Browsing by Author "Lopez Lopez, Jacqueline Elizabeth"

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    Gamification as a Tool to Enhance Speaking Confidence in Students
    (Arandu UTIC, 2025-12-26) Bonilla Tenesaca, Josue Reinaldo; Fuentes Cruz, José Alexis; Lopez Lopez, Jacqueline Elizabeth
    The aim of this particular research is to investigate the influence of gamification via a reward system on speaking confidence of the eighth-grade English as a Foreign Language (EFL) learners at Unidad Educativa Selva Alegre. The study was based on a mixed-methods research design that integrated both quantitative and qualitative data collected by means of pre- and post-tests, Likert-scale surveys, and classroom observations during a four-week intervention. The gamified activities consisted of group challenges, quizzes, and interactive speaking tasks in which student got rewards based on their active participation. Descriptive statistics were utilized to reveal the numerical shifts in the performance of the students, whereas the thematic analysis was adopted to interpret the behaviors that were observable. It was found from the results that after the implementation, the students declared higher levels of motivation and confidence, lower nervousness, and larger readiness to take part in English-speaking tasks. The classroom observations agreed with the gradual improvements in fluency, body language, and engagement. The conclusions state that the adoption of gamified reward systems can contribute to the creation of a positive learning atmosphere which aids the students in getting rid of their anxiety and speaking more assertively in English.
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    Implementation of the Natural Approach to Enhance Learners Vocabulary of A1-Level
    (MQRInvestigar, 2024-12-15) Jumbo Chamba, Mélida Salvadora; Lopez Lopez, Jacqueline Elizabeth; Bonilla Tenesaca, Josué Reinaldo
    This research focuses on theNatural Approach to Second Language Acquisition to help learners of fourth-gradelevel A1 of Cesar Dávila Andrade Schoolin Cuenca-Ecuadorimprove their vocabulary. According to research, thisstrategy has generated more interest than other creative language teaching theories, emphasizingthat infancy is the perfect age to acquire a language. As a result, it is vital that students feel engaged in authentic learning and actively learn a new language, which will lead to fruitful conversationsin natural settings. Further, studentsneedmotivation, concentration, and problem-solving skills to achievean adequate levelof English language learning.This meansthatthe teaching-learning process should consider applicability and constraints. Consequently, modern education requires significant adjustments to pedagogical and technology components. In this context, the researcher made a deep analysis of the literature review linked to both variables: the Natural Approach and the improvement of the vocabulary in learners of fourth grade. The methodology utilized was qualitative and quantitative, allowing for data collection via a diagnostic test, a pre-test, a post-test, an observation checklist, and a survey with their parents' approval. The results demonstrated the relevance of using creative strategies based on the natural method to promote vocabulary learning in English.