Browsing by Author "Cabrera Arias, Sandra Mercedes"

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A comparative analysis of learninig a foreign language in multimedia courses with regular EFL courses. A case study at the University of Cuenca
(2011) Cabrera Arias, Sandra Mercedes; Jaramillo Chérrez, Nadia Verónica
Engaging teenagers in the english learning process
(2012) López Cárdenas, Nancy Viviana; Ordóñez Segovia, Aracely de Jesús; Cabrera Arias, Sandra Mercedes
Abstract This monograph aims to determine the causes why ninth-grade students (12 to 13 years old) at Mensajeros de la Paz high school are not motivated during the learning process of English as a foreign language. The results found have led the authors of this project to design a booklet with a series of activities based on learning strategies which are beneficial to engage teenagers in the English learning process. This project is based on the application of a poll applied to ninth-grade students in order to know how their English class is carried on. The analysis of the data was organized in percentages, allowing the authors to find the problem. This project suggests English teachers the incorporation of cognitive and social and affective strategies to the EFL class in order to make students active participants in the learning process.
Lecturers’ aptitudes, attitudes and professional development in higher education at University of Cuenca
(2021) Pacheco Salazar, Vicente Guillermo; Espinoza Hidrobo, Maria Isabel; Cabrera Arias, Sandra Mercedes; Cabrera Tenecela, Patricio
Continuous changes in social demand and development provide an acute and continuous pressure on universities. The question is whether higher education institutions (HEI) in Ecuador deliver graduates with the competences to provide timely economic, ecological, and sustainable solutions. Additionally, HEIs should prepare graduates to find employment in a society characterized by greater uncertainty, extensive use of information technology, speed, risk, complexity and interdisciplinary work. To face this challenge, universities need lecturers to possess a mix of aptitudes, attitudes, and professional development in teaching, research, and services. Unfortunately, knowledge is sparse about the readiness of their pupils to function effectively in a rapidly changing and increasingly globalized environment. Accordingly, this study uses an explanatory sequential mixed-methods approach to explore the impact of lecturers’ aptitudes, attitudes, and professional development on teaching and student learning at the University of Cuenca. Lecturers’ perceptions about their aptitudes and their attitudes are higher than the students’ perceptions. Faculty representatives believe that untenured lecturers have a better attitude and aptitude than the tenured lecturers. A third part of lecturers have achieved one of the required criteria in research development. Students from biological sciences are more satisfied with their lecturers and the competence development that they receive than the students from social sciences or engineering. Understanding the likely implication of the variables, aptitudes, attitudes and professional development, on the quality of teaching and learning is fundamental for the design and carrying out of educational reforms.
Online readtheory program impact on the development of EFL students’ reading skills
(2018) Piedra Carrión, Verónica Rosalía; Cabrera Arias, Sandra Mercedes
This quasi-experimental study addressed the impact that the Online Readtheory.org website has on Politécnica Salesiana University students’ reading comprehension skills. It is based on Krashen´s hypothesis about comprehensible input, Bloom’s Taxonomy and Kurland’s theory about Critical Reading. The sample was selected and divided into two groups (control and experimental) of 25 participants each. Students in the experimental group worked with the ReadTheory website, while the control group worked with reading activities taken from different sources. A pretest and posttest design were applied with the intention to test the hypothesis of Krashen (1985) that indicates that Comprehensible Input would positively influence learners’ progress by receiving input that was one step higher on his/her actual stage (p. 2). A survey after the intervention was applied to the experimental group to know students´ opinions on the use of the program. In the experimental group, findings revealed that the program influenced students’ reading – comprehension skills; however, a comparison between both groups (experimental and control) did not reveal significant differences. Although the main conclusion, which answers the Research Question of this study, is that there is no significant impact of this ReadTheory.org program on second level students’ reading skills, there are some essential variables that played an important role in this study which must be taken into account for further studies.
Perfil estudiantil y producción lingüística en inglés: rol de género, antecedentes educativos y consumo de medios visuales.
(2023) Espinoza Hidrobo, Maria Isabel; Cabrera Arias, Sandra Mercedes; Heredia Espinoza, Abraham Alberto
Limited information exists on sociodemographic factors influencing English as a foreign language (EFL) proficiency. This study aims to identify how gender, age, private education background, gap in studying English, and audiovisual consumption influence EFL proficiency. The study involved 158 students from the final two intensive EFL courses at a public university in Cuenca, Ecuador. Multiple linear regression models were employed, following checks for collinearity and data normality. Two models were proposed: 1) gender, age, and private education background, and 2) gap in studying English and audiovisual consumption in English. Private education background was the best predictor in the first model, while audiovisual consumption in English was the key predictor in the second model. The R² increased from 0.119 to 0.291 when transitioning from the first to the second model. Conclusively, having prior English education and consuming English audiovisual content significantly impact EFL proficiency
Teachers’ Perceptions about the Usefulness of Gamification to Increase Motivation in the EFL Classroom
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-07) Pinzón Rojas, Juan Pablo; Yupa Alvarracin, Christian Ivan; Cabrera Arias, Sandra Mercedes
This research synthesis was conducted to determine teachers' perceptions of the usefulness of gamification in increasing motivation in the English as a Foreign Language classroom. To answer the research questions posed, 20 empirical studies were used to categorize and analyze the information. After data analysis, the results showed the existence of four benefits presented to increase learner motivation: vocabulary acquisition, grammar, critical and problem-solving skills, and motivation and engagement. In addition, the drawbacks were also examined: lack of teacher training, time, planning, and classroom management. Moreover, teachers' positive perceptions were detailed: increased student motivation and engagement, conducive learning environment, and student-centered learning; on the other hand, teachers' negative perception showed the impact of teaching experience on the failure of this approach. The results demonstrated the effectiveness of gamification bringing benefits for teachers and students; however, there are disadvantages that limit its application, but there is no doubt about its effectiveness. Finally, it is recommended that future research focus on a specific educational setting and consider geographical areas with similar resources and teacher preparation.
The use of songs to enhance listening skill in children of kindergarten (5-7)
(2011) Avila C., Cecilia; Bautista C., Mayra; Cabrera Arias, Sandra Mercedes