Artículos Científicos

Permanent URI for this collection

https://dspace.ube.edu.ec/handle/123456789/72

Browse

Now showing 1 - 6 of 6

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.
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.
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.
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.
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.
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.

Browse

Browsing Artículos Científicos by Subject "HUMANITIES and RELIGION::Languages and linguistics::Other Germanic languages::English language"

Results Per Page

Sort Options