Browsing by Author "Guerrero Segura, Rodrigo Antonio"

Now showing 1 - 6 of 6
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    Active strategies to develop oral skill of a2 level students
    (Universidad Bolivariana del Ecuador, 2025-07-28) Ojeda Darquea, Lilian Jeanneth; Guerrero Segura, Rodrigo Antonio
    This research main addressed the active strategies implementation to develop oral skills in A2-level English students at Unidad Educativa Fiscal Joaquín Arias. The notorious problem found was the students' difficulties in communicating in English, one of the primarily lack was the mistakes fear and, in this way, they lost the confidence to communicate. The main purpose was to determine effective active strategies for developing oral skills in eighth-grade students. The research was conducted with 40 students, employing a mixed approach that combined quantitative and qualitative methods, including diagnostic tests, pre-test, post-test, and surveys. The results revealed an advantageous improvement in oral skills, it was demonstrated by 92.5% of students group, the report showed an increased confidence in English speaking with 90%. It demonstrated that students had an active participation in creative linguistic problem-solving, and finally the 85% of the students demonstrated successfully that they had applied their skills in real situations. The proposal included a systematic and interactive activities implementation, for example role-playing, group discussions, and projects based on real situations are activities that supported them with the progress in monitoring system. Conclusions emphasis in the effectiveness of active strategies for creating a positive learning environment that developing confidence in oral communication.
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    Application of the storytelling strategy for the Improvement of the speaking skill
    (Universidad Bolivariana del Ecuador, 2025-05-06) Manobanda Sisa, Narcisa de Jesús; Guerrero Segura, Rodrigo Antonio
    This thesis explores the impact of implementing storytelling to improve the speaking skills of ninth-grade A1-level English students. Storytelling is recognized as an effective technique in language acquisition, providing engaging and memorable moments that enhance students' interest and oral productive skills. The research identifies significant challenges faced by A1 students in developing speaking skills, such as lack of confidence, fear of making mistakes, and limited exposure to authentic communication situations. The main purpose of this research is to analyze how integrating storytelling in the classroom can overcome these challenges and foster meaningful learning that involves both cognitive and emotional development of the students. The study was conducted with 38 ninth-grade students from Juan Montalvo School in Ambato, Ecuador. The methodology used was a mixed-methods approach, integrating quantitative and qualitative techniques. Quantitative data was collected through pretests and post-tests to measure students' speaking skills before and after the storytelling intervention. Qualitative data was obtained through open-ended questionnaires and checklists to explore students' perceptions and the potential benefits of storytelling. The proposal suggests the regular incorporation of storytelling into the English curriculum, providing practical guidance for teachers on how to effectively implement this strategy. In conclusion, storytelling is presented as a valuable pedagogical tool to enhance language learning, promoting an interactive and collaborative learning environment that facilitates the development of speaking skills in A1-level students.
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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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    Leveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation
    (Universidad Bolivariana del Ecuador, 2026-02-25) Rodriguez Lucas, Julia del Carmen; Guerrero Segura, Rodrigo Antonio
    This study examines the impact of gamification strategies on enhancing motivation among sixth- and seventh-grade students learning English as a Foreign Language (EFL) at the “Dra. Olga Aguilar Ramos” Public School in Villamil Playas Canton, Ecuador. Traditional EFL instructional contexts often face challenges in sustaining student engagement, which can negatively affect learners’ motivation and language development. In response, this research integrates game-based elements into EFL instruction to foster a more interactive, engaging, and learner-centered learning environment. A mixed-methods research design was employed, incorporating pre- and post-intervention surveys, classroom observations, and focus group discussions to assess changes in students’ motivation and engagement. The pedagogical intervention involved the systematic implementation of gamification strategies, including point-based reward systems, digital badges, leaderboards, and collaborative challenges throughout the instructional period.The findings reveal a significant increase in both intrinsic and extrinsic motivation, as students demonstrated greater enthusiasm, sustained participation, and increased confidence in performing language tasks, particularly in speaking and listening activities. Furthermore, teachers reported notable improvements in classroom dynamics, student interaction, and overall learning outcomes.These results highlight the pedagogical value of gamification as an effective approach to addressing motivational challenges in EFL classrooms. By promoting competition, collaboration, and a sense of achievement, gamified learning environments positively influence student engagement and language development. This study provides valuable implications for EFL teachers, curriculum designers, and educational stakeholders seeking innovative methodologies to improve English language instruction. Future research is recommended to explore the long-term effects of gamification on language proficiency and its applicability across diverse educational contexts.
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    The Importance of using Wordwall to improve speaking skills
    (Universidad Bolivariana del Ecuador, 2025-07-04) Maza Zhuma, Jennifer Brigite; Rodríguez Cherres, Sandra Stephanie; Guerrero Segura, Rodrigo Antonio
    The research proposal titled "The Importance of Using Wordwall to Improve Speaking Skills" aims to investigate the use of the interactive digital tool, Wordwall, to enhance speaking skills intenth-grade students at "Unidad Educativa Particular Eugenio Espejo" in Loja. The interventionwill involve the implementation of a program that uses Wordwall's interactive, game-basedactivities encourage collaboration among peers, promote active engagement, and facilitate self- evaluation. This approach, which shifts the focus from traditional teacher-centered methods tostudent-centered learning, aims to promote language fluency and boost students' confidenceinspeaking English. The study will explore how Wordwall's digital resources and task-basedactivities can create a dynamic and engaging environment that supports cognitive and emotional development. The research will assess the impact of these activities on students' speakingabilities and their overall language acquisition. Upon completion, the study will providerecommendations for incorporating Wordwall into regular teaching practices to improvespeaking fluency in a fun, engaging, and effective way.
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    The Total Physical Response Method to Enhance Speaking skill on 4th grade Students (A1 – Level)
    (Universidad Bolivariana del Ecuador, 2025-05-28) Enríquez Saltos, Daniela; Romero Arias, Rosa Hortencia; Guerrero Segura, Rodrigo Antonio
    The research titled “The Total Physical Response Method to Enhance Speaking Skill on 4th-grade students (A1 Level)”. Nineteen learners from 4th-grade students at Escuela de Educación Básica Pablo Neruda in Quito struggle with speaking English due to limited vocabulary, pronunciation difficulties, and a lack of confidence. Feelings of shyness and anxiety often prevent them from participating in class, and without frequent opportunities for spoken practice, their progress remains slow. This study explores the effectiveness of the method in improving students' speaking skills. TPR combines movement with language learning, allowing students to connect words to actions engagingly and interactively. By making learning more dynamic, this method aims to enhance vocabulary retention, improve pronunciation, and boost students' confidence in speaking English. A quasi-experimental design was used, including a pretest, posttest, and a student survey. The results indicated that after implementing TPR, students showed significant improvement in their speaking abilities. They were more willing to participate, demonstrated better pronunciation, and had a stronger grasp of vocabulary. Additionally, students reported feeling more comfortable and motivated to speak English. These findings highlight the importance of incorporating interactive and movement-based methods into language instruction, particularly for young learners. When students are actively engaged, they develop a more positive attitude toward learning, which leads to better language acquisition. This research suggests that TPR can effectively improve speaking skills in elementary school students, particularly in settings where traditional methods have fallen short.