Browsing by Author "Egas Herrera, Diana Carolina"

Now showing 1 - 6 of 6
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    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.
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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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    Diseño de un Entorno Virtual de Aprendizaje para Desarrollar la Habilidad de Writing en Inglés para Octavo de Educación Básica
    (MQRINVESTIGAR, 2025-08-29) Campos Masabanda, Seneida Marlene; Bustos Chila, Carolina Fernanda; Tigrero Vaca, Jorge William; Egas Herrera, Diana Carolina
    El actual trabajo investigativo tuvo como propósito analizar la incidencia de un entorno virtual de aprendizaje en el desarrollo de la competencia de escritura (writing) en inglés, específicamente en estudiantes de Octavo Año paralelo “A” de la Unidad Educativa “Pastocalle”. Esta iniciativa surgió frente a las dificultades recolectadas en el rendimiento académico en la habilidad de escritura (writing), situación que conllevó a mejorar dicha habilidad mediante la búsqueda de estrategias innovadoras. La muestra estuvo conformada por 27 estudiantes cuyas edades oscilan entre los 11 y 13 años, además, participaron 2 docentes del área. Se aplicó un enfoque mixto, con alcance descriptivo – correlacional y un diseño experimental, los cuales permitieron medir los avances tras la implementación del Entorno Virtual de Aprendizaje. Se utilizaron herramientas teóricas y estadísticas para analizar los datos. Durante el avance del estudio, se diseñó un entorno virtual de aprendizaje direccionado a mejorar la participación activa del estudiantado en plataformas digitales, permitiendo el desarrollo paulatino de la producción escrita (writing) mediante actividades interactivas y contenidos gramaticales acorde a su nivel. Esta propuesta pedagógica contribuyó al fortalecimiento de la habilidad escritural (writing) del inglés, además propició una experiencia de aprendizaje contextualizada, motivadora y significativa. En síntesis, la investigación permitió evaluar la eficacia del entorno virtual como recurso didáctico para mejorar la escritura, mediante una estrategia que integra las tecnologías digitales al currículo, promoviendo así la transformación de las practicas pedagógicas tradicionales hacia enfoques participativos, dinámicos y centrados en el estudiante.
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    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.
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    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.
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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.