Repositorio Universidad Estatal Península de Santa Elena
Communities in DSpace
Select a community to browse its collections.
Encuéntranos en:
Recent Submissions
Emotional intelligence in english teaching
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Panimboza Roca, Bryan Alexander; García Gómez, Xiomara Anahí; Niola Sanmartín, Rosa Elena
English is widely acknowledged as a lingua franca, serving as the primary means of communication worldwide. In higher education, students studying English often encounter challenges such as low academic performance, lack of engagement, and anxiety, which are significant concerns within EFL education. This research investigates the of Emotional Intelligence in English language instruction. This study examines the beliefs and experiences of EFL educators regarding Emotional Intelligence in the classroom. Employing a qualitative methodology, semi-structured interviews were conducted with five
PINE educators. The findings affirm the importance of Emotional Intelligence in the teaching process; these emotional competencies enable educators to manage students' emotions and address their concerns related to the English language. The study concludes that the challenges faced by EFL teachers include students’ limited Emotional Intelligence and the necessity for professional development to address such issues effectively. PINE educators utilize student- centered, communicative language teaching strategies to foster Emotional Intelligence, including cooperative learning, peer assessment, and problem-solving activities. It is recommended that higher education institutions and teacher training programs formally incorporate modules on Emotional Intelligence.
Personalized learning to enhance grammar in EFL learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Enriquez Apolinario, Hellen Janeth; Yagual Balon, Shirley Paulette; Intriago Alcivar, Wellintong Segundo
The study analyzed EFL learners’ perceptions of ChatGPT as a personalized learning tool to improve grammatical accuracy. Adopting a qualitative phenomenological design, data were gathered through interviews with five eighth-semester Pedagogy of National and Foreign Languages students at Universidad Estatal Península de Santa Elena. The findings revealed that students interacted strategically with ChatGPT across all writing stages while maintaining text authorship by drafting independently. Pedagogically, the tool functions as an accessible tutor providing immediate feedback that reduces anxiety. However, critical risks were identified, such as an over-reliance on this platform that created an illusion of competence, resulting in mental blocks during in-person examinations. Ultimately, the study concludes that ChatGPT's academic value depends entirely on the learner's critical judgment and initial language proficiency; therefore, Generative AI must complement, rather than replace, the active cognitive processing of the student.
Text-to-voice chatbots to enhance speaking skills in EFL classroom
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Espinales Macas, Angie Nicole; Reyes Zambrano, Nallely Celinda; Parraga Solorzano, Rudy Jonathan
Developing oral communication skills is one of the greatest challenges faced by second-language learners. However, thanks to constant technological advances, teachers perceive that text-to-voice chatbots are emerging as an educational tool that may support the development of speaking skills and, consequently, the quality of the teaching-learning process. This study aimed to explore the perspectives of five university English teachers regarding the teaching of speaking in EFL classrooms using resources such as ChatGPT and Gemini in its voice function. The present study employed a qualitative method and was based on the principles of phenomenological research.
Data were collected using a questionnaire consisting of open-ended questions. The interviews were conducted online via the Zoom platform. The findings reveal that text-to-voice chatbots offer opportunities for English language production, whilst also strengthening aspects such as pronunciation and fluency. However, challenges were also found when using this tool, such as lack of internet access and digital literacy. Although these challenges arose, teachers perceived that these tools create a positive environment which reduces student anxiety and enhances their motivation. The information obtained provides an understanding of technology and its role in education, specifically with text-to-voice chatbots in enhancing oral expression. These findings provide relevant information for future qualitative research.
Randall's esl cll to enhance listening skills in efl learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Alvia Mejillon, Yulissa Alexandra; Panchana Gonzalez, Yaritza Michelle; Terán Molina, Diana Verónica
One of the most complex skills for English as a Foreign Language (EFL) learners to develop is listening comprehension, which limits their academic performance. One of the main factors that limits this skill is the poor integration of pedagogical resources and strategies that promote their continuous practice and autonomous learning. Within this context, Randall's ESL Cyber Listening Lab is consolidated as an online platform that offers listening activities with authentic materials and interactive exercises, designed for language learning. However, its contribution within the university environment has received very little attention. This qualitative study aims to explore college students' perceptions of using Randall's ESL Cyber Listening Lab for listening comprehension development, analyzing students' experiences with the platform, and describing how the platform influences autonomous learning habits. The study was conducted using a qualitative research method; semi-structured interviews were used to collect data from students who had used Randall's ESL Cyber Listening Lab in their learning. Students found Randall's ESL Cyber Listening Lab to be an engaging tool for learning English by providing authentic materials that provide varying degrees of grammar explanation and immediate feedback on listening skills.
Spelling bee as a teaching strategy to develop vocabulary and spelling skills in english
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Robles Rodríguez, Rosalba Rocío; Santos Muñoz, Evelyn Alexandra; Chávez Gonzabay, Leonardo Agusto
This qualitative phenomenological research project explores Spelling Bee as a Teaching Strategy to Develop Vocabulary and Spelling Skills in English as a Foreign Language (EFL) students. The study focuses on investigating the perceptions and experiences of teachers regarding the feasibility of implementing these activities in the classroom. Data collection was conducted through one-toone interviews with a sample of five experienced English teachers. The findings reveal a solid consensus among educators, who perceive that the Spelling Bee increases student motivation and supports vocabulary acquisition alongside speaking skills. According to their narratives, employing techniques such as flashcards, dictations, and the chunking method helps students master spelling and phonics. However, teachers also face significant challenges, such as managing diverse English proficiency levels within the same classroom and preventing mechanical memorization. In conclusion, the research determines that to maximize its impact, the Spelling Bee must be systematically integrated as a daily classroom practice rather than being treated as a sporadic event.