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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The Impact of Social Media-Based Language Learning on A2 Speaking Skills Development among 3rd “A” Baccalaureate Students
(Universidad Bolivariana del Ecuador, 2024-03-04) Toala Velásquez, Evelin Monserrate; Contreras Falcones, Alexis Mariana
The purpose of this research is to focus on analyzing the extent to which the use of social media, in particular the application of Tik Tok, can be effective in the teaching-learning process of the English language to enhance and improve the oral skills of students of the third grade "A" of secondary education in the Educational Unit Santo Domingo de los Colorados. This study will be carried out taking into account the current educational context and taking into consideration the growing popularity of TikTok among young people. A study is under way to analyze how the use of TikTok can be used pedagogically to motivate students to participate actively and improve their oral skills. The research approach includes the implementation of surveys to thirdyear undergraduate students. Through the collection of quantitative and qualitative data, the aim is to evaluate the perception of students about the use of TikTok as an educational tool and determine its impact. The results obtained in the study reveal that there are statistically notable trends in the acceptance and effectiveness of TikTok as an educational tool, appreciating a significant increase in the level of motivation of students, which isreflected in a positive way in their ability to express themselves orally and in their confidence in using the English language. These advances are notorious and demonstrate progress in his linguistic development. This study aims to contribute to a better understanding of how social networks, and in particular TikTok, can be used effectively to improve the English language learning process. It also seeks to provide practical recommendations to educators on how to integrate these platforms into their teaching methods.
“The influence of flip app to improve speaking skills in students of seventh grade”
(Universidad Bolivariana del Ecuador, 2024-05-09) Tomalá de la A, Lissette Estephanía; Salazar Jaramillo, Cecilia Isabel; López López, Jacqueline Elizabeth
This study examines how the Flip App influences the enhancement of speaking skills in seventhgrade students, addressing the pressing need to improve their communicative abilities, particularly in oral expression. The primary aim is to assess the efficacy of the Flip App as an educational instrument for refining speaking skills among seventh-grade students. The research was conducted within a school environment, where the Flip App was integrated into English language instruction. The methodology encompassed both pre- and post-tests to gauge the impact of Flip App usage, alongside surveys to gauge student perceptions of the app's effectiveness. The findings of the study revealed a marked enhancement in the speaking skills of students who engaged with the Flip App. Specifically, improvements were noted in fluency, pronunciation, and overall confidence in oral communication. This underscores the significant role that educational technology like the Flip App can play in enhancing language learning experiences. As a recommendation, the study advocates for the continued integration of the Flip App into the school curriculum to bolster students' communicative skills further. By incorporating the app into regular lesson plans, educators can create a more dynamic and interactive learning environment, fostering greater engagement and skill development. In conclusion, this research demonstrates that the Flip App is a valuable tool for improving speaking skills among seventh-grade students. Its integration into classroom activities has the potential to significantly enhance students' ability to communicate effectively in English. This study contributes to the growing body of research supporting the use of technology in education and highlights the positive impact it can have on language learning outcomes.
Leveraging Gamification Tools to Enhance Motivation in A1 Students: A Quantitative Investigation
(Universidad Bolivariana del Ecuador, 2026-02-25) Rodriguez Lucas, Julia del Carmen; Guerrero Segura, Rodrigo Antonio
This study examines the impact of gamification strategies on enhancing motivation among sixth- and seventh-grade students learning English as a Foreign Language (EFL) at the “Dra. Olga Aguilar Ramos” Public School in Villamil Playas Canton, Ecuador. Traditional EFL instructional contexts often face challenges in sustaining student engagement, which can negatively affect learners’ motivation and language development. In response, this research integrates game-based elements into EFL instruction to foster a more interactive, engaging, and learner-centered learning environment. A mixed-methods research design was employed, incorporating pre- and post-intervention surveys, classroom observations, and focus group discussions to assess changes in students’ motivation and engagement. The pedagogical intervention involved the systematic implementation of gamification strategies, including point-based reward systems, digital badges, leaderboards, and collaborative challenges throughout the instructional period.The findings reveal a significant increase in both intrinsic and extrinsic motivation, as students demonstrated greater enthusiasm, sustained participation, and increased confidence in performing language tasks, particularly in speaking and listening activities. Furthermore, teachers reported notable improvements in classroom dynamics, student interaction, and overall learning outcomes.These results highlight the pedagogical value of gamification as an effective approach to addressing motivational challenges in EFL classrooms. By promoting competition, collaboration, and a sense of achievement, gamified learning environments positively influence student engagement and language development. This study provides valuable implications for EFL teachers, curriculum designers, and educational stakeholders seeking innovative methodologies to improve English language instruction. Future research is recommended to explore the long-term effects of gamification on language proficiency and its applicability across diverse educational contexts.
The Station Rotation Model: A Different Perspective in EFL Instruction
(Universidad Bolivariana del Ecuador, 2024-05-20) Sánchez Fonseca, Katya; Peña Navarrete, Rubén Darío; Castillo Noriegam, Martha Amelia
Implementing the Station Rotation Model within the educational framework of Colegio San Andrés entails a comprehensive strategy aimed at transforming the classroom into a dynamic learning environment. This model facilitates active student engagement in various learning stations, fostering collaborative discussions, personalized tasks, and tailored guidance to enhance English as a foreign language (EFL) instruction. Students rotate among different stations, collaborate with peers in discussions, engage in personalized tasks, and receive tailored guidance through this flexible method which can be applied anywhere at any moment (Castillo, Mariscal and Balladares, 2021). The primary objective is to address persistent challenges faced by secondyear Baccalaureate students, who exhibit difficulties in pronunciation, vocabulary, and confidence during English conversations. The study had a mixed methodological approach. The validated instruments have yielded promising preliminary results regarding the implementation of the model. Early observations suggest a positive impact on students' linguistic proficiency, particularly in addressing pronunciation, vocabulary, and conversational confidence. The model's dynamic learning stations, collaborative discussions, and personalized tasks appear to contribute significantly to enhanced EFL instruction. These results underscore the potential of the model, emphasizing the need to implement the proposed activities and conduct the post-test to thoroughly evaluate its effectiveness. Further analysis is essential to refine these promising observations, providing a more nuanced understanding of the station rotation model's efficacy in transforming EFL instruction at Colegio San Andrés and consider the implementation of this educational model in other institutions.
Implementing Neurolinguistic Programming strategies to promote students’ motivation in the English classroom
(Universidad Bolivariana del Ecuador, 2024-05-20) Ortiz Carrillo, Bethzabé Yessenia; Castillo Noriega, Martha Amelia
The research focuses on designing a methodological proposal based on Neuro-Linguistic Programming (NLP) to boost student motivation in the English classroom. It was carried out at Las Américas del Valle School in Quito, Ecuador, involving three English teachers selected through convenience sampling. A mixed approach was used, employing both qualitative and quantitative methods, such as pre- and post-tests, interviews, and a checklist for classroom observations. The qualitative aspect addressed the challenges perceived by teachers in establishing connections with students and fostering empathy. On the other hand, the quantitative method analyzed cause-and-effect relationships between variables, providing data on the effectiveness of motivation techniques. The implementation of the proposal followed a structured approach in five stages: diagnosis, planning, execution, evaluation, and feedback. Each stage was meticulously designed to ensure the effective integration of NLP strategies in the English classroom. The workshops showed significant improvements in participants' understanding of NLP concepts and techniques, as evidenced by classroom observations and follow-up tests. The systematic integration of NLP workshops demonstrated its effectiveness in promoting student motivation and optimizing learning outcomes. However, the need to continue refining certain techniques for better results in English as a foreign language teaching contexts was identified. Therefore, extending the duration of workshops and providing ongoing support and training to teachers is recommended to further improve the implementation of NLP strategies and maintain positive results in student motivation.
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.
The Effectiveness of Using Popular Format of Podcasts to Improve Listening Skills Among A2 Level University Students
(Universidad Bolivariana del Ecuador, 2024-06-06) Mendez Cazco, Paulina Fernanda; Ramos Idrovo, Silvia Licett; Inzhivotkina, Yana
The impact of using English academic podcasts at the A2 level on the development of listening skills and student perceptions is the focus of the present study. The research employs an experimental approach, with two focus groups: control and experimental. Pre-tests and post-tests are used to measure student performance and attitudes. The use of podcasts in language teaching and the development of language skills is addressed in Chapter 1, which establishes the theoretical framework of the study, covering the conceptual foundations and previous research related to the use of podcasts in language teaching and the development of language skills. The study design, participants, and assessment instruments used, including pre-tests and post-tests, are described in Chapter 2. The procedures for data collection and analysis are also shown. The findings are presented and analyzed in Chapter 3. The proposal involved integrating podcasts into English classes, using selected and designed material to improve students' listening comprehension. Positive changes have been observed in the students' proximity, use and mastery of this learning tool, as well as significant improvements in their listening comprehension skills. The importance of podcasts as pedagogical tools to improve listening comprehension in academic English learning is highlighted. The effects of these findings on educational practice are discussed, and suggestions for future research in this field are made. In summary, this study adds empirical evidence to the existing body of knowledge by providing proof of the effectiveness of podcasts in teaching academic English and their impact on students' attitudes and perceptions towards language learning.
The impact of using Kahoot on developing EFL ninth- grade students' vocabulary
(Universidad Bolivariana del Ecuador, 2024-09-16) Martínez Sánchez, Anlly Liseth; Ordoñez Ordoñez, Diana Priscila; Mariscal Touzard, Laura Iliana
This research aims to analyze the impact of using Kahoot on developing EFL ninth-grade students' vocabulary. This study was carried out in a public school in the province of Loja, where 40 students voluntarily participated. They were divided into two groups; one attended traditional classes, while the other received classes using the Kahoot platform. Researchers implemented a quantitative and qualitative method to gain a more comprehensive understanding of the object study. A pre-test and post-test were applied to students to measure the effectiveness of this technological tool. Also, a survey and interview were conducted to determine students' perceptions of this implementation. Results demonstrated that Kahoot facilitated students' vocabulary acquisition as this platform allowed the participants access to various resources that helped them learn vocabulary better. In addition, students felt engaged and motivated when working with this tool, mentioning that they would like to continue using Kahoot since this tool allows them to acquire vocabulary while having fun while learning.
The Role of Motivation in Enhancing B1 Bilingual Students’ Reading Comprehension and Critical Thinking through CLIL
(Universidad Bolivariana del Ecuador, 2025-02-23) Luzuriaga Barroso, Adriana Stefania; Egas Herrera, Diana Carolina
This investigation project aims to explore the influence of motivation on the development of reading comprehension and critical thinking skills among Level B1 bilingual school learners using Content and Language Integrated Learning (CLIL) methodology. Recognizing the important function that motivation plays in shaping students’ cognitive and linguistic abilities, the study examines different levels of intrinsic and extrinsic motivation contributing to strengthening reading comprehension within the CLIL framework, while also enhancing critical thinking. A mixed-methods design is employed, combining quantitative data obtained through a survey with qualitative insights gathered from a single semi-structured interview, complemented by classroom observations. Only one class was selected, consisting of 30 students. The sampling method was convenience purposive, as the group was chosen based on specific characteristics, including English level, learning experiences and styles, active participation, attitude, and willingness to collaborate in the research. Preliminary findings indicate a positive correlation between higher motivation levels and stronger performance in reading comprehension tasks, especially in activities involving problem-solving, text analysis, and collaborative group work that also foster critical thinking. These results suggest that integrating motivational strategies with CLIL instruction can strengthen both reading comprehension and critical thinking skills, offering valuable inferences for bilingual education.
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.
The use of gamification to improve the lack of development in the speaking skills in Tenth grade
(Universidad Bolivariana del Ecuador, 2024-04-12) Insuasti Burbano, Karina Paola; Lainez Vera, Wendy Niccol
The main purpose of this study was to demonstrate the effectiveness of the use of gamification as an English language learning tool for speaking development. The study covered a population of 90 high school students who had lacked development in their speaking skills in English communication. Quantitative instruments were applied to support the investigation. The instruments involved are pre-test and post-test, gamification, a rubric, a survey, and a checklist to estimate students’ advancement and progress. The application of gamification helped students use the required elements in their tasks. Students had the opportunity to express their satisfaction with using this innovation, such as gamification, because they enjoy the technology. As a result, they could learn but also have fun. This work involves teachers and students since it can generate positive contributions to improving speaking skills. The present study was carried out at the "Santa Catalina Labouré" Fiscomisional Educational Unit, located in the Checa parish in Quito. A mixed research approach was used through the application of a pretest and posttest in order to know the improvement of speaking skills in tenth grade students of the mentioned educational institution.
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 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.
Implementing foldables to improve reading skills for a1.1-level eighth-grade students in a rural high school
(Universidad Bolivariana del Ecuador, 2024-05-14) Castro Arias, Cristina del Rosario; Paredes Zaruma, Angélica Fernanda; Letamendi Lazo, Carmen Andrea
This research proposal investigates the effectiveness of implementing foldables, a hands-on learning strategy, to improve reading skills for A1.1 level eighth-grade students in a rural high school located in San Joaquin, Ecuador. Many students in these environments struggle with reading comprehension due to limited resources and diverse learning styles. Foldables address these challenges by providing a kinesthetic, visual, and interactive way for students to organize information, enhance vocabulary acquisition, and develop comprehension of reading materials. The study will be conducted at Eduardo Crespo Malo Rural High School with a target population of 29 eighth-grade students. The research design employs a quantitative approach with pre-and post-tests to measure student progress. Additionally, surveys will be used to gather data on student motivation and attitudes toward reading. The foldable strategy will be implemented for three weeks, focusing on activities aligned with the students' A1.1 proficiency level and the Ecuadorian English as a Foreign Language Curriculum (EFL) guidelines. The study has the potential to produce outstanding results, with youngsters improving their reading skills in vocabulary development, comprehension, and critical thinking. The project's success will benefit the field of education by providing teachers with a practical and effective strategy for improving reading skills in limited resources in rural settings.
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.
Use of Nearpod to enhance reading comprehension activities in A1 students
(Universidad Bolivariana del Ecuador, 2024-12-23) Tibán Núñez, Edisson Fernando; Yzquierdo Martínez, Jessenia Paola; Inzhivotkina, Yana
This proposal focuses on the effectiveness of using a learning platform website to enhance the reading comprehension skills through activities of sixth-grade school students at Unidad Educativa Santo Domingo de Guzman Private school in Ambato, Ecuador. Nearpod was the learning platform for developing English language with reading comprehension activities, developed with the students during ten sessions. A mixed method was used to collect the data. The qualitative information was collected through questionnaires and surveys, while the quantitative data were obtained by reading pre-test and post-tests done by students. In addition, according to CEFR, since the diagnostic test was taken at the beginning, the students were labeled at A1 level. Findings from the survey demonstrated that students considered technology as the best tool to enhance their skills. Then, a pretest was applied to grade the performance of the students before using the proposal tool. The implementation was carried out in four sessions per week. As a result, the post-test was applied to assess the scores after the implementation of the proposal. The findings showed that participants improved their reading comprehension activities. The teacher addressed how to strengthen the students’ reading activities by examination to ensure that Nearpod worked during the teaching process accurately. In conclusion, it was significant that learners enhanced their engagement and motivation in reading.
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.
Lexical Approach for the development of fluency in English language in A1 level
(Universidad Bolivariana del Ecuador, 2025-01-10) Macas Viñamagua, Carolina Estefanía ; Quiñonez Rojas, Franklin David; Campoverde López, Jhony Segundo
This research proposal investigates the use of the lexical approach to develop fluency among A1 level students. The significance of this topic addresses the crucial need to enhance fluency among learners with a lower level of proficiency who often face challenges in fluency development due to limited vocabulary and lack of self-confidence. Those commonly struggles in forming coherent expressions stopping them from an effective communication. The lexical approach emphasizes using meaningful language chunks over isolated words or grammar rules. It focuses on vocabulary and collocations to enhance fluency by promoting authentic language use, enabling learners to communicate more effectively. The purpose of the study is to investigate the effectiveness of employing the lexical approach in enhancing fluency among A1 level students. The implementation of the methodology involved working with a group of 17 A1 level students that study at the PRALI Institute. These students were participants in the study who underwent an experimental design that evaluated the effectiveness of the lexical approach in enhancing their fluency. Data collection involved surveys, interviews, pre-tests, and post-tests that measured perceptions of learning experiences and fluency levels respectively. Pre-tests established baselines, while post-tests assessed improvements. Qualitative feedback from surveys informed the effectiveness of the lexical approach. Through this mixed-method approach, the study evaluated the impact of the lexical approach on fluency enhancement among those students.
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.
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.

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