Centro de Posgrados
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Item THE USE OF STRATEGIES BASED ON MULTIPLE INTELLIGENCES IMPROVE INTRINSIC MOTIVATION TO LEARN ENGLISH(Universidad Tecnica de Ambato, Magíster en Enseñanza de Inglés como Lengua Extranjera, 2022-09-23) Aguagüiña Pilla, Mirian Paulina; Elizabeth Alexandra, Tayo HaroThe present work deals with the application of didactic strategies directed to the multiple intelligences for the improvement of intrinsic motivation for the learning of the English language by A2 level students at the Tecnológico Universitario Vida Nueva. For this purpose, a quasi-experimental study was developed in which two groups of students were established, the first, control, aimed at the use of traditional teaching strategies, and the second, experimental, in which the proposal was applied, consisting of the application of gamification activities, which is learning based on the game oriented to work on multiple intelligences. To evaluate the level of intrinsic motivation of the students, a survey was applied at the beginning of the study and after the application of the proposal. Initially, it was detected that the level of intrinsic motivation of the students expressed through the dimensions of competence, enjoyment, self-confidence, challenge, curiosity, and cooperativeness was deficient. To contribute to the strengthening of the desire for self-improvement in English language learning of TUVN students, a manual of gamification activities was designed and implemented to work on the students’ multiple intelligences, particularly musical, linguistic, visual-spatial, logical-mathematical, bodily-kinesthetic, intrapersonal, and interpersonal. The gamification activities were the completion of song lyrics, riddles, mathematical operations, trivia, 3D figure symmetry, and descriptions, among others, which allowed the development of reading, writing, speaking, and listening skills at level A2 according to the Common European Framework of Reference for Languages. For the development of these activities, different technological tools were used, such as the websites Genially and LyricsTraining, and the educational apps Kahoot And Train your brain. Once the proposal was applied and through the application of the Student's t statistical hypothesis test for related samples, it was observed that intrinsic motivation for learning English improved.Item Crossword puzzles and the acquisition of university students’ vocabulary(Universidad Técnica de Ambato. Dirección de Posgrado. Maestria en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2019-05) Moreno Novillo, Angela Cecibel; Vera de la Torre, Ana JazminaThe research project entitled “CROSSWORD PUZZLES AND THE ACQUISITION OF UNIVERSITY STUDENTS’ VOCABULARY” observes how the use of crossword puzzles can optimize the vocabulary development of the first level students of the Language Center at Escuela Superior Politécnica de Chimborazo. The population consisted of 60 students with A1 level. A field quasi-experimental research study was performed, due to two groups were involved in the implementation: experimental and control group. The research had a qualitative-quantitative approach, which leaded to analyze the problem, establish the relation between variables, generalize and normalize the results gathered from the sample as well as the studied groups. The instruments used for this research were a pre-test and a post-test to measure the effectiveness of the implementation of crossword puzzles in the acquisition of the English language vocabulary. For hypothesis acceptance, the T-test was applied. The results obtained demonstrated that the application of the crossword puzzles promotes the acquisition of English vocabulary. It was concluded that the students had a remarkable improvement in the acquisition of vocabulary after the implementation of the crossword puzzles.Item ESP methodology in technical lexicon learning.(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-12) Monge Herrera, Lorena Salomé; Encalada Trujillo, Edgar GuadiaTeachers are facing new education and are empowering the different methodologies through technology. First, the study presents evidence that the inadequate use of methodological strategies for teaching-technical vocabulary is the main problem. Consequently, this study sustains that technical lexicon learning is the key to teaching English for Specific Purposes in the teaching-learning process, thus the researcher focuses on “ESP methodology in technical lexicon learning applied to 11th and 12th years, Tourism, at “Unidad Educativa Pujilí” in the academic year 2017-2018.”Second, the theoretical framework was centered on Approaches, English Methods, ESP, English Teaching Learning Process, English skills, Lexicon. Third, the investigation was supported by some studies, a documentary-bibliographic analysis, ESP paradigm, and quasi-experimental design, with control and experimental groups. After that, the study shows that students feel the necessity to integrate Information and Communication Technology in the teaching learning process. The research concludes that the use of the WebQuest within the educational process is the most appropriate way to teach technical lexicon.Item Positive and negative word order interferences from Kichwa into English writing(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en la Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Guachi Constante, Ana Lucia; Camacho Estrada, Sara NidhyaThe purpose of this research project is to analyze the positive and negative word order interferences from Kichwa language to English writings in Kichwa students when learning English as a foreign language. In order to determine how the variables are interrelated, an exhuastive research was carried out through the reading of academic articles, books, and journals related to the study of positive and negative word order interferences from the mother language to the foreign language, as well as the writing skills. With the aim of gathering information, three tests were carried out during the English Language Teaching process to seventy Kichwa students with the objective of measuring positive and negative word order interferences from Kichwa language to English writings. Once compiled the obtained results were analyzed carefully and systematically tabulated with which the percentage of positive and negative interference was determined. Also two English teachers with enough experience in the institution were interviewed about the topic of study, who contributed with significant information about the phenomenon of positive and negative interference that exists from Kichwa to English, as well as to an expert writer of the Kichwa language. Based on the results obtained from the applied tests and the interviews, conclusions and recommendations were established. Within the conclusions, it was found that there is positive Kichwa word order interference while negative word order interference was not considerable. Consequently, within the recommendations once states the necessity of the creation of a handbook with activities to prevent negative Kichwa word order interference as well to take advantage of positive interference. Therefore, the proposal of this present research work contains activities designed exclusively for Kichwa speakers to structure sentences correctly in the English language.Item Authentic written materials in students’ speaking skill development in higher education(Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-07) Orbea Peñafiel, Mónica Narciza; Calero Sánchez, Ximena AlexandraThe development of speaking skill in a foreign language is a challenge that students of higher education must deal. For that reason, the present study was carried out to determine the influence of authentic written materials on the development of speaking skill. The research study was done with two groups: experimental and control group of A1 level students of the regular program in the Language Center in Universidad Técnica de Ambato. The level of the students in the speaking skill was determined through the application of a pre-test in the selected groups. Ten practical classes were applied using authentic written materials in the experimental group. The experiment concluded with a post-test in the experimental and control group. Once the results were validated, the verification of the hypothesis was carried out through the student t-test. The results obtained showed that authentic written materials promote the development of speaking skill. Moreover, during the experimental classes the students participated actively increasing the interaction in the classroom using English. The activities applied during the research study are included in a booklet. It contains ten communicative activities using authentic written materials which, encouraging real conversation and motivating students in the English learning process.