Universidad Bolivariana del Ecuador
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- La comunidad GRADO reúne los trabajos de titulación de pregrado de la Universidad Bolivariana del Ecuador, garantizando su preservación y acceso abierto a través del CRAI.
- La comunidad POSTGRADO reúne los trabajos de titulación de maestría y programas de cuarto nivel de la Universidad Bolivariana del Ecuador, asegurando su preservación y acceso abierto en el repositorio institucional.
Recent Submissions
The Impact of Social Media-Based Language Learning on A2 Speaking Skills Development among 3rd “A” Baccalaureate Students
(Universidad Bolivariana del Ecuador, 2024-03-04) Toala Velásquez, Evelin Monserrate; Contreras Falcones, Alexis Mariana
The purpose of this research is to focus on analyzing the extent to which the use of social media, in particular the application of Tik Tok, can be effective in the teaching-learning process of the English language to enhance and improve the oral skills of students of the third grade "A" of secondary education in the Educational Unit Santo Domingo de los Colorados. This study will be carried out taking into account the current educational context and taking into consideration the growing popularity of TikTok among young people. A study is under way to analyze how the use of TikTok can be used pedagogically to motivate students to participate actively and improve their oral skills. The research approach includes the implementation of surveys to thirdyear undergraduate students. Through the collection of quantitative and qualitative data, the aim is to evaluate the perception of students about the use of TikTok as an educational tool and determine its impact. The results obtained in the study reveal that there are statistically notable trends in the acceptance and effectiveness of TikTok as an educational tool, appreciating a significant increase in the level of motivation of students, which isreflected in a positive way in their ability to express themselves orally and in their confidence in using the English language. These advances are notorious and demonstrate progress in his linguistic development. This study aims to contribute to a better understanding of how social networks, and in particular TikTok, can be used effectively to improve the English language learning process. It also seeks to provide practical recommendations to educators on how to integrate these platforms into their teaching methods.
“The influence of flip app to improve speaking skills in students of seventh grade”
(Universidad Bolivariana del Ecuador, 2024-05-09) Tomalá de la A, Lissette Estephanía; Salazar Jaramillo, Cecilia Isabel; López López, Jacqueline Elizabeth
This study examines how the Flip App influences the enhancement of speaking skills in seventhgrade students, addressing the pressing need to improve their communicative abilities, particularly in oral expression. The primary aim is to assess the efficacy of the Flip App as an educational instrument for refining speaking skills among seventh-grade students. The research was conducted within a school environment, where the Flip App was integrated into English language instruction. The methodology encompassed both pre- and post-tests to gauge the impact of Flip App usage, alongside surveys to gauge student perceptions of the app's effectiveness. The findings of the study revealed a marked enhancement in the speaking skills of students who engaged with the Flip App. Specifically, improvements were noted in fluency, pronunciation, and overall confidence in oral communication. This underscores the significant role that educational technology like the Flip App can play in enhancing language learning experiences. As a recommendation, the study advocates for the continued integration of the Flip App into the school curriculum to bolster students' communicative skills further. By incorporating the app into regular lesson plans, educators can create a more dynamic and interactive learning environment, fostering greater engagement and skill development. In conclusion, this research demonstrates that the Flip App is a valuable tool for improving speaking skills among seventh-grade students. Its integration into classroom activities has the potential to significantly enhance students' ability to communicate effectively in English. This study contributes to the growing body of research supporting the use of technology in education and highlights the positive impact it can have on language learning outcomes.
Leveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation
(Universidad Bolivariana del Ecuador, 2026-02-25) Rodriguez Lucas, Julia del Carmen; Guerrero Segura, Rodrigo Antonio
This study examines the impact of gamification strategies on enhancing motivation among sixth- and seventh-grade students learning English as a Foreign Language (EFL) at the “Dra. Olga Aguilar Ramos” Public School in Villamil Playas Canton, Ecuador. Traditional EFL instructional contexts often face challenges in sustaining student engagement, which can negatively affect learners’ motivation and language development. In response, this research integrates game-based elements into EFL instruction to foster a more interactive, engaging, and learner-centered learning environment. A mixed-methods research design was employed, incorporating pre- and post-intervention surveys, classroom observations, and focus group discussions to assess changes in students’ motivation and engagement. The pedagogical intervention involved the systematic implementation of gamification strategies, including point-based reward systems, digital badges, leaderboards, and collaborative challenges throughout the instructional period.The findings reveal a significant increase in both intrinsic and extrinsic motivation, as students demonstrated greater enthusiasm, sustained participation, and increased confidence in performing language tasks, particularly in speaking and listening activities. Furthermore, teachers reported notable improvements in classroom dynamics, student interaction, and overall learning outcomes.These results highlight the pedagogical value of gamification as an effective approach to addressing motivational challenges in EFL classrooms. By promoting competition, collaboration, and a sense of achievement, gamified learning environments positively influence student engagement and language development. This study provides valuable implications for EFL teachers, curriculum designers, and educational stakeholders seeking innovative methodologies to improve English language instruction. Future research is recommended to explore the long-term effects of gamification on language proficiency and its applicability across diverse educational contexts.
The Station Rotation Model: A Different Perspective in EFL Instruction
(Universidad Bolivariana del Ecuador, 2024-05-20) Sánchez Fonseca, Katya; Peña Navarrete, Rubén Darío; Castillo Noriegam, Martha Amelia
Implementing the Station Rotation Model within the educational framework of Colegio San Andrés entails a comprehensive strategy aimed at transforming the classroom into a dynamic learning environment. This model facilitates active student engagement in various learning stations, fostering collaborative discussions, personalized tasks, and tailored guidance to enhance English as a foreign language (EFL) instruction. Students rotate among different stations, collaborate with peers in discussions, engage in personalized tasks, and receive tailored guidance through this flexible method which can be applied anywhere at any moment (Castillo, Mariscal and Balladares, 2021). The primary objective is to address persistent challenges faced by secondyear Baccalaureate students, who exhibit difficulties in pronunciation, vocabulary, and confidence during English conversations. The study had a mixed methodological approach. The validated instruments have yielded promising preliminary results regarding the implementation of the model. Early observations suggest a positive impact on students' linguistic proficiency, particularly in addressing pronunciation, vocabulary, and conversational confidence. The model's dynamic learning stations, collaborative discussions, and personalized tasks appear to contribute significantly to enhanced EFL instruction. These results underscore the potential of the model, emphasizing the need to implement the proposed activities and conduct the post-test to thoroughly evaluate its effectiveness. Further analysis is essential to refine these promising observations, providing a more nuanced understanding of the station rotation model's efficacy in transforming EFL instruction at Colegio San Andrés and consider the implementation of this educational model in other institutions.
Implementing Neurolinguistic Programming strategies to promote students’ motivation in the English classroom
(Universidad Bolivariana del Ecuador, 2024-05-20) Ortiz Carrillo, Bethzabé Yessenia; Castillo Noriega, Martha Amelia
The research focuses on designing a methodological proposal based on Neuro-Linguistic Programming (NLP) to boost student motivation in the English classroom. It was carried out at Las Américas del Valle School in Quito, Ecuador, involving three English teachers selected through convenience sampling. A mixed approach was used, employing both qualitative and quantitative methods, such as pre- and post-tests, interviews, and a checklist for classroom observations. The qualitative aspect addressed the challenges perceived by teachers in establishing connections with students and fostering empathy. On the other hand, the quantitative method analyzed cause-and-effect relationships between variables, providing data on the effectiveness of motivation techniques. The implementation of the proposal followed a structured approach in five stages: diagnosis, planning, execution, evaluation, and feedback. Each stage was meticulously designed to ensure the effective integration of NLP strategies in the English classroom. The workshops showed significant improvements in participants' understanding of NLP concepts and techniques, as evidenced by classroom observations and follow-up tests. The systematic integration of NLP workshops demonstrated its effectiveness in promoting student motivation and optimizing learning outcomes. However, the need to continue refining certain techniques for better results in English as a foreign language teaching contexts was identified. Therefore, extending the duration of workshops and providing ongoing support and training to teachers is recommended to further improve the implementation of NLP strategies and maintain positive results in student motivation.