Facultad de Filosofía, Letras y Ciencias de la Educación

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An aid to study phonetics: Wireframe and Storyboard of a cell phone application as an educational tool for students of the english literature major at the University of Cuenca
(2019-02-07) Peña Alvarez, Zulema Izamar; Urgilez Quizhpi, Francisco Andrés; Abad Célleri, Mónica Patricia
Future English teachers at the University of Cuenca have demonstrated to have certain difficulties while producing English vowel and consonant sounds that are unfamiliar and different in pronunciation from the ones in their mother tongue. Therefore, the purpose of this study is to design a wireframe and storyboard of a mobile application prototype as an aid to practice and improve English pronunciation. In order to fulfill this goal, the most common pronunciation errors were elicited from fourth semester students coursing Phonetics through a diagnostic pronunciation test, which demonstrated that participants had difficulties while pronouncing certain English vowel and consonant sounds. In addition, two surveys were administered in order to determine the participants’ internet accessibility, their methods for practicing English sounds, and their positive or negative observations on the prototype. Survey results indicate that the vast majority of participants have smartphones with internet access, almost always use the internet to practice their pronunciation on English sounds, and are willing to use the proposed mobile application as an aid to study Phonetics. The most common pronunciation errors listed in this thesis may serve as future reference for EFL teachers to plan their classes precisely and address these problems from the start.
Approaches to pronunciation teaching in the EFL/ESL classroom
(Universidad de Cuenca, 2021-01-29) Maldonado Juca, Darío Josué; Abad Célleri, Mónica Patricia
This research synthesis aimed at analyzing three pronunciation teaching approaches in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms—the intuitive-imitative, the analytic-linguistic and the integrative approaches— and their advantages and disadvantages to determine their effectiveness. Seventeen studies that examined the approaches in different contexts and with participants of different ages were gathered. Regarding the inclusion criteria, the studies had to be empirical, which helped to determine the effects of the approaches on English learners and their pronunciation improvement after receiving instruction. Additionally, the studies had to be written in English, carried out in EFL or ESL classrooms and published since the year 2000. The results of this analysis revealed that both intuitive and analytic approaches can be considered practical; however, the analytic-linguistic approach has offered more advantages and yielded better pronunciation improvements, especially for older learners. Moreover, future research on the integrative approach was suggested since there has been little research on this approach.
Compound nouns and reading comprehension: creating awareness of compound nouns to improve the reading comprehension of students of english at the university of Cuenca
(2016) Wilches Alvear, Ruth Elizabeth; Abad Célleri, Mónica Patricia
The purpose of this research was to investigate the impact that direct instruction of compound noun identification and decoding had on the reading comprehension of a third-level group of EFL (English as a Foreign Language) students at the University of Cuenca during the semester March-July, 2013. Accordingly, a quasi-experimental study was applied to one group of thirty students in an intact class, using a mixed methods approach. Pretests and posttests were administered before and after the treatment, while a survey and an interview helped triangulate the results. The treatment was composed of three main parts. First, students were taught how to identify compound nouns. Second, they used inventories to decode compound nouns. Finally, students applied this knowledge to reading comprehension exercises. The results were processed by SPSS 22 which allowed to run the t test for repeated measurements. The findings revealed that the direct instruction of compound nouns produced a reasonable increase in the students’ reading comprehension ability.
Content-based instruction for level 3 business majors in the efl classroom at the University of Azuay: incorporating content without sacrificing language
(2017) Vega Auquilla, Melita Vanessa; Abad Célleri, Mónica Patricia
Content-based language teaching, also known as Content-Based Instruction (CBI) in North America and Content and Language Integrated Learning (CLIL) in Europe, is widely touted as an effective means of enhancing language acquisition due to the use of meaningful subject matter to teach both content and language simultaneously. This study aims to contribute to current research on CBI in Latin America by assessing the outcomes of incorporating business-related content into a conventional EFL course for second-year business administration students at the University of Azuay, Ecuador. Quantitative and qualitative data from 29 participants were analyzed to determine the impact of CBI on their grammatical competence and motivation during one academic semester and their perceptions of CBI. The results show that participants made statistically significant gains in mean grammatical competence scores as measured by pre and post-tests. No significant changes were observed in motivational intensity and attitudes toward learning, which remained fairly neutral to moderately high. While participants’ instrumental orientation declined slightly, significant improvements were observed in their self-confidence as well as reduced levels of anxiety. It was concluded that progress in grammatical competence is possible with CBI, so as long as a true balance between language and content is achieved. Despite perceptions of CBI as a more cognitively demanding approach, participants reported feeling more knowledgeable as a result. Given the inconclusive findings concerning motivation and the complexities surrounding this construct, further research in this area is recommended.
Drama-based instruction as a strategy to enhance oral skills in university EFL students
(Universidad de Cuenca, 2021-12-01) Armijos Rueda, Nathaly Patricia; Abad Célleri, Mónica Patricia
This research synthesis aimed to determine the effects of using drama-based instruction to enhance speaking skills in an English as a Foreign Language (EFL) classroom. Twenty-one studies that used drama-based instruction and strategies to teach speaking skills were analyzed. All the studies were selected according to some inclusion criteria, which involved the participants' age, native language, and English Level. Additionally, all the studies were analyzed in-depth, and six categories were established to understand the effects of using dramabased instruction on speaking skills development. The results showed many advantages of using drama-based instruction, such as motivation and confidence, teamwork, imagination, leveling down anxiety, and improving students' performance, among others. However, some studies also showed some disadvantages of implementing this type of instruction in the EFL classroom. Lastly, the findings showed that overall drama-based instruction is a suitable strategy that can help students' oral skills. Further research is recommended in order to analyze how drama-based instruction can be used in a Latin-American context.
The eclectic approach to teaching english as a foreign language
(Universidad de Cuenca, 2022-01-03) Fernández Pillco, Jenny Maritza; Toalongo Ochoa, Verónica Elizabeth; Abad Célleri, Mónica Patricia
The purpose of this research synthesis is to explore and to analyze the effects of the eclectic approach on teaching EFL. Twenty articles were selected for the analysis. According to the inclusion and exclusion criteria of the study, the articles had to be empirical studies published from 2012 and on and related to EFL teaching and learning. The results of the study show that eclecticism has positive effects for teachers and students since it is flexible, considers the different learning styles and multiple intelligences of all students, and triggers dynamic classes. Nevertheless, this approach has its limitations. For instance, it does not offer guidance for the teachers to select what approaches, methods, or techniques meet students' needs. Finally, due to the lack of studies of eclecticism in Latin American countries, further research on the effects of the eclectic approach to teaching EFL in this context is suggested.
The effects of providing EFL students with asynchronous and online instant feedback
(Universidad de Cuenca, 2022-09-01) Segarra Segarra, Ana Belén; Abad Célleri, Mónica Patricia
This research synthesis aimed to investigate and analyze the effects of using asynchronous and online instant feedback with EFL college students. This research also explored the advantages and disadvantages of each feedback method and the factors that influence teachers to consider using online instant feedback or asynchronous feedback. Twenty empirical studies from 2008 to 2021 were selected for the data analysis. The results of this research show that online instant feedback improves EFL college students’ motivation and grades while asynchronous feedback has a positive effect on learners’ academic performance in the four language skills areas, that EFL students who received asynchronous feedback can outperform the learners who got online instant feedback, and that EFL teachers prefer asynchronous feedback over online instant feedback. A limitation of this study is the lack of information about the use of asynchronous and online instant feedback in Latin American countries; consequently, further research in such contexts is being suggested
Effects of Using Visual, Auditory, and ICT Tools on Suprasegmental Features of Pronunciation in ESL/EFL Classrooms
(Universidad de Cuenca, 2024-03-05) Córdova Loja, Kevin Alexander; Tello Guamán, Anthony Bryam; Abad Célleri, Mónica Patricia
This research synthesis aimed at analyzing the effects of different teaching materials – audiovisual, auditory, and ICT materials – on the acquisition of English suprasegmental features as well as the advantages and disadvantages of these types of materials. For this purpose, twenty articles (all empirical, written in English, and focused on English suprasegmental features) were examined according to the following criteria: pronunciation teaching, focus, context, research design, and advantages and disadvantages of the pronunciation teaching materials. The results from this analysis indicate that the use of audiovisual, auditory, and ICT teaching materials yields improvements in the learning of suprasegmental features; however, the use of audiovisual materials outnumbers the use of the other types of materials, auditory materials being the least used. Moreover, some drawbacks of using these teaching materials were pinpointed. Therefore, teachers should employ audiovisual, auditory, and ICT materials for teaching suprasegmental features taking into consideration the drawbacks that their application may entail.
Factores asociados al desarrollo de habilidades blandas en docentes universitarios de Loja, Ecuador
(Universidad de Cuenca, 2025-09-26) Zhanay Ramón, Anghela Gabriela; Abad Célleri, Mónica Patricia
This study analyzes the factors influencing soft skills development among university professors in Loja, Ecuador, considering the crucial role of these skills in improving professional teaching practices and educational environments. In a context where technical- academic training predominates, the study aims to highlight personal, contextual, and institutional elements that either promote or hinder the development of these essential skills. The objective was to analyze and identify the factors associated with such development among university faculty. A mixed-methods approach, with a non-experimental, cross- sectional, descriptive design was employed. A validated survey was used to collect quantitative data, while a semi-structured interview, for the qualitative component. The results show that, although professors perceive themselves as highly competent in leadership, teamwork, and effective communication, there are significant variations in self-assessment. Also, barriers such as stress, work overload, and lack of institutional policies are identified. On the other hand, self-education, collaborative work, and emotional support stand out as facilitators for the development of soft skills. The study concludes that university professors' soft skills refining requires coordination between training processes, institutional strategies, and personal conditions, which are essential for consolidating a comprehensive and humanistic teaching practice in line with the contemporary challenges of higher education.
Improving teenagers’ english reading skills: an analysis of the advantages and disadvantages of using a virtual learning environment
(2017) Vázquez Patiño, Cecilia Marieta; Abad Célleri, Mónica Patricia
Learning a foreign language requires time, practice and the use of different resources. Fortunately, the fast development of computer technology has allowed the creation of virtual learning environments, which can be a way to contribute to the development of language skills. One of the skills that English as Foreign Language (EFL) students should master is the reading skill not only to fulfil the class objectives but also for enriching their knowledge and for life-long learning. This study examines the advantages and disadvantages of using virtual learning environments for developing reading skills through the analysis of empirical studies and teachers and students surveys conducted at Técnico Salesianos high school. The findings show that although virtual learning environments can present technical problems and demand a higher workload for EFL teachers, they facilitate learning, provide a variety of resources, motivate students to learn and enhance reading skills. Therefore, it is suggested that EFL teachers should be open to implement this tool to improve instruction and foster reading.
The influence of english teachers’ attitudes towards technology on pedagogical practices
(Universidad de Cuenca, 2021-12-20) Delgado Fajardo, María Belén; Abad Célleri, Mónica Patricia
This research synthesis intends to analyze how English teachers’ attitudes influence the implementation of technology in pedagogical practices. Fifteen studies that examined English teachers’ perceptions and the factors affecting them in the application of technology in class were chosen. The inclusion criteria to select the studies were the following: the articles had to be empirical, written in English, and published from 2010 and on. Based on the analysis, the outcomes revealed that it is imperative for teachers to hold positive attitudes if an appropriate technology implementation in class is to be pursued; furthermore, there are some internal and external factors that need to be considered because they also play an important role in teachers’ beliefs. Since the analysis of English teachers’ beliefs towards technology and the importance of training teachers about the use of technological devices are essential in the implementation of technology in the classroom, further research about these topics is suggested.
Strategies to Assess EFL Learners’ Speaking Skills
(Universidad de Cuenca, 2024-09-09) Castro Vivanco, Ariel Fernando; Quilambaqui Lituma, Germán Arturo; Abad Célleri, Mónica Patricia
This research synthesis analyzes the different strategies employed by teachers to assess EFL students’ speaking skills. Twenty empirical studies were examined according to the following criteria: focus and context, research instruments and design, strategies for assessing speaking, and positive and negative effects of using oral skill assessment strategies. The results from this analysis indicate that teachers employ various strategies such as authentic assessment, dynamic assessment, self-assessment, alternative assessment, and performance assessment. These strategies enhance students' confidence, speaking skills, and motivation. However, they also present challenges such as implementation complexity, potential biases, and time constraints. Although authentic and dynamic assessments are the most frequently used, self-assessment and alternative assessment are also highlighted in several studies. These strategies improve students' speaking skills and independence but may face feedback limitations. By balancing these strategies, teachers can achieve more effective language teaching and assessment.
Subtitled Audio-visual Material for Teaching EFL Listening Comprehension and Vocabulary
(Universidad de Cuenca, 2023-05-18) Betancourt Fajardo, Erika Jazmina; Abad Célleri, Mónica Patricia
The purpose of this research synthesis is to analyze the effects of subtitled audio-visual material on listening comprehension and vocabulary learning in English as a foreign language as well as the students' perceptions of the use of this material. Sixteen empirical studies published over a period of 20 years and focused mainly on the teaching and learning of English as a foreign language were analyzed. The results of the analysis showed that the use of audio-visual material with subtitles could have a positive effect on listening comprehension and vocabulary learning; however, negative effects and no effects were also found. Similarly, students' perceptions were mostly positive, stating that subtitled audio-visual material helps them to improve their listening comprehension, learn new words, and obtain correct pronunciation. In addition, the students concluded that the audio-visual material is an interesting and motivating tool.
Task-based language learning: using debates to enhance speaking abilities of intermediate high school students in the efl classroom
(2015) Vásconez Urgilez, Pilar del Rocío; Abad Célleri, Mónica Patricia
The purpose of this study is to validate the use of debates through task-based methodology to enhance the speaking abilities of high school students. In order to achieve the proposed goals, a quantitative study based on a quasi-experimental design was carried out. The following instruments were used to collect data: a preliminary questionnaire about the students’ background, a questionnaire about their favorite debating topics, a pre-test, a post-test, an observation form, audio, and video recordings. On the basis of the results of this research, it can be concluded that using debates along with task-based methodology can enhance high school students’ speaking skills because the participants showed a considerable improvement from the pre-test to the post-test on parameters such as task completion, comprehensibility, fluency, pronunciation, vocabulary, and language control. For further investigation, it is recommended to investigate the use of debates with mixed groups during extended periods of time.
Task-based language learning: using debates to enhance speaking abilities of Intermediate high school students in the EFL classroom
(2015) Vásconez Urgilez, Pilar del Rocío; Abad Célleri, Mónica Patricia
The purpose of this study is to validate the use of debates through task-based methodology to enhance the speaking abilities of high school students. In order to achieve the proposed goals, a quantitative study based on a quasi-experimental design was carried out. The following instruments were used to collect data: a preliminary questionnaire about the students’ background, a questionnaire about their favorite debating topics, a pre-test, a post-test, an observation form, audio, and video recordings. On the basis of the results of this research, it can be concluded that using debates along with task-based methodology can enhance high school students’ speaking skills because the participants showed a considerable improvement from the pre-test to the post-test on parameters such as task completion, comprehensibility, fluency, pronunciation, vocabulary, and language control. For further investigation, it is recommended to investigate the use of debates with mixed groups during extended periods of time.
The effects of the integration of translanguaging as a pedagogical strategy in the EFL University classroom
(2019-06-19) Valdiviezo Ramírez, Esteban Arnoldo; Abad Célleri, Mónica Patricia
The purpose of this study was to investigate the effects of the integration of translanguaging as a pedagogical tool in the EFL university classroom. In order to fulfill this purpose, a mixed methods study was conducted on second level students registered at the Language Department of the University of Azuay during the period from June to July 2016. The instruments used to collect data included a pre-intervention questionnaire that gathered demographical information and the students’ perceptions toward the use of the mother tongue and target language before the intervention; a pre-test and a post-test which were administered before and after both phases of the intervention (the communicative approach and translanguaging respectively); and questionnaires at the end of each phase of the intervention gathered the participants’ opinions toward the use of translanguaging in the classroom. SPSS software V.22 was used to analyze the data and generate descriptive and inferential statistics. The general results showed that the participants welcomed the use of L1 during the intervention with the incorporation of translanguaging; furthermore, the students made significant statistical improvements in grammar and vocabulary after the incorporation of translanguaging during the second phase of the intervention. Therefore, it is recommended for EFL teachers to incorporate some translanguaging techniques in their regular communicative classrooms if they are to enhance students’ learning.
The Influence of Explicit Phonetics Instruction on Speaking Skills in EFL Settings
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Martinez Cajilima, Emily Dayanna; Pauta Chalco, Diego Paul; Abad Célleri, Mónica Patricia
Developing speaking skills is essential for effective communication in English as a Foreign Language (EFL) learning. This research synthesis explores the relationship between explicit phonetics instruction and the development of oral skills in English learners. A qualitative research synthesis was conducted by analyzing 20 empirical studies published between 2010 and 2023, which were selected based on their focus on English language teaching settings and explicit phonetics instruction. The studies were examined across five analytical dimensions: geographical distribution, research approach, data collection instruments, instructional strategies, and impacted speaking subskills. The findings reveal that explicit instruction, particularly when integrated into communicative tasks, significantly enhances learners' pronunciation accuracy and comprehensibility. While segmental and suprasegmental training show benefits, suprasegmental focus has a stronger impact on fluency. The investigation concludes that explicit phonetics instruction is a valuable tool for improving speaking performance and should be implemented in language education.

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