Browsing by Author "Espinoza Hidrobo, Maria Isabel"

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Flipping the classroom with MOOCs. A pilot study exploring differences between self-regulated learners
(Institute of Electrical and Electronics Engineers Inc., 2017) Maldonado Mahauad, Jorge Javier; Pacheco Salazar, Vicente Guillermo; Pérez Sanagustín, Mar; Bermeo Tenesaca, Jorge Luis; Muñoz Guillén, Lissette Maritza; Espinoza Hidrobo, Maria Isabel; Maldonado Mahauad, Jorge Javier
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.
Nonviolent communication as an approach in classroom management to enhance EFL students´ oral productions' oral production
(2020) Rivadeneira Brito, Tannya Veronica
This investigation is a mixed (qualitative and quantitative), non-experimental, field and descriptive study carried out in a public coeducational institution, mixed to analyze Nonviolent communication as an approach in classroom management to enhance EFL students ' oral production. The study sample was 30 students and the techniques used were data collection were interview, and observation. The investigation was carried out in two stages. In the first phase, the oral production of the students was evaluated before applying the nonviolent communication treatment and, in the second phase, the students’ progress was evaluated using the different criteria in the evaluation instrument checklist. The results show an improvement in pronunciation, vocabulary, communication skills, security, confidence, and attentiveness when pressure and teasing in the group decrease after applying non-violent communication in the classroom.
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
Teacher mini conferences in class: an alternative to provide feedback in written tasks
(2020) Siguenza Garzon, Paul Ismael
Hattie and Timperley (2007) define feedback as the result where an agent, such as a teacher, provides information on the aspects of the person’s understanding. The feedback strategy which was implemented in thisstudy wasteacher mini conferences in class. This strategy consists of pre-writing and idea generating activities where the teacher discusses with the whole class and illustrates what skill the students should use (Grabe and Kaplan, 1996). The study was carried outin a public school in the city of Cuenca, Ecuador with students learning English as a foreign language (EFL). It consisted of a target (n=36) and control group (n=31). The stud was conducted during the first didactic unit (six weeks) of the scholar year 2019-2020 where the students produced a total of five paragraphs. The first paragraph served the purpose of the pre-test, while the last paragraph was the post-test. The Wilcox sign test was used for comparison between related samples (Pre -post) and theU-Mann Whitney test for independent samples. The data was processed through SPSS 25. The study concluded that teacher feedback has a larger impact considering performance in agreement with Yang et al. (2006), Gielen, et al., (2010), Zacharias (2007), andVan den Bergh, Ros, and Beijaard (2014). Further, teacher mini conferences in class revealed a positive impact on the development of supporting details, organization and transitions, mechanics, and the development of style.