Browsing by Author "Moya López, Carlos Fernando"

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    La personalidad del estudiante y los estilos de enseñanza de la Unidad Educativa "Shushufindi"
    (2016) Moya López, Carlos Fernando; Rosero Morales, Elena del Rocío
    EXECUTIVE SUMMARY The purpose of this research is to generate a proposal about student´s personality as well as teaching styles. In one hand students have their own way to act and react in a particular situation, the fact that personal development starts from cero to five years, have strong evidence due to psychological theories which demonstrate specific features learnt in the first years of life. According to Bandura and his social learning theory, teenagers learn from older people through imitation. Furthermore, another psychologists consider that personality depends on inherited factors. For instance, character as well as temperament. On the other hand, teaching styles contribute to stablish an enjoyable environment and relationship between students and teachers. There are many teaching styles. However, one should consider the way they are applied. The most common styles are: autocratic, democratic and laissez fare
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    Problem-based learning and the speaking skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Guerrero López, Sandra Lorena; Moya López, Carlos Fernando
    The present research project focused on determining the incidence of PROBLEM-BASED LEARNING and the ability to speak. The development of the research was based on the evidence that there are missing teaching methods to encourage learners speak English in the Unidad Educativa Japón. Therefore, this significantly affects the performance of students when speaking the English language. The type of research was descriptive-exploratory; it investigates the characteristics of a certain group through a set of 10 closed questions in a questionnaire created based on key categories and indicators. The investigative method that was used is inductive-deductive, and a pre-test and a post-test were carried out, using the survey technique, and applied to a population of 26 students in total. As a result, the influence of the learning approach significantly affects the problems in the development of oral ability in second-level students of the Unidad Educativa Japón in the city of Ambato. The results were presented in the form of conclusions and potential changes were also indicated in the suggestions section. Finally, the present research supports the concept that English students can improve their speaking skill while working on activities that include the PROBLEM-BASED LEARNING method; for this reason, a guide with this type of activities is aimed to be used during English speaking classes which will promote students’ interaction focused on factual events.