Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros, mención Enseñanza de Inglés

Permanent URI for this collectionhttps://repositorio.upse.edu.ec/handle/46000/6828

Browse

Now showing 1 - 20 of 87

Teaching a foreign language to adults with unfinished education through effective methodological strategies
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Maldonado Torres, Jenny Alexandra; Martínez Hernández, Alina
This essay examines English language instruction for adults with incomplete schooling (EPJA) in Quito, highlighting how traditional approaches can result in demotivation and dropout. It demonstrates that andragogical strategies—like self-directed learning, problem based learning (PBL), and storytelling—effectively address these issues by connecting language learning to students' everyday experiences. A qualitative case study involving 20 students aged 30 to 60 was conducted at the Ángel Polibio Córdova Santander Educational Institution. The research utilized interviews, classroom observations, and thematic analysis, drawing on the works of authors like Knowles and Steber & Rossi. The results show that practical relevance, autonomy, and collaborative environments are essential for engaging in learning English as a second language. An integrative framework is proposed that transforms classrooms into inclusive communities by suggesting teacher training and curricular flexibility to promote equitable and sustainable learning.
Gamification in english language teaching on motivation and engagement in secondary education
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Aldaz Arguello, Jaime Agusto; Bravo Bravo, Israel Guillermo
This study shows the impact of gamification on the motivation and engagement of secondary school students in English Language Teaching (ELT). The purpose is to mitigate low participation and linguistic anxiety through methodological innovation. A case study method was employed with a ninth-grade class (A2 proficiency level), applying the "The Quest for Fluency" framework, which integrates narrative elements, experience points (XP), and digital tools such as Duolingo and Quizizz. It is concluded that well-designed gamification lowers the affective filter and links the students' digital reality with academic goals, promoting more effective and persistent language acquisition.
Gamification to improve writing skills in A2 adult students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Wasbrum Tinoco, Wendy Esthela; Vergara Mendoza, Ketty Zoraida
Growth in technology and gamification use in the classrooms have gained renewed interest about how the two can improve language skills. This study will thus focus on the application of these tools and techniques to prove beneficial in the adult Students at a military high school of aviation who are on the A2 level can improve their writing abilities. The primary goal of the study was to find out how much gamified writing assignments and technology can sustain student’s the motivation and promote good writing practices. The research took on a mixed method approach and had 70 respondents randomly assigned to two groups: control group applying conventional writing tasks, and experimental group immersed in gamified tasks and technology. The research results, therefore, will be useful for teachers searching for innovative and functional solutions for mixed language acquisition needs of adult learners. The eight-week experimental study employed a comprehensive data collection approach, includ ing pre and post-test designs, survey, and qualitative feedback. Gamified assignments not only encouraged students to complete the learning activities but also offered a more dynamic learning environment, even though the experimental group fared better than the control group with notable gains in engagement and writing skills. fe While providing immediate feedback, technology catered to individual learners, which relieved the work of writing practice and rendered it enjoyable.
Exploring neuroeducation-based strategies for english language acquisition in adult virtual classrooms
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Zambonino Funes, Sara Valentina; Fabre Merchán, Paolo Geovanny
This study explores the role of Neuroeducation-Based strategies in supporting English language acquisition among adult learners in virtual classrooms. Through a review of academic literature published between 2020 and 2025, the analysis identifies key brain-based principles that enhance attention, memory, emotional stability, and meaningful engagement in online learning environments. The findings show that strategies such as spaced practice, structured routines, reduced cognitive load, multisensory activities, and emotionally supportive interactions significantly improve retention and promote more effective language use. Evidence also highlights that virtual instruction becomes more successful when teachers design tasks that activate multiple neural pathways and encourage motivation through timely feedback, collaboration, and purposeful practice. Overall, the study concludes that integrating neuroeducation principles into virtual English instruction offers a scientifically grounded and human-centered approach thatstrengthens adult learners’ progress, autonomy, and long-term language development.
A guided reading to improve english reading comprehension in A2 level students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Villacreses Carabajo, Mercedes Verónica; Anaguano Perez, Sara Lorena
This research examined the impact of a guided reading intervention on the reading comprehension skills of A2-level students at a private secondary school in Azogues, Ecuador. Using a mixed-methods approach, the research explored both the cognitive and affective outcomes of structured reading sessions that included vocabulary preparation, strategy modeling, group interaction, and reflective activities. Quantitative data obtained from diagnostic and final tests revealed significant improvements in reading comprehension performance, with students demonstrating a greater ability to identify main ideas, understand context, and infer meaning. Qualitative data obtained through classroom observations and students' reflective journals showed increased participation, more strategic reading behavior, and positive emotional responses to reading in English. Initially, students exhibited low motivation and anxiety toward reading, but they progressively adopted more autonomous and confident attitudes, facilitated by the collaborative and predictable format of the sessions. The intervention fostered a safe and supportive environment, essential for promoting active participation and intrinsic motivation. Some students even reported reading English texts outside of class, suggesting lasting changes in their attitude toward reading. The study concludes that guided reading is an effective pedagogical tool for improving comprehension and strengthening student motivation, emotional resilience, and autonomy in English as a Foreign Language (EFL) contexts. Furthermore, it represents a practical and adaptable model for resource-limited educational settings.
Teaching english as a foreign language from a communicative and inclusive approach
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Rojas Ruales, Karol Lisseth; Anaguano Pérez, Sara Lorena
Este artículo presenta una revisión teórica centrada en las habilidades de expresión oral en inglés como un área importante donde las tecnologías digitales mejoran la expresión oral de los estudiantes en la educación básica en Ecuador. Se revisaron tanto estudios recientes en América Latina como textos clave sobre cómo se aprende la comunicación. Luego se identificaron recursos como videos, notas de voz, plataformas de video, aplicaciones móviles y herramientas para practicar la pronunciación a partir de estas fuentes y se estableció cómo estos ayudan a mejorar la expresión oral. La tecnología se utiliza bien en la práctica para reforzar actividades estructuradas (como preparación planificada, ejercicios breves de habla, trabajo en pareja y retroalimentación) y no solo como complemento. Las alternativas de bajo costo en comunidades rurales o con acceso limitado son beneficiosas, incluyendo compartir dispositivos, realizar tareas sin internet y escuchar pistas de audio cortas para practicar, recibir retroalimentación y repetir. Persisten obstáculos como el desarrollo profesional docente, la evaluación de habilidades orales y las barreras de acceso. La preferencia por estudios en español y la selección de publicaciones también pueden influir en los resultados, dificultando el análisis. En definitiva, si utilizamos tecnologías digitales con objetivos de enseñanza y criterios de inclusión y equidad, se puede fortalecer la interacción entre las personas.
Educational methods for improving english expression in 10th grade students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Guerrero Astudillo, Evelyn Dennisse; Inzhivotkina, Yana
This research analyzed the influence of various educational methods on improving the oral expression in English of tenth-grade students at the San José La Salle Educational Unit in Quito, considering the need to move beyond traditional practices based on repetition and memorization that limit communicative production. Using a quantitative, descriptive, and field-based approach, a 15-item Likert-type questionnaire was administered to a sample of approximately 100 students. This instrument was validated by experts and demonstrated high reliability (α= 0.89). The results showed that active methods focused on communication, cooperative work, and the use of technological resources are perceived as effective in strengthening fluency, pronunciation, and confidence. A positive assessment was observed of practical, project-based activities and the teacher’s use of English to begin the class, which aligns with international studies demonstrating the effectiveness of approaches such as CLT, TBLT, PBL, and role-playing. However, weaknesses were also identified, such as the low frequency of play-based activities and dramatizations, as well as persistent difficulties in oral presentations and written production, highlighting a gap between current practices and recommended methodological models. Based on these findings, an active methodological approach was proposed, integrating cooperative activities, play-based dynamics, brief oral routines, and communication-oriented formative assessment, with the aim of promoting more meaningful and participatory learning aligned with international standards of communicative competence in English.
Candidates’ perception about the Cambridge english examination
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Espinal Bailon, Anthony Darwin; Morales Jaramillo, Maria Antonieta
English proficiency has become a fundamental requirement in academic and professional contexts, which has increased the demand for international certifications such as the Cambridge English Examinations. However, these are often perceived as demanding due to their structure, time constraints, and emotional load. This study aimed to analyze candidates’ perceptions of the Cambridge English Examination, focusing on perceived difficulty, emotional experiences, preparation processes, and the usefulness of the certification for academic and professional purposes. The study adopted a qualitative phenomenological approach. Data were collected through one-to-one interviews with five adult candidates and a focus group with three adolescent candidates who had taken the A2 Key, B1 Preliminary, or B2 First examinations. In addition, an open-ended questionnaire guided participants’ reflection. The data were analyzed using thematic analysis to identify recurring patterns and themes. The findings indicate that candidates perceive the Cambridge English Examination as challenging yet fair and relevant. Listening comprehension and time management emerged as the main difficulties, while anxiety, nervousness, and streets were the most frequent emotional responses. Despite these challenges, participants recognized the certification as valuable for academic progression and professional development. The study highlights the importance of effective preparation, emotional support, and equitable access to international language certifications.
Multimedia in the english laboratory for improving english speaking skills
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) De La Vega Sandoval, Dolores Jackeline; Macías Loor, Miguel Ángel
This study investigated the effects of multimedia integration in the English language laboratory on the development of oral expression in secondary school students in Salcedo, Ecuador. Using a quasiexperimental pretest-posttest design without a control group (n=80). Using a mixed-methods approach, quantitative and qualitative data were collected to evaluate the outcomes of a multimedia intervention focused on improving oral proficiency. Pre- and post-intervention assessments showed significant and statistically relevant (p < .001, Cohen's d = 1.05) improvements in students' fluency, pronunciation, and interactional competence. Multimedia tools, such as video modeling, voice recording software, and interactive dialogues, were instrumental in encouraging spontaneous speech and promoting consistent oral practice. The intervention also produced a notable increase in students' motivation and engagement, who reported greater confidence and enjoyment during oral tasks. Teachers adapted their teaching strategies to incorporate technology, adopting more student-centered communicative methodologies. Despite some initial technical and training difficulties, educators considered multimedia to be a valuable addition to the curriculum. The English language lab provided a structured and supportive environment that facilitated the development of speaking skills, differentiated instruction, and effective progress monitoring. Furthermore, the use of multimedia helped narrow achievement gaps by offering accessible learning opportunities for students with different proficiency levels. The study concludes that multimedia instruction in English language labs represents an effective and adaptable approach for improving speaking skills in foreign language teaching. It highlights the importance of ongoing investment in digital resources and teacher training to ensure sustainable implementation. These findings lay the groundwork for replicating the model in other similar educational settings with the goal of strengthening students' communicative competence.
Gamification as a strategy to strengthen online english education in rural areas in Ecuador
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Cantos Villao, Nicole Caroline; Inzhivotkina, Yana
This study analyzes the effect of gamification as a pedagogical strategy to strengthen English language learning, student motivation, and engagement in rural educational contexts in Ecuador through online instruction. A mixed-methods approach with a quasi-experimental design was adopted, involving secondary school students divided into an experimental group and a control group. The experimental group received English instruction through gamified activities, while the control group followed a traditional online teaching approach. Data collection instruments included vocabulary and grammar tests, motivation questionnaires, digital platform analytics, and semi-structured interviews with students and teachers. The results indicate significant improvements in basic language skills, as well as increased levels of motivation and active engagement among students exposed to gamification. Qualitative findings further reveal positive perceptions related to learner autonomy, enjoyment, and reduced anxiety during the learning process. Despite technological limitations associated with rural settings, gamification emerges as a viable and effective pedagogical strategy for strengthening online English education in resource- constrained environments.
Teaching strategies to improve vocabulary in the english learning process in 10th grade students in Pimampiro city
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Aguirre Amuy, María Fernanda; Cabanilla León, Catherine Consuelo
The research, Teaching strategies to improve vocabulary in the english learning process in 10th grade students in Pimampiro city, analyzes the challenges in English vocabulary acquisition among tenth-grade students and seeks to identify the cognitive, affective, and contextual barriers that delay its learning, and how new pedagogical approaches help to solve these issues. A qualitative method was applied: 10 interviews to students and 5 interviews to English teachers. The results showed that students face difficulties such as insufficient practice, anxiety, and demotivation because of limited time and class size. It was found that the integration of technology (videos, music, games, etc.) is effective. In conclusion, the need to employ dynamic, student-centered teaching strategies is emphasized, and teacher training is suggested to transform vocabulary teaching into an effective method.
Gamification strategies to promote motivation in english language learning among 14-year-old students
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Buenaño Sisa, Erika Estefania; Bravo Bravo, Israel Guillermo
Teaching English is a complex process for students who do not speak it as their native language and find it uninteresting, which leads to boredom in English classes. It highlights a problem in language learning, as students have no interest in the subject. This article aims to implement playful activities to create a more active and thoughtful educational environment, such as gamification, one of the most interesting strategies in teaching. By playing different games that are not only entertaining but also educational, students learn and improve their language skills through challenges and rewards. Ultimately, students develop an interest in learning and improve their language skills.
The use of realia and the relationship with english vocabulary learning in third grade elementary learners at the Unidad Educativa Municipal Técnica y en Ciencias San Francisco de Quito
(La Libertad: Universidad Estatal Península de Santa Elena, 2026, 2026-03-30) Vásquez Saransig, Mayta Ñusta; Ponce Cordero, Roberto Raúl
This study analyzes the use of Realia as a teaching strategy to improve English vocabulary acquisition in third-grade students at the Unidad Educativa Municipal Técnica y en Ciencias San Francisco de Quito Municipal. The main objective was to strengthen meaningful vocabulary learning through the use of real-life objects familiar to the students. This study was developed using a qualitative-descriptive approach, employing techniques such as classroom observation, practical activities, and formative assessment to analyze vocabulary comprehension, retention, and communicative use. The results demonstrate an increase in student motivation, participation, and confidence, as well as an improvement in vocabulary recognition and application in real-life situations. It is concluded that the frequent application of Realia promotes meaningful vocabulary learning in real and relevant educational contexts for elementary school students.
Using realia as a method to improve oral production through vocabulary acquisition in english learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-04) Huayamave Hidalgo, Cándida Del Carmen; Fabre Merchan, Paolo Geovanny
Vocabulary acquisition represents a fundamental component in foreign language learning, particularly when developing oral communication abilities. The relationship between vocabulary knowledge and speaking proficiency has been consistently identified as crucial in language education research. This study aimed to determine the effectiveness of realia as a methodological approach for improving oral production through enhanced vocabulary acquisition among English language learners. A quasi-experimental research design with pre-and post-intervention assessments was employed with 28 eleventh-grade students over a 12week period. Data were collected using standardized vocabulary tests and semi-structured oral production evaluations, then analyzed using paired t-tests, Pearson correlations, and ANOVA. Results demonstrated significant improvements in both vocabulary acquisition (d > 2.3) and oral production (d > 1.2) with a strong correlation between vocabulary gains and speaking improvements (r = 0.78). These findings provide compelling evidence that realia-based instruction offers an effective, accessible pedagogical approach for developing the vocabulary knowledge necessary for successful oral communication in English language learning contexts.
Digital storytelling to enhance speaking skills in adults aged 30 to 40
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-04) Sanchez Crespo, Andrea Carolina; Ponce Cordero, Roberto
The study explores the use of Digital Storytelling (DST) as a method to enhance speaking skills among adult English language learners aged 30 to 40. Adults often face challenges during the process of developing and reinforcing their oral communication skills, such as frustration, language anxiety, and lack of motivation. DST provides an innovative and engaging alternative to traditional language learning methods. The research adopts a qualitative approach, using structured interviews with professionals from various fields in Ecuador, to gather insights into their experiences and perceptions of DST. Thematic analysis is applied to identify key concepts related to the effectiveness of DST in fostering fluency, confidence, and clarity in communication. The findings suggest that DST improves specific aspects of speaking skills, such as pronunciation and coherence, and enhances overall engagement and motivation. By documenting participants' experiences, the research contributes to a deeper understanding of how DST can be used as a pedagogical tool to support adult language learning in diverse professional contexts.
Fourth-grade ecuadorian public school students' perception and experiences of using quizizz for english vocabulary acquisition: a qualitative study
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-02) Rodríguez Hermenejildo, Rómulo Francisco; Carabajo Romero, Ítalo Rigoberto
This qualitative study investigates fourth-grade students' perceptions and experiences using Quizizz for English vocabulary acquisition at Carmen Eufemia Montenegro de Obregón School in Ecuador. Through classroom observations and open-ended surveys conducted with 15 students, the research explores how digital tools support vocabulary learning in a public-school context. The findings reveal that while students demonstrate high engagement and positive attitudes toward Quizizz (80% positive reception), they also face significant challenges including time-pressure anxiety (47%) and technical difficulties (40%). The study highlights the importance of visual elements and immediate feedback in vocabulary retention, with 73% of students emphasizing these features as crucial for their learning process. However, infrastructure limitations and varying levels of technological proficiency impact the effective implementation of digital tools. The research contributes to understanding how educational technology can be better adapted to meet local needs while supporting English vocabulary acquisition in resource-constrained environments. The findings suggest the need for flexible implementation strategies that consider both the benefits and limitations of digital tools in public school settings, while emphasizing the importance of developing hybrid approaches that combine digital and traditional teaching methods.
Assessing the influence of peer feedback on the enhancement of writing skills in high school english education.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-02) Tumbaco Tomala, Mercedes Fernanda; Cajas Quishpe, Diego Christian
This study examines the influence of peer feedback on writing skill enhancement in high school English education through a quantitative survey-based approach. A purposive sample of 55 students and 3 teachers from a public high school in Salinas, Ecuador participated in the research. Data were collected using structured surveys measuring student perceptions of peer feedback effectiveness and teacher observations of its implementation. Results revealed overwhelmingly positive perceptions, with 89.1% of students reporting writing improvement through peer feedback. Strong correlations were found between error identification and writing enhancement (r = 0.991), indicating interconnected benefits across multiple writing dimensions. Teachers unanimously agreed that peer feedback promotes critical thinking, improves grammar, and provides time-efficient feedback mechanisms. The findings suggest that peer feedback serves as an effective pedagogical tool that simultaneously develops technical writing skills, critical thinking abilities, and writing self-efficacy in high school English contexts.
The application of podcast as a technological resource to enhance speaking skill.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-02) Ramírez Pozo, Fulton Germán; Acosta Cadungog, Hazel
This article aims to demonstrate that technology and resources such as podcasts can significantly enhance language learning, especially in the development of oral expression, which often presents a challenge for students. This research follows a qualitative paradigm, emphasizing the use of contextualized and relevant data derived from students' interactions both in the classroom and at home, as well as their responses to podcast use and interventions aimed at developing their oral expression. During the development of this proposal, podcasts, as a technological resource, have proven to have beneficial characteristics for acquiring conversational skills in English, particularly regarding pronunciation and fluency, which are fundamental for improving previously acquired skills. This research was conducted during a pre-test period, allowing me to determine the students' actual level of speaking ability. Subsequently, a post-test was administered as part of the process of using podcasts as an alternative technological resource for the consistent practice of oral expression. The research concluded that podcasts have beneficial characteristics for improving pronunciation and employ methods that influence fluency, significantly improving this aspect in students with the time they dedicate using this technological resource.
The impact of game-based learning on oral production into the EFL classroom for second graders.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-12-02) García Macías, Viviana Lisbeth; Castillo Noriega, Martha Amelia
This research aims to determine whether Game-Based Learning (GBL) improves the English language proficiency of students in the realms of vocabulary, fluency, and accuracy. An experimental design was employed, featuring two groups of second-grade students within a trilingual (Spanish, English, French) school located in Machala, Ecuador. Group A engaged in English lessons delivered through Game-Based Learning methodologies, while Group B received conventional instruction. The pedagogical repertoire of Group A included games such as "Snakes and Ladders," "Twister," and "Killing Flies." Pre- and post-tests were administered to measure linguistic competence, and student surveys and teacher observations were utilized to gather additional data during the implementation. The findings suggest that Game-Based Learning is an effective approach to improving the linguistic skills of young learners. A statistically significant divergence was observed between the two cohorts. Notably, Group A exhibited a marked enhancement, particularly in fluency and vocabulary, where the students manifested an improvement rate of +6.8% and +2.7% respectively, when contrasting with the outcomes witnessed in Group B, Game-Based Learning represents a significant pedagogical approach in the teaching of the English language, warranting further academic research into its effectiveness and optimal implementation in diverse elementary educational settings.
Digital learning and gamification: a bridge to self-regulation practice on english foreign language
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-11-19) Suarez García, Eduardo Roberto; Almeida García, Evelyn
The digital era has revolutionized language learning in the case of English bringing opportunities for accessible education, personalized and innovative. Integrating the teaching formative process fosters communicative abilities, likewise, future teachers are equipped with these technologies to apply them in their forthcoming classes. Nowadays, digital learning resources introduce gamification to research how gamified digital learning resources improve language learning. On the other hand, mass connection type applications, instant messaging, and educational platforms increased their frequency of use because of the pandemic. As well as electronic devices such as smartphones, tablets, and computers. Another skill promoted parallelly was self-regulation so that students know their development curvature and learn how to keep their pace. Thus, the objective of this research is to analyze digital learning and gamification resources as a self-regulation bridge for learning English as a second language and to identify tools that promote the communicative skills practice of the language. Data gathering was a survey designed and then shared among higher education English bachelor students and teachers. This information was processed on spss which allowed us to use person correlation among our variables. The results showed teachers and students use digital tools and resources to foster communicative skills. Self-regulation, and digital learning and gamification evokes the practice of the language.

Browse

Recent Submissions