Browsing by Author "Bonilla Tenesaca, Josué Reinaldo"
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Item 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 ReinaldoThe 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.Item 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 CarolinaThis 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.Item 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 ReinaldoDeveloping 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.Item Chat GPT como Tutor Pedagógico Virtual en la Optimización de la Enseñanza del Inglés en Bachillerato: Impacto en la Motivación y el Rendimiento(MQRINVESTIGAR, 2025-08-01) Negrete Saltos,Andrés Alejandro; Paredes Granda, Darío Javier; Jurado Martínez, María Gabriela; Bonilla Tenesaca, Josué ReinaldoLa Inteligencia Artificial (IA) ha demostrado ser una aliada en el aprendizaje estudiantil, a través de su atención personalizada, rapidez y precisión. Este estudio exploró el impacto de ChatGPT en el aprendizaje del inglés como segunda lengua (ESL) y la motivación de estudiantes de bachillerato en un entorno no inmersivo. El objetivo fue analizar como ChatGPT como tutor virtual, influye en el desarrollo de competencias lingüísticas y en la motivación académica de 58 estudiantes del nivel B2 del Colegio Marie Clarac de Quito-Ecuador durante el año lectivo 2024-2025. Mediante un enfoque mixto con encuestas estructuradas y grupos focales, se evaluaron sus percepciones y rendimiento. Los resultados revelaron mejoras significativas en la producción oral y escrita, y una expansión del vocabulario a niveles superiores. Los estudiantes reportaron mayor motivación, superación de miedos e inseguridades, y una notable mejora en su participación gracias a la retroalimentación de la IA. Aunque ChatGPT es una herramienta eficaz, se concluye que no reemplaza el contacto humano del docente. Este trabajo subraya el valor complementario de la IA en la educación, proponiendo su integración estratégica para optimizar el aprendizaje.Item Communicative language teaching principles to improve students' talkingtime in A1-level students(Revista PUCE, 2024-11-29) Campoverde Hidalgo, Cristina Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué ReinaldoThe recognition of the global importance of English and its inclusion in the curriculum of the Ministry of Education of Ecuador t is significant for the country. However, despite these efforts, challenges persist for students, including limited opportunities to practice, the perception of the difficulty of English, and the lack of language resources. This study addresses these challenges by investigating strategies to improve students' speaking time, focusing on Communicative Language Teaching methodology. Specifically, the research explores how Communicative Language Teaching principles can mitigate the impact of resource limitations on students' speaking time, particularly among fifth-grade students in Quito at the A1 level. Quantitative data were collected through a survey, following the implementation of a demonstration class. At the same time, qualitative insights were obtained through open-ended questions and the establishment of an interactive environment for language learning using Communicative Language Teaching methods. Drawing on theories of Social Interactionism, particularly Vygotsky’s perspective, the research emphasizes collaborative learning. Findings reveal a strong interest among students in adopting the principles of Communicative Language Teaching, with many expressing a preference for this pedagogical approach. Collaborative activities, role-plays, and partner work positively impacted speaking skills, vocabulary development, and collaborative problem-solving skills.Item Creatividad lingüística en riesgo: el impacto de la Inteligencia Artificial en la escritura en inglés(Arandu UTIC, 2026-02-11) Bonilla Raimundo, Jesús Aníbal; Diaz Cedeño, Kerly Mariuxi; López Collazo, Zeidy Sandra; Bonilla Tenesaca, Josué ReinaldoEl presente estudio analiza el impacto del uso excesivo de herramientas de inteligencia artificial (IA) en la creatividad lingüística de los estudiantes de tercero de Bachillerato de la Unidad Educativa Bilingüe Nueva Semilla. El objetivo fue diseñar e implementar una estrategia pedagógica que fomente un uso crítico, ético y equilibrado de la IA en la escritura en inglés. La investigación adoptó un enfoque mixto, con tres fases evaluativas: pre-test (uso libre de IA), test intermedio (sin IA) y post-test (uso guiado de IA). Los resultados evidenciaron que la dependencia tecnológica reduce la autenticidad, la autonomía y la expresión creativa en los textos escritos. Sin embargo, tras la aplicación de la estrategia pedagógica, se observó una mejora significativa en la calidad y originalidad de las producciones. Los estudiantes lograron integrar la IA de forma reflexiva, demostrando un mayor dominio del idioma y una voz propia más consistente. Se concluye que la IA puede ser una herramienta pedagógica eficaz siempre que esté acompañada de mediación docente, reflexión metacognitiva y un enfoque que priorice la autoría y la creatividad humana en los procesos educativos.Item Entorno virtual en Google Sites para motivar escritura y lectura en inglés en 8vo. educación general básica(ALFA PUBLICACIONES, 2025-10-03) Medina Bonilla, Darwin Fabián; Pérez Luisataxi, Deisi Judith; Beltrán Mesa, María; Bonilla Tenesaca, Josué ReinaldoIntroducción: En América Latina, y particularmente en Ecuador se impulsaron diversas políticas educativas orientadas a fortalecer la enseñanza del inglés como idioma extranjero en los distintos niveles del sistema educativo. Sin embargo, aún persisten desafíos importantes, especialmente en lo relacionado con el uso efectivo de herramientas tecnológicas dentro del aula. Objetivo: El presente artículo tiene como propósito proponer el diseño de un Entorno Virtual de Aprendizaje (EVA) en Google Sites, orientado a fortalecer las habilidades de escritura y lectura en el uso del presente simple en inglés, dirigido a estudiantes de octavo año de la Unidad Educativa “Sagrado Corazón de Jesús” Hnas. Bethlemitas, en Quito, Ecuador. Metodología: Para la investigación se empleó una metodología mixta (cuantitativa-cualitativa) con un enfoque descriptivo y aplicativo, lo que permitió abordar el problema de manera integral. Desde el enfoque cuantitativo, se aplicaron pruebas pedagógicas y encuestas estructuradas para evaluar el rendimiento académico y el nivel de dominio del presente simple. A nivel cualitativo, se analizaron las percepciones y actitudes de las estudiantes frente al uso de recursos digitales, así como su relación con la motivación y el desempeño. El enfoque descriptivo permitió identificar dificultades específicas en lectura y escritura sin alterar las condiciones del entorno, mientras que el aplicativo se concretó en una propuesta pedagógica basada en los hallazgos obtenidos. Resultados: Los resultados revelaron que el 76,6 % de las estudiantes presentaban dificultades significativas, principalmente en conjugación verbal, formulación de preguntas y comprensión lectora. Aunque la mayoría mostró preferencia por metodologías activas (56,7 %) y herramientas digitales (66,7 %), solo el 20 % las utilizaba regularmente. Esta brecha evidenció la necesidad de integrar tecnologías motivadoras. Conclusiones: Ante ello se diseñó el EVA English Adventure, una propuesta interactiva que combina contenidos visuales, actividades contextualizadas y recursos dinámicos para mejorar las competencias lingüísticas y fomentar una enseñanza más efectiva del presente simple. Área de estudio general: Educación. Área de estudio específica: Tecnologías educativas y aprendizaje de idiomas. Tipo de estudio: original.Item Herramientas Tecnológicas y su integración en la Planificación docente en la asignatura de Educación Cultural y Artística.(REVISTA CIENTÍFICA MULTIDISCIPLINAR G-NER@NDO, 2025-07-26) Bravo Arteaga, Katherine Lissette; Flores Velásquez, Petterson René; Viscaino Naranjo, Fausto Alberto; Bonilla Tenesaca, Josué ReinaldoLa incorporación de herramientas tecnológicas en la planificación docente representa un reto fundamental para mejorar la calidad educativa en entornos digitales. El propósito de este estudio fue diseñar y validar una guía didáctica orientada a facilitar la incorporación de herramientas tecnológicas en la planificación de la asignatura de Educación Cultural y Artística, en el nivel de bachillerato. Mediante un enfoque metodológico mixto, se aplicaron encuestas dirigidas a estudiantes y docentes, además de realizar entrevistas con las autoridades de la institución, lo que permitió diagnosticar el nivel de uso de las herramientas tecnológicas y las necesidades de formación de los docentes. Los resultados muestran que hay poca frecuencia en el uso de herramientas tecnológicas durante la planificación, a pesar de que se tiene una opinión positiva sobre su efecto en la enseñanza. En respuesta, se creó una guía didáctica que se centra en un método basado en proyectos y la utilización de tecnologías accesibles. La sugerencia fue aprobada por tres especialistas en educación, tecnología e innovación, quienes estuvieron de acuerdo en su utilidad, relevancia y valor educativo. Se determina que la guía didáctica es un recurso específico y replicable que ayuda a reducir la distancia entre la teoría y la práctica, fomentando una planificación educativa más innovadora, adaptada al contexto y orientada al desarrollo integral del estudiante.Item Implementation of the Natural Approach to Enhance Learners Vocabulary of A1-Level(MQRInvestigar, 2024-12-15) Jumbo Chamba, Mélida Salvadora; Lopez Lopez, Jacqueline Elizabeth; Bonilla Tenesaca, Josué ReinaldoThis research focuses on theNatural Approach to Second Language Acquisition to help learners of fourth-gradelevel A1 of Cesar Dávila Andrade Schoolin Cuenca-Ecuadorimprove their vocabulary. According to research, thisstrategy has generated more interest than other creative language teaching theories, emphasizingthat infancy is the perfect age to acquire a language. As a result, it is vital that students feel engaged in authentic learning and actively learn a new language, which will lead to fruitful conversationsin natural settings. Further, studentsneedmotivation, concentration, and problem-solving skills to achievean adequate levelof English language learning.This meansthatthe teaching-learning process should consider applicability and constraints. Consequently, modern education requires significant adjustments to pedagogical and technology components. In this context, the researcher made a deep analysis of the literature review linked to both variables: the Natural Approach and the improvement of the vocabulary in learners of fourth grade. The methodology utilized was qualitative and quantitative, allowing for data collection via a diagnostic test, a pre-test, a post-test, an observation checklist, and a survey with their parents' approval. The results demonstrated the relevance of using creative strategies based on the natural method to promote vocabulary learning in English.Item Las TIC en la enseñanza del inglés para la educación básica: una revisión sistemática(Revista Digital Publisher CEIT, 2024-05-08) Yánez Goyes, María Fernanda; Peñaherrera Solarte, Karina Marilú; Carlín Chávez, Esther Lucrecia; Bonilla Tenesaca, Josué ReinaldoEn este artículo se ha investigado acerca de la integración de las TIC en la Educación Básica para mejorar la enseñanza del idioma inglés. Esto ha permitido obtener información significativa al relacionar los conocimientos con la realidad, por lo cual se ha considerado importante indagar sobre el uso de las TIC en este proceso. Se ha realizado una revisión documental de carácter cualitativa-descriptiva, no experimental. Para la búsqueda sistemática se han utilizado diferentes bases de datos como: Scielo, Google Académico, Redalyc, La Referencia, Dialnet y Refseek. Entre los resultados se ha destacado que de un total de 100 artículos y luego de una rigurosa filtración, se obtuvieron 33 artículos válidos para esta investigación, los cuales cumplen con los estándares establecidos en la selección. Los resultados han revelado que las TIC son herramientas efectivas para mejorar el aprendizaje del inglés, ya que proporcionan recursos interactivos y motivadores para los estudiantes. Sin embargo, también se han identificado desafíos en la implementación de las TIC, como la falta de capacitación docente y el acceso limitado a la tecnología en algunas escuelas, por lo que se sugiere que se promueva la capacitación docente y se garantice el acceso a las TIC para aprovechar su potencial en la enseñanza del inglés en la educación básica.Item 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 ReinaldoThis 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.Item Project based learning to develop speaking fluency in B2 level students(Universidad Bolivariana del Ecuador, 2024-12-11) Soria Guamán, Edgar Patricio; Bonilla Tenesaca, Josué ReinaldoThe aim of this research is to devise a training proposal utilizing the projectbased learning (PBL) approach tailored for students at the B2 level within a high school setting, specifically focusing on the ISM Quito Educational Unit. Given the significance of project-based learning in enhancing student fluency, this proposal seeks to equip first-year high school students with the necessary skills to effectively engage in project-based learning activities. The theoretical foundation of this research is crucial, as it allows for a comparison of different educational approaches. By developing and implementing this proposal, the objective is to enhance the quality of education by ensuring that students understand and can proficiently apply project-based learning methodologies. This is essential to prevent any loss of educational effectiveness. Furthermore, this research endeavors to identify ways in which pedagogical skills can be enhanced to promote the formative development of both students and teachers. It is imperative to address any decline in the educational process by empowering educators with the knowledge and resources necessary to effectively implement innovative methodologies like project-based learning. In recent years, educators have adapted to new techniques and roles to deliver quality education. However, challenges such as limited resources and knowledge have hindered their ability to provide comprehensive instruction. This study sheds light on the importance of teacher training in active methodologies like project-based learning, which play a crucial role in facilitating the teaching-learning process.Item Reflective journals in WhatsApp to improve writing skills in a2 level students(Universidad Bolivariana del Ecuador, 2025-01-29) Figueroa Ramos, Marcelo Javier; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josué ReinaldoThe objective of this study was to determine whether the implementation of reflective journals through WhatsApp had a positive impact on the development of English writing skills among second-year high school students majoring in Computer Science from class “C” at Salinas Innova Educational Unit. The study was based on the hypothesis that English writing skills can be improved through the use of reflective journals on WhatsApp. A quantitative research approach was employed. The theoretical methods included analysis-synthesis, inductive-deductive reasoning, and the systemic-structural method. Data collection techniques consisted of surveys and statistical analysis. The instruments used were a questionnaire, Hutchinson and Waters’ Second Model for Needs Analysis, a diagnostic test, a pre-test, and a post-test administered after the implementation of the proposal. The results showed that the students’ average English language proficiency level was A2. The participants expressed interest in improving their writing skills by keeping reflective journals on WhatsApp outside the classroom. Furthermore, the analysis of the post-intervention results revealed an improvement in students’ writing performance after the implementation of the reflective journals. Based on the findings of the study, it can be concluded that the use of reflective journals through WhatsApp had a positive impact on the improvement of students’ English writing skills.Item Storytelling to improve speaking skills in a2 level students(Ciencia Y Educación, 2026-01-03) Gualán Benítez, Maribel Martina; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué ReinaldoThe objective of this research was to determine whether storytelling can help improve the speaking skills of ninth-grade students at the A2 level. The study was based on the hypothesis that storytelling is an effective strategy for enhancing students’ oral communication abilities. A mixed-methods research approach was employed. Quantitative data were collected through pre-tests and post-tests, while qualitative data were gathered through interviews conducted with three English teachers and participating students to obtain their opinions and suggestions. The theoretical methods applied included analysis–synthesis and inductive–deductive reasoning. The initial findings revealed that students experienced difficulties in oral expression, characterized by hesitation, pronunciation errors, limited vocabulary, and low motivation. To address these challenges, students participated in a series of storytelling-based activities, including guided storytelling exercises. At the end of the intervention, they created and presented their own stories. The results demonstrated a significant improvement in students’ speaking performance, particularly in terms of fluency, vocabulary range, and confidence. Moreover, students showed increased motivation and a greater willingness to communicate in English. Their participation and interaction during conversational tasks also improved considerably. In conclusion, the integration of storytelling as a communicative approach not only promotes linguistic development but also fosters student autonomy and creativity. These findings highlight the value of narrative-based activities in A2-level classrooms and suggest their potential for broader application in English language teaching.Item 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 ReinaldoThe 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.Item 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 ReinaldoIntroduction: 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.Item 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 CarolinaThe 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.Item 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 ReinaldoThis 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.Item 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 ReinaldoDeveloping 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.Item The use of storytelling as a technique to improve fluency in eighth-grade students(Universidad Bolivariana del Ecuador, 2025-03-21) Lazo Pantoja, Denisse Stefanía; Yanangómez Quezada, Verónica Jessenia; Bonilla Tenesaca, Josué ReinaldoThis study aimed to improve English fluency and pronunciation while assessing students’ motivation during their transition from primary to secondary education. The research was conducted at Unidad Educativa Particular Santa Mariana de Jesús in Loja, Ecuador, involving 57 eighth-grade students aged 12 to 13 from classes "B" and "C." The institution provides a technology-enhanced learning environment with educational resources that support effective language learning. A quantitative research approach was employed to collect, analyze, and interpret the data. Pre-tests and post-tests were administered to measure students' progress in English fluency, while surveys were used to assess their prior knowledge of the storytelling technique and its impact on student engagement and motivation. The storytelling technique was implemented through structured activities that enabled students to create and narrate stories, integrating language acquisition with real-life contexts. The findings revealed significant improvements in students' storytelling abilities and oral fluency. Participants demonstrated greater confidence and enhanced communication skills in English, as evidenced by improvements in fluency, accuracy, pronunciation, creativity, and oral expression. Furthermore, students expressed positive attitudes toward incorporating more storytelling activities into their English classes. In conclusion, integrating collaborative storytelling activities focused on speaking effectively enhanced students' linguistic and social skills while fostering creativity. This approach not only strengthened their English language competencies but also promoted a more dynamic, interactive, and engaging learning environment.