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

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The effects of portfolio assessment on writing of EFL students
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-10-02) Tomalá Guzmán, Ingrid Paola; Almeida García, Evelyn Verónica
The study clearly aims to measure the effects of portfolio assessment on EFL students' writing skills. Given the critical need for effective language skills in academic and professional contexts, this study examines the effects of portfolio assessment on EFL students' writing. Portfolios are suggested like alternative and practical educative process which led writing skill monitoring. Applying portfolios for writing skills development is not just to improve it in a creative manner but students also improve writing skills in an introspective manner. Teacher who is commanded to apply topics that promote an introspective analyzes. Several times, students do not develop writing skill due to lack of content to write; to sum up students also have an emotional block in the linguistic composition. The observations about planning activities and the teachers-students interviews in the Unidad Educativa Santa Teresita set this assessment basis in this study with a qualitative method. Teachers applies techniques such as interviews, observations and document analysis like writing tasks. This method assemble data to analyze students’ works and this data is useful for the formative assessment and its process. Furthermore, the outcomes are fundamental in the student’s analysis. Teachers can explain the improvement in writing skills as an academic process using portfolio. An important amount of 85% participants verified raised writing autonomy, meanwhile 78% of teachers noticed raised understanding of student needs. Lastly, the study leads to educational theory by illustrating how portfolio assessments can substitute traditional test methods, focusing on progressive feedback and personalized instruction. This creative approach not only make rich students’ learning involvement but furthermore foster teachers to modify their pedagogical strategies to improve assistance in EFL writing in the students. The study points up the relevance of combining metacognitive strategies into language learning, deal with the best way of evaluation in writing skills that teachers can apply.
Digital technologies to enhance reading skills for high school students at Monseñor Edmundo Carmody
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-10-02) Tigrero Jara, Laura María; Chávez Gonzabay, Leonardo Augusto
Digital technologies can improve reading skills in high school students at Monsignor Edmundo Carmody School. These include applications, interactive platforms, and online tools that make reading more engaging, accessible, and motivating. In addition to written material, students can also access digital texts that include images, videos, and other elements that enhance their understanding of texts. Furthermore, the use of digital tools allows for personalized learning, which can be tailored to meet the needs and pace of learners. Online resources provide immediate feedback and specific exercises, allowing for effective learning. Students use these tools to engage in critical thinking and reading, thereby cultivating their critical thinking skills. The main goal is to encourage students to read, thereby improving their understanding of more complex texts. They must possess these skills to excel in their studies, as they allow them to access information from all sources. Finally, authotities should incorporate digital technologies into the educational process to prepare students for their challenges in a digitally dominated world
Total physical response to enhance vocabulary for kindergarten students.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-10-02) Linzan Rodríguez, Joselyn Soraya; Fabre Merchán, Paolo Geovanny
Students learn according to the context they experience in class. Acquiring a new language requires dedication, effort, and adapting to an environment appropriate to their needs. It also requires the use of techniques that stimulate their senses and foster vocabulary acquisition. The TPR methodology is an effective strategy because it uses physical commands that help children learn in a dynamic and entertaining way. This study was conducted according to a qualitative and descriptive approach, focusing on the collection and analysis of English teachers' experiences through interviews with open-ended questions about the benefits of the TPR methodology. The research results indicate that most English teachers prefer to use Total Physical Response (TPR) to implement new vocabulary in a meaningful and didactic way. They also develop an appropriate environment, adequate sensory settings, and the use of technological resources that encourage meaningful learning in the classroom. According to the responses of the interviewed teachers, TPR helps improve students' concentration by integrating an appropriate sensory environment, which facilitates the retention and understanding of new words.
Challenges of teaching EFL post-pandemic: A case study in public schools of Chunchi, Ecuador.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-10-02) Gavin Quinchuela, Brenda Tatiana; Caamaño López, Sandra Elizabeth
The COVID-19 pandemic significantly changed educational systems worldwide, particularly affecting EFL instruction in rural public schools. This study examined the main challenges faced by EFL teachers in Chunchi, Ecuador, after the pandemic. A cross-sectional descriptive survey involving 35 English teachers from urban and rural settings was performed. Data were collected through a structured questionnaire based on a 5-point Likert scale, and descriptive statistics and GraphPad Prism were used for data analysis. The main challenges include reducing weekly English instruction from five hours to three and frequent curricular changes without adequate support. These issues have hindered curricular goals, limited content coverage, and impacted student comprehension. The study finds that reduced instructional time and sudden curricular changes increase the challenges of EFL instruction in rural areas. It provides valuable insights for policymakers and educators seeking to improve EFL teaching quality in these contexts.
The influence of artificial intelligence platform as a tool to help become better readers
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-10-02) Escobar Cabezas, Santa Auxiliadora; León Abad, Eliana Geomar
This research project aimed to understand how the Artificial Intelligence platform Microsoft Coach Reading contributes to improving 8th-grade students' reading skills. The specific objectives focused on explaining the tool’s features, analyzing its classroom use, and identifying its advantages and disadvantages. The study is justified by the growing need to integrate accessible AI tools in education, especially in under-resourced contexts with limited instructional time. A qualitative methodology was applied using Action Research. The sample included 33 eighth- grade students and their parents. Over a seven-day period, students engaged in daily reading practice using the platform. Data collection included surveys, screenshots, and a final teacher reflection. Findings showed an improvement in pronunciation accuracy from 48% to 62%, with 81.8% of students demonstrating progress. Most participants found the platform beneficial, and the teacher reported increased motivation, willingness to read aloud, and enhanced formative assessment processes. In conclusion, Microsoft Coach Reading proved to be an effective tool for developing adolescent reading skills by providing immediate feedback, lowering teacher workload, and promoting learner autonomy. It is recommended to integrate the platform into daily instruction for at least 15 minutes and to conduct further studies with larger, comparative samples to assess long-term impacts on reading comprehension and writing.
Improv activities as a tool for improving speaking skills in young learners
(La Libertad: Universidad Estatal Península de Santa Elena, 2025, 2025-08-28) Castillo Chimbo, Dagmar Nagerlly; Tenorio Piguave, Diana Jessye; Vergara Mendoza, Ketty Zoraida
This research seeks to explore the influence of improvisational activities on the English-speaking skills of young learners. Many students have difficulty with Speaking skills, particularly in areas where more traditional methods are taught. This study explains that creative and interactive games, such as improvisation that can be used in the classroom to develop the nature and improve the pleasure of speaking English. The research was qualitative, and data were collected through interviews from the Pedagogy of National Foreign Language Teachers. Their findings showed that spontaneous activities like role-plays, storytelling, and blank scenes increase student confidence and have a positive impact on their speaking. It creates a safe and fun atmosphere where students can be themselves and make and learn from mistakes. The results established that improvisation is not only effective in enhancing speaking fluency but also in fostering vocabulary, pronunciation, and social skills. Teachers stated that classes were more interesting, dynamic, and contextualized when learning environments were real-life. Although some challenges were cited, including how to handle classroom behavior or students’ reluctance to speak, the overall feedback was favorable.
The use of Duolingo to improve vocabulary skills in 8th graders.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-03-25) Herrera Paredes, Ximena del Rosario; León Abad, Eliana
The research aims to improve the English vocabulary proficiency of eighth-grade students at a private school located north of Quito. Several factors hinder students from enhancing their English vocabulary; one significant factor is their age, specifically preadolescence, during which emotional changes can occur. Additionally, the traditional methods of teaching and learning a second language may contribute to this issue. To address this problem, the researcher intends to utilize the Duolingo application, a modern online tool that can facilitate vocabulary mastery. The study aims to explore the effectiveness of the Duolingo application in improving vocabulary among young students. This study used a pre-experimental design that included both pre-test and post- test groups. The pre-test was given before the intervention to evaluate the students' initial vocabulary proficiency. At the same time, the post-test was administered after the intervention to assess vocabulary mastery achieved as a result of the intervention. The study focused on a population of eighth-grade students, with a sample selected from eighth-grade A, which consisted of 33 students. The results revealed a significant difference between the pre-test and the post-test scores. The mean score for the pre-test was 6.05, while the mean score for the post-test was 7.70. This reflects a vocabulary increase of 124% for the Experimental Group. Based on these results, the researcher concluded that the use of the Duolingo application effectively improved the vocabulary mastery of eighth-grade students at this private institution.
Project based learning to enhance speaking skills of seventh graders.
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-25) Muñoz Ponce, Carlos Andrés; González Reyes, Sara Dolores
This study investigates the effectiveness of Project-Based Learning (PBL) in enhancing the English language speaking skills among seventh graders in the school Veinticuatro de Julio located in Santa Elena. The research involved implementing a series of PBL activities designed to promote active learning and language practice. The mixed-method approach was applied to evaluate the students’ progress in the speaking skill. The phenomenon was observed systematically through a questionnaire that served to measure the preference of students on their experiences with PBL and conventional activities. Data was collected in teaching practice through multiple methods: pre- and post-speaking assessments, which measured fluency, accuracy, and vocabulary usage. The 41 participating students demonstrated improvements in their oral skills and exhibited greater confidence in front of an audience. The results highlight the effectiveness of PBL as a teaching strategy for developing English language-speaking skills and underscore that implementing PBL can positively impact students’ English-speaking skills offering valuable implications for language instruction practices.
Use of graphic organizers to improve reading comprehension.
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-25) Rodriguez Hermenegildo, Evelyn Germania; Garcia Villao, Rosa Tatiana
This study evaluates the effectiveness of graphic organizers as a tool to improve reading comprehension in ninth grade students. A diagnostic test was conducted to identify students' reading comprehension skills. Graphic organizers were applied in classes. A diagnostic test was applied with the use of graphic organizers to measure the impact on students and how they improved their reading comprehension. In addition, interviews were conducted with teachers to get their point of view. The results showed that the use of graphic organizers had a positive impact on the reading comprehension of ninth-grade students. Specifically, students were better able to identify and summarize key information in a text. The graphic organizers helped students focus on the most relevant details to get the essential information. Students increased their ability to comprehend, follow basic instructions, summarize ideas, and identify the main information. Different types of graphic organizers were used but the preferred ones were organizational, synoptic, and flow. This study suggests that graphic organizers are an effective tool to improve reading comprehension in ninth-grade students and that using the organizer according to the type of reading and content promotes students to acquire the ability to read in an organized and captivating way.
Analysis of teaching methods for english language learners: full language immersion vs. bilingual instruction.
(La Libertad: Universidad Estatal Península de Santa Elena, 2025., 2025-03-24) Valle Miranda, Christopher Ricardo; Macías Loor, Miguel Angel
Effective language teaching requires appropriate methods and adaptations to achieve positive student learning outcomes. In this context, in Maximiliano Spiller School, students exhibit poor English proficiency levels, leading to an analysis of teaching approaches to address these issues better. To evaluate the effectiveness of the Direct Method (DM) and the Transitional Bilingual Method (TBM) in enhancing students’ speaking, writing, reading, and listening skills, determining which method is more suitable for their current proficiency levels. A quasi- experimental design was applied to 70 eighth-grade students, divided into two groups: Group A, instructed using the TBM, and Group B, using the DM. Both groups took an initial pre-test to measure their baseline competence, followed by a post-test after four weeks of instruction to assess their progress. Additionally, student surveys on motivation, participation, and confidence were conducted, complemented by teacher observations, to evaluate the experience with each method. The results showed that Group A significantly improved in all evaluated skills compared to Group B. In speaking, Group A enhanced by 37.2%, while Group B achieved only 20.0%. Group A advanced by 22.8% in writing, compared to Group B by 12.1%. Reading scores improved by 27.2% in Group A, while Group B showed a 17.1% improvement. Lastly, Group A enhanced by 21.4% in listening, whereas Group B achieved 18.6%. The TBM allowed students to clarify doubts and connect their English learning with their native language, facilitating better comprehension and engagement. In contrast, the DM, while helpful for developing listening skills, was less effective for lower-proficiency students, often overwhelming them. The TBM proved more effective for beginner-level students, providing a supportive transition to the DM once foundational language skills are strengthened, ensuring smoother progression.
Song lyrics in english to improve listening skills in english learners.
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-21) Sánchez Paguay, Jefferson Alberto; Inzhivotkina, Yana
This research explores the use of song lyrics to improve English listening skills in English learners. To make this investigation possible it was necessary to use Qualitative research methods that included One-on-one interviews with teachers to know their thoughts and suggestions on this alternative; besides, it was employed questionnaires with students as a tool to explore their perspectives about the incorporation of songs in their lessons. The results demonstrated that as long as challenges exist, such as low exposure to the English language in non-native contexts and a difference in proficiency levels, the participants will always show interest in this strategy as a means of learning while having fun. The identified benefits mentioned by teachers were the increase in motivation, the improvement in vocabulary acquisition, and the enhancement of pronunciation, whereas students pointed out the importance of engagement through the variety of music genres. . It was recommended to do further research to prove the effectiveness of this strategy in different learning contexts with different music genres.
The use of escape rooms to promote collaboration in english language learning among seventh graders
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-21) Bucciarelli Mena, Brigida Priscilla; Almeida García, Evelyn
The present study attempts to establish the effectiveness of escape rooms in achieving an improvement in English language learning among seventh grade students. The study further explores how escape rooms can be used to increase cooperation among students in the language learning process as well as their level of participation. The action research study was conducted from a qualitative approach, benefiting from diagnostic testing, student surveys, an initiative composed of several escape room activities, teacher observation, and final reflection. The results showed that first and foremost, escape rooms have great potential and would act as a means of fostering the pedagogical process by stoking interest and motivation among students as they focus more on communication in the target language than on formal instruction. Escape rooms promote teamwork, communication, and problem-solving skills, but also the actual practice of English, something that is sometimes difficult to achieve in a formal learning environment. The results of the study inform the need to add techniques to foster motivation and collaboration among students. In this way, the use of escape rooms is a great example of techniques that can boost not only cooperation and motivation among students but also significantly improve English language learning, as they must use it to decipher clues and communicate among peers. Furthermore, by carefully considering the various learning styles in the classroom, teachers can design enjoyable and appropriate activities for students' needs and pedagogical goals, overcoming such barriers.
Navigating inclusion: challenges faced by teachers in the Peninsula of Santa Elena in supporting students and families with special education needs
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-21) Gándara Vivar, María Gabriela; Inzhivotkina, Yana
the challenges faced by special education (SEN) teachers, especially in the Santa Elena region. Ecuador's Ministry of Education has adopted inclusive education policies to support students with various physical, cognitive, and socioemotional needs. However, SEN teachers encounter substantial challenges, such as managing classrooms with diverse disabilities, limited institutional support, non-instructional responsibilities, and lack of public recognition. These obstacles contribute to high stress and burnout rates, with many SEN teachers leaving the profession within a decade, leading to a shortage of qualified professionals and diminished quality of SEN programs. The study used a quantitative approach, surveying 11 SEN teachers to identify the primary challenges they face. Key findings highlight widespread misconceptions about SEN teaching, insufficient support from parents and colleagues, and the difficulty of balancing instructional and non-instructional tasks. Teachers reported difficulties handling multiple disabilities and maintaining inclusive environments, often without adequate resources or professional development. This initial analysis emphasizes the need for targeted support systems, including specialized resources and structured professional development, to alleviate the burdens on SEN teachers. By addressing these challenges, policymakers can enhance educational inclusivity and improve the learning environment for students with special needs. This study serves as a foundation for further research and policy recommendations aimed at fostering a more supportive, inclusive community in Santa Elena.
Musical covers to enhance oral expression on second year high-school students
(La Libertad, Universidad Estatal Península de Santa Elena, 2025, 2025-03-21) Núñez Guzmán, Ronald Adán; Castillo Noriega, Martha Amelia
The practice of oral expression in the English language constitutes a topic of special interest that concerns both students and foreign language teachers. The present state of the art aims to offer through a brief, representative and non-exhaustive bibliographic review in relation to the recording of musical covers and their influence on the consolidation and development of oral expression on Second Year High-School Students. Oral ability has become the most complex communicative ability to train mainly due to its practical component. This article provides theoretical arguments in relation to the use and application of musical covers of songs in English. In addition, six indicators of the effectiveness of the musical versions are revealed: (1) memory recall, vocabulary acquisition, pronunciation and fluency, (2) students' confidence in speaking the language, (3) students' motivation to learn, (4) anxiety levels in learners (5) autonomy, self-expression and well-being, (6) cross-disciplinary learning. The findings of this study may serve as a reference to carry out additional research on the use of recordings of musical covers in videos to improve students' oral skills.
The use of wordwall to improve vocabulary leaning for graders of Reinaldo Espinoza school
(La Libertad, Universidad Estatal Península de Santa Elena, 2024, 2024-05-27) Maza Valladares, Juliana Carolina; Cabanilla León, Catherine Consuelo
The vocabulary of a language is the main groundwork on which the skills of the language are based whether they are oral or written. In this research, the investigator used gamification to increase the acquisition of English vocabulary and the pleasure of learning among learners in the students of Reinaldo Espinoza School. To achieve the research goals, the experimenter developed activities based on gamification using the Wordwall site. To evaluate the effectiveness of these activities, the examiner developed an English vocabulary test and a pleasure of learning scale. The researcher chose a sample of 80 learners. This sample was divided into two groups: experimental group (40 learners) and control group (40 learners). The results indicated a significant difference in favor of the post-test for the experimental group's average grades compared to the pre-test, and in favor of the experimental group's average scores on the vocabulary post-test compared to the control group. Similarly, the outcomes revealed a significant contrast, with the post-administration favoring the experimental group's mean scores on the pleasure of learning scale over the pre-administration, and also favoring the experimental group's mean scores compared to those of the control group at post-administration. This research recommends using gamification to increase the acquisition of English vocabulary and the pleasure of learning among learners in of the secondary school cycle.
The use of assistive technology to teach english to students with autism
(La Libertad, Universidad Estatal Península de Santa Elena, 2024, 2024-05-27) Moreno Delgado, Christian Fernando; Castillo Noriega, Martha Amelia
This mixed-method case study aims to provide insights into implementing the Pixton app in the English language teaching and learning process for a student diagnosed with autism spectrum disorder (ASD) as an assistive technology in an individualized intervention. The participant in the study, J., a 14-year-old student attending regular classes at a private school in Guayaquil, has had ASD since birth. The study consisted of implementing a three-week plan. This intervention comprised accommodations in the English language class that demanded the reinforcement of receptive skills (listening and reading) later to show his writing production through the Pixton app. This formative process was measured through an observation sheet, an interview, and a survey over three weeks. Overall results showed that the improvement of indicators like expanded memory, good behavior, and safe learning, while others remained the same. Part of the limitations found during the implementation was related to the communication per se with the student and their peers, and the cost of affording the tolos considered for this study. This intervention offers a new view in Ecuadorian scenarios regarding individual interventions related to inclusive education.
Implementation of digital tool my english lab to improve oral skill of sixth grade students at Rubira school
(La Libertad: Universidad Estatal Península de Santa Elena, 2024, 2024-03-25) Villón Chancay, Marlene Del Rosario; Niola Sanmartín, Rosa Elena
The following research focuses on improving the oral skills of sixth-grade students using interactive activities through digital tool "My English Lab." The study was conducted at the Rubira Educational Unit in Ecuador. The methodology used was quantitative methods to understand the effectiveness of My English Lab in each class during the teaching-learning process in which compared students using the tool with those receiving traditional instruction. The results emerged from the application of students who used My English Lab, where oral fluency, accuracy, pronunciation, comprehension, and memorization improved significantly compared to students who received traditional instruction. In conclusion, the safe and supportive environment provided by My English Lab allows students to feel comfortable practicing their oral skills, as this tool offers a variety of activities and exercises that allow students to practice their oral skills in different contexts. This demonstrated the potential of digital tools to revolutionize language learning, particularly for speaking, a traditionally challenging area
Song lyrics for assessing/teaching listening skills to 9th - grade EFL learners.
(La Libertad: Universidad Estatal Península de Santa Elena, 2024., 2024-02-07) Samaniego Orrala, Jorge Andrés; Almeida García, Evelyn Veronica
This study investigates the possibility of using song lyrics as an instructional aid to improve foreign language learners' EFL listening comprehension in the ninth grade of English. The report explores the various advantages of using lyrics, such as heightened engagement, cultural relevance, and fostering real-world language learning experiences, and is based on state-of-the-art research. Studies also demonstrate how well song lyrics support a variety of learning styles via multimodal instruction. According to the findings, carefully including song lyrics in the curriculum can create an interesting and stimulating learning environment that enhances listening comprehension. Teachers looking for creative ways to maximize language learning outcomes for English language learners in the 9th grade will find great information in these findings.
The use of the international phonetic alphabet IPA as a tool for developing english pronunciation skills.
(La Libertad: Universidad Estatal Península de Santa Elena, 2024., 2024-02-07) Guevara Gavilanes, Daniel Fernando; Carabajo Romero, Ítalo
The present work is a comprehensive exploration centered on the utilization of the International phonetic alphabet IPA as a potent tool for the advancement of English pronunciation skills. The primary objective is to investigate the efficacy of integrating IPA into English language education with a focus on its influence on learners' pronunciation competence. This study focuses on answering the following research question: How effective is the use of the IPA as a tool for developing English pronunciation skills? This research used a qualitative method that encompasses a review of educational literature related to the topic. The results indicate that learning the International Phonetic Alphabet is useful for mastering English pronunciation. The use of the IPA can also empower learners to perceive, articulate, and reproduce sounds with greater accuracy.
Peer feedback as a strategy to improve writing skills in B1 level EFL students.
(La Libertad: Universidad Estatal Península de Santa Elena, 2023, 2023-11-20) Quintuña Barrera, Lady Viviana; Villavicencio Gordon, Lucia Gabriela
Developing proficient writing skills in a foreign language poses challenges for learners of English as a Foreign Language (EFL), particularly at the B1 proficiency level. This qualitative study explores peer feedback's effectiveness in improving writing skills in B1-level EFL students, focusing on their experiences, perceptions, and attitudes towards the feedback process. Participants in this study are 4th-semester students enrolled in the Pedagogy of National and Foreign Languages career at University Statal Milagro. Through purposeful sampling, participants were selected based on their B1-level English proficiency, ensuring homogeneity in language skills and targeting their developmental stage in writing. The study employed a qualitative research design, incorporating semi-structured interviews as the primary data collection method. Based on these findings, the study concludes that peer feedback is an effective strategy for improving writing skills in B1-level EFL students. The results emphasize integrating peer feedback practices into language learning environments to foster collaborative and supportive learning communities. Furthermore, the study recommends conducting longitudinal research with more extensive and diverse samples to ascertain the long-term effects of peer feedback and to explore its applicability across different language proficiency levels.

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