Maestría en Pedagogía del Inglés como Lengua Extranjera

Permanent URI for this community

https://dspace.ube.edu.ec/handle/123456789/46

Browse

Now showing 1 - 20 of 98

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.
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.
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.
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.
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.
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.
Drama-based techniques for teaching speaking in efl classrooms applied to 1st bachelor’s teenagers
(Revista Multidisciplinar De Estudios Generales, 2025-01-08) Sayago Garcia, Karla Antonieta; Véliz Espinoza, Cristian Alberto; Letamendi Lazo, Carmen Andrea; Reinaldo Tenesaca, Josue Bonilla
This study investigates the use of drama-based techniques as an effective teaching approach to enhance speaking skills in A2-level teenage learners of English as a Foreign Language (EFL). Due to the communication challenges faced by adolescent learners with lower skills, drama provides an engaging method for participating in authentic language use. Techniques such as: role-playing, and process drama create significant scenarios that improve fluency and motivation. Drawing from theoretical frameworks and empirical studies, this research highlights how drama enhances language acquisition by minimizing emotional obstacles and encouraging active participation. The findings suggest that integrating drama into speaking classes enhances verbal abilities while promoting student autonomy and teamwork. This research adopts a qualitative and quantitative mixed-methods paradigm within the framework. It utilizes an Action Research methodology as it is conducted by a teacher-researcher with the goal of enhancing students’ speaking abilities in an authentic EFL classroom environment. This pre-test aims to assess the existing speaking skills of teenage EFL students before the implementation of drama-based methods. It focuses on oral fluency, confidence, vocabulary usage, and interactive communication via questions and prompts connected to everyday life, social engagement, and descriptions. The present study reveals that, applying drama-based technique demonstrate most of the students gain satisfactory prior knowledge like as: self-confident, security and positive attitude and aptitude when they need to do any exposure, let them in side anxiety, nervous, insecurities. So, is important that the technique of drama, is an excellent option for students to strategy in developing communicative skill and our professors obtain more experience in the teaching teacher.

Browse

Browsing Maestría en Pedagogía del Inglés como Lengua Extranjera by Title

Results Per Page

Sort Options