Carrera de Idiomas
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/423
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Item Think-pair-share strategy and the speaking skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2022-09-01) Mena Alarcón, Jennifer Adriana; Chimbo Caceres, Elsa MayorieSpeaking skill is one of the hardest skills to improve for most people, due to shyness, fear of making mistakes, or just feeling lost on what to use for the sentence, or how to say it. For this, teachers find different strategies to help the students’ needs so that they can improve or develop excellently way in this area. For this reason, the use of the Think-Pair-Share strategy has been applied in this research based on question 3 of the PET exam to state the influence between the Think-Pair-Share strategy and the speaking skill in the third semester "A" of Pedagogía de Los Idiomas Nacionales y Extranjeros program at the Universidad Técnica de Ambato to help the students to work collaboratively and let them improve the speaking skill by the user of it. The research design used in this project are the quasi-experimental research where a pre-test and post-test were applied to highlight the difference before applying the strategy and after using it, a survey was also used which helps to know the students’ needs. The results show that the strategy had a positive impact on their speaking skills, building self-confidence, and interacting actively during the activities. Finally, it was possible to determine that the Think-Pair-Share strategy had a positive influence and allowed verbal and linguistic enrichment in terms of speech development and language learning.Item Mad libs and the parts of speech awareness(Universidad Tècnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2022-04-01) Mariño Arboleda, Francisco Javier; Chicaiza Redín, Verónica ElizabethTeachers are always in the hunt for new tools to develop certain skills of the English language inside the classroom. In the case of the parts of speech awareness, these are most often taught by traditional means of a wide array of exercises, drills, and whatnot. Enter Mad libs, this timeless phrasal template word game is a general staple of American children inside and outside the classroom. The nature of this tool in working specifically with parts of speech as a game mechanic made it ideal for this endeavor. This research endeavor has set to identify the influence of this tool in the awareness regarding the parts of speech, an important part of the English learning process. For this study, it was first necessary to give instruments to determine the awareness level regarding the parts of speech on a group comprised of fourteen 9 th grade students attending Unidad Educativa Atenas, then the aforementioned tool was applied on them, and finally, the instrument was further employed to observe the effects of Mad Libs in the parts of speech awareness of the group. The results within this research were promising and encourage the pursuit of more ways to develop this particular skill in learners.Item The paraphrasing strategy and the english speaking skills(Carrera de Idiomas, 2022-01-01) Manobanda Herrera, Viviana Lizbeth; Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning processItem Story-based activities and vocabulary learning(Carrera de Idiomas, 2021-11-01) Guashco Gordón, Adriana Daniela; Suárez Mosquera, Wilma ElizabethThe present research covers an investigation of the use of story- based activities and how it helps learners in the process of new vocabulary acquisition. This study was conducted in “English 4U Center”. This was a quasi-experimental study with a group of 15 participants from the beginner level. It lasted 2 weeks with a total of six hours in which 3 stages were taken into consideration for collecting data a pre (pre-test), while (telling stories through story- based activity), and post (post-test), 16 words were included for both tests. At the beginning of the experiment, they took a pre-test (adapted from Cambridge assessment English). Then, the 15 participants were taught by using Story- Based Activities. At the end of the treatment with story- based activities, students took a post-test. They took the same test in order to know if their knowledge of vocabulary increased or not. Finally, the data collected was evaluated using the T-student statistical test. The results proved that by implementing Storybased activities students improved their level of vocabulary.Item The paraphrasing strategy and the English-speaking skills(Carrera de Idiomas, 2021-11-01) Manobanda Herrera, Viviana Lizbeth; Edgar Encalada Trujillo, Edgar GuadiaThe current research has the objective of analyzing the paraphrasing strategy and the English speaking skills in the students from sixth semester of Pedagogía de los Idiomas Nacionales y Extranjeros from Technical University of Ambato, since according to several publications, this strategy allows the development of cognitive and metacognitive skills that are essential for speaking skills. The methodologies used were qualitative, quantitative, descriptive and pre-experimental that involved a group of 20 students. The participants took a pre-test (PET) in order to know the initial level of speaking skills, posteriorly, 8 paraphrasing activities were applied and finally, the same instrument to evaluate was applied as post-test. This study allowed to conclude that the paraphrasing strategy has a positive impact on the students’ speaking skills because when comparing initial and final evaluative results a significant advance is appreciated. Paraphrasing strategy allows the development of mental processes such as evocation, retention, memory, attention, reasoning and reflection. Therefore, it is recommended to use this strategy frequently to develop cognitive and metacognitive processes that are necessary in the language learning process.Item Cake application and oral fluency(Carrera de Idiomas, 2021-11-01) Sarango Sarango, Mercy Anyer; Chicaiza Redín, Verónica ElizabethCurrently, technologies have a great role in people’s lives because it facilitates things. These are used especially for communication, work, traveling, entertainment, study, and others. Educational apps have favored the process of learning in different aspects. Thus, this research is focused on Cake, an English learning app, and its influence on the development of oral fluency. This study was quasi-experimental with the participation of twenty students from the Sixth Semester “B” from the PINE “Pedagogy of National and Foreign Languages Career” at Technical University of Ambato. The researcher applied pre-test and post-test to evaluate oral fluency. These tools were standardized taken from IELTS (International English Language Testing System) for speaking. After taking the pre-test the experimental group had to use Cake app every day for three weeks with a duration of ten minutes per day, especially the part of simulating a dialogue like a conversation with a native speaker and recording complete phrases which permitted them to repeat until get an A the maximum score. Consequent to this, the post-test was taken. This study used the T-student statistical test in order to analyze the collect data. The results show that Cake app enhanced oral fluency of the English languageItem Drama strategies and oral fluency(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Rubio Gómez, Omar Santiago; Calero Sánchez, Ximena AlexandraThis work was developed due to the lack of innovative ways of improving students´ oral fluency. The principal objective of the present research is to investigate the relation between the use of drama strategies and student´s oral fluency. This was a descriptive study that focuses in a quali-quantitative approach. The bibliographical part of the investigation was important in order to obtain the information necessary to pursuit some of the objectives presented. The descriptive part of the study was developed when a survey, that was validated by using Cronbach’s Alpha, was given to 40 students from ESPE University. The ten first questions of the survey wanted to know how many of this students thought certain factors affect their fluency. The next ten questions gathered information about drama strategies and how they will like to learn about them. The hypothesis for this research, that the use of drama strategies does influence on student´s oral fluency, was proved. It was analyzed by using Friedman´s Chi-Square test, using the program SPSS Statistics. To conclude, the results showed that there exist a relationship between drama strategies and student´s oral fluency. Also that, students think drama strategies could help them with their oral fluency, that is affected with extrinsic and intrinsic factors, and that they will prefer to learn about drama strategies in a course.Item Scaffolding strategy and reading skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Topa Tiban, Evelyn Fernanda; Parra Gavilánez, Lorena FernandaEducation is constantly changing and that is why teachers must seek different strategies that guarantee students’ learning. This research will focus on the Scaffolding is a strategy to provide assistance, guidance and temporary support of the teacher towards students, making possible to develop different skills in an effective way. This research was a quasi-experimental study. A survey was applied to 36 students to know about their perception about Scaffolding. The treatment was applied to 22 students from sixth semester of “Pedagogía de los Idiomas Nacionales y Extranjeros” at Universidad Técnica de Ambato. It lasted one week with four interventions in total. First, it was necessary to take a survey to obtain data. After that, participants took a pre-test (KET reading section). Then, the 22 participants received some class presentations about Scaffolding strategy. The experiment with Scaffolding strategy ended with the application of a post-test. The reading skill was analyzed by an adapted rubric from Cambridge for the reading section. Finally, the obtained data was studied using the T-student statistical test. The results verified that Scaffolding strategy improved students' reading skillItem Extensive reading and authentic assessment(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Carrasco Carrasco, Jessica Lizbeth; Chimbo Cáceres, Elsa MaryorieThe main contribution of this research study was to demonstrate the influence of extensive reading in authentic assessment of second language acquisition in students of an EFL classroom of the second semester parallel B from Pedagogía de los Idiomas Nacionales y Extranjeros major at Universidad Técnica de Ambato. Thirty students, who were in the 2nd semester of major, were selected. They have an age range from 19 to 22 years old, there were 16 female and 14 male students and most individuals possess a proficiency English language level of A2. In order to reach the objective of the study a Preliminary English Test (PET) was used as pre and post-test, it was used as a tool for measuring students’ English proficiency in reading skills during the experimental study. This study was conducted for 4 weeks from June to July 2020. The current study used qualitative and quantitative research methods, it is qualitative because it aims to describe, explain, and identify phenomena through the use of bibliographic data from verified sources, and quantitative because it uses data collection based on numerical measurements and statistical analysis to test hypotheses in order to establish codes of conduct, to see how both variables behaved and prove theories through the use of tables and graphs. In consequence, the results showed that the use of authentic assessment tasks affects the extensive reading skill development in students due to the fact that authentic assessment provides some benefits in students ‘reading development such as: they are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivatingItem The starfall app and the reading skill(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-07-01) Robayo Rivera, Jessica Andrea; Iza Pazmiño, Sara JacquelineThe main objective of this research is to help third year students of basic education of the "Continental School" by using the application "Starfall" which will serve as a participatory pedagogical resource in the process of improving the ability of reading in the children studied, for this it was necessary to focus on a quantitative methodology due to the surveys, pretest and posttest applied in relation to the tests carried out before using the application with the data after having used it, obtaining a result favorable to the application demonstrating that there is a notable improvement with the use of the application "Starfall" which helps, strengthens and improves the ability to read, and understand the English language in 11 children which are in an age range of 7 and 8 years to which the study was subjected, mentioning that the improvement obtained was due to the fact that it was carried out in a didactic way and with different activities. It is to the liking of students and with support in technology for its development, it is worth mentioning that the application serves as support due to the current reality that is experienced by the COVID-19, making it easier for students to actively participate from home.