Tesis Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttps://repositorio.upse.edu.ec/handle/46000/6332

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Reinforcing english-speaking skills based on callan method in ninth graders at Unidad Educativa José Pedro Varela.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Zavala Yagual, Edison Adrian; Chávez Gonzabay, Leonardo Augusto
This graduation thesis was designed to reinforcing English-speaking skills based on Callan method in ninth graders at Unidad Educativa José Pedro Varela. It studies the deficiencies and problems in the teaching and learning of the English language at grammar school level, it was decided to create a handbook based on the Callan method using as a reference topic that is appreciated by the students and is used on a daily basis, focusing on the reinforcement of the students to speak English, the quantitative method was used to carry out this study. Surveys were administered to obtain accurate information on learning process. The sample consisted of 15 ninth grade. Based on the result interpretations, it was possible to detect that the students lacked basic English knowledge and daily vocabulary, demonstrating that there is a need, not only in the learning environment, but also in the teaching scenario of English, for which the handbook was created with topics related to daily life conversation and based on the Callan method. This thesis aims to provide strategies apply repetitive mode to react quickly to questions or answers that they already know, this handbook will serve as a tool for students to practice developing Productive Oral Skills.
Movies as a tool for enhancing vocabulary development in young learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Franco Narvaez, Georgina Emiliana; Zarate Macias, Odalis Kristhel; Vera Cruzatti, Rossana Narcisa
This research examines how movies can support vocabulary learning in young learners of English as a Foreign Language. The study was based on a qualitative approach using interviews with primary school English teachers. Results show that movies provide a visual and contextual environment where students can understand and remember new vocabulary more easily. Teachers reported that movie-based activities, such as using subtitles, pausing scenes to explain words, and creating games or role plays, help students stay focused and take part more actively in class. These techniques also improve pronunciation and support the development of speaking skills. Teachers highlighted those students feel more motivated and confident when learning vocabulary through movies because they enjoy the content and can relate to it. While some challenges exist, such as selecting age-appropriate content and having access to technology, the overall findings suggest that movies are a valuable tool for improving vocabulary in young English learners when used with proper teaching strategies.
Use of games and active learning to enhance attention and teaching the present perfect tense in tenth-grade students at the bilingue Americano High School.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-08-28) González Roca, Paola Jazmín; Calle León, Patricio Rolando
This case study examines common challenges in the teaching and learning process in general basic education, with a particular emphasis on the issue of student inattention during class. To address this, a lesson plan was developed using active learning and autonomous practice strategies. Following a brief introduction to the topic students engaged in dynamics activities aimed at improving their understanding and use of the present perfect tense, specifically the expressions “for” and “since”. This proposed strategy can be adapted an applied to various English language contexts, helping improve how students participate and how effectively lessons are delivered.
Analysis of assessment techniques for reading comprehension in EFL
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-08-28) Chaguay Panchana, Carol Yarixa; Maruri Orellana, Ana Maria.
English is considered a second language for this reason, people need to learn four skills: speaking, listening, reading and writing. Reading comprehension refers to a student's ability to understand the meaning of a text. The main objective of this research was to analyze the reading comprehension assessment techniques used by teachers for the Second grade BGU students at the unidad educativa Muey. This research used the qualitative methodology, which is essential to understand sociological processes and phenomena, it is qualitative because by using it the researcher can analyze non-quantitative data such as experiences and allows reflection on the data collected. To collect information, interviews focused on students and teachers were used. At the end of this project can be concluded that teachers use formal and informal assessment techniques such as asking students questions about a text and developing graphic organizers. In addition, the focus group expressed that they feel better with informal assessments because they learn in an interactive way.
Challenges when teaching english to young sen students
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Montealegre Aguirre, Mia Selene; Suárez Plua, Melania Pamela; Nieto Herrera, Diego Josue
Knowing the challenges teachers face today, this was a recurring and relevant aspect in the field of education. Especially when it considered the teacher's perspective in such situations, teaching young people with special educational needs (SEN), and how this requires not only technical knowledge but also adapted pedagogical skills and institutional support. This study aimed to identify the main challenges faced by English teachers when working with students with SEN at the Unidad Educativa Salinas Innova. Furthermore, aimed to assess the readiness of the teachers for inclusive education as well as the techniques they use in their regular teaching activities. Data were gathered using a qualitative technique and a phenomenological design from five instructors via an open-ended questionnaire. The findings show that there is a dearth of focused training in educational inclusion, restricted resources to modify material, and an emotional burden brought about by working with young people from many needs. Still, teachers agreed that inclusion process relied much on the aid of the Student Counseling Department (DECE). Effective techniques participants noted were interactive activities, differentiated curricular adaptations, and visual aids. Furthermore, they observed that interacting with young people with Special Educational Needs favorably affected their professional growth, therefore enhancing their flexibility and compassion. The study concludes that inclusion requires not only teacher commitment but also ongoing training, institutional coordination, and educational policies that support equitable and effective care for all students.
Task-based reading activities as a methodology for children
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-08-28) Lainez Alvia, Joan Manuel; Rodriguez Tigrero, Jessie Joel; Terán Molina, Diana
The research explores Task-Based Reading Activities (TBRA) as an effective methodology to enhance children’s reading skills in English. The study focuses on how TBRA might include students in meaningful, interactive exercises that improve their motivation, involvement, and comprehension by engaging them in significant, interactive tasks. A qualitative method with a phenomenological framework was applied, using interviews and open-ended questionnaires conducted at English Teachers from various educational institutions in the of Santa Elena. The Findings demonstrate that task-based reading increases student engagement, enhances critical thinking, and motivates them to engage with texts in authentic settings. In addition, the research emphasizes how adaptable this system is to various learning styles and skills levels.
Formative assessment in language learning: enhancing students' engagement and performance
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Campoverde Catagua, Jessica Daniela; Eugenio Perero, Fiorella Guillermina; León Abad, Eliana Geomar
This research explored how Formative Assessment in Language Learning enhances students' engagement and performance. The study explored the impact of Formative Assessment in the classroom since it encourages students to be more active in their learning process, as this type of Assessment allows teachers to monitor students’ progress. With immediate feedback, educators are capable of identifying students' needs, which promotes better understanding. A Qualitative method was used, through one-on-one interviews with five middle school EFL teachers who had experience applying Formative Assessment. The interview results showed that students respond positively to the Formative Assessment process, noticing higher levels of engagement when they understand completely the objectives of the class, and when receiving constant feedback. Despite the benefits encountered for students, educators mentioned challenges when implementing Formative Assessment effectively, some of them mention limited time, over workload, lack of training, and institutional support as the primary barriers. The findings highlighted the necessity for schools to incorporate educational training for teachers focused on practical Formative Assessment for improved areas. The research concluded that Formative Assessment enhances students’ engagement and performance in language learning. The study recommends developing clear assessment outlines, teaching training, and boosting a culture of progressive feedback; applying these institutions can foster teachers and learners, creating an effective language education.
Vocabulary in context as a strategy to learn english in high school students
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Navarrete Quishpe, Bryan Stick; Niola Sanmartín, Rosa Elena
This research explores strategies for teaching vocabulary in context to enhance English language in high school students. This study aims to find out how to teach vocabulary and improve lexical vocabulary in language teaching. Likewise, this research interprets the experiences of educators who use "vocabulary in context" as a strategy in the classroom. The research method adopted a qualitative approach, collecting data through interviews with English teachers. The findings revealed the shortcomings that students have when learning vocabulary from a language their native language. The results showed that the experience of one teacher in explaining concepts differs from that of another teacher, depending on the grade level they teach. Teachers have the important responsibility of integrating strategies to enhance vocabulary learning, improve academic performance, and help students retain words in their studies.
Music and rhythm in neurosensory classroom for development of listening skills in very young learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Eugenio Vera, Dayana Lisbeth; Ramirez Blaschke, Kevin Hernan; Limones Borbor, Julieta Verónica
This study explores the role of music and rhythm in the development of listening skills among very young learners in neurosensory classrooms. It emphasizes the importance of integrating musical strategies as effective tools to support attention, memory, and auditory comprehension in early education. The research collected qualitative data through open-ended interviews with early childhood educators, aiming to understand their perceptions and experiences in applying musical activities within inclusive learning environments. The findings suggest that music and rhythm not only enhance children's listening skills but also contribute to language development, emotional regulation, and social interaction. Through repeated songs, body movements, and rhythmic games, children showed improvements in attention span, instruction following, and expressive language. Despite some challenges, such as a lack of resources or sensory adaptations, teachers highlighted the transformative impact of music when used with intention and flexibility. This research supports the continued implementation of musical practices as inclusive strategies to foster auditory and linguistic development in early childhood education.
Teachers’ perspective on classroom management strategies in engagement and motivation.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Reyes Montaño, Damaris Abigail; Párraga Solórzano, Rudy Jonathan
Student motivation and engagement are essential factors influencing English language learning. Therefore, this study focused on understanding and analyzing the different classroom management strategies implemented by English language teachers to promote class participation. It has been shown that poor classroom management tends to prevent students from learning positively, which can lead to frustration among both students and teachers, as they fail to achieve their educational goals. The methodology for this research was a qualitative-phenomenological study, which yielded results based on the teachers' shared opinions and experiences. The data obtained demonstrated that teachers employ various dynamic strategies to maintain their students' motivation and active participation during class. The strategies that were shared by teachers, such as the use of technological tools, allow them to lead a more participatory class through the use of games, quizzes, music, videos, websites, among other tools that have allowed students to be attentive and committed to learning English.
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.

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