Artículos Científicos

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

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Browsing Artículos Científicos by Author "Egas Herrera, Diana Carolina"

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    Backward Design Model and Performance Tasks for Developing Speaking Skills in A1 EFL Learners
    (Arandu UTIC, 2025-09-24) Morán Quiroga, Mónica Alejandra; Álvarez Llerena, Carlos Lenin; Bonilla Tenesaca, Josue Reinaldo; Egas Herrera, Diana Carolina
    This study examined the effect of the Backward Design Model (BDM) and performance-based tasks on improving speaking skills among A1-level English as a Foreign Language (EFL) students at a private school in Ambato, Ecuador. An explanatory sequential mixed-methods design was applied, combining pre- and post-test assessments, self-assessment surveys, and observation checklists to evaluate students’ progress in fluency, pronunciation, vocabulary, grammar, confidence, and creativity. Performance tasks were developed using the GRASPS framework and aligned with WHERETO principles, both core components of BDM. These tools helped create structured and purposeful learning experiences that increased students’ engagement and oral performance. The findings showed that applying the BDM and its main components improved students’ speaking skills, revealing greater participation, more frequent use of English, and increased confidence while performing communicative tasks. Furthermore, students perceived the video-recorded role-play activities, based on the GRASPS framework, as an enjoyable and motivating task that encouraged creativity, repeated practice, and reduced speaking anxiety. Most of the students reported improvements in their speaking abilities and expressed a stronger willingness to use English in class. This research supports the pedagogical value of the BDM as a student-centered approach that promotes both linguistic development and learner autonomy. It emphasizes the importance of designing instruction around clear objectives and integrating meaningful, emotionally supportive activities into speaking lessons. Future studies are encouraged to examine the long-term effects of BDM and its applicability to other language skills and educational contexts.
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    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.