Artículo Pedagogía de la Lengua y Literatura

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Browsing Artículo Pedagogía de la Lengua y Literatura by Author "Alajo Anchatuña, Alelandra Lorena"

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    El uso de la inteligencia artificial NotebookLM en la comprensión lectora de los estudiantes de bachillerato general unificado
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Stephanie Michelle, Quishpe Sánchez; Salguero Suntasig, Carla Marisol; Alajo Anchatuña, Alelandra Lorena
    Reading comprehension constitutes an essential competence for the development of critical thinking and autonomous learning; however, persistent difficulties are identified in the interpretation, analysis, and evaluation of texts at the high school level. The study is based on the potential of generative artificial intelligence and the construction-integration model to optimize active interaction with various documentary sources. The problem lies in the deficiencies detected at the literal, inferential, and critical-evaluative levels of second-year students at the Oxford Educational Unit, a situation that limits the deep construction of meanings. Given this reality, the general objective of the study was to determine the impact of using the artificial intelligence tool NotebookLM on the reading comprehension of Unified General Baccalaureate students. The methodology adopted a quantitative approach with a pre-experimental design of pretest-posttest type applied to a single group. A census sample of 20 participants was worked with, to whom a structured questionnaire was applied, whose validation by experts and reliability of 0.918 ensured data rigor. The pedagogical intervention was carried out over four weeks through poetic analysis activities mediated by the technological platform. The most relevant results demonstrated a notable increase in literal reading, which rose from 14.5% to 98.3%; likewise, the inferential and critical levels reached 100% effectiveness in the final evaluation phase. Therefore, the implementation of NotebookLM had a favorable and direct impact on strengthening interpretation and textual reflection skills. Consequently, the tool is established as a didactic resource of great potential to transform teaching and learning processes
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    Storytelling digital y reescritura de mitos para el desarrollo de la creatividad narrativa
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-22) Grefa Grefa, Josselyn Mikaela; Alajo Anchatuña, Alelandra Lorena
    This research is based on the growing need to strengthen writing and narrative skills in elementary school students, taking into account the difficulties in comprehension and writing evidenced in national and international assessments, as well as in specific contexts such as the "Santa Mariana de Jesús" Educational Unit. The central objective was to analyze the impact of digital storytelling and the rewriting of myths on the development of narrative creativity in ninth-grade students. The research adopted a quantitative, pre-experimental, single-group approach, using pretest and post-test measurements to evaluate changes in narrative creativity after a pedagogical intervention. The sample consisted of 25 ninth-grade students, and a Likert-scale questionnaire, validated by expert judgment and demonstrating excellent reliability (Cronbach's alpha of 0.920), was administered. The intervention was implemented over four sessions, during which students analyzed and rewrote traditional myths, transforming their narratives into digital stories using the Fliki AI tool. The results showed a significant increase in creativity scores, with the mean rising from 19.64 in the pretest to 43.08 in the posttest, confirming a large (r=0.875) and statistically significant (p<0.001) effect. Therefore, the integration of digital storytelling and myth rewriting significantly enhances the development of creative and narrative skills in students, representing an effective strategy for boosting written production in basic education contexts