Maestría en Pedagogía de los Idiomas mención Inglés

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

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    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
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    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.