Browsing by Author "Ortega Auquilla, Diego Patricio"

Now showing 1 - 12 of 12

Blended learning: video-conferencing to support the development of the speaking skill through task-based learning activities
(2015) Uzhca Guapacasa, Gerardo Santiago; Ortega Auquilla, Diego Patricio
The purpose of this research project was to determine to what extend video-conferencing, directed by the task-based learning method, influence in the development of the English speaking skill. It was taken into account a blended learning approach called a La Carte Model to deliver this course. College freshmen students majoring in English Language and Literature at Universidad de Cuenca were the study participants. It was applied a pre-test and a post-test to determine the influence that 30 video-conferencing sessions had on the English speaking skill. The overall results showed an improvement of the English speaking skill. It was demonstrated that video-conferencing sessions with task-based learning activities had good results in developing fluency, grammar, vocabulary, pronunciation and interactive communication.
Combining the Internet and Multiple Intelligences to Teach EFL in the Fifth Grade at “AbdónCalderón” Elementary School
(2013) Palacios Espinoza, Priscila Elizabeth; Terán Pintado, María Gabriela; Ortega Auquilla, Diego Patricio
Combining the Internet and the Multiple Intelligences Theory to teach EFL at “AbdónCalderón” Elementary School is about the usage of the activities available on the Internet in order to design a lesson plan based on the principles of Multiple Intelligences Theory. The methodology used for this monographic work was based on an active research because we collected and analyzed bibliographic material to support the application of this approach. On the other hand, the field research was conducted through an interview. In addition to that, we applied a survey to twenty school teachers in “AbdónCalderón” Elementary School. All of these were conducted to have the enough bases developing this investigation. After analyzing this work we conclude that educators should design a lesson plan which promotes the development of Multiple Intelligences since each human being is different. The only thing that teachers need is decision, creativity and the most important they need to leave behind their own paradigms.
Communicative activities to enhance speaking skills in the EFL classroom at the tenth level of basic education at San Francisco de Sales High School
(2015) González Ortiz, Jesús Adriano; Ortega Auquilla, Diego Patricio
ABSTRACT Communicative activities must be taken into consideration when developing the target language in the students. However, most of the English teachers only focus on the grammar area which causes that the class becomes routine and boring. Through a survey presented to fourteen students and an interview presented to four English teachers, the research teacher could collect important data that served to find out the level of the students as well as the most appropriate activities that students like to perform in the class. In this way, communicative activities were proposed to be developed as extra material for English teachers. Thus, they might use them in order to develop and improve the use of the target language in different tasks where learners must use the speaking skill with the purpose of expressing their thoughts and ideas in a clear and concise way.
Developing reading skills through fables in sixth level of basic education at “Unidad Educativa Zoila Esperanza Palacios”
(2013) Aynaguano Maysinchi, Jéssica Silvana; Guevara Zaquinaula, Verónica Angustia; Ortega Auquilla, Diego Patricio
The topic of this project is Developing Reading Skills through Fables in Sixth level of Basic Education at “UnidadEducativaZoila Esperanza Palacios.” The objective of this research work is to develop reading activities through fables in order to strengthen reading in children. Three essential processes are considered for developing this writing graduation work. One of them is a literature review which contains reports that summarize articles, books, journals, collections, and websites about reading. The second is the qualitative method, which describes the importance and the benefits of the use of fables in the classroom from an expert`s experience. The third is the quantitative process which presents information through two questionnaires applied to sixth grade students of basic education at the beginning and at the end of this research. The purpose of these gathered techniques is to know how to appreciate and use fables in the classroom. The results have been used to design a booklet with appropriate reading activities.
Effects of the CLIL approach in oral production of english students in the second year of the United General Baccalaureate at a high school in Cuenca, Ecuador
(Universidad de Cuenca, 2020-07-20) Benalcázar Bermeo, Jhonny Vinicio; Ortega Auquilla, Diego Patricio
The necessity to foster second language oral production has created the imperative need to analyze and explore new teaching methods and techniques in order to develop oral communication skills in the target language. This study investigated the effect of Content and Language Integrated Learning (CLIL) in foreign language oral production of Ecuadorian English language learners of United General Baccalaureate (BGU). This study was carried out using one class of second of baccalaureate. A total of 22 study participants took part in this research. In order to gather data, a quantitative method was employed, which allowed the researcher to perform statistical tests and determine the impact of the treatment. The study participants took part of a pre-test to determine their level of proficiency in their speaking skills. After three months of the CLIL intervention they took a post-test and the results were compared to measure the effect of CLIL approach. In addition, every single CLIL lesson was documented, and with the aim of to investigate the students‟ opinions to the CLIL approach a survey was applied, one at the beginning of the study and another at the end. The findings of this research reveal the effectiveness of CLIL in students‟ oral production compared with the traditional learning instruction, where the basic principles of CLIL are not presented. At the same time the learners expressed positive opinions towards the new approach.
Factors that influence ecuadorian university students’ motivation towards english learning: an exploratory research study
(2019) Ortega Auquilla, Diego Patricio; Hidalgo Camacho, Cynthia Soledad; Tamayo Maggi, Monica Raquel; Auccahuallpa Fernandez, Roxana
Although learning English as a foreign language has commonly been associated with special cognitive abilities or learners’ aptitude, it has also been found that motivation plays a key role. Thus, this exploratory research study aimed to determine what factors motivate Ecuadorian university students to learn English, so a survey was administered to 422 students in different undergraduate programs from three public universities. The questions focused on learning about and determining the level of agreement the study participants had with statements related to integrative and instrumental motivation. Additionally, an open-ended question was formulated to find out the most important reasons behind their learning of English. The findings showed that a large number of study participants feel motivated to learn the language in order to achieve short-term goals such as traveling and being able to communicate in the target language, as well as long-term goals that include earning academic degrees and obtaining better job opportunities. It was concluded that the role of the teacher and an effective language teaching methodology are key components of students’ motivation and attitudes towards successful foreign language learning.
Freemasonry in America
(2010) Ortega Auquilla, Diego Patricio; Encalada Vásquez, Segundo Vicente
Implementing comics as a strategy to develop writing skill in ninth-grade students at “Guapan” high school
(Universidad de Cuenca, 2021-03-19) Montero Guallpa, María Lucia; Ortega Auquilla, Diego Patricio
Comics are an innovative tool and technique that many educators around the world are using nowadays. In the study of improving writing on students of this new generation, comics appears to be a new idea’s generator by using pupils’ imagination and creativity. This study emphasizes on the benefits and struggles that not only teachers but students can face when applying comics in the classroom. In addition, this study wanted to develop students’ writing skills and a little of creativity through comics. This classroom-based action research study employs quantitative methods of data collection. This study was a quasiexperimental through a pre-test and post-test design, where rubrics helped to determine the significance of it. The target population for this research was ninthgrade at “Guapan” High School with 22 participants. The results showed that comics improve writing skills and at some point, creativity. Consequently, it can be concluded that comics have an effective impact in improving writing skills of secondary school students
Motivation in english learning at university: a mixed-methods study investigating the perceptions of different stakeholders
(2023) Siguenza Garzón, Paúl Ismael; Ortega Auquilla, Diego Patricio; Chumbay Guncay, Julio Vicente; Heras Urgilés, Gerardo Esteban
The research study employed an explanatory sequential mixedmethods design, and it was aimed at determining and analyzing the essential factors that motivate university students’ English learning within the Ecuadorian higher education system. The quantitative study results, drawn from a questionnaire administered to 109 EFL university teachers, were further explained through a qualitative phase. The latter phase consisted of in-depth interviews with key stakeholders, namely university teachers, language center directors, Ecuadorian experts and international experts in English language education. The insights gained from the conducted 25 in-depth interviews were essential to explain in greater detail the motivational factors determined in the quantitative phase. The integration of quantitative and qualitative data sets helped to gain an in-depth understanding of motivation in student learning of English as a foreign language within the Ecuadorian university context. The results showed that factors associated with intrinsic and instrumental motivation are key toward student language learning. In this sense, English is seen as a tool for a more effective completion of different academic tasks required to university students. Also, motivation in English language learning is promoted when effective instructional practices and a positive classroom environment have a central role in the university classroom. In terms of extrinsic motivation, students are likely to become more motivated when their teachers employ meaningful strategies and techniques. Moreover, teaching materials and resources can help to foster learner motivation when students’ input and insights are carefully taken into account in a strategic manner.
The facilitative role of the interaction hypothesis: using interactional modification techniques in the english communicative classroom
(2019) Heras Urgilés, Gerardo Esteban; Ortega Auquilla, Diego Patricio; Hidalgo Camacho, Cynthia Soledad
English language teachers are expected to implement lessons directed by the Communicative Language Teaching (CLT) into today’s classrooms. In this regard, it is pivotal to know about the theoretical framework of this key language teaching approach. The framework is partly made up of one of the most crucial Second Language Acquisition (SLA) hypotheses called the Interaction Hypothesis (IH). The IH claims that second language development is better facilitated when learners participate in negotiated interaction. From a CLT perspective, a second language is acquired more effectively through interaction and communication. When language teachers attempt to design and deliver classroom instruction grounded in CLT, it is imperative to be familiar with the essential notions behind the IH and its facilitative role in SLA. Therefore, this paper provides key information on the hypothesis at hand by analyzing its early version and updated version. In addition, Krashen’s comprehensible input and Hatch’s role of interaction and conversation on L2 learning are highlighted, because the IH evolved from these two scholars’ seminal works. This paper also deals with three key interactional modification techniques - comprehension checks, confirmation checks, and clarification requests – promoted by the IH. With the intent of facilitating language learning, the design and deliver of communicative-oriented lessons should have a central role in the classroom. However, lessons are more likely to be effective when teachers take the theory of the IH into practice by allowing learners to engage in negotiation of meaning through the use of the aforementioned interactional modifications.
The use of role play to develop speaking skills in the tenth level of basic education of "Luisa de Jesús Cordero" high school
(2013) Maldonado Mogrovejo, Priscila Jhaneth; Pauta Ayabaca, Isabel Fabiola; Ortega Auquilla, Diego Patricio
This writing graduation project provides people, especially teachers, with information, material, and activities to teach English and develop the speaking skills through the use of Role Play. The work explains and points out the importance to develop speaking skills during the learning process of English as a second language .Role play is a useful technique to improve speaking skills and it becomes key resource to catch students´ attention and get them involved during the communication process. Furthermore, this work, offers material, in the form of a booklet, for improving the speaking skills. If anything is proven in this work project, it is only that there exists interest in the type of methodology and material that is being presented here. Finally, this work pretends to demonstrate students that they are able to achieve an effective communication in real life situations.
Using cooperative learning strategies to develop rural primary students’ english oral performance
(Universidad de Cuenca, 2020-09-17) Nievecela Guamanrrigra, Lilian Catalina; Ortega Auquilla, Diego Patricio
This small-scale quasi-experimental research study aimed to investigate the effectiveness of cooperative learning (CL) strategies in the achievement of students’ oral performance at the A1 Common European Framework of Reference for languages level. The study participants were twenty-four seventh graders from a small rural primary school located on the southern part of Cuenca city. The data of the study were gathered through a mixed method approach. The quantitative part was based on a descriptive statistic study. It was collected through the students’ speaking pre and post- test. The results were processed and analyzed through SPSS version 25. In addition, to establish the similarity between the scores with the minimum score (7) required to reach the A1 level, the statistical T-Student test for one sample was considered. In addition, the qualitative part was based on a phenomenological research study. It was gathered through direct classroom observations and a focus group discussion. Findings indicated that: firstly, the study participants reached their A1 oral performance level in the evaluation criteria of comprehension, interaction, fluency, pronunciation. Secondly, students had positive attitudes toward CL strategies. Thirdly, students through CL strategies were more motivated and less reluctant during oral participation. In light of the findings, CL should be adopted in primary English learning as it helps improve learners’ English speaking skill