Browsing by Author "Sandoval Vizuete, Estuardo Vladimir"

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    “Didactic Strategies Based on ChatGPT to Improve the Reading Skills of A2.2 Level Students”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Chango Garcia, Amira Paola; Lugmania Borja, Kristin Dayane; Sandoval Vizuete, Estuardo Vladimir
    Artificial intelligence is transforming educational contexts, providing innovative tools for language learning and instructional design. The objective was to analyze the effectiveness of using ChatGPT to improve the reading skills of A2.2 level students in the English Major of the National and Foreign Language Pedagogy program at the Technical University of Cotopaxi. A quantitative descriptive methodology was applied, involving a purposive sample of twelve students. The intervention consisted of five didactic sessions, during which five ChatGPT based strategies scanning, guided reading, vocabulary support, prompt creation, and interactive questioning were implemented to strengthen both literal and inferential reading comprehension. Pre-test and post-test assessments, administered through Google Forms, revealed a notable improvement in students’ reading performance: the average score for literal comprehension rose from 6.5 to 9.83, and inferential comprehension increased from 5.17 to 9.67. These results analyze that ChatGPT fosters autonomous learning, critical thinking, and personalized feedback. The findings underscore the pedagogical value of integrating AI into language education, highlighting improvements in student motivation, engagement, and digital literacy key components for developing more effective and learner-centered teaching practices.
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    Students’ perceptions of the use of ChatGPT in writing skills
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-13) Astudillo Pillo, Gladys Alexandra; Masabanda Tipan, Yulisa Elisabeth; Sandoval Vizuete, Estuardo Vladimir
    The research explored the perceptions of 32 students at the Technical University of Cotopaxi regarding the use of ChatGPT as a writing support tool in English. While pre- and post-tests were used to observe performance trends, the central objective was to analyze student attitudes toward the usefulness of AI in generating ideas, providing accurate feedback, and improving the writing process. Through descriptive statistics and surveys, the findings indicate that most participants perceive ChatGPT as an effective assistant for organizing ideas, improving grammar, and expanding vocabulary. Students highlighted the immediacy of the feedback and the increased confidence it gave them when starting tasks, valuing the ability to compare their original work with improved alternatives. This fostered more active revision and a clearer understanding of grammatical patterns. Although a minority expressed concerns about technological dependence and the need for teacher verification, the results reveal a predominantly positive perception. It is concluded that ChatGPT functions as a valuable complementary educational resource that, under pedagogical guidance, strengthens the autonomous development of writing in a second language