Carrera Pedagogía de los Idiomas Nacionales y Extranjeros

Permanent URI for this collectionhttps://repositorio.upse.edu.ec/handle/46000/15935

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    Exploring teachers strategies to promote self-study in EFL young learners.
    (Playas: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Villamar Suárez, Nery Smith; García Villao, Rosa Tatiana
    This research focuses on identifying the strategies used by teachers to promote self-study among young learners. It is important to highlight that classroom learning alone is not sufficient; therefore, students must engage in autonomous study at home to enhance their learning. However, the lack of resources, inadequate study environments, and limited parental support make it challenging to maintain consistent self-study. After reviewing the available evidence, several strategies applied by teachers were identified, such as the use of technological resources, games, and digital platforms. This study followed a qualitative and phenomenological research design, and data were collected through interviews with five teachers from Unidad Educativa Zenon Macias Vera and Unidad Educativa Maria Luisa Luque de Sotomayor. The findings reveal that the most effective strategies for promoting self-study include the use of digital platforms and online resources such as online quizzes, Kahoot, BBC Learning, and online games, as well as motivational and participatory strategies, autonomous support, and relevant tasks involving games. These strategies have helped young learners enhance their autonomous learning and build confidence in their ability to learn independently. Consequently, the study identified that the use of these strategies has an important significant in student motivation. Teachers also find these strategies useful because they provide guided feedback and supervision, resulting in positive outcomes in students’ academic performance and language acquisition. This research not only contributes valuable information to the field of education but also serves as a guide offering effective practices for educators and students seeking to improve self-study.
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    Task-based listening activities foster critical thinking in elementary learners.
    (Playas: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Luzuriaga Moreno, Geraldine Dolores; Nieto Herrera, Diego Josue
    Society evolves progressively, and with it, actions must be taken to keep pace with a new development model that allows education to be an integral part of it. This involves improving the teaching and learning process through the application of new strategies such as active listening, a form of communication that conveys clear ideas without interrupting the listener, within the context of primary education. It was mentioned that the methodology employed was qualitative, from a subjective and contextual perspective, using non-numerical and observational data to develop critical thinking skills in English language teaching. The goal was for students to be analytical, reflective, and able to express their own opinions without fear. This resulted in understanding the level of critical thinking development in students. In this context, it is concluded that it is necessary to strengthen the skills of reasoning, inquiring, discussing, and reflecting on lived experiences and challenges, thereby contributing to facing the challenges of the modern world.
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    English teacher training in promoting educational innovation in the classroom.
    (Playas: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Cruz Chalén, Paola Alexandra; Limones Borbor, Julieta Verónica
    This research explored how English teacher training contributes to promoting educational innovation in the classroom. The study was based on the perceptions and experiences of five English teachers from two private institutions in the Playas canton, using a qualitative approach of individual interviews. It was found that each interviewee considers their training as a fundamental part of their learning, enabling them to teach their classes in a participatory, creative, and student-centered manner. They also highlight that innovation strengthens motivation, interaction, critical thinking, and the use of digital tools. However, the results showed that teachers face several challenges, such as a lack of institutional support, limited technological resources, and the need for ongoing training. Despite these challenges, teachers demonstrated a strong commitment to improving their practices through independent research on new pedagogical methodologies. In conclusion, training programs that integrate pedagogical, technological, and reflective aspects are essential for strengthening professional development and fostering more effective, inclusive, and meaningful innovation.
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    Strategies for teaching false friends vocabulary in EFL learners.
    (Playas: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Crespín Mite, Yadira Misela; Vera Cruzatti, Rossana Narcisa
    This research explored the teaching strategies employed by English language teachers to address the problem of false friends in vocabulary acquisition among faculty members at the Santa Peninsula State University. The study was based on the perceptions and experiences of five English teachers from the La Libertad canton, using a qualitative approach of individual interviews. It was found that each interviewee mentioned that although textbooks tend to treat false friends superficially, they employ communicative, contextualized strategies and are supported by technology, such as gamification, analysis of authentic materials and memorization, and consider their training as a fundamental part of their learning, which allows them to teach their classes in a participatory, creative and student-centered manner. They also highlight that Innovation strengthens motivations, interaction, critical thinking, and the use of digital tools. However, the results showed that teachers face several challenges, identifying the most common false friends as "actually," "embarrassed," and "library." Despite these challenges, teachers demonstrated a strong commitment to improving their practices through independent research on new pedagogical methodologies. In conclusion, a systematic and contextualized approach is essential for reflective feedback and authentic practice, reducing lexical interference and improving students' communicative competence, recommendations for curriculum design are also offered.