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Item 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 PatriciaThe 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.Item 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 DavidEl 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.Item 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 DavidThis 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.Item 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 RodrigoThis 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.