Artículos Científicos

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La colección Artículos Científicos reúne la producción académica y científica desarrollada por docentes, investigadores y estudiantes de posgrado de la Universidad Bolivariana del Ecuador (UBE).

Incluye artículos orientados al estudio de la enseñanza del inglés como lengua extranjera, la didáctica de idiomas, la lingüística aplicada, la formación docente, la evaluación del aprendizaje de lenguas y la innovación pedagógica en contextos multiculturales, promoviendo el acceso abierto y la difusión del conocimiento educativo.

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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.
Análisis crítico de los recursos educativos digitales aplicados por profesores de inglés en instituciones públicas
(Identidad Bolivariana, 2023-10-13) Berrones Astudillo, Estefani; Armijos Jumbo, Sonia; López López, Jacqueline
El presente artículo presenta los resultados de un estudio de investigación que promueve la innovación y buenas prácticas en el uso de las tecnologías de la información y las comunicaciones en la gestión y utilización de recursos educativos digitales por parte de docentes de inglés en instituciones públicas del Ecuador. Inicialmente se realizó un análisis técnico para evaluar los recursos educativos digitales -Módulos Pedagógicos en Inglés- mediante el instrumento LORI-AD, que evalúa las etapas de diseño, implementación y calidad de estos recursos educativos digitales disponibles en el repositorio institucional del Ministerio de Educación. Simultáneamente, a través de una encuesta voluntaria administrada a 102 profesores de inglés a nivel nacional, se recolectó información mediante una escala Likert, que permitió comprender las perspectivas subjetivas de los docentes sobre el uso de los módulos pedagógicos en inglés durante y después de la pandemia. Finalmente, los resultados cuantitativos y cualitativos obtenidos demuestran los escenarios en los que los recursos educativos han sido utilizados por los docentes y su calidad, integración con las TIC, usabilidad y relevancia para el aprendizaje.
The influence of the CommonLit platform on the development of reading skills as an academic reinforcement for A2 students
(Revista Arandu UTIC, 2024-09-13) Buñay Illapa, Elsy; Bajaña Rosales, Mónica Elizabeth; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué
Ecuador, a country of privileges due to its geographical location, has varied socio-ideological and cultural influences that significantly impact the learning and acquisition of a foreign language. Few students are aware of the importance of English. However, many do not feel a real interest in or the need to use the language in their daily activities in a society where they only try to cover a momentary requirement. The complexity of mastering a new language like English is even worse because learners have to face environmental, and emotional difficulties, as reflected in the quantitative study carried out, which suggests energizing their learning acquisition using the qualitative method that promotes their voluntary interest in reading comprehension, as stated by a survey and class observation carried out in the First “A” of Accountancy at the Isabel de Godin Educative Unit in Riobamba. Therefore, the implementation of the CommonLit platform will determine academic progress and reading proficiency as the main tool to improve their reading skills by addressing challenges according to different levels of English proficiency. In this sense, with the platform's interactive activities, adaptive learning tools, and variety of interesting information, participants' reading abilities significantly improve, according to the findings. Therefore, the CommonLit platform is a useful tool for students who intend to achieve A2 in their reading development since it enhances the academic level and cultivates an enduring enjoyment for reading.
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 Andrea
This 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.
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 Bonilla
This 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.
Huertos escolares: estrategia interdisciplinaria para fomentar el trabajo en equipo y el cuidado ambiental en séptimo año de Educación Básica
(MQRinvestigar, 2025-03-31) Cando Loor, Vicky Zelandia; Andy Rivadeneyra, Flor Maria; Vergel Parejo, Elizabeth Esther; Espín Landázuri, Marco Antonio
La combinación del trabajo colaborativo y el cuidado ambiental en proyectos escolares promueve una formación más integral y pertinente para los desafíos actuales. Iniciativas como los huertos escolares fortalecen el aprendizaje interdisciplinario y forman valores como la solidaridad, la empatía y la responsabilidad colectiva. La investigación utilizó un enfoque mixto, con un nivel explicativo, y diseño preexperimental con el objetivo de proponer una estrategia interdisciplinaria basada en huertos escolares que fomente el trabajo en equipo y el cuidado ambiental en estudiantes de séptimo año de Educación Básica, de la institución educativa EE, provincia EE, Ecuador, en el periodo lectivo 2024-2025. El diagnóstico causal evidenció carencias en las habilidades de trabajo en equipo y actitudes hacia el cuidado ambiental, atribuidas a recursos limitados, falta de experiencias significativas y enfoques educativos tradicionales. Estas debilidades resaltan la importancia de implementar cambios pedagógicos que promuevan una mayor reflexión crítica y propuestas prácticas ante los problemas ambientales. La implementación de la estrategia interdisciplinaria basada en huertos escolares mostró un impacto positivo en el trabajo en equipo y el cuidado ambiental. Los indicadores evaluados presentaron mejoras en la media, reducción en la dispersión de los datos y un aumento general en el desempeño. Estas transformaciones resaltan el potencial de las estrategias interdisciplinarias para fortalecer competencias socioambientales en contextos educativos.
The effect of storytelling on improving pronunciation standards in A1 level students
(Arandu UTIC, 2025-07-15) González Gómez, Nube Beatriz; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josue Reinaldo
Clear communication in English depends on accurate standard pronunciation; incorrect articulation of sounds can lead to misinterpretation, especially in the case of grammatical morphemes such as the third-person singular verb endings -s and -es in the simple present tense. This study investigated the effectiveness of storytelling in teaching English as a foreign language (EFL) to learners at level A1 to determine whether improvements in the pronunciation of these morphemes occurred. The main objective is to examine how storytelling can be implemented to improve the pronunciation of A1 students. Twelve students from a public school in Azogues, Ecuador, aged twelve to fourteen, participated in this research. The investigation employed various tools, such as a pronunciation pretest and posttest, an observation checklist, and an online survey to gather both qualitative and quantitative data. Students engaged in storytelling activities, emphasizing verbs with the endings -s and -es incorporated into regular classes. Students who exhibited greater pronunciation accuracy and motivation contributed to revealing significant improvements in the precise production of target sounds. Future research should explore how storytelling influences pronunciation retention over extended periods and its relationship to other phonological elements.
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.
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.
Task-Based Activities to Improve Speaking Skills in A2 EFL Learners
(Arandu UTIC, 2025-09-17) Paredes Carrasco, Steven Paúl; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josue Reinaldo
Ecuador, a plurilingual and multilingual country highly influenced by globalization, seeks to strengthen English language skills. This study aims to explore the effectiveness of implementing task-based activities to develop oral skills in A2 learners of English as a foreign language. A total of 30 teenage students from Unidad Educativa Particular Raúl González Astudillo-La Providencia were administered a 4-week treatment, during which they developed specific tasks, such as role-plays, debates, discussions, and presentations that predominantly involved oral communication in an individual and collaborative manner. Moreover, the literature review of this article consisted of the most prominent authors whose results are aligned and contrasted with the current reality of the country, as well as their publication dates between 2010 and 2025. To achieve the objective, this study was quantitative in nature with a quasi-experimental and action research design to collect data from two groups, A and B. Group A was exposed to the treatment, and subsequently, conclusions were drawn that may suggest modifications to the teacher-researcher's teaching methodologies. To measure results and students' perceptions, instruments such as a pre-test and post-test with a rubric, as well as a survey with a Likert scale, were implemented successfully. Therefore, motivation, interaction, and fluency rates increased when students in the controlled sample were exposed to task-based activities, in contrast to those in group B, who did not receive the treatment.
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 Reinaldo
This 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.
Backward Design Model and Performance Tasks for Developing Speaking Skills in A1 EFL Learners
(Arandu UTIC, 2025-09-24) Morán Quiroga, Mónica Alejandra; Álvarez Llerena, Carlos Lenin; Bonilla Tenesaca, Josue Reinaldo; Egas Herrera, Diana Carolina
This study examined the effect of the Backward Design Model (BDM) and performance-based tasks on improving speaking skills among A1-level English as a Foreign Language (EFL) students at a private school in Ambato, Ecuador. An explanatory sequential mixed-methods design was applied, combining pre- and post-test assessments, self-assessment surveys, and observation checklists to evaluate students’ progress in fluency, pronunciation, vocabulary, grammar, confidence, and creativity. Performance tasks were developed using the GRASPS framework and aligned with WHERETO principles, both core components of BDM. These tools helped create structured and purposeful learning experiences that increased students’ engagement and oral performance. The findings showed that applying the BDM and its main components improved students’ speaking skills, revealing greater participation, more frequent use of English, and increased confidence while performing communicative tasks. Furthermore, students perceived the video-recorded role-play activities, based on the GRASPS framework, as an enjoyable and motivating task that encouraged creativity, repeated practice, and reduced speaking anxiety. Most of the students reported improvements in their speaking abilities and expressed a stronger willingness to use English in class. This research supports the pedagogical value of the BDM as a student-centered approach that promotes both linguistic development and learner autonomy. It emphasizes the importance of designing instruction around clear objectives and integrating meaningful, emotionally supportive activities into speaking lessons. Future studies are encouraged to examine the long-term effects of BDM and its applicability to other language skills and educational contexts.
AI-powered podcast interventions for enhancing speaking skills in English Language Teaching (ELT) Adult A1 students
(ARANDU-UTIC, 2025-09-25) Olohunse Aremu, Isiaka; Paredes Espinosa, Karen Estefanía; Intriago Cañizares, Fernando; Bonilla Tenesaca, Josué Reinaldo
The global increase in the use of the English language has created new demands for accessible tools to enhance speaking skills. These resources are largely unavailable in low-resource contexts in Ecuador. Improving speaking skills is essential, as the Common European Framework of Reference for Languages (CEFR) states that they are crucial components of communicative competence. Challenges include limited vocabulary, pronunciation difficulties, and anxiety, worsened by socio-economic and bilingual barriers (Spanish–Quechua). This work investigated the use of Google’s NotebookLM, a free podcast-based Artificial Intelligence (AI) intervention to improve speaking skills in English. The Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model guided the study, supported by Vygotsky’s Zone of Proximal Development, Cognitive Load Theory, and Communicative Language Teaching. A mixed-methods design involved a general population of 305 adult learners, with a purposive sample of 20 students aged 18–30. Instruments included pre- and post-tests, the Field Observation and Conversation Analysis Protocol (FOCAP), a co-validated IELTS-based speaking analysis protocol. Results showed AI-driven real-time feedback and podcast activities improved fluency (84.8%) and reduced hesitation by Session 6. Interactional growth improved by 70%, turn management by 30%, and conversational logic by 40%. The majority of participating students who were initially at the CEFR Pre-A1 level reported having self-reported an improvement beyond that level. These outcomes suggest that free AI tools can support English proficiency in marginalized communities, providing a scalable model for English as a Foreign Language in Ecuador and similar contexts.
Uso de herramientas de gamificación para desarrollar habilidades de escritura en estudiantes de nivel a1
(Ciencia Y Educación, 2025-10-06) Muñoz Casa, Ana Gabriela; Durán Muñoz, Gloria Susana de Lourdes; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué Reinaldo
The purpose of this study was to determine how gamification tools can enhance writing skills in A1-level English as a Foreign Language (EFL) students. The research was conducted at Unidad Educativa Particular Cristiana New Life with a purposive sample of 40 seventh-grade students aged 11 to 12, who demonstrated basic digital literacy and were actively enrolled in EFL writing classes. The study employed a mixed-methods approach to collect both qualitative and quantitative data. A pretest-posttest methodology was used for the quantitative component, which was assessed using a rubric linked with the CEFR that prioritized vocabulary, sentence structure, grammar, coherence, and fluency. In order to investigate emotional and motivational reactions during gamified writing exercises using platforms like Wordwall and Quizizz, the qualitative component comprised a student perception questionnaire. The results revealed notable improvements in sentence construction, vocabulary usage, and overall writing fluency. Additionally, when taking part in gamified writing assignments, students demonstrated increased levels of creativity, confidence, and involvement. According to these results, including gamification techniques into writing teaching can create a more engaging and welcoming classroom. Based on the outcomes of this study, gamification can be considered an effective pedagogical strategy for developing foundational writing skills in young A1-level EFL learners.
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 Reinaldo
This 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.
The Use of Podcasts to Develop Speaking Skills in A2-Level EFL Students
(Revista Científica Multidisciplinar G-Nerando, 2025-11-25) Morales Vera, Diana Elizabeth; Sánchez Oviedo, Edison Daniel; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
Developing speaking skills remains one of the significant challenges in English as a Foreign Language (EFL) classrooms for learners at the A2 Level. This study addresses the urgent need to apply accessible teaching strategies that foster fluency, pronunciation, and coherence in oral production. Podcasts are becoming increasingly popular as digital tools that offer exposure to authentic language, encourage repetition and reflection, and enable students to become content creators through planning, scripting, and recording. While educational technology continues to expand, few studies have focused on the impact of structured podcast-based activities on the oral performance of lower-level learners in schools with limited resources. This research aims to explore the effect of implementing speaking tasks to guide and evaluate the oral performance of A2 students using podcast production on their speaking development, using rubrics that emphasize fluency and communicative competence. The study will be conducted with students from a public high school in Guayaquil, and the results will provide insights for EFL educators seeking low-cost, practical methods to enhance speaking skills in early-stage learners using technology.
The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students
(Maestro y Sociedad, 2025-12-25) Guzmán Brito, Dayana Dailé; Jiménez Alvarez, Marisela; Bonilla Tenesaca, Josué Reinaldo
Introduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.
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.
Talkpal as a Digital Tool to Support B1 English Speaking Skill Development
(Arandu UTIC, 2026-02-25) Díaz Díaz, Sonia Elizabeth; Salazar Sánchez, Emily Rocío; Egas Herrera, Diana Carolina; Bonilla Tenesaca, Josué Reinaldo
The implementation of artificial intelligence (AI) tools in second language learning is presented as a transformative strategy for promoting communicative competence, one of the most significant challenges for students and one that teachers seek to optimize. This article aims to conduct an in-depth analysis of the impact of the digital tool Talkpal, a personalized conversational platform powered by AI that offers an interactive learning experience, as a scaffolding strategy to optimize oral proficiency in B1 English learners. To achieve this objective, this research employs a mixed-methods approach, combining quantitative and qualitative methods to analyze students’ performance before and after using the Talkpal application and to obtain a comprehensive understanding of the relationship between the dependent and independent variables. Results were obtained through various instruments, including classroom observation, initial and final survey on students’ perception of the Talkpal tool, pre- and post-intervention speaking tests assessed using a B1-level rubric, and exit tickets collected after each session. The findings, based on a sample of 22 B1-level students, suggest that the conversational tool creates a real, dynamic, adaptive, and interactive practice environment, leading to improvements in fluency and pronunciation, as well as greater student motivation and confidence in oral communication.
The effectiveness of phonological instruction for the development of oral skills in A1 level students
(Revista Científica Multidisciplinar G-Nerando, 2026-04-17) Alarcón Franco, Marcela; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué Reinaldo
This study examined the effectiveness of a phonological instruction program in developing oral skills among A1-level students in a rural school in Ecuador. The research was conducted at La Siberia Educational Unit in Mache, Pedernales (Manabí), with a group of seven elementary school students. The program incorporated phonological activities, including explicit instruction on segmental features (vowels, consonants, and minimal pairs), as well as suprasegmental elements such as stress and rhythm. In addition, communicative pronunciation tasks were implemented to promote meaningful oral production. A mixed-methods design was adopted, combining quantitative data from pre-and post-speaking assessments with qualitative data obtained through classroom observations and student perception questionnaires. The findings revealed noticeable improvements in students’ intelligibility, pronunciation accuracy, and confidence when speaking English. Furthermore, students showed positive attitudes toward the phonological activities, which helped them organize and use language more effectively. Overall, the results suggest that this type of instruction can support the development of oral skills and contribute to more equitable language learning opportunities in rural contexts.

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