Maestría en Pedagogía de los Idiomas mención Inglés

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32428

Browse

Now showing 1 - 20 of 50

Neurolinguistic programming techniques in the development of speaking skill in English Language in students
(2021-04-01) Carvajal Gavilanes, Andrea Karina; Encalada Trujillo, Edgar Guadia
The main objective of this research was to determine the influence of Neurolinguistic Programming Techniques in the development of Speaking Skills, given that the students from 2nd BGU of the Unidad Educativa PCEI Juan León Mera could not express themselves correctly orally, using incorrect sentences with little use of vocabulary and no comprehension, which shows a low self-esteem and interest when expressing oneself in English as well as shame and fear of making mistakes without having an understanding on the part of the teacher and classmates.. It is in this context that this experimentation was proposed to be carried out with 30 students. A single group pre-test and post-test design was adopted for this study. The students' problems in the development of speaking skills were evaluated using the SPSS statistical program, applying the statistical test T student of related tests. Based on the results of the pretest, Neurolinguistic Strategies (Anchoring, Creating rapport, Mirroring, Maintaining the flow) were applied for 4 weeks during English classes. At the end of the application, a posttest was applied, and the result of the study revealed that the students taught through the Neurolinguistic Strategies had significant improvements in the oral skills of the English language, noting that the use of the aforementioned strategies positively helps in the acquisition of a second language, especially in the way of expressing themselves in English giving them greater freedom and confidence when issuing a comment in a second language.
The integration of ict’s in reading comprenhesion in students of Third Bachillerato Levels A-B at Unidad Educativa Luis A. Martinez
(2021-04-01) Cadena Escobar, Grace Matilde; Chimbo Cáceres, Elsa Mayorie
The main objective of this research was to determine the relationship between the use of ICTs and comprehensive reading in English in third year high school students of the Luis A. Martínez Educational Unit. The present investigation worked with a total of 70 participants between the ages of 16-18 years old. The control group (CG) con- sisted of 35 students and the experimental group (EG) consisted of 35 students. Tech- nological tools such as Padlet, Google Slides, Google Forms, Google Docs, Google Docs, Mentimeter, Miro were applied to the students in the experimental group (EG). A Pre and Post-tests taken from the official Cambridge page of the reading section and A2 level were applied for the level and ages required by the students evaluated. The methodology used for this research was quasi-experimental because the groups were not chosen at random, but were previously formed, in this case, 2 parallel groups of third year of high school A-B, experimental group (GE) parallel A, and control group (GC) parallel B. Besides, its purpose was to analyze whether Tics and the im- provement of comprehensive reading are related. Besides, 3 virtual sessions were planned through Zoom, with a duration of 40 minutes each. Each session consisted of a procedure and reading strategies such as: Before, during and after reading, strategies such as: underlining, main ideas, concept maps, etc. The results obtained according to the Chi-square test showed that the (CG) to whom the technological tools mentioned above were applied, improved their reading comprehension. This conclusion was based on contrasting the results of the first test and then with a final test, after using the technological tools. This helped us to prove that by using the technological tools the students of the control group improved their comprehension level in terms of read- ing comprehension in English.
Flipped teaching method implementation to improve students’ vocabulary.
(2021-04-01) Buenaño Campaña, Verónica Guadalupe; Encalada Trujillo, Edgar Guadia
The objective of this research was to demonstrate the incidence of the flipped teaching method in students’ vocabulary. The participants were 63 students from the eighth school year at "Fe y Alegría” School. They were between 13-14 years old. The research employed a quasi-experimental design including pre-test and post-test. At the beginning of the implementation it was necessary to know the perspectives of the current teaching practice to develop student’s vocabulary in EFL classes. So, it was evident that students use limit words to express their ideas and thoughts. The pre-test and post-test were applied and analyzed on the basis of a validated rubric for eight year school learners. There were five questions to evaluate the vocabulary. The instruments were validated to ensure results reliability. The participants were introduced to the flipped teaching method activities, so the weekly lessons were planned for five weeks. Each weekly lesson involved 40 minutes virtual class and one hour of autonomous learning at home in order to practice the use of new vocabulary in real contexts. Participants were expected to be tested on the basis of a particular content taken from the institutional final assessments as a post-test after the implementation of the activities the results were analyzed through the statistical test of hypothesis: T-student test for dependent sample because the researcher aimed to demonstrate if the flipped teaching method improves students’ vocabulary used in different activities to show their language performance. The results indicated that the implementation of activities with flipped teaching method improves students’ vocabulary significantly, and they had a positive perception of the method. Therefore, teachers should consider implementing the flipped teaching method as a part of their classes to improve students’ vocabulary. Moreover, the results showed the flipped method increases students’ motivation as well as their confidence to participate more in class.
The podcasts and the English Language Listening skill development
(2021-04-01) Albán Benavides, Belquis Silvana; Encalada Trujillo, Edgar Guadia
Listening is an active process of understanding by activating various kinds of knowledge. As it is part of the language skills in communication, it needs to be developed by the application of some effective strategies like podcast. In contrasting with this some students might feel that developing listening skills is difficult to reach due to the traditional teaching method where the student is a passive learner and the teacher is the central part in the teaching-learning process. The statement all the over expressed got to be a solid reason to create this investigate work so that made extremely necessary to come up with a solution to this problem. In this sense, the author stated that the students from Ninth Year of EGB can develop their English listening skills by incorporating podcasts combined with the update techniques and strategies focused on communicative approach. Therefore, the objective of the following researching work is to demonstrate the influence of the podcasts to develop listening skill in 43 students of the ninth year of superior basic education aged between 13-14 years at UE “Ramon Barba Naranjo High School” background. A quasi-experimental field research study was applied, the application of the pre-test and post-test was carried out in two groups: the first control group and the second the experimental group. The implementation stage was planned in four weeks where teacher had to plan and design material for a 40 minutes virtual class. After the application of the strategies, students were evaluated according to a specific content tests as a post-test. To verify the hypothesis of this research, the calculation of T student test was used. The results indicated that podcasts developed listening skills in students from Ninth School Year, thus the teaching strategies for listening must be planned and designed by teachers to promote a significant learning process.
Collaborative learning strategies to promote oral fluency in EFL
(2021-04-01) López Martínez, Verónica Lucía; Chimbo Cáceres, Elsa Mayorie
One of the most common problems that occurs in the English teaching as a foreign language is the low performance of students in oral fluency. This is clearly reflected in the test scores that assess this language ability. This degree work sought to express the results of the learning strategies that can be used to improve the development of oral production. The main objective is to analyze the effects of the application of collaborative learning strategies being one of the factors that are related to the low level of oral fluency. This project is based mainly on the research and selection of collaborative learning strategies to promote an acceptable oral fluency in students from sixth grade at Unidad Educativa “Pichincha”. The study was quasi-experimental with the participation of 36 students from Unidad Educativa “Pichincha'' located in Alobamba- Tisaleo downtown. The researcher randomly divided all the participants into two groups: experimental group and control group. The evaluation instruments were applied to the two groups, the survey served to obtain general information about the two variables. Similarly, the pre - post test and a rubric that evaluates the students' learning criteria. To the experimental group the researcher applied the methodology of the use of collaborative learning strategies for one week, while the control group did not provide any treatment in order to compare the final results of the application of the methodological experiment. In order to analyze the collected data, the researcher used the T-student statistical test. Results showed that the application of collaborative learning strategies increased the level of learning by 58.89%, thus obtaining positive effects on the development of oral fluency as well as collaborative interaction in work groups
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.
The sensory scaffolding and its impact on the teaching - learning process of the English language in the students
(2021-04-01) Quilapanta Unapucha, Sandra Mariela; Escalante Gamazo, Marbella Cumandá
This research is focused on the analysis of the impact of sensory scaffolding on the development of the vocabulary of the English language in 9th grade students of EGB of Unidad Educativa "San José de Poaló". This study was based on a quantitative approach that included the collection, analysis and interpretation of data obtained. Likewise, a quasi-experimental design was implemented. In the same way, this research was bibliographic since the variables were supported by previous studies. It was also an exploratory study since it tried to discover the reasons why the students did not have enough vocabulary in English. The population consisted of 20 students of 9th grade. The data was collected through the application of a survey to the participants to identify the most appropriate activities based on sensory scaffolding supports to implement them in the English class. The questionnaire was applied in an online modality; the survey consisted of ten questions related to the variables analyzed in the study. In the same way, a pre-test was applied to measure the vocabulary level of the students. The pre-test contained fifty-two words, which were considered relevant since they were part of daily life conversation topics. After applying the pre-test, the sensory scaffolding activities were applied in the English lessons to teach specific vocabulary according to the students’ academic level. Once the activities were completed, a post-test was applied to identify if there was any increase in the students' vocabulary level. These data were analyzed using descriptive statistics. The results of the hypothesis verification made it possible to ensure that in the experimental group a significant increase in the average of the post-test was observed, in this way it was possible to confirm the alternative hypothesis: The use of sensory scaffolding strategies allows the development of vocabulary among 9th grade students.
The Flipped Classroom approach and the development of the English oral fluency
(2021-04-01) Sánchez Andrade, Giovanna Patricia; Suárez Mosquera, Wilma Elizabeth
La pandemia COVID-19 ha traído una nueva perspectiva de la educación a nivel mundial, mostrándonos la educación virtual como la mejor opción. Manteniendo esta modalidad, el presente estudio tuvo como objetivo investigar la efectividad del enfoque de aula invertida para mejorar la fluidez oral en inglés en un grupo de estudiantes de pregrado. La población de estudio estuvo conformada por 18 estudiantes de pregrado de diferentes carreras de la Universidad UNIANDES que cursaban el Segundo Nivel (Elemental A2) del programa de inglés en el Centro de Idiomas de CTT de los Andes en Ambato, Ecuador. Se utilizó un método combinado de pruebas pre y post de fluidez oral basadas en el examen de producción oral KET de Cambridge y una encuesta de percepción para examinar la eficacia de este enfoque en la fluidez oral de los participantes. En este estudio se empleó un diseño cuasiexperimental y los datos cuantitativos mostraron que la implementación del aula invertida fue un enfoque eficaz en el aula de aprendizaje del inglés como lengua extranjera. Los resultados de la prueba t de muestras pareadas realizada a través del software SPSS revelaron que hubo una diferencia significativa entre las pruebas de fluidez oral pre y post t (17) = -6.70, p˂0.001. Además, se encontró que la fluidez oral en inglés de los estudiantes aumentó gradualmente después de la implementación de las actividades de producción oral basadas en el enfoque de aula invertida. Por otro lado, los participantes mantuvieron una actitud positiva hacia los videos instructivos asincrónicos, las actividades de producción en pareja y en grupo en el aula y el uso de herramientas tecnológicas para mejorar su fluidez oral. El autor presentó recomendaciones pedagógicas para futuros estudios de investigación detalladas en la sección de recomendaciones.
Blogs and the writing skill development
(2021-04-01) Gallegos Gallegos, Karina Ximena; Chicaiza Redín, Verónica Elizabeth
This research work's objective was to analyze the impact of blogs on the development of writing skills in the English language. The participants were 67 students belonging to the third year of Baccalaureate from “Rodríguez Albornoz” High School. The methodology used had a quantitative approach, with a quasi-experimental design since two groups were the study subject; one control and one experimental. In addition, a pre-test was applied to determine the level of competence in writing skills of both groups. It was assessed by means of a rubric that contained five writing sub-skills such as content & creativity, organization, punctuation & spelling, language and style. In the same way, the intervention was performed, in which the use of blogs was incorporated with the experimental group for eight weeks. Therefore, each week the students who took part in the experiment had to publish a blog with the assigned topic. Furthermore, there was one week in which the students were introduced on the use of blogs, their creation and the writing process as well as the structure of articles. Likewise, before the publication of each blog, various activities were carried out for the students to become familiar with the topic; such as, brainstorming, reading articles, taking notes about videos or conversations, discussions, summaries, etc. In addition, guiding questions were provided so that students can write their blog without any difficulty. Subsequently, the post-test was applied for both groups. The data obtained in the pre and post-test were analyzed through T-student. The pre-test results revealed that the students in the control and experimental groups had a low level of writing skills. However, after the intervention with blogs; the students in the experimental group showed a remarkable improvement in the development of written skills. Therefore, the impact of blogging on students' writing ability was demonstrated
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
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.
Cooperative Learning Strategies and the oral production of EFL
(2021-04-01) Albán Andocilla, Paola Soraya; Infante Paredes, Ruth Elizabeth
The main objective of this research project was to determine the relationship between Cooperative Learning Strategies (CLE) and the oral production of English as a foreign language (EFL) in students from Ambato rural area. This research worked with a population of 49 participants, belonging to range age from 7 a 12 years old. The control group (CG) comprised of 24 students and an experimental group (EG) of 25. EG participants were applied CLE such as Flashcard, Fan-N-Pick y Think-Pair-Share. All the population was evaluated through a Pre and a Post-test from Cambridge with Pre A1 level. Qualitative and quantitative methodology was used in this research since it was necessary to accomplish the proposed objective. Furthermore, experimental designed was used during thirty virtual sessions for a six-week period. Results were gotten according to T de Student demonstrated that the EG improved the oral production of EFL. The oral production elements that were developed were vocabulary from 2.84 ± 0.85 to 3.48 ± 0.71, and pronunciation from 2.72 ± 0.79 to 3.24 ± 0.52; both with a p value of 0.00. In this way, they got a significant value. However, in the interaction part, there was no major change, since the results were from 2.72 ± 0.84 to 3.00 ± 0.91, with a p value of 0.26. Consequently, it was confirmed that cooperative learning strategies influence learners’ oral production of English
The employment of duolingo app for the oral production of the English Language for adult learners with unfinished schooling of 10th level E.G.B
(2021-05-01) Zumbana Mondragón, Daniela Estefanía; Escalante Gamazo, Marbella Cumandá
The present research had as principal objective to determine the application of Duolingo App in the development of the oral production of the English language on the communicative competences in the adult learners with unfinished schooling. Furthermore, the pre- test and pro- test were applied based on the audio verbal development to determine the efficiency of this technological tool as a practical and dynamic method. These tests based on the virtual sections which are offered in this mobile application in order to identify the level of the students and to know their progress in audio- verbal skills of 10th level of E.G.B groups at P.C.E.I. “Mons. Leonidas Proaño” Educative Unit CAT- Latacunga during the second quarterly of the academic year September 2020- March 2021. Also, a planning of skills with performance criteria was based in the curricular content of the Educative Unit. This planning helped to support the implementation of Duolingo App into the virtual environment with the selected groups who were involved in the research work. This lesson planning focused on the oral production of the English language in addition, on the active practice of the previous knowledge of the students. After the implementation of the research work, it applied a post- test that based on the same structure and approach that the pre- test according to the obtaining results after the application. Next, it was elaborated the procedure of the data which were analyzed and interpreted through the T- test of Student. These results were represented for statistical charts and graphics. The results demonstrated that the Duolingo App permitted to improve the oral production of the English language and it had a positive impact in the development of audio-verbal skills. Furthermore, Duolingo App facilitated to the teacher identify the level of oral production of their students as well as recognize the principal necessities of them. Therefore, it recommends using it in order to help the learners into learning the English language.
Literary circles strategy for reading skills in EFL students.
(2021-05-01) Bautista Ullauri, Renato Emanuel; Sulca Guale, Manuel Xavier
La siguiente investigación titulada estrategia de círculos literarios para habilidades de lectura en estudiantes de EFL fue desarrollada en la Unidad Educativa María Auxiliadora, en Macas-Ecuador. El objetivo principal de esta investigación es estudiar cómo los círculos literarios pueden beneficiar las actitudes lectoras de los estudiantes de EFL. Para ello, se aplicaron métodos cuantitativos para determinar la eficacia de la investigación, así como métodos cualitativos para analizar el progreso de las competencias lectoras de los participantes. Esta investigación experimental se realizó con 67 participantes de sexto grado A y B de educación general básica. Los participantes se clasificaron utilizando la herramienta en línea AlTzar, se distribuyeron en un grupo experimental y un grupo de control. Posteriormente, el grupo experimental fue expuesto a la estrategia de lectura dos horas por semana durante un mes, una hora sincrónica y otra asincrónica. Es así que, se administró un único pre-test y post-test a toda la población como herramienta para recoger la información necesaria para el análisis correspondiente. Al final del estudio, los resultados del post-test de los estudiantes se compararon con los resultados del test anterior mediante la prueba t de Student, que permite comparar las medias de dos muestras independientes para aprobar la fiabilidad de esta investigación. Además, los resultados de la investigación fueron contrastados con enfoques, teorías y conceptualizaciones de diferentes autores de investigaciones científicas similares que apoyaron la relevancia de la hipótesis inicial. Evidentemente, en un país con escasos hábitos de lectura, esta es una alternativa excepcional para inspirar a los estudiantes a leer de manera independiente y exponerlos a la lengua extranjera. Las palabras habladas y escritas son los cimientos de la vida, los niños que leen por placer todos los días no sólo rinden más en la escuela que los que no lo hacen, sino que además se expresan mejor, hacen amigos y tienen ciertas habilidades clave para la vida.
Internet memes and the improvement of writing skills
(2021-05-01) Manjarrés Vásquez, Vicente Javier; Encalada Trujillo, Edgar Guadia
This study focused on the topic of Internet memes. These digital items are formed by a combination of images of all kinds, especially pictures featuring people in different situations, and usually humorous text that permit to communicate written ideas that surpass the sum of their parts. Internet memes were applied in order to achieve the improvement of the writing skills based on the cognitivist model of knowledge acquisition. Such model, contains a diverse amount of writing skills such as knowledge (the ability to use knowledge covered in class), comprehension (the ability to use grammar and spelling correctly), analysis (the ability to use Internet meme templates appropriately) and synthesis (to effectively combine text and images to convey ideas beyond those separated elements.) The population of the study was formed by 32 students (25 female and 7 male) who constituted the totality of students from the English school of IST “Manuel Lezaeta A.”, private technological institute located in the city of Ambato, Tungurahua province, Ecuador. To begin the study, the students were evaluated through a pre-test based on the previously mentioned skills. Afterwards, the complete group was instructed on the creation of memes using webpage imgflip.com’s meme generator, as well as on the particularities and potential applications of specific Internet memes using the Xia and Zhu method. As instruction unfolded, students were asked to generate Internet memes based on templated with the aim of monitoring their progress. Finally, students took a post-test with the goal of measuring improvement. The data collected were processed using statistical software SPSS and evidenced positive results since the program displayed statistically relevant improvement on the students’ writing skills. After the process was finished based on information gathered, this non-experimental study concludes that Internet memes influence positively on the improvement of writing skills of the chosen study group.
Updated authentic materials to improve speaking in EFL
(2021-06-01) Siza Ramos, Irma Susana; Rizzo Chunga, Florentino Galo
“Speaking skill is the most important in a second language. Mostly people, who learn the English Language, have in their minds that they like to master the goal of developing the proficiency in speaking skill though it is a difficult task” (Patra, 2016). Therefore, this study aims to help teachers and students to love speaking English through the use of updated authentic materials to improve the speaking skill in EFL learners. Nowadays, technology facilitates teachers and students with valuable resources which have helped them to improve the speaking skill, meanwhile they need it to communicate in real life and in this way motivate students to speak English in a natural way. Internet is a network where teachers can find updated authentic materials and download topics for speaking purposes. Moreover, they can get in touch with learners through Microsoft teams, Zoom, WhatsApp and other platforms. One of the most useful social networks where teachers can find updated authentic material is YouTube because this site offers a great variety of updated materials in videos, which help teachers and students to listen authentic spoken language and as a result they will speak in the Second language they are learning using a good range of vocabulary and grammar with fluency and accuracy. The fact is that English language is taught as a subject at school and used only inside the classroom. To solve this problem updated authentic materials such as YouTube videos offer the possibility to learn authentic real language by imitating native speakers from different cultures around the world. In this environment, students are surrounded by the target language at home and in the school. As a conclusion and taking into account all the advantages of the above authentic materials and perhaps other strategies to develop the speaking skill. This study considers that YouTube videos are good resources to improve speaking skill in tenth grade at Luis A. Martinez Technological Agricultural High School.
The problem based learning as a strategy for developing the speaking skills
(2021-09-01) Villacís Mera, Vanessa Irene; Encalada Trujillo, Edgar Guadia
El aprendizaje del idioma inglés en los estudiantes es muy importante para el desenvolvimiento al momento de enfrentar problemas cotidianos. El uso del idioma en contextos reales ayuda a que los aprendizajes sean significativos y los mismos puedan ser aplicados al momento de necesitarlos. Por lo que la presente investigación tiene como objetivo demostrar la incidencia del Aprendizaje Basado en Problemas en la destreza hablada de los educandos. Para alcanzar dicho objetivo, se tomó una muestra de 42 estudiantes, 18 hombres y 24 mujeres pertenecientes al nivel Quinto del Departamento de Inglés de la Universidad Indoamérica. Se utilizó un diseño cuasi-experimental que incluyeron una pre-prueba y post-prueba, además se basó en la investigación bibliográfica tomando en cuenta la naturaleza del estudio y la pandemia COVID-19 para llevar a cabo la presente investigación. Para la implementación, se encontró que los estudiantes tenían un bajo nivel de inglés en la destreza hablada por lo que fueron expuestos a métodos pasivos. En consecuencia, se implementó el método PBL a los estudiantes mediante la plataforma de la institución, quienes fueron inmersos en tres fases y evaluados usando una rúbrica de acuerdo a su nivel y necesidades. La rúbrica se basó en tres criterios: gramática y vocabulario, manejo del discurso e interacción comunicativa. Además, para analizar los datos y validar la hipótesis, se utilizó el sistema estadístico SPSS, en el que también se usó la prueba Shapiro-Wilk test. Al finalizar el estudio se evidenció que, el método APB influye de manera muy significativa en el desarrollo de la destreza hablada en los estudiantes siendo motivados a utilizar el idioma inglés dentro de un contexto vivencial y así hablar con naturalidad y precisión. Por lo tanto, los docentes deben tomar en consideración el implementar el método ABP dentro de sus clases para que de esa manera mejoran la destreza hablada en sus estudiantes y además aumenten el interés de aprender el idioma para aplicarlo en situaciones que lo requieran y así poder resolver los problemas que puedan enfrentar
Miniquest as a strategy for the development of reading comprehension in EFL students
(2021-11-01) Ponluisa Gómez, Adriana Paulina; Cajas Quishpe, Diego Christian
As global citizens that are worldwide interrelated, and seeing that students are struggling with the English learning, it is necessary to contribute with proposals to enhance their process of education; taking special attention in the students’ issues related to their low level of reading comprehension in higher studies. Even more so in this difficult time that humanity is living due to the Corona Virus pandemic; where students do not have enough teachers’ support because they are studying in a completely different learning scenario. For those reasons, this research aims to analyze the influence of MiniQuest as a technological strategy on EFL students' reading comprehension. To do this, a quasi-experimental research design was employed with students. The population of this study comprised 38 students from the third semester of the Fashion design major at the Instituto Tecnológico Superior Pelileo. The population mentioned before was divided into two main research groups: experimental and control. Data was collected via the reading section of the Key Entry Test (KET) exam from Cambridge-ESOL and a questionnaire to look for the students’ perception about the intervention phase. The reading section of the KET exam was administered to the 38 students, and the results were statistically homogenized to be analyzed thereafter. Based on the results found in the pre-test, a virtual classroom intervention that consisted of 6 sessions using the MiniQuest strategy was developed with the experimental group. This group of students were challenged to solve problems that were posted as questions which had reading material and the corresponding group and pair interaction. The control group, on the other hand, had regular classes using the Richmond platform. After the intervention process, both groups (experimental and control) took a posttest. The results showed that the use of MiniQuest had a positive influence on the students' reading comprehension development
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
Cooperative learning activities to improve the speaking skill
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros Mención Inglés, 2022-01-01) Guaranga Amaguaya, Elvis Javier; Suárez Mosquera, Wilma Elizabeth
The time of the Covid-19 Pandemic and virtual teaching affected the learning of the English language, especially in speaking skills of English language, since the students did not have direct interaction with the teacher and their classmates because they were behind a computer. This has caused the children to develop a certain degree of shyness at the time of developing the teaching-learning process, being left behind in the skills of speaking in English. Therefore, the main objective of the research during the whole process was to investigate the effectiveness of cooperative activities for the development of speaking skills. The study population consisted of twenty-four students between boys and girls in the sixth year of general basic education at La Salle Educational unit in Riobamba city, Ecuador. The methodology was a quasiexperimental design in which quantitative data were collected through different tools such as a pre-test and post-test at the A1 level, based on Cambridge A1 starters (YLE starters), these instruments showed that the speaking skills were developed effectively through cooperative learning activities. In the same way, the research had theoretical support, based on different research developed through time, which evidences that cooperative activities are effective for the development of speaking skills in the students. The results showed that cooperative learning activities such as dialogues, role-playing, gamification, and shared reading generate positive interdependence in the group of students, individual and group responsibility in the development of tasks, motivation, interaction, and social skills in the group of pupils. The findings of the investigation also showed that cooperative learning activities significantly improve students' speaking skills, specifically in fluency, accuracy, pronunciation, and vocabulary expansion in the English language, all thanks to cooperative activities.