Investigación

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An exploration of EFL teaching practices in light of teachers' language proficiency
(2021) Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio; Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia
The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.
Analyzing a pre-service EFL program through the lenses of the CLIL approach at the University of Cuenca-Ecuador
(2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Quiroz Dahik, Carlos
The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Think-ing Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.
Analyzing the impact of strategy-based instruction on vocabulary acquisition and the listening skill
(2011) Abad Célleri, Mónica Patricia; Carr, Anne
Are Ecuadorian Universities Preparing EFL Teachers for CLIL? Sacred Versus Secret Stories
(Springer Link, 2024) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Content and Language Integrated Learning (CLIL) is a fundamental tenet in the Curriculum for teaching English as a foreign language (EFL) in Ecuador. There-fore, it is important to explore whether pre-service teachers have the conceptual and practical knowledge to use it. This chapter analyzes EFL teaching undergraduate and graduate programme curricula to find out if Ecuadorian pre-service teachers are being trained to enact what is established as a language teaching policy. Further-more, student teachers’ experiences in their practicum were studied to understand the realities of the classroom in terms of CLIL application. Results demonstrated that EFL future teachers neither receive CLIL training in university programmes nor are exposed to this approach in their practicum teaching. Hence, it is imperative to provide training to pre-service and in-service teachers in order to improve not only their preparation but also the students’ language learning process in the country at all educational levels.
CLIL in Ecuador
(Routledge, 2023) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
This chapter analyses research studies on Content and Language Integrated Learning (CLIL) methodology for English language teaching in the context of Ecuador and aims to identify patterns as well as inconsistencies in the existing literature in order to contribute to the improvement of this methodology in educational settings. The analysis was carried out in light of the following categories: the methodology used for the study, including the participants, the research design, and the instruments; the factors that enhance and hinder the application of CLIL in educational contexts; and the learners’ development of language and cognitive skills. It was determined that both in practice and research, scaffolding processes have not been used, or at least not reported, in the studies analysed which could be due to the lack of knowledge and training of teachers. Furthermore, it was also found that research inconsistencies could have had an impact on the results of the studies. It is therefore suggested to train teachers and researchers on how to examine the use of CLIL as a growing phenomena in the language classroom.
Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features
(2024) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman’s correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.
EFL Teachers’ Beliefs About Listening and Their Actual Listening Instructional Practices
(2023) Abad Célleri, Mónica Patricia
This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical evidence of listening teaching practices and determine teachers’ beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding
El aprendizaje del inglés como medio para el mantenimiento cognitivo del adulto mayor
(Escuela Politécnica Nacional, 2015) Abad Célleri, Mónica Patricia; Mora Reino, Juan Fernando ; Webster Cordero, Felipe Edmundo; Abad Célleri, Mónica Patricia
English proficiency and learner individual differences: a study of pre-service EFL student-teachers
(2019) Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio
This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.
Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE
(Editorial UTN, 2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
This study analysis the extent to which the EFL program complies with the principles of the CLIL approach. Students from the fourth, fifth and seventh semesters of this program participated in the study. An English proficiency test was administered, some writing assignments were analyzed to assess the development of higher order thinking skills; and finally, a survey was applied to find out the students’ perceptions in the development of language, content and higher order thinking skills in the content subjects. The results showed that 52% of the students do not reach a B2 level according to the Common European Framework of Reference for Languages, which is considered a minimum requirement to teach EFL classes; therefore, it was concluded that the participants need to develop language skills to take content subjects in a foreign language. Furthermore, it could be said that the three dimensions of this approach (content, language and procedures) are not considered when planning classes; consequently, students are not developing them simultaneously.
Factors Affecting Students’ Motivation and Engagement in EFL Online Classes during the COVID-19 Pandemic
(2023) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
The COVID-19 pandemic brought changes around the world, especially in the education field where classes were shifted to only distance learning. This radical transformation could have affected students’ level of engagement and motivation; therefore, it might also have had some influence on their performance. This study correlates English as a Foreign Language (EFL) students’ perceptions of their level of engagement and motivation in virtual environments with factors such as schedule, gender, and the discipline area they are studying. A two-part-survey was used. The first part includes demographic information and the second one 22 close-ended questions. It was completed by 703 EFL students in the Language Department of the University of Cuenca, Ecuador. The results revealed an important level of engagement in these students. Students’ goals and reasons for learning the language need to be considered as an opportunity to provide their teachers with some information to enhance students’ language competence, generate strategies for language learning, and promote significant learning experiences. Research is recommended to discover teachers’ views and opinions on different aspects involved in online classes and use this information to design and implement more active, engaging, and effective lessons. These specific findings can be used to improve and implement effective methodologies that can lead to better practices, not only for EFL teachers, but also for EFL students.
Language and teaching methodology features of CLIL in university classrooms: a research synthesis
(2020) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This paper presents a systematic review on relevant existing literature on the application of the CLIL approach in university classrooms. A total of 22 studies were identified and chosen for further analysis; the categories emerged from the analysis itself. These studies, which focused on language and methodological features, were explored to determine the research trends in terms of location, methodology, participants, data collection instruments, focus, teaching methodology and language focus. The results of the review show a trend to examine classroom discourses and the development of pragmatic competence in CLIL classrooms. As a result of the review, the paper offers suggestions for future research on the CLIL approach in university classrooms as more tertiary education institutions around the globe are adopting English as the language of instruction.
Los docentes de inglés en formación: relación entre sus características individuales y su nivel de suficiencia en el idioma
(Editorial UTN, 2018) Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes
This analysis examines the relationship between pre-service EFL teacher trainees’ individual factors such as age, learning opportunities, and motivation and their English language proficiency. A background questionnaire and an English proficiency test were given to the participants and analyzed through descriptive statistics, the ANOVA test, and the Pearson Correlation test. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. These findings suggest the need to foster English language development through methodologies that focus on both subject and linguistic knowledge as well as on speaking, listening, pronunciation, vocabulary, and integrative motivation.
Perceived benefits, motivations and preferences for foreign language learning by older adults. Insights from an initiative in Cuenca, Ecuador
(2016) Mora Reino, Juan Fernando; Abad Célleri, Mónica Patricia
This study explores the perceptions and attitudes of older adults from Cuenca, Ecuador, towards English language learning. A total of 151 people (mean age 70.3 years) responded to a questionnaire consisting of 50 items. Factor, multiple regression and cluster analysis were conducted with the objective to define the dimensions underlying older adults’ perceptions, motivations, and ambitions to learn later in life a foreign language and their relation to the socio-demographic characteristics of the participating group. Findings suggest that the interest to study a foreign language is based on the perceptions that it improves a person’s social interaction, personal development, functioning and maintenance of mind and memory, and it activates and makes life more dynamic. Results revealed that the participants’ main motivation to take an English language course is related to the increased potential of using this language in daily life and the ability of insightful reading of English texts. The duration of the course and the attainment of a certificate were determinant factors, and enabled the grouping of the participants according to their preferences with respect to the practical design of an English course. Furthermore, age and school level were found to be the motivating variables affecting most of the participants’ responses
Students’ perceptions on their EFL teacher efficacy: a study on EFL teachers' language proficiency and their self-efficacy
(2021) Argudo Serrano, Juanita Catalina; Cabrera Tenecela, Homero Patricio; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST’s language proficiency and their sense of self-efficacy in relation to students’ perceptions about teacher efficacy in three different dimensions: Efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. A correlational quantitative design was used in which six private high schools from Cuenca, Ecuador, participated. Seventeen teachers from these schools were requested to provide an English proficiency certificate and respond to a self-efficacy survey. In the meantime, their 661 students completed a teacher’s efficacy survey. The results revealed that although there are teachers who have a good level of language proficiency, according to their students, it is not necessarily an indicator of efficacy in their practices. Suggestions for further research that might help to explain the current situation are given.
Supervising student-teachers’ research: between reinforcing our supervisor-researcher identities and enabling novice teacher-researchers
(Multilingual Matters, 2022) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
Being a supervisor-researcher in a preservice EFL program is a critical role in that it enables student-teachers to complete their theses and learn how to conduct research. Through a trio ethnographic approach, this chapter retrospectively describes the experiences and teaching practices of three bilingual teacher educators navigating their dual role as supervisors-researchers of English as a Foreign Language student teachers working on their final graduation project. Through a dialogue between the three researchers, the tensions of the different roles and positions held by each one are unpacked, explaining their own path to professional development. First as researchers, by observing and analyzing their preservice EFL student teachers and MA students’ research journey, and second, as thesis supervisors, helping students construct their understanding of the importance of researching their own classroom, not only to reflect on and improve their practice but most importantly to develop professionally and acquire a teacher-researcher identity.
The development of pragmatic competence in CLIL classrooms
(2020) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
One of the most important conditions needed to acquire pragmatic competence -knowing the rules of a language and how to apply them to communicate-is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language (FL), bilingual, immersion, and content and language integrated learning (CLIL) programmes. This review focuses on how existing research has approached the development of pragmatic competence in CLIL classrooms. CLIL is an educational approach in which content subjects are taught through a foreign language. Its objective is to develop students' language skills without risking their knowledge of curriculum content. In CLIL classrooms, learners are exposed to natural occurring language that more than likely will lead them to acquiring pragmatic competence. A well-developed CLIL programme will integrate language learning and subject learning through the development of intercultural understanding. © 2020 Asociacion Mexicana de Maestros de Ingles MEXTESOL A.C. All rights reserved
The Potential of Linguistic Landscapes for the Teaching of English as a Foreign Language in Cuenca, Ecuador
(2024) Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Argudo Serrano, Juanita Catalina
Linguistic landscapes have been studied for different purposes, being one of them language learning. They could be considered pedagogical tools for learning a foreign language, specifically English, in multilingual and multicultural contexts. Cuenca, a multicultural city in the south of Ecuador was the site for this study. The linguistic landscape of the city has gone through changes during the last two decades. There are several possible reasons for this transformation, but special attention is given to those related to tourism and the arrival of foreign residents who have come to Cuenca, a place considered one of the best in the world to visit and/or live. The aim of this descriptive study is to systematically analyze the linguistic landscape of two selected areas of Cuenca with the purpose of portraying the potential it holds as a public space for learning English. Data collection was conducted by means of systematic observation and digital photography. A total of 200 photographs were collected, recorded, coded, and analyzed. The analysis revealed the presence of seven languages in the landscape of the city, with English being the most predominant. The study highlights the potential of linguistic landscapes as a pedagogical tool for language learning and suggests implications for educators and policymakers.
The Reality of CLIL in Public Schools in Ecuador
(Springer Nature, 2024) Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Argudo Serrano, Juanita Catalina
This study examines Ecuadorian EFL teachers’ CLIL knowledge and pedagogical practices. An online questionnaire and class observations were designed for data collection. The questionnaire was filled out by 105 participants. Confirmatory factor analysis revealed four latent dimensions of CLIL practices which were also evidenced in the observations: guiding input and supporting cognitive skills, supporting output, focusing on content, and languaging (oral language). Teachers’ lack of knowledge of CLIL principles hinders content and language integration in classes. Implications for teacher training and future research are discussed.

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