Browsing by Author "Fajardo Dack, Tammy Mercedes"

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Fostering students’ confidence through oral activities based on their interests
(2017) Hidalgo Nickel, Amanita Torcasa; Fajardo Dack, Tammy Mercedes
The purpose of this study originated from the need to increase students’ confidence. The approach that was taken was to use students’ interests to develop oral activities. Through these, they had the opportunity to practice and have more contact with the speaking skill, and this way increase their confidence. The main objective was to establish whether oral activities based on students’ interests foster their confidence. The participants in this study were 30 students from the 2016 fifth level of Tourism at the University of Cuenca, for whom an interest questionnaire was developed and applied in order to delimit the themes to be used. The instrument that was used to measure confidence was Griffee’s (1997) Confidence Questionnaire, which was applied before and after the intervention. After analyzing the results obtained from the interest questionnaire, it was possible to establish the oral activities that would be carried out in the intervention. To ensure and establish whether the activities were to the students’ interest, they had to evaluate each activity with an evaluation form. All the observations that took place during the development of the activities were registered on a journal. The data obtained from the evaluation form was analyzed, and it was found that students approved of the activities in being to their interest. It is also concluded that the level of confidence increased significantly.
Strategies for learning english pronunciation in an EFL or ESL classroom through the use of ICT tools and CALL
(Universidad de Cuenca, 2021-02-10) Culcay Peláez, Denníse Tatiana; Torres León, Nicolás Mateo; Fajardo Dack, Tammy Mercedes
Information and communication technologies (ICTs) is the set of various technological tools widely used to help to expand teaching and learning quality through the assimilation of students’ autonomy, capability and creativity (Ghasemi & Hashemi, 2011). On the other hand, CALL refers to computer-assisted language learning that focuses on the support and facilitation function of the computer and emphasizes the role of digital media as tools for learning (IGI Global, 2019). This paper aims to analyze relevant exiting literature on the application of different ICT tools and CALL for learning English pronunciation in two different contexts, EFL and ESL classrooms. A total of twenty empirical studies were identified and chosen for the analysis. These collected studies focused on English pronunciation learning or improvement, but with different strategies regarding ICTs and CALL and how they perform in different settings and participants. The present research synthesis offers conclusions and recommendations for further research on the applications of these two types of strategies, ICT tools and CALL, which need the guidance of a well-prepared teacher or instructor.
The Effect of Using Socio-affective Strategies to Develop Speaking Skills in EFL Students
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Celi Gualan, Lucía Elizabeth; Vélez Criollo, José Andrés; Fajardo Dack, Tammy Mercedes
Research on the effects of socio-affective strategies on English speaking skills has shown a positive impact on the underlying emotional and interactive processes of these abilities. This research synthesis aims to analyze the effect of using socio-affective strategies on speaking skills in EFL classes. To this purpose, 20 empirical studies were examined through thematic analysis, initially focusing on two categories: effects and students’ perceptions. During the analysis, two further themes emerged: gender differentiation and facilitating factors influencing the delivery of the strategies. Results show improvements in students' speaking performance, anxiety regulation, and self-confidence, which are the most frequently cited effects. Likewise, no gender-based differentiation of these effects was found. In terms of students’ perceptions, enhancement of a favorable teaching environment, enjoyment of group activities, and confidence were identified. However, students reported negative perceptions in terms of a lack of personalized instruction, issues with group collaboration, and speaking anxiety despite the implementation of the strategies. Additionally, facilitating factors, such as explicit teaching and the teacher’s ability to create positive interactions and manage classrooms were found. Finally, the results prompted recommendations for the implementation of new education policies and for English teachers' prior training to facilitate the delivery of socio-affective strategies. Further research on the effects of socio-affective strategies on speaking skills considering variation in teacher’s training and classroom management based on students' gender, ages, English proficiency, and situational and speaking anxiety, is recommended.