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.
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.
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.
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.
Benefits of a multisensory approach in English language acquisition with children with Down syndrome
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Figueroa García, Angelica Paulina; Salinas Severino, Melissa Madeline; García Villao, Rosa Tatiana
The continued use of multisensory methodology in teaching English to children with Down syndrome seeks to have a significant impact by decreasing the challenges teachers face when working with these children. This study will examine the involvement of the senses in improving students’ motivation, comprehension, and linguistic processes to identify the learning needs of these children. Through interviews directed especially to teachers, it was identified that the multisensory methods help students to better understand a new language and better retain the information in their memory, while from the physiological point of view, obtained through a psychologist trained in working with children with Down syndrome, it was possible to identify a significant increase in social welfare, an increase in motivation as children felt in an inclusive environment in the classroom, being more committed or to their learning, there was an improvement in their learning, and there was an improvement in their social skills to build relationship among peers. By adopting this method correctly, students receive a unique learning experience, aligning pedagogical strategies to the strengths in weakness of each student. This research project analyzes the incorporation of multisensory techniques in teaching a new language to children with Down syndrome, showing the perspectives of experienced English teachers in working with these children, providing other educators with specific instruction, and promoting parental involvement in the teaching-learning process for students in and out of the classroom. New studies are proposed to examine the long-term implications and possible use of technology to enhance the multisensory experience. These findings provide useful concepts for adaptive language education, foresting inclusive practices that support language assimilation in diverse learning groups.
Didactic strategies to enhance reading skills in university students
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Suárez Lindao, Liliana Maribel; Niola Sanmartin, Rosa Elena
Developing reading strategies in university students requires the integration of specific didactic strategies into the teaching practice. This study identifies and explores effective instructional strategies for improving college students' reading skills. This study was carried out through a qualitative and phenomenological research method, interviews was the technique for data collection with five professors of the PINE career at Universidad Estatal Península de Santa Elena. Based on evidence, the research identifies crucial strategies for skill development: inferring, skimming, scanning, questioning, and predicting these strategies in reading have yielded positive results in students and improved their academic proficiency in the foreign language. These strategies have been identified to improve comprehension, and the commitment to make reading activities more relevant and interactive has provided favorable results. Also highlights the importance of the teacher as an important guide to motivate students and improve their critical thinking by developing their analytical skills.
Instrumental and integrative model for increasing student's motivation in english language learning
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-02-19) Pilay José, Evelyn Pamela; Soriano Villegas, Andrea Estefanía; Niola Sanmartin, Rosa Elena
Motivation is the most essential element in the teaching and learning process. The rise of different pedagogical models to include them as effective methods in learning the English language has shown that not all of them have the necessary effectiveness for the students to feel motivated in the acquisition of new knowledge. Therefore, this research project aimed to explore the impact of using the Integrative and Instrumental model so that students feel motivated and committed to introducing English into their lives. This study used a qualitative and phenomenological research method, with five teachers from “Escuela de Educación Básica Jean Piaget and Unidad Educatica José Pedro Varela” who participated as a sample. The authors applied a focus group of face- to-face and virtual sessions to know the different perspectives of the interviewees, on the usefulness and effectiveness of using these two pedagogical models. The research revealed the factors that interviewees consider important regarding the influence that these models have on motivation and commitment to learning English and its inclusion in the daily life of students, thus improving learning outside of the classroom.
The humanistic approach to boost self-confidence in English as a foreign language EFL students’ oral skills.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Moscoso Erazo, Ana Sofía; Velin Collins, Márcell Alejandra; León Abad, Eliana Geomar
This research examines how the Humanistic Approach in teaching English as a foreign language (EFL) influences students' self-confidence in communicating orally. Through a qualitative study based on one-on-one interviews, the perceptions and experiences of teachers applying this approach in their classrooms were explored. The findings reveal that the Humanistic Approach fosters an emotionally supportive environment, where empathy, open communication, and constructive feedback are essential for enhancing students' self-confidence. Teachers emphasized that normalizing mistakes, celebrating achievements, and offering individualized support are key strategies for addressing frustration and insecurity among students. Moreover, they observed positive changes in students' attitudes, such as increased motivation, social and academic growth, and a greater willingness to face challenges. The methodologies used include Total Physical Response (TPR), Suggestopedia, and collaborative work, all designed to create a safe space that prioritizes emotional well-being and personal growth. The main challenges reported involved addressing the diversity of personalities and learning levels, which were overcome through effective communication, emotional support, and the creation of a trusting environment. In conclusion, the Humanistic Approach not only strengthens students' self-confidence in oral communication but also improves classroom dynamics, fostering a more holistic, empathetic, and student-centered learning experience.
University students' perceptions about gamification in vocabulary learning
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Mora Meza, Morely Marian; Tomalá Morales, Karina Paola; Vergara Mendoza, Ketty Zoraida
This study investigated university students' perceptions of gamification tools in vocabulary learning within English language education. Focusing on digital tools like Wordwall, Quizizz, Kahoot, and Educaplay, it highlighted how gamification enhanced engagement, motivation, and vocabulary retention. Through qualitative research, including interviews with students from the Pedagogy in Foreign and National Languages primary at Universidad Estatal Peninsula de Santa Elena, the study revealed positive views on gamification's role in making learning interactive and enjoyable. Even with problems like distractions, internet issues, and noise during group work, the benefits outweighed the drawbacks. To make it work well, classroom rules were set to reduce noise, specific roles were assigned during group work to aid communication, and a reliable internet connection was ensured for online activities. The research concluded that gamification was a valuable strategy for vocabulary acquisition in English language learning.
The critical reader as a didactic tool to promote motivation in reading comprehension.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Méndez Yagual, Yul Jair; Chávez Gonzabay, Leonardo Augusto
This qualitative study investigates how the didactic tool of The Critical Reader was implemented to motivate EFL students for process reading comprehension at Universidad Estatal Peninsular de Santa Elena (UPSE). The article is based on research that includes the students who attend to Pedagogía de los Idiomas Nacionales y Extranjeros (PINE) and aims at describing the impact of this digital tool on text engagement and reading comprehension abilities as well. Using a mixed-methods approach, the study assesses reading comprehension scores quantitatively but gathers qualitative insights through interviews and focus groups with students. The results indicate the ways in which "The Critical Reader" helped students to engage with texts, think critically and read actively. The main ideas are the effectiveness of tools in comprehension skills, how more interesting content motivates students, and technology should be part of language learning. It also highlighted areas for improvement, including the lack of variety in reading materials and expanded interactive features. Focusing on these parameters, therefore, the research seeks to prove that new type of pedagogical tools have a potential to revolutionize reading teaching practices and instill a passion for reading among EFL learners. In conclusion, this study will serve to move the conversation forward about improving language instruction and give classroom teachers tangible results they can incorporate within their own reading practices with a student population that in some cases does not operate as a printed based culture anymore.
Advantages and disadvantages of artificial intelligence in the foreign language English teaching-learning process
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-02-15) Mateo Ordóñez, Jonathan Andrés; Almeida Briones, Xavier Antonio
Artificial intelligence and the integration of its technological tools in English language education offer an improvement in the development of English language skills. However, the perspectives of teachers and students remain unanalyzed. This study aims to explore the advantages and disadvantages of integrating artificial intelligence into the foreign language (English) teaching-learning process, considering the perspectives of both teachers and students using AI tools in English teaching-learning practices. The study involved a sample of English teachers and thirteenth-grade students and used qualitative research methods such as one-to-one interviews. By analyzing the perspectives of both English teachers and students, the study results highlighted that artificial intelligence offers multiple benefits to enhance the English language teaching-learning development such as personalized learning, time-saving, and support for teachers in administrative tasks. In addition, the study also focuses on the disadvantages that AI tools include, affecting the English language teaching-learning development such as lack of teacher-student interaction and students' dependence on artificial intelligence. The results of this research will contribute to existing literature on technology in English language education and provide valuable information for educators and curriculum developers looking to take advantage of artificial intelligence to enhance the English language teaching-learning process.

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