Browsing by Author "Espinoza Hidrobo, María Isabel"

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    Application of the Sheltered Method of Instruction with a Focus on Reading Skill, in the 9th Grade of Basic Education of Semira Bayas Educational Center
    (2014) González Parra, María Patricia; Espinoza Hidrobo, María Isabel
    The primary purpose of this thesis is to improve the reading skill of the 9th grade students of Semira Bayas School, by applying the Sheltered Method of Instruction. The specific objectives are to improve the reading comprehension and vocabulary in the context sub-skills, and to measure the students’ progress to determine if their reading skill improves. This study contains four chapters, which focus upon: the literature review, the research methodology, the analysis of the data results, and the conclusions and recommendations. This research was conducted at Semira Bayas School in Azogues city during seven weeks. Data for this study was collected through a pre-test, a post-test, and tests after each lesson class. The quantitative method was used to analyze the data. After applying the Sheltered Method of Instruction to improve the reading skill, the data displayed positive results. The post-test scores were higher than the pre-test scores.
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    Learning strategies to improve long term memory of english vocabulary
    (2019) Pacurucu Pacurucu, María Fernanda; Espinoza Hidrobo, María Isabel
    This study examines the impact that memory and cognitive learning strategies have on the improvement of long term memory retention and retrieval of English vocabulary on students of a level three heterogeneous classroom of the Institute of Languages at the University of Cuenca. The participants were 20 students, nineteen to thirty-two years of age, from different majors, who took an intensive required course, involving three teaching hours per day during four weeks. The intervention was integrated with the regular teaching from the main class instructor. The data was collected utilizing three research instruments: The Strategy Inventory Language Learning (SILL), used as a pretest; a modified version of the Vocabulary Knowledge Scale (VKS), used as a pretest, posttest and delayed posttest; and a seven-question questionnaire to elicit the students’ opinions regarding the strategies and the use of the strategies. The study showed that students used certain vocabulary learning strategies prior to the intervention. These strategies were not applied in the research, and had no connection with the obtained results. The impact that the applied learning strategies had on the improvement of long term memory retention and retrieval of English vocabulary was positive, since there were no significant differences between the results of the posttest and the delayed posttest. The qualitative data showed that the students had a positive opinion towards the memory and cognitive vocabulary learning strategies applied; also they started to use them in other areas of their studies and life
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    Nonviolent communication as an approach in classroom management to enhance efl students' oral production
    (Universidad de Cuenca, 2020-08-25) Rivadeneira Brito, Tannya Verónica; Espinoza Hidrobo, María Isabel
    This investigation is a mixed (qualitative and quantitative), non-experimental, field and descriptive study carried out in a public coeducational institution, mixed to analyze Nonviolent communication as an approach in classroom management to enhance EFL students' oral production. The study sample was 30 students and the techniques used were data collection were interview, and observation. The investigation was carried out in two stages. In the first phase, the oral production of the students was evaluated before applying the nonviolent communication treatment and, in the second phase, the students’ progress was evaluated using the different criteria in the evaluation instrument checklist. The results show an improvement in pronunciation, vocabulary, communication skills, security, confidence, and attentiveness when pressure and teasing in the group decrease after applying non-violent communication in the classroom
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    Teacher mini conferences in class: an alternative to provide feedback in written tasks
    (Universidad de Cuenca, 2020-09-17) Sigüenza Garzón, Paul Ismael; Espinoza Hidrobo, María Isabel
    Hattie and Timperley (2007) define feedback as the result where an agent, such as a teacher, provides information on the aspects of the person’ s understanding. The feedback strategy which was implemented in this study was teacher mini conferences in class. This strategy consists of pre-writing and idea generating activities where the teacher discusses with the whole class and illustrates what skill the students should use (Grabe and Kaplan, 1996). The study was carried out in a public school in the city of Cuenca, Ecuador with students learning English as a foreign language (EFL). It consisted of a target (n=36) and control group (n=31). The study was conducted during the first didactic unit (six weeks) of the scholar year 2019-2020 where the students produced a total of five paragraphs. The first paragraph served the purpose of the pre-test, while the last paragraph was the post-test. The Wilcox sign test was used for comparison between related samples (Pre - post) and the U-Mann Whitney test for independent samples. The data was processed through SPSS 25. The study concluded that teacher feedback has a larger impact considering performance in agreement with Yang, Badger, and Yu, (2006), Gielen, Peeters, Dochy, Onghena, and Struyven (2010), Zacharias (2007) y Van den Bergh, Ros, and Beijaard (2014). Further, teacher mini conferences in class revealed a positive impact on the development of supporting details, organization and transitions, mechanics, and the development of style.
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    The effects of the TPRS Method on the Students’ English Vocabulary Acquisition at the Catholic University of Cuenca
    (2018) Pinos Ortiz, Mónica Alexandra; Espinoza Hidrobo, María Isabel
    The present research investigates the effects that the Teaching Proficiency through Reading and Storytelling (TPRS) method has on the second level students’ English vocabulary acquisition at the Catholic University of Cuenca, Cañar Extension, as well as, the perceptions learners have when being taught by means of it. TPRS is a method that makes use of different resources to teach languages, providing comprehensible input and personalization under social real or imaginary situations coming from the students’ social context, and cognitive and affective needs. It falls within the Communicative Language Teaching Approach since it offers opportunities for social interaction between the learners and the teacher. The method was applied to 56 students in two classes; the students belonged to the second English level at the aforementioned university. Thirty participants were part of the experimental group and twenty-six took part in the control one. Data from both groups were collected in the pre and post-test stages through the Cambridge Vocabulary Test in order to compare results and establish their relationships. Additionally, a survey was administered to the participants in the experimental group to gather information about their perceptions towards TPRS. An independent sample t-test statistical analysis was conducted to compare the means from the two participant groups. Results indicated that the learners from the experimental group outperformed the ones in the control one on measures of vocabulary acquisition. Additionally, results from the survey questionnaire indicated that learners strongly agreed that the TPRS strategies supported them to acquire the English vocabulary.
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    The influence of blended learning activities in academic performace in the learning of english as a foreign language, language department, University of Cuenca
    (2011-06-30) Espinoza Hidrobo, María Isabel; Jácome Guzmán, Marco Vinicio
    Due to the fact that today s educational trends and approaches have a lot to do with technology and online resources and because of limited access to school computer labs, this research has been done. This thesis emphasizes the importance of teachers applying constructivism in their courses through the use of a wide range of online options that this globalized world offers such as Moodle and web tools combined with face-to-face sessions. For that purpose, a comparison of academic performance has been made in order to compare students outcomes and achievement, first in a face-to-face class, and then with a focus group which worked with a blended learning approach through the platform of the University of Cuenca as a means to develop the activities. Even though the students performance in the end was not as expected, many significant findings are explained throughout this work. As a conclusion, this work suggests the adoption and implementation of blended courses, so the students can get the most from both face-to-face and blended learning approaches.
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    The United States civil rights system as seen through John Grisham's novel A Time To Kill
    (2010) Alvarez Patiño, Lorena Verónica; Suin Malla, Gresia Bernardita; Espinoza Hidrobo, María Isabel