Tesis Pedagogía de los Idiomas Nacionales y Extranjeros

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

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Challenges faced by non-native english teachers: professional development and classroom practices
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Yagual Valverde, George Daniel; García Villao, Rosa Tatiana
This study explores the perceptions of non-native English teachers at the Universidad Estatal Península de Santa Elena (UPSE) regarding the challenges they face in their professional development and classroom practices. The research responds to a gap in the literature: while international and regional studies have examined the struggles of non-native English teachers, little is known about how these teachers experience such challenges within the Ecuadorian higher education context. The general objective was to explore these perceptions in order to understand how linguistic confidence, professional development opportunities, and institutional support shape teaching effectiveness. A qualitative, phenomenological design was used, gathering data through one-on-one semi-structured interviews with five non-native English teachers currently working at UPSE. The results showed that English proficiency and accent strongly influence teachers' self-confidence and classroom interaction, often leading them to rely on structured activities instead of spontaneous communication. Participants also identified gaps in current professional development programs, which tend to focus on general pedagogy rather than the specific linguistic and emotional needs of non-native teachers. Heavy workloads and the absence of mentoring programs further limited opportunities for growth. The study concludes that strengthening self-efficacy, offering specialized training, and improving institutional support are essential steps toward enhancing teaching practices at UPSE.
Multisensory learning approach to teach english Young learners with ADHD
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Paucar Paucar, Anthony Samuel; Nieto Herrera, Diego Josué
This study aims to analyze the experiences of English teachers regarding the use of a multisensory learning approach when teaching third-year students with ADHD, focusing on the instructional strategies they implement, the challenges they encounter, and the opportunities they identify for inclusive English language teaching. The methodology employed is qualitative and phenomenological, using interviews with five English teachers from an educational institution as the research technique. Prior authorization was obtained from the institution to collect the data, and each questionnaire was administered. The data was then analyzed using Atlas.ti, generating word clouds for each question and by learning objective. The results revealed that the teachers apply multisensory strategies, combining visual elements such as images, auditory elements such as changes in sound, and kinesthetic elements such as movement games. The strategies and actions implemented have motivated students and encouraged their participation with greater enthusiasm; however, their implementation requires resources and time, which are currently a limiting factor for the teachers.
School administrators perceptions on efl pre-service teachers practicum
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Ayluardo Vélez, Freddy Xavier; Niola Sanmartín, Rosa Elena
Pre-service teaching practicum plays a fundamental role in the professional integration of new pre-service teachers, a process in which school principals are key figures, facilitating the administrative arrangements that allow aspiring professionals to perform their duties effectively. This research was conducted to explore school administrators' perceptions of English pre-service teachers’ practicum, focusing on areas for improvement. A qualitative methodology, specifically a phenomenological study, was selected to allow for a deeper analysis. Data collection involved interviewing six school administrators from private schools in the Santa Elena Province, Ecuador, that have partnership agreements with UPSE regarding these pre-service teachers’ practicum. Based on the results and the literature review, the insights provided by the school administrators offer essential suggestions for improving important aspects of these programs.
Lingbe app as a resource to reduce speaking anxiety in efl learners
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Campuzano Sánchez, Brighton Abel; Villao Vera, María Angelica; Vergara Mendoza, Ketty Zoraida
This study explores the use of Lingbe, a mobile application, to improve speaking practice in EFL students. The main problem is that many students have low fluency and low confidence when speaking English in class. The objective of this research is to analyze how Lingbe helps students improve their speaking skills in a more natural way. The method used in this study was a qualitative approach. Data were collected through interviews with students from the PINE (EFL) program at UPSE who used Lingbe to practice English speaking. The participants shared their experiences about using the app in daily practice. The results show that Lingbe helped students increase their fluency, reduce hesitation, and improve confidence when speaking English. Students also reported that they could communicate more easily with real people and practice in a more relaxed environment. To sum up, Lingbe is a helpful tool for enhancing fluency, confidence, and speaking practice in EFL instruction. It encourages improved communication skills and provides students with additional chances to speak English outside of the classroom.
Peer teaching as a technique to improve oral communication in EFL learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Tomala Potes, Jeriel Alexander; Caamaño López, Sandra Elizabeth
Developing oral communication skills is one of the main objectives of teaching English as a Foreign Language EFL. However, many students have limited opportunities to practice speaking in the classroom because traditional teacher-centered approaches often reduce interaction and active participation. Considering this situation, the present study aimed to explore English teachers’ perceptions of peer teaching as a technique to improve oral communication among EFL learners. The research follows a qualitative approach, and data were collected through a questionnaire composed of open-ended questions administered to five English teachers from Unidad Educativa Fiscomisional Americano. The findings provide valuable information about teachers’ experiences, the perceived benefits and challenges of implementing peer teaching, and its contribution to students’ confidence, participation, fluency, and speaking performance. This study contributes to the field of English language teaching by providing useful insights for teachers and researchers interested in implementing collaborative learning strategies that promote meaningful communication and improve oral communication skills in EFL classrooms.
Oral corrective feedback as a technique to enhance speaking fluency
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Cherre González, Edith Dayanara; Roca Bacilio, Melanie Ariana; García Villao, Rosa Tatiana
One of the current challenges students face when speaking English is the limited development of oral fluency, which consequently leads to a lack of confidence that hinders their progress in the language. Given this, it is known that classroom techniques can influence various components of speaking skills. One such technique is Oral Corrective Feedback, and this study aimed to explore how it is implemented to enhance fluency, as understanding its effects on undergraduate students is essential. For this reason, a qualitative methodology and a phenomenological study were employed in this research, along with interviews consisting of eight open-ended questions to collect data from faculty members at the Universidad Estatal Península de Santa Elena, a higher education institution in Ecuador. It was concluded, based on the findings, that although Oral Corrective Feedback depends on the consideration of aspects such as time, preferences, and students’ needs, it is effective in boosting the fluency of undergraduate students, since it provides continuous support from teachers, helping students identify and correct their errors in their oral expression, and strengthening their confidence to achieve more fluent results.
Sensory-based phonics instruction in efl reading
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Hermenejildo Suárez, Fabiola Alexandra; Terán Molina, Diana Verónica
This study aimed to understand the inclusion of sensory-based phonics instruction for the development of reading skills in English as a foreign language (EFL) in children aged 8 to 12. This study focused on discerning which sensory-phonetic activities aid in reading development. It also highlighted the various difficulties students encounter when learning to read in English and investigated how teachers incorporate sensory-phonetic strategies into their lessons. The study adopted a qualitative and phenomenological approach. Data was collected through interviews with five English teachers experienced in teaching English and phonology. Data analysis revealed patterns related to the experiences and perceptions of the interviewed teachers. The results revealed that most teachers employ multisensory strategies such as picture cards, songs, phonological games, body movements, and auditory activities to reinforce the relationship between phonemes and graphemes. Furthermore, they deduced that multisensory strategies strengthen the development of phonological awareness, fluent reading, reading comprehension, word decoding, and vocabulary acquisition. Despite this, obstacles were also identified, such as the similarity of sounds in English words, a lack of phonological foundations for good phonological awareness, limited vocabulary, insufficient teacher training, limited time for teaching, and a lack of teaching resources. In conclusion, it was determined that sensory-based phonetic instruction is a pedagogical strategy that strengthens the development of reading in English, fostering meaningful learning through visual, auditory, and kinesthetic channels.
Self assessment to promote speaking skills in efl teachers
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Camacho Franco, Nasly Paola; Suango Cueva, Madeline Roxana; León Abad, Eliana Geomar
This research explores the role of Self-Assessment (SA) in promoting and maintaining speaking skills among English as a Foreign Language (EFL) teachers in Ecuador. Despite curriculum standards requiring independent language proficiency, many EFL teachers experience a decline in speaking skills due to limited practice opportunities and inadequate initial preparation. This study employs a qualitative, phenomenological methodology using semi-structured interviews to examine the perceptions of five active EFL teachers from the Santa Elena province. The findings indicate that teachers perceive SA as a highly beneficial, anxiety-reducing tool that fosters learner autonomy, self-regulation, and metacognitive awareness. Engaging in self-evaluation activities, such as recording task portfolios and utilizing interactive digital platforms, allows educators to identify pronunciation errors and track fluency progress. However, the study also reveals limitations; educators note that while SA is effective for building confidence and correcting noticeable pronunciation flaws, it may fall short in evaluating grammatical accuracy without objective, external feedback. Ultimately, the research concludes that SA should be integrated as a continuous, lifelong practice for EFL teachers to ensure their speaking proficiency aligns with professional standards, preventing the loss of language competence and ensuring the delivery of high-quality English education.
Look, say cover write and check LSCWC to develop vocabulary in young learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Reyes Panchana, Allison Samantha; España Lema, Arlette Elizabeth; Caamaño López, Sandra Elizabeth
Teaching English vocabulary to young learners is an essential aspect of improving their communication skills. Nevertheless, the use of active techniques to increase the range and retention of new words still requires considerable attention in the educational setting, since traditional methods that rely on memorization are still used in many classrooms. Given this situation, the present study aimed to investigate teachers’ perceptions of the contribution of Look, Say, Cover, Write, Check (LSCWC) technique to the development of vocabulary in young learners of English as a foreign language. The study employs a qualitative approach, with data collected through a questionnaire containing open-ended questions administered to five English teachers. The result of this study will contribute to the field of education regarding techniques for teaching English as a foreign language and will provide useful information for teachers and researchers interested in applying techniques that are innovate and, at the same time, enhance vocabulary acquisition.
Semantic mapping as a neurocognitive strategy for efl learners
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Ramírez Tenempaguay, Mario Isaac; Tomalá Figueroa, Karla Valeska; Almeida Briones, Xavier Antonio
Vocabulary acquisition is one of the main challenges faced by students of English as a foreign language, since the human brain has a limited working memory capacity to process large numbers of new words at the same time, which often leads to cognitive overload and hinders vocabulary retention. To address this issue, this study analyzes the role of semantic mapping as a neurocognitive strategy, examining teachers’ pedagogical experiences to understand its influence on vocabulary retention and semantic organization among EFL students. For a more detailed exploration, a qualitative methodology and a phenomenological study were chosen as a metodology, with data collected through eight open-ended questions in Zoom interviews with five teachers with experience in neuroscience. The results reveal that semantic mapping organizes vocabulary visually, reduces working memory overload, and strengthens long-term retention, confirming that it is an effective and flexible strategy for vocabulary learning in EFL classrooms.
Clil as a pedagogical approach to enhance speaking in the EFL classroom
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Castro Pine, Maisa Camila; Soto Yagual, Christian Gustavo; Vergara Mendoza, Ketty Zoraida
The improvement of speaking abilities demonstrates one of the most essential issues in foreign language instruction, especially when traditional strategies bring limited opportunities for genuine oral participation. In response to this situation, the Content and Language Integrated Learning (CLIL) approach has appeared as an important and practical alternative approach that combines language learning with purposeful academic content. The target of this qualitative study was to examine teachers’ insights concerning the application of the CLIL approach for learners’ oral performance and its collaboration with communication in EFL classrooms. The research was directed at Unidad Educativa Liceo Naval Salinas “Capitán Rafael Morán Valverde” and Unidad Educativa Salinas Innova with the involvement of five English teachers. Semi-structured interviews composed of ten open-ended questions were used to gather relevant information about teachers’ perceptions and observations about the integration of the CLIL approach with the educational system. The outcomes detail that teachers identify CLIL as a competent pedagogical approach that fosters students’ communicative ability, fluency, and willingness to convey knowledge in English. Moreover, the participants remarked that CLIL creates meaningful learning atmospheres where learners can actively domain the language while improving academic content. However, specific challenges such as difference in language competence levels, limited resources, and the need for teacher training. To conclude, the findings establish that the implementation of the CLIL approach can positively influence speaking improvement in EFL classrooms by fostering genuine oral participation and student engagement.
Code-switching as a technique for enhancing English vocabulary
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Gonzabay Flores, Karen Valeria; Medina Chanalata, Roselyn Nohelia; Parraga Solorzano, Rudy Jonathan
Vocabulary acquisition has been identified as a fundamental component of English language learning due to its contribution to the development of communicative competence. However, in English as a Foreign Language (EFL) teaching context, teachers often face difficulties in helping students understand, retain, and use new vocabulary effectively. In this regard, code-switching, defined as the alternation between the first language (L1) and the target language (L2), has generated interest as a pedagogical technique capable of facilitating vocabulary instruction and promoting learning. Therefore, the objective of this research was to analyze how English teachers from the major of Pedagogy of National and Foreign Languages at the Universidad Estatal Península de Santa Elena (UPSE) perceive the use of code-switching as a technique for teaching vocabulary in EFL classrooms. The methodology employed in this study followed a qualitative approach with a phenomenological design. Semi-structured interviews were conducted as the data collection technique with five English teachers who usually use code-switching in their teaching practice. The data revealed that teachers perceive code-switching as a useful technique that facilitates vocabulary comprehension and retention, reduces anxiety, and fosters student participation and confidence. however, they also emphasized the need to use it strategically to prevent students from becoming dependent on translation and to ensure sufficient exposure to English.
Behaviorism as a methodology to promote oral expression in English language teaching
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Barzola Perero, Erika Marilyn; Borbor Muñoz, Sheyla Jazmín; Sánchez Paguay Jefferson Alberto
This study explored how use of behaviorist strategies improves oral skills in high school students by promoting their English as a Foreign Language (EFL) learning. Speaking skills are essential in language learning and can be developed through a behaviorist-based approach. The objective of this study was to analyze teachers’ perceptions and explore the advantages and challenges of applying the behaviorist method. A qualitative approach was used, involving individual interviews with five English teachers experienced in using behaviorist strategies. These results demonstrated that applying behaviorist methods is an effective way to improve speech skills. It is believed that students gain better control over their emotions and become more engaged; they also increase their confidence, pronunciation, and fluency when speaking in public, thereby strengthening their language skills. Despite this, some disadvantages arose such as fear of participating and making mistakes, anxiety, and panic over mispronouncing words; that is why the behaviorist method was implemented as a strategy to improve oral expression. This study concludes that the behaviorist approach contributes positively to the development of oral skills, taking into account perseverance, commitment, and dedication to language learning in order to achieve better academic performance
Raft as a technique to enhance academic english writing
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Muñoz Suárez, Nathaly Xiomara; Quimi Baque, Daniela Lisbeth; Párraga Solórzano, Rudy Jonathan
This study explores the use of the RAFT (Role, Audience, Format, Topic) technique as a pedagogical innovation to enhance academic English writing skills among English as a Foreign Language (EFL) students in Ecuador. Despite national curriculum expectations aiming for a B1 proficiency level, Ecuadorian EFL students frequently encounter writing challenges, including poor textual organization, limited vocabulary, and a lack of clear communicative purpose. Utilizing a qualitative, phenomenological approach, this research conducted semi-structured interviews with five English teachers at Unidad Educativa Academia Naval Cap. Leonardo Abad to analyze their experiences and perceptions regarding the technique. Findings indicate that the RAFT technique is suggested and mentioned as a tool to improve students' writing abilities by fostering critical thinking, textual cohesion, and audience awareness, particularly when integrated into the pre- writing stage. However, educators also reported execution challenges, including students experiencing cognitive overload, vocabulary gaps that led to forced native-language translations, and a lack of technological resources. The study concludes that RAFT is a highly effective, student- centered tool for academic writing when introduced gradually and supported by targeted vocabulary instruction.
Digital storytelling to enhance speaking skills
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Orrala Reyes, Angely Maria; Quiñonez Tigreros, Andrea Jacqueline; Sanchez Paguay, Jefferson Alberto
Developing English speaking skills remains a challenge for many students learning the language as a foreign language (EFL). This is due to a lack of confidence, motivation, and opportunities to practice in situations that truly matter. This project aimed to analyze how digital storytelling can serve as a useful tool for improving these skills. A qualitative approach with a phenomenological design was employed, focusing on the participants' experiences and perceptions. Students from the Universidad Peninsula De Santa Elena (UPSE) participated in the study, sharing their impressions regarding the use of digital storytelling in their English classes. The results indicated that this strategy helps improve fluency, pronunciation, vocabulary, and confidence when communicating in English. Furthermore, it was observed that creating and telling digital stories boosts student motivation, creativity, and active participation, offering them the chance to practice the language in a dynamic and meaningful environment. The study concludes that digital storytelling is an effective pedagogical strategy for strengthening speaking skills and fostering more interactive, student-centered learning, provided that teachers plan its implementation appropriately.
Exploring intrinsic motivation in English language learning among EFL students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) De La Cruz Reyes, William Wladimir; Tomalá Muñoz, Jennifer Xiomara; Nieto Herrera, Diego Josué
This study investigates perceptions and experiences of intrinsic motivation among EFL students at Universidad Estatal Península de Santa Elena (UPSE). Although intrinsic motivation is essential for English language learning, educational systems still rely on traditional methods that fail to engage students, causing low motivation. The researchers conducted semi-structured interviews with five fifth-semester undergraduate students in the Pedagogy of National and Foreign Languages (PINE) major. The results provide insights about how students perceive intrinsic motivation as a source of energy that empowers their commitment to learning and supports their academic success. Besides, repetitive tasks, lengthy teacher talk, and immediate error correction can reduce motivation by raising students' affective filters. To foster intrinsic motivation, the study recommends gamified approaches, collaborative activities, and the development of strong teacherstudent relationships. Ultimately, the study found that intrinsic motivation is connected to students' English language learning and English teaching; it helps them become independent learners who practice English beyond the classroom.
Peer interaction and reading comprehension processes in EFL students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Lainez Del Pezo, Jordy Gabriel; Gándara Vivar, María Gabriela
This research project investigates perceptions of using peer interaction activities to promote the development and reinforcement of reading comprehension processes in EFL students. The study adopts a qualitative, phenomenological approach to exploring PINE students’ perceptions of peer interaction activities as a pedagogical tool. Data were gathered through semistructured interviews with seventh-semester university students who shared their experiences using peer interaction in the classroom. The results revealed that peer interaction activities promote motivation, engagement, and confidence, enabling students to clarify thoughts and see different text perspectives more effectively. Moreover, the integration of assigned reading roles and collaborative group work fosters active participation and enhances text comprehension capability. Based on these findings, the research highlights that peer interaction is a meaningful approach that aligns with constructivist and cognitivist theories, encouraging comprehension through interaction and reflection.
Pecha Kucha presentations to develop speaking skills in english learners
(La Libertad: Universidad Estatal Península de Santa Elena. 2026, 2026-09-28) Gómez Tomalá, Alex David; Toala González, Emily Anai; Vera Cruzatti, Rossana Narcisa
To gain a better understanding of students’ experiences with PechaKucha presentations, this study adopted a qualitative approach focused on exploring their opinions and personal perspectives regarding the development of speaking skills in English. Five seventh-semester students from the Pedagogy of National and Foreign Languages program at Universidad Estatal Península de Santa Elena (UPSE) participated in the research. Data were collected through one-on-one online interviews conducted via Zoom using an interview guide composed of eight open-ended questions, allowing participants to describe their experiences in detail. The findings showed that students perceived PechaKucha presentations as an engaging and interactive learning strategy that encouraged active participation during speaking activities. Participants reported improvements in confidence, fluency, oral communication, and the organization of ideas. They also highlighted that the use of visual support made it easier to express ideas clearly and maintain the flow of their presentations. Although some interviewees experienced difficulties related to time management and presentation anxiety, these challenges gradually decreased as they became more familiar with the presentation format. Overall, the results indicate that PechaKucha presentations represent an effective student-centered learning strategy that contributes to the development of speaking skills and promotes meaningful oral communication among English as a Foreign Language (EFL) learners.
Listening discrimination training to improve phoneme recognition
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Prudente José, Génesis Adelaida; Gonzáles Reyes, Sara Dolores
Auditory discrimination training is a technique that enables students to recognize and interpret differences between similar sounds in the English language. This study analyzed the perceptions of students in the Bachelor’s Degree in the Pedagogy of National and Foreign Languages regarding this technique. Consequently, the study sought to understand the scope of this training based on the students’ direct experiences. To achieve this objective, a qualitative approach was used, and semi-structured interviews were conducted with undergraduate students in the program, which provided insight into their individual perspectives on the technique’s usefulness. Additionally, the study organized a focus group to gather collective reflections on the use of this tool and assess how it influenced the development of listening comprehension during academic sessions. The experiences gathered showed that students appreciated the technique because it facilitated phonetic identification, reduced auditory confusion, and strengthened their confidence in communication. Based on these findings, the study offered valuable insights to promote the reflective and ongoing application of this technique in the classroom. Finally, the research concluded that the incorporation of listening discrimination training significantly enriched the English language teaching-learning process.
Educational technology in English as a foreign language instructions
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-09-28) Miranda Díaz, Tito Omar; Intriago Alcivar, Wellintong Segundo
Educational technology was integrated in the instruction where educators used technological tools, digital resources and virtual platforms to enhance their teaching-learning process. This research explored how educational technology develops the speaking skills in EFL learners. The study aimed to examine the English teachers’ perceptions at implementing technological resources focusing on its effectiveness. Additionally, the qualitative method was applied through questionnaires on Google Forms in EFL teachers who used educational technology as a strategy to make their classes more interactive. According to the results, some benefits were identified in which educators observed that students become more confident, and the oral expression was successful, losing shyness and fear to make mistakes. However, there were challenges that were necessary to keep in mind, which means that various suggestions were planted in order to achieve a satisfactory teaching process. As a conclusion, the results described that EFL instructors noted the development of the oral skills and students’ participation according to their answers.

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