Tesis

Permanent URI for this collection

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.

Browse

Now showing 1 - 20 of 137

Implementing communicative approach strategies to develop oral expression amongst ninth grade level A1
(Universidad Bolivariana del Ecuador, 2025-06-23) Nole Tandazo, Sandra Mirian; Quishpe Baño, Wilma Rocio; Stag Stag, Ian Graham
This research is about the implementation of communicative approach strategies to develop oral expression in ninth grade level A1.1. The purpose of this study is to understand instructional, social and psychological implications that impede the development of oral expression in the English language teaching process, to identify how communicative approach strategies can be implemented to develop the oral expression of the students, and to apply a validation process to determine which communicative approach strategies contribute to the development of oral expression in learners in ninth grade level A1.1 This research took place in Oscar Arnulfo Romero School in the City of La Joya de Los Sachas. It is focused on learners from secondary school of 9th grade. The methods applied to carry out this research were qualitative and quantitative. The qualitative approach based on academic information was necessary for this study, which was filled with rich information to support ideas and solutions for the statement of the problem. Besides, the quantitative approach was also used through a data collection by using a structured questionnaire and pre-test and posttests as instruments, which was used for numerical data concerning teachers and student’s perception about teaching and developing oral expression in EFL classrooms. This research demonstrates that the implementation of communicative approach strategies to develop oral expression in ninth grade students does not have limitations, and in order to apply this, teachers must follow a set of lesson plans related to speaking skills and based on CLT approach in order to reach this research o objective.
Effectiveness of prediction strategies to improve reading comprehension in English Foreign Learners
(Universidad Bolivariana del Ecuador, 2024-08-29) Mosquera Morocho, Mónica Salome; Campoverde López, Jhonny Segundo
Reading comprehension is one of the most relevant modes of communication in English as a Foreign Language because it is a vital part of foreign language acquisition. Prediction strategy is a determining reading technique that is an essential element in reading comprehension development. Predicting activities allow learners to gather information from the title, heading, picture, and diagrams. Therefore, it encourages learners to activate prior knowledge and increase critical thinking by making selfreflections and inferences. The main aim of this study was to determine the effectiveness of applying prediction strategies to improve reading comprehension. The sample group belongs to a public high school located in Puyo City in Ecuador. The educational research was addressed to 35 learners, from eighth grade who present diverse difficulties in understanding short texts. An active research methodology was implemented to determine an initial reading diagnosis as an educational problem. Consequently, this research used a mixed method, where an assortment of quantitative and qualitative instruments were implemented during the investigation; a diagnostic test, a final test, a survey and, an observation sheet to collect qualitative and quantitative data applied on two cycles. The initial diagnosis determined the lower level of reading comprehension and critical thinking. The implementation of the prediction strategies let the participants to discover new abilities to increase their reading comprehension during the first Cycle. On the second Cycle, the learners practice and improve skimming, scanning, guessing from the pictures, and making inferences. The survey allowed the compilation of learners' opinions about the relevance of prediction strategies as powerful tools to improve reading comprehension. Late, the findings reveal that prediction strategies were a masterpiece in enhancing reading skills, activating prior knowledge, and building a balance in the educational environment to ensure positive learning outcomes.
The Importance of using Wordwall to improve speaking skills
(Universidad Bolivariana del Ecuador, 2025-07-04) Maza Zhuma, Jennifer Brigite; Rodríguez Cherres, Sandra Stephanie; Guerrero Segura, Rodrigo Antonio
The research proposal titled "The Importance of Using Wordwall to Improve Speaking Skills" aims to investigate the use of the interactive digital tool, Wordwall, to enhance speaking skills intenth-grade students at "Unidad Educativa Particular Eugenio Espejo" in Loja. The interventionwill involve the implementation of a program that uses Wordwall's interactive, game-basedactivities encourage collaboration among peers, promote active engagement, and facilitate self- evaluation. This approach, which shifts the focus from traditional teacher-centered methods tostudent-centered learning, aims to promote language fluency and boost students' confidenceinspeaking English. The study will explore how Wordwall's digital resources and task-basedactivities can create a dynamic and engaging environment that supports cognitive and emotional development. The research will assess the impact of these activities on students' speakingabilities and their overall language acquisition. Upon completion, the study will providerecommendations for incorporating Wordwall into regular teaching practices to improvespeaking fluency in a fun, engaging, and effective way.
Use of Wordwall to motivate vocabulary learning in A1 learners at República Federal de Alemania Public School
(Universidad Bolivariana del Ecuador, 2024-07-24) Morejón Pérez, Daisy Magaly; López, Jacqueline
This research evaluates the effectiveness of the Wordwall application in enhancing vocabulary acquisition among A1 level students at the República Federal de Alemania Public School. The study addresses the challenges faced by traditional methods of vocabulary teaching, which often fall short in engaging students and fostering retention. The objective of this study was to explore whether integrating the interactive technology provided by Wordwall could significantly enhance vocabulary learning and student motivation compared to conventional teaching methods. The research employed a hybrid methodology, integrating both qualitative and quantitative data collection methods. Information was collected using surveys, performance assessments, and a structured pre-test and posttest arrangement to evaluate shifts in vocabulary retention and student involvement. The study was conducted over the course of the academic year, providing insights into the immediate effects of the technological intervention. Results from the research indicated a marked improvement in vocabulary retention among students who used Wordwall, with post-test scores significantly higher than those from traditional teaching methods. Qualitative data suggested that students found the learning experience more engaging and enjoyable, which contributed to higher levels of motivation and participation in language learning activities. In conclusion, the findings recommend the integration of Wordwall into vocabulary teaching strategies within educational settings. The use of such technology not only makes the learning process more engaging but also significantly improves the acquisition and retention of new vocabulary. This study contributes to the field of educational technology by demonstrating how digital tools can be effectively utilized to enhance language learning outcomes and student engagement, suggesting that future educational practices should embrace such innovations to meet diverse learning needs and preferences.
Application of the storytelling strategy for the Improvement of the speaking skill
(Universidad Bolivariana del Ecuador, 2025-05-06) Manobanda Sisa, Narcisa de Jesús; Guerrero Segura, Rodrigo Antonio
This thesis explores the impact of implementing storytelling to improve the speaking skills of ninth-grade A1-level English students. Storytelling is recognized as an effective technique in language acquisition, providing engaging and memorable moments that enhance students' interest and oral productive skills. The research identifies significant challenges faced by A1 students in developing speaking skills, such as lack of confidence, fear of making mistakes, and limited exposure to authentic communication situations. The main purpose of this research is to analyze how integrating storytelling in the classroom can overcome these challenges and foster meaningful learning that involves both cognitive and emotional development of the students. The study was conducted with 38 ninth-grade students from Juan Montalvo School in Ambato, Ecuador. The methodology used was a mixed-methods approach, integrating quantitative and qualitative techniques. Quantitative data was collected through pretests and post-tests to measure students' speaking skills before and after the storytelling intervention. Qualitative data was obtained through open-ended questionnaires and checklists to explore students' perceptions and the potential benefits of storytelling. The proposal suggests the regular incorporation of storytelling into the English curriculum, providing practical guidance for teachers on how to effectively implement this strategy. In conclusion, storytelling is presented as a valuable pedagogical tool to enhance language learning, promoting an interactive and collaborative learning environment that facilitates the development of speaking skills in A1-level students.
Virtual environment to boost reading on sixth graders
(Universidad Bolivariana del Ecuador, 2024-07-18) Limongi Basantes, Darío Santiago; Velalcazar Armas, Mónica Estefanía; Egas Herrera, Diana Carolina
This thesis examines how sixth-grade students at "Crespo Toral" School in Cayambe, Pichincha, are able to improve their reading comprehension skills through the use of a Virtual Learning Environment (VLE) in Moodle. The issue is centered on sixth grade students’ low English proficiency, which is brought on by a lack of a supportive environment and ineffective traditional teaching strategies. The main goal is to improve reading comprehension by implementing a VLE with Moodle. Conducting a diagnostic assessment, providing instructional resources and technology, and monitoring student development are some of the specific goals. A pretest and posttest were given to twenty students as part of a mixed methods approach to evaluate their growth and the usefulness of the platform. The reading comprehension scores significantly improved, and the proficiency levels increased by around 20%. Besides, student enthusiasm and engagement were revitalized by the Moodle platform’s integration with the ADDIE instructional design. Finally, this study’s results point to long-term gains in students’ language competencies, guiding a new era of English instruction at “Crespo Toral” School.
The use of storytelling as a technique to improve fluency in eighth-grade students
(Universidad Bolivariana del Ecuador, 2025-03-21) Lazo Pantoja, Denisse Stefanía; Yanangómez Quezada, Verónica Jessenia; Bonilla Tenesaca, Josué Reinaldo
This study aimed to improve English fluency and pronunciation while assessing students’ motivation during their transition from primary to secondary education. The research was conducted at Unidad Educativa Particular Santa Mariana de Jesús in Loja, Ecuador, involving 57 eighth-grade students aged 12 to 13 from classes "B" and "C." The institution provides a technology-enhanced learning environment with educational resources that support effective language learning. A quantitative research approach was employed to collect, analyze, and interpret the data. Pre-tests and post-tests were administered to measure students' progress in English fluency, while surveys were used to assess their prior knowledge of the storytelling technique and its impact on student engagement and motivation. The storytelling technique was implemented through structured activities that enabled students to create and narrate stories, integrating language acquisition with real-life contexts. The findings revealed significant improvements in students' storytelling abilities and oral fluency. Participants demonstrated greater confidence and enhanced communication skills in English, as evidenced by improvements in fluency, accuracy, pronunciation, creativity, and oral expression. Furthermore, students expressed positive attitudes toward incorporating more storytelling activities into their English classes. In conclusion, integrating collaborative storytelling activities focused on speaking effectively enhanced students' linguistic and social skills while fostering creativity. This approach not only strengthened their English language competencies but also promoted a more dynamic, interactive, and engaging learning environment.
The effectiveness of role-play for daily life activities for enhancing speaking skills
(Universidad Bolivariana del Ecuador, 2024-05-25) Jiménez Alvear, Francisco Abel; López López, Jacqueline Elizabeth
The current research project aims to demonstrate the effectiveness of role-play for daily life activities in enhancing speaking skills. English teaching methods have evolved over time, with new trends replacing traditional ones. This study focuses on the teaching approach employed at Alianza America Idiomas, which may not adequately address the diverse needs of language learners, particularly in improving oral communication in English. The purpose of this research is to analyze the oral communication difficulties among students, evaluate the aspects of speaking skills significantly improved after the intervention, and assess students' perceptions of using role-plays for daily life situations to enhance speaking skills. Conducted at Alianza America Idiomas in Argentina, this study utilized an exploratory approach with a quantitative method for data collection. Three instruments were used to collect valuable data for this research project, followed by statistical analysis of the collected data. Pretest and posttest assessments revealed a 31.8% increase in students' speaking skills following the intervention, with positive perceptions of the role-play technique reported by participants. By examining and enhancing students' speaking skills, the researchers achieved the objectives of this research. The pre- and post-tests showed significant improvements in "topic relevance" and "cohesion" after the intervention. According to survey results, students expressed a more positive view of the roleplay technique, noting increased speaking ability. Experiential learning facilitated accurate conversation and provided participants with useful knowledge applicable to real-life situations. The study emphasizes the effectiveness of the role-play technique in enhancing speaking skills and promoting effective communication, thus making an important contribution to the teaching and learning of English.
Flipped classroom in teaching writing at A2 level
(Universidad Bolivariana del Ecuador, 2024-12-09) Bravo Cañola, Evelin María; Inzhivotkina, Yana
Flipped classroom in teaching English at A2 level is an educational proposal that was applied as a solution to the difficulties presented in the development of writing by the final year students of the Replica Aguirre Abad high school. Provides an analysis of the effect of the Flipped Classroom strategy on teaching paragraph writing. The action research methodology was applied and involved empirical techniques for the application of the following research instruments: pretest, posttest, observation guide and student survey. This proposal has a social relevance, since it collaborates significantly in teaching to help students in the development of their knowledge and skills, which will contribute positively in the family, social and work environment.
The Effectiveness of Storytelling in Improving Young Learners’ Listening Comprehension Skills in English
(Universidad Bolivariana del Ecuador, 2026-02-19) Arévalo Ruiz, Cristian José; Campoverde López, Jhonny Segundo
This study examines the impact of storytelling as a pedagogical strategy on listening comprehension skills among fifth-grade students in Basic General Education who are learning English as a foreign language. The research addresses the challenge of students’ difficulties in understanding spoken English, particularly within public educational settings that are characterized by limited resources and minimal exposure to the language. The primary objective is to determine the effect of storytelling on the development of listening comprehension, as well as on students’ attention and participation during English classes. The study was conducted at Unidad Educativa “18 de Noviembre,” a public institution in Loja, Ecuador, with a sample of 21 fifth-grade students. A mixed-methods approach and a pre-experimental pre-test and post-test design were employed. Data were collected through listening comprehension tests and student interviews, enabling both quantitative and qualitative analysis of the learning process. The intervention involved the implementation of a didactic proposal based on storytelling sessions, structured into pre-listening, while-listening, and post-listening activities. The results indicated improvements in students’ listening comprehension performance, along with increased attention and participation during English lessons.
The Total Physical Response Method to Enhance Speaking skill on 4th grade Students (A1 – Level)
(Universidad Bolivariana del Ecuador, 2025-05-28) Enríquez Saltos, Daniela; Romero Arias, Rosa Hortencia; Guerrero Segura, Rodrigo Antonio
The research titled “The Total Physical Response Method to Enhance Speaking Skill on 4th-grade students (A1 Level)”. Nineteen learners from 4th-grade students at Escuela de Educación Básica Pablo Neruda in Quito struggle with speaking English due to limited vocabulary, pronunciation difficulties, and a lack of confidence. Feelings of shyness and anxiety often prevent them from participating in class, and without frequent opportunities for spoken practice, their progress remains slow. This study explores the effectiveness of the method in improving students' speaking skills. TPR combines movement with language learning, allowing students to connect words to actions engagingly and interactively. By making learning more dynamic, this method aims to enhance vocabulary retention, improve pronunciation, and boost students' confidence in speaking English. A quasi-experimental design was used, including a pretest, posttest, and a student survey. The results indicated that after implementing TPR, students showed significant improvement in their speaking abilities. They were more willing to participate, demonstrated better pronunciation, and had a stronger grasp of vocabulary. Additionally, students reported feeling more comfortable and motivated to speak English. These findings highlight the importance of incorporating interactive and movement-based methods into language instruction, particularly for young learners. When students are actively engaged, they develop a more positive attitude toward learning, which leads to better language acquisition. This research suggests that TPR can effectively improve speaking skills in elementary school students, particularly in settings where traditional methods have fallen short.
The use of Google Meet to develop speaking skills at eighth grade students
(Universidad Bolivariana del Ecuador, 2024-08-14) Yungaicela Uzhca, Diana Esther; Campoverde López, Johnny Segundo
When the COVID-19 epidemic broke out, hybrid learning was the most widely used educational approach in the globe. It also began to emerge at the same time as other forms of education. The educational system is constantly creating new techniques and advancements in an attempt to deliver effective instruction and raise student standards. Hybrid education is a crucial strategy to guarantee the continuance of academic activities and the learning of the English language. In order to provide effective instruction and boost student achievement even further, Ecuador's educational system also implements innovative methods. But the expectations students face challenging due to the difficulty they have to communicate in English. Consequently, becoming a barrier to face the new task and educational demands. The use of diverse media and technology resources is necessary for the development of communicative skills. Thus, the main goal of the study consists on how the use of Google Meets to enhance speaking skill. The use of Google Meet, and other tools, which are part of its platform, (e.g. forums, announcements, and text publications) will be given priority as to develop and improve reading, writing, and oral expression. A survey will be applied in 30 students of high school who will be part of a sample for a qualitative research study. Inductive and deductive research method will be considered as to provide explanations and descriptions. In Addition, a questionnaire with ten questions will be provide in 4 teachers as to know the relevance and importance of using Google Meets in the development of communication abilities.
System of activities based on PBL projects to enhance communication and cultural awareness in an A1 classroom
(Universidad Bolivariana del Ecuador, 2025-08-01) Villanueva Sabando, Emilio Rafael; Castillo Noriega, Martha Castillo
This research analyzes sixth graders’ challenges faced in a public school in Charapotó, Manabí, Ecuador, due to reduced English teaching, extended teachers’ absences, and inappropriate teaching materials. This study is focused on PBL projects’ implementation in A1 classrooms to enhance communication and cultural awareness through a system of activities, mitigating the said problems. Data collection utilized qualitative techniques like interviews and quantitative ones, for instance, pre-test, post-test, and observation checklist, obtaining through the pre-test addressed to 25 students that the 44% reached roughly over half of the highest score, whereas the 64% scored under 4 points on topics like self-introduction, permissions, problem-solving, and values expression, such as identity, cultural awareness, showing a knowledge gap, justifying this study.
Direct Method to enhance eight-course learners' speaking skills
(Universidad Bolivariana del Ecuador, 2025-01-15) Paredes Colina, Guido Christian; Yupangui Aimacaña, Nancy Marlene; Campoverde López, Johnny Segundo
The project suddenly exposes about the use of the Direct Method to improve oral communication skills in eighth grade students. The problems investigated focus on the limitations of traditional methods to develop effective oral skills. The objectives include evaluating the effectiveness of the Direct Method and proposing a structured program to improve fluency, pronunciation and interactive communication. Contextually, the study is carried out in an educational environment with limited resources. The methodology employs a mixed-methods research design, integrating standardized tests, classroom observations and surveys to measure impact. The results indicate significant improvements in the fluency and confidence of the students, validating the effectiveness of the proposal. The conclusion underlines the importance of integrating interactive and contextualized approaches, highlighting their replicability and broad pedagogical benefits.
Using Edpuzzle to enhance listening skills in A1 students in a Public school
(Universidad Bolivariana del Ecuador, 2025-05-01) Ortiz Ortega, Susana Elizabeth; Mariscal, Laura
The flipped classroom model has become well-known as a successful teaching strategy that encourages student participation and active learning. In order to improve listening comprehension, this study investigates the incorporation of Edpuzzle, an interactive video platform, into flipped tasks. Edpuzzle promotes self-paced learning, active listening, and instant feedback by letting students interact with embedded questions and watch videos outside of the classroom. These features all help students understand more material better. In order to assess Edpuzzle's efficacy in a flipped learning setting, the study uses a mixedmethods approach, combining quantitative (pre-tests and post-tests) and qualitative (surveys and interviews) data. A group of 36 students participated in the study by using Edpuzzle to complete listening tasks after discussing various topics in class. The findings show that students' listening abilities significantly improved, as evidenced by their increased vocabulary retention, comprehension, and interaction with real audio content. Students also reported feeling more motivated and in control of their education. According to research, using Edpuzzle in conjunction with flipped classroom activities can be a useful tactic for improving language learners' listening comprehension. The study suggests more research into digital tools to help create interactive, student-centered learning environments.
Active strategies to develop oral skill of a2 level students
(Universidad Bolivariana del Ecuador, 2025-07-28) Ojeda Darquea, Lilian Jeanneth; Guerrero Segura, Rodrigo Antonio
This research main addressed the active strategies implementation to develop oral skills in A2-level English students at Unidad Educativa Fiscal Joaquín Arias. The notorious problem found was the students' difficulties in communicating in English, one of the primarily lack was the mistakes fear and, in this way, they lost the confidence to communicate. The main purpose was to determine effective active strategies for developing oral skills in eighth-grade students. The research was conducted with 40 students, employing a mixed approach that combined quantitative and qualitative methods, including diagnostic tests, pre-test, post-test, and surveys. The results revealed an advantageous improvement in oral skills, it was demonstrated by 92.5% of students group, the report showed an increased confidence in English speaking with 90%. It demonstrated that students had an active participation in creative linguistic problem-solving, and finally the 85% of the students demonstrated successfully that they had applied their skills in real situations. The proposal included a systematic and interactive activities implementation, for example role-playing, group discussions, and projects based on real situations are activities that supported them with the progress in monitoring system. Conclusions emphasis in the effectiveness of active strategies for creating a positive learning environment that developing confidence in oral communication.
Reinforcing A1 grammar acquisition by integrating flipped classroom approach to improve adult´s performances in an EFL class
(Universidad Bolivariana del Ecuador, 2025-01-14) Morales Zaruma,Carla Gabriela; Contreras, Alexis
Considering that usually adult’s learning is different than the one in young population and the difficulties that they can present trying to acquire a foreign language through EFL classes, the aim of this study was to evaluate the impact of flipped classroom in grammar acquisition to improve adult´s performance in an EFL class. For this, it was used a mixed descriptive method that included quantitative and qualitative parts. Similarly, it used a sample of 21 students who attend a school for adults. To measure their grammar level, it was used a questionnaire from Cambridge University in the form of a pre- and post- test, and for the proposal, it was also used a satisfaction survey. During the period where both tests were done, it was applied a proposal based on flipped classroom model (FCM), which consisted in 5 sessions with pre-class and in-class activities, during 2 weeks. The participants were included into the same experimental group during the study, which mean that all of them had to learn English grammar through the flipped classroom strategy to see what were the final differences based on the proposal. The results show that students had a low level in the pre-test, giving that they could not accomplished all the goals proposed. On the other hand, the post-test showed that the previous low level became a low to medium level, presenting an improvement. In conclusion, even when the proposal had a relatively short period, it was effective, giving a better understanding of grammar in students.
A System of Lexical Activities to Develop Oral Skills in Students of 10th Grade in Middle Education
(Universidad Bolivariana del Ecuador, 2024-10-08) López Santacruz, Eva Malena; Jiménez Álvarez, Marisela
The scientific project investigates the enhancement of English oral skills in tenth-grade students of General Basic Education parallel “B” at Ramón Barba Naranjo Educational Unit, with a primary focus on addressing the widespread problem of limited vocabulary and insufficient oral proficiency. These deficiencies hinder effective communication, impacting students' fluency and accuracy. The aim of the research is to implement a system of lexical activities to improve students’ oral skills. Set within an educational context, this study emphasizes the critical role of English as a global lingua franca, integral not only to academic success but also to professional opportunities in an increasingly interconnected world. To tackle the challenges identified, a mixed-method approach was adopted, leveraging both quantitative tools (pre-tests and post-tests) and qualitative measures (surveys and interviews). This methodology facilitated a comprehensive evaluation of the intervention's effectiveness. The results demonstrated significant advancements in students’ fluency, pronunciation accuracy, vocabulary usage, and coherence in their spoken English, confirming the efficacy of the lexical activities. These interventions included a variety of engaging pedagogical strategies, such as interactive games, targeted practice exercises, and contextual language use, all designed to enrich the students' vocabulary and enhance their oral skills. In conclusion, the research confirmed that systematic integration of lexical activities into the English curriculum significantly boosts oral language skills. The study highlights the importance of such educational practices that focus on developing a robust communicative competence, which is essential for both academic and professional success.
Psycholinguistics applied to speaking process in the development of the English language for A1 level students
(Universidad Bolivariana del Ecuador, 2025-10-07) Chiliquinga Naranjo, Mariela Patricia; Molineros Proaño, Jennifer Katherine; Carmen Andrea, Letamendi Lazo
English proficiency in Ecuador has not been well in the PISA-D test, being the speaking process one of the main language abilities, it is important to develop and to improve it as a whole process. Therefore, there is a need to explore how psycholinguistics is applied to the speaking process in the development of the English language for A1 level students. So, the principal aim of this study is to investigate how psycholinguistic principles can be utilized to enhance the speaking skills of A1 level English language learners. In this sense, it has been used a pragmatic paradigm with a mixed approach, descriptive scope through a field and cross-sectional study; direct observation and questionnaires were applied with a pre- and postest. It was used a census type sampling in an educative institution with 36 students registered in the A1 level with an age of 16 to 17 years old. The main results showed that in the pretest, students had challenges in all dimensions studied: pronunciation, fluency, vocabulary, grammar, interaction and listening and comprehension, having a low mean in each one of them. In order to increase those levels, an educational proposal based on psycholinguistic principles was done with five activities. After that, in the postest, all the dimensions were improved in a range from 1,28 to 1,47 points in a scale of five points. In conclusion, the proposal had a positive effect, having an empirically validation thanks to the differences obtained with a bilateral significance lesser than 0,01.
Project based learning to develop speaking fluency in B2 level students
(Universidad Bolivariana del Ecuador, 2024-12-11) Soria Guamán, Edgar Patricio; Bonilla Tenesaca, Josué Reinaldo
The aim of this research is to devise a training proposal utilizing the projectbased learning (PBL) approach tailored for students at the B2 level within a high school setting, specifically focusing on the ISM Quito Educational Unit. Given the significance of project-based learning in enhancing student fluency, this proposal seeks to equip first-year high school students with the necessary skills to effectively engage in project-based learning activities. The theoretical foundation of this research is crucial, as it allows for a comparison of different educational approaches. By developing and implementing this proposal, the objective is to enhance the quality of education by ensuring that students understand and can proficiently apply project-based learning methodologies. This is essential to prevent any loss of educational effectiveness. Furthermore, this research endeavors to identify ways in which pedagogical skills can be enhanced to promote the formative development of both students and teachers. It is imperative to address any decline in the educational process by empowering educators with the knowledge and resources necessary to effectively implement innovative methodologies like project-based learning. In recent years, educators have adapted to new techniques and roles to deliver quality education. However, challenges such as limited resources and knowledge have hindered their ability to provide comprehensive instruction. This study sheds light on the importance of teacher training in active methodologies like project-based learning, which play a crucial role in facilitating the teaching-learning process.

Browse

Recent Submissions