Artículos Científicos

Permanent URI for this collection

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 - 6 of 6

Task-Based Activities to Improve Speaking Skills in A2 EFL Learners
(Arandu UTIC, 2025-09-17) Paredes Carrasco, Steven Paúl; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josue Reinaldo
Ecuador, a plurilingual and multilingual country highly influenced by globalization, seeks to strengthen English language skills. This study aims to explore the effectiveness of implementing task-based activities to develop oral skills in A2 learners of English as a foreign language. A total of 30 teenage students from Unidad Educativa Particular Raúl González Astudillo-La Providencia were administered a 4-week treatment, during which they developed specific tasks, such as role-plays, debates, discussions, and presentations that predominantly involved oral communication in an individual and collaborative manner. Moreover, the literature review of this article consisted of the most prominent authors whose results are aligned and contrasted with the current reality of the country, as well as their publication dates between 2010 and 2025. To achieve the objective, this study was quantitative in nature with a quasi-experimental and action research design to collect data from two groups, A and B. Group A was exposed to the treatment, and subsequently, conclusions were drawn that may suggest modifications to the teacher-researcher's teaching methodologies. To measure results and students' perceptions, instruments such as a pre-test and post-test with a rubric, as well as a survey with a Likert scale, were implemented successfully. Therefore, motivation, interaction, and fluency rates increased when students in the controlled sample were exposed to task-based activities, in contrast to those in group B, who did not receive the treatment.
The effect of storytelling on improving pronunciation standards in A1 level students
(Arandu UTIC, 2025-07-15) González Gómez, Nube Beatriz; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josue Reinaldo
Clear communication in English depends on accurate standard pronunciation; incorrect articulation of sounds can lead to misinterpretation, especially in the case of grammatical morphemes such as the third-person singular verb endings -s and -es in the simple present tense. This study investigated the effectiveness of storytelling in teaching English as a foreign language (EFL) to learners at level A1 to determine whether improvements in the pronunciation of these morphemes occurred. The main objective is to examine how storytelling can be implemented to improve the pronunciation of A1 students. Twelve students from a public school in Azogues, Ecuador, aged twelve to fourteen, participated in this research. The investigation employed various tools, such as a pronunciation pretest and posttest, an observation checklist, and an online survey to gather both qualitative and quantitative data. Students engaged in storytelling activities, emphasizing verbs with the endings -s and -es incorporated into regular classes. Students who exhibited greater pronunciation accuracy and motivation contributed to revealing significant improvements in the precise production of target sounds. Future research should explore how storytelling influences pronunciation retention over extended periods and its relationship to other phonological elements.
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 influence of the CommonLit platform on the development of reading skills as an academic reinforcement for A2 students
(Revista Arandu UTIC, 2024-09-13) Buñay Illapa, Elsy; Bajaña Rosales, Mónica Elizabeth; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué
Ecuador, a country of privileges due to its geographical location, has varied socio-ideological and cultural influences that significantly impact the learning and acquisition of a foreign language. Few students are aware of the importance of English. However, many do not feel a real interest in or the need to use the language in their daily activities in a society where they only try to cover a momentary requirement. The complexity of mastering a new language like English is even worse because learners have to face environmental, and emotional difficulties, as reflected in the quantitative study carried out, which suggests energizing their learning acquisition using the qualitative method that promotes their voluntary interest in reading comprehension, as stated by a survey and class observation carried out in the First “A” of Accountancy at the Isabel de Godin Educative Unit in Riobamba. Therefore, the implementation of the CommonLit platform will determine academic progress and reading proficiency as the main tool to improve their reading skills by addressing challenges according to different levels of English proficiency. In this sense, with the platform's interactive activities, adaptive learning tools, and variety of interesting information, participants' reading abilities significantly improve, according to the findings. Therefore, the CommonLit platform is a useful tool for students who intend to achieve A2 in their reading development since it enhances the academic level and cultivates an enduring enjoyment for reading.
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.

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Browsing Artículos Científicos by Author "Campoverde López, Johnny Segundo"

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