Tesis

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https://dspace.ube.edu.ec/handle/123456789/71

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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A guide to enhancing speaking skills in teenagers at a2 level using the clt approach
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-12-18) Delgado Mero, Mariuxi Lorena
Este trabajo de tesis se llevó a cabo durante el ciclo académico 2025-2026 en la región costa, provincia de Santa Elena, específicamente en la escuela Pedro José Rosales, ubicada en la comuna Dos Mangas. El estudio comenzó con un diagnóstico para identificar el nivel de vocabulario que los estudiantes de décimo año podrían utilizar al comunicarse en inglés. Se detectó que las habilidades orales eran una de las menos desarrolladas, en parte porque los estudiantes no habían recibido clases de inglés previamente, aunque contaban con una base mínima gracias a dos años de trabajo previo. A partir de esta necesidad, se planteó como objetivo aplicar actividades enfocadas en la producción oral de vocabulario funcional acorde a situaciones comunicativas cotidianas dentro del nivel A2, utilizando el enfoque comunicativo (CLT). Se diseñó una guía con actividades que fomentaran la confianza y el uso efectivo del idioma en contextos escolares. El estudio se desarrolló bajo un enfoque cualitativo, con elementos de la investigaciónacción, lo que permitió comprender las necesidades lingüísticas de los estudiantes y diseñar una intervención adecuada. Se aplicaron un pre-test y un post-test cualitativo centrados en la producción oral, para observar cambios en el uso del vocabulario y la fluidez comunicativa. Durante la intervención se priorizaron actividades contextualizadas y significativas que promovieran un ambiente de confianza. La investigación contó con el consentimiento de los padres y autoridades escolares. Los resultados mostraron mejoras en el uso del vocabulario y en la fluidez oral, evidenciando la efectividad del enfoque y de las actividades implementadas.
AI Chatbot Interaction on Enhancing Strategic Competence in B1 EFL Students
(Universidad Bolivariana del Ecuador, 2025-05-06) Díaz Ortiz, Carlos
Language learning teaching has been impacted by Artificial Intelligence (AI) and the tools it provides have become an important tool in developing the necessary communicative skills. This research is to find the effect of the AI chatbot interaction for enhancing the learners' strategic competence in B1 English as a Foreign Language (EFL) learners at Colegio Bilingüe Marie Clarac. Based in communicative language teaching and theory of strategic competence, the research design is characterized as mixed methods, comprising pre- and post-test assessments, surveys and interviews to explore chatbot-mediated language learning. The study investigates how planning, monitoring and regulation strategies for effective communication are encouraged by chatbot interactions. It is found that AI chatbots help improve learners' structure of discourse, selfmonitor language use, and exploit repair strategies that are conducive to increased conversational fluency and autonomy. Results from the statistical analyses show significant increases in indicators of strategic competence following the intervention, echoing strong evidence of the utility of AI feedback and adaptive scaffolding. This study adds to the existing knowledge base on AI assisted language learning showing how chatbots can be used as apt learning tools in terms of being interactive, responsive, and as a personalised tool of learning. Finally, this research ends with the recommendation on including AI chatbots into EFL curricula to complement the learners’ competence gaps in the use of strategies and promote communicative proficiency in real life settings. Longitudinal impacts and the scalability of chatbot mediated learning across different linguistic and educational contexts is a field for future research.
Applying Gamified Learning to Enhance Motivation among 1st bachillerato Students
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-01-08) Calva Vicente, Karina Gabriela
Students at Unidad Educativa Mater Dei have shown disinterest and poor academic performance due to an observation checklist applied to 30 of the first bachillerato students in class “A”, which shows that traditional teaching methods need improving experiences, immediate feedback, and effective practice, resulting in a low decrease in the motivation and performance of students. The use of gamified learning promotes the development of problem-solving skills, critical thinking, social awareness, cooperation, and collaboration. This research focuses on implementing and exploring the effectiveness of gamification to encourage the motivation of the students. Furthermore, a combination of both quantitative and qualitative methods was used to assess the effectiveness of gamified learning. Also, student motivation during the use of gamified tools must be evaluated through pre- and post-surveys. On the other hand, quantitative analysis could describe motivation based on descriptive statistics to recognize motivation levels, while qualitative analysis will explore students' experiences and interpretations. The main objective of this research is to apply gamified learning to enhance motivation, which contributes to boosting motivation by applying gamified learning. This research not only helps students but also teachers and the high school in general. Furthermore, to improve teaching methodologies and learning outcomes, this research gives clear evidence and practical recommendations to use in their classes since the use of gamified tools had a positive impact on student’s motivation and engagement. It also provides an understanding of effective language teaching designed to reach specific needs, boosting students’ engagement, collaboration, active learning, and self-confidence in language acquisition, as well as emphasizing the importance of innovative teaching methods in encouraging a motivational and productive learning environment.
Applying Task-Based Learning approach to develop speaking skills in tenth grade students
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-02-08) Rodríguez Torres , Maira María; Cruz Guinzo, Luisa Hortensia
This work has been undertaken to help young learners in the tenth grade raise their level of English as a second language. Recognizing that English now plays an important role in the educational and professional fields, this research has been conducted on some useful approaches that could be valuable in overcoming the fear of speaking English. Therefore, it has been considered that applying the Task-based Learning (TBL) approach in the classroom will be essential to enhance the students’ motivation. Thus, this work contains information about many resources that an English teacher could take advantage of to have better student performance, such as methods, approaches, and useful strategies to improve speaking skills. Besides that, it has been chosen the Task-based learning approach was chosen because it has different kinds of activities to promote the development of speaking skills. This approach is significant as it fosters group learning. Learning a language in a group setting is a crucial factor in effective retention. Collaborating with others and gaining confidence in using the language are pivotal steps in language acquisition. The sentence is well-structured and free of errors. It effectively conveys the idea that receiving positive feedback from both peers and teachers enhances confidence and motivation in communicating with others. Besides, the benefits for students are having solid knowledge of this method which will also increase teachers’ prospects, so English teachers should learn about different kinds of tasks and activities that we can apply in the classroom keeping in mind that the students need to practice the skill. However, keeping the drills and language exercises to a minimum and including more task-based learning in the curriculum can help students use the target language immediately and retain words and grammar points more effectively.
Blended Learning Approaches to improve ninth grade student's English Oral Skills
(Universidad Bolivariana del Ecuador, 2025-09-25) Peñafiel Jiménez, Hugo Javier; Jaramillo Castellón, Lourdes
The educational process requires elements that favor its success, among them are teacher preparation, student predisposition, methodology, resources, undeniably the macro-curricular is also important. This paper addresses a relevant topic such as the "Blended learning approaches to improve Ninth Grade student's English oral skills", with the general objective increase speaking skills in the students from 9th grade through the implementation of Blended Learning activities through the use of WhatsApp as an alternative platform. We work in a rural context, in a predominantly Quichua-speaking sector, which provides more important elements to the research work. To achieve the proposed objective, a mixed methodology is used that combines the qualitative and quantitative, that is, it auscultates the characteristics of the study variables, theoretically substantiating their understanding and describing their details, but also carries out a field study, with the use of data collection techniques and instruments such as interview, observation, survey with their respective questionnaires and records. The results show a clear interest of students in the use of dynamic, innovative resources such as those promoted using blended learning to improve oral skills in English. It is concluded that the transition from the traditional to innovations attracts attention, favors learning and achieves the skills with performance criteria and competencies that students require in their gradual learning process.
Classroom Management Strategies for Promoting English Language Proficiency in Writing Skills for A1 Learners
(Universidad Bolivariana del Ecuador, 2025-03-20) Villaprado Vélez, Silvia Antonella; Batista Medina, Isabel
Esta investigación tuvo como objetivo desarrollar e implementar técnicas de gestión del aula que mejoraran el desempeño en escritura de los estudiantes mediante un entorno de aprendizaje estructurado, interactivo y de apoyo. Se empleó un enfoque de métodos mixtos, integrando metodologías cuantitativas (pretest y post test, y encuestas) y cualitativas (entrevistas a docentes y observaciones en el aula). Los resultados del pretest revelaron que los estudiantes tenían dificultades en la construcción de oraciones, uso del vocabulario y ortografía. Basándose en estos hallazgos, se diseñó una propuesta para implementar estrategias estructuradas de gestión del aula, incluyendo el Enfoque de Escritura por Procesos (PWA), estrategias de Aprendizaje Autorregulado (SRL) e instrucción escalonada basada en la Zona de Desarrollo Próximo (ZPD) de Vygotsky. La implementación de las estrategias de gestión del aula propuestas en la investigación condujo a mejoras en las habilidades de escritura de los estudiantes, como lo evidenciaron los resultados del post-test.
Communicative Activities for Speaking Skills in Fifth Grade A2 Level Students
(Universidad Bolivariana del Ecuador, 2025-12-28) Ipiales Flores, Sandra Lucia; Yamberla Cáceres, Ana Cristina; Jiménez Álvarez, Marisela
This academic work, titled "Communicative Activities to Improve Speaking Skills in Fifth Grade A2 Level Students", aims to design, implement, and evaluate pedagogical strategies that enhance the speaking skills of learners at this level of English proficiency. The research arises from the need to strengthen communicative competence in school contexts by promoting innovative methods that motivate students to actively participate in spoken interaction. The study is structured into three main chapters. The first, grounded in a theoretical review, analyzes methodological approaches and linguistic foundations related to teaching speaking skills, drawing upon the works of authors such as Thornbury, Schmitt, and Vygotsky. This chapter also outlines the conceptual framework that supports the communicative activities designed. The second chapter describes the methodology employed, including the design of the activities, data collection techniques, and the classroom intervention process. A mixed-methods approach was applied, incorporating questionnaires, interviews, observations, and progress tests to assess both linguistic development and affective factors, such as students’ confidence and motivation. The third chapter presents the results and conclusions. The findings reveal a significant improvement in fluency, pronunciation, and self-confidence, demonstrating that communicative activities—such as interactive games, group tasks, and visual resources—effectively contribute to the development of speaking skills. Furthermore, the importance of creating safe and participatory learning environments is highlighted as a means to reduce anxiety and foster spontaneous interaction. Finally, several pedagogical recommendations are proposed, emphasizing the integration of varied methodologies and contextualized activities to foster communicative competence and the holistic development of students. This study provides evidence that communicative strategies tailored to learners’ needs are essential for improving their speaking performance in English.
Content based method instruction applied to hospitality technical english, speaking b1 level
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-04-01) Álava Zambrano, María Rosario
This research explores the application of the Content-Based Instruction (CBI) method in teaching Hospitality Technical English at a B1 speaking level. A mixedmethod approach, incorporating both qualitative and quantitative analysis, was employed to assess the effectiveness of this methodology. To diagnose the initial proficiency and perceptions of students regarding the subject, a diagnostic test and student surveys were conducted. Additionally, interviews with the Career Director and hotel supervisors provided valuable insights into the industry’s language demands. A documentary observation sheet was used to analyze the syllabus and determine its alignment with real-world needs. To measure the impact of the CBI method, a pre-test and post-test were administered, allowing for a comparative analysis of students’ progress in speaking skills. The findings revealed that integrating technical English with hospitality-related content enhanced student engagement, improved their communication skills, and increased their confidence in using the language in professional settings. The study concludes that the Content-Based Instruction method is an effective approach for developing Hospitality Technical English proficiency, as it bridges the gap between academic learning and industry requirements.
Design of a curricular proposal to develop speaking skills in Shuar students using relevant topics from the Ecuadorian student´s background
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-09-24) Calderón Bustos, Yandry Manuel
This research addressed the critical need to improve English speaking skills among Shuar students (A1 level) in a rural Ecuadorian context, at Unidad Educativa “Carmen Valdiviezo” in Zamora province. Students faced significant challenges, including poor pronunciation, inconsistent stress and intonation, limited vocabulary, and difficulty forming coherent sentences in English. Existing digital learning modules were inaccessible due to a lack of internet and devices in their rural community, creating a pressing need for a culturally relevant solution. In response, a curricular proposal was developed to integrate Shuar cultural content into English language instruction. Utilizing a mixed-methods approach, the research combined pre- and post-tests, student surveys, classroom observations, and group interviews to assess the impact of a 12-lesson, taskbased speaking curriculum. These lessons incorporated themes from Shuar daily life and worldview to create a familiar and engaging learning environment. Through interactive activities such as conversations and role-plays, students practiced English in a meaningful and low-pressure context. Results showed a statistically significant improvement in students' speaking proficiency, with an overall increase of 410,71%. Key areas of progress included fluency, pronunciation, and language appropriateness. Student feedback was highly positive, indicating increased confidence and enjoyment in learning. The findings highlight the effectiveness of culturally responsive teaching strategies in promoting language acquisition in underserved communities. This research underscores the value of integrating indigenous cultural elements into second language instruction and recommends the broader adoption of such adaptable, inclusive curricular models. The study offers a practical and impactful approach to addressing educational inequalities in rural and marginalized settings.
Design of a reading comprehension booklet to improve reading skills for A1 students
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-09-06) Cedeño Chávez, Fferson; Morán Valencia, Kevin Rodolfo
The purpose of this research is to create and implement a reading comprehension booklet that can be used to improve Reading comprehension skills of A1 English language students in a college. This work took place at “Freire Stabile” Educational Unit, located in the rural area of the Guayas Province, Guayaquil Canton, Guayaquil Town. The proposed research “Design of a Reading comprehension booklet to improve reading skills for A1 students” relies on the effectiveness of guides that can improve the reading comprehension skills among A1 students that may have or not low English proficiency, it is justified by the need of improving language education for this age group students, which is crucial at this stage of language development. While reading activities have been shown to be effective in language education, there is a lack of research on their effectiveness for A1 students. The research aims to fill this gap in the literature and investigate the potential of booklets activities as a tool for language learning and improvement. We have determined that that implementation of the booklet improve the students scores and averages, the quantity of bad grades was decreased and the good grades increased significantly. We observed and infered that there was successfully Improved the English Reading comprehension skills on A1 students through the implementation of a reading comprehension booklet in the college Freire Stabile located on Guayaquil, Ecuador. It was diagnosed the level of students through a diagnostic assessment that determined their level trhough CEFR level qualifications and specifications.
Developing Online Materials into Blogs to Improve Reading Skills at 3rd. Baccalaureate Students
(Universidad Bolivariana del Ecuador, 2024-09-09) Muriel Bonilla, Alfredo Bolivar; Mariscal Touzard, Laura Iliana
This mixed-method approach research aims to determine the influence of developing materials into blogs on reading skills of 3rd. Baccalaureate students at "Unidad Educativa Pedro Vicente Maldonado" in Riobamba, Chimborazo Province. The research was conducted in three phases: a diagnostic phase to assess students' current English proficiency levels and their perceptions of the reading materials they have been assigned; an analytical phase to identify the strengths and weaknesses of the current reading materials and to develop a set of criteria for effective reading-based methodologies; and a proposal phase to develop and pilot a set of reading-based methodologies that meet the criteria identified in the analytical phase. The proposed methodology involves creating blogs tailored to the interests and needs of students, containing genuine motivating reading materials created by the researcher with interactive activities to develop their reading comprehension skills. The study addresses the gap between traditional teaching and the way teachers give context and genuine reading materials, and to propose a new methodology for developing reading skills in EFL students. After applying ad pretest and post-test to assess reading skills, it was seen that the intervention group showed a mean score increase of 16.35%, which is a significant value to demonstrate that the use of blog in EFL instructions is effective in terms of improve the reading skill. After getting insights through questionaries and interviews, these students show a positive attitude and motivation towards this intervention. They think that Blogs offer valuable, practical information that can be applied to reallife situations, allowing readers to explore related topics and make connections between different texts.
Development of a Text-To-Speech Interaction Platform to Improve Pronunciation
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-10-30) Contreras Moscol, Daniel Fabricio; Coello Vasquez, Vicente Javier
This study aimed to explore the effectiveness of Text-to-Speech (TTS) technology in enhancing pronunciation and overall language proficiency among A2-level English as a Foreign Language (EFL) learners at the University). It was conducted over a 30-day intervention period, the study involved 16 randomly selected students who practiced daily using a TTS reader. A Pre-test and Post-test design measured the impact, revealing significant improvements in pronunciation, as evidenced by the increase in mean scores from the Pre-test to the Post-test and the statistical significance confirmed by a paired sample t-test (t(15) = -2.304, p = 0.036). Survey data showed positive student perceptions, with high satisfaction regarding the user interface, speech quality, and engagement levels. While the study considers the potential of TTS technology as a beneficial tool in EFL education, it acknowledges limitations related to sample size and intervention duration. Recommendations include integrating TTS into curricula, providing educator training, and conducting further research to examine long-term effects and broader language skill impacts.
Didactic techniques to enhance the teaching vocabulary used in students of eighth-grade
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-06-06) Chamorro Cacpata, Maria Jose; Ocaña Guano, Jeanneth Isabel
El siguiente estudio de investigación tiene como objetivo determinar el desafío de mejorar la enseñanza de vocabulario a estudiantes de octavo grado en un entorno con recursos limitados. El objetivo principal es aplicar técnicas didácticas prácticas y efectivas para mejorar la adquisición de vocabulario en el aprendizaje del idioma inglés, promover la participación de los estudiantes y facilitar su desarrollo del lenguaje. Los estudiantes de la investigación se llevarán a cabo en la Unidad Educativa Fiscal “Tarqui” enfocándose específicamente en los 24 estudiantes de octavo grado clase "A" donde el contexto involucra un ambiente de escuela secundaria con apoyo tecnológico limitado, destacando la importancia de intervenciones que puedan implementarse con una mínima dependencia de la tecnología. La metodología empleada en este estudio incluye la aplicación de métodos cuantitativos, utilizando encuestas y cuestionarios para recopilar datos y validar resultados. Los resultados más importantes del estudio se centran en las contribuciones prácticas de las técnicas didácticas propuestas, que se centran en mejorar las habilidades de los estudiantes, adoptar un enfoque centrado en el estudiante y promover la aplicación realista del lenguaje. La propuesta en sí implica la aplicación de técnicas didácticas activas para mejorar la enseñanza del vocabulario, enfatizando la participación y el aprendizaje activo de los estudiantes. Las conclusiones extraídas de esta investigación subrayan la importancia de integrar técnicas didácticas prácticas y efectivas en la educación de idiomas, particularmente en entornos con recursos limitados, para fomentar la participación de los estudiantes y el desarrollo del lenguaje. Considerando todo esto, este estudio contribuye al desarrollo profesional de los profesores, proporciona un marco sistemático para la enseñanza de vocabulario y ofrece valiosas oportunidades para que los estudiantes practiquen y apliquen vocabulario activamente en contextos auténticos, fomentando en última instancia el desarrollo de su lenguaje y mejorando su dominio general del inglés.
Discourse markers in the oral expression of english
(Universidad Bolivariana del Ecuador, 2025-12-17) López Castillo, Paulina Leticia; Simbaña Carrasco, Christian Alexander; Egas Herrera, Diana
This thesis project focuses on the importance of discourse markers in the development of speaking skills for future English teachers. The proposal was created with the purpose of giving students more opportunities to practice oral communication in academic contexts, where fluency, coherence, and clarity are necessary. The project was designed around a communicative approach, avoiding a strong focus on grammar or vocabulary in isolation. Instead, the activities encouraged students to use discourse markers naturally, helping them to organize their speech and improve their confidence when speaking English. The research included both theoretical and practical elements. On the one hand, theoretical studies demonstrated the value of discourse markers for fluency and cohesion in spoken language. On the other hand, practical classroom interventions showed how students applied this knowledge through class presentations, daily-life examples, and short workshops. These activities created spaces for production and interaction, which are essential for developing communicative skills. The validation process used instruments such as pre- and post-tests, surveys, Likert scale observations, and recordings of classroom sessions. The results, reviewed by the tutor and supported by peer recommendations, were positive. They showed noticeable improvement in the correct and confident use of discourse markers. Class observations especially provided useful insights into how students reacted to the proposal and how their speaking performance improved. Formative and summative evaluation were considered. Tests and presentations showed clear evidence of learning, while future projects could include rubrics, portfolios, or self-reflections to make the evaluation process less dependent on quantitative results. This way, students’ growth would be measured in a more complete and meaningful way. This work also identified some limitations. Time, bureaucracy, limited resources, and curriculum restrictions made the project more challenging. However, these difficulties also showed the real conditions in which future teachers work and confirmed the need for additional spaces, such as a subject focused on oral production. Furthermore, the lack of technological tools and students’ availability highlighted the importance of planning carefully for future implementations. Finally, the project suggests that discourse markers should not only be used in speaking but also in writing, especially at higher levels of English. They are essential for creating academic texts, literature, and professional documents that show coherence and clear organization of ideas. Therefore, this proposal is not only useful for the present but can also guide future researchers and educators to innovate, create new subjects, and continue improving the quality of English teaching.
Educational technology to enhance motivation in reading skills in 5th grade students at the educational unit "Oscar Efrén Reyes".
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-05-22) Aimacaña Ortiz, Emma Paulina; Ortega Chicaiza, Pablo Rodrigo
This study focuses on the motivation and reading skills of fifth-grade students at the "Oscar Efrén Reyes" Educational Unit in Chimbacalle, Quito - Ecuador. The primary aim is to enhance student engagement in reading, which is crucial for their academic progress. The research endeavors to develop digital instructional recommendations to improve motivation in reading skills. At the "Oscar Efrén Reyes" Educational Unit, fifth-grade students encounter challenges in reading proficiency and motivation. Traditional teaching methods may not fully engage them, necessitating the use of educational technology to address these issues. The study employs a mixed-methods approach. Initially, a diagnostic test assessed students' attitudes and behaviors towards technology in reading, as well as their motivation levels. Educational technology resources, including Duolingo, StoryJumper, and Wordwall, were integrated, with a specific focus on Wordwall to provide engaging and personalized reading experiences. A post-intervention questionnaire measured the effectiveness of these interventions. Expected outcomes include a significant improvement in student motivation, enhanced vocabulary, comprehension, and fluency. Educational technology interventions, particularly Wordwall, increased student participation, interest, and enjoyment in reading activities, contributing to existing literature on technology's effectiveness in improving motivation and reading skills among fifth-grade students. To validate the digital teaching recommendations, synthesized in a tutorial, a workshop was developed with teachers, whose sessions enriched their knowledge to use the Wordwall platform based on the practice of reading in 5th grade and to improve motivation. The findings underscore the potential of interactive and personalized approaches to create a stimulating reading environment that promotes engagement, motivation, and overall comprehension among students.
English Language Club to Develop Speaking Skills in the Ninth Year of General Basic 'A' Students at U.E.F. Luis Enrique Morales Alfaro
(Universidad Bolivariana del Ecuador, 2024-01-30) Lucio Escudero, Helen Andrea; Ordóñez Navas, Luis Anival; Jiménez Álvarez, Marisela
The present research work focuses on the development and successful implementation of the English Language Club Program at U.E.F. Luis Enrique Morales Alfaro, with the primary objective of improving oral expression skills among Ninth-Grade students "A". The research is grounded in sociocultural language acquisition theories, communicative teaching, and task-based learning. The methodology included structured English Language Club sessions, strategically designed for A1-level students, and was evaluated using a Didactic Observation Guide. The results revealed a significant improvement in oral expression skills, highlighting aspects such as vocabulary, non-verbal communication, commitment, confidence, fluency, and clarity. Validation was supported by satisfaction surveys from educators and students, emphasizing the positive impact on students' confidence and active participation. The findings not only emphasize the improvement of oral expression skills but also the broader positive influence of the Program on academic performance. The unanimous recommendation from students and the acknowledgment from teachers and administrators support the notion that the English Language Club, and exceeded expectations. The sustainability of the Program is reflected in consistent attendance, active participation, and the desire to expand it to include other language skills. In summary, the implementation of the English Language Club Program has favorably impacted oral expression skills and academic performance among Ninth-Grade students "A" at U.E.F. Luis Enrique Morales Alfaro, validating the initial hypothesis and highlighting the Program as a successful model for language learning and academic enrichment.
Enhancing A1 students' vocabulary through the PBS reading platform
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-05-23) Alvarado Camba, José Daniel; Suárez Faggioni, Joel Jacob
El dominio del inglés es crucial para la mayoría de los aspectos del mundo globalizado actual. Sin embargo, los estudiantes siguen teniendo dificultades para adquirir fluidez, principalmente debido a un vocabulario inadecuado. Esta investigación aborda el desafío al que se enfrentan los profesores de inglés al momento de enseñar vocabulario de forma eficaz en las aulas de EFL. Después de una extensa revisión de la literatura y a través de un enfoque de métodos mixtos, incluyendo datos cuantitativos y cualitativos obtenidos de una observación de clase, pre y post tests, pre y post encuestas y entrevistas iniciales y finales, este estudio tuvo como objetivo determinar la influencia de la plataforma de lectura PBS en alumnos de 9º grado de UEPB Interamericano. Esta investigación de acción propuso una intervención utilizando un sistema de clases basado en esta plataforma de acceso libre, teniendo grupos de control y de intervención. Después de la interpretación de los resultados, se concluyó que los estudiantes mejoraron sus habilidades de vocabulario gracias al aprendizaje contextualizado y a la integración de la escucha y la lectura simultáneas, promoviendo la comprensión y la retención de nuevas palabras, mejorando así la competencia general en inglés de los estudiantes.
Enhancing A2 learners' speaking skills using ChatGPT web tool
(Universidad Bolivariana del Ecuador, 2024-03-22) González Córdova, Nora Raquel; Villao Maridueña, Roberto Carlos; Stagg Stagg, Graham Ian
This research project investigated the impact of the ChatGPT Web Tool on enhancing the speaking skills of CEFR A2 level learners at the University of Guayaquil, Ecuador, addressing the challenge of integrating emerging technologies into English language learning. The study aimed to analyze learners' attitudes and perceptions towards using ChatGPT, provide evidence-based recommendations for its implementation as a teaching tool, and assess its effectiveness in improving speaking proficiency within this educational context. Employing a mixed-methods approach, combining quantitative and qualitative analyses through pre-tests, post-tests, surveys, and interviews, the study found significant improvements in speaking skills, particularly fluency and pronunciation. It revealed positive learner attitudes towards ChatGPT's interactive and engaging capabilities. Although implementing a guide for integrating ChatGPT was initially considered, the focus shifted towards highlighting the importance of such innovative tools in teaching English. The conclusions emphasize ChatGPT's potential as a transformative educational technology, recommending its systematic inclusion in language teaching practices.
Enhancing A2 Speaking Skills through Mobile-Assisted Language Learning: A Study of 1st Year Students at Espoch - Sede Orellana
(Universidad Bolivariana del Ecuador, 2024-01-08) Guamán Condoy, Erich Gonzalo; Contreras Falcones, Alexis Mariana
This research delves into the perspectives of 1st Year students at Espoch - Sede Orellana regarding the utilization of TikTok as a mobile-assisted language learning (MALL) tool within and beyond the classroom. With the aim of comprehensively exploring this innovative approach, a multifaceted methodology was employed. The study involved 30 participants aged 18 to 24, possessing English language proficiency levels spanning CEFR A2 to B1. Quantitative data were amassed through structured questionnaires, enabling a quantitative assessment of students' attitudes, motivations, and linguistic competencies. Qualitative insights were procured via semistructured interviews and classroom observations. Preliminary results divulged nuanced student attitudes, with a majority showcasing positive inclinations towards TikTok integration in language learning contexts. Motivations included the platform's accessibility, interactive features, and engagement potential. Moreover, qualitative data unearthed multifaceted experiences, with students highlighting the platform's ability to enhance listening comprehension, vocabulary acquisition, and cultural awareness. The study uncovered that students perceived TikTok as a versatile tool fostering autonomous language learning beyond the classroom confines. This research contributes to the evolving discourse on MALL, emphasizing the significance of aligning digital resources with students' preferences and learning styles. By bridging pedagogical theory with contemporary digital platforms, educators can craft more engaging and effective language learning experiences. These findings underscore the need for educators to integrate platforms like TikTok purposefully, harnessing their potential to cultivate language proficiency and digital literacy.
Enhancing critical thinking skills in A1.2 language learners through Socratic Method implementation
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-08-14) Brito Ayala, Sugeidy Geovanna; Navarrete Tarabó, Sharon Cecilia
El estudio propuesto tiene como objetivo investigar si el Método Socrático puede abordar esta deficiencia y fomentar el pensamiento crítico entre estos estudiantes. Los autores de la investigación identificaron una necesidad apremiante dentro de una escuela secundaria privada en el sur de Guayaquil, Ecuador, donde los estudiantes de noveno grado tienen dificultades para articular pensamientos críticos de manera efectiva tanto en idiomas nativos como extranjeros a pesar de estar expuestos a una educación bilingüe. El diseño de la investigación emplea métodos cualitativos, incluyendo entrevistas exhaustivas, listas de cotejo, y pruebas previas y posteriores para obtener información sobre las experiencias y percepciones de los estudiantes. Al evaluar la efectividad del Método Socrático en fomentar las habilidades de pensamiento crítico, el estudio tiene como objetivo contribuir a enfoques pedagógicos en la educación lingüística. Busca cerrar la brecha entre la teoría y la práctica, ofreciendo percepciones valiosas sobre la adquisición de idiomas y el desarrollo del pensamiento crítico. Además, la investigación propuesta tiene implicaciones prácticas significativas, beneficiando a los 17 estudiantes que pertenecen al grupo de noveno grado A al mejorar sus habilidades de pensamiento crítico y su competencia lingüística. En general, esta propuesta de investigación proporciona un marco integral para investigar el impacto del Método Socrático en las habilidades de pensamiento crítico entre los estudiantes A1.2 de lengua inglesa, enfatizando su importancia desde perspectivas profesionales, metodológicas, tecnológicas y sociales.

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