Browsing by Author "Pastuña Toaquiza, Jessica Estefania"

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    “Lectura de webcómics y autovaloración de la ortografía acentual”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-20) Pastuña Toaquiza, Jessica Estefania; Tapia Guano, Jenny Mabel; Correa Canteral, Nelly Narcisa
    At school, accent marks are often taught through rules and exercises separated from actual reading and writing situations. This study analyzed changes in students’ self-assessment of practices related to accentual spelling before and after a guided webcomic-reading sequence. The participants were all 14 fifth-grade Basic General Education students from class A at Lenin School during the 2025-2026 school year. The study followed a quantitative approach, was framed within the post-positivist paradigm, and used a one-group pre-experimental pretest-posttest design. A 12-item Likert questionnaire was administered and organized into two dimensions: webcomic reading and accentual spelling. Its content was reviewed by three expert teachers with master’s degrees who were affiliated with the Language and Literature Education program at the Technical University of Cotopaxi. In the pretest, the instrument reached an internal consistency of α = 0.814. The classroom experience took place over three consecutive days, from June 8 to June 10, 2026. Activities combined panel reading, identification of stressed syllables, word classification, and revision of short written texts. The total mean increased from 29.50 to 40.36 points, while favorable results rose from 21.4% to 100%. The difference was statistically significant, t(13) = 5.791, p < .001, and showed a large effect size (dz = 1.548). In this group, the sequence was accompanied by a more favorable self-assessment of the practices examined. The finding should be interpreted cautiously: the questionnaire measured perceptions, and the design did not include a comparison group. Therefore, it does not demonstrate an objective reduction in accentuation errors or allow the change to be attributed solely to webcomic use