Browsing by Author "Letamendi Lazo, Carmen Andrea"
Now showing 1 - 8 of 8
Results Per Page
Sort Options
Item Drama-based techniques for teaching speaking in efl classrooms applied to 1st bachelor’s teenagers(Revista Multidisciplinar De Estudios Generales, 2025-01-08) Sayago Garcia, Karla Antonieta; Véliz Espinoza, Cristian Alberto; Letamendi Lazo, Carmen Andrea; Reinaldo Tenesaca, Josue BonillaThis study investigates the use of drama-based techniques as an effective teaching approach to enhance speaking skills in A2-level teenage learners of English as a Foreign Language (EFL). Due to the communication challenges faced by adolescent learners with lower skills, drama provides an engaging method for participating in authentic language use. Techniques such as: role-playing, and process drama create significant scenarios that improve fluency and motivation. Drawing from theoretical frameworks and empirical studies, this research highlights how drama enhances language acquisition by minimizing emotional obstacles and encouraging active participation. The findings suggest that integrating drama into speaking classes enhances verbal abilities while promoting student autonomy and teamwork. This research adopts a qualitative and quantitative mixed-methods paradigm within the framework. It utilizes an Action Research methodology as it is conducted by a teacher-researcher with the goal of enhancing students’ speaking abilities in an authentic EFL classroom environment. This pre-test aims to assess the existing speaking skills of teenage EFL students before the implementation of drama-based methods. It focuses on oral fluency, confidence, vocabulary usage, and interactive communication via questions and prompts connected to everyday life, social engagement, and descriptions. The present study reveals that, applying drama-based technique demonstrate most of the students gain satisfactory prior knowledge like as: self-confident, security and positive attitude and aptitude when they need to do any exposure, let them in side anxiety, nervous, insecurities. So, is important that the technique of drama, is an excellent option for students to strategy in developing communicative skill and our professors obtain more experience in the teaching teacher.Item Enhance Reading Skills Through Blending Sounds Methodology to Students from The Tenth Grade(Universidad Bolivariana del Ecuador, 2024-10-08) Males Quishpe, Andrea Mishell; Olalla Ajila, Jonathan David; Letamendi Lazo, Carmen AndreaThis study evaluated the effectiveness of the "Blending Sounds" Methodology in improving the reading and pronunciation skills of tenth-grade students at the “Unidad Educativa Fiscal Oswaldo Guayasamín” in Quito, Ecuador. A quasi-experimental design was used, with an experimental group receiving the "Blending Sounds" intervention and a control group following conventional English teaching methods. The primary goal was to determine whether this specific methodology could significantly enhance students' phonological awareness, pronunciation, reading fluency, and comprehension in English. The research began with a pre-test to establish baseline skills in two key areas: phonological awareness and pronunciation and reading fluency and comprehension. The results showed similar initial skill levels in both groups, with the experimental group scoring 5.5 in phonological awareness and pronunciation and 6.0 in reading fluency and comprehension, while the control group scored 5.7 and 5.8, respectively. This comparability ensured a fair starting point for assessing the impact of the intervention. Following the implementation of the "Blending Sounds" Methodology, the post-test results revealed significant improvements in the experimental group. The mean scores increased to 6.8 for phonological awareness and pronunciation and 7.2 for reading fluency and comprehension. In contrast, the control group showed only slight changes, with a mean score of 6.1 for phonological awareness and pronunciation and 6.4 for reading fluency and comprehension. A T-test confirmed these differences were statistically significant, with T-statistics of 26.66 for phonological awareness and pronunciation and 60.93 for reading fluency and comprehension, and pvalues far below the threshold for significance. These findings indicate that the "Blending Sounds" Methodology had a substantial positive effect. Overall, the study demonstrates that the "Blending Sounds" Methodology effectively improves critical language skills, suggesting its potential as a valuable tool for enhancing English proficiency among students. The research recommends further implementation of this approach in similar contexts and encourages additional studies to explore its broader applications.Item Exploring the Effectiveness of ELSA: English Language Speech Assistant in Second Language and pronunciation(Universidad Bolivariana del Ecuador, 2026-02-19) Muñoz Mejía, Mauricio Marcel; Letamendi Lazo, Carmen AndreaThe study aims to determine the extent to which the ELSA Speak application can enhance the English pronunciation skills of adolescents aged 13 to 15. It examines the app’s impact on pronunciation improvement, user satisfaction, frequency of use, and the occurrence of technical difficulties. The main objective is to compare the effectiveness of digital language-learning tools, particularly ELSA Speak, with traditional classroom-based pronunciation instruction. Conducted within an educational setting, the research adopts both quantitative and qualitative approaches. Data were gathered from 25 participants between the ages of 13 and 15 through online surveys and questionnaires, using random sampling techniques. The findings reveal that 69.2% of participants considered ELSA Speak more effective than traditional learning methods, while 84.6% reported a highly positive improvement in their English pronunciation. Overall, the results indicate that ELSA Speak is an effective and well-received tool with significant potential for supporting pronunciation development among language learners. The study also highlights opportunities for future improvements and further research to maximize the application’s usability and effectiveness in language education.Item Implementing foldables to improve reading skills for a1.1-level eighth-grade students in a rural high school(Universidad Bolivariana del Ecuador, 2024-05-14) Castro Arias, Cristina del Rosario; Paredes Zaruma, Angélica Fernanda; Letamendi Lazo, Carmen AndreaThis research proposal investigates the effectiveness of implementing foldables, a hands-on learning strategy, to improve reading skills for A1.1 level eighth-grade students in a rural high school located in San Joaquin, Ecuador. Many students in these environments struggle with reading comprehension due to limited resources and diverse learning styles. Foldables address these challenges by providing a kinesthetic, visual, and interactive way for students to organize information, enhance vocabulary acquisition, and develop comprehension of reading materials. The study will be conducted at Eduardo Crespo Malo Rural High School with a target population of 29 eighth-grade students. The research design employs a quantitative approach with pre-and post-tests to measure student progress. Additionally, surveys will be used to gather data on student motivation and attitudes toward reading. The foldable strategy will be implemented for three weeks, focusing on activities aligned with the students' A1.1 proficiency level and the Ecuadorian English as a Foreign Language Curriculum (EFL) guidelines. The study has the potential to produce outstanding results, with youngsters improving their reading skills in vocabulary development, comprehension, and critical thinking. The project's success will benefit the field of education by providing teachers with a practical and effective strategy for improving reading skills in limited resources in rural settings.Item Learning apps for the development of speaking skills in English as a foreign language students(Ciencia Y Educación, 2025-10-10) Rosado Castro, María del Carmen; Cazar Costales, Segundo Salvador; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué ReinaldoThis paper investigates the impact of mobile applications on the speaking skills of English as a Foreign Language (EFL) learners. Given the low level of English proficiency in Ecuador, attributed to limited opportunities for oral communication practice, outdated pedagogical approaches, and insufficient technological knowledge among teachers, this study aims to promote the use of technological tools such as HelloTalk, Speaky, and Mondly to foster more meaningful and engaging learning experiences. A mixed-methods approach was implemented with a sample of 50 high school students. Students’ fluency, pronunciation, vocabulary, coherence, and interaction were assessed through a pre-test and a post-test. The results revealed significant improvements resulting from the technological intervention, particularly in verbal fluency, overall confidence, and oral communication skills. The use of applications based on the Tandem Collaborative Learning Model enabled students to interact with native speakers or artificial intelligence, providing authentic contexts for language practice. Furthermore, students demonstrated high levels of motivation and autonomy as they engaged in self-directed learning environments. This study highlights that English language learning can be enhanced through the use of mobile applications, provided that their implementation is supported by a sound pedagogical framework. Such a framework should extend beyond the development of basic communication skills and incorporate an integrated approach that prepares learners to navigate real-world globalized professional environments.Item “The Communicative Language Teaching Method to Foster English Oral Production in 10th Grade B at Unidad Educativa Diocesana Bilingüe”(Universidad Bolivariana del Ecuador, 2025-12-26) Farinango Caranqui, Galo Xavier; Letamendi Lazo, Carmen AndreaThis research analyzed the influence of the Communicative Language Teaching (CLT) approach on the development of oral production skills among tenth-grade students at a public bilingual school in Ecuador. The problem identified was the students’ limited fluency, accuracy, pronunciation, and interaction in English, which hindered effective communication in class. The main purpose of the study was to determine the extent to which systematic application of communicative tasks could improve these oral skills. The study was conducted within the Ecuadorian context, where English is a compulsory subject, yet traditional, grammar-centered methods still prevail. A mixed-methods pre-experimental design was applied with one group of 30 students who participated in a nine-week intervention based on communicative activities. Data were collected through pre- and post-speaking tests modeled on the B1 Preliminary English Test (PET), student surveys, classroom observations, and teacher field notes. The pedagogical proposal consisted of a structured application of communicative tasks such as role-plays, information-gap activities, picture-based discussions, oral presentations, and collaborative decision-making. This proposal aimed to strengthen communicative competence through meaningful practice and authentic interaction. Results showed overall improvement across all oral production components, along with increased student confidence, participation, and motivation. It was concluded that implementing CLT promotes balanced development of fluency, accuracy, pronunciation, and interaction, even in low-resource contexts. The study highlights that sustained communicative practice, continuous teacher support, and an encouraging classroom environment are essential factors for achieving effective and lasting learning outcomes.Item The Use of Gamification to Improve Reading Comprehension in A1 Level Students(Universidad Bolivariana del Ecuador, 2025-07-10) Guaranga Zapata, Tatiana Marisol; Letamendi Lazo, Carmen AndreaThe increasing global significance of English as a lingua franca has necessitated the enhancement of English language instruction, particularly at the foundational levels. In Ecuador, A1 -level English language learners (ELLs) face persistent challenges in reading comprehension due to limited vocabulary, grammatical knowledge, and engagement with reading materials. Traditional teaching methods often fail to address these difficulties effectively. This study explores the impact of gamification as an instructional strategy to improve reading comprehension among 11–12-year-old A1-level students at Unidad Educativa Verbo Divino. The research employs a mixed-methods approach, integrating both quantitative and qualitative methodologies to provide a comprehensive understanding of gamification's effectiveness. The independent variable is the implementation of gamification, which involves the use of points, badges, challenges, and interactive learning elements. The dependent variable is the improvement in reading comprehension, measured in terms of accuracy, fluency, engagement, and overall comprehension skills. Data collection methods include pre- and post-tests, student surveys, semi-structured interviews, and classroom observations. Statistical analyses assess the impact of gamification on students’ reading performance, while thematic analysis explores student perceptions and engagement levels. Findings indicate a significant improvement in students’ reading comprehension skills following the gamified intervention. The mean reading comprehension scores increased notably from the pre -test to the post-test, suggesting that game-based learning effectively enhances text interpretation and retention. Additionally, survey results reveal strong student preference for gamified reading activities over traditional methods, highlighting the motivational benefits of incorporating game mechanics into instructional design. Qualitative data further support these findings, as students reported higher engagement, increased motivation, and greater confidence in their reading abilities. In summary, the study demonstrates that gamification serves as an effective pedagogical tool for fostering reading comprehension in A1-level learners by promoting engagement, motivation, and cognitive development. The research recommends the integration of structured gamification strategies into English language curricula to enhance reading proficiency. Future studies should explore long-term impacts and scalability across different learning environments.Item Using Communicative Language Teaching (CLT) to improve speaking skills in a1-level 8th graders(Arandu UTIC, 2025-09-24) Rivera Rivera, Adriana Salomé; Acosta Ortega, María José; Letamendi Lazo, Carmen Andrea; Bonilla Tenesaca, Josué ReinaldoThis study evaluated the impact of implementing Communicative Language Teaching (CLT) strategies on the development of English-speaking skills among eighth-grade students at the A1 level. A mixed-methods approach with an explanatory sequential design was used, combining quantitative oral assessments conducted before and after the CLT program implementation with qualitative data obtained through student surveys. Forty students from a public basic education school in the city of Guayaquil participated, engaging for five weeks in communicative activities such as role-plays, collaborative pair work, and listening comprehension exercises. Quantitative results showed significant improvements in students’ fluency, pronunciation, and coherence in conversations. Additionally, qualitative data demonstrated an increase in student motivation and participation. Despite some difficulties, the results show that this communicative methodology is effective and can be applied in similar environments.