Maestría en Pedagogía del Inglés como Lengua Extranjera

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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.
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.
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.
How cultural awareness influences senior year students to achieve curricular standards through Ecuadorian literature
(Revista Latinoamericana de CIencias Sociales y Humanidades, 2023-10-10) Lara Ramirez, Andrea Aurora; López López, Jacqueline Elizabeth
English proficiency is a global necessity, and Ecuador is no exception, where it has been integrated into the education curriculum to enhance language skills. However, student performance in English has remained below the desired level, falling short of the B1 proficiency standard set by the Ecuadorian Curriculum. This research focuses on assessing the influence of cultural awareness on EFL high school students through the integration of Ecuadorian literature, with the goal of aiding them in achieving the B1 proficiency level by the culmination of their senior year. For this end a survey was administered to thirty (30) high school senior students at an all-girls high school in the city of Cuenca to ascertain their stance on the incorporation of cultural material related to Ecuadorian literature in English classes following the implementation of a demonstration class. Employing a mixed-method approach, quantitative data were gathered through surveys, while qualitative insights were gleaned via open-ended questions. The findings convey a notable interest among students in embracing local literary works within their English classes, with a substantial proportion expressing a distinct preference for this pedagogical approach. These results underscore the potential of culturally relevant pedagogical strategies in language instruction.
Huertos escolares: estrategia interdisciplinaria para fomentar el trabajo en equipo y el cuidado ambiental en séptimo año de Educación Básica
(MQRinvestigar, 2025-03-31) Cando Loor, Vicky Zelandia; Andy Rivadeneyra, Flor Maria; Vergel Parejo, Elizabeth Esther; Espín Landázuri, Marco Antonio
La combinación del trabajo colaborativo y el cuidado ambiental en proyectos escolares promueve una formación más integral y pertinente para los desafíos actuales. Iniciativas como los huertos escolares fortalecen el aprendizaje interdisciplinario y forman valores como la solidaridad, la empatía y la responsabilidad colectiva. La investigación utilizó un enfoque mixto, con un nivel explicativo, y diseño preexperimental con el objetivo de proponer una estrategia interdisciplinaria basada en huertos escolares que fomente el trabajo en equipo y el cuidado ambiental en estudiantes de séptimo año de Educación Básica, de la institución educativa EE, provincia EE, Ecuador, en el periodo lectivo 2024-2025. El diagnóstico causal evidenció carencias en las habilidades de trabajo en equipo y actitudes hacia el cuidado ambiental, atribuidas a recursos limitados, falta de experiencias significativas y enfoques educativos tradicionales. Estas debilidades resaltan la importancia de implementar cambios pedagógicos que promuevan una mayor reflexión crítica y propuestas prácticas ante los problemas ambientales. La implementación de la estrategia interdisciplinaria basada en huertos escolares mostró un impacto positivo en el trabajo en equipo y el cuidado ambiental. Los indicadores evaluados presentaron mejoras en la media, reducción en la dispersión de los datos y un aumento general en el desempeño. Estas transformaciones resaltan el potencial de las estrategias interdisciplinarias para fortalecer competencias socioambientales en contextos educativos.
Strategies to introduce ecuadorian montubian culture through task-based teaching for a2 undergraduate learners
(Malagón, B. Universidad Bolivariana del Ecuador, 2024-12-05) Alarcón Rodas, Roberto David
This methodological proposal implemented strategies to introduce Ecuadorian Montubian culture into the English language curriculum for A2 undergraduate learners at the University of Guayaquil through Task-Based Teaching. It addressed the challenge of incorporating cultural identity, which was largely missing from educational materials, thereby hindering the effective implementation of the Communicative Approach. The research aimed to bridge this gap by proposing a system of complementary resources based on Task-Based Language Teaching (TBLT), focusing on enhancing cultural understanding and language proficiency through the inclusion of Montubian heritage in language tasks. Conducted within the Faculty of Administration, the study employed a mixed-methods approach, including a quasi-experimental design, surveys, semi-structured interviews, pre- and post-tests, and focus groups. It involved 127 A2 students, with a subset of Montubian-identifying students providing valuable insights into their cultural practices. The results demonstrated that TBLT significantly improved students' language skills, cultural knowledge, and intercultural awareness. Interactive tasks centered around Montubian culture, such as gastronomy, music, and dance, were particularly effective in engaging students and enhancing their learning experience. The study concluded that integrating Montubian culture into the curriculum successfully bridged the cultural and language gap. However, further refinement and broader testing of the resources are needed to ensure their effectiveness. The proposal for integrating Montubian culture through TBLT on the Moodle platform showed significant educational benefits but also highlighted challenges such as limited participation and technical issues. Future research should focus on refining these materials and expanding their application to improve educational outcomes and address these challenges more effectively.
The effectiveness of mind mapping techniques on improving literal readinjg comprehension skills of b1 level learners
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-06-03) Segovia Muños, Jean Jayro; Alava Varas, Jonathan David
El enfoque de esta investigación es explorar cómo la implementación de mapas mentales en el inglés académico, específicamente en el nivel B1, influye en el desarrollo de las habilidades de comprensión lectora y en las percepciones de los estudiantes. Para ello, se utiliza un diseño experimental que incluye dos grupos: uno de control y otro experimental. En el Capítulo 1, se establece el marco teórico de la investigación, abordando el uso de mapas mentales en la adquisición de habilidades lingüísticas y en la enseñanza de idiomas. Aquí se revisan estudios previos y se presentan los fundamentos conceptuales que respaldan la aplicación de esta herramienta en el aprendizaje de lenguas. El Capítulo 2 describe el diseño del estudio, los participantes y los instrumentos de evaluación empleados, como la prueba de diagnóstico que permitió seleccionar la muestra, el pretest y el post-test. Además, se detallan los procedimientos de recolección y análisis de datos. Los resultados se presentan y discuten en el Capítulo 3. Después de la intervención, se observaron mejoras significativas en las habilidades de los estudiantes, así como una percepción más positiva hacia esta herramienta de aprendizaje. En el contexto del inglés académico, se destaca la importancia de los mapas mentales como recursos pedagógicos efectivos para mejorar la comprensión lectora. En conclusión, este estudio contribuye con evidencia empírica al conocimiento existente, demostrando la eficacia de los mapas mentales en la enseñanza del inglés académico y su impacto favorable en las actitudes y percepciones de los estudiantes hacia el aprendizaje del idioma.
The influence of the CommonLit platform on the development of reading skills as an academic reinforcement for A2 students
(Revista Arandu UTIC, 2024-09-13) Buñay Illapa, Elsy; Bajaña Rosales, Mónica Elizabeth; Campoverde López, Johnny Segundo; Bonilla Tenesaca, Josué
Ecuador, a country of privileges due to its geographical location, has varied socio-ideological and cultural influences that significantly impact the learning and acquisition of a foreign language. Few students are aware of the importance of English. However, many do not feel a real interest in or the need to use the language in their daily activities in a society where they only try to cover a momentary requirement. The complexity of mastering a new language like English is even worse because learners have to face environmental, and emotional difficulties, as reflected in the quantitative study carried out, which suggests energizing their learning acquisition using the qualitative method that promotes their voluntary interest in reading comprehension, as stated by a survey and class observation carried out in the First “A” of Accountancy at the Isabel de Godin Educative Unit in Riobamba. Therefore, the implementation of the CommonLit platform will determine academic progress and reading proficiency as the main tool to improve their reading skills by addressing challenges according to different levels of English proficiency. In this sense, with the platform's interactive activities, adaptive learning tools, and variety of interesting information, participants' reading abilities significantly improve, according to the findings. Therefore, the CommonLit platform is a useful tool for students who intend to achieve A2 in their reading development since it enhances the academic level and cultivates an enduring enjoyment for reading.
The Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level
(Malagón, B. Universidad Bolivariana del Ecuador, 2025-07-23) Albán Taipe, Johanna Elizabeth; Avilés Bajaña, Edith Patricia
The thesis titled “The Use of the CLIL Approach to Improve Reading Comprehension in A1 Students’ Level” proposed the application of the CLIL approach to enhance reading skills by implementing worksheets with exercises for students with an English language proficiency level of A1. The study was conducted at Unidad Educativa Sagrado Corazón de Jesús, situated in Latacunga, Ecuador. The methodology used to collect complete and legitimate data was a combination of quantitative and qualitative approaches, including a survey, a pre-test, a post-test, and an interview, which were conducted to assess students' skills and attitudes regarding the focus on reading texts. The objective of this study was to analyze the influence of the CLIL approach on improving the students’ reading comprehension. The findings demonstrated that the use of the CLIL approach in comprehensive reading activities had a moderate effect on the development of cognitive reading activities of a second language. Additionally, it was verified that the use of predicting reading components, such as connecting and inferential understanding, which correspond to Pre-reading activities, were specific components that improved the students after the intervention. At the end of the research project and the application of the proposal, the conclusion was that the CLIL approach promotes the improvement and development of the components applied in comprehensive reading practice through exercises that encourage exploration, supported by visual resources. About the recommendations, it is suggested to incorporate the CLIL approach in daily class planning when reading skill is practiced since this methodology provides greater participation through the use of authentic texts where cognitive activities are incorporated before, during and after reading since the results showed that the project had a moderate impact on this ability, the students who participated managed to understand components necessary to improve the reading comprehension of the English language.

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