Tesis - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

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Browsing Tesis - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Subject "ANSIEDAD"

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    “Motivational factors in learning english in EFL context”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Tovar Baños,Belén Briggith; Yaguarzhungo Chanaluisa, Juan Norberto; Romero Palacios, Amparo De Jesús
    This study focused on analyzing the motivational factors involved in learning English as a foreign language (EFL) among fourth-semester students of the Pedagogy of National and Foreign Languages (PINE) career at the Technical University of Cotopaxi, located in Pujilí, during the academic period from February to August 2024. The research targeted 29 English major students. Adopting a quantitative approach and a descriptive research design, data were collected using a survey derived from Gardner's Attitude/Motivation Test Battery (AMTB). It included 30 questions relevant to the study's objectives, using a 6-point Likert scale with numbers. The results indicated that intrinsic motivation, with dimensions of personal satisfaction and confidence in learning English, showed a positive trend of 84%. On the other hand, extrinsic motivation, represented by dimensions of parental support, job opportunities, peer influence, and appreciation of English-speaking cultures, showed a positive trend of 82%, while the anxiety factor presented a negative trend of 83%, with high levels of anxiety impacting the English learning process. Thus, intrinsic motivation exhibited a predominance of 33.4% over extrinsic motivation at 32.7%, with both factors being the most influential in English learning, in contrast to anxiety, which had a significant negative influence of 16.7%. Based on the results, it is suggested to explore the influence of intrinsic and extrinsic motivation on engagement and learning outcomes in EFL. It is also recommended to conduct a comprehensive study examining additional linguistic and academic factors. Finally, specific causes of anxiety among fourth-cycle PINE students should be investigated to develop effective interventions.
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    “Pre-service teachers’ anxiety during pre-professional practices”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Gutierrez Mendieta, Madelin Magdalena; Romero Palacios, Amparo De Jesús
    As pre-service teachers move from university classrooms to actual teaching settings, they face various stressors that can significantly affect their confidence, performance, and well-being. This study focuses on identifying the factors of anxiety among pre-service teachers during their pre-professional practices in EFL in the students of seventh semester from the Cotopaxi Technical University. Employing a qualitative research approach, the study uses a standardized scale called “The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability” to know anxiety factors. The questionnaire was completed by 48 pre-service teachers to gather data. The findings reveal that common anxiety sources such as teaching inexperience, lack of student interest, self-perception of language proficiency, fear of negative evaluation, and difficulties with time management, with this results it found that exists anxiety in the pre-service teachers with a low level. The research suggests that teacher should integrate strategies to address pre-service teachers' anxiety. Teachers in educational institutions can improve the training experience, leading to more competent and confident future educators. The study also advocates for greater awareness and proactive support systems to reduce pre-service teachers' anxiety, thereby enhancing their educational outcomes and future effectiveness as educators.
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    Speaking anxiety in oral production of the english major undergraduate students.
    (Ecuador: Pujilí: Universidad Técnica de Cotopaxi; (UTC), 2024-03) Valdivieso Quinaluisa, Marjorie Gissela; Rosero Menéndez, Jorge Luis
    La ansiedad durante la producción oral es un problema común que se presenta con frecuencia en los estudiantes el cual causa mucha inseguridad al querer expresarse, siendo más común durante el aprendizaje de una lengua extranjera, resultando ser un desafío para los estudiantes, lo que influye en su aprendizaje y desarrollo de la producción Y comunicación oral. Por lo que, esta investigación tiene como objetivo identificar los factores que influyen en la ansiedad en la producción oral de estudiantes de quinto ciclo de la carrera de Pedagogía de Lenguas Nacionales y Extranjeras de la Universidad Técnica de Cotopaxi en el periodo 2023-2024. La metodología aplicada es cualitativa, de tipo descriptiva, la muestra estuvo constituida por diecinueve estudiantes de la carrera de Inglés, quienes compartieron sus percepciones sobre cómo la ansiedad puede afectar el aprendizaje y correcto desarrollo del inglés al hablar. Las técnicas utilizadas para recuperar información fueron la entrevista y observación, los datos obtenidos fueron analizados mediante triangulación, que consiste en reducción de datos, visualización de datos y extracción y verificación de conclusiones. Los resultados más importantes de la investigación muestran que los estudiantes presentan ansiedad ante la producción oral debido a: miedo a hablar frente a la clase, la personalidad y actitud del docente que no permitió un correcto desarrollo de la producción oral. Por otro lado, la influencia de aprender un nuevo idioma y el ser juzgados por sus pares. También se determinó que tanto el docente como los estudiantes contribuyen a la existencia de estos factores provocando que tengan miedo a expresarse y eviten la producción oral. Las repercusiones de estos factores repercutieron fuerte en cada uno de los estudiantes donde sintieron que lo que decían no era suficiente e incluso que profesores y compañeros los subestimaban. Para afrontar estos factores de ansiedad en el momento de la producción oral, algunas intervenciones son realmente importantes. Por ejemplo, establecer una mejor relación y respeto al momento de la producción oral evitando que existan burlas, tener clases más interactivas y seguras para que puedan desempeñarse correctamente en el momento de la producción oral, en definitiva, promover un mejor aprendizaje y rendimiento académico dentro y fuera del salón de clases.
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    “Speaking anxiety on speaking interaction during e-tandem sessions”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Real Delgado, Leslie Alejandra; Romero Ramos, Camila Zulay; Cando Guanoluisa, Fabiola Soledad
    Anxiety in foreign language learning can significantly impact students' communicative performance. E-tandem sessions, which involve interaction with native speakers in a collaborative environment, offer valuable opportunities for language practice and exposure to real-life communication scenarios but can also induce anxiety. This study aims to analyze speaking anxiety in students during the 2023 E-tandem sessions at the Technical University of Cotopaxi (UTC). It is a descriptive, quantitative, and exploratory study. Those describe and investigate anxiety levels in English as a foreign language (EFL) in oral interaction during E- tandem sessions. The instrument Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz was used and adapted to the E-tandem context. It includes 32 items to gather data from 124 students across the fourth to seventh semesters. The analysis was conducted using SPSS, calculating the mean anxiety levels per item, student, and English proficiency level. The results indicated that most students experienced moderate anxiety, with a minority displaying low levels. Significant contributors to anxiety were identified as lack of confidence, fear of making mistakes, and confusion. However, student motivation was found to have a positive effect in alleviating anxiety. Interestingly, students with higher English proficiency levels tended to exhibit greater anxiety than those with lower proficiency. These findings underscore the importance of addressing and managing anxiety to optimize communicative performance and enhance the overall learning experience in E-tandem sessions.