Maestría en Pedagogía del Inglés como Lengua Extranjera

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A Comprehensive Inclusive Approach to Enhance Reading Skills in People with Vulnerabilities Level A2
(Universidad Bolivariana del Ecuador, 2025-08-15) Sanchez Carrillo, Ricardo Andrés; Letamendi Lazo, Carmen Andrea
This research proposes an educational intervention to improve the English writing skills of adolescents with autism spectrum disorder (ASD) using online resources and materials tailored to their special interests, such as Marvel comics. The proposal was designed as an adaptation of an inclusive intervention, considering how students with Autism need help overcoming attitudinal barriers due to stigmas and prejudices. Visual activities, guided tasks, and digital tools such as quizzes and periodic Google Meet classes were used to build students' confidence and motivation. The project was developed in an online setting, which reduced implementation costs and increased accessibility. The methodology was mixed, combining quantitative and qualitative data from multiple instruments, the student sample comprised high school teenagers recruited with the support of non-governmental organizations (NGOs). The proposal included a continuous evaluation during classes to track English Language Learners (ELLs) performance inclusively. An objective test was taken before and after the intervention to prove students’ improvement, and a subjective survey was carried out to measure students' satisfaction with the materials. In addition, the teacher evaluated students’ engagement with the materials. The results showed significant improvements in reading comprehension and adapted vocabulary, thanks to strategies focused on clarity and meaningful content. Consequently, it was observed that when students feel confident with the materials, they participate more and express themselves with greater confidence. This experience of adapting educational resources to the fundamental interests of students with ASD demonstrates that inclusive teaching is possible, inexpensive, and necessary.
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.
A System of Lexical Activities to Develop Oral Skills in Students of 10th Grade in Middle Education
(Universidad Bolivariana del Ecuador, 2024-10-08) López Santacruz, Eva Malena; Jiménez Álvarez, Marisela
The scientific project investigates the enhancement of English oral skills in tenth-grade students of General Basic Education parallel “B” at Ramón Barba Naranjo Educational Unit, with a primary focus on addressing the widespread problem of limited vocabulary and insufficient oral proficiency. These deficiencies hinder effective communication, impacting students' fluency and accuracy. The aim of the research is to implement a system of lexical activities to improve students’ oral skills. Set within an educational context, this study emphasizes the critical role of English as a global lingua franca, integral not only to academic success but also to professional opportunities in an increasingly interconnected world. To tackle the challenges identified, a mixed-method approach was adopted, leveraging both quantitative tools (pre-tests and post-tests) and qualitative measures (surveys and interviews). This methodology facilitated a comprehensive evaluation of the intervention's effectiveness. The results demonstrated significant advancements in students’ fluency, pronunciation accuracy, vocabulary usage, and coherence in their spoken English, confirming the efficacy of the lexical activities. These interventions included a variety of engaging pedagogical strategies, such as interactive games, targeted practice exercises, and contextual language use, all designed to enrich the students' vocabulary and enhance their oral skills. In conclusion, the research confirmed that systematic integration of lexical activities into the English curriculum significantly boosts oral language skills. The study highlights the importance of such educational practices that focus on developing a robust communicative competence, which is essential for both academic and professional success.
Active strategies to develop oral skill of a2 level students
(Universidad Bolivariana del Ecuador, 2025-07-28) Ojeda Darquea, Lilian Jeanneth; Guerrero Segura, Rodrigo Antonio
This research main addressed the active strategies implementation to develop oral skills in A2-level English students at Unidad Educativa Fiscal Joaquín Arias. The notorious problem found was the students' difficulties in communicating in English, one of the primarily lack was the mistakes fear and, in this way, they lost the confidence to communicate. The main purpose was to determine effective active strategies for developing oral skills in eighth-grade students. The research was conducted with 40 students, employing a mixed approach that combined quantitative and qualitative methods, including diagnostic tests, pre-test, post-test, and surveys. The results revealed an advantageous improvement in oral skills, it was demonstrated by 92.5% of students group, the report showed an increased confidence in English speaking with 90%. It demonstrated that students had an active participation in creative linguistic problem-solving, and finally the 85% of the students demonstrated successfully that they had applied their skills in real situations. The proposal included a systematic and interactive activities implementation, for example role-playing, group discussions, and projects based on real situations are activities that supported them with the progress in monitoring system. Conclusions emphasis in the effectiveness of active strategies for creating a positive learning environment that developing confidence in oral communication.
Adapting Digital Didactic Resources in Classroom Platform to enhance effective Grammar Skills with students from second year of Bachillerato
(Universidad Bolivariana del Ecuador, 2025-02-06) Chamba Sinche, Silvia Dolores; López López, Jacqueline Elizabeth
Educators are promoters of planning and delivering instruction that meets the sociocultural, linguistic, cognitive, and academic needs of students. In most cases, well-intentioned educators use multiple tactics to make their curriculum accessible to culturally diverse students according to the Ministry of Education. In this project, the investigated group to be studied are students from the Second of Baccalaureate at Adolfo Valarezo. There are 20 students, 8 girls and 12 boys with different characteristics each one. Unidad Educativa Adolfo Valarezo is placed in the Loja city. This institution was created on October 28th, 1968 where English and French were taught by 8 teachers from Foreign Languages with five hours per course. On September 12th, 2015 the primary school was annexed to Adolfo Valarezo High School. Currently, this Unidad Educativa has 71 teachers, divided into 16 teachers at Primary school and 60 at high school. At present, there are 7 English teachers. Throughout this study, students practiced their grammar using a variety of online resources across various programs, including live worksheets, Kahoot, Socrative, Mentimeter, Grammar In-App, and Google Forms. The study demonstrated its effectiveness. The way the content was presented to the students captivated and helped them significantly. Online resources have the potential to accelerate learning. These technological tools will make the most of the students' grasp of grammar. An engaging, instructive structure will inspire students to learn. Simple present tense grammar structures can be improved by technology; many examples of different activities are uploaded to Google Classroom. Students will therefore be better able to get into the platform at any time to have a better understanding of grammar structures for both written and oral communication.
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.
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.
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.
Application of Neutrosophic Statistics and the Communicative Pedagogical Model to Optimize Pronunciation Teaching in A1 Students of Technical Careers in Higher Education
(Neutrosophic Sets and Systems, 2025-06-17) Hernández Magallanes,Rosa; Letamendi Lazo, Carmen; Bonilla Tenesaca, Josué
This study presents findings aimed at improving English pronunciation instruction for A1-level students enrolled in technical programs at a public institution in Guayaquil, Ecuador. The research integrates neutrosophic statistics with the Communicative Language Teaching (CLT) approach to address ambiguity and complexity in educational contexts. Key factors such as teaching methodology effectiveness, instructors' content knowledge, CEFR implementation, course-objective alignment, module relevance, and departmental management were assessed. The neutrosophic framework enabled the identification of strengths, weaknesses, and areas of indeterminacy requiring contextual intervention. Based on the findings, the study proposes pedagogical alternatives through an English for Specific Purposes (ESP) model aligned with the technical profiles of each program. Emphasis is placed on communicative strategies to enhance pronunciation and foster active language use. The proposed integrative strategy offers a comprehensive and innovative approach to improving the quality of English instruction in higher education.
Application of task-based materials to improve writing skills of ninth grade students
(Universidad Bolivariana del Ecuador, 2026-04-13) Calvopiña Otañez, Diana Gabriela; Calvopiña Otañez, Ana Lucía; Cazco Maldonado, Carlos Daniel
This research explored the effectiveness of task-based activities in improving the writing skills of A1-level English learners at a private high school in the Ecuadorian highlands. Grounded in the communicative approach and supported by prior studies, the study focused on designing meaningful writing tasks tailored to students’ linguistic and contextual needs. Through a mixed-methods design, data was collected before and after implementation using a pre- and post-test, and a teacher’s interview. The sample included 33 students and a teacher. The results revealed significant improvement in coherence, grammatical accuracy, and text organization among the majority of participants. Descriptive writing showed greater spatial awareness and emotional connection, personal letters reflected stronger audience awareness, and short stories demonstrated growth in narrative cohesion. The teacher’s perspective confirmed increased student motivation and engagement, attributing progress to the use of authentic, task-driven contexts. The study concludes that integrating task-based learning enhances written expression, fosters communicative intent, and strengthens learner autonomy, even within resource-limited settings. These findings support the broader applicability of task-based instruction across similar learning environments and proficiency levels.
Application of the storytelling strategy for the Improvement of the speaking skill
(Universidad Bolivariana del Ecuador, 2025-05-06) Manobanda Sisa, Narcisa de Jesús; Guerrero Segura, Rodrigo Antonio
This thesis explores the impact of implementing storytelling to improve the speaking skills of ninth-grade A1-level English students. Storytelling is recognized as an effective technique in language acquisition, providing engaging and memorable moments that enhance students' interest and oral productive skills. The research identifies significant challenges faced by A1 students in developing speaking skills, such as lack of confidence, fear of making mistakes, and limited exposure to authentic communication situations. The main purpose of this research is to analyze how integrating storytelling in the classroom can overcome these challenges and foster meaningful learning that involves both cognitive and emotional development of the students. The study was conducted with 38 ninth-grade students from Juan Montalvo School in Ambato, Ecuador. The methodology used was a mixed-methods approach, integrating quantitative and qualitative techniques. Quantitative data was collected through pretests and post-tests to measure students' speaking skills before and after the storytelling intervention. Qualitative data was obtained through open-ended questionnaires and checklists to explore students' perceptions and the potential benefits of storytelling. The proposal suggests the regular incorporation of storytelling into the English curriculum, providing practical guidance for teachers on how to effectively implement this strategy. In conclusion, storytelling is presented as a valuable pedagogical tool to enhance language learning, promoting an interactive and collaborative learning environment that facilitates the development of speaking skills in A1-level students.
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 Segundo
This 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.
Applying Duolingo application as an English learning to promote good writing skill for A2 higher level Education
(Universidad Bolivariana del Ecuador, 2025-01-09) Quizhpi Zumba, Ángel Genaro; Campoverde López, Johnny Segundo
The intention and objective of this research is to implement, execute and publicize the effectiveness of the employment of the Duolingo application for teaching-learning with students in the subject of English, which will be executed during the second quarter of this year Sierra Regime , this activity will be carried out with the resources available to the educational institution such as the computer laboratory, which has Internet, this will pedagogically improve writing and speaking of the English language as a second language. This research and application topic will allow the inclusion of thirty-three high school students from the Leoncio Cordero Jaramillo Educational Unit, who present a very low level in terms of writing, expression of narrative and argumentative texts. Instruments will be used that will allow obtaining the best quantitative and quantitative results in grades and percentages based on the students' knowledge, which will help defend and sustain the research. Among the most notable instruments are questionnaires, interviews, lessons, comparison lists, these documents will reveal in definitive percentages the improvement and progress of students with respect to learning English with the Duolingo application. In this way, the progress of students will be observed, who will demonstrate greater confidence when speaking and writing in a second language (English). This investigative work involves the entire educational community who will benefit directly and indirectly as teachers, students, parents and authorities; since the positive improvement in the results in learning the English language can be verified.
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.
Applying the Scenario-based Learning (sbl) to Improve Writing Fluency in A2 Learners
(Identidad Bolivariana, 2026-05-21) Soria Naranjo, Angelli Natali; Guerrero Segura, Rodrigo Antonio; Bonilla Tenesaca, Josué Reinaldo; Egas Herrera, Diana Carolina
This study examines the effectiveness of Scenario-Based Learning (SBL) as a pedagogical strategy to enhance writing fluency among A2-level English lear-ners at a public school in Riobamba, Ecuador. A mixed-methods approach was used, combining quantitative and qualitative instruments for comprehensive analysis. A quasi-experimental pretest-posttest design involved 35 seventh gra-ders attending 12 sessions over three weeks. Writing fluency was measured through rubric-based pre- and post-tests. A Likert-scale survey gathered lear-ners’ perceptions of SBL, while qualitative field notes documented participation, engagement, and progress. Methodological triangulation validated findings by comparing quantitative and qualitative data. Learners are expected to improve in writing fluency, especially in coherence and lexical diversity, and to express positive attitudes toward SBL.
Applying trading workshops for improving the oral skill in the English Language for the Amazon ecotourism
(SATHIRI, 2025-07-18) Huaca Franco, Brayan Johao; López López, Jacqueline Elizabeth; Bonilla Tenesaca, Josue Reinaldo
This research addressed the linguistic barriers faced by ecotourism providers in Cascales, Sucumbíos, with a focus on improving their English communication skills. The study evaluated whether specific workshops could improve these skills, thereby increasing tourist satisfaction and generating greater economic and educational benefits. A quasi-experimental methodology was used, which included pre- and post-workshop surveys, interviews, and focus group discussions with a sample of 14 local providers selected for their basic proficiency in English. The results revealed that, while some providers showed confidence in their English communication skills, there was considerable variability in their effectiveness. Specifically, 21% of participants reported difficulties in effectively communicating with tourists, and many-faced significant challenges related to intonation, pronunciation, and fluency. Although participants showed a high level of interest in the training workshops and were willing to seek feedback, their inconsistent focus on improving oral skills limited the overall impact of the training. The study concluded that existing training programs did not fully address the specific needs of the region’s ecotourism sector. It is recommended that future research explore the longitudinal impacts of training interventions, consider cultural and contextual factors that influence language learning, and examine alternative methods for improving language skills. This would contribute to a more successful and sustainable ecotourism model in Cascales.
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.
Baamboozle/GoNoodle integrated quiz to improve motivation in EFL students
(Universidad Bolivariana del Ecuador, 2026-04-20) Barahona Coral, Thalia Dayanara; Campoverde López, Johnny Segundo
This research addresses the issue of low motivation and limited student engagement in learning English as a Foreign Language (EFL), particularly in public educational contexts with restricted time and resources. The study was conducted at Escuela de Educación Básica Tarquino Idrobo in Quito, involving sixth-grade students who showed difficulties in behavioral, emotional, and cognitive engagement during English classes. The main objective was to determine the impact of integrating gamified digital platforms (Bamboozle) and movement-based tools (GoNoodle) on students’ motivation and academic performance. The study is theoretically grounded in SelfDetermination Theory (Deci & Ryan, 2000), Dörnyei’s motivational framework (2001), and Krashen’s Input Hypothesis (1982), which emphasize the importance of interactive, meaningful, and low-anxiety learning environments. A mixed-methods approach was employed, combining quantitative techniques (pre-tests, post-tests, and Likert-scale surveys) and qualitative methods (classroom observations and interviews), applied to a sample of 40 students. The results revealed a significant increase in active participation, interest in learning English, and vocabulary retention, confirming the effectiveness of the implemented strategies. As a proposal, a didactic strategy based on the systematic integration of interactive digital tools was designed to enhance student motivation. In conclusion, gamified platforms positively contribute to the creation of dynamic learning environments, promoting meaningful English language acquisition in resource-limited settings.
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.

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