Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros, mención Enseñanza de Inglés
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Item Enhancing oral english proficiency in ecuadorian secondary education: comparative practices from the Netherlands, Portugal, and Argentina(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-05-20) Rebolledo Sánchez, Wendy Leonela; León Abad, Eliana GeomarThis study analyzes the factors affecting the development of oral fluency among Ecuadorian secondary school students as well as identifies effective instructional practices and policies through comparative analysis with Argentina, the Netherlands, and Portugal. The mixed method was implemented to collect more data by combining quantitative information from a survey applied to high school English teachers, the qualitative findings from semi-structured interviews and the analysis of official documents of the curricular and teacher development policies of the selected countries. The quantitative results indicated insufficient opportunities to specialized professional development in speaking pedagogy, scarce of English curriculum training, assessment with dominant bias towards grammar, a lack of application of communicative activities, and oral assessment rubrics. While qualitative data provided a detailed explanation of these issues, highlighting a disconnect between curricular autonomy and classroom realities, generic professional development, assessment-oriented practices, insufficient institutional support, and the absence of specialized supervision. Consequently, comparative document analysis showed that high-performing systems maintain coherence among teacher competency standards, specialized ongoing professional development, communicative assessment, and structured pedagogical support. Finally, the study concludes that Ecuador’s challenges come from systemic misalignment rather than a lack of curricular vision or teacher dedication. Evidence-based recommendations are proposed to enhance the development of oral fluency through assessment reform, specialized teacher training, creation of support networks, and digital repositories.Item 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 JonathanThe 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.Item 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 MaricelaThis 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.Item 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 VerónicaThis 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.Item 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 MaricelaEl 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.Item Shadowing technique to improve english pronunciation in A2- level young learners(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-05-15) Cumbal Toapanta, Silvia Verónica; Limones Borbor, Julieta VerónicaEl presente trabajo analiza la efectividad de la técnica shadowing para mejorar la pronunciación del idioma inglés en estudiantes jóvenes de nivel A2 dentro del contexto de la enseñanza del inglés como lengua extranjera (EFL) en Ecuador. El objetivo principal es analizar los fundamentos teóricos y pedagógicos del método shadowing y presentar una propuesta didáctica estructurada que contribuya al desarrollo de la pronunciación, la fluidez oral y la comprensión auditiva en aprendices jóvenes. La investigación se desarrolla mediante un enfoque documental y bibliográfico, basado en la revisión crítica de literatura científica publicada entre los años 2020 y 2025, así como en el análisis de documentos curriculares nacionales y estudios internacionales relacionados con la enseñanza de la pronunciación y el aprendizaje de lenguas extranjeras. Los resultados evidencian que la pronunciación continúa siendo una de las áreas menos atendidas en el contexto educativo ecuatoriano debido a limitaciones metodológicas, falta de formación docente y escasos recursos tecnológicos. Como respuesta a esta problemática, se presenta una propuesta pedagógica basada en un programa estructurado de shadowing, diseñado para integrarse de manera flexible en clases regulares de inglés mediante actividades progresivas de escucha, imitación, práctica guiada y retroalimentación formativa. Se concluye que esta técnica constituye una alternativa viable, contextualizada y de bajo costo para fortalecer la inteligibilidad, los elementos segmentales y suprasegmentales del habla, así como la confianza comunicativa de los estudiantes.Item Use of realia and game-based learning to improve vocabulary acquisition in students at rural multigrade schools(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-05-15) Chamorro Lagos, María Fernanda; Acosta Cadungog, HazelDominar el idioma inglés en la actualidad es una necesidad, al ser considerado la lengua franca global más extendida y al actuar como idioma puente en los negocios, los estudios, las investigaciones y la comunicación en general. Uno de los principales retos al aprender un segundo idioma y comunicarse con éxito es adquirir un amplio vocabulario. Una pobreza léxica impide que los estudiantes alcancen una comunicación fluida, generando temor y disminuyendo su motivación para aprender un nuevo idioma; este desafío se vuelve aún más intenso en la educación rural multigrado, donde la implementación de estrategias de enseñanza efectivas se ve limitada por la carencia de diversos factores, como recursos tecnológicos, infraestructura deficiente y acceso limitado a internet. En este contexto, el objetivo de esta investigación fue determinar el efecto del uso de realia y del aprendizaje basado en juegos en la adquisición de vocabulario por parte de los estudiantes de escuelas multigrado en zonas rurales de Julio Andrade. En consecuencia, se realizó una investigación de tipo investigación-acción que constó de 5 fases cíclicas, con evaluaciones pretest y postest para determinar si se produjeron avances significativos tras aplicar la metodología, así como la observación directa del docente para evaluar la motivación de los estudiantes. Los resultados revelaron incrementos de 2,33 a 4,63 puntos en la media, con puntajes entre 7,58 y 9,25. Se concluye que la metodología, realizada en sinergia con el aprendizaje basado en juegos, tuvo un impacto positivo en los estudiantes, fortaleciendo su repertorio léxico y reduciendo el bajo desempeño.Item Technology has significantly transformed english education(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-05-15) Manosalva Contreras, Freddy Julio; Macías Loor, Miguel ÁngelLa presente revisión bibliográfica demuestra cómo la evolución de las tecnologías informáticas ha transformado la forma de enseñar el inglés, modificando la pedagogía dinámica de interacción entre alumnos y profesores; el objetivo de este estudio es determinar las ventajas y desventajas del empleo de herramientas digitales de la implementación educativa, mediante una revisión bibliográfica que utiliza un enfoque metodológico fundamentado en comparaciones de teorías y estudios publicados durante los últimos cinco años. Los resultados obtenidos demuestran que las TIC contribuyen a fortalecer los ambientes de educación, debido a que brindan aprendizajes dinámicos, motivadores y personalizados; No obstante, también se evidencian retos como el acceso desigual a la tecnología, la formación insuficiente de los profesores en tecnología y la falta de conocimiento sobre el uso correcto de la inteligencia artificial.Item Teaching a foreign language to adults with unfinished education through effective methodological strategies(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Maldonado Torres, Jenny Alexandra; Martínez Hernández, AlinaThis essay examines English language instruction for adults with incomplete schooling (EPJA) in Quito, highlighting how traditional approaches can result in demotivation and dropout. It demonstrates that andragogical strategies—like self-directed learning, problem based learning (PBL), and storytelling—effectively address these issues by connecting language learning to students' everyday experiences. A qualitative case study involving 20 students aged 30 to 60 was conducted at the Ángel Polibio Córdova Santander Educational Institution. The research utilized interviews, classroom observations, and thematic analysis, drawing on the works of authors like Knowles and Steber & Rossi. The results show that practical relevance, autonomy, and collaborative environments are essential for engaging in learning English as a second language. An integrative framework is proposed that transforms classrooms into inclusive communities by suggesting teacher training and curricular flexibility to promote equitable and sustainable learning.Item Gamification in english language teaching on motivation and engagement in secondary education(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Aldaz Arguello, Jaime Agusto; Bravo Bravo, Israel GuillermoThis study shows the impact of gamification on the motivation and engagement of secondary school students in English Language Teaching (ELT). The purpose is to mitigate low participation and linguistic anxiety through methodological innovation. A case study method was employed with a ninth-grade class (A2 proficiency level), applying the "The Quest for Fluency" framework, which integrates narrative elements, experience points (XP), and digital tools such as Duolingo and Quizizz. It is concluded that well-designed gamification lowers the affective filter and links the students' digital reality with academic goals, promoting more effective and persistent language acquisition.Item Gamification to improve writing skills in A2 adult students(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Wasbrum Tinoco, Wendy Esthela; Vergara Mendoza, Ketty ZoraidaGrowth in technology and gamification use in the classrooms have gained renewed interest about how the two can improve language skills. This study will thus focus on the application of these tools and techniques to prove beneficial in the adult Students at a military high school of aviation who are on the A2 level can improve their writing abilities. The primary goal of the study was to find out how much gamified writing assignments and technology can sustain student’s the motivation and promote good writing practices. The research took on a mixed method approach and had 70 respondents randomly assigned to two groups: control group applying conventional writing tasks, and experimental group immersed in gamified tasks and technology. The research results, therefore, will be useful for teachers searching for innovative and functional solutions for mixed language acquisition needs of adult learners. The eight-week experimental study employed a comprehensive data collection approach, includ ing pre and post-test designs, survey, and qualitative feedback. Gamified assignments not only encouraged students to complete the learning activities but also offered a more dynamic learning environment, even though the experimental group fared better than the control group with notable gains in engagement and writing skills. fe While providing immediate feedback, technology catered to individual learners, which relieved the work of writing practice and rendered it enjoyable.Item Exploring neuroeducation-based strategies for english language acquisition in adult virtual classrooms(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Zambonino Funes, Sara Valentina; Fabre Merchán, Paolo GeovannyThis study explores the role of Neuroeducation-Based strategies in supporting English language acquisition among adult learners in virtual classrooms. Through a review of academic literature published between 2020 and 2025, the analysis identifies key brain-based principles that enhance attention, memory, emotional stability, and meaningful engagement in online learning environments. The findings show that strategies such as spaced practice, structured routines, reduced cognitive load, multisensory activities, and emotionally supportive interactions significantly improve retention and promote more effective language use. Evidence also highlights that virtual instruction becomes more successful when teachers design tasks that activate multiple neural pathways and encourage motivation through timely feedback, collaboration, and purposeful practice. Overall, the study concludes that integrating neuroeducation principles into virtual English instruction offers a scientifically grounded and human-centered approach thatstrengthens adult learners’ progress, autonomy, and long-term language development.Item A guided reading to improve english reading comprehension in A2 level students(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Villacreses Carabajo, Mercedes Verónica; Anaguano Perez, Sara LorenaThis research examined the impact of a guided reading intervention on the reading comprehension skills of A2-level students at a private secondary school in Azogues, Ecuador. Using a mixed-methods approach, the research explored both the cognitive and affective outcomes of structured reading sessions that included vocabulary preparation, strategy modeling, group interaction, and reflective activities. Quantitative data obtained from diagnostic and final tests revealed significant improvements in reading comprehension performance, with students demonstrating a greater ability to identify main ideas, understand context, and infer meaning. Qualitative data obtained through classroom observations and students' reflective journals showed increased participation, more strategic reading behavior, and positive emotional responses to reading in English. Initially, students exhibited low motivation and anxiety toward reading, but they progressively adopted more autonomous and confident attitudes, facilitated by the collaborative and predictable format of the sessions. The intervention fostered a safe and supportive environment, essential for promoting active participation and intrinsic motivation. Some students even reported reading English texts outside of class, suggesting lasting changes in their attitude toward reading. The study concludes that guided reading is an effective pedagogical tool for improving comprehension and strengthening student motivation, emotional resilience, and autonomy in English as a Foreign Language (EFL) contexts. Furthermore, it represents a practical and adaptable model for resource-limited educational settings.Item Teaching english as a foreign language from a communicative and inclusive approach(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Rojas Ruales, Karol Lisseth; Anaguano Pérez, Sara LorenaEste artículo presenta una revisión teórica centrada en las habilidades de expresión oral en inglés como un área importante donde las tecnologías digitales mejoran la expresión oral de los estudiantes en la educación básica en Ecuador. Se revisaron tanto estudios recientes en América Latina como textos clave sobre cómo se aprende la comunicación. Luego se identificaron recursos como videos, notas de voz, plataformas de video, aplicaciones móviles y herramientas para practicar la pronunciación a partir de estas fuentes y se estableció cómo estos ayudan a mejorar la expresión oral. La tecnología se utiliza bien en la práctica para reforzar actividades estructuradas (como preparación planificada, ejercicios breves de habla, trabajo en pareja y retroalimentación) y no solo como complemento. Las alternativas de bajo costo en comunidades rurales o con acceso limitado son beneficiosas, incluyendo compartir dispositivos, realizar tareas sin internet y escuchar pistas de audio cortas para practicar, recibir retroalimentación y repetir. Persisten obstáculos como el desarrollo profesional docente, la evaluación de habilidades orales y las barreras de acceso. La preferencia por estudios en español y la selección de publicaciones también pueden influir en los resultados, dificultando el análisis. En definitiva, si utilizamos tecnologías digitales con objetivos de enseñanza y criterios de inclusión y equidad, se puede fortalecer la interacción entre las personas.Item Educational methods for improving english expression in 10th grade students(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Guerrero Astudillo, Evelyn Dennisse; Inzhivotkina, YanaThis research analyzed the influence of various educational methods on improving the oral expression in English of tenth-grade students at the San José La Salle Educational Unit in Quito, considering the need to move beyond traditional practices based on repetition and memorization that limit communicative production. Using a quantitative, descriptive, and field-based approach, a 15-item Likert-type questionnaire was administered to a sample of approximately 100 students. This instrument was validated by experts and demonstrated high reliability (α= 0.89). The results showed that active methods focused on communication, cooperative work, and the use of technological resources are perceived as effective in strengthening fluency, pronunciation, and confidence. A positive assessment was observed of practical, project-based activities and the teacher’s use of English to begin the class, which aligns with international studies demonstrating the effectiveness of approaches such as CLT, TBLT, PBL, and role-playing. However, weaknesses were also identified, such as the low frequency of play-based activities and dramatizations, as well as persistent difficulties in oral presentations and written production, highlighting a gap between current practices and recommended methodological models. Based on these findings, an active methodological approach was proposed, integrating cooperative activities, play-based dynamics, brief oral routines, and communication-oriented formative assessment, with the aim of promoting more meaningful and participatory learning aligned with international standards of communicative competence in English.Item Candidates’ perception about the Cambridge english examination(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Espinal Bailon, Anthony Darwin; Morales Jaramillo, Maria AntonietaEnglish proficiency has become a fundamental requirement in academic and professional contexts, which has increased the demand for international certifications such as the Cambridge English Examinations. However, these are often perceived as demanding due to their structure, time constraints, and emotional load. This study aimed to analyze candidates’ perceptions of the Cambridge English Examination, focusing on perceived difficulty, emotional experiences, preparation processes, and the usefulness of the certification for academic and professional purposes. The study adopted a qualitative phenomenological approach. Data were collected through one-to-one interviews with five adult candidates and a focus group with three adolescent candidates who had taken the A2 Key, B1 Preliminary, or B2 First examinations. In addition, an open-ended questionnaire guided participants’ reflection. The data were analyzed using thematic analysis to identify recurring patterns and themes. The findings indicate that candidates perceive the Cambridge English Examination as challenging yet fair and relevant. Listening comprehension and time management emerged as the main difficulties, while anxiety, nervousness, and streets were the most frequent emotional responses. Despite these challenges, participants recognized the certification as valuable for academic progression and professional development. The study highlights the importance of effective preparation, emotional support, and equitable access to international language certifications.Item Multimedia in the english laboratory for improving english speaking skills(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) De La Vega Sandoval, Dolores Jackeline; Macías Loor, Miguel ÁngelThis study investigated the effects of multimedia integration in the English language laboratory on the development of oral expression in secondary school students in Salcedo, Ecuador. Using a quasiexperimental pretest-posttest design without a control group (n=80). Using a mixed-methods approach, quantitative and qualitative data were collected to evaluate the outcomes of a multimedia intervention focused on improving oral proficiency. Pre- and post-intervention assessments showed significant and statistically relevant (p < .001, Cohen's d = 1.05) improvements in students' fluency, pronunciation, and interactional competence. Multimedia tools, such as video modeling, voice recording software, and interactive dialogues, were instrumental in encouraging spontaneous speech and promoting consistent oral practice. The intervention also produced a notable increase in students' motivation and engagement, who reported greater confidence and enjoyment during oral tasks. Teachers adapted their teaching strategies to incorporate technology, adopting more student-centered communicative methodologies. Despite some initial technical and training difficulties, educators considered multimedia to be a valuable addition to the curriculum. The English language lab provided a structured and supportive environment that facilitated the development of speaking skills, differentiated instruction, and effective progress monitoring. Furthermore, the use of multimedia helped narrow achievement gaps by offering accessible learning opportunities for students with different proficiency levels. The study concludes that multimedia instruction in English language labs represents an effective and adaptable approach for improving speaking skills in foreign language teaching. It highlights the importance of ongoing investment in digital resources and teacher training to ensure sustainable implementation. These findings lay the groundwork for replicating the model in other similar educational settings with the goal of strengthening students' communicative competence.Item Gamification as a strategy to strengthen online english education in rural areas in Ecuador(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Cantos Villao, Nicole Caroline; Inzhivotkina, YanaThis study analyzes the effect of gamification as a pedagogical strategy to strengthen English language learning, student motivation, and engagement in rural educational contexts in Ecuador through online instruction. A mixed-methods approach with a quasi-experimental design was adopted, involving secondary school students divided into an experimental group and a control group. The experimental group received English instruction through gamified activities, while the control group followed a traditional online teaching approach. Data collection instruments included vocabulary and grammar tests, motivation questionnaires, digital platform analytics, and semi-structured interviews with students and teachers. The results indicate significant improvements in basic language skills, as well as increased levels of motivation and active engagement among students exposed to gamification. Qualitative findings further reveal positive perceptions related to learner autonomy, enjoyment, and reduced anxiety during the learning process. Despite technological limitations associated with rural settings, gamification emerges as a viable and effective pedagogical strategy for strengthening online English education in resource- constrained environments.Item Teaching strategies to improve vocabulary in the english learning process in 10th grade students in Pimampiro city(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Aguirre Amuy, María Fernanda; Cabanilla León, Catherine ConsueloThe research, Teaching strategies to improve vocabulary in the english learning process in 10th grade students in Pimampiro city, analyzes the challenges in English vocabulary acquisition among tenth-grade students and seeks to identify the cognitive, affective, and contextual barriers that delay its learning, and how new pedagogical approaches help to solve these issues. A qualitative method was applied: 10 interviews to students and 5 interviews to English teachers. The results showed that students face difficulties such as insufficient practice, anxiety, and demotivation because of limited time and class size. It was found that the integration of technology (videos, music, games, etc.) is effective. In conclusion, the need to employ dynamic, student-centered teaching strategies is emphasized, and teacher training is suggested to transform vocabulary teaching into an effective method.Item Gamification strategies to promote motivation in english language learning among 14-year-old students(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Buenaño Sisa, Erika Estefania; Bravo Bravo, Israel GuillermoTeaching English is a complex process for students who do not speak it as their native language and find it uninteresting, which leads to boredom in English classes. It highlights a problem in language learning, as students have no interest in the subject. This article aims to implement playful activities to create a more active and thoughtful educational environment, such as gamification, one of the most interesting strategies in teaching. By playing different games that are not only entertaining but also educational, students learn and improve their language skills through challenges and rewards. Ultimately, students develop an interest in learning and improve their language skills.