Uso de historias ilustradas basadas en inteligenci= as múltiples con estudiantes universitarios.

Using illustrated stories based on multiple intelligences with university student= s

=

= Gilma Alexandra Gordillo Obregón.[1= ], Ángel Paul Obregón Mayorga. [2= ], Mónica Alejandra Logroño Becerra. [3= ] & Edgar Eduardo Heredia Arboleda. [4= ]

Recibido:08-02-2020 / Revisado: 28-02-2020 /Aceptado: 17-03-= 2020/ Publicado: 04-04-2020

         &= nbsp; Abstract.        &= nbsp;           &nbs= p;                   =    DOI: https://doi.org/10.33262/cienciadigital.v= 4i2.1210

=

The main objective of developing this research article is to publicize the real and didactic use of illustrated stories as a didactic instrument in University Education classrooms, following an easy, appropriate and creative way and i= dea to learn English that you could use in any content in the English learning process. The use of illustrated stories in a university English classroom w= ill favor all those who are in it to create a correct atmosphere for the development of motivation, critical thinking by Atkinson (1997), and meaningf= ul learning in Espoch university students. It is so because of this foundation that illustrated stories can be considered as a creative way of connecting student learning with society and with their real life.

All over this article, we will discover the impera= tive characteristics and features that may happen in the English language learni= ng process. We investigate the benefits of using illustrated tales in universi= ty students’ learning that can be settled working with multiple intelligences (MI), with artistic illustrated tales for the teaching of the English language as a didactic supply inside and outside the classroom, the ones that they will encourage the motivation, interest, and control in students. To settle, an illustrated tale was applied into an English teachi= ng hour class in university education level to take all the important data to = be investigated and to be evaluated into this research article with the import= ant work and help of the students from the university Escuela Superior Politécnica de Chimborazo in the Renewable Natural Resources Career = of the fourth semester during an English Subject II day of class in Tunshi- Ecuador to show the real importance of illustrated tales to improve Multiple intelligences and university students’ learning approach based in the English learning process in university students.

Keywords: Multiple intelligences, Reading, University Education, Illustrated tales, Learning.

Resumen.

El objetivo principal de desarrollar este artículo de investigaci&oacut= e;n es dar a conocer el uso real y didáctico de los cuentos ilustrados c= omo un instrumento didáctico en las aulas de Educación Universita= ria, siguiendo una manera y una idea fácil, adecuada y creativa para apre= nder inglés que podría usar cualquier contenido en el proceso de aprendizaje del inglés. El uso de cuentos con ilustraciones en un au= la de clase universitaria de inglés favorecerá a todas las perso= nas que están en ella para crear una atmósfera correcta para el desenvolvimiento de la motivación, el pensamiento crítico propositivo y del aprendizaje significativo en los estudiantes universitari= os de la Espoch. Es así por este fundamento que, los cuentos ilustrados pueden considerarse como una forma creativa de conectar el aprendizaje del alumno con la sociedad y con su vida real. A lo largo de este artícu= lo, descubriremos las características imperativas y que pueden ocurrir e= n el proceso de aprendizaje del idioma inglés. Investigamos los beneficios del uso de cuentos ilustrados en el aprendizaje de estudiantes universitari= os que se pueden resolver trabajando con inteligencias múltiples (MI), = con cuentos artísticos ilustrados para la enseñanza del idioma inglés como una fuente didáctica dentro y fuera del aula, los= que ellos fomentarán la motivación, el interés y el contro= l en los estudiantes. Para resolverlo, se aplicó un cuento ilustrado en u= na clase de horas de enseñanza de inglés en el nivel de educación universitaria para tomar todos los datos importantes que se investigarán y evaluarán en este artículo de investigación con el importante trabajo y la ayuda de los estudiante= s de la Escuela Superior Politécnica de Chimborazo en la Carrera de Recur= sos Naturales Renovables del cuarto semestre durante un día de clase de asignatura de inglés II en Tunshi- Ecuador para mostrar la importanc= ia real de los cuentos ilustrados para mejorar el aprendizaje de estudiantes universitarios.

Palabras claves: Inteligencias múltiples, Lectura, Educación universitaria, Cuentos ilustrad= os.

<= span lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language:SI-LK'= >Introducción.

Today the imperative importance and = the use of the English language all over the world has turned into a compulsory= required and a prodigious challenge in a multifunctional, professionalized and globalized world for individuals. Without the use of it, communications, technology or science among countries and cultures might be problematic, be= ing a limitation and a negative point of view for the expansion in the professi= onal life. It is also for many other more causes that English language has been acquired much use inside normal life in the planet and for obvious reason in Ecuador and in the curriculum for the University Education for the developm= ent of the future young professionals in all nations around the globe. The Engl= ish Language is mainly used in communication, technology and education to form global thinkers in an integral organizational dialectal, consequently cheer= ing undergraduate and graduates a hopeful future. On behalf of this reason, the instruction of the English language is one of the most imperative topics to impart in order to yield solid bases from the very first ages of education = and after the University Education teaching.

Even though it is known that Spanish-speaking peop= le have some limits to study English with a higher level, the present resea= rch article tries to analyze these limits in education to highlight the pra= ctice of illustrated tales in the English language teaching as a supply and= educational material inside the classroom in University Education. This re= search might be optimistic to reach a significant knowledge of another lang= uage and should stay motivational for students. It has to be known that mos= t students from all levels of English like illustrated stories because they= can be connected to their daily exists. The practice of illustrated storie= s in class in University Education will be emphasized by its simplicity, ad= aptability in didactic matters, creating many talkative, linguistic and cre= ative abilities, consequently increasing scholar’s motivation and the= learning process that<= span lang=3DEN-US style=3D'font-size:12.0pt;line-height:115%;font-family:"Times = New Roman",serif; color:#000066;mso-ansi-language:EN-US'> it is a great point of int= erest for all teachers of lan= guages in the field of teaching, taking the vision proposed by Santos (1999),= in which he highlights that:

"All teachers are interested in deepening their knowledge of the learning proces= s, that is, in psycho-affective, social, educational factors, etc. that affect this process; since the more we know about this process, the better we will= be able to guide teaching, in the sense that it contributes to speeding up and facilitating the use of the new language”.

The present article is developed int= o 5 sections and it is organized as it is clarified below. The first sections define the purposes that considers reaching with the application of illustr= ated tales as a didactic material instrument inside an English classroom in the English subject in the University Education in the University of the Escuela Superior Politécnica de Chimborazo in Ecuador. The article involves = the Literature review, which was built on the significance of Multiple Intelligences and with an educational and communicational sphere. An additi= onal important point emphasized in the Literature review is the theme that treat= ies with the obstacles that Ecuador faces with English in the University Educat= ion, the diverse methodological issues that had run the Ecuadorian nation to cultivate a second language and bilingual projects in English. Subsequent t= his, the features of illustrated tales as an instrument for English teaching education in university and as a final point thinking on the significance of the practice of illustrated tales in the University classroom and as well as inside the curriculum of University Education in Ecuador. It is also clarif= ied the process of the use in class with the illustrated tale and what the stud= ents will develop with the use it in a university hour class. Likewise, it establishes the contents and goals to be accomplished with the use of an illustrated story. In one of the last sections, it contains the explanation= of the application of the illustrated tale in class and example activities der= ived from it, within a one-hour class with the students of the fourth semester of the Escuela Superior Politécnica de Chimborazo in the Renewable Natu= ral Resources Career during the English normal hour class. Within this stage, important data were obtained to perform the subjective and numerical statistical research of the investigation to get conclusions and to measure= the real impact of the illustrated tale with the students in the university education in the Renewable Natural Resources Career.

The tangible purpose of this research article was to verify that the use of illustrated tales in university educa= tion produces more motivation and a better individual development in the English learning process, as well as a development in the vocabulary and reading of each student; it confirms the benefits of using a tool like this inside the university classroom. However, it is important to remark that the results in this the research article reflect only in the level of the Espoch’s students who helped with their participation in this research, therefore the results produced in this sampling cannot be generalized being this is a limitation along with the level of English of each university student, and = the previous knowledge that will always be varied. This research article answer= ed the following questions of investigation:

·  &n= bsp;      Do they produce more motivation and meaningful Eng= lish learning with the use of readings with illustrations rather than without the use of illustrated stories?

·  &n= bsp;      Are there more benefits in the use of illustrated tales in the development of meaningful English language learning in the students than readings without illustrations?

Justification of the probl= em

The demands that a nation and a pers= on has when is living in a globalized world have made the most spoken language= in the world English. The Ecuadorian university must allow students to become people proficient of developing professionally throughout the world by teac= hing this important language from the first years of school. Worldwide knowledge= is published in this language and that is why future professionals must develop English language 4Cs bases on , the multiple intelligences (MI) proposed by Howard Gardner (1983) in a better w= ay to have better chances of achieving professional success. The community, so= cial, cultural and economic problems in Ecuador have made the quality of universi= ty teaching of the English language well below the basic standards of the world for many years. As of the reform of the constitution of 2011.

On August 2011 according to law 011-0074, all students must receive five hours of English a week and the language must be taught from the first years of studies in which new standa= rds were introduced to improve the quality of teaching and learning within university classrooms. Reversed methodologies have been developed for many years and that is why the present investigative article will serve as a gre= at help for both professors and university students to investigate a didactic method to break with these ancient repetitious and open methodologies within the university classrooms to allow a better learning in any of the 4Cs of t= he English language. Global communication at the specialized level is a very important fact because if you acquire the English language you can be communicating with the eighty per cent of the world population, this being a competitive advantage for the rest of the professionals inside and outside Ecuador. The application of this motivating and didactic tool will help to break teaching styles and highlight what can be more visual and motivational methods for teaching university students in Ecuador. The insipient use of teaching tools in university classrooms in the teaching of the English Lang= uage makes the article a great help in creating a creative base to develop new teaching and learning tools at the level of higher education.

Metodología

To talk about the methodology used to develop this research article it has to be mentioned the model of multiple intelligences presented by Howard Gardner (1983), the one that took big importance into the article using the Verbal-linguistic intelligence using illustrate tales as a didactic material and to produce outputs that encloses oral and written language, such like an example the written essays, role pl= ays, etc.

The article applied the reading appr= oach for the gaining of vocabulary taken more importance the grammatical rules a= nd. This methodology builds on the expansion of the reading skill and it is bei= ng practiced with university students.

As a first step to form several rese= arch sets for the practice of reading with illustrated stories, the students gav= e a placement assessment in which the mastery of the four English language skil= ls was assessed. This test also assessed all the 4Cs, reading and English leve= l by counting the number of words produced by the students; this test was produc= ed by Larsen-Freeman (1978). Once the activity of reading and written evaluati= on with the students were completed, they were placed into two categories base= d on the results obtained in the written placement test; Students with a written comprehension and production of more than 150 words were put to the intermediate category, while students with a written comprehension and production of fewer than 150 words were assigned to the beginners category.=

One student from each category was selected to form six groups of three and two students. The groups were categorized as follow= s: Group A, three students, Group B three students, Group C three students, Gr= oup D three students, Group E three students, Group F two students. Three groups were selected to take part in writing activities with the illustrated tale, while the other half participated in writing activities without the illustr= ated story. Each week, each group changed to a different illustrated story by performing their writing activity with an illustrated story and, without an illustrated story, and vice versa, until completing the writing process for= one month activity based on Avila (2015), studies in where it is specified the optimistic influence of applying original events such as creative writing and screenwriting= on enhancing EFL learners. The students used their English portfolios to colle= ct evaluated essays with the illustrated stories and without illustrated stori= es. In both activities, students wrote in groups an English essay based on a particular English content and about important information about the tale. = Each group was given fifteen minutes to organize and exchange ideas, fifteen min= utes to write a draft and thirty minutes to write the final essay, in total one sixty minutes. The two groups of students met three days a week for a month= and spent two hours each day as a virtual class writing their assigned composit= ions in a total of twenty hours of teamwork for the whole week.<= /span>

To measure writing fluency by essay this study considered the method proposed by (Larsen-Freeman, 1978) and (Henry, 1996),= as well as the method that calculates the length of production unit proposed by Wolfe-Quintero et al., (1998) and measuring the lexical complexity using abased measure system proposed by = (Ai, Haiyang and Lu, Xiaofei 2010). According to (St= ein, Bernas, and Calicchia 199= 7) students become more reflective of their learning process during a group writing activity because they design a source of knowledge during the plann= ing, discussion and negotiation of opinions.

Resultados

                 =             &nb= sp;        Practice of English Readings

         =             &nb= sp;            =             &nb= sp; Graph 1. Practice English rea= dings

As shown in the statistical graph 1 = with 100%, any student in the classroom practice English readings with 17 studen= ts of the total of the students of the class. This information allowed understanding the negative antecedent of the students for the practice of English readings.

Motivation with non- illustrated tales<= /span>

        =             &nb= sp;            =             =

   <= /span>

        =

Graph 2. Motivation with n= one illustrated tales

As it is presented in the statistical graph 2 with 100%, any student in the classroom like to read in English readings with 17 students of the total of the students of the class. This i= nformation allowed concluding that there is a negative antecedent in the students with= the likeness of English readings.

        =             &nb= sp;                   =    Motivation with illustr= ated tales

                 =           =

        =                            =             &nb= sp;    Graph 3. Motivation with illustrated tales

As shown in the statistical graph 3 = with the with 100% of yes answers in students showed the motivation produced by = illustrated tales in the students in comparison with the tales without them with the 0%= of motivation. This information allowed concluding that the use of an illustra= ted tale is a good didactic tool to elevate the motivation to read and to learn English for university students with a motivation range after the applicati= on of super motivated 5.88%, very motivated 29.41%, motivated 58.82%, little motivated 0%, and nothing-motivated 0%. On the other hand, the tales with no illustrations did not motivate the students in any way with 0% and all the levels of motivations above described.

        =             &nb= sp;            =        Skills developed with none illustrated tales

        =             &nb= sp;

            =             &nb= sp;  Graph 4. Opinion about the develope= d of English skills with illustrated tales

Graph 4 shows that the opinion of the 17 students the 100%, of them think that illustrated tales help in the development of writing and in the process of learning. Th= e other percentages are less than 50%, which makes to conclude that they are not benefits to be taken for the English learning process.

        =             &nb= sp;            =           Skills developed= with non-illustrated tales

<= /span>        =             &nb= sp;            Graph 5. Opinion about the developed of English skills with none illustrated tales <= /p>
As shown in the statistical graph 5,= about the use of tales with no illustration in the statistic graph 5, it is shown= the students opinion about the tales with no graphics or illustrations. These percentages are also important and relevant to be an outstanding help in the development of the writing with 94.12%, less than the illustrated tales is,= but also important. The second important percentage is the help in the learning process with an 88.24% important data that also is less than the use of the illustrated tales, but to be more than 50% as an important conclusion to be taken in the use of the tales with no illustrations in class. The other proportions like speaking, pronunciation, and listening are less than 50% w= hat gave us the conclusion that they are not benefits to be taken as a help for= the English learning process with this tool.

Development English with Illustrated tales

        =             &nb= sp;      Graph 6. Conclusion of the developed of English skills with illustrated tales in class

As shown in the statistical graph 6, 100%, of the student in the classroom thought that reading, writing and vocabulary were the aspects of English that they have developed individually with the application of illustrated tales in class. The evidence allowed to determinate the positive and real acceptation of illustration tales as a didactic tool to improve English teaching and learning in special in these three aspects of the language the reading, writing and vocabulary. The other proportions like speaking, grammar, pronunciation, and listening are less t= han 50% what gave us the conclusion that they are not benefits to be taken for = the English learning process with this tool.

        =             &nb= sp;            =     Development of English with non-illustrated tales<= /p>

        =                  =     Graph 7. Conclusion of the develope= d of English skills with non-illustrated tales in class

As shown in the statistical graph 7 = in which shows that the 100%, of the 17 students in the classroom thought that reading and vocabulary were the aspects of English that they had developed individually with the application of tales with no illustrations in class. = The students' opinion is evidence allowed to determinate the positive and real acceptation of illustration tales as a didactic tool to improve English teaching and learning in special in these two aspects of the language the reading, writing and vocabulary. In comparison with the percentages of the application with illustrated tales, the students have more acceptation when they used tales with illustration rather than no graphs inside. The other proportions like speaking, grammar, pronunciation, and listening are less t= han 50% what gave us the conclusion that they are not benefits to be taken for = the English learning process with this tool.

Grading assessment output = with illustrated tales and non- illustrated tales

        =

   &n= bsp;            = ;           Graph 8. Out-put Grading arithmetic= mean and media with illustrated and non-illustrated tales

As shown in the statistical Graph 8,= in which shows that it can be settled after qualifying the written task four t= imes during one month that the Arithmetic means of the student’s assessmen= ts is 9 out of 10 points with the use of illustrated stories and 7 out of 10 points with the use of non-illustrated stories. With these results, it is s= hown that the use of illustrated stories improved academic performance in a bett= er way, obtaining the best grade with the use of illustrated stories. The percentage of improvement of the stories not illustrated is also important = and positive, but comparing between the use of illustrated and non-illustrated stories, the first results a greater benefit in academic performance obtain= ing better grades with an arithmetic media of 8.83 out of 10 points a comparison with the non-illustrated stories with 8 out of 10 points. To close, the arithmetic media obtained a greater positive difference in comparison with = the practice of illustrated stories with a 9 out of 10 points compared with a 7= .5 out of 10 points with the use of stories without illustrations, coming to understand that the use of illustrated stories helped students in a better = way.

In addition, it can be settled after qualifying the written task four times during a month that the Statistical = Mode with a 9 out of 10 points with the use of illustrated stories and 7 out of = 10 points with the use of non-illustrated stories. By these results, it is sho= wn that the use of illustrated stories improved academic performance in a bett= er way, obtaining best grades over 10 points with the use of illustrated stori= es. The percentage of improvement of non illustrated stories is also important and positive, but comparing between the use of illustrated tales and non-illustrated stories, the first results provided a greater ben= efit in academic performance obtaining better grades using an arithmetic mean of 8.83 over 10 points in comparison with the non-illustrated stories with 8 o= ut of 10 point. To complete, the Arithmetic Media obtained greater and a posit= ive difference using illustrated stories with 9 out of 10 points compared with = 7.5 out of 10 points with the use of stories without illustrations, coming to understand that the use of illustrated stories in class helped students bet= ter.

The Chi-square test was performed to verify important data such as a level of significance of the variables havi= ng a 0.01 or 1%, with a degree of freedom of 1, a level of significance of 95%, a parametric value of p of 0.09 and a critical value of 1.96. With this information, we can conclude that the use of illustrated stories directly influences the process of English teaching-learning and the different multi intelligences in the university students studied.

Discussion<= /span>

The highest determination of this article is to include the university student’s contribution in their learning proce= ss in a motivating way and stimulating their knowledge with their sense of rig= ht and wrong to learn through the reading with illustrated tales. Thus, the research article was founded on a communicative didactic methodology with t= he use of illustrated tales, in which teachers turn on their role applying a <= span style=3D'color:#001133;background:white;mso-bidi-font-weight:bold'>Competen= cy-Based Language Teaching&nbs= p;(CBLT) which are proposed by Richar= ds & Rodgers (2001), to support the English learning process founded in the language and the content, where the main aim of use of the illustrated tale was to develop the university student’s skills and t= heir multi intelligences, to elevate the learning process in university students.

The combination of a didactic tool s= uch as illustrated tales with an example communicative written outcome approach= and the Multiple intelligences have been useful to elevate the learning process= in the university students in fourth semester of the Escuela Superior Politécnica de Chimborazo in their First level of English in Ecuador= and also it is a great useful educational tool in the English teaching process = in the university education.

This investigation also used a written activity, w= here the teacher presented a written task to put in action utility of the illustrated tales proposed by Cofer, Appley (1964), in their theory of motivation with the university students= as an outcome task. Any output formulated on English content is a great help f= or learners during the process of learning better English. The future task has= to be based on important information from the tale applied in class. Many activities originated from English content can be developed with illustrated tales, in which each student has the same opportunity to learn and to devel= op their own multiple intelligences learning processes in a different way.

Talking about illustrated tales to develop the 4Cs, (MI) multi intelligences ideas with an outcome has played the most important role in the article, seeing the English language of, for and through learni= ng. With any activity designed related to the English content, the students wil= l be able to stimulate the practice of the language, autonomously, and to improve their higher order of critical thinking propose by (Saleh, 2019), and to the knowledge in its construction. This research article has thought to be appl= ied in a University Education level in the English Language at any level and focusing on the multiple intelligences to help the learning process increas= e in university students in Ecuador. The output activities and the English conte= nts have to be a clue for the correct application in the class based on Halvors= en (2005) and Araidne (2017), highlighting the par= t of the teacher in giving the necessary tools and tasks for developing critical thinking and generating good environments with didactic activities. The methodology proposed could be modified to many English contexts or level of English even also to Secondary level of English Education, where students w= ith a certain level of autonomy and skills fold many experiences and more informational synthesis.

To complete, the article was made to create awaren= ess of all the multiple intelligences in university learners and teacher to make the university learning process.

Totally, the strategies of teaching and learning a= re always an excellent and exceptional learning didactic tool, which provides great support and help to the meaningful learning in university students an= d to the growth for the accomplishment of educational goals and results. Contrariwise, different characters and ways of learning from personal and between learners make it truly problematic to use all teaching strategies f= or a particular category of activity as for other sensory channels. Therefore, i= t is established that the learning strategies may be applied according to the personal individualities of the learners and also the groups of students or= the class and the by Howard Gardner (2006), in his wonderful point of<= span style=3D'mso-spacerun:yes'> view when talking about separate skills or abilities, known as Multiple Intelligences talking about global applications of them in the cla= ss. As a deduction, it can be said that illustr= ated tales produce more motivation and meaningful learning with the use of a graphical description rather than tales without the use of illustrations, developing a higher average of meaningful English learning in the university students.

Conclusiones.

·         To give a conclusion, it can be alleged that the objective of this study has been to scope the utility of the theory that speaks about MI to design and to apply= new learning strategies such as the illustrated stories for university students= in Ecuador in an English hour class from a theoretic perception to increase the students learning process of the English language in a university classroom= .

·         The presenta= tion of illustrated tales in university class will affect definitely positively = in more average in students and teachers that may have to adjust to a great modification in their teaching and their learning methodology. A big adjust= ment in the way of thinking, in the method of to give to receive content, information and assistance to university students.

·         The way to provide an educational activity may always be linked to the English content= and language, and how the pupils can be assessed in different methods with activities and incomes for teaching.

·         The Multi Intelligences (Gardner, 1994),          An active and autonomous student includes all the majority of intelligences that may exis= t in their learning process. An important aspect the use of the visual communica= tion provision to university students in the learning process based on imaginati= ve thinking with the real-world use and final production inside and outside the classroom encourages the imagination and the critical thinking in students.=

·         In order to assess the research article, information was taken before and after to be analyzed with statistics. To conclude, a process of tabulation and statisti= cs for the evaluation carried out the conclusions for the finalization of the research article.

·  &n= bsp;      It can be concluded that this research article assessed the use of illustrated tales to improve positively in a higher way= the motivation, multiple intelligences and the students’ learning approach having benefits in the writing, vocabulary and reading having a better acceptance in comparison with the use of tales with no illustrations; concluding that illustrated tales are a huge educational supply for the Eng= lish teaching and learning process in the university students of the Escuela Superior Politécnica de Chimborazo in the Renewable Natural Resources Career of the fourth semester in Ecuador.

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PARA CITAR EL ARTÍCULO INDEXADO.=

Gordillo Obregón, G. A., Obregón Mayorga, Ángel P., Logro&ntild= e;o Becerra, M. A., & Heredia Arboleda, E. E. (2020). Uso de historias ilustradas basadas en inteligencias múltiples con estudiantes universitarios. Ciencia Digital, 4(2), 88-101. https://doi.org/= 10.33262/cienciadigital.v4i2.1210

El artículo qu= e se publica es de exclusiva responsabilidad de los autores y no necesariamente reflejan el pensamiento de la Revi= sta Ciencia Digital.

El artículo queda en propiedad de la revista y, por tanto, su publicación parcial y/o total en otro medio tiene que ser autorizado= por el director de la Revista Ciencia Digital.