Tesis Pedagogía de los Idiomas Nacionales y Extranjeros

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

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English learners engagement andcultural awareness
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Borbor Lainez, Dave Allan; Aquino Suarez, Eduardo Leonel; Vera Cruzatti, Rossana
Engagement and Cultural Awareness are crucial in preparing intercultural competence and shaping English learners’ classroom success. The study analyzes how culturally responsive material, collaborative tasks, participation, language practice and community- linked projects that increase motivation. Findings proportionate that when learners found out diverse cultural perspective and real. world context, they show high communicative risk taking, self- reflection, and the improvement of interactional strategies. This study used a qualitative and phenomenological research method, with five teachers from “Escuela de Educación Básica Veinticuatro de Julio and college Universidad Estatal Peninsula de Santa Elena” who participated as a sample. The authors used a focus group of face- to-face and virtual sessions to know the different perspectives of the interviewees, The research show the factors that interviewees consider important when students have a lack of engagement and cultural awareness.
The critical reader to enhance english reading skill
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Guale Santistevan, Joselyn Arianna; Rosales Tomalá, Iris Jailyne; Vera Cruzatti, Rossana Narcisa
The project explores how a group of university students use the website “The Critical Reader” as an educational resource in their English language development. This study explored the effects of using this resource in independent learning, with students consistently practicing the activities provided by the website to strengthen their reading skills. This benefits their academic and personal performance, this means, in everyday situations, that require decision-making and critical thinking. A qualitative method was used to develop this project, allowing for the collection of opinions that contribute to this research through interviews with five students of the PINE degree. They shared their knowledge and point of view on the influence of using “The Critical Reader,” on their English language learning, as well as the benefits and challenges they encountered during their independent reading comprehension process. The results showed that the students improved their reading comprehension, critical thinking, and confidence using “The Critical Reader.” However, their limited vocabulary and the use of advanced terms in long texts posed a challenge for them. Despite this, through the application of appropriate strategies and techniques, they managed to overcome these difficulties and achieve better comprehension of the texts. In conclusion, this research demonstrates that “The Critical Reader” is an educational resource that has positive effects on students and supports their learning process to improve their overall reading skills. It also empowers students to become independent critical readers, encouraging them to take greater responsibility for their own learning and committing to constant practice.
AI as a strategy to enhance academic writing in university students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Molina Mesias Wilson Steeven; Yagual Vera María Paula; Sánchez Paguay Jefferson Alberto
This study explores the role of Artificial Intelligence as an innovative strategy to enhance academic writing skills among university students. It examines how AI tools contribute to the development of writing competence, focusing on aspects such as grammar, coherence, structure, and learner autonomy. The study employs a qualitative and phenomenological approach using one.on.one interviews with five students from Pedagogy of National and Foreign Languages at Universidad Estatal Peninsula de Santa Elena. The findings indicated that AI tools are perceived as valuable support for overcoming writer’s block, organizing ideas and improving text structure. nomy. However, they also recognized potential risks such as dependency, plagiarism, and inaccuracies, emphasizing the necessity of ethical and responsible use. The research project concludes that AI should be integrated as a complementary pedagogical tool that strengthens students’ academic writing and promotes independent learning, rather than as a replacement for human reasoning and creativity.
Scaffolding as a teaching method to enhance EFL learners' writing skills
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Gutierrez Rivas, Ely Geanella; Salán Torres, Jazmín Maricela; Terán Molina, Diana Verónica
The purpose of this research is to explore scaffolding as a method for improving writing skills in English as a foreign language (EFL) student. Interest in the topic stems from the difficulties students face in developing their ideas and producing texts du e to a lack of teacher support. The research method used followed a qualitative approach with a phenomenological research design, using open-ended interviews with five English teachers experienced in using scaffolding in writing. The results show that this method is very useful in the writing process, as the gradual support allows students to write coherently and with correct grammar. The teaching method also increases motivation to write, relieves anxiety, and supports students' independent learning. Participants describe barriers to using scaffolding in classrooms; for example, time constraints, and large classrooms. However, teachers explain that group work, guided practice, and collaborative feedback are effective strategies for improving the teaching of this skill, since students with greater English proficiency act as facilitators in the learning of their peers by helping them develop their writing. The research maintains that, despite the limitations, teachers stated that scaffolding is a teaching strategy that supports and improves students' writing, since the activities developed are tailored to the level of each learner and are carried out in stages, from the simplest to the most complex, until the skill becomes independent.
Andragogical methodology to promote autonomous english learning at Universidad Estatal Península de Santa Elena
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Castro Borbor Alejandro Wladimir; Sarango Sarango Carlos Alberto; Párraga Solórzano, Rudy Jonathan
Andragogy is a broad science that focuses on helping adult learners progress independently in an educational setting, allowing them to become aware of their progress as they advance. However, its importance in English language learning cannot be ignored, which leads to following its methodology, which helps improve autonomous learning. That is why this research seeks to analyze the fundamental experiences of UPSE English teachers who have applied this methodology and who have encountered challenges, developed perceptions about andragogy, and, in turn, analyzed the characteristics of university students to improve teaching and self-regulation in the English modules taught by students and teachers of the Pedagogy of National and Foreign Language (PINE). This academic study followed a comprehensive qualitative methodology and also involved bibliographic research and a phenomenological study of interest, incorporating theoretical nuances. In addition, the data collected enriches the way teachers teach and the way students learn English, as it was possible to gather andragogical strategies that have a positive impact on the development of autonomous learning in the aforementioned language. Therefore, this research aims to develop a foundation for lasting student autonomy, which involves taking into account their needs and how the content can relate to their lives in real-world settings.
Advantages of teaching phonemes to EFL young learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Mora Elizalde, Jesse David; Ponce Véliz, Silya Corina; Nieto Herrera Diego Josué
Despite established research affirming the necessity of phoneme instruction for successful new language acquisition, its systemic implementation remains deficient due to a lack of priority in educational syllabi, limited resources, and inadequate teacher t raining. This qualitative, phenomenological study was therefore initiated to explore the viewpoints of English as a Foreign Language (EFL) teachers regarding the value and effective methods of phoneme instruction, specifically aiming to identify the practical benefits for the spelling and reading abilities of EFL young learners. The research employed an interview method, utilizing a questionnaire of eight open-ended questions executed virtually to five experienced EFL teachers, with all data recorded and transcribed for detailed analysis of their professional perceptions and experiences. Results consistently highlighted that teachers overwhelmingly perceive a positive impact, noting that phoneme instruction significantly improves word decoding and the identification of letter-sound patterns, which consequently results in enhanced pronunciation and reading fluency when encountering new vocabulary. Highly effective strategies identified by participants include sound separation, word blending, structured exercises, and multisensory techniques such as music and play activities. Ultimately, these findings conclude that consistent phoneme instruction is fundamental in reducing student frustration, fostering greater confidence and independence, and improving overall reading comprehension, contributing positively not only to foreign language acquisition but also to the mother tongue due to improved phonemic awareness (PA).
Teachers’ experiences using multisensory methods to develop vocabulary in young learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Tumbaco Tavarez, Brihoney Nayely; Mero Caiche, Ambar Dayerlis; Párraga Solórzano, Rudy
This research examined the experiences of English educators who employ the multisensory method to improve vocabulary in young learners. The inquiry underscored the importance of vocabulary for students' communication and language development, yet habitual memorization often limits student engagement and retention. Using a qualitative phenomenological design, data were obtained through semi-structured interviews with five English language educators in the province of Santa Elena. The results indicated that the implementation of visual, auditory, tactile and kinesthetic elements, such as songs, flashcards, games and total physical response, favored vocabulary retention, as well as motivation and participation. Teachers described the approach as participatory and inclusive, as it allows children to associate words with real-life situations. However, they also found challenges related to time management and scarcity of resources. The study concluded that multisensory methods have a positive and effective impact on vocabulary learning and suggested teacher training along with institutional support to encourage their implementation in early English language teaching.
Classroom environment in communicative interaction among students during english language teaching.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Franco Rodríguez, Andrea Carolina; Méndez Hidalgo, Nahum Alejandro; Niola Sanmartín, Rosa Elena
Communicative interaction is key to developing social and communicative skills in English language teaching, and a positive classroom environment fosters interaction between teachers and students through dynamic activities. Research analyzes the experiences and perspectives of teachers regarding the relationship between the classroom environment and communicative interaction in English language teaching during activities, exploring the methods, resources, and strategies they implement within the classroom environment to improve students' communicative skills. The research uses a qualitative approach based on an open-ended interview to English teachers to analyze and understand their perspectives and experiences. The results indicate that the classroom environment plays a crucial role in the teaching process and communicative interaction in the course, also, students to participate more actively and collaboratively. It is concluded that fostering a classroom environment allows students to improve and develop their communicative and social skills in English, as well as to create good teacher-student relationships. The research recommends fostering a teaching and learning environment based on respect and trust through collaborative work where communication is paramount.
Digital gamification as a strategy to enhance speaking in EFL learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Quimi Villon, Jorge Miguel; Chávez Gonzabay, Leonardo Augusto
Learning a foreign language is still a challenge today when the use of traditional methods and demotivation in classes predominate. The objective of this project was to analyze the help of digital gamification as strategies to enhance speech skills in learners of English as a foreign language. A qualitative approach was applied with the scope of human descriptions based on experiences and phenomenological, having as participants in the surveys the students of the Universidad Estatal Peninsula de Santa Elena, who shared their perception and experiences on the use of gamified digital tools in English classes in the use of speaking, The findings revealed that gamification is a great help for students so they overcome fear and shyness to make mistakes, boosting confidence, fluency and motivational participation, in addition, it was analyzed that interactive games increase engagement, likewise students practice conversations in a dynamic and pleasant environment, this study concludes that digital gamification, Research shows that the use of digital gamification can really boost how well people speak and communicate, as long as students and teachers know how to implement it in their active classes.
Students’ perceptions of their autonomous work performance: a qualitative study on self- regulation in language learning.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Loor Mendez, Liz Madeley; Yanchapaxi Suarez, Allison Lissette; Vera Cruzatti, Rossana Narcisa
This qualitative study explores how undergraduate students from the Pedagogy of National and Foreign Languages program at University Estatal Peninsula de Santa Elena (UPSE) perceive their autonomous work performance in English language learning. Despite the growing emphasis on learner autonomy and self-regulated learning in modern language education, many students continue to struggle with managing their independent study effectively. Through semi- structured, one-on-one interviews with five students from the university´s Language Center (CDI), this research examines the self-regulation strategies they employ, the challenges they face, and their perceived advantages and disadvantages in developing academic self-efficacy outside the classroom. Findings reveal that students predominantly use digital tools (Duolingo, YouTube, podcasts) and authentic materials (movies and music) to enhance vocabulary and listening skills, favor short but consistent daily practice, and highly value conversation as the most effective learning technique. However, they also report significant obstacles such as environmental distractions, lack of immediate feedback, and fear of speaking due to anxiety about making mistakes. The study underscores the importance of understanding students´ subjective experiences to design more supportive, context-sensitive pedagogical interventions that foster genuine autonomy and self-efficacy in language learning.
Neuro-linguistic programming techniques in EFL young learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Salazar Cantos, Juliana Jamileth; Flor Arias, Karla Anahis; Niola Sanmartín, Rosa Elena
This study examines teaching practices involving Neuro-Linguistic Programming (NLP) techniques in EFL young learners. The research focuses on educators' perceptions and experiences regarding the use of NLP to optimize the language learning process. By using a qualitative approach, interviews were conducted with English teachers with previous experience in NLP. The results showed that teachers perceive NLP techniques as helpful for encouraging participation, confidence and motivation in the EFL classroom. In addition, linguistic benefits were observed, as it promotes a more natural use of English without resorting to direct translation. However, educators noted that large groups of students represent a significant challenge, as they limit the application of certain techniques, especially kinesthetic ones, due to limited classroom space. Despite this, teachers find ways to adapt to other activities while maintaining student motivation. As a conclusion, this study identifies NLP techniques as a methodology that significantly improves student motivation and participation by creating positive learning environments in which young people develop greater confidence to communicate in English. It is recommended that teacher training programs focused on the application of NLP in the English as a foreign language classroom be implemented.
TED Talks to foster listening comprehension skills in rnglish learning.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Del Pezo De La Cruz, Dagmar Lilibeth; Tomalá José, Jeniffer Jessenia; García Villao, Rosa Tatiana
The use of TED Talks as a teaching resource in English language instruction has proven to be an effective strategy for strengthening students' listening comprehension and oral communication skills. These lectures, given by native speakers and experts in various fields, expose learners to a wide range of accents, speech styles, linguistic registers, and real-life cultural contexts, which contributes significantly to the development of communicative competence. By integrating TED Talks into the classroom, students not only improve their active listening skills and authentic vocabulary acquisition, but also develop the confidence to express themselves orally. Derived activities, such as debates, presentations, and guided discussions, promote meaningful interaction and verbal fluency. Likewise, the inspiring and contemporary nature of the topics covered in TED Talks motivates students, increasing their interest and autonomy in learning. From a pedagogical perspective, the approach aligns with the principles of communicative and task-based learning, favoring an environment where the student is at the center of the process and language use occurs in authentic contexts. In conclusion, TED Talks represent an innovative, accessible, and motivating resource for enhancing both listening comprehension and oral expression in English language learning, integrating meaningful content with the development of communication skills essential for global competence.
BBC News audios as a strategy for developing english listening skills.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Bajaña León, Washington Xavier; Orrala Orrala, Allisson Yuleisy; Chávez Gonzabay, Leonardo Augusto
BBC News Audios is a very useful tool for students who are learning English. It is important to know that there is an entertaining way to learn for every student, and here you will find a variety of helpful elements to develop your listening skills and acquire more advanced vocabulary. It also has the advantage of being an accessible and free platform. It also helps them to be more confident when communicating, as regular use of BBC audio files greatly develops their listening skills, which is a bonus for students who practice it. It teaches students to tune their ears to different accents while listening to important information from around the world. The objective of this study was to explore BBC news audios as a pedagogical strategy to develop listening comprehension skills in EFL learners. Through a qualitative approach, data was collected using open-ended questionnaires administered to five students studying to become teachers of national and foreign languages. The results show that developing listening skills through BBC News Audios is essential for successful learning.
Content - based instruction to enhance english reading skills in frisrt – semester students.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Bernabé Dominguez, Steven Humberto; Chávez Muñoz, Bryan Josue; Terán Molina, Diana
This research project explores the use of Content-Based Instruction (CBI) as a method to enhance English reading skills in first-semester students of the Pedagogy of National and Foreign Languages degree program at Universidad Estatal Peninsula de Santa Elena, the reading comprehension is one of the main language skills that can be acquire through the use of Content based instruction CBI. The research employed qualitative approach focusing on phenomenological study performing interviews to five educators and they shared their experiences, perceptions, and recommendations concerning the implementation of CBI in first semester students. CBI uses scaffolding to adapt the method when the classroom has challenges such as different English levels and time limitations to adapt materials. The study concludes that implementing the CBI method in first semester contributes to developing reading comprehension, critical thinking and vocabulary while gradual adaptations, collaborative strategies, and proper adaptation of materials to optimize results and facilitate the learning process.
Exploring digital engagement strategy to strengthen interactivity in EFL learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Tomala Aragon, Romina Anabella; Mendoza Cedeño, Santiago Andrés; Párraga Solórzano, Rudy Jonathan
This research explored how digital engagement strategies can strengthen interactivity among EFL learners in virtual environments. This study considered a qualitative and phenomenological approach to get and analyze the experience and perception of the interviewees; therefore, the sample used was EFL teachers from Universidad Estatal Peninsula de Santa Elena (UPSE). The data was collected through open-ended interviews to find the challenges, opportunities, and perspectives when using digital engagement strategies in virtual classes. The results showed that teachers used tools like Padlet, Kahoot, Mentimeter, Canva, and Zoom breakout rooms to foster interactivity, motivation, and creativity among EFL learners. However, they also face challenges, such as poor motivation from EFL learners, resulting in low student interactivity, and different levels of English, which also harm student participation. Results demonstrated that using digital strategies with meaningful purposes and teacher adaptation are key to improving their effectiveness. The previously mentioned aspects are supported by constructivist and social presence theories. To conclude, digital engagement strategies are powerful ways to enhance interactivity and learning outcomes when applied to meaningful objectives. It is recommended that educators undergo continuous training. If possible, institutional support is a must to keep every educator up to date with the latest strategies and findings, so they can develop their classes with digital engagement strategies that promote interactivity, therefore authentic engagement.
Exploring operant conditioning as a driver of motivation in english language learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Malave Beltran, Ambar Nicole; Tomala Pozo, Soreyda Stefania; Vera Cruzatti, Rossana
Operant conditioning as a behavioral strategy to improve motivation among English language students is investigated in this study. The research intends to find out how punishments and rewards affect students' performance and participation in English classes. Data were gathered using a qualitative and phenomenological approach by means of semi-structured interviews with knowledgeable English educators from Santa Elena Province. Results showed positive reinforcement Methods including praise, rewards, and recognition greatly boost pupil participation and readiness to learn. Teachers also stressed the need of finding equilibrium between rewards and intrinsic drive to stop external stimuli dependency. Moreover, teachers recommended that when correctly modified to match the age and personality of the students, operant conditioning can promote self-assurance, responsibility, and excitement for English learning. The findings show that operant conditioning can be a useful teaching approach to encourage pupils and change the climate in the classroom. Integrating reinforcement approaches with communicative and interactive activities enhances language acquisition better learning results and boosts pupils' emotional involvement, the study finds.
Challenges of curricular adaptation for students with autism in learned english
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Neira Quimi, Katherine Alexandra; Pibaque Muñiz, Mariuxi Alexandra; Almeida Briones, Xavier Antonio
This project analyzed the challenges that the curriculum presented for students with autism, with the aim of identifying the main difficulties they faced and the strategies that teachers implemented to promote inclusive learning. A qualitative approach with a phenomenological design was used to explore the perceptions and experiences of teachers who had worked with students diagnosed with autism. The results revealed that, while progress had been made toward educational inclusion, significant shortcomings persisted in addressing the academic, social, and emotional needs of these students. Furthermore, they indicated that strategies such as daily routines, repetition, visual aids, songs, games, and multisensory activities contributed to improved comprehension and participation. However, the limited availability of specialized resources forced teachers to rely on creativity and improvisation. However, the limited availability of specialized resources required teachers to resort to creativity and improvisation. The study concluded that the inclusion of students with autism in English language teaching required ongoing professional development and the application of personalized and individualized pedagogical approaches that supported the creation of inclusive and flexible school environments that responded to the diverse needs of all students.
Analysis of english as a medium of instruction at Universidad Estatal Península de Santa Elena
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Navas Muñoz, Andres Sebastian; Leon Abad, Eliana Geomar
English as a Medium of Instruction (EMI) is an educational approach and educational policy that entails the use of the English to teach content in subjects into higher education. This educational model is part of the international agenda between nations in Europe, whose commitments were written in a document, which is part of the educational reforms in higher education in Europe. The scope of these agreements has influenced the course of education in other continents. The Universidad Estatal Península de Santa Elena implemented one subject and one unit taught in English. This new implementation was analyzed through phenomenology, with the aim of describing the perceptions of students and professors from three majors to enhance academic performance. This qualitative research collected linguistic information using questions whose answers were analyzed in small units. The interviews were transcribed to recognize the categories of study, and compared with other research to see similarities and differences. The theoretical framework encompassed classic authors and theories that supported the influence of language on thought, the role of students in the learning process, the interaction between culture and equal access to education. The categories of analysis were filtered through theories, and the findings showed two perceptions about the EMI effects in the short and long-term, the students’ strategies were different in the three major, and the curricular adaptations had things in common and were different as well.
Exploring the role of instructor-student relationships in adult student engagement when learning english.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Lainez Moran, Elionel; Macias Coquinche, Ronny Renato; García Villao Rosa Tatiana
This research explores the influence of instructor–student relationships on adult student engagement in English language learning at Universidad Estatal Península de Santa Elena. The study aims to understand how empathy, communication, and feedback from educators affect motivation, participation, and classroom interaction among adult learners. The qualitative research method was applied through semi-structured interviews with students from the Pedagogy of National and Foreign Languages program. Findings revealed that mutual trust, respect, and supportive attitudes from teachers significantly enhance confidence and willingness to participate in class. Conversely, limited communication and traditional teaching approaches reduce engagement. The analysis also highlights the importance of feedback and positive reinforcement as strategies that strengthen rapport and improve performance. The study concludes that a strong instructor–student relationship plays a crucial role in fostering motivation, participation, and meaningful learning. These results provide valuable insights for English teachers seeking to improve interaction and engagement in adult education environments.
Creating positive peer relationship to booster speaking skill learning english.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-13) Carvajal Guale, Xiomara Shamira; Terán Molina, Diana Verónica
The research is based on the creation of positive peer relationships to improve English speaking skills. The main objective is to explore the factors that influence collaborative and socio- emotional learning, seeking to enhance motivation and reduce anxiety when communicating. The methodology used is qualitative with a phenological approach. Data was collected through interviews with five teachers at the Salinas Innova Educational Unit. The findings demonstrated that peer interactions are related to basic strategies such as emotional support, motivation, and teamwork, thereby reducing fear or insecurity when making speaking errors. Finally, the research seeks to promote peer relationships among students to create a meaningful environment that supports verbal and free learning and strengthens the development of speaking skills.

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