Browsing by Author "Fajardo Dack, Tammy Mercedes"

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An exploration of EFL teaching practices in light of teachers' language proficiency
(2021) Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio; Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia
The influence of target language proficiency on language teaching practices is not a new area of research; nevertheless, there is still lack of knowledge since some research results have yield weak and inconclusive findings in different contexts. This research examines the relationship between EFL teachers' language proficiency and their teaching practices. An explanatory sequential mixed-methods design was followed and two data collection instruments were used: an English proficiency test, to determine the EFL teachers' proficiency level and a class observation scheme, to record instructional practices of seventeen EFL teachers systematically. The percentage of time spent on the different categories of the first part of the scheme and proportions of each category of the second part of the scheme were calculated to perform a Spearman correlation test. After that, a qualitative analysis of the teaching practices was conducted in order to get a deeper understanding of the quantitative data. The results indicate that higher proficient teachers provide better quality of input and feedback and are better models for learners; however, a direct influence on classroom management was not found. An equal focus on pedagogy and methodology instruction as well as on target language improvement is suggested for EFL teacher education programs.
Analyzing a pre-service EFL program through the lenses of the CLIL approach at the University of Cuenca-Ecuador
(2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Quiroz Dahik, Carlos
The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Think-ing Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.
Approaches and methods to teach grammar: An analysis of the last 10 years
(2020-02-18) Zambrano Loayza, Jonathan Andrés; Fajardo Dack, Tammy Mercedes
The present synthesis aimed to discover whether there was an ideal methodological approach to teach grammar and what were the students’ perceptions towards it. Seventeen studies, which used different approaches and methods and occurred at different settings and levels, were gathered. Some of the analyzed studies compared and contrasted different approaches and methods. Thus, they provided a more precise idea about which one obtained the best outcome and the reasons why certain approach was more effective than the other. A criterion to select the studies was that they needed to be empirical in order to have a clearer idea of the impact of the approaches on the students. These studies were analyzed to determine which approaches and methods obtained the best results and to have a glance on the students’ views towards the methodological approaches. Apparently, there was not an approach or method that could be considered the best regarding grammar teaching, so the combination of various approaches and methods could be a possible solution to this. Further research was suggested on the use of the eclectic approach to teach grammar since it combines several approaches and methods.
Are Ecuadorian Universities Preparing EFL Teachers for CLIL? Sacred Versus Secret Stories
(Springer Link, 2024) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Content and Language Integrated Learning (CLIL) is a fundamental tenet in the Curriculum for teaching English as a foreign language (EFL) in Ecuador. There-fore, it is important to explore whether pre-service teachers have the conceptual and practical knowledge to use it. This chapter analyzes EFL teaching undergraduate and graduate programme curricula to find out if Ecuadorian pre-service teachers are being trained to enact what is established as a language teaching policy. Further-more, student teachers’ experiences in their practicum were studied to understand the realities of the classroom in terms of CLIL application. Results demonstrated that EFL future teachers neither receive CLIL training in university programmes nor are exposed to this approach in their practicum teaching. Hence, it is imperative to provide training to pre-service and in-service teachers in order to improve not only their preparation but also the students’ language learning process in the country at all educational levels.
Assessing international baccalaureate courses taught through english: a case study
(2017) Durán Maldonado, Keyla Tamar; Salazar García, Andrea Verónica; Fajardo Dack, Tammy Mercedes
This research analyzes English courses in the first year of International Baccalaureate Diploma Program through a multisite case study conducted in two high schools: Unidad Educativa Santana -private school- and Colegio Nacional Ciudad de Cuenca -state school-. It presents the Content Language Integrated Learning approach as workable since it lets English classes incorporate language and content into a dual instruction. This investigation makes connections between the IB DP curriculum for English courses and CLIL a based on observations that showed how IB DP is working in the Ecuadorian educational system including it’s strengthens and weaknesses.
Autonomy-supportive teaching for developing intrinsic motivation in english students of second of bachillerato at UESMA
(2018) Merchán García, Verónica Elizabeth; Fajardo Dack, Tammy Mercedes
This research paper analyzes the necessity of applying a new teaching style with English students of Second of Bachillerato at Unidad Educativa Salesiana María Auxiliadora (UESMA) in order to develop and increase their learning intrinsic motivation. One of the attempts is to demonstrate the presence of low levels of intrinsic motivation and perceived autonomy in students when learning a second language, in this case English. Significant results were achieved using a combination of a set of methods that allowed to triangulate the gathered information. The results showed lack of intrinsic motivation and perceived autonomy in an important number of students. A guideline for promoting the adoption of an autonomy-supportive teaching style for teachers is proposed as a possible solution.
Benefits and constraints that teachers face when using ICT in teaching EFL
(Universidad de Cuenca, 2022-08-02) García Morquecho, Jenny Magaly; Morocho Bernal, Michelle Estefanía; Fajardo Dack, Tammy Mercedes
This research synthesis examines the benefits, constraints, and positive and negative teachers’ perceptions regarding ICT usage in EFL classrooms. This exploratory research of 28 empirical studies presents how ICT implementation influences the educational process in EFL classes. The results revealed that educators should implement ICT equipment/software to improve learners’ performance inside the classroom and in their daily life activities. Additionally, the findings showed that lack of instructors' training and lack of technological resources are the main constraints teachers have to deal with while integrating technology in their classes. Besides, the findings portrayed that the educators’ main positive viewpoint about ICT usage is the EFL methodologies breakthrough that fit students’ needs. Furthermore, the results showed that older educators are more likely to suffer computer anxiety than their younger counterparts since they were not born in a technological era and are accustomed to using traditional teaching methods. In addition, the findings revealed that computers, overhead projectors, and the internet are the most used ICT equipment/software employed by teachers since these resources are accessible. Finally, some recommendations are provided for future research
CLIL in Ecuador
(Routledge, 2023) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
This chapter analyses research studies on Content and Language Integrated Learning (CLIL) methodology for English language teaching in the context of Ecuador and aims to identify patterns as well as inconsistencies in the existing literature in order to contribute to the improvement of this methodology in educational settings. The analysis was carried out in light of the following categories: the methodology used for the study, including the participants, the research design, and the instruments; the factors that enhance and hinder the application of CLIL in educational contexts; and the learners’ development of language and cognitive skills. It was determined that both in practice and research, scaffolding processes have not been used, or at least not reported, in the studies analysed which could be due to the lack of knowledge and training of teachers. Furthermore, it was also found that research inconsistencies could have had an impact on the results of the studies. It is therefore suggested to train teachers and researchers on how to examine the use of CLIL as a growing phenomena in the language classroom.
CLIL in use: perceptions and experiences of english teachers in public schools
(2022) Fajardo Dack, Tammy Mercedes
This study analyzes the perceptions and experiences that English teachers who work This study analyzes the perceptions and experiences of English teachers working in public institutions in the province of El Oro about the CLIL methodology, from its knowledge to its application. We worked with a descriptive type of research. It was determined that CLIL is not widely known or used among English teachers in the province of El Oro, despite being included in the National English Curriculum, which could be due to the lack of adequate training. Participating teachers who reported applying CLIL in the classroom recognized the innovative nature of the methodology. Therefore, they recommend CLIL as the most appropriate methodology for teaching English, although considering adaptations that could improve it, both in the materials used and in the use of additional resources, especially technological tools.
Developing Speaking Skills in EFL Young Learners through Visual and Audiovisual Materials
(2023) Salamea Avila, Maria Jose; Fajardo Dack, Tammy Mercedes
The acquisition of speaking skills in a foreign language is considered a challenge, especially for young learners. Research suggests that Affective Factors (AF), such as anxiety and motivation, may contribute to the blockade of the learning process and can hinder the participation, attention, and interest of students in class. Therefore, search for better teaching materials, tools, and methodologies that enhance students’ motivation to learn is constant. As much of this line of research is developed outside of Latin America and focuses on teenagers or older, this study aimed to evaluate the effects of audio-visual materials on students’, ages 8-9, speaking skills and their engagement with the lessons in an Ecuadorian primary public school. To do so, this study used a mixed method approach to collect qualitative and quantitative data. Quantitative data was collected through a pre-test and pos-test and a motivational test questionnaire, and qualitative data was collected through the student’s feedback on the use of the proposed material via a focus group. The results show that audio-visual materials have a greater influence on grammar and vocabulary. In addition, evidenced low levels of anxiety and high intrinsic motivation had a positive influence on the acquisition of speaking skills.
Developing speaking skills on EFL learners through biography-driven instructional strategies
(2022) Vire Quezada, Maria Luisa; Fajardo Dack, Tammy Mercedes
This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners’ speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants’ perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners’ speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed.
Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features
(2024) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman’s correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.
The effects of formative and summative assessment on students’ motivation in an EFL classroom
(Universidad de Cuenca, 2022-09-05) Avila Saico, Diana Gabriela; Faicán Guachichulca, Byron Andres; Fajardo Dack, Tammy Mercedes
This research synthesis aims to explore the reported effects of formative and summative assessment on students’ motivation in EFL classrooms as well as the students’ perceptions regarding the use of these types of assessment. In order to meet the objective, 21 empirical studies were identified. These studies were conducted in EFL settings and published within a 20-year time frame. The results of the analysis revealed that formative and summative assessment can affect positively and negatively students’ motivation depending on different factors such as grades and feedback. In the same way, students’ perceptions show that they can experience different feelings such as stress, anxiety, self-motivation, and intrinsic motivation in response to the assessment they receive. It was evidenced that students prefer the use of both types of assessment simultaneously as this combination can lead to the improvement of their learning process. Based on the findings, it is recommended that teachers use these two types of assessment in combination and also different ways of assessing students in addition to the more traditional ones. Further research on formative and summative assessment in Ecuadorian EFL classrooms is suggested
The Effects of Xenoglossophobia on EFL Student’s Academic Achievement and Motivation
(Universidad de Cuenca, 2024-09-13) Gualoto Barrera, Julisa Alexandra; Ochoa Ordóñez, Jhon Alexander; Fajardo Dack, Tammy Mercedes
This research synthesis was conducted to determine the main effects of xenoglossophobia on EFL students’ achievements and motivation. To answer the established research questions, 20 empirical studies were used to categorize and analyze information. After data analysis, the results depicted the existence of four variables affecting Foreign Language Anxiety (FLA) levels: academic achievement, motivation, academic assessment, and language performance. Additionally, a fifth variable emerged from the analysis: gender, which plays a vital role, as it determines which variables are more affected and how the individual manages anxiety. Furthermore, this research examines the common strategies used by teachers and students to manage anxiety. The results highlighted the importance of the teacher's role in creating a good learning atmosphere and the use of more friendly approaches/techniques to achieve it. On the other hand, the study also analyzed the student's ability to handle coping strategies, as they contribute to diminishing FLA levels. Finally, the recommendation for future research is to study xenoglossophobia in the Latin American context, as there is limited information available, and it is important to consider that anxiety can be the primary factor hindering student performance.
The effectsof using cognatesto teach english vocabulary to spanish speakers
(Universidad de Cuenca, 2022-07-13) Robles Sánchez, Lizbeth Mercedes; Fajardo Dack, Tammy Mercedes
This research synthesis aimed to examine the effects of the use of Spanish-English cognates on the learning of English vocabulary by Spanish speakers. A totalof 21 empirical studies were collected to answer and support questions about the effects of using cognates to teach English vocabulary toSpanish speakers, the most effective category to teachEnglish vocabulary, the advantages and disadvantages of using cognates, and the teacher and student perspectives on the use of cognates as a way of acquiring lexicon in English. The results of this analysis revealed that through the use of cognates, specifically identical and similar cognates, the comprehension and development of vocabulary in English were effective for Spanish speakers. Similarly, it was possible to identify that cognates not only help in learning and expanding lexicon but also in speech processing, meaning inference, word recognition, word processing, lexicon acquisition, and student confidence. Therefore, both teachers and students agree that the use of cognates in the classroom is essential. Recommendations for future research on the effects of using Spanish-English cognates to teach English vocabulary to Spanish speakers and some practical implications are provided. It is worth mentioning that recommendations for future research on false cognates were proposed due to the ongoing debate among authors about their possible efficacy on vocabulary acquisition
EFL Students’ and Teachers’ Perceptions Towards the Use of ICTs to Enhance Pronunciation: A Case Study at Luis Roberto Bravo High School
(Universidad de Cuenca, 2023-07-17) Padilla Matailo, Paola Joseline; Porras Mainato, Heydi Lisseth; Fajardo Dack, Tammy Mercedes
Pronunciation is an important component of effective communication in any language. However, pronunciation has been neglected in the teaching-learning process of English as a foreign language (EFL) classrooms. Information and communications technologies (ICTs) have become part of English instruction in order to foster the practice of pronunciation. Thus, this research aims to analyze the ICT tools implemented in EFL classrooms in order to practice pronunciation, the drawbacks and advantages of using ICTs,and teachers' and students' perceptions of the use of ICTs to enhance pronunciation. Considering the educational context of Latin America, Luis Roberto Bravo (LRB), a Latin American high school, was taken as a sample for the present study. The participants were two EFL teachers and 78 students; additionally, the data collection instruments were surveys, which were delivered to all the participants, and interviews, which were answered by the teachers. The results of the study showed that the ICT most used was the computer.The advantages of using ICTs were the variety of input that can be given to students, especially listening input of native speakers, and the introduction of segmental and suprasegmental features, which were considered relevant to teach pronunciation. On the other hand, the lack of knowledge, lack of training, lack of time, and inadequate infrastructure were the drawbacks encountered when implementing ICTs at LRB high school. Finally, the last finding showed that teachers and students had positive perceptions regarding the use of ICTs to enhance pronunciation since it encouraged motivation and thepractice of pronunciation
English proficiency and learner individual differences: a study of pre-service EFL student-teachers
(2019) Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio
This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.
English Teaching Strategies to Motivate EFL Students in Rural and Urban Public Schools
(Universidad de Cuenca, 2024-09-11) Coronel Otavalo, Katherine Samantha; Puchi Largo, Andrea Shakira; Fajardo Dack, Tammy Mercedes
Motivation and teaching strategies are fundamental in language learning; teachers play a crucial role in employing motivational strategies to engage students in their learning. Factors such as the locality of schools, whether urban or rural, influence the process of teaching and learning English. This research aims to analyze these environments to identify the motivational strategies used in each area, their frequency of use, and the perceptions of teachers and students regarding these strategies. The study focused on two educational public institutions in Ecuador: one rural and one urban. The participants included three English teachers and 80 students in the rural school, and two English teachers and 85 students in the urban school. The students were in the first, second, or third year of high school, aged between 15 and 18. Observations recorded as field notes and semi-structured interviews were applied. The collected data were analyzed using the technique of thematic content analysis. The results showed that the motivational strategies used included incorporating humor, adapting content to real-life situations, facilitating group work, providing rewards, and giving feedback. Additionally, technological resources were notably used as a motivational strategy in the rural environment. The frequency of these strategies varied depending on the teachers. Finally, teachers and students had positive perceptions of the motivational strategies, although observations in the urban environment did not corroborate this positivity.
Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE
(Editorial UTN, 2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
This study analysis the extent to which the EFL program complies with the principles of the CLIL approach. Students from the fourth, fifth and seventh semesters of this program participated in the study. An English proficiency test was administered, some writing assignments were analyzed to assess the development of higher order thinking skills; and finally, a survey was applied to find out the students’ perceptions in the development of language, content and higher order thinking skills in the content subjects. The results showed that 52% of the students do not reach a B2 level according to the Common European Framework of Reference for Languages, which is considered a minimum requirement to teach EFL classes; therefore, it was concluded that the participants need to develop language skills to take content subjects in a foreign language. Furthermore, it could be said that the three dimensions of this approach (content, language and procedures) are not considered when planning classes; consequently, students are not developing them simultaneously.
Exploration of the Use of Short Stories for Vocabulary Learning of EFL Learners
(Universidad de Cuenca, 2025-09-09) Duchi Narváez, Johanna Viviana; Tenesaca Tacuri, María Belén; Fajardo Dack, Tammy Mercedes
Short stories have played a fundamental role in the language learning process due to their simple and engaging format. This research intends to answer what the effects of the use of short stories are for vocabulary learning of English as a Foreign Language learners. After collecting and analyzing 20 empirical studies, the results revealed an increase in learners’ vocabulary, development of language skills, and enhancement of cultural awareness as the most reported effects. Likewise, since the key participants in the studies collected were teachers and students, their perceptions were analyzed. For students, short stories are engaging and motivating, and they facilitate understanding of language use. Teachers’ perceptions indicate that short stories are an interesting and authentic material that fosters independent learning. Teachers also mention potential challenges when applying short stories in the language classroom. In conclusion, this research supports the notion that short stories are a useful tool for English vocabulary learning. Hence, it aims to encourage future research to examine their effects on social-emotional learning and cultural competence. It is also essential to delve into teachers' perceptions regarding challenges and advantages of using stories.