DSpace Repository :: Browsing by Author "Campoverde López, Johnny Segundo"

Browsing by Author "Campoverde López, Johnny Segundo"

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Application of the total physical response as a technique for the comprehension of English in students of Eighth Year of Basic General Education
(Universidad Bolivariana del Ecuador, 2026-04-17) Bastidas Guevara, Norma Cecilia; Campoverde López, Johnny Segundo
This research analyzes the application of the Total Physical Response (TPR) method as a technique to improve English as a Foreign Language (EFL) comprehension among eighth-grade students. The study arises from the need to address difficulties in listening and reading comprehension caused by traditional teaching methods, which often lead to low retention and high levels of anxiety. Methodologically, the study follows a mixed-methods approach with an applied, action-research design. Theoretical, empirical, and statistical methods were used. Data collection instruments included surveys, interviews, observation, and diagnostic tests (pre-test and post-test). The sample consisted of students, teachers, and school authorities from Piquiucho Educational Unit. The results showed a positive impact of TPR on language learning. Survey findings revealed that most students believe that movement-based activities enhance understanding, increase motivation, and improve vocabulary retention. Interview results indicated that gestures and physical actions boost students’ confidence, reduce anxiety, and facilitate comprehension of instructions. Additionally, post-test results demonstrated significant improvement compared to pretest scores in vocabulary, listening, and reading comprehension. It is concluded that TPR is an effective, innovative, and inclusive teaching strategy that strengthens English comprehension and promotes dynamic and meaningful learning processes.
Applying Duolingo application as an English learning to promote good writing skill for A2 higher level Education
(Universidad Bolivariana del Ecuador, 2025-01-09) Quizhpi Zumba, Ángel Genaro; Campoverde López, Johnny Segundo
The intention and objective of this research is to implement, execute and publicize the effectiveness of the employment of the Duolingo application for teaching-learning with students in the subject of English, which will be executed during the second quarter of this year Sierra Regime , this activity will be carried out with the resources available to the educational institution such as the computer laboratory, which has Internet, this will pedagogically improve writing and speaking of the English language as a second language. This research and application topic will allow the inclusion of thirty-three high school students from the Leoncio Cordero Jaramillo Educational Unit, who present a very low level in terms of writing, expression of narrative and argumentative texts. Instruments will be used that will allow obtaining the best quantitative and quantitative results in grades and percentages based on the students' knowledge, which will help defend and sustain the research. Among the most notable instruments are questionnaires, interviews, lessons, comparison lists, these documents will reveal in definitive percentages the improvement and progress of students with respect to learning English with the Duolingo application. In this way, the progress of students will be observed, who will demonstrate greater confidence when speaking and writing in a second language (English). This investigative work involves the entire educational community who will benefit directly and indirectly as teachers, students, parents and authorities; since the positive improvement in the results in learning the English language can be verified.
Baamboozle/GoNoodle integrated quiz to improve motivation in EFL students
(Universidad Bolivariana del Ecuador, 2026-04-20) Barahona Coral, Thalia Dayanara; Campoverde López, Johnny Segundo
This research addresses the issue of low motivation and limited student engagement in learning English as a Foreign Language (EFL), particularly in public educational contexts with restricted time and resources. The study was conducted at Escuela de Educación Básica Tarquino Idrobo in Quito, involving sixth-grade students who showed difficulties in behavioral, emotional, and cognitive engagement during English classes. The main objective was to determine the impact of integrating gamified digital platforms (Bamboozle) and movement-based tools (GoNoodle) on students’ motivation and academic performance. The study is theoretically grounded in SelfDetermination Theory (Deci & Ryan, 2000), Dörnyei’s motivational framework (2001), and Krashen’s Input Hypothesis (1982), which emphasize the importance of interactive, meaningful, and low-anxiety learning environments. A mixed-methods approach was employed, combining quantitative techniques (pre-tests, post-tests, and Likert-scale surveys) and qualitative methods (classroom observations and interviews), applied to a sample of 40 students. The results revealed a significant increase in active participation, interest in learning English, and vocabulary retention, confirming the effectiveness of the implemented strategies. As a proposal, a didactic strategy based on the systematic integration of interactive digital tools was designed to enhance student motivation. In conclusion, gamified platforms positively contribute to the creation of dynamic learning environments, promoting meaningful English language acquisition in resource-limited settings.
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 Reinaldo
The 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.
Direct Method to enhance eight-course learners' speaking skills
(Universidad Bolivariana del Ecuador, 2025-01-15) Paredes Colina, Guido Christian; Yupangui Aimacaña, Nancy Marlene; Campoverde López, Johnny Segundo
The project suddenly exposes about the use of the Direct Method to improve oral communication skills in eighth grade students. The problems investigated focus on the limitations of traditional methods to develop effective oral skills. The objectives include evaluating the effectiveness of the Direct Method and proposing a structured program to improve fluency, pronunciation and interactive communication. Contextually, the study is carried out in an educational environment with limited resources. The methodology employs a mixed-methods research design, integrating standardized tests, classroom observations and surveys to measure impact. The results indicate significant improvements in the fluency and confidence of the students, validating the effectiveness of the proposal. The conclusion underlines the importance of integrating interactive and contextualized approaches, highlighting their replicability and broad pedagogical benefits.
Fostering Speaking Practices to Build Fluency in A2.1 ESL Students
(Universidad Bolivariana del Ecuador, 2025-03-20) Morales Castro, Gustavo Andrés; Rodríguez Avilés, Megan Jazmín; Campoverde López, Johnny Segundo
This thesis examines the problem of insufficient fluency in oral expression among A2.1 English as Second Language (ESL) students in the 6th grade at Unidad Bilingüe Nueva Semilla in Guayaquil, Ecuador. The main objective of the research is to identify ways to improve students' speaking fluency in English, addressing the barriers that prevent them from actively participating in class discussions. The research is conducted in a bilingual educational context where students are exposed to both Spanish and English. Although students have basic knowledge of English, they face challenges when speaking the language due to a lack of practice, fear of making mistakes, and insecurity in their abilities. The methodology used in the study is qualitative, relying on observations and interviews to understand the students' difficulties and the factors affecting their speaking abilities. Data collected during the research provides insights into the root causes of the problem and how to effectively address them in the classroom. The results of the study indicate a significant improvement in students' confidence and fluency after implementing targeted interventions. The main proposal of the research is to create an environment where students feel comfortable practicing English, helping them overcome their fears and build their language skills in a more natural and supportive manner. In conclusion, this research underscores the importance of fostering a positive and encouraging classroom environment that allows students to develop their speaking abilities without fear of judgment. The study highlights the role of such an environment in boosting both confidence and fluency in English.
Storytelling to enhance listening comprehension skills
(Universidad Bolivariana del Ecuador, 2025-11-20) Espinel Ramos, Gabriela Estefania; Campoverde López, Johnny Segundo
This research investigated the impact of storytelling as a pedagogical strategy to strengthen listening comprehension among sixth-grade EFL learners at Unidad Educativa Particular La Colina during the 2024– 2025 academic year. The study focused on 29 sixth-grade students who directly benefited from the implementation of this strategy. A mixed-methods approach was employed to obtain a comprehensive understanding of learners’ progress. Quantitative data were collected from Cambridge Young Learners listening assessments, which provided measurable evidence of students’ improvement in identifying key information, recognizing vocabulary in context, and understanding short narratives. Complementing this, qualitative data were derived from a classroom journal maintained throughout the intervention, offering insights into students’ engagement, challenges, and evolving attitudes toward listening activities. The intervention itself was organized into three progressive stages, each intentionally designed to reduce the amount of visual scaffolding and encourage students to depend increasingly on auditory cues. In the initial stage, storytelling was supported with visual aids, gestures, and illustrations to build confidence and comprehension. In the second stage, visual support was limited, prompting students to develop more attentive listening habits. Finally, the third stage relied solely on oral storytelling, fostering autonomous listening, sustained attention, and deeper comprehension of spoken English.
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 application of linked worksheets to improve communication and interaction among A1 English-level students
(Universidad Bolivariana del Ecuador, 2025-05-07) Calle Yépez, Martha Margoth; Campoverde López, Johnny Segundo
The primary purpose of this study was to demonstrate the effectiveness of using linked worksheets to improve communicative language skills at the A1 English level. The study involved 25 Eloy Alfaro High School students who struggle with understanding the English language and using it in various contexts related to real-life situations. Quantitative instruments were utilized to support this investigation. These instruments included a survey, a questionnaire, and an observation rubric to assess students’ advancement and progress. The survey provided information on topics of interest for students to incorporate into their English lessons, while the rubric guided students in including the necessary elements in their final tasks. The results indicated that students learned new vocabulary and grammar structures, allowing them to use these skills confidently in situations requiring oral communication. This demonstrated their ability to develop productive skills and engage in brief conversations. The pre-test revealed a mean score of 5.39, while the post-test showed a score of 7.62 out of 10, indicating an improvement of 22%. The students expressed high satisfaction with this methodology, with 67% of the participants indicating that the worksheets facilitated a greater sense of comfort in speaking English during class. This approach needs the active participation of teachers, students, and technology to be effectively implemented. Educators will contribute by integrating contemporary materials into the curricular content and utilizing interconnected worksheets to enhance communicative language skills in English lessons.
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 Flipped Classroom for the development of Learning Styles in the English area
(Universidad Bolivariana del Ecuador, 2026-02-20) Pérez Párraga, Estefanía María; Quintero Chilán, Kristy Ivette; Campoverde López, Johnny Segundo
This study investigates the issue of how the Flipped Classroom is not frequently implemented for improving the English teaching-learning process, and how that may impact students’ learning styles and motivation. The primary goal of the study was to analyze the relationship between using the Flipped Classroom methodology and developing learning styles for eighth-grade students of Educación General Básica Superior at Unidad Educativa Municipal Sebastián de Benalcázar. The study followed a mixed-method approach that used both qualitative and quantitative methods to obtain data. Surveys and interviews were conducted with teachers and students in order to identify the level of implementation of the Flipped Classroom methodology and the predominant learning styles in the classroom. The quantitative and qualitative findings further revealed that although teachers employed some technological tools, the use of the Flipped Classroom was limited and teachers primarily used traditional teaching strategies. Based on the findings, a didactic guide was created that is based on the Flipped Classroom methodology which contained online resources, group activities, and formative assessments that aimed to promote independence, interest, and active participation. The results confirmed that the Flipped Classroom could be considered as a new methodology to develop an English teaching-learning process by developing students’ learning styles.
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 role of flipgrid and it’s influence on speaking skills at 9th grader students
(Universidad Bolivariana del Ecuador, 2025-03-28) Flores Campoverde, Kleber Joel; Campoverde López, Johnny Segundo
In January 2024, Ecuador faced a crisis when criminals attempted to take control of the country. During this time, the Ecuadorian education sector saw a rise in the adoption of blended learning as an approach. This method emerged alongside other forms of education that reflect the continuous effort within the educational system to explore new strategies and technologies for effective teaching and better student outcomes. Blended learning plays a role in ensuring the continuity of activities and fostering English language proficiency. The education system in Ecuador is actively integrating approaches to improve teaching practices and student performance. Despite these efforts, students often struggle to meet expectations, particularly when it comes to English communication skills, which are essential for adapting to academic challenges and demands. The use of media and technological resources becomes imperative to enhance students' communication skills. The main objective of this research is to investigate how Flipgrid can contribute to improving students' speaking skills. Flipgrid, along with its features such as forums, announcements, and video posts, will be prioritized to enhance fluency and accuracy. A qualitative research study will involve surveying 21 high school students using both deductive research methods to provide explanations and descriptions. Additionally, a questionnaire consisting of nine questions will be administered to three teachers to assess the importance and effectiveness of using Flipgrid to develop communication skills.
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.
The Use of the National Identity Approach to Improve Vocabulary Acquisition
(Universidad Bolivariana del Ecuador, 2025-06-23) Nieto Pillajo, Gladys Esperanza; Campoverde López, Johnny Segundo
This research titled “The Use of National Identity Approach to Improve Vocabulary Acquisition” was conducted with second-grade students from a public school in Ecuador, in response to the observed difficulty in acquiring English vocabulary, which mainly affected their oral comprehension and pronunciation. Since students were still developing literacy in their native language, the focus was placed on strengthening oral skills. The general objective was to improve vocabulary acquisition in English using a national identity-based approach through authentic materials such as bingo, Monopoly, and role-playing. The study followed a mixed-methods approach (qualitative and quantitative) within an action research design, carried out during the first academic term. Data were collected through observations, evaluation rubrics, checklists, and surveys administered to the institution's English teachers, with the aim of understanding their perspective on using Ecuadorian national identity to strengthen vocabulary acquisition in second grade. Teachers also provided insight on how this approach could be adapted to more complex topics for higher grade levels, depending on students’ English proficiency. The main results showed significant improvement in oral comprehension, pronunciation, and vocabulary retention, along with increased motivation and active participation. The innovative proposal involved the design and application of authentic materials related to national identity, adapted to the A1 level of the Common European Framework. The conclusions highlight that the use of contextualized materials promotes meaningful vocabulary learning and strengthens students’ connection to their cultural identity.
Using Authentic Materials to Enhance Tourism Students' Speaking Skills
(Universidad Bolivariana del Ecuador, 2025-10-08) Sánchez Román, Jorge Luis; Vargas Gonzalez, Johanna del Carmen; Campoverde López, Johnny Segundo
This study examines the challenges tourism students face in communicating in English during internships and proposes strategies to enhance their speaking skills. Speaking is essential in the tourism industry, enabling professionals to interact confidently in real-life scenarios such as hotel check-ins, restaurant service, and giving directions. The study emphasizes communicative teaching methods, including role-plays, authentic materials, and image-based discussions, to create an engaging learning environment. Assessment plays a key role in identifying students' strengths and areas for improvement, using authentic evaluation methods such as real-world tasks and projects. A placement test classified students' proficiency levels, while interviews with industry professionals provided insights into students’ practical language application. The research employs a mixed-methods approach, integrating quantitative and qualitative data to gain a deeper understanding of students' needs and industry expectations. The sample consists of 40 second-semester tourism students at Instituto Tecnológico Superior “Vicente Rocafuerte,” as this is the stage when they begin internships. Findings suggest that targeted speaking activities and continuous assessment enhance students' confidence and competence, aligning their skills with industry requirements. By implementing structured speaking activities and real-world assessments, educators can better prepare students for professional success, ultimately improving the quality of service in the tourism sector.

Browsing by Author "Campoverde López, Johnny Segundo"

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