Browsing by Author "Caiza Aucapiña, Gabriela Alexandra"

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    Los géneros literarios y la destreza de escritura del idioma inglés en los estudiantes del tercer año de bachillerato general unificado de la Unidad Educativa Temporal Jorge Álvarez del cantón Píllaro
    (Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2016-02-01) Caiza Aucapiña, Gabriela Alexandra; Herrera Lasluisa, Emma Jackeline
    El presente trabajo de investigación trata sobre los géneros literarios y la destreza de escritura del idioma inglés en los estudiantes del tercer año de Bachillerato General Unificado de la Unidad Educativa Temporal Jorge Alvarez. Para ello se formularon objetivos específicos y concretos que permitieron direccionar de mejor manera la meta con el fin de llegar a la búsqueda de una solución rápida y apropiada al problema. Para la recolección de información se aplicó la encuesta, como instrumento para detectar el problema de manera directa, comprobar la participación de los involucrados y conocer el criterio de los estudiantes y profesores frente a esta problemática. Se llegó a la conclusión de que, la utilización de diferentes tipos de textos literarios en el aula de inglés motivan a los estudiantes a desarrollar las microhabilidades de la destreza de escritura debido al valor lingüístico y sociocultural que posee cada género. Como propuesta de solución al problema se planteó el diseño de un folleto con talleres de escritura basados en los géneros literarios con el fin de fortalecer la destreza de escritura del idioma inglés.
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    The effect of ecrif framework on the development of speaking skill on students
    (2021-04-01) Caiza Aucapiña, Gabriela Alexandra; Sulca Guale, Manuel Xavier
    The present research aims to analyze how ECRIF Framework facilitates the planning of activities to develop the speaking skill. To accomplish the purpose of the study, the researcher took a sample of 32 students, 18 males and 14 females aged 12 to 14 from Eight, Ninth and Tenth Year of Basic Education from Unidad Educativa “Gabriel Urbina”. The researcher used a non-experimental design and a document analysis technique to conduct the study and considering the COVID-19 pandemic situation. Furthermore, ten consecutive sessions were necessary to collect data which were conducted through the Zoom App and WhatsApp. The researcher used a pretest and posttest to collect data which were designed using Prezi and were taken online using a speaking rubric. This rubric was based on three criteria: grammar and vocabulary, fluency and interactive communication. Moreover, the SPSS software, Wilcoxon test and Shapiro-Wilk test were used to analyze the data and validate the hypothesis. The obtained results showed that ECRIF Framework certainly facilitates the planning of activities to develop the speaking skill among teenagers in view of the fact each stage offers clues and enough practice to speak with accuracy and spontaneity. As a conclusion, the researcher found out that students demonstrated a low speaking proficiency level in the pretest, English teachers do not use any type of planning design to develop the speaking skill instead they applied alternative teaching media to fulfill their class. Moreover, the activities based on ECRIF framework needs to be thoughtful chosen by teachers in order to achieve the final objective. In light of these conclusions, the researcher recommended to apply a planning design that focuses on the speaking skill, use the stages of ECRIF Framework because it facilitates the planning of activities which go from teacher-controlled to spontaneous student-initiated activities and consider the list of activities based on ECRIF Framework to design the planning for a speaking skill lesson.