Artículos Científicos

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https://dspace.ube.edu.ec/handle/123456789/72

La colección Artículos Científicos reúne la producción académica y científica desarrollada por docentes, investigadores y estudiantes de posgrado de la Universidad Bolivariana del Ecuador (UBE).

Incluye artículos orientados al estudio de la enseñanza del inglés como lengua extranjera, la didáctica de idiomas, la lingüística aplicada, la formación docente, la evaluación del aprendizaje de lenguas y la innovación pedagógica en contextos multiculturales, promoviendo el acceso abierto y la difusión del conocimiento educativo.

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Now showing 1 - 12 of 12

AI-powered podcast interventions for enhancing speaking skills in English Language Teaching (ELT) Adult A1 students
(ARANDU-UTIC, 2025-09-25) Olohunse Aremu, Isiaka; Paredes Espinosa, Karen Estefanía; Intriago Cañizares, Fernando; Bonilla Tenesaca, Josué Reinaldo
The global increase in the use of the English language has created new demands for accessible tools to enhance speaking skills. These resources are largely unavailable in low-resource contexts in Ecuador. Improving speaking skills is essential, as the Common European Framework of Reference for Languages (CEFR) states that they are crucial components of communicative competence. Challenges include limited vocabulary, pronunciation difficulties, and anxiety, worsened by socio-economic and bilingual barriers (Spanish–Quechua). This work investigated the use of Google’s NotebookLM, a free podcast-based Artificial Intelligence (AI) intervention to improve speaking skills in English. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model guided the study, supported by Vygotsky’s Zone of Proximal Development, Cognitive Load Theory, and Communicative Language Teaching. A mixed-methods design involved a general population of 305 adult learners, with a purposive sample of 20 students aged 18–30. Instruments included pre- and post-tests, the Field Observation and Conversation Analysis Protocol (FOCAP), a co-validated IELTS-based speaking analysis protocol. Results showed AI-driven real-time feedback and podcast activities improved fluency (84.8%) and reduced hesitation by Session 6. Interactional growth improved by 70%, turn management by 30%, and conversational logic by 40%. The majority of participating students who were initially at the CEFR Pre-A1 level reported having self-reported an improvement beyond that level. These outcomes suggest that free AI tools can support English proficiency in marginalized communities, providing a scalable model for English as a Foreign Language in Ecuador and similar contexts.
Applying the Scenario-based Learning (sbl) to Improve Writing Fluency in A2 Learners
(Identidad Bolivariana, 2026-05-21) Soria Naranjo, Angelli Natali; Guerrero Segura, Rodrigo Antonio; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana Carolina
This study examines the effectiveness of Scenario-Based Learning (SBL) as a pedagogical strategy to enhance writing fluency among A2-level English lear-ners at a public school in Riobamba, Ecuador. A mixed-methods approach was used, combining quantitative and qualitative instruments for comprehensive analysis. A quasi-experimental pretest-posttest design involved 35 seventh gra-ders attending 12 sessions over three weeks. Writing fluency was measured through rubric-based pre- and post-tests. A Likert-scale survey gathered lear-ners’ perceptions of SBL, while qualitative field notes documented participation, engagement, and progress. Methodological triangulation validated findings by comparing quantitative and qualitative data. Learners are expected to improve in writing fluency, especially in coherence and lexical diversity, and to express positive attitudes toward SBL.
Assessing the effectiveness of task-based learning to enhance B1 EFL students' speaking skills
(MQRInvestigar, 2025-08-13) Martínez Urgilés, Christian Paú; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
Developing speaking skills is essential in English language learning; however, traditional methods that emphasize rote memorization and extensive grammar drills often fail to promote communicative competence. Task Based Learning (TBL) addresses this gap byengaging students in meaningful, real-world tasks that promote interaction and skill acquisition. This study aimed to assess the impact of TBL on speaking skills of B1 level EFL learners from a private university in Ecuador. This quasi-experimental study involved a total of 124 students divided into an experimental group (n= 99) taught via TBL with a control group (n=25) using conventional methods. Over 14 weeks the experimental group engaged in 25 sessions of 50 minutes each, while the control group followed a traditional curriculum. Pretest and post-test scores were collected using the Cambridge PET speaking criteria, which evaluate grammar and vocabulary, discourse management, pronunciation, and interactive communication. The results showed that the participants in the experimental group made significant gains across all subskills, particularly discourse management (d = 1.35) and pronunciation (d = 1.28) with large effect sizes. In contrast, the control group demonstrated slight gains, primarily in grammar. Furthermore, a post-intervention Likert scale questionnaire showed that students perceived TBL as more engaging, relevant and useful to improve their speaking skills. These findings demonstrate that TBL can be a useful approach for improving speaking skills in language learners. While these results seem promising, further studies are recommended to test these outcomes in larger groups or across different proficiency levels through an experimental design.
Learning apps for the development of speaking skills in English as a foreign language students
(Ciencia Y Educación, 2025-10-10) Rosado Castro, María del Carmen; Cazar Costales, Segundo Salvador; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué Reinaldo
This paper investigates the impact of mobile applications on the speaking skills of English as a Foreign Language (EFL) learners. Given the low level of English proficiency in Ecuador, attributed to limited opportunities for oral communication practice, outdated pedagogical approaches, and insufficient technological knowledge among teachers, this study aims to promote the use of technological tools such as HelloTalk, Speaky, and Mondly to foster more meaningful and engaging learning experiences. A mixed-methods approach was implemented with a sample of 50 high school students. Students’ fluency, pronunciation, vocabulary, coherence, and interaction were assessed through a pre-test and a post-test. The results revealed significant improvements resulting from the technological intervention, particularly in verbal fluency, overall confidence, and oral communication skills. The use of applications based on the Tandem Collaborative Learning Model enabled students to interact with native speakers or artificial intelligence, providing authentic contexts for language practice. Furthermore, students demonstrated high levels of motivation and autonomy as they engaged in self-directed learning environments. This study highlights that English language learning can be enhanced through the use of mobile applications, provided that their implementation is supported by a sound pedagogical framework. Such a framework should extend beyond the development of basic communication skills and incorporate an integrated approach that prepares learners to navigate real-world globalized professional environments.
Talkpal as a Digital Tool to Support B1 English Speaking Skill Development
(Arandu UTIC, 2026-02-25) Díaz Díaz, Sonia Elizabeth; Salazar Sánchez, Emily Rocío; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué Reinaldo
The implementation of artificial intelligence (AI) tools in second language learning is presented as a transformative strategy for promoting communicative competence, one of the most significant challenges for students and one that teachers seek to optimize. This article aims to conduct an in-depth analysis of the impact of the digital tool Talkpal, a personalized conversational platform powered by AI that offers an interactive learning experience, as a scaffolding strategy to optimize oral proficiency in B1 English learners. To achieve this objective, this research employs a mixed-methods approach, combining quantitative and qualitative methods to analyze students’ performance before and after using the Talkpal application and to obtain a comprehensive understanding of the relationship between the dependent and independent variables. Results were obtained through various instruments, including classroom observation, initial and final survey on students’ perception of the Talkpal tool, pre- and post-intervention speaking tests assessed using a B1-level rubric, and exit tickets collected after each session. The findings, based on a sample of 22 B1-level students, suggest that the conversational tool creates a real, dynamic, adaptive, and interactive practice environment, leading to improvements in fluency and pronunciation, as well as greater student motivation and confidence in oral communication.
The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students
(Maestro y Sociedad, 2025-12-25) Guzmán Brito, Dayana Dailé; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué Reinaldo
Introduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.
The effectiveness of oral corrective feedback for improving segmental pronunciation in a2 efl learners in a military context
(Ciencia Y Educación, 2026-04-25) Casa Molina, Pamela Elizabeth; Núñez Melo, Nayeli Nicole; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana Carolina
The aim of this study was to examine the effects of oral corrective feedback on the development of segmental pronunciation among A2-level English as a Foreign Language (EFL) learners in a military educational context. The study employed a quasi-experimental design with a mixed-methods approach. Thirty adult learners participated and received communicative English instruction with the systematic integration of pronunciation into oral activities. Corrective feedback was provided naturally during classroom interaction, with an emphasis on recasts and explicit correction. Data were collected through pronunciation tests administered before and after the intervention, as well as classroom recordings used to identify feedback types and learner response patterns. Quantitative results revealed a statistically significant improvement in segmental pronunciation accuracy at the end of the instructional period. Qualitative analysis showed that, although recasts were the most frequently used type of feedback, explicit correction generated higher levels of learner uptake with repair. In addition, recurrent difficulties were identified in the production of specific English consonant and vowel sounds. The findings suggest that oral corrective feedback is an effective pedagogical strategy for promoting the development of segmental pronunciation among beginner-level learners. In particular, explicit correction appears to be especially beneficial in facilitating the immediate identification and modification of phonological errors in learners with limited linguistic proficiency.
The effectiveness of phonological instruction for the development of oral skills in A1 level students
(Revista Científica Multidisciplinar G-Nerando, 2026-04-17) Alarcón Franco, Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
This study examined the effectiveness of a phonological instruction program in developing oral skills among A1-level students in a rural school in Ecuador. The research was conducted at La Siberia Educational Unit in Mache, Pedernales (Manabí), with a group of seven elementary school students. The program incorporated phonological activities, including explicit instruction on segmental features (vowels, consonants, and minimal pairs), as well as suprasegmental elements such as stress and rhythm. In addition, communicative pronunciation tasks were implemented to promote meaningful oral production. A mixed-methods design was adopted, combining quantitative data from pre-and post-speaking assessments with qualitative data obtained through classroom observations and student perception questionnaires. The findings revealed noticeable improvements in students’ intelligibility, pronunciation accuracy, and confidence when speaking English. Furthermore, students showed positive attitudes toward the phonological activities, which helped them organize and use language more effectively. Overall, the results suggest that this type of instruction can support the development of oral skills and contribute to more equitable language learning opportunities in rural contexts.
The Use of Podcasts to Develop Speaking Skills in A2-Level EFL Students
(Revista Científica Multidisciplinar G-Nerando, 2025-11-25) Morales Vera, Diana Elizabeth; Sánchez Oviedo, Edison Daniel; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
Developing speaking skills remains one of the significant challenges in English as a Foreign Language (EFL) classrooms for learners at the A2 Level. This study addresses the urgent need to apply accessible teaching strategies that foster fluency, pronunciation, and coherence in oral production. Podcasts are becoming increasingly popular as digital tools that offer exposure to authentic language, encourage repetition and reflection, and enable students to become content creators through planning, scripting, and recording. While educational technology continues to expand, few studies have focused on the impact of structured podcast-based activities on the oral performance of lower-level learners in schools with limited resources. This research aims to explore the effect of implementing speaking tasks to guide and evaluate the oral performance of A2 students using podcast production on their speaking development, using rubrics that emphasize fluency and communicative competence. The study will be conducted with students from a public high school in Guayaquil, and the results will provide insights for EFL educators seeking low-cost, practical methods to enhance speaking skills in early-stage learners using technology.
The Use of Task-Based Language Teaching (TBLT) to Improve Writing Skills
(Universidad Y Sociedad, 2026-04-30) Sailema Moyolema, Lizbeth Valeria; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
This study examined the effectiveness of Task-Based Language Teaching (TBLT) in improving writing skills among beginner EFL learners. The research addressed the need to move beyond traditional teacher-centered ap-proaches by adopting communicative methodologies that promote meaningful language use in real contexts. The main objective was to evaluate the impact of structured task-based activities on students’ writing performance, motivation, and engagement. A mixed-methods design was implemented, integrating quantitative and qualitati-ve data collection techniques. Pre- and post-writing tests were administered to measure students’ performance, while classroom observations and an emotional perception survey provided insights into learners’ experiences and attitudes. The intervention was conducted over six weeks and was organized through structured task sequences, guiding students from initial preparation to post-task re-flection. The findings revealed significant improvements in vocabulary use, grammatical accuracy, coherence, and task completion. Additionally, students reported increa-sed motivation, greater confidence, and reduced anxiety when participating in writing activities. These results su-ggested that TBLT supported both linguistic development and emotional engagement. The study highlighted the im-portance of incorporating structured communicative tasks into EFL writing instruction at the beginner level.
Using Communicative Language Teaching (CLT) to improve speaking skills in a1-level 8th graders
(Arandu UTIC, 2025-09-24) Rivera Rivera, Adriana Salomé; Acosta Ortega, María José; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué Reinaldo
This study evaluated the impact of implementing Communicative Language Teaching (CLT) strategies on the development of English-speaking skills among eighth-grade students at the A1 level. A mixed-methods approach with an explanatory sequential design was used, combining quantitative oral assessments conducted before and after the CLT program implementation with qualitative data obtained through student surveys. Forty students from a public basic education school in the city of Guayaquil participated, engaging for five weeks in communicative activities such as role-plays, collaborative pair work, and listening comprehension exercises. Quantitative results showed significant improvements in students’ fluency, pronunciation, and coherence in conversations. Additionally, qualitative data demonstrated an increase in student motivation and participation. Despite some difficulties, the results show that this communicative methodology is effective and can be applied in similar environments.
Uso de herramientas de gamificación para desarrollar habilidades de escritura en estudiantes de nivel a1
(Ciencia Y Educación, 2025-10-06) Muñoz Casa, Ana Gabriela; Durán Muñoz, Gloria Susana de Lourdes; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué Reinaldo
The purpose of this study was to determine how gamification tools can enhance writing skills in A1-level English as a Foreign Language (EFL) students. The research was conducted at Unidad Educativa Particular Cristiana New Life with a purposive sample of 40 seventh-grade students aged 11 to 12, who demonstrated basic digital literacy and were actively enrolled in EFL writing classes. The study employed a mixed-methods approach to collect both qualitative and quantitative data. A pretest-posttest methodology was used for the quantitative component, which was assessed using a rubric linked with the CEFR that prioritized vocabulary, sentence structure, grammar, coherence, and fluency. In order to investigate emotional and motivational reactions during gamified writing exercises using platforms like Wordwall and Quizizz, the qualitative component comprised a student perception questionnaire. The results revealed notable improvements in sentence construction, vocabulary usage, and overall writing fluency. Additionally, when taking part in gamified writing assignments, students demonstrated increased levels of creativity, confidence, and involvement. According to these results, including gamification techniques into writing teaching can create a more engaging and welcoming classroom. Based on the outcomes of this study, gamification can be considered an effective pedagogical strategy for developing foundational writing skills in young A1-level EFL learners.

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Browsing Artículos Científicos by Author "Bonilla Tenesaca, Josué Reinaldo"

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