DSpace Colección :
https://repositorio.uta.edu.ec/jspui/handle/123456789/27086
2024-03-29T08:53:01ZClil reading activities to improve vocabulary in 7thgrade students
https://repositorio.uta.edu.ec/jspui/handle/123456789/40146
Título : Clil reading activities to improve vocabulary in 7thgrade students
Autor : Calle Riera, Mirian Elizabeth
Descripción : Currently, the learning of English content through different subjects like Social Studies,
Math, Science, Chemistry, Physics, among others, has increased within the educational
field, thanks to the application of the method Content Language and Integrated Learning
(CLIL); which allows to combine the target language learning with a subject content.
Nevertheless, since some difficulties in learning new vocabulary are evident, this study
aimed to analyze the effectiveness of the CLIL methodology on reading lessons to
improve vocabulary in A2 students’ level. This study was carried out at Unidad Educativa
Particular Emanuel in Morona Santiago province, Ecuador. The approach used throughout
the study was quantitative which helped to provide valid and reliable data. The
quantitative approach encompasses the collection, assessment, and numerical presentation
of data, enabling researchers to conduct precise and dependable statistical analysis.
Additionally, this study was quasi-experimental because two groups were involved, andxiv
10 interventions were applied in both groups control and experimental, CLIL
methodology were developed in the experimental group. On the other hand, the
participants of this study were 50 EFL students from seventh year divided as follow: Class
A control group (25 participants) and Class B experimental group (25
participants). During the first stage of the study, both groups took a pre-test. For the
implementation of CLIL reading activities an intervention was designed. Once the
interventions were completed, both groups took the post-test. The collected results were
analyzed by means of the statistical software SPPS, Kolmogorov-Smirnov and Shapiro
Wilk Test of normality were necessary to apply as well T-Wilcoxon test had to be used to
accept or reject the hypothesis. The results demonstrated that the vocabulary content
presented through reading activities and combined with the application of the CLIL
method substantially increased the experimental group’s knowledge of vocabulary.
Therefore, it was concluded that CLIL is an effective method for vocabulary learning and
improvement in the teaching and learning process2023-10-01T00:00:00ZThe effect of role-playing techniques on the speaking skills
https://repositorio.uta.edu.ec/jspui/handle/123456789/40145
Título : The effect of role-playing techniques on the speaking skills
Autor : Cunalata Ramón, Jessica Gabriela
Descripción : The aim of this study was to investigate the impact of role-playing techniques
on the speaking skills of seventh-grade students at Unidad Educativa Hermano Miguel
in Latacunga. The research followed a structured approach that encompassed literature
analysis, methodology design, and a rigorous evaluation of the effectiveness of these
techniques. The study commenced with a comprehensive review of existing literature,
exploring how role-playing techniques have been employed to enhance speaking skills
among language learners. This foundational step helped shape the research direction
and informed the subsequent phases. For the empirical investigation, a quasiexperimental design with a quantitative approach was employed, involving two
distinct groups: a control group and an experimental group. The control group received
traditional teaching methods, while the experimental group was exposed to four
specific role-playing techniques, namely Character Role-Playing, Problem-Solving
Role-Playing, Historical Role-Playing, and Future Role-Playing. To evaluate the
impact of these techniques, a standardized Cambridge test was administered, featuring
both pre-test and post-test assessments with a rubric for scoring. The results revealed
a significant improvement in the speaking skills of the students in the experimental
group, confirming the hypothesis that role-playing techniques contribute to thexiv
development of speaking skills in seventh-grade students. In conclusion, this study
provides compelling evidence of the positive effect of role-playing techniques on the
speaking abilities of seventh-grade students. These findings hold substantial
implications for language educators looking to enhance their teaching methods and
foster improved language proficiency among their students. Furthermore, the research
methodology utilized in this study not only sheds light on the positive impact of roleplaying techniques on seventh-grade students' speaking skills but also holds promise
as a valuable blueprint for future investigations in the realm of language instruction.
As educators continually seek innovative approaches to enhance language learning,
the structured approach adopted in this study offers a reliable framework for assessing
the effectiveness of role-playing techniques. By replicating and building upon this
methodology, researchers can contribute to the ongoing advancement of language
education, providing educators with evidence-based strategies to empower students in
their language proficiency journey. This study marks a significant step forward in the
pedagogical exploration of role-playing techniques, paving the way for more informed
and impactful language teaching practices2023-10-01T00:00:00ZThe use of songs on teaching english grammar
https://repositorio.uta.edu.ec/jspui/handle/123456789/40133
Título : The use of songs on teaching english grammar
Autor : Lasluisa Heredia, Elizabeth del Rocío
Descripción : This study delved into the intriguing question of how songs might influence the
progression of English grammar proficiency among some learners. Undertaken during
the academic span of October 2022 to June 2023, the research focused on ninth-level
students from “Centro Educativo Dr. José María Velasco Ibarra.” in Latacunga. These
students immersed themselves in an experimental program that lasted 8 weeks in total,
which was uniquely designed to let them practice and hone their grammar skills
through the integration of English songs. To make the program more effective, a song
selection was meticulously done, keeping in mind the age and proficiency level of the
participants.
To measure the effectiveness of this innovative approach, the Ket writing component
of the Cambridge English exam was used as a yardstick. By administering this test
both at the start and the culmination of the 8-week experiment, the study aimed to
capture any significant shifts in the students' grammar abilities. Ensuring a robust and
comprehensive data analysis was pivotal. To this end, the research incorporated a
validated rubric, leveraged the capabilities of the SPSS statistical software, and
employed the T-Student test. The findings were not only promising but also insightful.iv
Songs, as it turned out, played a significant role in bolstering the students' grasp of
English grammar.
This was evident in the notable improvements seen in areas like language use, with
special emphasis on grammar components such as word order, correct punctuation,
discerning parts of speech, vocabulary and the apt use of various tenses. The wellthought-out structure, enriched resources, and innovative methodologies of the
program undeniably played a part in this positive outcome. In sum, the research shed
light on the potential of English songs as an effective learning tool, especially in the
realm of grammar education, presenting a compelling case for their inclusion in
pedagogical strategies2023-10-01T00:00:00ZCooperative pre-reading strategies for the development of reading comprehension among eighth grade
https://repositorio.uta.edu.ec/jspui/handle/123456789/40132
Título : Cooperative pre-reading strategies for the development of reading comprehension among eighth grade
Autor : Jordán López, Maricela Elizabeth
Descripción : O
The teaching-learning process requires a wide variety of elements that are essential for
its efficient development; therefore, the skills that students acquire from the first years
of life are important to be consolidated in school, even more so if it is considered that
the home cements the foundations of the psycho-affective, social, emotional
development of children. An important element, which is the axis for the integral
development of students, is the one that refers to reading; It is known that to
consolidate the development of reading must first go through previous processes that
are the preliminaries for the acquisition of this skill and, above all, the achievement of
the reading habit that enables the student to access knowledge, procedures and
favourable attitudes that leads to achieve an efficient meaningful learning. Thus, the
main objective of the research study is to implement cooperative pre-reading strategies
to develop reading comprehension; to fulfil this purpose, an innovative and systematic
research is structured, with a methodology that assumes the qualitative and quantitative
approach and performs a bibliographic - documentary analysis of understanding the
study variables and the problems encountered for the proposal of alternative solutions;
this is complemented by the field study in which information is collected from twoxi
groups (experimental and control) to perform the comparative analysis of learning
outcomes with the application of new strategies and without their application; the
results show that there are optimal returns with the application of cooperative
strategies; therefore, it is concluded that the adequate planning and execution of
cooperative pre-reading strategies favours the acquisition of a comprehensive reading
useful for the processes of acquisition and assimilation of information in all areas of
knowledge. The study is contextualized in a specific group of the Bolivar Educational
Unit and can be adapted to other spaces increasing enthusiasm for reading2023-10-01T00:00:00Z