Efecto de actividades comunicativas en la motivación de aprendices del inglés: un caso de estudiantes en la región amazónica del Ecuador AbstractThis study sought to shed light on the relationship between communicative activities and their impact on students' motivation to learn English as a Foreign Language (EFL). A total of 180 senior high school learners (86 male and 94 female) and 8 EFL teachers in a town of the Amazon region of Ecuador completed a questionnaire. A sample of these students and all of the teachers participated in a face-to-face interview. Both instruments were applied to obtain data concerned with use of communicative activities in the classroom and their relation with motivation. The data gathered was analyzed using a mixed-method approach, comprising quantitative and qualitative methods. Results showed that students and teachers believe that communicative activities are motivating. Furthermore, students feel highly motivated when participating in communicative activities because these enhance their fluency, pronunciation, and performance in the use of English in a realistic and enjoyable way since students are confident when they help each other during interaction in activities.
Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in the towns of Zamora and Yantzaza. The participants included 188 students between the ages of 15 and 18 years, and 10 English teachers in the area. This study was conducted using a mixed-method (quantitative and qualitative) approach. The instruments to collect information were students' and teachers' questionnaires, teacher's interviews, and observation sheets. In addition, the Cambridge English Unlimited Placement Test was applied in order to determine the students' English proficiency level of listening and speaking skills. The findings revealed that the completion of exercises based on a listening passage and dialogues were the most frequent activities used by students to practice listening in the classroom; meanwhile, dialogues and repetition drills were the most frequent activities applied to develop speaking. With respect to extracurricular activities, listening to English music with lyrics, watching videos, discussions, and conversations with native speakers were most frequently suggested for enhancing listening and speaking. Among the resources, audio CDs and textbooks were the most frequent aids to prompt listening and speaking activities.
Objective. To evaluate the reactogenicity of the SPUTNIK V vaccine in post-vaccinated 6th year Medicine students who carry out their care practices in the Autonomous Teaching Service of the Central Hospital of Maracay-Venezuela. Period February 2021- February 2022. Materials and methods. Prospective, evaluative, cross-sectional study. Medicine students were recruited, between 21 and 35 years of age who carried out their internships in the Autonomous Teaching Service of the Central Hospital of Maracay. The most important study variables were: The Sputnik V vaccine and the adverse reactions, evaluated using the anamnesis in an epidemiological consultation after the first 24 hours following the administration of the first dose, and 21 days later, 24 hours after the second dose of the vaccine in the same group. A medical file, validated by three experts, was used. Descriptive statistics, frequency tables and graphs were applied. Results. The predominant age group is between 21-25 years of age, 45 (81.82%) female, 37 (67.27%), 46 (83.67%) from the state of Aragua. The vaccination interval between doses was 3 weeks. The most frequent adverse reactions in the I dose: fever (83.64), malaise (58.18), headache (47.27) and myalgia (43.64%) that decreased significantly in the II dose. (16%) did not show reaction in I and (60%) in I. Conclusion. The post-vaccinated population is young. When receiving the first dose of the vaccine, more adverse reactions appeared than in the second. This is due to activation of the immune system (humoral response against COVID-19).
The limited presence of the natural sciences in school, and the non-systematic teaching of its contents, is part of a school tradition in many of the primary educational institutions in Argentina. During 2015 Primary schools in the city of Bariloche received laboratory materials from the Natural Science for All Plan at the Elementary level. In most schools this material is not used. This is due, to a large extent, to some inertia and insecurity in teachers. Therefore, the Chemistry teacher training career of the University of Rio Negro (UNRN) created the program "Teacher support in the use of science laboratory in primary schools in the city of Bariloche" The objective of this program is that students of the last years of the Chemistry teacher training career accompany teachers of public elementary schools in the planning and execution of experimental activities, in particular teachers of the schools of popular sectors of the city.These activities use the laboratory materials received to show how crystals grow. Since the IYCr, the Argentine Association of Crystallography (AACr) has worked in a permanently in the training of teachers of the area. The graduate students that form this program received training through their participation in a course on the topic of crystal growth, in cooperation with the Argentine Association of Crystallography. Experimental activities were carried out on 18 classrooms in 11 elementary schools, and were attended by more than 400 students. Fundamentally, experimental crystal growth activities were performed with: sugar crystals (in brochette sticks: sugar sticks), borax (egg shell geodes), copper sulphate (figures in pipe wires), salt (columns of salt) and crystals of alum. Student participation was focused on the promotion of scientific procedures and competences such as: systematic observation, hypothesis formulation, experimental design, variable identification and control, data recording and conclusion extraction and modeling. The implementation of all these procedures with elementary students were feasible with the help of the teacher and, in this case, the UNRN students. The intervention of the university students was a positive stimulus for the concrete realization of the activities and, in addition, contributed to: (a) improving the didactic sequences, (b) incorporating the use of videos and (c) with the naked eye and with the use of microscopes, common and digital (USB microscopes). It also caused a remarkable motivation and participation of the elementary school students. Although the demand that gives rise to this program is very broad, and exceeds its possibilities, a step has been taken in the right way. The interest and participation in experimental activities and in the use of the laboratory, both of teachers and students of elementary school, and in several cases of the school management team have been encouraged. From the primary teacher appraisal of the experience an increased confidence and knowledge appear as learning asset, encouraging teachers to continue applyi...
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