Centro de Posgrados
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Item Planificación Curricular del Módulo de Lengua Extranjera Aplicada al Turismo para el mejoramiento del aprendizaje Significativo de los estudiantes del primer año de bachillerato de la Unidad Educativa Municipal “José Martí"(Universidad Técnica de Ambato. Dirección de Posgrado. Diplomado Superior en Currículo por Competencias, 2011) Sanguil Cargua, Irene Orfelina; Camacho Estrada, SaraItem Planificación curricular del módulo de administración de empresas de servicios basado en competencias en la Unidad Educativa Municipal "José Martí"(Universidad Técnica de Ambato. Dirección de Posgrado. Diplomado Superior en Currículo por Competencias, 2011) Sanguil Cargua, Julia Fernanda; Villacís Lascano, SaúlItem Peer coaching to improve fluency in English speaking development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-11) Barreno Silva, Nancy de las Mercedes; Mejía Sánchez, Enith JesseniaThe main objective of this research was to determine the impact of peer coaching to improve fluency in English speaking development of third level students at the Estatal Amazonica University. In this context, an action research has been carried out with the active participation of the students who attended the English courses for the purpose. To verify the effectiveness of the proposal of this investigation, a pre-test was taken by the students before the treatment. Later on, a post-test was taken by the students after the intervention in the classroom. Both the pre-test and the post-test were based on the standardized PET (Preiminary English Test) speaking part. Besides, a booklet was designed with didactic plans that aimed to improve the development of fluency in speaking through peer coaching. Peer coaching was performed with five students who alternately worked in each group. After the application of the proposal, the post-test yielded important data which were quantitatively transformed through an evaluation rubric. In addition, the teacher used a checklist during the observation to provide the corresponding feedback to her students. These data were analyzed with the SPSS statistical package and the T-student test. This study proved the effectiveness of the use of peer coaching with students to improve their fluency in oral development. Therfore, it is recommended to teachers its application to contribute to the improvement in the English language learning process.Item Task-based approach in the English speaking fluency development(Enfoque basado en tareas en el desarrollo de fluidez de habla Inglesa, 2019-11) Ajitimbay Zambrano, Tania Fernanda; Sulca Guale, Manuel XavierThe present study is focused on analyzing the incidence of Task-Based Approach concerning the development of speaking fluency in the English language. With the purpose of verifying the effectiveness on English-speaking skills in terms of vocabulary, pronunciation, oral fluency and grammar use, a pre and post-test was carried out to assess the pre-established criteria. The tests were taken from the Cambridge website which consisted of a sample of the speaking skills test KET (2019) and was applied to two groups of 30 students (each) of students at Unidad Educativa Intercultural Bilingue Batalla de Tiocajas, in the city of Guamote. The first group was called the control group and the second group was designated as an experimental group. To test the hypothesis formulated in the research, the results of the Cambridge KET speaking skills test (2019) were statistically analyzed. As a result, the results obtained from these tests indicated that the students who worked with the activity guide markedly improved fluency speaking, compared to the control group which worked with traditional techniques. Therefore, it is important to suggest the implementation of strategies and techniques based on Task-Based Approach, applying an activity guide that promotes a development of fluency and speaking skills in English; This activity guide serves as a pedagogical instrument to support the EFL teacher, by using it as a strategy to develop and improve fluency speaking, and allows students to be participants and protagonists of their own learning.Item The flipped classroom and the oral production in students at Universidad Técnica de Cotopaxi- Language Department(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-11) Guamani Aymacaña, Ana Jacqueline; Meléndez Escobar, Lorena MonserrathThe research Project “THE FLIPPED CLASSROOM AND THE ORAL PRODUCTION IN STUDENTS AT UNIVERSIDAD TÉCNICA DE COTOPAXI- LANGUAGE DEPARTMENT” had as main objective to evaluate the relationship between the dependent variable and independent variable which are the following: Flipped Classroom as an independent variable and Oral Production as dependent variable. This research had a quali- quantitive approach, since the variables were measured by numerical data and they were calculated using statistics which helped the researcher to determine the successful of the proposal. On the other hand, a field Quasi- experimental research study was carry out due to the implementation of the study was developed in two groups: the first group is the experimental and the second group is the one control group. The population involved A2 English level students who belonged to J and D classrooms from the Language Department at Universidad Técnica de Cotopaxi. The research was bibliographical and field. A diagnostic test was taken before applying the proposal this is The Pre – test, once the proposal was applied a test was taken this is Post Test, those tests were used as instruments in this research. The purpose of applying the tests was to assess the effectiveness of Flipped Classroom to enhance Oral Production. To verify the hypothesis of this research Student – Test was used. The results obtained show that Flipped Classroom enhance Oral Production. It is concluded that students foster Oral production after the application of Flipped Classroom.Item Guided writing in the written production(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) López Pérez, Sonia de los Ángeles; Sulca Guale, Manuel XavierStudents use the ability to write to express their ideas, however, the process of writing correctly in English requires a systematic, logical and controlled sequence by teachers and students. Therefore, it aims to analyze the use of guided writing for the development of the written production of the Tourism and Hospitality students. Through a previous test, students have been able to express their thoughts, but not in an organized way. After the application of the strategy and the results of the subsequent test, they have changed their performance. So that the research is carried out based on the phenomenological and ontological epistemological approach. In addition, this research has a quantitative approach and the data is processed through statistics and qualitative due to the quality of the message delivered. The information is collected through 26 units of study, to which a semi-structured questionnaire is applied. The data show that there is a positive change in the majority of the students in all the components worked, that is, in the content an average of 3.3 was obtained, in the communicative achievement 1.6, in the organization 1.6 and in the language 2, 2. It is possible to improve these data at the following levels if there is continuity in this type of activity for the benefit of the students.Item Graphic organizers in reading comprehension development(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Carrera Martínez, Verónica Paulina; Hernández Chérrez, Elsa de los ÁngelesThe purpose of this study was to analyze the influence of the use of graphic organizers strategies in the development of students reading comprehension in the students of the Unidad Educativa Joaquin Lalama, Ambato- Ecuador. The study combined the quali-quantitative paradigm and was used with a quasi-experimental design. This investigation was carried out with a sample represented by 75 students, who were randomly distributed in a control group (40 students) and an experimental group (35 students). The students of this research were examined before and after the exposure of this intervention. The test instruments were designed by the researcher. For this examination a text was presented in order for the students to read it and complete some reading comprehension activities, they had 25 minutes to complete the test and a short 5 minutes’ previous interview was made in order to measure the previous knowledge of the students. The results of the pretest and posttest were analyzed and presented in forms of percentages, frequencies and tables. The data collected and analyzed was complemented with a paragraph of analysis. The data was collected by means of the observation technique and the application of a pre-test and a post-test. Students in the group that received treatment (Experimental group) improved significantly in receptive skills (listening and concentration), learning skills (decoding, understanding and previous knowledge) and as a result in reading comprehension, compared with the group that used traditional techniques (Control group). This improvement in the Experimental group demonstrated that the implementation of the strategy had the expected results and improved reading comprehension. The results proved that the use of graphic organizers strategy developed the students` reading comprehension in a group of students from the Joaquin Lalama School, Ambato, Ecuador, was effective.Item Interactive games for the contextualized vocabulary learning(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Topa Soria, Nelson Gustavo; Silva Chávez, Judith AlexandraThis research aim was to determine the use of interactive games for contextualized vocabulary learning in the students of seventh grade at Pensionado Americano International School. The methodological approach of the research under study was quali-quantitative and was carried out with a population of 22 students. Because the population was small, as well as the classroom, the same students were considered as the control group and the experimental group. In this quasi-experimental research, class observation and student survey techniques and instruments of pre-test and post-test evaluation were applied. Moreover, a crossword worksheet retrieved from online ESL games was employed to check students' English vocabulary proficiency. After giving classes using the traditional teaching methodology, students of seventh grade were evaluated; similarly, the same students were evaluated after having trained with online ESL games assigned for this proposal. The pre-test results revealed that the level of English vocabulary proficiency of students of seventh grade was low; nevertheless, the post-test results obtained after applying online ESL games in the EFL classroom showed a significant improvement in the vocabulary learning performance by students of seventh grade. Therefore, through the present investigation, it was concluded that the use of online ESL games in the EFL classroom influences the learning of English vocabulary.Item Ted talks in intelligible pronunciation(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Totoy Sani, Carmen Rocio; Ortega Andrade, Dolores del RocioNowadays, people around the world communicate using a lingua franca, English, that facilitates interactions among people with different mother tongue backgrounds. It is necessary to teach language like a system including all the components at the same time, vocabulary, grammar, function and phonology. For instance, analyzing individual words in a language means vocabulary, putting them in a context to interact with other words belongs to grammar aspect of language, exploring how the words are produced is phonology and finally using them in particular situations is linked to the functionality of a language. The objectives of this project are to reduce the feeling of rejection from teachers to teach pronunciation and redirect the purposes to teach pronunciation in English classes. Reaching native like pronunciation is not a real goal in pronunciation because there are more nonnative speakers than native speakers. Under these circumstances, the research project tried to determine whether TED Talks help to develop intelligible pronunciation in a group of 30 students of first Bachillerato at “Isabel de Godin” High School during the school year 2017-2018. The research applied the qualitative method, but in a systematic way due to the researcher gathered information where the phenomena occurs naturally, through an observation sheet. The results gathered before and after six weeks were statistically analyzed. At the end of the project, it is concluded that TED Talks is an innovative tool that facilitates to teach suprasegmental features of pronunciation. Subsequently, it is advisable that teachers need to include TICs to improve their teaching process and increase student’s awareness about pronunciation and go further to reach intelligible pronunciation.Item Strategies and techniques based on fleming´s VARK Model to develop the English language skills in the students of third year of baccalaureate at “Primero de Abril High School(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-10) Vaca Alarcón, Ángel Gustavo; Ortega Andrade, Dolores del RocíoThis research was aimed at analyzing the effect of learning strategies based on Fleming´s VARK model on the development of the four speaking skills in the English language of third year BGU students at “Primero de Abril” school in Latacunga-Quito. This research was based on a qualitative and quantitative approach. It was a quasi-experimental design and a single group was used. The subjects considered for this research were the 33 students of senior school. The group was formed by 13 girls and 10 boys. The students had a B1.2 level in the English language. Data collection took place by the application of a survey and a pretest and a posttest. The VARK questionnaire was conducted with the purpose of identifying the learning styles of the students and through the application of the pretest and posttest it was possible to identify the English language proficiency level of the students. Both the survey and the pretest were applied at the beginning of the proposal and the posttest was conducted at the end of this. The strategies handbook was implemented in a period of 4 weeks at the beginning of the school year 2018-2019. The outcomes proved that the use of the Vark strategies achieved the improvement of the students’ results in the four English language skills at Unidad Educativa “Primero de Abril” validating the effectiveness of the proposal.