Tesis Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttp://192.168.40.215:4000/handle/46000/6332

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The impact of neuroplasticity on learning english vocabulary as a second language acquisition
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-24) Molina Parraga, Maria Gabriela; Cajas Quishpe, Diego
This study investigates the impact of neuroplasticity on the acquisition of English vocabulary as a second language, emphasizing the role of neuroplasticity and mindfulness techniques in enhancing language learning outcomes. Through a survey conducted among 30 professionals in English teaching and Psychopedagogy, the research explores perceptions regarding the effectiveness of neuroplasticity-based interventions and mindfulness practices in English vocabulary acquisition. The findings reveal that teachers generally acknowledge that neuroplasticity influences language learning positively. However, teachers’ opinions vary on its effectiveness and the need to incorporate these principles in their teaching methodologies. Regarding the mindfulness techniques, majority of teachers agreed that it can help improve student’s engagement and cognitive flexibility highlighting the importance of considering age as a factor that influences the effectiveness of neuroplasticity in language acquisition. Overall, the results underscore the positive effect that integrating neuroplasticity and mindfulness into English language curriculum can have and the need for professional development and training to bridge the gap between theory and practice.
Using pictograms to enhance reading comprehension in English young learners
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-24) Suárez Medina, Cindy Mercedes; Carabajo Romero, Italo Rigoberto
Reading is a fundamental skill for young English learners because it demonstrates the comprehension of words and increases their vocabulary, allowing them to speak this foreign language. Hence, it is a good strategy to use pictograms to comprehend the reading activities for beginner students better. This study article aims to know how the use of pictograms enhances reading comprehension in young learners by applying a qualitative approach to the sample selected. Therefore, to get the expected results, 5 teachers were interviewed through a list of questions to collect data and then analyze the results for the discussion. Also, 20 students participated in a focus group using a lesson plan for 80 minutes to identify the perceptions of the learners about using pictograms and the results were the same as the literature review where pictograms help students to understand and connect more reading activities than only texts.
Anime as a tool to enhance vocabulary acquisition
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-21) Rogel Vega, Alex Jonathan; Carabajo Romero, Italo Rigoberto
Learning a foreign language is a process composed of different linguistic elements, vocabulary being one of the essential elements for its mastery. Teaching vocabulary can be an arduous task if an adequate method is not used. Today, there is a resource that can facilitate its acquisition known as anime, a style of animation from Japan that is now known worldwide for its stunning visuals, controversial stories and engaging narratives. This research aims to explore anime and its potential to be employed as a tool to enhance vocabulary acquisition. To this end, the experiences of students who have had contact with anime will be analyzed and how it affects their vocabulary learning will be presented.
Benefits of personalized instruction in small groups in ESL classroom
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-21) Panchana Matías, Hillary Nayeli; Soriano Pilay, David Gaddiel; Vera Cruzatti, Rossana Narcisa
This research delves into the benefits of personalized instruction in small groups within ESL (English as a Second Language) classrooms, while highlighting how traditional methods often fall short in meeting the diverse needs of learners. Personalized instruction enhances student engagement by adapting to individual learning styles, abilities, and paces, fostering a more inclusive and dynamic learning environment. The study highlights how this approach improves language retention, motivation, and interpersonal relationships. Furthermore, it emphasizes how small group settings promote critical thinking, empathy, and collaboration, benefiting both students and educators by creating a supportive learning atmosphere where everyone feels valued. The research also explores the role of continuous assessments, feedback, and differentiated strategies to ensure that personalized instruction effectively meets each student's needs. This comprehensive approach leads to a deeper, more meaningful acquisition of language skills, contributing to long-term academic success and personal growth for both learners and educators.
E-learning on fluency and pronunciation for EFL students
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-21) González Tomalá, Ruth Ariana; Muñoz Carvajal, Geovanna Zuley; Párraga Solórzano, Rudy Jonathan
The present study investigated the use of E-learning in improving the fluency and pronunciation of English as a foreign language learner (EFL). The integration of digital tools in the teaching and learning process allows fostering autonomy, continuous practice and accessibility, key aspects in the development of oral skills. The objective was to evaluate how E-learning tools contribute to these improvements and to analyze students' perceptions of their effectiveness the qualitative methodology employed included individual interviews, which allowed us to delve into the experiences of both students and teachers. This approach allowed for an in-depth exploration of the perceptions and experiences of those involved, identifying the tools and strategies employed, as well as the benefits and limitations. The results indicated that digital tools, such as Rosetta Stone, Vocaroo, Duolingo, Elsa Speak and Cambly, offer significant benefits, such as time flexibility and accessibility. In addition, learners value e-learning for its ability to provide ongoing practice opportunities, although they stressed the need to combine it with face-to-face classes to obtain personalized feedback and address specific constraints in their learning. The research concluded that E-learning is a valuable tool for improving fluency and pronunciation in learners of English as a foreign language.
English proficiency tests in assessing university students speaking skills
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Martinez Orrala, Freddy Fabian; Vásquez Rodriguez, Franklin Javier; León Abad, Eliana Geomar
This research investigated the impact of English proficiency tests on assessing university students' speaking skills. The study aimed to understand the perceptions of both teachers and students regarding the effectiveness and challenges of these assessments. Qualitative methodology was employed, utilizing one-on-one interviews with five teachers experienced in preparing students for international examinations and eight students who had taken these tests. The results indicated that both groups recognized the value of English proficiency tests as essential tools for evaluating language skills. However, they also highlighted significant challenges, particularly in the speaking component, which was often considered as the most difficult due to factors such as time pressure, test anxiety, and limited practice opportunities. The findings emphasized the necessity of incorporating regular speaking practice and real-world simulations into the curriculum to enhance students' speaking abilities. The study concluded that while English proficiency tests are crucial for academic and professional success, effective preparation strategies are essential to help students overcome the challenges associated with these assessments. Recommendations for improving English language teaching and assessment practices in universities were provided, focusing on the integration of speaking tasks and the use of technology to facilitate learning.
Short videos from movies and tv programs with idiomatic expressions to teach vocabulary
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Malavé Ronquillo, Sharid Deyanira; Toala Gonzabay, Dayanara Angely; Chávez Gonzabay, Leonardo Augusto
This research explores the effectiveness of using short videos from movies and TV programs containing idiomatic expressions as a technique to enhance vocabulary acquisition among English language learners at Unidad Educativa Bilingüe Americano. The study identifies the challenges students face in learning vocabulary through traditional methods, which often rely on mechanical memorization without context. It highlights the importance of idiomatic expressions in achieving fluency and comprehension in English, as these expressions are frequently used in everyday communication. The research employs qualitative methods, including interviews with English teachers and students, to gather insights on the impact of multimedia resources on vocabulary learning. Findings indicate that short videos significantly improve students' engagement, motivation, and retention of new vocabulary by providing contextualized learning experiences. Teachers recognize the value of integrating authentic media content to enhance cultural understanding and facilitate natural language use. The study concludes that incorporating short videos into English instruction not only aids in vocabulary comprehension but also fosters a more dynamic and interactive learning environment.
Daily journals to enhance vocabulary in high school students
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) González Tomalá, Carolina Lisbeth; Vélez Peralta, Sara Elizabeth; Limones Borbor, Julieta Verónica
In this study, the impact of daily journal writing on high school students' vocabulary improvement was examined. It highlighted the importance of using effective methods to help students learn new words alongside traditional English grammar. The research looked into how structured journaling was a helpful teaching tool and focuses on teachers' views about its effectiveness for better vocabulary retention and overall language skills. The findings suggested that daily journaling not only helped students learn new vocabulary but also fostered creativity and self-expression. Reflective writing allowed students to use new words in context, aiding memory and making language more relevant to their lives. The research advocated for including daily journaling in high school curricula to enhance vocabulary growth and proficiency among Ecuadorian students. By promoting self-expression, students became more confident speakers, preparing them for academic success in a global society.
Teachers’ perspectives on using realia to teach english vocabulary to children
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Tigrero Arteaga, Sidney Paulette; Caamaño López, Sandra Elizabeth
The incorporation of real elements in the teaching of English provides effective opportunities for vocabulary learning, seeking to provide visual and tangible tools that stimulate the comprehension and retention of new words especially in children, so this st udy aims to evaluate the effectiveness of Realia in elementary level students and analyze its impact on motivation, participation, and acquisition of new words. In addition, this research aims to explore the perspectives, opinions, and experiences on the use of this technique, so a qualitative approach was adopted, and it was given through interviews to a group of 5 teachers where 2 belong to the Escuela de Educación Básica José Mejía Lequerica and the other 3 belong to other different institutions. The results of this study revealed that the use of real objects in the classroom not only improves vocabulary comprehension but also fosters more meaningful and contextualized learning, increasing children's connection, interest, and active participation. Thus, the research concludes that incorporating real-life objects in the classroom is effective as it enhances vocabulary learning and facilitates a multisensory experience which facilitates the connection between the language and the real environment.
Phoneme-grapheme mapping practice as a didactic reading strategy for efl fourth-grades learners
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Suarez Sanchez, Meilyn Elizabeth; Vergara Mendoza, Ketty Zoraida
This research project assessed the potential of applying Phoneme-Grapheme Mapping as a teaching strategy to enhance reading proficiency among fourth-grade students learning English as a foreign language (EFL). The study aimed to improve essential reading skills, including fluency, decoding, and comprehension, to support young learners' development of reading skills. This study used a qualitative research approach to explore teachers' perceptions and experiences regarding the phoneme-grapheme mapping technique. Eight English teachers were individually interviewed to gather information about their knowledge of the method presented. Analysis of teachers' perceptions identified both strengths and challenges in applying this approach in a foreign language context. Findings emerged that phoneme-grapheme mapping addressed specific reading difficulties and supported cognitive memory skills, offering a tool to improve literacy among EFL learners. This study contributed to a clearer understanding of effective reading strategies in EFL education, providing practical information for educators.
Benefits of a multisensory approach in English language acquisition with children with Down syndrome
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Figueroa García, Angelica Paulina; Salinas Severino, Melissa Madeline; García Villao, Rosa Tatiana
The continued use of multisensory methodology in teaching English to children with Down syndrome seeks to have a significant impact by decreasing the challenges teachers face when working with these children. This study will examine the involvement of the senses in improving students’ motivation, comprehension, and linguistic processes to identify the learning needs of these children. Through interviews directed especially to teachers, it was identified that the multisensory methods help students to better understand a new language and better retain the information in their memory, while from the physiological point of view, obtained through a psychologist trained in working with children with Down syndrome, it was possible to identify a significant increase in social welfare, an increase in motivation as children felt in an inclusive environment in the classroom, being more committed or to their learning, there was an improvement in their learning, and there was an improvement in their social skills to build relationship among peers. By adopting this method correctly, students receive a unique learning experience, aligning pedagogical strategies to the strengths in weakness of each student. This research project analyzes the incorporation of multisensory techniques in teaching a new language to children with Down syndrome, showing the perspectives of experienced English teachers in working with these children, providing other educators with specific instruction, and promoting parental involvement in the teaching-learning process for students in and out of the classroom. New studies are proposed to examine the long-term implications and possible use of technology to enhance the multisensory experience. These findings provide useful concepts for adaptive language education, foresting inclusive practices that support language assimilation in diverse learning groups.
Didactic strategies to enhance reading skills in university students
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Suárez Lindao, Liliana Maribel; Niola Sanmartin, Rosa Elena
Developing reading strategies in university students requires the integration of specific didactic strategies into the teaching practice. This study identifies and explores effective instructional strategies for improving college students' reading skills. This study was carried out through a qualitative and phenomenological research method, interviews was the technique for data collection with five professors of the PINE career at Universidad Estatal Península de Santa Elena. Based on evidence, the research identifies crucial strategies for skill development: inferring, skimming, scanning, questioning, and predicting these strategies in reading have yielded positive results in students and improved their academic proficiency in the foreign language. These strategies have been identified to improve comprehension, and the commitment to make reading activities more relevant and interactive has provided favorable results. Also highlights the importance of the teacher as an important guide to motivate students and improve their critical thinking by developing their analytical skills.
Self-study techniques to improve writing skills
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Castro Villacres, Yajaira Sofia; Macias Coquinche, Ana Cristina; Limones Borbor, Julieta Verónica
The present thesis work focuses on identifying self-study techniques aimed at improving writing skills. In an increasingly interconnected world, the ability to communicate effectively through writing has become an essential competency. Through a comprehensive review of the existing literature, various self-study techniques are identified, including constant practice, use of digital resources, and feedback. The research is based on a methodological approach, using interviews with teachers to examine the effectiveness of these techniques. The results indicate that the most effective techniques are journaling or responding to prompts and peer review, to help students improve their skills and build confidence. Teachers find it helpful to break down writing tasks into smaller, more manageable steps. The use of guided exercises, sample texts, and feedback also helps students gain a comprehensive understanding of different writing techniques, as well as the use of technological tools that facilitate autonomous learning. This study not only contributes to the field of education, but also offers practical recommendations for educators and students interested in improving their writing skills through self-learning.
Puppets as a tool to promote speaking skills in children
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Del Pezo Rodríguez, Noemi Alexandra; Rodríguez Yagual, Cinthia Alejandra; García Villao, Rosa Tatiana
This research explored how puppets made learning to speak English easier and more enjoyable for children by creating a fun and safe environment where students felt comfortable practicing their speaking skills. Through activities like storytelling and role-playing, puppets helped children gain confidence, participate actively, and improve their fluency and pronunciation. The study applied a qualitative phenomenological approach to examine the lived experiences of five teachers in Santa Elena, Ecuador. Using semi-structured interviews with open-ended questions, teachers shared their insights on how puppets positively impacted engagement and willingness to relied on qualitative research, emphasizing subjective analysis and complex behaviors in natural educational settings. Semi-structured interviews provided flexibility, allowing teachers to elaborate on their experiences. The data collected highlighted that puppets are a dynamic tool that supports English language learning by fostering an interactive and motivating classroom atmosphere. Teachers recommended integrating puppetry regularly and combining it with other methods to sustain student interest and maximize learning outcomes.
Youtube music videos to enhance pronunciation in teenagers pesearch project
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Andrade Rodriguez, Ambar Stephania; Vergara Mendoza, Ketty Zoraida
In this research, we explore how the use of YouTube improves pronunciation in young people through music. Therefore, the research work was done on the variables that connect with the topic of this investigation. The study investigates the importance of technological tools such as YouTube and its use in the classroom and also individually how music can improve pronunciation through intonation and vocalization of the lyrics. This research looks into the pronunciation, which is essential in the teaching and learning of the English language inside or outside an educational institution, as a skill that can bring many benefits to those who know how to master it correctly.
Instrumental and integrative model for increasing student's motivation in english language learning
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Pilay José, Evelyn Pamela; Soriano Villegas, Andrea Estefanía; Niola Sanmartin, Rosa Elena
Motivation is the most essential element in the teaching and learning process. The rise of different pedagogical models to include them as effective methods in learning the English language has shown that not all of them have the necessary effectiveness for the students to feel motivated in the acquisition of new knowledge. Therefore, this research project aimed to explore the impact of using the Integrative and Instrumental model so that students feel motivated and committed to introducing English into their lives. This study used a qualitative and phenomenological research method, with five teachers from “Escuela de Educación Básica Jean Piaget and Unidad Educatica José Pedro Varela” who participated as a sample. The authors applied a focus group of face- to-face and virtual sessions to know the different perspectives of the interviewees, on the usefulness and effectiveness of using these two pedagogical models. The research revealed the factors that interviewees consider important regarding the influence that these models have on motivation and commitment to learning English and its inclusion in the daily life of students, thus improving learning outside of the classroom.
Cartoon videos as a tool to enhance listening skills in fourth graders
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Parraga Lino, Alisson Fernanda; Tomala Chavez, Nathaly Elizabeth; Vera Cruzatti, Rossana
Cartoon videos are an innovative and engaging tool for improving fourth graders' listening comprehension. By combining images and audio, they facilitate exposure to English in meaningful contexts, making learning more enjoyable and effective. This study analyzed the us of animated videos to reinforce the listening comprehension, considering the perceptions and experiences of English teachers working with students of this age. Using interviews as a qualitative method, it identified practical strategies, addressed possible challenges, and evaluat their impact on student motivation and participation. The results offered new insights into the us of creative strategies in learning English as a foreign language (EFL) and provided useful tool for improving listening comprehension in elementary school.
Cognitive factors that affect speaking skills in English as a foreign language EFL learning.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Orrala Tomalá, Yuliana Mercedes; Nieto Herrera, Diego Josue
Distraction, lack of attention, and spontaneous mental disconnection are factors involved in learning a foreign language that is usually present in the classroom. The objective of the project was to investigate the importance of these factors in the teaching and learning of English. A qualitative approach methodology was used with a descriptive scope and phenomenological design, considering a certain number of teachers from the unidad educativa Eloy Velásquez Cevallos and unidad educativa José Antonio García Cando as main samples for the investigation of the research proposal, being these directly involved who provided an expensive answer based on previous experiences. This included that the teachers have knowledge about these factors and that the influences are perceived in observation regarding the development of speech being evident in behaviors such as nervousness and lack of confidence, seeing the difficulty of the linking of words which is perceived as disorderly and inadequate, so that educators include strategies that minimize the presence of mental barriers and self-analysis in the domain of pronunciation. The research concluded that despite taking into account the cognitive needs, in an environment where hours are limited, the participants show concern that carrying out a complete immersion in the language taking into account visible aspects to be considered in the students, are highlighted, but do not establish a demand for full integration based on what is perceived in the educational classroom.
The humanistic approach to boost self-confidence in English as a foreign language EFL students’ oral skills.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Moscoso Erazo, Ana Sofía; Velin Collins, Márcell Alejandra; León Abad, Eliana Geomar
This research examines how the Humanistic Approach in teaching English as a foreign language (EFL) influences students' self-confidence in communicating orally. Through a qualitative study based on one-on-one interviews, the perceptions and experiences of teachers applying this approach in their classrooms were explored. The findings reveal that the Humanistic Approach fosters an emotionally supportive environment, where empathy, open communication, and constructive feedback are essential for enhancing students' self-confidence. Teachers emphasized that normalizing mistakes, celebrating achievements, and offering individualized support are key strategies for addressing frustration and insecurity among students. Moreover, they observed positive changes in students' attitudes, such as increased motivation, social and academic growth, and a greater willingness to face challenges. The methodologies used include Total Physical Response (TPR), Suggestopedia, and collaborative work, all designed to create a safe space that prioritizes emotional well-being and personal growth. The main challenges reported involved addressing the diversity of personalities and learning levels, which were overcome through effective communication, emotional support, and the creation of a trusting environment. In conclusion, the Humanistic Approach not only strengthens students' self-confidence in oral communication but also improves classroom dynamics, fostering a more holistic, empathetic, and student-centered learning experience.
University students' perceptions about gamification in vocabulary learning
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Mora Meza, Morely Marian; Tomalá Morales, Karina Paola; Vergara Mendoza, Ketty Zoraida
This study investigated university students' perceptions of gamification tools in vocabulary learning within English language education. Focusing on digital tools like Wordwall, Quizizz, Kahoot, and Educaplay, it highlighted how gamification enhanced engagement, motivation, and vocabulary retention. Through qualitative research, including interviews with students from the Pedagogy in Foreign and National Languages primary at Universidad Estatal Peninsula de Santa Elena, the study revealed positive views on gamification's role in making learning interactive and enjoyable. Even with problems like distractions, internet issues, and noise during group work, the benefits outweighed the drawbacks. To make it work well, classroom rules were set to reduce noise, specific roles were assigned during group work to aid communication, and a reliable internet connection was ensured for online activities. The research concluded that gamification was a valuable strategy for vocabulary acquisition in English language learning.

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