Carrera de Idiomas

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/423

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Subject: search.filters.subject.SPEAKING

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Now showing 1 - 6 of 6
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    The paraphrasing strategy and the english speaking skills
    (Carrera de Idiomas, 2022-01-01) Manobanda Herrera, Viviana Lizbeth; Encalada Trujillo, Edgar Guadia
    The 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
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    The paraphrasing strategy and the English-speaking skills
    (Carrera de Idiomas, 2021-11-01) Manobanda Herrera, Viviana Lizbeth; Edgar Encalada Trujillo, Edgar Guadia
    The 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.
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    Cake application and oral fluency
    (Carrera de Idiomas, 2021-11-01) Sarango Sarango, Mercy Anyer; Chicaiza Redín, Verónica Elizabeth
    Currently, 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 language
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    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 Alexandra
    This 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.
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    Student-centered approach and the speaking skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2021-01-01) Naranjo Núñez, Carol Alexandra; Calero Sánchez, Ximena Alexandra
    The Student-Centered Approach aims towards empowering students to create their own learning experience and to provide them with skills to challenge knowledge. The correct implementation of Student-Centered Approach can generate greater motivation to learn, greater retention of knowledge, deeper comprehension and more positive attitudes about language learning. Under this context the current study was developed with the objective of analyzing the Student-Centered Approach and speaking ability. The study was developed underneath a descriptive and correlational methodology that included 22 students of CEBI Educational Unit, who were divided into two groups: one the experimental and the control. The experimental group developed Student-Centered activities for three months and the control continued with curriculum planning. As a data collection instrument, PET (Preliminary English Test) was used, which was applied initially and finally in both groups to prove the students’ progress level. Throughout the development of the research, it was possible to demonstrate that the Student-Centered Approach facilitates the development of speaking skill because the group under experimentation demonstrated greater development of this ability after its application, where the ability to speak and express themselves was developed and improved. It was evident a better pronunciation, coherence, use of grammar, vocabulary and interaction with peers and teacher.
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    Feedback and the development of the oral skill
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Carrera de Idiomas, 2020-11-01) Guerrero Vega, Joselyn Michell; Chicaiza Redín, Verónica Elizabeth
    The research had the purpose of determining how feedback improves the oral ability of students in the fifth semester of Pedagogy in National and Foreign Languages of the Technical University of Ambato, in addition to identifying the most used types of feedback and the best results to improve the skill. The study involved an investigation with a quantitative-quantitative approach of descriptive type and bibliographic and field modality that included 25 people; 22 of them were students and 3 language teachers, to whom different data collection instruments were applied, such as survey and interview, allowing to know relevant aspects of the feedback process in oral ability. After the development of the investigation, it is concluded that the types of feedback most used in oral capacity in students from the fifth semester of Pedagogy in National and Foreign Languages of the Technical University of Ambato are the corrective, which focuses on corrections, comments, clarifications, even sanctions at the academic level, but also the constructive one based on the negative aspects. In addition, the type of feedback that gives the best results is the constructive based on positive aspects because it gives value to the student's successes and generates motivation for learning