Browsing by Author "Cabrera Moreno, Sandra Leonor"

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Activities for developing phonemic awareness, a pre-reading skill, in EFL students of the third grade at Santana K-12 School
(2015) Villavicencio Reinoso, Villavicencio Reinoso; Cabrera Moreno, Sandra Leonor
This quasi-experimental study investigates the effects of training EFL third graders in sound isolation, phonemic blending, and phoneme segmentation activities for developing Phonemic Awareness (PA). Twenty-five participants were first trained in sound isolation activities, then in phonemic blending and finally in phoneme segmentation tasks. The words employed in the study were chosen basing on the children’s first school curriculum block. The results were substantial regarding the causal relation between training in sound isolation, phonemic blending, and phoneme segmentation activities and development of Phonemic Awareness (PA) since participants achieve a grade of 10.542 over 12 points. Therefore, it is stated that training children in these skills help to develop Phonemic Awareness. Also, in spite of being EFL learners, children develop mastery of these skills as native-English speakers do.
Análisis de la Música en Estrategias Artísticas del Bachillerato General Unificado Ecuatoriano
(Universidad de Cuenca, 2025-06-02) Siguencia Ávila, Manuel Esteban; Cabrera Moreno, Sandra Leonor
Music awakens emotions and connects us to the world through meaningful aesthetic experiences. Therefore, the prioritized curriculum of the Unified General Baccalaureate in Ecuador incorporates music as a strategy for the development of artistic skills. Thus, this qualitative research investigates, through content analysis, how music is integrated into the development of the seven artistic-musical skills proposed by the prioritized curriculum. The results suggest that the texts propose strategies and activities that stimulate creativity, collaborative work, and respect for cultural diversity, although the development of three artistic-musical skills is limited and requires the reconsideration of their activities.
Analyzing Teachers’ Use of Strategies for Reducing the Affective Filter
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-04) Arenillas Montoya, Daniela Estefanía; Quezada Vivanco, Antonio Josué; Cabrera Moreno, Sandra Leonor
This research synthesis analyzes the strategies that teachers use to reduce the affective filter in students learning English as a foreign language (EFL) or second language (ESL) and their effects on different age groups. Based on Krashen's Affective Filter Hypothesis (1982), which highlights self-esteem, motivation, and anxiety as emotional factors that influence language acquisition, the synthesis identifies four main categories of strategies: interactive multimedia, collaborative techniques, affective strategies, and teaching methods. Although all were beneficial for children and adults, their application varied according to emotional and developmental needs. In young learners, playful and visual approaches, such as Total Physical Response (TPR) and virtual games, fostered motivating and safe environments. In adults, strategies that promote autonomy, emotional self-regulation, and meaningful connection, such as goal-oriented tasks, mindfulness, and emotion-based pedagogy, stood out. In all groups, the strategies reduced anxiety, increased motivation, and strengthened confidence. The teaching methods produced more lasting effects due to their comprehensive and continuous nature. The findings underscore the need to apply emotionally sensitive and age-appropriate pedagogical practices to improve well-being and language acquisition, highlighting the value of sustained and multifaceted approaches to language learning.
Application and evaluation of U.S. culture reading activities to enhance english learning in ninth grades ar Técnico Salesiano High School
(2015) Abril Peralta, Natasha de los Ángeles; Arias Hernández, Tamara Paola; Cabrera Moreno, Sandra Leonor
The topic of this research is “APPLICATION AND EVALUATION OF U.S. CULTURE READING ACTIVITIES TO ENHANCE ENGLISH LEARNING IN NINTH GRADERS AT TÉCNICO SALESIANO HIGH SCHOOL”. This work was designed in order to create reading activities based on U.S culture to enhance the reading skills in ninth graders at Técnico Salesiano High School. The methodology approach applied in this research involves the following: bibliographic, qualitative, and quantitative methods. The bibliographic method was used to create the Literature Review section, which contains relevant information that supports this research from academic articles, books, journals, and websites. On the other hand, the qualitative and quantitative methods helped to describe and analyze the data obtained from the pre-test and post-test applied to the control and the treatment groups. It is important to mention that the pre-test was applied according to the high school curricula system; at the beginning of block N° 2 students were taught by the researches using lesson plans and readings. At the end of block N° 2 a post-test was applied. All these reading activities used in the development of the project were related to U.S culture. In addition, a booklet containing a series of activities was designed before starting the tests and the lesson plans.
Bertrand Rusell: educator, activist, freethinker, and man
(2008) Cabrera Moreno, Sandra Leonor; Youman, Ion
C.S. Lewis: new twentieth century christian writer
(2015) Patiño Juela, Diego Fernando; Pacho Pesantez, Javier Santiago; Cabrera Moreno, Sandra Leonor
This monograph aims to reflect the reality about religion from the point of view of C.S. Lewis who analyzes the differences between Christianity and Catholicism in two of his remarkable fantasy novels: The Screwtape Letters and The Chronicles of Narnia. To achieve our purpose, scenes and characters presented in Lewis’s works were compared to those in the passages of the Holy Bible: Screwtape, Wormwood, Aslan, among others. Some chapters of the novels, especially The Chronicles of Narnia, reveal the author’s life. This work must therefore be considered a starting point to know C.S. Lewis and his Christian Literature, in which the most relevant parts of the Holy Scriptures, through metaphorical events expose human beings’ faults and the way God makes His sons regret their acts. In The Screwtape Letters,the Christian doctrine of mortal sin is explained in the context of the Catholic system of penance. On the other hand, The Chronicles of Narnia have to do with the early stages of his life which have greatly influenced the seven books of the saga. The struggle between God and Satan is regarded by Lewis as an important aspect to be analyzed by human beings, considering religion a tool that has been used for doing good and evil, since many movements have taken religion as the only way to approach God, sometimes not in an appropriate way.
The critical period hypothesis on english pronunciation of adults
(Universidad de Cuenca, 2020-11-19) Gómez Muñoz, María Agusta; Cabrera Moreno, Sandra Leonor
Considering the assumption that young learners surpass adults’ abilities when attempting to learn the pronunciation of a language, many authors allege the existence of a critical period to master a language. Researchers assure that the Critical Period Hypothesis (CPH) proposes a persuading position towards the relationship between age and language learning. In this context, this study explores the influence of the CPH on the learning of English pronunciation, and identifies the differences between children and adults when learning such skill. The findings of twenty-seven research studies were thoroughly examined to suggest that there are five main variables aside from age that should be analyzed in order to fully understand the extent to which age impacts the learning process of English pronunciation. These variables are: motivation, gender, relationship between L1 and L2, language immersion in L2 environments and learning setting. In addition, these variables demonstrate that young learners outperform adults due to cognitive abilities while adults show that motivational aspects may contribute to the development of pronunciation in a second language
The effects of pragmatic instruction on EFL learners’ pragmatic competence
(Universidad de Cuenca, 2021-10-13) Ortiz Reyes, Jasmine Jocelyn; Sidel Ramón, Jorge Javier; Cabrera Moreno, Sandra Leonor
Pragmatic competence is considered one of the most important elements in language learning. In recent years, researchers around the world have placed their attention on how language is used in context. A competent speaker of any language not only knows grammar, syntax, and an extensive vocabulary, but also understands how to use it according to the context. For this reason, it is imperative for EFL learners to receive pragmatic instruction in the classroom, given the limited exposure to the target language EFL learners have in their environment. In this research synthesis, an extensive bibliographical study of the most used methods and techniques to teach pragmatics was carried out in order to analyze the effects of pragmatic instruction in EFL learners. The findings of this study indicate that pragmatic instruction is always beneficial for the EFL learner’s development of pragmatic competence. However, it should be noted that most studies point to explicit pragmatic instruction over implicit instruction as an effective tool for the development of this competence. Another finding was that the use of authentic materials is essential for teaching pragmatics. In addition, the use of technology, the task-based approach, and the consciousnessraising approach have proven to be effective methodologies for pragmatic instruction
The effects of role plays on EFL students’ grammar learning.
(Universidad de Cuenca, 2022-01-13) Abad Amón, Verónica María; García Peralta, Adriana Pamela; Cabrera Moreno, Sandra Leonor
Being able to use correct grammatical constructions in speech enables learners to feel motivated when learning a target language. When learning grammar rules, linguists state that students should be exposed to different contexts for ensuring communicative competence. The present research synthesis revises the overall effectiveness of role plays as an academic tool for teaching grammar to EFL students. The study comprises experimental and quasi-experimental studies developed in EFL contexts with students from eleven years old to adulthood. Twenty studies were selected for developing this research synthesis that met the inclusion criteria of being published from 2000 onwards, which tested a total of 979 students. This research synthesis aims to investigate the effects on students’ grammatical learning while using role plays. It also investigates how role plays are used in classrooms as well as students’ attitudes towards the implementation of role plays. Findings acknowledge that (a) role plays improve students’ grammatical competence; (b) they follow two pedagogical practices known as Presentation, Practice, Production, and Feedback and Instructional Modeling; and (c) students develop positive and negative attitudes towards role plays. The results, conclusions, and possible suggestions are discussed at the end of this study.
Estado del conocimiento de las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en Ecuador (2011-2021)
(2023) Cabrera Moreno, Sandra Leonor; Hidalgo Camacho, Cynthia Soledad; Calle Calle, Ana María
El presente trabajo exploratorio descriptivo pretende contribuir al vacío de conocimiento existente sobre las investigaciones en el área de la enseñanza de lenguas extranjeras, durante los años 2011-2021. La información fue recogida a través del buscador especializado de literatura académica Google Scholar, que, por defecto, muestra en las primeras páginas los resultados de mayor relevancia. Los estudios fueron agrupados en seis categorías: 1. Métodos, enfoques, modelos y estrategias, usados para la enseñanza de lenguas extranjeras; 2. la educación en línea y el uso de las tecnologías en la enseñanza de las lenguas; 3. Análisis curricular y evaluación; 4. factores que influyen en el aprendizaje de una lengua extranjera; 5. Percepciones de estudiantes y docentes acerca del proceso; y 6. Perfeccionamiento docente. Principalmente, pudo evidenciarse que la investigación se centra en la búsqueda de mejores métodos y enfoques para la enseñanza, mientras que, otros temas como el análisis curricular y evaluación de procesos han sido investigados con menos frecuencia. Se concluye que el nivel de suficiencia en el lenguaje extranjero de los estudiantes no se corresponde con los resultados de intervenciones específicas, que han reportado casi siempre resultados positivos para mejorar los procesos de enseñanza-aprendizaje. Finalmente, se recomienda una investigación que ahonde en el análisis de todos los aspectos que influyen en el aprendizaje de lenguas.
Factors that motivate students to learn english: a comparison between private and public school settings
(Universidad de Cuenca, 2024-09-17) Patiño Cabrera, Andrea Gabriela; Siguencia Astudillo, Richard Israel; Cabrera Moreno, Sandra Leonor
This descriptive research investigates motivational factors influencing English language learning in public and private high schools in Cuenca, Ecuador. Drawing on Dörnyei's (2001) framework, which outlines four main dimensions of motivational teaching practices, this study compares the strategies employed by English teachers in these two educational contexts. Employing a mixed-methods approach, qualitative and quantitative data were collected and analyzed to gain insights into students' perceptions regarding motivation. The study included participants from two private schools and one public school, comprising 61 senior high school students. Results revealed differences in confidence, learning environment, recognition and reflection on the importance of English learning, utilization of didactic materials, teachers' support toward student autonomy, and guidance for independent learning outside the classroom. The findings underscore the importance of fostering student motivation in the English learning process and highlight the significance of English proficiency in real-life contexts. Recommendations include encouraging students' engagement, emphasizing the practical importance of English, incorporating visual and didactic materials, promoting autonomous learning, and providing support for teachers in public school settings.
Flipped-Classroom Methodology: didactic Material for teaching literature I to students of the fifth Level of the english language and literature school at Universidad de Cuenca.
(2015) Cabrera Alvarez, Adriana Maritza; González Cabrera, Johanna Karina; Cabrera Moreno, Sandra Leonor
This graduation project has been developed considering the problems faced by fifth-level students of the English Language and Literature School in the subject of Literature I at Universidad de Cuenca. Since they start studying subjects in English,it is undeniable that difficulties may arise when understanding contextualized information. Therefore, the aim of this project is to provide students with a single platform supporting the learning process. The collection and presentation of the material are intended to facilitate the understanding of the content of Literature I and thus promoting learning. Theories of education are the basis for both the justification of this project and the collection of material.The Cognitive Theory of Multimedia Learning, Constructivism and the Flipped Classroom Methodology are the fundamentals for this project. The results obtained after the application of a survey evidence students’ willingness to use multimedia material during the learning process in the subject of Literature I. The Flipped Classroom is therefore the methodology at the authors of this work propose for promoting learning.
Games as communicative activities to encourage oral production in children from ages 10 to 11
(2011) Carabajo Vallejo, Angélica; Cabrera Moreno, Sandra Leonor
The influence of audio-visual material in the oral retelling of L2 written texts
(Universidad de Cuenca, 2022-08-04) Salazar Ojeda, Darwin Ariosto; Cabrera Moreno, Sandra Leonor
The objective of this research study was to analyze the effectiveness of the incorporation of audio-visual elements in the retelling of EFL written texts. This case study employed an experimental method which entailed a pre-test, the application of the treatment, and a post-test. A total of 10 high school students took part in this study and they were divided into two groups: one treatment group and one control group. The treatment group used the written text in combination with audio-visual elements while the control group received only the text. Students’ oral retellings were analyzed using a rubric for collecting data related to grammatical and semantic patterns. A questionnaire was employed to evaluate participants’ metacognitive reflections. The analysis of the pretest, posttest, and metacognitive questionnaire was made through measures of central tendency and dispersion. The results showed that before the intervention, the treatment group retelling mean was of 4.2, whereas after the intervention, it increased to 5.9. In the control group, before the intervention, the total score mean was of 6.0 and after the intervention, it was situated at 6.5. No significant differences were revealed (p <.05), which implies a similar behavior among the participants from both groups before and after the intervention. Regarding the employment of metacognitive strategies, high correlations were recorded between learners’ performance in oral retelling and the use of certain connection strategies in both groups. It can be inferred that oral retelling can positively stimulate students’ reading comprehension skills for better oral output.
The Influence of Cultural Clash on Learning Dynamics in ESL and EFL Classrooms
(Universidad de Cuenca, 2024-03-20) Rodríguez Montejo, Kevin Stiven; Cabrera Moreno, Sandra Leonor
This research synthesis delves into the intricate phenomenon of cultural clash and its profound influence on the learning dynamics of English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. Cultural clash encompasses the interaction of linguistic and cultural elements in new geographical contexts, leading to a reconfiguration of individuals' values, beliefs, ideologies, and religious perspectives. English, often considered a global lingua franca, plays a pivotal role in shaping these cultural dynamics. As the influence of cultural clash on EFL and ESL education remains an understudied domain, this synthesis aims to identify the fundamental factors that impact learning dynamics in the EFL classroom and lead to cultural clash
Limitations of Teaching English in Rural High Schools in Cuenca, Ecuador
(Universidad de Cuenca, 2023-05-18) Villa Villa, Paola Anabel; Cabrera Moreno, Sandra Leonor
This quantitative descriptive study aimed to determine the English language teaching challenges of teachers working in rural schools in Cuenca, Ecuador. The data for this study were collected based on a survey of ten English teachers working in rural schools in the city. For the elaboration of the survey, a literature review of various empirical studies was conducted and synthesized to the context established for the study. Finally, the analysis of the data allowed concluding that the greatest challenges that the surveyed teachers found in teaching English in rural schools are related to (1) resources and equipment, (2) infrastructure, (3) knowledge of teaching techniques and methods, (4) students' exposure to the language, and (5) students' grammatical knowledge. At the end, relationships were also established between the demographic characteristics of rural teachers and the major challenges they face.
Methods and techniques for vocabulary teaching used in the fifth, sixth and seventh grade at república del Ecuador primary school
(Universidad de Cuenca, 2020-01-27) Mejia Matute, Jhordan Stalin; Cabrera Moreno, Sandra Leonor
The following research study aimed to determine what methods and techniques were used to teach vocabulary in the fifth, sixth and seventh grade at República del Ecuador primary school. In order to determine the methods and techniques used by the teacher, three data collection techniques were applied for the purpose: an interview, an observation, and a guided conversation with a focus group. This research allowed to determine the methods and techniques used to teach vocabulary in the EFL classroom at this particular school. Likewise, the study enabled a deeper understanding of the relationship between teacher’s discourse and her actual practices in the classroom.
Morphological Awareness and its Influence on Lexical Development
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-29) Sarmiento Tenezaca, Karen Abigail; Vanegas Peña, Andrea Carolina; Cabrera Moreno, Sandra Leonor
This research synthesis examines the impact of morphological awareness on vocabulary development in English as a foreign language (EFL) learners. Morphological awareness refers to the understanding of the structure and meaning of morphemes, which are the smallest units of meaning in a language. The study analyzes 20 scientific papers published between 2010 and 2024, which used qualitative, quantitative, or mixed-method approaches. The findings reveal that morphological awareness significantly contributes to vocabulary acquisition and consequently literacy skills. Effective instructional strategies identified include the explicit teaching of morphemes, collaborative learning tasks, and contextualized practice. In general, research indicates that morphological awareness is beneficial across different age groups and language proficiency levels. Overall, this synthesis contributes to the understanding of how morphological awareness can support the improvement of lexical development in EFL contexts.
Scaffolding Strategies in the EFL Classroom to Develop Writing Skills
(Universidad de Cuenca, 2024-09-03) Andrade Tacuri, Martin Ismael; Valladares Pugo, Priscila Alexandra; Cabrera Moreno, Sandra Leonor
This study investigates the application of scaffolding strategies in teaching English as a foreign language (EFL) to enhance writing skills in A2-level students at two educational institutions (one public and one private) in Cuenca, Ecuador. Utilizing a mixed-methods approach, data were collected through surveys and classroom observations. Various scaffolding strategies were explored, including feedback, prior knowledge, learning cooperatively, explaining and clarifying assignments, etc. The results reveal that the implementation of these strategies varies depending on the type of institution and teachers' perceptions regarding their effectiveness. Both benefits and challenges were identified in the application of these strategies, highlighting the need for implementing technological resources in the public area. This study contributes to understanding how scaffolding strategies can be optimized to produce more effective writing in the EFL classrooms, offering recommendations for their practical application in diverse educational settings.
Social networks: the use of facebook as a tool to foster the learning of english of eleventh graders at “Latinoamericano” High School
(2013) Montero Cambi, Tatiana Estefanía; Santacruz Campos, María José; Cabrera Moreno, Sandra Leonor
This research has been developed in order to measure the effectiveness of Facebook in the EFL classroom. The application of a pre-test and a post-test suggests that students can improve grammar structures because they are motivated to learn through an interactive and interesting way. The treatment was applied in Latinoamericano High School with students of first Bachillerato Unificado. The students’ outcomes were analyzed and interpreted showing optimistic results. Therefore, the use of methods that can catch students’ attention is essential in the English teaching-learning process because learners can be engaged with the subject. The use of Facebook is not the best or only alternative for teaching a foreign language, but it is suggested to consider its advantages as a technological and educational tool to foster the learning of this language