Browsing by Author "López López, Jacqueline Elizabeth"
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Item Adapting Digital Didactic Resources in Classroom Platform to enhance effective Grammar Skills with students from second year of Bachillerato(Universidad Bolivariana del Ecuador, 2025-02-06) Chamba Sinche, Silvia Dolores; López López, Jacqueline ElizabethEducators are promoters of planning and delivering instruction that meets the sociocultural, linguistic, cognitive, and academic needs of students. In most cases, well-intentioned educators use multiple tactics to make their curriculum accessible to culturally diverse students according to the Ministry of Education. In this project, the investigated group to be studied are students from the Second of Baccalaureate at Adolfo Valarezo. There are 20 students, 8 girls and 12 boys with different characteristics each one. Unidad Educativa Adolfo Valarezo is placed in the Loja city. This institution was created on October 28th, 1968 where English and French were taught by 8 teachers from Foreign Languages with five hours per course. On September 12th, 2015 the primary school was annexed to Adolfo Valarezo High School. Currently, this Unidad Educativa has 71 teachers, divided into 16 teachers at Primary school and 60 at high school. At present, there are 7 English teachers. Throughout this study, students practiced their grammar using a variety of online resources across various programs, including live worksheets, Kahoot, Socrative, Mentimeter, Grammar In-App, and Google Forms. The study demonstrated its effectiveness. The way the content was presented to the students captivated and helped them significantly. Online resources have the potential to accelerate learning. These technological tools will make the most of the students' grasp of grammar. An engaging, instructive structure will inspire students to learn. Simple present tense grammar structures can be improved by technology; many examples of different activities are uploaded to Google Classroom. Students will therefore be better able to get into the platform at any time to have a better understanding of grammar structures for both written and oral communication.Item Applying trading workshops for improving the oral skill in the English Language for the Amazon ecotourism(SATHIRI, 2025-07-18) Huaca Franco, Brayan Johao; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josue ReinaldoThis research addressed the linguistic barriers faced by ecotourism providers in Cascales, Sucumbíos, with a focus on improving their English communication skills. The study evaluated whether specific workshops could improve these skills, thereby increasing tourist satisfaction and generating greater economic and educational benefits. A quasi-experimental methodology was used, which included pre- and post-workshop surveys, interviews, and focus group discussions with a sample of 14 local providers selected for their basic proficiency in English. The results revealed that, while some providers showed confidence in their English communication skills, there was considerable variability in their effectiveness. Specifically, 21% of participants reported difficulties in effectively communicating with tourists, and many-faced significant challenges related to intonation, pronunciation, and fluency. Although participants showed a high level of interest in the training workshops and were willing to seek feedback, their inconsistent focus on improving oral skills limited the overall impact of the training. The study concluded that existing training programs did not fully address the specific needs of the region’s ecotourism sector. It is recommended that future research explore the longitudinal impacts of training interventions, consider cultural and contextual factors that influence language learning, and examine alternative methods for improving language skills. This would contribute to a more successful and sustainable ecotourism model in Cascales.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 Facebook as a complementary strategy to develop listening skills in English for A2 learners(Universidad Bolivariana del Ecuador, 2024-08-29) Real Roby, Roddy Andres; López López, Jacqueline ElizabethCurrently, with the growth of the technological age and its scope, it becomes essential to apply new strategies to keep the student motivated in learning the English language. By implementing traditional teaching strategies and not complementing them with new trends, it becomes difficult to reach the student effectively (Concannon et al., 2005). Therefore, this thesis proposes to use a modern strategy that focuses on one of the applications most used by students, such as the social network Facebook, as a complementary strategy to strengthen the development of listening skills in the English language. For the effective implementation of this research project, it is necessary to combine different methodologies. Two different research methods are used in the data collection process: quantitative and qualitative. After the pretest a proposal implementation was applied that lasted 4 weeks and the results after the post test revealed that, the minimum grade of the pretest was 1,1 showing a real difficulty in the comprehension of spoken English, however, the minimum grade of the posttest was 4 and shows an improvement in the listening skills. In addition, the mean of the pretest was 3,41 and the post test was 6,46 showing an improvement that indicates that the intervention of Facebook has achieved educational meaningful gains over the four weeks course implementation. The research concluded that the use of Facebook in listening activities helped students achieve a better comprehension of the spoken English, improved their listening skills and increased the quality of their productions.Item How cultural awareness influences senior year students to achieve curricular standards through Ecuadorian literature(Revista Latinoamericana de CIencias Sociales y Humanidades, 2023-10-10) Lara Ramirez, Andrea Aurora; López López, Jacqueline ElizabethEnglish proficiency is a global necessity, and Ecuador is no exception, where it has been integrated into the education curriculum to enhance language skills. However, student performance in English has remained below the desired level, falling short of the B1 proficiency standard set by the Ecuadorian Curriculum. This research focuses on assessing the influence of cultural awareness on EFL high school students through the integration of Ecuadorian literature, with the goal of aiding them in achieving the B1 proficiency level by the culmination of their senior year. For this end a survey was administered to thirty (30) high school senior students at an all-girls high school in the city of Cuenca to ascertain their stance on the incorporation of cultural material related to Ecuadorian literature in English classes following the implementation of a demonstration class. Employing a mixed-method approach, quantitative data were gathered through surveys, while qualitative insights were gleaned via open-ended questions. The findings convey a notable interest among students in embracing local literary works within their English classes, with a substantial proportion expressing a distinct preference for this pedagogical approach. These results underscore the potential of culturally relevant pedagogical strategies in language instruction.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 The effectiveness of role-play for daily life activities for enhancing speaking skills(Universidad Bolivariana del Ecuador, 2024-05-25) Jiménez Alvear, Francisco Abel; López López, Jacqueline ElizabethThe current research project aims to demonstrate the effectiveness of role-play for daily life activities in enhancing speaking skills. English teaching methods have evolved over time, with new trends replacing traditional ones. This study focuses on the teaching approach employed at Alianza America Idiomas, which may not adequately address the diverse needs of language learners, particularly in improving oral communication in English. The purpose of this research is to analyze the oral communication difficulties among students, evaluate the aspects of speaking skills significantly improved after the intervention, and assess students' perceptions of using role-plays for daily life situations to enhance speaking skills. Conducted at Alianza America Idiomas in Argentina, this study utilized an exploratory approach with a quantitative method for data collection. Three instruments were used to collect valuable data for this research project, followed by statistical analysis of the collected data. Pretest and posttest assessments revealed a 31.8% increase in students' speaking skills following the intervention, with positive perceptions of the role-play technique reported by participants. By examining and enhancing students' speaking skills, the researchers achieved the objectives of this research. The pre- and post-tests showed significant improvements in "topic relevance" and "cohesion" after the intervention. According to survey results, students expressed a more positive view of the roleplay technique, noting increased speaking ability. Experiential learning facilitated accurate conversation and provided participants with useful knowledge applicable to real-life situations. The study emphasizes the effectiveness of the role-play technique in enhancing speaking skills and promoting effective communication, thus making an important contribution to the teaching and learning of English.Item “The influence of flip app to improve speaking skills in students of seventh grade”(Universidad Bolivariana del Ecuador, 2024-05-09) Tomalá de la A, Lissette Estephanía; Salazar Jaramillo, Cecilia Isabel; López López, Jacqueline ElizabethThis study examines how the Flip App influences the enhancement of speaking skills in seventhgrade students, addressing the pressing need to improve their communicative abilities, particularly in oral expression. The primary aim is to assess the efficacy of the Flip App as an educational instrument for refining speaking skills among seventh-grade students. The research was conducted within a school environment, where the Flip App was integrated into English language instruction. The methodology encompassed both pre- and post-tests to gauge the impact of Flip App usage, alongside surveys to gauge student perceptions of the app's effectiveness. The findings of the study revealed a marked enhancement in the speaking skills of students who engaged with the Flip App. Specifically, improvements were noted in fluency, pronunciation, and overall confidence in oral communication. This underscores the significant role that educational technology like the Flip App can play in enhancing language learning experiences. As a recommendation, the study advocates for the continued integration of the Flip App into the school curriculum to bolster students' communicative skills further. By incorporating the app into regular lesson plans, educators can create a more dynamic and interactive learning environment, fostering greater engagement and skill development. In conclusion, this research demonstrates that the Flip App is a valuable tool for improving speaking skills among seventh-grade students. Its integration into classroom activities has the potential to significantly enhance students' ability to communicate effectively in English. This study contributes to the growing body of research supporting the use of technology in education and highlights the positive impact it can have on language learning outcomes.Item The use of GimKit platform for improving reading skill in A2 English level student(Universidad Bolivariana del Ecuador, 2025-10-17) Guadalupe Borja, Luis Gustavo; Villarreal Muñoz, Diana Carolina; López López, Jacqueline ElizabethTeaching reading skills in English as a foreign language (EFL) remains a challenge at the A2 level, especially due to students' limited vocabulary, low motivation, and the ineffectiveness of traditional methods. This research aimed to analyze the effectiveness of the GimKit platform, a gamified learning tool, in improving reading comprehension among A2-level students at the Vicente Fierro school in Tulcán, Ecuador. The overall objective was to determine the impact of GimKit on students' comprehension, vocabulary retention, and participation during reading activities. A mixed-methods approach was adopted, combining quantitative data from pre-tests, post-tests, and surveys with qualitative information collected through classroom observations and teachers' field notes. The participants were 32 students aged 14 to 15, who attended eight 80-minute classes in which GimKit-based activities were used to support reading development. The results showed a significant improvement in students' reading comprehension, vocabulary acquisition, and fluency, with post-test scores considerably higher than pre-test scores. Surveys indicated positive attitudes toward the use of gamification, highlighting increased motivation and participation, while observation data revealed a more collaborative and interactive classroom dynamic. Despite limitations such as restricted access to technological resources and occasional internet connectivity issues, the use of GimKit proved effective in transforming reading instruction into a dynamic, engaging, and inclusive experience. In conclusion, the study demonstrates that integrating gamified platforms such as GimKit into language teaching encourages greater student participation, improves reading outcomes, and provides practical strategies for modernizing the teaching of English as a foreign language in contexts where students require innovative and motivating approaches to learning.Item The Use of Podcasts to Develop Speaking Skills in A2 Level Students(Arandu UTIC, 2025-09-08) Pintado Gallegos, Sheyla Fernanda; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josue ReinaldoSpeaking skills are regarded as one of the most important aspects in an ESL (English as a Second Language) classroom, even though the learning process presents challenges that teachers face when aiming to improve students' speaking abilities, such as pronunciation, fluency, and lexical resources during communication. However, teachers are continually searching for new approaches or techniques to help develop students' speaking skills. Therefore, this article aims to assess the effectiveness of podcasts as a tool to improve speaking skills in A2-level students. To achieve this goal, the author used a mixed-methods research design, incorporating both qualitative and quantitative components that facilitate a better understanding of data collection, analysis, and discussion of results. This approach helps establish the relationship between the independent variable “Podcasts” and the dependent variable “speaking skills.” The study aimed to determine how effective podcast activities are, assess their impact on speaking skills, and explore learner attitudes to gain a deeper understanding of speaking skill development in A2-level students using podcasts. The population consisted of 25 students selected through the systematic sampling method; their ages ranged from 11 to 12 years old, and all were at the A2 level. Data were collected using instruments such as pre- and post-surveys and pre- and post-tests for quantitative data, while the surveys also provided qualitative insights. The data were analyzed both qualitatively and quantitatively. The results showed that the podcast sessions had a significant and positive impact on participants' speaking skills.