Tesis
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La colección Tesis reúne los trabajos de titulación de maestría desarrollados por los estudiantes de la Maestría en Pedagogía del Inglés como Lengua Extranjera de la Universidad Bolivariana del Ecuador (UBE), como requisito para la obtención del grado académico correspondiente.
Incluye investigaciones originales orientadas 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, la innovación pedagógica y los procesos de enseñanza-aprendizaje en contextos multiculturales, contribuyendo al desarrollo académico y científico institucional.
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Browsing Tesis by Subject "active methodology"
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Item Application of the total physical response as a technique for the comprehension of English in students of Eighth Year of Basic General Education(Universidad Bolivariana del Ecuador, 2026-04-17) Bastidas Guevara, Norma Cecilia; Campoverde López, Johnny SegundoThis research analyzes the application of the Total Physical Response (TPR) method as a technique to improve English as a Foreign Language (EFL) comprehension among eighth-grade students. The study arises from the need to address difficulties in listening and reading comprehension caused by traditional teaching methods, which often lead to low retention and high levels of anxiety. Methodologically, the study follows a mixed-methods approach with an applied, action-research design. Theoretical, empirical, and statistical methods were used. Data collection instruments included surveys, interviews, observation, and diagnostic tests (pre-test and post-test). The sample consisted of students, teachers, and school authorities from Piquiucho Educational Unit. The results showed a positive impact of TPR on language learning. Survey findings revealed that most students believe that movement-based activities enhance understanding, increase motivation, and improve vocabulary retention. Interview results indicated that gestures and physical actions boost students’ confidence, reduce anxiety, and facilitate comprehension of instructions. Additionally, post-test results demonstrated significant improvement compared to pretest scores in vocabulary, listening, and reading comprehension. It is concluded that TPR is an effective, innovative, and inclusive teaching strategy that strengthens English comprehension and promotes dynamic and meaningful learning processes.Item Project based learning to develop speaking fluency in B2 level students(Universidad Bolivariana del Ecuador, 2024-12-11) Soria Guamán, Edgar Patricio; Bonilla Tenesaca, Josué ReinaldoThe aim of this research is to devise a training proposal utilizing the projectbased learning (PBL) approach tailored for students at the B2 level within a high school setting, specifically focusing on the ISM Quito Educational Unit. Given the significance of project-based learning in enhancing student fluency, this proposal seeks to equip first-year high school students with the necessary skills to effectively engage in project-based learning activities. The theoretical foundation of this research is crucial, as it allows for a comparison of different educational approaches. By developing and implementing this proposal, the objective is to enhance the quality of education by ensuring that students understand and can proficiently apply project-based learning methodologies. This is essential to prevent any loss of educational effectiveness. Furthermore, this research endeavors to identify ways in which pedagogical skills can be enhanced to promote the formative development of both students and teachers. It is imperative to address any decline in the educational process by empowering educators with the knowledge and resources necessary to effectively implement innovative methodologies like project-based learning. In recent years, educators have adapted to new techniques and roles to deliver quality education. However, challenges such as limited resources and knowledge have hindered their ability to provide comprehensive instruction. This study sheds light on the importance of teacher training in active methodologies like project-based learning, which play a crucial role in facilitating the teaching-learning process.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.