Lengua y Literatura Inglesa-Tesis de Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/152

Browse

Now showing 1 - 11 of 11

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.
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.
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.
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.

Browse

Browsing Lengua y Literatura Inglesa-Tesis de Pregrado by Author "Abad Célleri, Mónica Patricia"