Repositorio Universidad Estatal Península de Santa Elena
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Challenges faced by non-native english teachers: professional development and classroom practices
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Yagual Valverde, George Daniel; García Villao, Rosa Tatiana
This study explores the perceptions of non-native English teachers at the Universidad Estatal Península de Santa Elena (UPSE) regarding the challenges they face in their professional development and classroom practices. The research responds to a gap in the literature: while international and regional studies have examined the struggles of non-native English teachers, little is known about how these teachers experience such challenges within the Ecuadorian higher education context. The general objective was to explore these perceptions in order to understand how linguistic confidence, professional development opportunities, and institutional support shape teaching effectiveness. A qualitative, phenomenological design was used, gathering data through one-on-one semi-structured interviews with five non-native English teachers currently working at UPSE. The results showed that English proficiency and accent strongly influence teachers' self-confidence and classroom interaction, often leading them to rely on structured activities instead of spontaneous communication. Participants also identified gaps in current professional development programs, which tend to focus on general pedagogy rather than the specific linguistic and emotional needs of non-native teachers. Heavy workloads and the absence of mentoring programs further limited opportunities for growth. The study concludes that strengthening self-efficacy, offering specialized training, and improving institutional support are essential steps toward enhancing teaching practices at UPSE.
Multisensory learning approach to teach english Young learners with ADHD
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Paucar Paucar, Anthony Samuel; Nieto Herrera, Diego Josué
This study aims to analyze the experiences of English teachers regarding the use of a multisensory learning approach when teaching third-year students with ADHD, focusing on the instructional strategies they implement, the challenges they encounter, and the opportunities they identify for inclusive English language teaching. The methodology employed is qualitative and phenomenological, using interviews with five English teachers from an educational institution as the research technique. Prior authorization was obtained from the institution to collect the data, and each questionnaire was administered. The data was then analyzed using Atlas.ti, generating word clouds for each question and by learning objective. The results revealed that the teachers apply multisensory strategies, combining visual elements such as images, auditory elements such as changes in sound, and kinesthetic elements such as movement games. The strategies and actions implemented have motivated students and encouraged their participation with greater enthusiasm; however, their implementation requires resources and time, which are currently a limiting factor for the teachers.
School administrators perceptions on efl pre-service teachers practicum
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Ayluardo Vélez, Freddy Xavier; Niola Sanmartín, Rosa Elena
Pre-service teaching practicum plays a fundamental role in the professional integration of new pre-service teachers, a process in which school principals are key figures, facilitating the administrative arrangements that allow aspiring professionals to perform their duties effectively. This research was conducted to explore school administrators' perceptions of English pre-service teachers’ practicum, focusing on areas for improvement. A qualitative methodology, specifically a phenomenological study, was selected to allow for a deeper analysis. Data collection involved interviewing six school administrators from private schools in the Santa Elena Province, Ecuador, that have partnership agreements with UPSE regarding these pre-service teachers’ practicum. Based on the results and the literature review, the insights provided by the school administrators offer essential suggestions for improving important aspects of these programs.
Lingbe app as a resource to reduce speaking anxiety in efl learners
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Campuzano Sánchez, Brighton Abel; Villao Vera, María Angelica; Vergara Mendoza, Ketty Zoraida
This study explores the use of Lingbe, a mobile application, to improve speaking practice in EFL students. The main problem is that many students have low fluency and low confidence when speaking English in class. The objective of this research is to analyze how Lingbe helps students improve their speaking skills in a more natural way. The method used in this study was a qualitative approach. Data were collected through interviews with students from the PINE (EFL) program at UPSE who used Lingbe to practice English speaking. The participants shared their experiences about using the app in daily practice. The results show that Lingbe helped students increase their fluency, reduce hesitation, and improve confidence when speaking English. Students also reported that they could communicate more easily with real people and practice in a more relaxed environment. To sum up, Lingbe is a helpful tool for enhancing fluency, confidence, and speaking practice in EFL instruction. It encourages improved communication skills and provides students with additional chances to speak English outside of the classroom.
Peer teaching as a technique to improve oral communication in EFL learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Tomala Potes, Jeriel Alexander; Caamaño López, Sandra Elizabeth
Developing oral communication skills is one of the main objectives of teaching English as a Foreign Language EFL. However, many students have limited opportunities to practice speaking in the classroom because traditional teacher-centered approaches often reduce interaction and
active participation. Considering this situation, the present study aimed to explore English teachers’ perceptions of peer teaching as a technique to improve oral communication among EFL learners. The research follows a qualitative approach, and data were collected through a questionnaire composed of open-ended questions administered to five English teachers from Unidad Educativa Fiscomisional Americano. The findings provide valuable information about teachers’ experiences, the perceived benefits and challenges of implementing peer teaching, and its contribution to students’ confidence, participation, fluency, and speaking performance. This study contributes to the field of English language teaching by providing useful insights for teachers and researchers interested in implementing collaborative learning strategies that promote meaningful communication and improve oral communication skills in EFL classrooms.