Browsing by Author "Heredia Espinoza, Abraham Alberto"

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    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
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    The use of ICTs to develop productive skills in the EFL/ESL classroom
    (Universidad de Cuenca, 2022-09-15) Heredia Espinoza, Abraham Alberto; Piedra Carrión, Verónica Rosalía
    This research synthesis aims to discover the effects, perceptions, and effectiveness of the approaches that have been reported on the use of ICTs in the EFL and ESL classroom. According to the inclusion and exclusion criteria for this study, 21 empirical studies which used different instruments and occurred at different levels, were selected to be analyzed. The findings of this research show that the effects of the use of ICTs in linguistic and non-linguistic skills are positive. In addition, the analyzed studies indicated that both students and teachers presented more positive than negative perceptions towards the use of ICTs inside and outside the classroom. The outcomes of this analysis can serve as future reference for teachers to include those tools in the EFL and ESL classroom