Browsing by Author "Argudo Serrano, Juanita Catalina"

Now showing 1 - 20 of 51

A strategy based on music activities to promote motivation in a public school
(2022) Serrano Espinoza, Julio Javier; Argudo Serrano, Juanita Catalina
One of the biggest challenges educators deal with nowadays is to find creative ways This study used music and songs as a motivational tool in the process of learning English as a foreign language (EFL). This study used a descriptive cross-sectional design. To collect data; a questionnaire was conducted to assess whether the use of musical activities in the English as a foreign language (EFL) classroom affects students' motivation to acquire vocabulary. The findings of this research are intended to be an open door for those educators who are looking for ways to motivate students through the use of music activities and could provide some practical suggestions for integrating music lesson activities into the EFL teaching area
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 effectiveness of the Ecuadorian Curriculum in English as a Second Language for students with learning disabilities
(2023) Argudo Serrano, Juanita Catalina; Argudo Serrano, Juanita Catalina
This research addressed the challenges faced by the Ecuadorian English Curriculum and middle-level Education General Basic Education (EGB) teachers. The main objective was to analyze the effectiveness of the Ecuadorian English Curriculum as a second language for students with learning difficulties. The methodology employed was a non-experimental qualitative approach, involving curriculum analysis, focus group development, and interviews with teachers and experts in the field. Additionally, a documentary literature search of articles and studies related to the topic was conducted. Results indicated that the English curriculum focuses on the holistic development of communicative skills, promoting growth in linguistic, cognitive, social, emotional, and physical aspects. Emphasizing competence progression and emotional connection in learning from A1 to A2 levels, the curriculum evaluates communication, reading, writing, and language through the arts for the middle EGB sublevel. While addressing inclusion, some objectives could benefit from greater specificity. Experts acknowledge advancements in inclusion but highlight challenges in implementation, emphasizing the need for increased training and support. Teachers suggest technological adaptations, workload reduction, and a multisensory approach, urging more institutional support and ongoing training.
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.
Can the use of english songs improve A1 EFL college students’ listening comprehension?
(2019-07-23) González Arteaga, Antonio José; Argudo Serrano, Juanita Catalina
Although extensive research has been conducted around the world in the area of using songs for learning English as a foreign language, studies done in the specific context of college students in Ecuador are not abundant, especially regarding the effect of songs on listening comprehension. The aim of this study was to determine what is the effect of song-based activities on the listening comprehension skills of college students at the Salesian Polytechnical University in Cuenca, Ecuador, with an English proficiency level of A1 according to the Common European Framework of Reference. For this purpose, an intervention with song activities was applied to a treatment group in the university. A pretest and a posttest to measure listening comprehension were respectively administered before and after the intervention. The tests were also applied to a control group which did not receive the intervention. Additionally, interviews were conducted with the treatment group before and after the intervention to gather their perceptions and criteria towards the use of songs for learning English and developing the listening skill, and also about the intervention. Analysis of results showed a slight improvement in both the control and the treatment group. The treatment group’s improvement surpassed that of the control group, but not enough to be statistically significant. However, students’ perceptions towards the method were generally positive.
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.
Educational Innovation: Teacher- and Student-Made Videos to Enhance English Proficiency at University Level
(2024) Argudo Serrano, Juanita Catalina; Argudo Serrano, Juanita Catalina
In the context of English as a foreign language (EFL) education, the efficacy of various instructional approaches has been a subject of ongoing concern. Traditional teacher-led methods have been challenged by the emergence of video-based instruction, raising questions about which approach yields the more effective learning outcomes. This study investigated the impact of student- and teacher-made video implementation versus traditional teacher-led methods on EFL class outcomes. Standardized tests were used to assess the English proficiency levels of 214 students who registered for EFL classes in a higher education institution in Cuenca, Ecuador. A quantitative methodology with quasi-experimental type and Solomon four-group design was applied to examine the effects of these different instructional approaches, comparing groups both with and without pre-tests. The students were organized into groups at random. The results were arranged into two sections, one comparing post-test scores and the other focusing on mean differences among those who experienced both pre-test and post-test assessments. Notably, statistically significant differences were observed in post-test evaluations within the groups that received pre-tests, indicating that it influenced post-test outcomes. However, the most important finding was that the intervention group had a better mean difference in English level than the control group. The findings highlight the importance of considering pre-tests when designing effective instructional strategies and suggest further investigation into the dynamics of video-based versus teacher-led instruction in EFL education.
Effects of direct focused and indirect focused feedback on sentence fragments, noun-pronoun agreement, and run-on sentences in writing tasks of A2 EFL students at Universidad de Cuenca
(Universidad de Cuenca, 2020-02-03) Villavicencio Reinoso, Jorge Mauricio; Argudo Serrano, Juanita Catalina
This quasi-experimental study reports the effects of Direct Focused and Indirect Focused Feedback on Sentence Fragments, Noun-pronoun Agreement, and Run-on Sentences in Writing Tasks of A2 EFL Students at Universidad de Cuenca during the period of October 2018 – January 2019. The study was framed by Swain’s Output Hypothesis (1985). The sample employed was comprised of 58 participants (male=28; female=30) who were assigned to two treatment groups and one control group. The first treatment group (n=20) received direct focused feedback, and the second treatment group (n=19) received indirect focused feedback on the aforementioned grammatical errors. The control group (n=19) did not receive feedback. The two feedback strategies were applied on six different writing tasks during the treatment, and the first and last task were employed as the pre- and post-test, respectively. As the data were not normally distributed, non-parametric tests were applied to measure the effects of the two feedback techniques. The statistical analysis indicated that both feedback types produced significant changes in terms of run-on sentences and sentence fragments; though, there were no significant changes in terms of noun-pronoun agreement. Moreover, after comparing the statistical results of both feedback strategies, it was found that direct and indirect focused feedback had equally significant effects. Finally, the control group did not present any changes in the grammatical targets.
Effects of direct focused feedback and no feedback on run-on sentences, sentence fragments, and noun-pronoun agreement errors of EFL tertiary students
(2021) Argudo Serrano, Juanita Catalina; Villavicencio Reinoso, Jorge Mauricio
This quasi-experimental study set out to explore the effects of direct focused feedback and no feedback on run-on sentences, sentence fragments, and noun-pronoun agreement errors in A2 writing tasks of EFL students at Universidad de Cuenca, Ecuador. The study comprised 39 participants divided into a treatment (n=20) and control group (n=19). The feedback strategies were applied on 6 different tasks, and the first and last task were used as the pre- and posttest, respectively. After tallying the number of errors in the pre- and posttest, a statistical analysis was run. The results indicated that direct focused feedback, unlike the control group, produced significant changes in terms of run-on sentences and sentence fragments.
Effects of Gamifying the EFL Classroom
(Universidad de Cuenca, 2024-09-16) Peralta Culcay, Ámbar Abigail; Tinoco Peralta, María José; Argudo Serrano, Juanita Catalina
Gamification in the educational field has been studied in recent years due to technological developments and their influence on newer generations’ learning styles. Gamification is defined as the implementation of game mechanics into non-game contexts as a means of fostering motivation and engagement. The usage of games and game mechanics to meet the needs of modern learners has been studied and shown positive results regarding students’ motivation; however, there is still controversy on whether gamification is effective in improving language skills and systems. This study aims to analyze the reported outcomes of implementing gamification in EFL classrooms and explore students’ and teachers’ perceptions of gamification. In this research synthesis, 21 empirical articles have been selected, reviewed, and analyzed. The findings indicate that gamification is effective when fostering students' motivation and positive attitudes toward learning as well as enhancing language performance. Moreover, students' and teachers’ perceptions of gamification are still contradictory and in constant construction; therefore, more research is needed to clarify the view of gamification in the educational context and help guide instructors who want to implement it in EFL classrooms.
The Effects of Teaching Phonetics to EFL Students
(Universidad de Cuenca, 2023-08-30) Espinoza Tenezaca, Nicole Micaela; Argudo Serrano, Juanita Catalina
Instructing students of a foreign language in phonetics is an extremely important topic in the field of teaching English as a foreign language. As phonetics is closely related to pronunciation, this research synthesis has focused mainly on analyzing the effects that this instruction can have, both positive and negative. According to what has been observed in the studies considered for the development of this analysis, the results present positive effects on the students' pronunciation. In addition, other important factors that are considered in this research synthesis are the methodologies and tools used for teaching phonetics to students of a foreign language, where the results showed that explicit instruction of phonetics is mostly used, and that the main tool is technology, since the analyzed studies use software and a mobile application. Finally, in this research synthesis, the perspectives of both students and teachers regarding teaching and learning phonetics in EFL classes are also considered, showing approval and acceptance of it.
The effects of the integration of arts into the EFL/FL classroom
(Universidad de Cuenca, 2022-02-23) Abril Cabrera, Jimena; Argudo Serrano, Juanita Catalina
Integrating arts into foreign languages classroom may have potentially positive effects in students’ motivation. The approach fosters students to earn and use knowledge in an authentic way. This research explores the effects of the integration of arts (Literature) to teach foreign languages (EFL/FL). The arts selected for this research was reading (Literature) because of the evidence in favor cited on several scientific researches. It is categorized as an explanatory synthesis. This study aims to review scientific works about how this integration acts in student motivation for learning in EFL/FL contexts. Articles were chosen between 1983 to 2016. In general, older scientific studies were included by the reasons that they were sustaining relevant findings for the present work. A first finding shows that the integration of arts is motivating because it provides students with authentic material and a relaxed environment where learners might develop their unique qualities. It is relevant to acknowledge that there was not found a decrease in motivation associated with increase of age range of the participants which is associated with the novelty caused by arts approach. The second finding evidenced that the election of arts to teach foreign languages was beneficial, independently of arts being used as a strategy or as an arts project. The last concern was about students’ and teachers’ perceptions, whereas arts were interlaced with teaching foreign languages. Notwithstanding the reasonable concerns that arts integration may have for teachers, in the case of students, it evidenced a high degree in motivation. In accordance with observations of the present work, whereas arts integration should be demanding in time and in authentic material research, it might be an appropriate approach to teach in an EFL/FL classroom, considering that students may be implicated in their learning, which should be the last goal for teachers.
Effects of Virtual Environments on the Development of Speaking Fluency
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Garnica Martínez, Paola Adriana; Navarro Calderón, Luis Andrés; Argudo Serrano, Juanita Catalina
Oral fluency is a fundamental aspect of language learning, as it is a key skill within communicative competence. This ability directly influences the success of verbal interaction, which is the reason why its development should be a priority in learning a language. This research synthesis presents a systematic review of the existing literature on the impact of virtual environments (VEs) in English as a foreign language (EFL) classrooms, and the perspectives of both, teachers and students about this modality using the methodology of reading, analyzing, and recognizing patterns in English speaking skills development. This study selected a total of 20 studies under the criteria of including empirical studies with a quantitative, qualitative, or mixed approach, written during the last 15 years, that were written in English, that analyzed EFL in VEs, and that presented the influence of VEs on speaking fluency. Likewise, the exclusion criteria left out studies that gave importance to the gender of participants, the country where the study was carried out, and the English proficiency level of the participants. The research synthesis aimed to analyze the impact of VEs on the development of oral fluency, the advantages and disadvantages of using VEs in EFL, and the perceptions of EFL students and teachers on the use of VEs. This analysis determined as a main finding that virtual environments favor oral fluency practice because of their unique characteristics.
EFL Professors’ Perception of the Use of Virtual Platforms for Education at the University of Cuenca
(Universidad de Cuenca, 2023-09-22) Bacuilima Ochoa, María José; Tapia Vázquez, Christian Ismael; Argudo Serrano, Juanita Catalina
During the last few years, education in Ecuador underwent a forced transition of modality due to the restrictions caused by COVID-19. All levels of education, including higher education, went completely virtual. This change had great repercussions for English language teaching professionals that have not been analyzed in depth. Since English teachers are an essential part of the teaching staff and of the educational process in the classroom, it is important to know what their perceptions were related to English language education in the virtual world. This descriptive research analyzes the perceptions of the teachers of the University of Cuenca related to the teaching of English as a foreign language. After surveying 31 teachers from the Language Institute and the Pre-service English as a Foreign Language (EFL) program teachers, it was found that the use of virtual platforms in the teaching of English brought with it an advance in self-learning since students became more independent. However, language productive skills (Speaking and Writing) were reduced due to low student participation. Additionally, according to the teachers, virtuality brought with it problems of academic dishonesty that could not be solved due to the lack of control within this modality of studies. Finally, the results obtained coincide with other studies by different authors who mention that English teachers consider the constant use of these platforms to be negative.
El impacto de la capacitación a profesores de inglés de Cuenca
(2015) Argudo Serrano, Juanita Catalina; León Vélez, María Verónica; Calle Calle, María Daniela; Cabrera Tenecela, Homero Patricio; Calle Calle, Ana María
It is known that teachers’ beliefs guide their professional practices (Borg, 2011). However, it has not been studied how professional development affects teaching practices. Few studies have been conducted about the influence of training or professional development in English teachers. This study aims to determine the impact of training regarding communicative strategies in the English classroom. Twelve public teachers were trained on communicative strategies attending a course2of 110 hours and working individually about 20 extra hours. These teachers are the subjects of this research. A quasi-experimental longitudinal research was conducted. A pre-observation was conducted before the training. Immediately after the training, a post-observation was implemented. Finally a re-observation was developed after two years of the completion of the intensive ECTS training. The results show significant changes in the post-observation, but these changes are not the same in the re-observation. It is suggested to organize continuously professional development programs.
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.
Expressive writing to relieve academic stress at university level
(2021) Argudo Serrano, Juanita Catalina
This paper reports on a descriptive mixed-method study that aimed to identify the impact of expressive writing on relieving the academic stress of 157 undergraduate students at an Ecuadorian university. Data were gathered through two questionnaires and from focus groups. Results showed enduring relief of academic stress. Furthermore, they help to shed light on the need to study the impact of academic stress on university students and to look for different strategies that can alleviate it. These findings could help to understand students’ needs, as they have essential implications in teachers’ practices and, consequently, in students’ performance. In conclusion, expressive writing has a positive effect on helping to ease academic stress and overcome some difficulties caused by this issue.