Browsing by Author "Campoverde Villavicencio, Mayra Nataly"

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Design of a booklet to teach idioms in conversation classes to third-term students of the english language and literature school at Universidad de Cuenca
(2015) Campoverde Villavicencio, Mayra Nataly; Carpio Cevallos, María José; Santillán Iñiguez, Juan José
Idioms form part of the English language making it more colorful and vivid; as most of the time, these expressions describe a situation in a better way than literal words. Since idiomatic expressions are in everyday conversations, their teaching should be seen as an important element, especially for those people whose aim is mastering the target language; this is the case of third-term students of the English Language and Literature school at Universidad de Cuenca. For the purpose of introducing idioms to this target group, a booklet that compiles the most commonly used idioms has been designed. To start the collection of those idioms, ten categories were established to limit their search. From this, three hundred idioms were gathered which, in turn, went through a process of filtration using the Corpus of Contemporary American English (COCA) narrowing them down to one hundred twenty idioms. This group of idioms, divided in their categories, was analyzed by eighty native English speakers by means of surveys, in order to obtain the final group of the eighty most commonly used idioms. This group of idioms was the basis for the development of this booklet.According to the native English speakers’ answers, the categories which were most popular are: love with 639 checks out of 640, followed by giving advice with 638, and school with 634.
Percepción de los estudiantes con discapacidad y de las autoridades, docentes y administrativos de la Facultad de Psicología de la Universidad de Cuenca respecto al cumplimiento de la política institucional de educación inclusiva periodo marzo-julio 2022
(Universidad de Cuenca, 2023-01-09) Campoverde Villavicencio, Mayra Nataly; Urgilez Vasquez, Joseline Maribel; Mendoza Eskola, Juanita Catalina
The perception that society has of people with disabilities has changed over time from being considered a burden to being subjects with rights, which are embodied in the Constitution of the Republic of Ecuador of 2008 to policies that govern the performance of the State and the activity of an institution. However, compliance with these rules may be limited in different areas of society. One of these is higher education where inclusion comes to play an important role in building a more egalitarian society. This research aims to describe the perceptions about compliance with the institutional policy of the University of Cuenca regarding the inclusive education of students with disabilities of the faculty of psychology from the point of view of the social actors involved, during the period march-august 2022. The research is qualitative, cross-sectional, and descriptive in scope. Work was done with the social actors involved, forming four study groups: students with disabilities, authorities, teachers, and officials from the administrative area. The techniques used were the semi-structured interview addressed to the participants and the documentary review of the current policies. The information was processed in a category analysis matrix in the Microsoft Excel program. It was concluded that there are barriers to learning and participation of students with disabilities that are expressed in the shortcomings in the design and compliance with the institutional policy regarding inclusive education, leading to the breach of the right to quality education and the violation of the rights of students with disabilities
Shadowing technique to teach Listening to A1 level EFL students
(2023) Campoverde Villavicencio, Mayra Nataly; Argudo Serrano, Juanita Catalina
Shadowing is a listening technique that develops the bottom-up process (the understanding of the smallest units of the audio input such as individual sounds) of the listening skill by training the learners’ ears to recognize phonemes, words, and thus phrases. It is said this is a useful technique for the development of English as a Foreign Language (EFL) learners’ listening skills. Therefore, this study aims to analyze the effect of the shadowing technique on the listening skill of A1-level EFL learners from Luisa de Jesús Cordero High School. An explanatory sequential mixed method design will be carried out by using the listening part of the A2 Key for Schools from Cambridge Language Assessment exam and a close-ended survey to assess the impact of shadowing on the students’ listening performance and their perception of shadowing. For this purpose, experimental and control groups were carried out. The study outcomes provide information about how shadowing, as a technique to teach listening, has influenced English learners’ listening skill and their perspectives in an Ecuadorian high school setting.