Tesis Pedagogía de los Idiomas Nacionales y Extranjeros

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

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Innovative strategies to teach english in public schools with limited technological resources.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Catuto Figueroa, Pamela Solange; Pezo Muñoz, Yulexi Elizabeth; Vera Cruzatti, Rossana Narcisa
This study explores the use of “Innovative Strategies to Teach English in Public Schools with Limited Technological Resources in Santa Elena Province, Ecuador. Nowadays, teachers face challenges such as large class sizes, a lack of technology, and insufficient training. The main objective was to analyze how innovative strategies can improve students’ English learning and motivation. A qualitative approach was applied using phenomenological research. Data were collected through interviews with five English teachers from different schools. The findings revealed that strategies like gamification, project-based learning, storytelling, and role play increase motivation, participation, and vocabulary development. Teachers also highlighted the importance of collaboration and communicative activities to enhance speaking and listening skills. However, limited time and classroom conditions restrict the full application of these methods. The study concludes that innovative strategies promote meaningful learning, critical thinking, and communicative competence, even in low-resource environments. Teacher creativity and continuous training are essential for successful implementation.
PINE students’ perceptions of their pre-professional teaching practicum
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Ortega Pozo, Adriana Lissette; García Villao, Rosa Tatiana
Pre-professional teaching practice is a central component of initial teacher training programs, as it allows future educators to connect the theory learned in the university classroom with real-world practice in the school context (Hendriwanto, 2021; Kim, 2020). In the Ecuadorian context, the National and Foreign Language Pedagogy (PINE) program requires students to complete professional practicums that strengthen their teaching skills, professional identity, and classroom management competencies, in accordance with current national regulations (CES, 2018). However, despite its importance, few studies explore how PINE students perceive the quality and effectiveness of their practicum, especially in areas such as mentoring, feedback, and reflection (Sahin, 2023; Santos & Luque, 2025). This study seeks to analyze PINE students' perceptions of the mentoring they receive, classroom challenges, and the extent to which the practicum contributes to their professional preparation. Based on Kolb’s Experiential Learning Theory (1984), Bandura’s Self-Efficacy Theory (1997), and Korthagen’s C-CUD model (2017), this study adopts a qualitative approach using semi-structured interviews. experiences.
Incorporating interactive digital texts to enhance english reading skills
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Sánchez Suárez, Kevin Alexander; Tomalá Rodriguez, Amalia Melissa; Vergara Mendoza, Ketty Zoraida
This research looked at Incorporating Interactive Digital Texts to Enhance English Reading. The main objective was to identify the different ways in which digital texts contribute to vocabulary development, and the use of reading strategies through skimming and scanning was emphasized. The results show that interactive digital texts have an increase in student motivation. They promote autonomous learning in a very satisfactory way and facilitate a slightly deeper understanding of the content if the teacher guides the use of technological tools in a more appropriate way. It should be noted that the technological era must be used in a complementary way and not be usedor replaced by traditional methods. Finally, this research shows that digital texts are a valuable pedagogical tool when it comes to strengthening reading skills in English, they highlight the need for a multiple use that guarantees learning in a satisfactory way and promotes dynamic and effective teaching according to educational demands, therefore, it offers recommendations for practical use in obtaining an effective integration in the use of interactive digital texts for teaching from English.
Using the total physical response TPR approach to improve speaking skills in first-year elementary school students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Barahona Velásquez, Josué Israel; Gavilanes Borbor, Manuel Alfonso; Párraga Solórzano, Rudy Jonathan
This research analyzed the use of the Total Physical Response (TPR) approach supported by songs as a strategy to improve speaking skills in first-grade students in a context of large classes and limited resources. The main objective was to interpret first-grade teachers’ perceptions and professional judgments about the feasibility, advantages, and challenges of implementing a song-based TPR routine to develop English speaking. Using a qualitative approach, within a phenomenological design, semi-structured interviews were conducted with five teachers to explore their experiences, adaptations, and evaluations of this methodology in their daily practice. The findings indicate that the combination of movement, rhythm, and music increases oral participation, improves pronunciation, and supports vocabulary retention, while reducing anxiety, strengthening students’ self-confidence especially in shy learners and creating a more cooperative and motivating classroom environment. Furthermore, the results show that, through creative adjustments in time, space, and materials, the TPR routine with songs is both viable and effective in the Ecuadorian context, offering a low-cost, high-impact pedagogical alternative that contributes to the English curriculum goals in basic education. Finally, the study highlights the need to systematically integrate active methodologies such as TPR with songs into lesson planning and official curricular guidelines to promote a more dynamic, inclusive, and meaningful English language teaching process.
Exploring teachers’ experiences with role-play activities in english language teaching for teenagers
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) López Cedeño, Rosa De Lourdes; Hugo Davalos, Ricardo Antonio; Chávez Gonzabay, Leonardo Augusto
The analysis of teacher’s perspectives inside the application of role-play, taking criteria and direct experiences to take a deep look inside the difference of public and private schools environments s and how this sociological difference create limitations specially with teenage students, the teacher is the key element to apply role play, how this technique creates a unique form of teaching and learning connecting bonds between the students and teachers, and their perspectives as a basis to develop role play. The main objective of this qualitative research is to analyze teachers’ perspectives on the application and effectiveness of role play in fostering meaningful communication.
Analysis of the immersion method to enhance english listening skills in young learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Rebutti Jaramillo, Adriana Stephania; Suárez Suárez Melanie Shanice; Vergara Mendoza Ketty Zoraida
This research project analyzed the potential of applying the immersion method to improve listening skills in elementary school students studying English as a foreign language (EFL). The aim of this research was to describe the immersion method as a tool for improving listening skills in young learners, identify the techniques used by teachers who applied the immersion method, and finally, determine whether the immersion method can be beneficial for improving listening skills in elementary school students. This study was developed using a qualitative perspective, which allowed for the collection and analysis of empirical information, facilitating the exploration of perspectives and previous experiences of English teachers who applied the immersion method in their classes. Five English teachers were interviewed individually via Zoom to collect data on their knowledge of the method. Based on the information gathered in the interviews and its analysis, it was possible to identify both the advantages and disadvantages of the immersion method as it is applied. The findings indicate that the immersion method has positive results when applied with this objective in mind, as it addresses students' listening needs due to the constant contact created when applied in the classroom, thus providing a useful tool that contributes positively to foreign language development. This study provided a clearer view of the immersion method as a strategy for improving listening skills in EFL students, providing comprehensive and fruitful information for language educators.
Exploring songs and rhymes in elementary school to enhance English vocabulary
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Merejildo Yagual, Diana Alexandra; Vera Cruzatti, Rossana
This research explored the perceptions of English teachers regarding the use of songs and rhymes to reinforce vocabulary learning at the elementary level. It highlighted how these musical resources enhanced students’ motivation, engagement, and language retention by connecting rhythm, repetition, and emotional learning. The study applied a qualitative approach through semi-structured interviews with English teachers, analyzing their experiences, attitudes, and observed outcomes. Results indicated that teachers perceived songs and rhymes as effective tools to promote vocabulary acquisition and oral expression, while also fostering a positive and inclusive classroom environment. However, they reported challenges such as limited time, resources, and training opportunities. The research concluded that integrating songs and rhymes into English lessons contributed significantly to the improvement of vocabulary learning, especially in early education, and recommended teacher training and the systematic use of these strategies.
Think-talk-write: a cooperative language learning technique to improve writing skills in young adults
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Del Pezo Gonzalez, Maria Jose; Monje Ramirez, Saida Janeth; Terán Molina, Diana Verónica
This study aims to analyze the use of the Think-Talk-Write technique within the Cooperative Language Learning approach to understand how it contributes to improving writing skills in young adults. This research used a qualitative method with a phenomenological study. The population consisted of teachers from various educational institutions from Santa Elena and Salinas, Ecuador, while the sample was formed by 5 teachers who worked with young adults between the ages of 15 and 18. The data collection method implemented one-on-one interviews with an open-ended questionnaire. The results of this study were the following: 1. Teachers consistently face benefits like active participation, motivation, and group collaboration and also challenges like class time management, English proficiency limitations and uneven participation in the classroom. 2. This technique not only develops writing competence but also social and analytical skills. 3. The order of TTW phases fosters independent learning and logical sequencing, demonstrating that TTW is an effective and dynamic technique for improving writing skills.
ChatGPT voice as a resource to enhance speaking skills in EFL learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Limón Méndez, Daniel Alejandro; Chávez Gonzabay, Leonardo Augusto
At first glance, this research explores how ChatGPT Voice can help improve English speaking skills among students of the Pedagogy of National and Foreign Languages (PINE) program at Peninsula of Santa Elena State University (UPSE). The study aims to understand how this artificial intelligence application supports learners in overcoming common speaking challenges such as anxiety, lack of confidence, limited vocabulary, and pronunciation errors. Regarding methodology, the study employs a qualitative approach, focusing on the experiences of five students in the PINE program who used the ChatGPT Voice application and how it helped them improve their oral competence and confidence. In addition, previous studies and academic sources related to ChatGPT Voice were reviewed to expand the understanding of this tool. The results showed that ChatGPT Voice creates a safe environment with ample space for oral practice; these aspects increase students' confidence and communicative ability in terms of fluency, pronunciation, vocabulary, and motivation. Immediate feedback and the opportunity to practice anytime, anywhere were key factors in students' use of the application. In conclusion, the study demonstrates that ChatGPT Voice can be a valuable tool for independent English practice, contributing to student learning and the development of their oral communication skills.
VOA learning english to enhance listening skill
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Tomalá Huamán, Pedro Luis; Tigrero Suárez, Kleyner Javier; Chávez Gonzabay, Leonardo Augusto
In this study, we examined whether the digital resource (VOA Learning English) could function as an instructional technology to help increase listening comprehension of EFL students. We have investigated the importance of using digital resources of the "real world" within the classroom to encourage student learning, interest, and participation in listening comprehension. Interviews with 5 English teachers from the UPSE were conducted semi-structurally in order to collect qualitative data on the experience and views of the teachers related to their use of VOA Learning English. The results show that the listening comprehension of students increases because they have access to authentic listening materials of the "real world", i.e. podcasts, videos, newscasts. Teachers reported several positive features of VOA Learning English including; easy to-understand vocabulary, understandable pronunciations, and everyday topics that allow the listener to be able to listen, participate, and feel confident. Additionally, further analysis demonstrated that VOA Learning English functions both independently as a learning tool and as an engagement tool. There are several limitations to the use of VOA Learning English, e.g. the availability of the Internet and varying levels of student proficiency, however VOA Learning English could serve as a flexible and useful tool to enhance listening comprehension development of students and improve communication development in EFL classrooms.
Lyrics training as a self- assessment tool for enhancing english listening comprehension in university students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Olivares Posligua, Nagelly Yaribel; Boya Alburqueque, Carla Liliana; Sánchez Paguay, Jefferson Alberto
This study aimed to describe the use of LyricsTraining, a music-based platform and interactive listening activities, as a self-assessment tool for improving listening comprehension among university students learning English as a foreign language. The research was conducted using a qualitative phenomenological approach, allowing the researchers to understand participants' experiences, perceptions, and strategies when using the platform to improve listening comprehension. The participants were seven students’ pedagogy of national and foreign languages from Universidad Estatal Peninsula de Santa Elena, selected through purposive sampling. Data was collected through individual online interviews and analyzed according to four main categories: self-assessment strategies, how the app contributes to the development of listening comprehension, the platform's innovation compared to other traditional listening activities, and students' overall perceptions of using LyricsTraining as a self-assessment tool. Examining the results, the researchers concluded that LyricsTraining promotes independent learning. This is because students were able to identify their mistakes, monitoring their progress, and implementing strategies to reinforce their learning. Additionally, students noted significant progress in vocabulary recognition, pronunciation, and listening skills. The app was also perceived as a motivating and engaging tool with the power to transform traditional learning into an enjoyable experience. The study recommends incorporating this type of digital tool into English classrooms to promote autonomy, motivation, and continuous improvement of English skills, especially in listening comprehension.
Washback in children’s motivation to learn english
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Gordillo Alban, Katiuska Jamilette; Paez Arcentales, Emilia Nohelia; Vergara Mendoza, Ketty Zoraida
The acquisition of English as a foreign language is increasingly recognized as essential in contemporary society. Children are exposed to English from an early age through formal education, media, and technology, underscoring the importance of understanding how assessment practices influence their learning attitudes. This research project's primary objective is to examine the washback's impact on students' motivation in English learning and to assess how its implementation can significantly influence learning outcomes. This study employed a qualitative methodology grounded in phenomenology to explore participants' experiences and perceptions. Interview results indicated that teachers frequently observed that poorly structured assessments and a lack of interactive materials contribute to student demotivation. Furthermore, teachers emphasized that washback plays a crucial role in students' academic development, which aligns with previous research that links standardized assessments to learning processes and motivation. In summary, this research project demonstrates the substantial influence of washback on children's motivation and its broader impact on the learning environment and educational processes.
Use of homophone games as a strategy to enhance english pronunciation skills in EFL classrooms.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) De La Rosa Bazán, Renato Samuel; Zárate Macías, Gabriela Sarai; Sánchez Paguay, Jefferson Alberto
This research explores the use of homophone games as an innovative strategy to enhance English pronunciation skills in EFL classrooms. The study aims to demonstrate how gamified activities focused on homophones can promote better phonetic awareness, pronunciation accuracy, and learner engagement. Using a qualitative approach with a phenomenological design, data were collected through semi-structured interviews conducted with experienced English teachers from various educational institutions in Santa Elena, Ecuador. The findings revealed that homophone games encourage active listening, improve sound discrimination, and strengthen learners’ confidence when speaking English. Teachers agreed that these games transform pronunciation lessons into enjoyable experiences, reducing students’ anxiety and fostering participation. However, challenges such as limited class time and mixed proficiency levels were also identified. Despite these limitations, teachers recognized the value of homophone games as supportive tools for pronunciation training. The research concludes that incorporating gamification through homophone-based activities can make language learning more meaningful and interactive, improving both accuracy and motivation among EFL students.
The scanning technique to develop english reading comprehension in eight graders.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Medina Suarez, Cindy Pilar; Regalado García, Gabriela Renata; Terán Molina, Diana Verónica
This descriptive study examines the effectiveness of the scanning technique as a pedagogical strategy to enhance reading comprehension in eighth-grade English classes. Reading comprehension is a core component of foreign language learning, yet many students struggle to process written texts efficiently due to limited strategies, low motivation, and difficulties identifying essential information. To address these challenges, the scanning technique was introduced as an instructional tool focused on training students to locate specific details such as names, dates, numbers, and key terms without reading the entire text word by word. The methodology consisted of implementing guided reading activities across several class sessions in which students practiced scanning through short passages and longer texts. Classroom observations, teacher reflections, and student performance on reading tasks were used as sources for descriptive data analysis. These procedures allowed for the systematic identification of changes in students’ reading behaviors and comprehension outcomes. Results from the study indicate notable improvements in reading speed, accuracy in locating relevant information, and students’ overall confidence when approaching unfamiliar texts. Teachers reported that students became more autonomous readers and demonstrated greater engagement during classroom activities that required text exploration. Additionally, the scanning technique helped reduce frustration by offering students a clear and manageable approach to dealing with complex vocabulary or structures. The integration of this strategy also contributed to the development of cognitive and linguistic skills that support broader language proficiency.
Memory strategies for english language teaching.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Tigrero González, Josué Ismael; Limones Borbor, Verónica
This study examines the use of memory strategies by English as a Foreign Language (EFL) teaching in secondary schools in Ecuador to improve their students’ academic progress and vocabulary acquisition. The study looks at the four main memory strategies from Oxford’s (as cited in Aljurbua, 2020) model: Creating Mental Linkages (CML), Applying Images and Sounds (AIS), Reviewing Well (RW), and Employing Action (EA). It is based on Vygotsky's (as cited in Riera Hermida et al., 2024) sociocultural Theory and cognitive framework like the Levels of processing (Craik & Lockhart, 1972, as cited in Aljurbua, 2020) and Dual coding Theory (Paivio, 1991, as cited in Al Abri et al., 2024). EFL teachers were interviewed one-on-one using a qualitative phenomenological approach to learn more about their teaching methods, perceived efficacy, and contextual difficulties. The results show that while AIS and EA are underutilized despite their demonstrated effects on engagement and retention and spaced digital review. The study further illustrates that these strategies conform to Ecuador’s national legal framework, notably the Constitución de la República del Ecuador (2008) and the Ley Orgánica de Educación Intercultural (LOEI, 2001), which prioritize student-centred, inclusive, and contextually pertinent pedagogy. This research offers practical recommendations for teacher training, curriculum development, and policy, promoting the systematic integration of evidence-based memory strategies to convert vocabulary instruction from more rote memorization into meaningful, equitable, and effective learning.
Classroom seating arrangement to enhance learning in efl classrooms.
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Estévez Chica, Emely Tamara; Limones Borbor, Verónica Julieta
This study examines how the arrangement of classroom seating can influence the learning English as a foreign language. It begins by noting that seating arrangements are often considered insignificant, even though the placement of desks is crucial and essential, as it facilitates student integration and encourages the exchange of ideas among peers, thus improving communication skills. Various research studies have demonstrated different seating arrangements, such as semicircles, U-shapes, or small groups. These techniques encourage active participation in demonstration activities, and by interacting with one another, students develop more practical and efficient speaking skills compared to the traditional row seating arrangement. The purpose of this research is to consider the different perspectives of teachers on the issue of classroom seating arrangements based on their perspective on how they perceive student learning. It focused on using a qualitative approach through direct interviews with English teachers. The study was based specifically on how teachers organize their classes and how the method they use is beneficial to their students when acquiring new knowledge.
Interpreting emotional well-being and EFL students' academic performance
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-01-12) Tumbaco Elizalde, Dayana Michelle; Leon Abad, Eliana Geomar
This research analyzes the relationship between emotional well-being and academic performance in first-semester EFL students at the Peninsula de Santa Elena State University (UPSE). The study sought to understand how academic stress influences students’ emotions, motivation, and overall performance. A qualitative phenomenological approach was employed, utilizing semi-structured interviews with five first-semester students to explore their lived experiences. Findings indicate that emotional well-being significantly impacts academic engagement and achievement. Students specifically reported that high academic workloads, oral presentations, and examinations intensified stress and anxiety, consequently reducing their concentration and participation. Conversely, emotional support from faculty and peers was found to enhance motivation and improve performance. The study concludes that fostering emotional well-being through stress management strategies, Social-Emotional Learning (SEL), and institutional support can enhance both the academic success and the personal development of EFL students.
Reinforcing english-speaking skills based on callan method in ninth graders at Unidad Educativa José Pedro Varela.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Zavala Yagual, Edison Adrian; Chávez Gonzabay, Leonardo Augusto
This graduation thesis was designed to reinforcing English-speaking skills based on Callan method in ninth graders at Unidad Educativa José Pedro Varela. It studies the deficiencies and problems in the teaching and learning of the English language at grammar school level, it was decided to create a handbook based on the Callan method using as a reference topic that is appreciated by the students and is used on a daily basis, focusing on the reinforcement of the students to speak English, the quantitative method was used to carry out this study. Surveys were administered to obtain accurate information on learning process. The sample consisted of 15 ninth grade. Based on the result interpretations, it was possible to detect that the students lacked basic English knowledge and daily vocabulary, demonstrating that there is a need, not only in the learning environment, but also in the teaching scenario of English, for which the handbook was created with topics related to daily life conversation and based on the Callan method. This thesis aims to provide strategies apply repetitive mode to react quickly to questions or answers that they already know, this handbook will serve as a tool for students to practice developing Productive Oral Skills.
Movies as a tool for enhancing vocabulary development in young learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Franco Narvaez, Georgina Emiliana; Zarate Macias, Odalis Kristhel; Vera Cruzatti, Rossana Narcisa
This research examines how movies can support vocabulary learning in young learners of English as a Foreign Language. The study was based on a qualitative approach using interviews with primary school English teachers. Results show that movies provide a visual and contextual environment where students can understand and remember new vocabulary more easily. Teachers reported that movie-based activities, such as using subtitles, pausing scenes to explain words, and creating games or role plays, help students stay focused and take part more actively in class. These techniques also improve pronunciation and support the development of speaking skills. Teachers highlighted those students feel more motivated and confident when learning vocabulary through movies because they enjoy the content and can relate to it. While some challenges exist, such as selecting age-appropriate content and having access to technology, the overall findings suggest that movies are a valuable tool for improving vocabulary in young English learners when used with proper teaching strategies.
Use of games and active learning to enhance attention and teaching the present perfect tense in tenth-grade students at the bilingue Americano High School.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-08-28) González Roca, Paola Jazmín; Calle León, Patricio Rolando
This case study examines common challenges in the teaching and learning process in general basic education, with a particular emphasis on the issue of student inattention during class. To address this, a lesson plan was developed using active learning and autonomous practice strategies. Following a brief introduction to the topic students engaged in dynamics activities aimed at improving their understanding and use of the present perfect tense, specifically the expressions “for” and “since”. This proposed strategy can be adapted an applied to various English language contexts, helping improve how students participate and how effectively lessons are delivered.

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