Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción)
Permanent URI for this collection
Browse
Browsing Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción) by Author "Dragosavljevich Garzón, Milica Margarita"
Now showing 1 - 5 of 5
Results Per Page
Sort Options
Item Open Access Flipped classroom methodology for EFL teachers(PUCE - Quito, 2022-02-01) Pacheco Logroño, Silvana Catalina; Dragosavljevich Garzón, Milica MargaritaThe aim of this study is to explore to what extent the Flipped Classroom Methodology application improved the English language teaching process in some institutions in the south of Quito during the pandemic. For this reason, it is essential to identify the factors that influenced the performance of the teaching process in English teachers during this time. The data collection instruments used in this research were: a personalized questionnaire and a semi-structured interview applied to five teachers chosen at random; as well as quantitative and qualitative techniques were applied for the corresponding data analysis. The participants were fifty-three out of eighty-seven English teachers trained in using this methodology through an academic workshop. The rising results from the data analysis both in the questionnaire and in the interview were positive. Ninety-nine percent of the teachers surveyed agreed that the Flipped Classroom Methodology had contributed to improving the language teaching process; the content videos supported students' learning of language skills. Although this methodology is not classic for teaching English, it has greatly benefited the learning and motivation of students when it comes to learning.Item Open Access Implications of teaching english idioms to L2 learners through digital gamification at a public school(PUCE - Quito, 2021-11-01) Portilla Ayala, Oscar Roberto; Dragosavljevich Garzón, Milica MargaritaThe purpose of this study is to determine the impact of teaching English idioms through the use of digital gamification on students who are learning English as a second language at a public school. Sixty students and eight English teachers from the school participated in this research. The students were divided into two groups, a control group and an experimental group with 30 students each. Pre-tests and post-tests were applied to the participants in both study groups. For this descriptive study, both quantitative and qualitative methods were used. Several scientific instruments were applied to collect data as well as observations and analyses of the recorded classes by the teachers who participated in the study were carried out. After the discussion and analysis of the results, it was possible to conclude that the use of methodologies based on gamification positively impacts the learning of English idioms in students of the public institution. This study suggests that the application of gamification for teaching idioms has favorable results in student learning It was determined that learning methods through digital games motivate both students and teachers, making students acquire and use idiomatic expressions in their everyday language. After concluding the investigation, several recommendations for future studies were raised, mainly concerning a larger sample to obtain reliable results and additional tests at different times after the experimentation. On this basis, observations in-person classes and use combined teaching methods should be used to verify which is the most effective method for teaching English idioms.Item Open Access Structured input grammar activities for penultimate year students at Fernández Madrid High School(PUCE - Quito, 2021-11-29) Riofrío Salazar, Evelyn Esdrey; Dragosavljevich Garzón, Milica MargaritaThis quasi-experimental research was conducted to determine the effectiveness of structured input grammar activities on students in their penultimate year at Fernández Madrid High School, during the school year 2020-2021. Pre-tests applied to 70 students of penultimate year showed a low level of grammar competence in topics as present perfect, tag questions, passive voice, used to and second conditional. Structured input grammar activities were incorporated in the experimental group of 35 students, while conventional strategies were applied in the control group of 35 individuals. There were 25 interventions of forty minutes in total to introduce input activities such as binary options, surveys, supplying information, matching, selecting alternatives, ordering, and ranking to facilitate the internalization of linguistic forms. The process culminated with a post-test to experimental and control group to compare and analyze the grades of both groups. The results demonstrated that a better average was achieved in the group to which structured input grammar activities were incorporated. In consequence, the incorporation of structured grammar activities has had significant impact on grammar competence of students.Item Open Access Task-based Learning Vocabulary Activities for Fourth Grade(PUCE - Quito, 2023) Araujo Garzón, Neiva Margoth; Dragosavljevich Garzón, Milica MargaritaDeveloping speaking skills has been one of the most difficult challenges for students, especially for children due to a lack of vocabulary when they want to express or answer any question. Students struggle to say what they think or give ideas due to their lacking vocabulary, as words taught in classrooms are not put in context in a real-life situation it makes the acquisition of said. On the contrary, vocabulary is taught in isolation where words are learned mostly by writing. The aim of this study is to demonstrate the effectiveness of task-based learning activities in fourth graders in learning vocabulary and acquiring the ability to produce it orally. For this reason, the need has arisen to apply and evaluate a task-based learning teaching approach that gives students the opportunity to work in a natural environment using different activities. This study uses qualitative andquantitative methods to evaluate pretest and posttest vocabulary, students' oral production and a final survey to know the children's opinions about the activities performed in class. Students consolidate their activity by working in groups. Results show that in the vocabulary posttest that most of the students mastered the required learning; only one student is close in achieving the required task; demonstrating great progress. Besides, in oral production, they use varied vocabulary to express opinions, preferences and ideas. They were fluent and confident; their intonation was clear, and theirmisuse of grammar was better than before.Item Open Access Using PRAAT to aid in the pronunciation of -S ending in an ecuadorian EFL class(PUCE - Quito, 2022-06-20) Moncayo Herrera, Wilmer Enrique; Dragosavljevich Garzón, Milica MargaritaThis research aims to improve students' pronunciation of the -S ending sound by using PRAAT computer software and explore whether, after the use of it, their pronunciation had improved in context. A design method using PRAAT as the primary tool helped this group of learners from a high school in Ecuador to improve their pronunciation of words with these ending sounds. Recorded sample audios from native English speakers were implemented in this study. The final results demonstrated that certain group of learners improved their pronunciation on the -S ending sounds yet others did not, students concerned about their level of English improved compared to the ones with low proficiency.