Browsing by Author "López López, Jacqueline Elizabeth"

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    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 Reinaldo
    Developing 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.
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    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 Elizabeth
    English 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.
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    “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 Elizabeth
    This 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.
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    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 Reinaldo
    Speaking 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.