Browsing by Author "Jordán Buenaño, Cristina del Rocío"

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Alternative assessment techniques for online English Language Learning
(2022-10-01) Morocho Lara, Ruth Jannet; Jordán Buenaño, Cristina del Rocío
The COVID-19 pandemic has brought some challenges in the teaching-learning process due to the sudden shift from face-to-face classes into online ones. This research aimed to determine the influence of alternative assessment techniques on the online English language learning in eighth year of Basic Education during the 2021-2022 school year. First, the alternative assessment techniques that are suitable to online learning were theoretically analyzed. Then, an intervention proposal that included alternative assessment techniques to online learning was designed which mainly contained class plans to improve English for speaking skills. Third, the students’ performance before and after a classroom treatment based on alternative assessment to enhance the students’ English language learning was assessed. The research group consisted of 52 students who attended to eighth grade of basic education. They were divided into two groups: 25 students in the experimental group; and, 27 who constituted the control group. This research had an exploratory and quasi-experimental design. Two instruments were used for the data collection process. First, the KET for schools (speaking part) as the pre and post-test was taken by the students during the classroom intervention. It was carried out in the classroom for eight weeks where two portfolios were collected from the students, one at the beginning and other at the end. To obtain the quantitative data from the student portfolio and the speaking part of the KET exam, two different rubrics were used, which were tabulated and analyzed using the SPSS statistical software. The statistical analysis yielded data that made possible to determine that the alternative assessment techniques favorably affect the learning of the English Language of eighth grade students. Therefore, it is suggested that this research could be socialized mainly to put alternative assessment into practice in the classroom, which would contribute to the secondary education of the country.
Los bits de inteligencia en el desarrollo de las destrezas auditiva y oral del idioma Inglés, en los estudiantes de los primeros años de Educación Básica de la escuela de Educación General Básica Nicolás Martínez de la ciudad de Ambato
(2015-08-17) Sisalema Sánchez, Vanessa del Pilar; Jordán Buenaño, Cristina del Rocío
El trabajo de investigación parte del conocimiento que en la institución educativa no se utilizan los bits de inteligencia en el desarrollo de las destrezas auditiva y oral del idioma inglés, razón por la cual aparecen deficiencias en el aprendizaje del idioma, encontrándose la necesidad de ubicar el trabajo en el Paradigma Crítico Propositivo, con un nivel exploratorio y descriptivo en el cual se busca determinar la incidencia de los bits de inteligencia en el desarrollo de las destrezas auditiva y oral del idioma inglés, en los estudiantes de los primeros años de Educación Básica de la Escuela de Educación General Básica Nicolás Martínez de la ciudad de Ambato, para esto se procede con el método cuali-cuantitativo, con una investigación de campo, que se apoya en la bibliográfica con miras a encontrar las causas y los efectos del problema planteado, con los que se pueda encontrar mecanismos de solución. Para la recolección de la información se utilizó las técnicas de Observación y Entrevista con los instrumentos: ficha de observación y guión de entrevista estructurada. Mediante los resultados obtenidos se procedió a tabular, y graficar utilizando el programa Excel, para luego analizar e interpretar los datos obtenidos, lo cual facilitó el escribir las conclusiones y recomendaciones. Así mismo, al conocer toda la información obtenida del problema se elabora una propuesta, la cual es una guía didáctica de actividades con bits de inteligencia. Los bits de inteligencia son el instrumento ideal para mejor las destrezas auditiva y oral en niños(as) en los que puede promover la inteligencia, curiosidad, memoria creativa, e interés a través de los estímulos que desarrollan las conexiones neuronales y así apropiar conocimientos en el cerebro de los estudiantes, los bits de inteligencia estimulan el intelecto de los infantes auditiva y visualmente. Para ello, el desarrollo de actividades específicas y comunicativas es también parte de la propuesta pues busca la mejora de herramientas didácticas especializadas para los niños en la institución, así como su factibilidad económica y enriquecedora en conocimiento.
Busuu app and vocabulary learning
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2022-03-01) Cantos Borja, Carlos Gabriel; Jordán Buenaño, Cristina del Rocío
Nowadays technology is part of our daily life and its implementation in education should be seriously considered as technology can be a great ally for developing all the areas in the language. Also, for the new generation that uses technological tools for everything. Nerveless, the implementation of these tools can be helpful for helping students to increase their knowledge of the language. The present research has the purpose to investigate the influence of using a mobile application called Busuu to increase the vocabulary learning using a quasi-experimental method. The population considered for this study were 23 students with an age range between 14 and 16 old from third level “B” regarding the experimental group. On the other hand, the control group was considered 21 students with an age range between 14 and 16 old from third level “C” at Unidad Educativa Juan León Mera “La Salle”. The research had a length of two weeks in which eight interventions were made. Two interventions for the pre and post-test and a survey and six interventions for the application of the mobile app and its activities related to vocabulary. After the two weeks intervention, quantitative data were collected and analyzed using the program “SPSS” in order to compare the average and media from the tests, which led to the conclusion that mobile applications are positive for students as they were able to improve their vocabulary level.
Los elementos suprasegmentales y la destreza oral del idioma inglés en los estudiantes del Nivel B1 pre- intermedio del Centro de Idiomas de la Universidad Técnica de Ambato
(Universidad Técnica de Ambato. Facultad de Ciencias humanas y de la Educación. Carrera de Idiomas, 2017-01-01) Silva Jara, Verónica del Carmen; Jordán Buenaño, Cristina del Rocío
El objetivo primordial de la presente investigación es determinar la influencia de los elementos suprasegmentales en el desarrollo de la destreza oral del idioma inglés en los estudiantes del nivel B1 pre-intermedio del Centro de Idiomas de la Universidad Técnica de Ambato. Es así que, la información ha sido recolectada mediante la aplicación de dos encuestas dirigidas concretamente a estudiantes y profesores, y cuyos resultados presentan el problema real de la limitada aplicación de los elementos suprasegmentales para el desarrollo de la destreza oral, y debido a los contantes cambios en la educación la presente investigación omitirá la propuesta para para darle paso al resumen científico denominado (paper), en el cual se detalla de mejor manera los resultados obtenidos en la presente investigación y dar paso a los nuevos métodos para la solución de dicho problema
English listening and speaking app and the oral production
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación- Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-09-01) Sabando Falcones, María Elizabeth; Jordán Buenaño, Cristina del Rocío
La presente investigación tiene como objetivo analizar como el uso de la aplicación English Listening and Speaking mejora el aprendizaje de la producción oral en Ingles de los estudiantes del nivel Principiante A1 del Centro de Idiomas de la Universidad Técnica de Ambato. El proyecto de investigación utilizó un enfoque mixto. La parte cuantitativa se representa con el análisis de datos recolectados a través de una prueba estandarizada de Cambridge con el objetivo de reunir información sobre el rango de producción oral que poseen los participantes. La parte cualitativa fue representada a través de la interpretación de los datos recolectados y del marco teórico de la investigación. Además, los participantes de esta investigación fueron 30 estudiantes. Los instrumentos que se aplicaron fue el test PET Pre-test y Post-test, y un cuestionario para analizar las opiniones con respecto al uso de la aplicación. Las intervenciones se centraron en el uso de la aplicación English Listening and Speaking para mejorar la producción oral de los estudiantes. El investigador aplicó la prueba estandarizada A2 PET de Cambridge. Por consiguiente, los resultados obtenidos del pre-test, post-test demostraron que la aplicación de English Listening and Speaking tuvo un resultado positivo sobre la mejora de la producción oral en Ingles e incluso aprendieron más vocabulario. El pre-test tiene una significancia de .005 y el post-test de una significancia <.001 lo que establece que los resultados no siguen una distribución normal. Por lo tanto, se debe aplicar una prueba relacionada no paramétrica de Wilcoxon para dos muestras. El programa SPSS establece los rangos como resultado de restar el promedio final e inicial, el resultado es rangos negativos (a) igual a cero, rangos positivos (b) igual a 27, empates (c) igual a 3. A continuación, el resultado hay un rango medio de .00 y otro de 14.00. La suma de rangos tiene dos resultados que son .00 y 378.00. El estadístico de prueba en la significancia asintótica que tiene su relación con la hipótesis, tiene un valor de <.001 el cual es menor a 0.05. Por lo tanto, se acepta la hipótesis alternativa y se rechaza la hipótesis nula.
Las estrategias metacognitivas (bottom-up y top-down) en el desarrollo de la comprensión auditiva en el aprendizaje del idioma inglés de los estudiantes del nivel intermedio (b1+) del Centro de Idiomas de la Universidad Técnica de Ambato, provincia de Tungurahua
(Universidad Tècnica de Ambato.Facultad de Ciencias Humanas y de la Educaciòn.Carrera de Idiomas, 2016-11-01) Lescano Acosta, Erika Gabriela; Jordán Buenaño, Cristina del Rocío
El presente trabajo de investigación se desarrolló con el propósito de exponer los resultados obtenidos sobre la incidencia de las estrategias metacognitivas bottom-up y top-down en el desarrollo de la comprensión auditiva de los estudiantes del nivel intermedio del Centro de Idiomas de la Universidad Técnica de Ambato, para lo cual se recabó información de artículos referentes a la temática en mención. También se realizó una encuesta tanto a los estudiantes como a los docentes, determinando que las estrategias no son aplicadas con la frecuencia necesaria, razón por la cual, la comprensión auditiva no es notablemente desarrollada. De ésta forma se concluye que: las estrategias metacognitivas bottom-up y top-down (variable independiente) si inciden en el desarrollo de la comprensión auditiva (variable dependiente), ya que dichas estrategias, buscan el aprendizaje de fonemas, palabras, oraciones y segundo, la comprensión de un mensaje en su totalidad, lo que permitirá el uso del idioma inglés de una manera comunicativa. Además el proyecto de investigación contiene la redacción de un artículo técnico, que permite difundir los resultados, conclusiones y recomendaciones para el beneficio del aprendizaje del inglés como lengua extranjera
Instrucción basada en temas (theme based instruction) en el desarrollo de la destreza oral (speaking), en los estudiantes de octavo año de educación general básica de la Unidad Educativa Atenas
(Universidad Técnica de Ambato. Facultad de Ciencias Humanas y de la Educación.Carrera de Idiomas, 2017-11-01) Espinosa Alarcón, Cyntia Carolina; Jordán Buenaño, Cristina del Rocío
El presente trabajo de investigación fue elaborado con la finalidad de conocer si la instrucción basada en temas influye sobre el desarrollo de la destreza oral del idioma inglés, en los estudiantes de octavo año de la Unidad Educativa “Atenas”. Por este motivo se realizó investigación bibliográfica sobre los temas mencionados, y de igual manera se efectuó una encuesta tanto a los estudiantes como a los docentes del área de inglés, dando a conocer que la metodología se ha implementado recientemente, motivo por el cual la destreza oral no es explotada en la manera deseada. Se concluyó que la instrucción basada en temas si incide en el desarrollo de la destreza oral, ya que esta es una metodología que pretende que el aprendizaje del estudiante se dé en una manera natural, al compartir y hablar sobre temas que son afines a su edad, gustos e intereses.
Interactive worksheets and vocabulary learning
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación- Pedagogía de los Idiomas Nacionales y Extranjeros, 2023-02-01) Tusa Masabalin, Melida Beatriz; Jordán Buenaño, Cristina del Rocío
The purpose of this research is to determine the effectiveness of using interactive worksheets to improve vocabulary learning in English because to learn a language it is necessary to start learning words/vocabulary. The experimental method was used. The population studied were the students of the first semester of the National and Foreign Languages Pedagogy Career. This population was divided into two experimental and control groups. The investigation lasted four weeks in which fifteen interventions were carried out. After the four weeks of intervention, quantitative data were collected and analyzed using the "SPSS" program (Statistical Package for the Social Sciences) to compare the means and means of the tests. The results were demonstrated that the interactive worksheets contribute significantly to the learning of the students of the first semester. The daily use of the interactive worksheets allowed the students to enrich their vocabulary in topics of nouns and verbs that were applied in the activities, additionally these sheets, by containing entertaining activities with drawings and videos, motivated the students to practice writing, the pronunciation of the language, the same that when repeating them several times allowed them to memorize them and use them in sentences. I captivate the students to arouse curiosity to learn the language and put it into practice, in this way the students benefited in the development of vocabulary learning which will facilitate communication in a real context.
Know, want, learn (KWL) strategy and oral communication
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-03-01) Valencia Jácome, Erika Lissete; Jordán Buenaño, Cristina del Rocío
The present work research was carried out to attempt at improving Oral Communication through the KWL (Know, Want, Learn) strategy. To develop this investigation a group of 30 students from Juan Montalvo Parish was used. This research sought was to analyze the influence of the KWL Strategy on the oral communication skills of the English Language. The study used a qualitative and quantitative approach. The qualitative approach interprets students’ opinions and perceptions. The quantitative approach analyzes numerical data gathered from the tests. It was also pre-experimental research due to there was only 1 experimental group. The investigator used a pre-test, post-test, and survey as instruments to collect data. For the pre and post-test, a KET test from the Cambridge examination was applied. To analyzed the obtained data, the author used the SPSS Statistical Program. The hypothesis was verified using the t-student test. The results showed that the KWL strategy influenced positively students’ oral communication
Knudge.me app and English language vocabulary
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01) Guerrero Quinatoa, Karen Elizabeth; Jordán Buenaño, Cristina del Rocío
The objective of the research was to evaluate the effectiveness of the Knudge.me mobile application in the development of English vocabulary in students. To verify the statement, the study was carried out under the post-positivist paradigm, with a quantitative qualitative approach, and a descriptive, analytical, and experimental type of research, with pre-test, treatment, post-test modality. The participants were 22, students from 3rd year BGU and 2dn year BGU at Unidad Educativa "Augusto N. Martínez", divided into two groups: 11 students in the control group (CG) and 11 in the experimental group (EG). The instruments applied were the sociodemographic record, the KET Pre-test and Posttest, and a questionnaire to analyze the opinions regarding the use of the application. The intervention with Knugde.me application was carried out for 10 days, using it one hour per day. The statistical analysis t of student, in the pre-test phase, showed that there were no significant differences between the groups (t=1.281; p=0.220), the experimental group had an average of 4.4 and the control group an average of 5, 56, this grades were lower than 7, an acceptable score for the institution. However, in the post-test phase discrepancies were found (t=2.396; p=0.026), being the experimental group (M= 8.47), who presented better scores after the use of the Knudge.me application in relation to the control group (M= 6.18). In addition, significant differences were found between the pretest and post-test of the experimental group (t= -6.53, p= 0.000), and not in the control group (t=-.540, p=0.601). Therefore, the null hypothesis was rejected and the alternative hypothesis is accepted, the application Knudge.me improves vocabulary, as a conclusion EG students improved their grades different the CG student’s. It is worth mentioning that the EG students’ enjoyed and was motivated by the application to learn new vocabulary
Listen and drawing strategy and the listening skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Larrea López, Evelyn Nathaly; Jordán Buenaño, Cristina del Rocío
Listening is the ability to analyze and comprehend what other people say, but due to many students find listening to be one of the most difficult skills to develop, it requires the support of effective strategies such as the listen and drawing strategy which is considered a great activity to apply in listening classes. Taking into account the reason above this research was raised, with the objective of determining the effectiveness of the listen and drawing strategy in the students´ development of the listening skill. The experimental group were 28 children of the seventh-year "B" of Basic Education from "Unidad Educativa Luis A. Martinez". To achieve the objectives set up in this investigation, it was used quantitative research and pre-experimental design. The investigation consisted of the application of a pre-test, treatment (the use of the listen and drawing strategy), and post-test in order to figure out if the strategy helps students to improve their listening skill or not. The post-test results showed that most of the learners got very good grades, they improved their listening performance from 39% to 86%. Eventually, the Wilcoxon rank test was utilized to verify the hypothesis, the alternative hypothesis was accepted which means that listen and drawing strategy is effective in students´ development of the listening skill
Narrow Reading Technique and the Reading Skill
(2021-04-01) Ushiña Tixe, Mónica Natalí; Jordán Buenaño, Cristina del Rocío
Reading is a tough skill to develop because it needs lot of input, especially in EFL settings. It´s very important to learn to read by reading. In most Ecuadorian schools that is the most difficult part since unfortunately, reading is not part of our culture. Reading practice is limited to only inside of classes and teachers must look for ways to catch students’ attention in order to teach reading in English. The present research project aims to determine the effectiveness of Narrow Reading Technique in the development of the reading skill in students of eight-year E.G.B at U.E. “Luis Fernando Ruiz”. This study used a non-experimental design to determine the incidence of the independent variable on the dependent carriable. A modified YLT Movers test from Cambridge was used to compared the reading proficiency level before and after the NR treatment. A total of 30 students with low English proficiency were part of the study. The group addressed one type of narrow reading: same author. A set of online Manga stories was used. The texts were eight stories in the Doremon Manga series. The study was conducted over a 4 -week period. Two tests (pretest and posttest) were used to measure the reading ability. Reading comprehension quizzes at the end of each session to measure whether the participants’ reading comprehension differed in reading after each trial. Statistical analyses were used to interpret the quantitative data obtained from reading comprehension quizzes, the pretest and posttest. The results showed positive responses to NR since it contributed to the improvement of participants’ reading skill, particularly those with less English knowledge. The most significant finding in this research was that students comprehended more with the use of Manga. After that assertation, Manga should be applied to develop reading skill. At the end, a handbook is included to help how to use Manga stories
National Standards for A2 EGB certification and the active learning
(2023-03) Viteri Viteri, Adriana Isamar; Jordán Buenaño, Cristina del Rocío
The research proposed as National Standards for A2 EGB Certification and Active Learning aimed to determine that the use of active learning strategies improves oral communication skills in the English language, as required by the Ecuadorian National Curriculum (EFL). The active learning methodology offers a wide range of strategies that encourage critical thinking, debate, research, creativity and communication. For this reason, it has been considered appropriate to incorporate the following strategies: think pair share, group information exchange, debate, information gap, poster section, and role-play into the curriculum planning and use them to increase oral ability in English as a foreign language. In the present study, 40 students from 10th EGB at Unidad Educativa Milenio Guano, classes A and B constituted the population. The research was developed under a quantitative approach, since the results arose from the participants’ opinions and their levels of oral performance in the English language. The design of this research was quasi-experimental, since it worked with a control group and an experimental one. The research modality responds to a documentary and field process. Scientific articles and books related to the subject were used in the construction of the theoretical framework. These concepts were applied during a part of the school period with the students who were part of the experimental group and were evaluated before and after the intervention. The instruments for data collection were a standardized A2 Key pre and post test from the Cambridge University, scored under a rubric for oral skills, and a questionnaire to determine the participants level of satisfaction in relation to active learning in class. Finally, three levels of research are presented, starting with the descriptive level, then moving to an application level and finally to a correlational level to measure the relationship between variables. The results of the t-test reflected a correlation of 508 and a significance of 0.02, which indicates that the variables are correlated. This correlation demonstrated the influence of the active learning variable on the national standards for A2 Certification variable. A positive trend was observed regarding the support of oral skills with active learning, more than 50% of the students surveyed gave affirmative answers to the questions referring to the influence of Active Learning on the A2 speaking skill.
Oral paraphrasing and speaking skill
(Universidad Tècnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogìa de los Idiomas Nacionales y extranjeros, 2022-04-01) Mejia Paucar, Patricia Liliana; Jordán Buenaño, Cristina del Rocío
The use of the paraphrasing strategy is one of the most effective and beneficial methods to reinforce the speech of English learners, helping them prosper and evolve in their learning process. Because of that, the objective of the current research was to analyze oral paraphrasing and speaking skill in tenth year students of basic education from the Educational Unit "Dario Guevara". For this purpose, a descriptive and quasi-experimental qualitative-quantitative methodology was used that included 31 students in the tenth year of basic education from the "Dario Guevara", The Cambridge A1 Movers speaking section was used as an information collection tool, which was applied as a pretest and posttest to the group under study. The research development permitted to conclude that once the paraphrase strategies were applied to the students of tenth year of basic education from the "Darío Guevara" Educational Unit, it was determined that they had a positive impact on the development of the speaking ability, because it provided quick answers in the communication, developed knowledge, and expanded ideas, thus developing a more fluid communication.
PMI Method to develop speaking skill on students
(2021-12-01) Castillo Medina, Lourdes Elizabeth; Jordán Buenaño, Cristina del Rocío
Este trabajo investigativo fue realizado con el propósito de desarrollar la habilidad de hablar mediante el uso del método PMI, en los estudiantes del décimo año de Educación Básica de la Escuela de Educación Básica “Teniente Hugo Ortiz”. Para el desarrollo del estudio se utilizó una metodología descriptiva, correlacional y como técnica de recolección de datos un pre-test y post test de conocimientos que fue aplicado a 62 estudiantes del décimo año paralelos “A y “B”. Los resultados demostraron que la mayoría de los estudiantes tenían un nivel bajo en la habilidad del habla. Los estudiantes no respondieron algunas preguntas sobre deportes, comida, rutinas diarias, etc. Por tal razón, se propuso el uso del método PMI para mejorar la habilidad del habla de los estudiantes en el idioma inglés. Hubo ocho secciones donde los estudiantes tuvieron la oportunidad de interactuar y participar en discusiones. Los temas eran familiares según el contexto del estudiante. Tuvieron que hacer una lluvia de ideas sobre los aspectos positivos y negativos del tema. Hubo algunos aspectos interesantes sobre las notas de los estudiantes. Luego, los estudiantes compartían sus opiniones en pequeños grupos. Después de eso, toda la clase compartían sus ideas. Asimismo, las actividades no sincronizadas se entregaban por WhatsApp todos los días, por lo que los estudiantes practicaban su habla todos los días. Estas actividades permitieron a los estudiantes hacer del habla un hábito. Adicionalmente, se aplicó un posttest de conocimientos que demostró que los estudiantes pasaron de un nivel básico a intermedio, estableciendo la efectividad de este método en la adquisición de competencias lingüísticas, específicamente en la destreza del habla. Después de culminar con la investigación, es visible que el PMI metodo ayudó a desarrollar las habilidades de habla de los estudiantes porque se les animó a usar el idioma inglés en situaciones reales, como resultado, pudieron hablar con naturalidad y sin miedos. Finalmente, se aplicó un cuestionario validado por tres expertos en el área que contenía 10 preguntas a fin de conocer la perspectiva de los estudiantes sobre este nuevo método de enseñanza
Scaffolding techniques and oral communication skills
(2021-04-01) Naranjo Villacrés, María Esther; Jordán Buenaño, Cristina del Rocío
This study investigated by applying 4 categories of techniques called Verbal Scaffolding techniques, which of them develop oral communication skills in students of English as a foreign language. The main objective of this research is to determine which of these aforementioned techniques develop the skills mentioned before. A non-experimental research was carried out in this study, where 39 8th-grade students from Fe y Alegría Basic Education School of Ambato participated. The data collected through a pre-test, activities in class or trials with the use of techniques and a post-test was computerized, tabulated and analyzed using a descriptive narrative. The objective of pre and post-test was to evaluate students’ understanding and use of basic phrases and expressions in English. Trials or activities were designed based on four verbal scaffolding techniques to develop students’ English fluency, due to the pandemic of Covid19 these trials were applied using synchronous technological tools like Zoom. Verbal scaffolding techniques like: the use of synonyms and antonyms, corrective feedback, cognates and familiar chunks and peer tutoring proved to be significant techniques in the development of oral communication skills in the area of fluency. These activities were developed during 12 weeks to the 39 students. Likewise, for the correct verification of the hypothesis, the Pearson chi-square statistical test was used, as well as the Student's T statistical test, which is used to determine if there is a significant difference between the means of two groups, in this case a significant difference between the pre-test and post-test means. These statistical techniques proved the hypothesis of the study. Therefore, the 4 categories of scaffolding techniques before mentioned develop independence working in students, they demonstrated to gradually help students to work independently also these study results show that the application of Scaffolding techniques develops oral communication skills in students in the area of fluency.
Shadowing Strategy and Speaking Skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-07-01) Vaca Rivera, Erika Jimena; Jordán Buenaño, Cristina del Rocío
Speaking is one of the most important and difficult skills to be developed in language learning. For this reason, this research work allows to know about shadowing strategy in order to improve the speaking skill. The main objective of this investigation was to determine the influence of Shadowing strategy in the development of speaking skill of the English Language in the fourth semester from Pedagogy of National and Foreign Languages career at Technical University of Ambato. Furthermore, this investigation had a qualitative-quantitative approach and it used a descriptive methodology by applying surveys to 3 teachers and 30 students in order to get important data for the investigation process. Once the data was collected, this information was tabulated and represented in graphics. Then, it was analyzed. Finally, the results obtained from the surveys carried out on students and teachers helped to conclude that shadowing strategy influences in the development of speaking skill
Social media and reading comprehension
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-01-01) Acosta Montesdeoca, Patricia Fernanda; Jordán Buenaño, Cristina del Rocío
The current research identified the most used social media platform for improving the reading comprehension skill of English learners. A total of 76 students (29 males and 47 females) of B1 level of Centro de Idiomas of Universidad Técnica de Ambato took part in a descriptive investigation. The data was collected through a survey with 18 items on a Likert scale and 7 open-ended questions. It was validated with the coefficient Cronbach’s Alpha (0.991) and by three experts of the major. Additionally, the research was based on three research questions that were proposed to achieve the main objective of this study. The results revealed that the most common types of content consumed by English pupils were the rational-informative and rational-educational. In addition to this, it was discovered that students carried out a set of reading activities to enhance their reading comprehension competence when they use Facebook and Instagram. Furthermore, the majority of students know and use WhatsApp, however, they prefer Facebook and Instagram to access to reading content. Then the majority of learners reach a literal reading comprehension level and they only achieve the critical level of comprehension when they connect the text to their personal experiences. Finally, it was evidenced the preference for online and authentic reading materials as means for improving the reading comprehension ability. Nevertheless, traditional printed materials still being popular among English pupils.
Social media and speaking skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Pedagogía de los Idiomas Nacionales y extranjeros, 2024-01-01) Benavides Guamán, Emanuel Alejandro; Jordán Buenaño, Cristina del Rocío
The present research work collected and analyzed the points of view of some students on social media platforms in speaking skills. A total of 79 university students (35 men and 44 women) participated in a descriptive, non-experimental research. The data was collected through a survey with 18 items on a Likert scale, 3 open questions, and 5 multiple-choice questions. The survey was validated by Cronbach's Alpha coefficient (0.881). In addition, the research was based on three research questions based on the specific objectives. The results revealed that instant messaging social media platforms such as WhatsApp and Telegram are used by students to practice their speaking skills, especially they use these platforms to practice their speaking skills outside of class as a self-improvement tool and because they feel safe to speak English through these apps, thus demonstrating that they serve for students to practice self-learning and have extra practice, in addition to being an alternative practice for students who have difficulty speaking in public. Regarding the speaking sub-skills most promoted by teachers in the classroom, the learners mention that they are Pronunciation and Fluency, demonstrating that they are important to master for good speaking. The results also showed that the strategies most used by students to improve their speaking skills while using messaging applications are listening to native speakers of the language and imitating their way of speaking and also recording audios speaking English to evaluate the aspects that need to be improved. This shows that these platforms provide the possibility of using useful strategies to improve speaking.
Las técnicas activas en el interaprendizaje del idioma inglés en los estudiantes de la Unidad Educativa General Córdova.
(2015) Jordán Buenaño, Cristina del Rocío; Chicaiza Redin, Verónica Elizabeth
El presente trabajo investigativo se enfocó en analizar el proceso de intraprendizaje del idioma Ingles en los décimos años de la Unidad Educativa “General Córdova” en el periodo Julio-Diciembre 2014, con el objeto de determinar la incidencia de la aplicación de técnicas activas en dicho interaprendizaje a través de la identificación de la metodología aplicada tanto por los docentes como por los estudiantes y, que se cumpla con la demanda académica actual en la que el aprendizaje se basa en los intereses y necesidades de los estudiantes, cuya principal variable es el conocimiento procedimental y la aplicación de técnicas que favorezcan el desarrollo integral de los estudiantes. En este trabajo se recopilan diferentes técnicas que sirven como suplemento de la labor docente en la enseñanza del idioma Inglés, posibilitando una mayor participación de los estudiantes en la adquisición de nuevos conocimientos. Esta investigación ha sido desarrollada en base al enfoque socio-educativo, cuanti-cualitativo, se apoyó en una investigación exploratoria, bibliográfica documental y de campo, con un diseño de corte transversal. De la cual se concluyó que los docentes y estudiantes utilizan de una manera esporádica e inconsciente muy pocas técnicas activas para el aprendizaje de Inglés. Por esta razón se propone como alternativa una Guía Didáctica de Actividades Dinámicas y Participativas mediante el uso de Técnicas Activas para motivar el interaprendizaje del idioma Inglés.