The Station Rotation Model: A Different Perspective in EFL Instruction

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dc.contributor.advisorCastillo Noriegam, Martha Amelia
dc.contributor.authorSánchez Fonseca, Katya
dc.contributor.authorPeña Navarrete, Rubén Darío
dc.date.accessioned2026-06-12T18:53:14Z
dc.date.available2026-06-12T18:53:14Z
dc.date.issued2024-05-20
dc.descriptionTESIS-MAESTRÍA
dc.description.abstractImplementing 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.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationSánchez Fonseca, K., & Peña Navarrete, R. D. (2024). The Station Rotation Model: A Different Perspective in EFL Instruction. Universidad Bolivariana del Ecuador.
dc.identifier.otherMAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERA
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3738
dc.language.isoen
dc.publisherUniversidad Bolivariana del Ecuador
dc.relation.ispartofseriesPM-PI-B22-01P1-04
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectEnglish
dc.subjectmodel
dc.subjectrotation
dc.subjectstations
dc.titleThe Station Rotation Model: A Different Perspective in EFL Instruction
dc.title.alternativeEl Modelo de Rotación por Estaciones: Una perspectiva diferente en la enseñanza del inglés como lengua extranjera EFL
dc.typeThesis
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