Browsing by Author "Quito Ochoa, Janina Felisha"

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Creative writing and its effects on english language learning in second level students at the University of Cuenca
(2018) Quito Ochoa, Janina Felisha; Tobar Espinoza, María Gabriela
English as a Foreign Language has begun to move into a core subject in educational systems worldwide in recent years.This study focuses on the effect creative writing activities had on English Language Learning in second level students at the University of Cuenca in Ecuador. At the outset of the course, 26 participants had an A1 level and ended the course at an A2 level based in the Common European Framework of Reference (CEFR). A mixed method design was used for data collection. The quantitative phase consisted of a pre and post-test English proficiency exam based on the CEFR and a Torrance Test of Creative Thinking to determine level of creativity. Students were then presented with a 32 hour treatment where creative writing activities were used. Writing was completed using the process method to guide students to the pinnacle of Bloom’s Taxonomy. The qualitative phase consisted of various questionnaires to obtain students’ perspective on learning English and the use of creativity in written production. In addition to questionnaires, a research journal was kept and a focus group was conducted in order to triangulate what the researcher perceived and how students felt about the intervention. Results from the study indicate that the intervention did increase student academic achievement. Also, students responded that they enjoyed the assignments and were able to increase their vocabulary autonomously. The teacher also perceived that using creative writing and implementing a process approach, students were more relaxed and confident when handing-in their written composition.
Language-driven CLIL: developing written production at the secondary school level
(Universidad de Cuenca, 2020-11-10) Chumbay Guncay, Julio Vicente; Quito Ochoa, Janina Felisha
This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasiexperimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.