Browsing by Author "Ochoa Delgado, Jessica Elizabeth"

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Application of brain-based learning theory using graphic organizers for vocabulary improvement for kindergarten students at Rayitos de Luz elementary school, Cuenca
(2016) Ochoa Delgado, Jessica Elizabeth; Chacha Maita, María Patricia; Astudillo Neira, Catalina
This study was designed to analyze the effectiveness of graphic organizers supported by Brain-Based Learning Theory as a methodology to improve English vocabulary acquisition among kindergarten students. After investigating some theories related to children’s language development, this methodology was administered to a group of 14 children from a kindergarten level in 8 sessions over a period of two months. This method focused on the improvement of vocabulary through graphic organizers along with other child-appropriate activities such as: songs, stories, games, chants, rhymes, mother goose, crafts and role plays. This study is based on the idea that graphic organizers are effective tools that help young children make connections in order to store and retrieve new information. The results during the eight sessions and in the post-test showed the positive effects of graphic organizers supported by Brain-Based Learning Theory; therefore, it is considered an alternative approach to teach English vocabulary in an EFL classroom especially to kindergarten students.
The effect of critical thinking strategies on oral production of EFL university students: An action research
(Universidad de Cuenca, 2021-01-11) Ochoa Delgado, Jessica Elizabeth; Calle Calle, Ana María
Although many strategies have been used in the development of oral production in EFL students, critical thinking strategies are less frequently employed. Therefore, this study focused on exploring the effects of three of these strategies on the oral production abilities of Ecuadorian EFL university students. This action research study was carried out at the Universidad Nacional de Educación (UNAE) in Ecuador, where qualitative and quantitative data was collected. A pre-test and post-test were used to collect the quantitative data. Furthermore, a focus group discussion was used to collect the qualitative data. The post-test results revealed that students increased their oral production considerably after finishing the treatment. Moreover, the focus group discussion suggested that students enjoyed the strategies used because they helped pupils to improve their vocabulary and reasoning before speaking. It is also important to mention that according to the quantitative results grammar and vocabulary had the lowest improvement in speech production; meanwhile, interactive communication had the highest improvement in oral production. This has to do with the focus of the strategies on fluency over accuracy. Implications for further research regarding vocabulary were stated
El efecto de las estrategias de pensamiento crítico en la producción oral de estudiantes universitarios que aprenden inglés como lengua extranjera: una investigación-acción
(2020) Ochoa Delgado, Jessica Elizabeth; Calle Calle, Ana María
Although many strategies have been used in the development of oral production in EFL students, critical thinking strategies are less frequently employed. Therefore, this study focused on exploring the effects of three of these strategieson the oral production abilities of Ecuadorian EFL university students. This action research study was carried out at the Universidad Nacional de Educación (UNAE) in Ecuador, where qualitative and quantitative data was collected. A pre-test and post-test were used to collect the quantitative data. Furthermore, a focus group discussion was used to collect the qualitative data. The post-test results reveled that students increased their oral production considerably after finishing the treatment. Moreover, the focus group discussion suggested that students enjoyed the strategies used, because they helped pupils to improve their vocabulary and reasoning prior to speaking. Students’ favorite strategy according to the focus group was the Debate. On the other hand, the least favorite was Teacher Questioning followed by Think-Pair-Share. It is also important tomention that according to the quantitative results grammar and vocabulary had the lowest improvement in speech production; meanwhile, interactive communication had the highest improvement in oral production. This has to do with the focus of the strategieson fluency over accuracy.Implications for research regarding vocabulary were stated.