The objective of the present investigation was to make a diagnosis to the students of second year of baccalaureate parallel "H" of Pedro Vicente Maldonado High School in order to determine that the development of the skill of listening through activities like the dialogue and closed caption and the use of technologies of information and communication, contribute in the listening comprehension and therefore in the English language learning. The difficulty
The objective of the present research is to determine the incidence of the evaluation in the academic performance of the students of the ninth years of Basic Education in the subject of English. For this, the strengths and weaknesses of the evaluation were identified as part of the pedagogical, didactic strategies applied, the teacher's performance in the classroom, the interpersonal relationships and the treatment or approach that the teachers of the specialty demonstrate with the students. The research was based on the critical-propositive paradigm. A review of the literature on pedagogical models and its impact on the evaluation of learning was made, to then establish the level of relationship between teacher and student in the teaching-learning process. The modality, type and level were identified with a global vision of cognitive totality and/or of skills, objectives, hypotheses and operationalization of variables. Through a questionnaire, the information was collected and a logical, mathematical and statistical model was established in order to demonstrate the impact of evaluation on learning, taking as a reference the desired and expected frequencies. It was established that Teachers by means of active techniques developed and impacted through the evaluation on meaningful knowledge.
The objective of the present investigation was the analysis of the use of strategies of significant learning in order to stimulate writing in the English language, which affect the development of the writing skill causing low performance and deficient level of knowledge in the students of sixth and seventh years of general basic education. The bibliographic information on significant learning sustains the importance of the use of didactic material in the processes of assimilation and interaction when acquiring educational skills and competences. They facilitate the connection to preexisting mental schematics in order to incorporate knowledge that generates significant learning. The methods used were deductive-inductive, documentary and applied bibliography, which allowed the collection of information through observation sheets. The results showed that the cognitive processes are inadequate due to lack of didactic material to develop and stimulate the writing of the English language. Due to this worksheets were designed and
This paper focuses on examining the application of cognitive methodological strategies and the effective development of listening skill in the English teaching process of the fourth level students room D and E of the Language Center of the National University of Chimborazo. This research had a quasi-experimental design. It is bibliographical, and it has a field and social intervention. The level of research is explanatory, descriptive, and correlational. The population under study comprised of 63 university students whom were divided into control and experimental groups. Taking into account the fact that there is an imbalance in the training of the English language skills within the execution of the educational process, it was made as a theoretical basis for the research. Later, a test and a post-test were applied to the two groups of students. Here, the application of cognitive methodological strategies was experimented in order to verify the relationship between the two variables. It was concluded that the mentioned strategies promote the development of the listening skill, considered by the writers as fundamental in the teaching of the languages.
This paper focuses on diagnosing and determining the number of students who obtained the International Certification of ESOL Examinations of Cambridge University, which was formed in the Extension Modality of the Language Center. For this reason, this study was carried out based on the academic follow up of those students who passed or failed the 8 levels of English. This was done with a total of 680 hours, planned through the dimensions of a new curriculum, designed within the project titled "Strengthening of the Extension Modality in the Language Center at the Higher Polytechnic School of Chimborazo" based on an academic text of Cambridge University. The results correspond to a total of 122 students of 4 promotions that were evaluated by skills and according to parameters established by the staff of the University of Cambridge ESOL Examinations. This, however, enabled us to ascertain the number of certifications recognized by the Common European Framework, obtained by the students in levels A2, B1, and B2. Keywords: Diagnostics, International Certification, Cambridge ESOL ResumenEl objetivo de la presente investigación fue diagnosticar y determinar el número de estudiantes que obtuvieron la Certificación Internacional de ESOL Examinations de Cambridge que se formaron en la Modalidad de Extensión del Centro de Idiomas. Por este motivo, se realizó el seguimiento
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