because it will become a part of the curriculum of his or her professional career. Metacognitive skills, such as inference (predicting or guessing English topics), are crucial in the learning process; the development of these skills is a challenge that must be overcome in order to benefit students. The goal of this research is to determine the impact of using the prediction strategy in the English classroom. The study was developed in the Unidad Educativa Andoas, located in the city of Puyo. The research methodology is based on action research, and it was used in order to diagnose the problem quickly in real context and develop a solution within the time given. An array of data collection tools was adopted; the test and post-test are quantitative tools that provided positive results of the teaching strategy in reading comprehension skills. A rubric was designed to collect data from the students in a qualitative way through an open survey, where students could express their opinion of the learning strategy. During the eight weeks of research, authentic texts were read in the classroom that helped students build their vocabulary, as well as develop their critical thinking. Moreover, other types of activities were included in the research in the interest of creating a sense of individuality and a positive atmosphere that encourages consensus and respect among the students. Final findings show there was an improvement in reading comprehension skills, a boost in self-confidence, and a considerable drop in the level of stress in students at the time of evaluation. The combination of these factors had a positive impact in their scores.
Problem-based approach to develop the speaking skill in English
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-01)
Guagchinga Chicaiza, Nelson Wilfrido
;
Suárez Mosquera, Wilma Elizabeth
The objective of this research was to analyze the influence of the Problem-Based Learning approach in the development of speaking skill in English. This research used a qualitative-quantitative approach. Also, it uses a quasi-experimental study because of the creation of a Moodle platform based on the Problem-Based Learning approach. The level of research was biographical and descriptive. The population embraced 53 students and 5 teachers of B1 level belonging to Language Center at Salache campus of Universidad Técnica de Cotopaxi. This research used instruments such as a survey administered to teachers and students with the purpose of verifying the use of this approach. In addition, it was applied an oral pre and post-test in two groups of B1 level, in order to evaluate the effectiveness of Problem-Based Learning approach implementation to develop the speaking skill in English. B1 "F" level was assigned as the control group, while B1 "M" level was assigned as the experimental group. In order to verify the hypothesis of this investigation, the Chi-square test was used in surveys and in pre and post-test, they were verified with the Wilcoxon and Mann-Whitney tests. It is concluded that the students improved considerably in their oral production after the intervention with the problem-based approach in the Moodle platform. The results showed that Chi-cuadardo, X²c = 90,998 has a higher value than X2t = 15, 5073, while in the Wilcoxon and Mann-Whitney test they had a value of (,000) which is less than (0,05); therefore, the null hypothesis was rejected. Furthermore, the results in the post-test showed an important development in fluency. Finally, a handbook was proposed for the use of virtual and face-to-face environments with activities focused on Problem-Based Learning and the speaking skill development.
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.
Reading comprehension to develop higher education student´s critical thinking
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07)
Jordán Jordán, Alba del Rocío
;
Iza Pazmiño, Sarah Jacqueline
Starting from the goal of education to develop student's viewpoints and considering that reading comprehension is an essential part of the teaching-learning process, this research aimed to determine the influence of reading on the development of critical thinking skills. Difficulties were evidenced in the learning results and processes of A2 students in the Language Center of the Technical University of Ambato. To meet these students' needs, a study was carried out to adequately define the variables, their theoretical framework and the appropriate research approach according to a proactive critical paradigm. In this study the analysis and data collection techniques were included as well. The research methodology used was qualitative and quantitative in its scope. From this, a proposal was designed to help solve the problems in reading comprehension in English through the promoting of a controlled process of reading that allows for critical thinking to be developed. A booklet of readings was designed with didactic and graded activities based on the levels of Bloom's taxonomy to encourage reading habits and thought training to be able to discern and evaluate information.
Self-monitoring strategies in English reading comprehension
(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-06)
Cola Chiguano, Sandra Noemi
;
Suárez Mosquera, Wilma Elizabeth
The main objective of this research work was to confirm how meta-cognitive strategies (self-monitoring) influence in the improvement of English reading comprehension. To determine the effectiveness of these strategies a Cambridge 2007 pre-test and post-test were applied in two groups of students from the first year of secondary education at Unidad Educativa del Milenio “11 de Noviembre” in the city of Machachi. The first A of secondary education (25 students) was established as the control group, while the first B of secondary education (22 students) was considered as the experimental group. Four self-monitoring strategies were chosen: "Look, Think and Predict Strategy", "Guided Retelling Strategy", "Response Journal Strategy" and "Thinking Along Strategy", all of them were implemented in the experimental group. Hence, to verify the hypothesis in this study, Cambridge reading tests (2007) results were analyzed statistically. As consequence, they indicated that the students who worked with the self-monitoring strategies remarkably improved their reading comprehension skills, while the control group increased it in a significant scale. Therefore, it is important to suggest the implementation of self-monitoring strategies through the use of a strategy manual that promotes the development of high-thinking skills (Bloom, 1993) for reading comprehension; this manual aims to help teacher to promote the use of effective strategies for reading comprehension according to the needs and interests of students.

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