Facultad de Filosofía, Letras y Ciencias de la Educación Tesis Maestrías

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Browsing Facultad de Filosofía, Letras y Ciencias de la Educación Tesis Maestrías by Author "Abad Célleri, Mónica Patricia"

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    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.
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    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.
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    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.
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    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.
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    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.
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    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.