Palabras clave
videos
percepciones
lectura
intervención pronunciation
videos
perceptions
reading
intervention
Cómo citar
Resumen
Este estudio examina la extensión en la cual, estudiantes de secundaria mejoraron su pronunciación mediante el uso de videos educativos además recoge sus percepciones sobre el uso de esta técnica. Este estudio se llevó acabo en una institución educativa pública en la ciudad del Cuenca- Ecuador. Sesenta y Cinco estudiantes de noveno grado participaron: 33 estudiantes (15 varones y 18 mujeres) fueron parte del grupo de intervención y 32 estudiantes (15 varones y 17 mujeres) fueron parte del grupo de control. Para este estudio se utilizó un método mixto, reuniendo datos cualitativos y cuantitativos. Los estudiantes tomaron un pre y post test que fueron lecturas en voz alta para evaluar su pronunciación. Al final del estudio, los estudiantes del grupo de intervención respondieron un cuestionario de preguntas abiertas acerca del uso de videos en clase. También, durante las 10 semanas de tratamiento, el grupo de intervención recibió clases con el uso regular de videos, mientras que el grupo de control recibió clases usuales con la investigadora, en este grupo no fueron usados videos. Los resultados finales mostraron que las percepciones del grupo de intervención con respecto al uso de videos en clase, fueron en su mayoría positivas; consideraban los videos útiles, ya que escuchaban la pronunciación correcta, observaban los movimientos faciales lo que les permitía entender mejor la pronunciación. Finalmente, el análisis estadístico de los datos del pre y post test, demostró que hubo una mejora en la pronunciación del grupo de intervención.
Citas
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Derechos de autor 2021 Lorena Reinoso Illescas, Esteban Heras Urgiles