Repositorio Universidad Estatal Península de Santa Elena
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The use of mobile applications to improve listening and speaking skills
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-05-15) Rosales Gaona, Carlos Amilcar; Parraga Solorzano, Rudy Jonathan
The improvement of listening and speaking skills in English as a Foreign Language has been a challenge, especially in public high schools where instructional time and individual oral practice are limited. This study examines the extent to which the use of mobile applications was associated with changes in students´ listening and speaking performance as well as learning perceptions of mobile assisted language learning. A convergent mixed-methodology design integrating quantitative achievement data with qualitative learner´s experiences. The intervention was conducted with 21 students from a public high school in Ecuador. The
instruments to gather quantitative data were pre and posttests and to get qualitative data were semi-structured interviews and reflective journals. The quantitative data were analyzed using descriptive statistics and the qualitative were examined through reflexive thematic analysis.
The quantitative results indicated increases in listening and speaking scores and qualitative findings revealed positive learner perceptions, including enhanced engagement and motivation, decrease listening comprehension difficulties, perceived development of speaking skills, increase confidence and greater learner autonomy. The combination of quantitative and qualitative results showed convergence among data sources, indicating the use of mobile applications was associated with positive learning experiences and observable performance changes within the specific context of the study. However, the results should be interpreted cautiously due to the descriptive nature of the design and the lack of inferential analysis. The study emphasizes the need for further research using more rigorous experimental designs and show how mobile applications can be used as supplemental tools to support oral skills practice.
The use of interactive songs to improve english listening skills in A2-level elementary students
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-05-15) Torres Merino, Juana De Dios; Cajamarca Illescas, Carmen Maricela
This study examines the effects of interactive songs on English listening skills among A2-level of elementary students at a private school in Ecuador. To conduct the study, the mixed-methods approach was used to combine quantitative data from pre-and post-tests with qualitative information from interviews, teacher reflections, and classroom observations. The results show that students who engaged in musical activities experienced a significant improvement in their listening comprehension, especially compared to those who opted for more conventional listening activities. Activities such as completing song lyrics, answering rhythm questions, and enjoying audiovisual experiences with music were key to improving their auditory processing skills, vocabulary retention, and comprehension of English in everyday situations. In addition to learning the language, students experienced increased motivation, adopting a positive attitude and participating enthusiastically in class. Interactive songs created an emotional and cognitive connection that helped establish a dynamic and inclusive learning environment. Improvements in classroom management and student collaboration were also noted in classes that incorporated music. The conscious integration of music into the curriculum enhances English listening comprehension, especially in resourcelimited educational contexts or where the language
is not frequently used.
The impact of gamification and cooperative learning on the development of reading comprehension skills
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-05-15) Tabango Nipas, Fanny Guadalupe; Almeida García, Evelyn Verónica
This quasi-experimental study investigated the impact of gamification combined with cooperative learning on reading comprehension development amongst eighth-grade English as a Foreign Language learners in Ecuador. -Thirty-four students aged twelve to thirteen years participated in a four-week intervention comprising eight structured sessions incorporating gamified elements and cooperative learning structures. -Pre-test and post-test instruments assessed reading comprehension, -vocabulary recognition, -and detail recall capabilities. Quantitative findings revealed statistically significant improvements across all measured
dimensions, -with particularly pronounced gains in remembering details (41.7% improvement) and comprehension (35.8% improvement). -Overall reading performance improved by 29.9%, demonstrating the pedagogical effectiveness of integrating game-based mechanics with cooperative learning structures. These results suggest that gamification and cooperative learning constitute complementary instructional approaches capable of enhancing reading engagement and comprehension development in EFL contexts characterised by limited learner motivation and traditional pedagogical methods.
Estrategias neurodidácticas para mejorar la atención en niños de 4 a 5 años
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-05-15) Tadeo Caicedo, Cinthya Paola; Carrión Macas, Marlon Estuardo
En el nivel de educación inicial la atención es una habilidad cognitiva determinante para el desarrollo integral, la presente investigación tiene como objetivo analizar los niveles de atención en niños de 4 a 5 años y fundamentar la aplicación de la neurodidáctica como estrategia de intervención pedagógica. El estudio se sustenta de forma teórica en los postulados de Piaget sobre la etapa preoperacional y la teoría sociocultural de Vygotsky respecto a la Zona de Desarrollo Próximo. Metodológicamente, se trabajó con una muestra de 25 estudiantes, a través de la aplicación del Cuestionario de Fortalezas y Dificultades (SDQ) en su versión docente como evaluación diagnóstica (pretest-postest). Los resultados obtenidos revelaron que únicamente el 20% de los estudiantes posee un nivel de atención adecuado, mientras que el 80% restante presenta indicadores de riesgo de inatención (44% leve y 36% alto). Estos hallazgos reflejan quela maduración biológica por sí sola es insuficiente en esta etapa evolutiva, validando la necesidad de implementar experiencias educativas basadas
en el funcionamiento cerebral, concluyendoque las estrategias neurodidácticas constituyen el andamiaje necesario para potenciar la atención voluntaria y la regulación cognitiva en la primera infancia.Palabras clave:atención; neurodidáctica; educación inicial; aprendizaje; estrategias; infancia.
Impact of an integrated methodological model on promoting autonomous english learning
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-05-15) Trujillo Peñafiel, Jacqueline del Rocío; Cajamarca Illescas, Carmen Maricela
El presente trabajo de investigación aborda el tema “Impact of an Integrated Methodological Model on promoting autonomous English learning.”, cuyo propósito fue analizar el impacto de un modelo metodológico con un enfoque especial en las destrezas orales, nivel A2 para mejorar la comunicación, aplicando aprendizaje autónomo, permitiendo a los estudiantes tomar responsabilidad de su aprendizaje fuera del aula. El enfoque investigativo fue mixto. Se aplicó una encuesta para obtener datos directamente de los participantes y estos datos fueron complementados con la revisión de la literatura para obtener una visión más completa y profunda del problema identificado. Con la implementación del modelo integrado, se pretende fomentar autonomía en el aprendizaje del idioma fuera del aula, basándose en teorías que coadyuvan a que los estudiantes gestionen su propio aprendizaje, la aplicación de estrategias activas y el uso de recursos tecnológicos. Se concluye que, con la aplicación de un modelo integrado, se pretende mejorar las habilidades orales, a través de un aprendizaje flexible y personalizado.