DSpace Comunidad :

Immersive Virtual Reality as a strategy to improve speaking skill in children with Autism Spectrum Disorders Level 1

2026-05-29T18:45:19Z

Título : Immersive Virtual Reality as a strategy to improve speaking skill in children with Autism Spectrum Disorders Level 1 Autor : Monar Carvajal, Gloria Rocío Resumen : Inclusive education currently aims to guarantee equal opportunities and access to quality learning for all students; however, children diagnosed with Autism Spectrum Disorder (ASD) often experience significant difficulties in developing oral communication skills, particularly in foreign language learning contexts such as English, where challenges related to social interaction, attention, and anxiety may limit effective participation. To address this educational gap, the objective of our research was to examine how well Immersive Virtual Reality (IVR) works as a teaching aid to improve English speaking skills in students with ASD Level 1 at Riobamba American High School by 2024. The study used a combination of practical research methods, focusing on clinically diagnosed students with ASD. It included pre- and post-program tests to assess their speaking skills, as well as observation sheets to track their performance, interaction, and participation throughout the process. The study showed clear progress in important aspects of speaking skills, such as pronunciation, and enthusiasm for participating in speaking exercises. Furthermore, when in the virtual reality environment, students paid closer attention and felt less nervous. It turns out that using IVR is an excellent way to help children with ASD speak better by providing a learning space that is organized, engages the senses, and is not overly stressful. It's a good idea for teachers to consider using IVR strategies in their English classes. With some personal adjustments and teaching tips, this can give everyone a better opportunity to communicate and make learning more equitable for students with different learning styles. Descripción : Inclusive education currently aims to guarantee equal opportunities and access to quality learning for all students; however, children diagnosed with Autism Spectrum Disorder (ASD) often experience significant difficulties in developing oral communication skills, particularly in foreign language learning contexts such as English, where challenges related to social interaction, attention, and anxiety may limit effective participation. To address this educational gap, the objective of our research was to examine how well Immersive Virtual Reality (IVR) works as a teaching aid to improve English speaking skills in students with ASD Level 1 at Riobamba American High School by 2024. The study used a combination of practical research methods, focusing on clinically diagnosed students with ASD. It included pre- and post-program tests to assess their speaking skills, as well as observation sheets to track their performance, interaction, and participation throughout the process. The study showed clear progress in important aspects of speaking skills, such as pronunciation, and enthusiasm for participating in speaking exercises. Furthermore, when in the virtual reality environment, students paid closer attention and felt less nervous. It turns out that using IVR is an excellent way to help children with ASD speak better by providing a learning space that is organized, engages the senses, and is not overly stressful. It's a good idea for teachers to consider using IVR strategies in their English classes. With some personal adjustments and teaching tips, this can give everyone a better opportunity to communicate and make learning more equitable for students with different learning styles.

Task-Based Learning to Develop the Speaking Skill in English Learners

2026-04-27T13:47:06Z

Título : Task-Based Learning to Develop the Speaking Skill in English Learners Autor : Sagba Paguay, Joel Alexander Resumen : El presente trabajo de investigación tuvo como finalidad determinar la efectividad del enfoque de Aprendizaje Basado en Tareas en el desarrollo de la habilidad oral (Speaking Skill) en el nivel B1 de inglés, con estudiantes de tercer semestre de la carrera de Pedagogía de los Idiomas Nacionales y Extranjeros en la Universidad Nacional de Chimborazo. Para determinar la efectividad del ABT, se adoptó un enfoque cuantitativo y se empleó un diseño cuasiexperimental de un solo grupo (N=26). La habilidad oral se evaluó mediante una prueba estandarizada de Cambridge B1 Preliminary English Test (PET). Se realizaron análisis comparativos de los resultados de la prueba previa y de la posterior. El promedio obtenido en la prueba previa fue de 4.03, mientras que en la prueba posterior alcanzó 6.03, lo que demuestra un progreso en el desempeño oral. Asimismo, el análisis estadístico mediante la prueba de rangos con signo de Wilcoxon confirmó que la diferencia entre ambas mediciones fue estadísticamente significativa (p < 0.05), lo que permitió aceptar la hipótesis alternativa de investigación. Por lo tanto, los resultados demuestran que el Aprendizaje Basado en Tareas tuvo una efectividad positiva en el desarrollo de la habilidad oral de los estudiantes. Descripción : The purpose of this research was to determine the effectiveness of the Task-Based Learning approach in developing the speaking skill at the B1 level of English with third-semester students enrolled in the Pedagogy of National and Foreign Languages at Universidad Nacional de Chimborazo. To determine the effectiveness of TBL, a quantitative approach was adopted, and a single-group quasi-experimental design (N=26) was used. The speaking skill was assessed using a standardized Cambridge B1 Preliminary English Test (PET). Comparative analyses of the pre-test and post-test results were performed. The average score on the pre-test was 4.03, while on the post-test it was 6.03, demonstrating progress in oral performance. Likewise, statistical analysis using the Wilcoxon signed-rank test confirmed that the difference between the two measurements was statistically significant (p < 0.05), allowing the alternative research hypothesis to be accepted. Therefore, the results demonstrate that Task-Based Learning had a positive effect on the development of students' speaking skill.

Gamification as a Didactic Strategy in the Teaching and Learning Process of English for Learners with Dyslexia

2026-04-22T13:48:28Z

Título : Gamification as a Didactic Strategy in the Teaching and Learning Process of English for Learners with Dyslexia Autor : Gavilanez Sanchez, Marjorie Tatiana Resumen : La enseñanza y el aprendizaje de la lectura en inglés como lengua extranjera representan un desafío en contextos de educación inclusiva, especialmente para estudiantes con dislexia, cuando las estrategias utilizadas en el aula no se ajustan a sus necesidades de aprendizaje. A partir de lo expuesto, el presente estudio tuvo como objetivo analizar la utilidad de la gamificación en el desarrollo de la habilidad lectora en inglés en estudiantes con dislexia del quinto año de Educación General Básica de la Unidad Educativa Nuestro Mundo Eco-Río, ubicada en la ciudad de Riobamba, durante el periodo lectivo 2025-2026. Para alcanzar este objetivo, la investigación se desarrolló bajo un enfoque mixto, mediante un estudio de caso con alcance descriptivo y aplicado. Para la recolección de datos se utilizaron las técnicas de pre-test y post-test, una guía de observación cuantitativa y entrevistas tanto al estudiante como a la docente. Los resultados cuantitativos evidenciaron una mejora en la puntuación total de la lectura, que aumentó de 6 a 8 puntos, así como una disminución de los errores de lectura de 35 a 20 puntos, lo que corresponde a un 42,86%. En cuanto al análisis de las guías propuestas, en las actividades iniciales se obtuvo un desempeño bajo, ya que se incluyeron textos complejos, mientras que en las guías finales la mejora es notable, pues se incorporaron textos fragmentados, apoyos tanto visuales como auditivos y se diseñaron con herramientas tecnológicas como Wordwall, Genially y Educaplay, entre otras. De manera complementaria, los resultados cualitativos muestran que, aunque existen algunas dificultades fonológicas y factores emocionales que afectan el desempeño, la gamificación también aumenta la motivación y la participación en la lectura. En general, los hallazgos permiten concluir que las estrategias basadas en la gamificación contribuyen positivamente al aprendizaje de la lectura en inglés como lengua extranjera. Por ello, se recomienda utilizar estas estrategias adaptadas, integrando recursos multisensoriales, para atender las necesidades educativas de estudiantes con dislexia. Descripción : Teaching and learning to read in English as a foreign language pose challenges in inclusive education contexts, particularly for learners with dyslexia when classroom strategies are not tailored to their learning needs. In light of this, the present study aimed to analyze the usefulness of gamification in teaching and learning English reading skills for learners with dyslexia who take the 5th EGB at Unidad Educativa Nuestro Mundo Eco Rio, located in Riobamba, Chimborazo province, during the academic period 2025-2026. To achieve this objective, the research employed a mixed approach, using a descriptive method, applied type, and a case study. Data collection instruments included pre-test and post-test, a quantitative observation guide, and interviews with both the student and the teacher. Quantitative findings revealed an improvement in total reading skill, with scores increasing from 6 to 8 points, and a notable reduction in reading errors, which decreased from 35 to 20 points, representing a 42,86% decrease. Additionally, the analysis of guides revealed low scores in the initial activities, due to the inclusion of complex texts, and a notable improvement in the final guides, which incorporated fragmented texts, visual and auditory supports, and technological tools. Complementary qualitative results indicated that gamification enhanced motivation and participation in reading, although some phonological difficulties and emotional factors continued to affect progress. In general, the findings suggest that gamification-based strategies positively contributed to the learning of reading in English as a foreign language. Therefore, it is recommended to implement these adapted strategies systematically, integrating multisensory resources to meet the educational needs of learners with dyslexia.

The usage of Montessori Method to develop of Oral Production of English

2026-01-30T14:33:04Z

Título : The usage of Montessori Method to develop of Oral Production of English Autor : Rea Amboya, Marley Dennis Resumen : La deficiencia de la habilidad del habla en el proceso de aprendizaje de una lengua extranjera, como es el inglés, ha sido muy notoria en diferentes contextos educativos. La presente investigación tiene como objetivo analizar la eficiencia del uso del Método Montessori para el desarrollo del habla en estudiantes de la Unidad Educativa Combatientes de Tapi, quienes se encuentran cursando 7mo de Educación General Básica. Esta población ha sido seleccionada debido a que el nivel de adquisición del idioma mantenía debilidades en la producción oral. Se implementó un diseño de investigación mixto, cualitativo y cuantitativo, y se utilizaron diferentes instrumentos, el primero fue la prueba oral diagnóstica, la cual está enfocada en preguntas sobre las actividades diarias, la misma que fue calificada a través del uso del segundo instrumento, la rúbrica de evaluación. Del mismo modo, se impartieron clases enfocadas en el método anteriormente mencionado, se utilizaron materiales didácticos y actividades lúdicas que ayudaron a los estudiantes en diferentes destrezas, para este paso se utilizó el tercer instrumento, el mismo que consistió en un “diario semanal”, el cual servía para la recolección en detalle de información, como experiencias, actividades y el desempeño de los estudiantes y docentes. Éste estudio concluyó con la aplicación de la misma evaluación tomada al principio, para poder calcular cuál fue la efectividad del método, resultado que fue satisfactorio, no solo en la habilidad de habla, sino también en pronunciación, vocabulario y gramática. Descripción : The deficiency of speaking skill on the learning process of a foreign language, like English, has been very noted in different educative contexts. The present research has as objective analyze the effectiveness of the Usage of the Montessori Method to development of speaking in students at Unidad Educativa Combatientes de Tapi, who are attending 7th of Elementary Education. This population has been selected due to the fact that the level of language acquisition-maintained weaknesses on the oral production. A mixed research design was implemented, qualitative and quantitative, and various instruments were used, the first was oral diagnostic test, which is focused on clue questions about diary activities, it was scored through of the use of second instrument, the evaluation rubric. Likewise, classes were given focused on the method previously mentioned, didactic materials and ludic activities were used, that help students in different skills, for this step was used the third instrument, the same that consisted on a “weekly journal”, which served for detailed recollection of information, as experiences, activities and students and teachers performance. This study was completed with the application with the same test taken on the start, to calculate what was the effectiveness of method, result that was successful, not only in the oral skill, if not also on pronunciation, vocabulary and grammar.