Browsing by Author "Hidalgo Camacho, Cynthia Soledad"

Now showing 1 - 20 of 26

Analyzing the advantages and disadvantages of using computer-assisted educational games for english grammar teaching
(Universidad de Cuenca, 2021-12-20) Chalan Minga, Michelle Fernanda; Chocho Vera, Michelle Maribel; Hidalgo Camacho, Cynthia Soledad
This research synthesis explored the role of computer-assisted educational games in the acquisition of English grammar. The aim of this study was to analyze the advantages and disadvantages of using Computer-Assisted Language Learning (CALL) games for English as a Foreign Language (EFL) grammar teaching. The study includes, according to the inclusion and exclusion criteria, 20 studies, that are quantitative, qualitative and mixed-method, published since 2014, analyzing the effects of using English grammar and the students’ perceptions towards them. The results reveal that CALL games improve English grammar acquisition in intermediate-level learners, enhance students’ relationship among their classmates and upgrade positive learners’ perceptions towards English grammar. Thus, based on the results, it is recommended to use CALL games since they create motivational environments in which students not only feel interested in grammar classes, but also improve their learning. Besides, this research synthesis can contribute to future research related to the topic because it provides useful information.
Andragogical focus to enhance reading skills in university students
(2017) Hidalgo Camacho, Cynthia Soledad
Reading can definitely be affected by some personal factors such as formal educational background, frequency of reading, types of texts used, attitude of the reader, among others. However, it still has to be integrated to daily classes, especially when learning a new language. This research work aimed to enhance reading comprehension in intermediate level students of English as a foreign language in the 18-40 age group, at the Languages Center - Universidad Técnica De Ambato. Teaching reading strategies with a focus on andragogy to university students is valuable because while being appreciated as adults, they can participate and co-exist in work groups where their learning will evolve through sharing experiences with their peers and their teacher. Two groups were observed: one experimental and one controlled. The instruments used in this research allowed us to measure the effect and importance of using class-time with the use of tools and reading strategies with the above mentioned focus. Finally, this type of analysis allowed us to conclude that after intervention, the experimental group obtained better results in reading comprehension tests, applying the andragogical approach; therefore it can be stated that this was found to be effective, therefore applicable in the future.
Andragogical focus to enhance reading skills in university students
(2017) Villacis Villacis, Wilma Guadalupe
Reading can definitely be affected by some personal factors such as formal educational background, frequency of reading, types of texts used, attitude of the reader, among others. However, it still has to be integrated to daily classes, especially when learning a new language. This research work aimed to enhance reading comprehension in intermediate level students of English as a foreign language in the 18-40 age group, at the Languages Center - Universidad Técnica De Ambato. Teaching reading strategies with a focus on andragogy to university students is valuable because while being appreciated as adults, they can participate and co-exist in work groups where their learning will evolve through sharing experiences with their peers and their teacher. Two groups were observed: one experimental and one controlled. The instruments used in this research allowed us to measure the effect and importance of using class-time with the use of tools and reading strategies with the above mentioned focus. Finally, this type of analysis allowed us to conclude that after intervention, the experimental group obtained better results in reading comprehension tests, applying the andragogical approach; therefore it can be stated that this was found to be effective, therefore applicable in the future.
Approaches, methods and strategies to develop productive skills: an analysis of EFL contexts
(Universidad de Cuenca, 2022-07-12) Chocho Encalada, Johnny Xavier; Hidalgo Camacho, Cynthia Soledad
The present research synthesis focuses on the discovery of the most effective method or approach to teach English productive skills and how these methods contribute to the development of these productive skills. Fifteen studies, using different approaches and methods and developed at different settings and levels of formal education, were gathered. These studies were analyzed, compared, and contrasted taking into consideration the different approaches and methods used in them. With this analysis, it was possible to find a more precise idea about the positive results of each approach or method, and the reasons why a certain approach was more effective than the other. The criteria to select the studies was that they had to be empirical, and also, they had to be recently published. After the analysis, it can be concluded that it is impossible to find an approach or method that could be considered the most effective regarding productive skills teaching, consequently, the adaptation of these approaches and methods according to learners' context could be a possible solution. Further research about the new technology tools and how these can enhance these methods and approaches to teach productive skills is suggested.
Appropriate Strategies for Teaching English as a FL to Children with ADHD
(Universidad de Cuenca, 2023-08-22) Ochoa Carrion, Karina Elizabeth; Sinchi Barrera, Verónica Dayanna; Hidalgo Camacho, Cynthia Soledad
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that affects the development of different skills, including those necessary for English language learning in children. However, there are certain strategies that teachers can use to help these students. This research synthesis focuses on analyzing the most appropriate strategies to teach English to children with this medical condition, as well as discovering their advantages and disadvantages. This study was exploratory in order to obtain relevant and useful information about the topic. Twenty-one studies were analyzed according to different criteria such as the year of publication, the age of participants, the language of the study, the place where the study was conducted, among others. The studies were analyzed according to five categories. The most relevant results were that computer-based activities, body movement, and metacognitive strategies are the most appropriate to teach English as a Foreign Language (EFL) to children with ADHD, since they help children to be better organized and achieve concentration in their daily routines. It was also visible that the main factor affecting the teaching process involving these children is the lack of knowledge teachers have on the subject. Consequently, the following research synthesis offers conclusions and recommendations on how to apply and select these strategies, which will undoubtedly be useful in EFL classrooms.
Communication games: their contribution to developing speaking skills
(2021) Hernández Chérrez, Elsa; Hidalgo Camacho, Cynthia Soledad; Escobar Llanganate, Paulina
The current work was based on a project that aimed to enhance the Englishspeaking skill development in tenth graders of a public high school in Ambato, a city of the Andean Region of Ecuador. The population involved 145 students who were surveyed to detect their impression about the use of Communication Games in the English as a Foreign Language (EFL) classroom. Additionally, a pre-test was used to determine the students’ English level before implementing certain games selected from a handbook created especially for this study. After that, a post-test and an exit survey were used to measure the effects of communication games. It was found that students consider using games in the classroom beneficial for their learning. Likewise, it was evident that communication games contributed significantly to the students’ oral production, which showed an increased level of vocabulary, more accuracy and fluency, and a more relaxed interaction with their peers and their teacher, after the intervention.
Differentiated instruction on reading skills at higher education level
(2020) Hernandez Cherrez, Elsa De los angeles; Galora Moya, Nelly Patricia; Hidalgo Camacho, Cynthia Soledad
The development of reading skills from early levels is the key tool to success not only in the academic context; but also for personal development. Reading at literal level is the starting point where students get the basic skills to develop comprehension reading skills at a higher level. The purpose of this study was identify the extent to which English teachers from elementary level groups of English as a Foreign Language (EFL) are aware of the effect of the implementation of Differentiated Instruction (DI) on the reading skills development. A total of 20 EFL teachers were surveyed in this investigation. Initially, teachers were asked to answer some questions about differentiated instruction, and later on, students of an experimental group were tested after the implementation of DI. The results showed a positive impact of DI on the development of reading skills, since there was a significant gain in the post test scores. There was also evidence of lack of awareness teachers have about the positive effect that DI has on the development of reading skills. The differentiated strategies met students’ needs, readiness level, learning styles and interests. Working under different modalities made students´ engagement easier through the implementation of differentiated reading modalities: peer reading, reading in groups, reading alone and reading for fluency. The teacher assisted the learners through the processes of content differentiation, process and product presentations. As a result, it was found advisable to apply a replica of this quasi-experiment to students of higher levels to see and confirm the great benefits of the implementation of Differentiated Instruction on the development of reading skills. Finally, based on the findings from questions were teachers were asked about DI, an e-book with differentiated strategies was developed to encourage and guide its implementation.
The effects of translanguaging on the development of EFL learners’ language skills
(Universidad de Cuenca, 2024-09-09) Chumbay Guarango, Karla Elizabeth; Rodriguez Calle, Katherine Daniela; Hidalgo Camacho, Cynthia Soledad
The present research synthesis aims to examine the effects of translanguaging on the development of English as a foreign language learners’ language skills. A total of 20 studies were selected and analyzed to answer the research questions about the effects of integrating translanguaging as a pedagogical tool for developing language skills in English, and also to discover the strategies that have been reported to be useful for integrating this strategy. These articles were selected based on empirical studies using qualitative, quantitative, and mixed methods. Additionally, online papers were included due to their availability, those with a focus on the effects of translanguaging on the development of language skills. This work did not include papers that focused on English as a second language since this project only focuses on English as a foreign language classrooms. The results of this analysis revealed that through the implementation of translanguaging, students present positive effects such as a notable improvement in the four language skills, since through the use of translanguaging students felt more comfortable and motivated to use English. Finally, it was found that the most useful strategies for applying translanguaging are class discussion, translation, paraphrasing, and providing feedback. Through these strategies, students presented an increasing improvement in their skills.
EFL Educators’ Insights into Online Education and its Impact on Teaching during the COVID-19 Pandemic
(2023) Hidalgo Camacho, Cynthia Soledad
After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners. University of Cuenca, 12 de Abril Avenue y Loja Avenue, Cuenca, Ecuador.
EFL Language Learners’ Identity and its Influence on Their Accent
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-31) Cedillo Cedillo, Jaqueline Alexandra; Velesaca Orellana, Samantha Carolina; Hidalgo Camacho, Cynthia Soledad
This research synthesis inquiries into the relationship between English as a Foreign Language learners’ identity and their accent development. Through the examination of twenty empirical studies published within the last 10 years, this work aims to analyze how identity and certain factors related to it, such as cultural affiliation, self-awareness, and contact with the target language, influence students’ perceptions and choices regarding L2 accent acquisition. The results demonstrate the significant, yet complex, role of identity in language learning. While many pupils perceive their accent as a pivotal, significant element of their identity, others do not link these two terms, prioritizing the achievement of social and professional standards by acquiring a native-like accent. Findings also display a discrepancy between the principle of intelligibility and native-speakerism, demonstrating that students tend to opt to either preserve their identity by keeping their mother tongue accent in their L2 accent, or meet societal expectations. Individuals’ goals and motivation shape the entire language learning process.
Estado del conocimiento de las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en Ecuador (2011-2021)
(2023) Cabrera Moreno, Sandra Leonor; Hidalgo Camacho, Cynthia Soledad; Calle Calle, Ana María
El presente trabajo exploratorio descriptivo pretende contribuir al vacío de conocimiento existente sobre las investigaciones en el área de la enseñanza de lenguas extranjeras, durante los años 2011-2021. La información fue recogida a través del buscador especializado de literatura académica Google Scholar, que, por defecto, muestra en las primeras páginas los resultados de mayor relevancia. Los estudios fueron agrupados en seis categorías: 1. Métodos, enfoques, modelos y estrategias, usados para la enseñanza de lenguas extranjeras; 2. la educación en línea y el uso de las tecnologías en la enseñanza de las lenguas; 3. Análisis curricular y evaluación; 4. factores que influyen en el aprendizaje de una lengua extranjera; 5. Percepciones de estudiantes y docentes acerca del proceso; y 6. Perfeccionamiento docente. Principalmente, pudo evidenciarse que la investigación se centra en la búsqueda de mejores métodos y enfoques para la enseñanza, mientras que, otros temas como el análisis curricular y evaluación de procesos han sido investigados con menos frecuencia. Se concluye que el nivel de suficiencia en el lenguaje extranjero de los estudiantes no se corresponde con los resultados de intervenciones específicas, que han reportado casi siempre resultados positivos para mejorar los procesos de enseñanza-aprendizaje. Finalmente, se recomienda una investigación que ahonde en el análisis de todos los aspectos que influyen en el aprendizaje de lenguas.
Factors that influence ecuadorian university students’ motivation towards english learning: an exploratory research study
(2019) Ortega Auquilla, Diego Patricio; Hidalgo Camacho, Cynthia Soledad; Tamayo Maggi, Monica Raquel; Auccahuallpa Fernandez, Roxana
Although learning English as a foreign language has commonly been associated with special cognitive abilities or learners’ aptitude, it has also been found that motivation plays a key role. Thus, this exploratory research study aimed to determine what factors motivate Ecuadorian university students to learn English, so a survey was administered to 422 students in different undergraduate programs from three public universities. The questions focused on learning about and determining the level of agreement the study participants had with statements related to integrative and instrumental motivation. Additionally, an open-ended question was formulated to find out the most important reasons behind their learning of English. The findings showed that a large number of study participants feel motivated to learn the language in order to achieve short-term goals such as traveling and being able to communicate in the target language, as well as long-term goals that include earning academic degrees and obtaining better job opportunities. It was concluded that the role of the teacher and an effective language teaching methodology are key components of students’ motivation and attitudes towards successful foreign language learning.
Graphic organizers for the enhancement of EFL reading comprehension
(2020) Hernández Chérrez, Elsa
It is widely known that effective readers are those who have appropriately developed reading skills. If those skills are not developed, the readers will not achieve the levels of perception needed to solve problems or pass academic tests, neither in their mother tongue nor in a foreign language. For this reason, it is imperative to find the right strategies to enhance reading comprehension in English as Foreign Language (EFL) learners. One of those strategies is the use of graphic organizers, and this study aimed to measure the extent to which it influences the development of reading comprehension of Unidad Educativa Joaquin Lalama students, in Ambato-Ecuador. 40 students in the control group and 35 students in the experimental group constituted the sample. The data was collected through the observation technique and the comparison of results from a reading comprehension pre-test and post-test. Finally, this study found the use of graphic organizers to be effective for developing reading comprehension in the subjects observed.
Graphic Organizers for the Enhancement of EFL Reading Comprehension
(2020) Hernández Chérrez, Elsa; Hidalgo Camacho, Cynthia Soledad; Carrera Martínez, Verónica Paulina
It is widely known that effective readers are those who have appropriately developed reading skills. If those skills are not developed, the readers will not achieve the levels of perception needed to solve problems or pass academic tests, neither in their mother tongue nor in a foreign language. For this reason, it is imperative to find the right strategies to enhance reading comprehension in English as Foreign Language (EFL) learners. One of those strategies is the use of graphic organizers, and this study aimed to measure the extent to which it influences the development of reading comprehension of Unidad Educativa Joaquin Lalama students, in Ambato-Ecuador. 40 students in the control group and 35 students in the experimental group constituted the sample. The data was collected through the observation technique and the comparison of results from a reading comprehension pre-test and post-test. Finally, this study found the use of graphic organizers to be effective for developing reading comprehension in the subjects observed.
The incidence of pictorial aids in the development of EFL productive skills
(Universidad de Cuenca, 2022-09-16) Figueroa Arias, Paula Daniela; Flores Lucero, María Alicia; Hidalgo Camacho, Cynthia Soledad
In order to achieve a proficient English language level, students are required to master communicative competences which are related to productive skills that will help them to produce longer detailed written and oral tasks. Nevertheless, most learners have difficulty developing these language abilities since English as a Foreign Language (EFL) teaching still focuses on applying traditional resources and methodologies. This research synthesis aims to analyze the role of pictorial aids in the development of productive skills, identify the effects of including visual cues in the EFL classroom, and determine teachers and students’ viewpoints regarding the use of visual aids to enhance writing and speaking proficiency. Hence, twenty - two research studies from different databases have been selected and examined as a means to identify the usefulness of pictorial aids in foreign language teaching and learning. Findings reveal that (1) visual cues have a motivational role in the teaching - learning process, (2) their use significantly improves aspects concerning writing and speaking criteria, and (3) the perceptions of applying pictorial aids are favorable, as both language instructors and learners consider visual materials as encouraging and supportive tools for their English lessons.
La aventura tecnológica del docente de inglés como lengua extranjera en tiempos de COVID-19
(The Council of Editors of Learned Journals, 2021) Hidalgo Camacho, Cynthia Soledad
The present work began as a research topic to obtain a doctorate in education, whose purpose was to analyze the possibility of implementing b-learning in the blended modality of teaching English as a foreign language at the Technical University of Ambato-Ecuador, in the academic period 2012-2013. The results related to the perceptions of the teachers of the program, at that time, were compared with their opinions on 100% online teaching, adopted due to the current global health crisis due to the Covid-19 pandemic. This comparison has allowed us to know that the biggest drawback that teachers find in virtual teaching is the time required to monitor the activities and processes that the new modality implies. As for students, the gap that exists in educational processes is greater with online education, which could demotivate both protagonists of the teaching-learning process. This forces the search for continuous improvement of teachers in relation to methodologies for the use of technology for education, in order to improve pedagogical and didactic aspects based on what the world is currently experiencing in this area.
La motivación como factor para el aprendizaje del idioma inglés en el contexto universitario ecuatoriano: antecedentes, resultados y propuestas
(2020) Ortega Auquilla, Diego; Hidalgo Camacho, Cynthia Soledad; Siguenza Garzón, Paul; Cherres Fajardo, Sara
First, the carried‐out preliminary exploratory study aimed to determine and analyze what motivates Ecuadorian university students to learn English. The data gathered was used to design a project (in progress), which was proposed in the UNAE 2018‐2019 Call for Research Projects; therefore, some important aspects are included, such as the mixed‐method design to be employed. In the preliminary study, the information was obtained from a survey applied to 422 undergraduate students. The questions focused on determining the level of agreement they had with statements about integrative and instrumental motivation. Additionally, there was an open question where the surveyed students specified why they study English. The results showed that most participants do it to achieve short‐term and long‐term objectives; for example, get a better job, earn undergraduate and graduate degrees, and travel. It was also revealed that teachers and their methodology are considered important components of the English learning that are related to motivation. It concludes that it is crucial to implement meaningful and motivating lessons which help students reach their set goals.
Learner-centered instruction: an approach to develop the speaking skill in english
(2017) Hidalgo Camacho, Cynthia Soledad
Higher education is experiencing important changes with the aim of moving from the traditional methodologies and attaining better learning outcomes. This study is intended to analyze the effect of learner-centered instruction on the development of the speaking skill in the English as a Foreign Language (EFL) classroom. In order to do this research, google scholar, Harzing´s publish or perish, scopus, ScienceDirect, books and other academic journals were explored. As a result of this search, more than 900 papers were found. This information served to interrelate learner-centered principles to the development of the speaking skill so that learners can communicate in English in various contexts worldwide. From the analysis, it was concluded that learner-centered instruction was an approach that developed the speaking skill through the realization of meaningful and authentic tasks.
Metalinguistic Awareness in EFL Classrooms
(Universidad de Cuenca, 2024-09-04) Ramón Armijos, Kevin David; Ríos Guzmán, Pamela Giselle; Hidalgo Camacho, Cynthia Soledad
This research synthesis analyzes the benefits and drawbacks of developing metalinguistic awareness concerning reading skills, speaking skills, and vocabulary acquisition in teaching English as a foreign language (EFL). This exploratory research examined 20 empirical studies conducted in EFL environments and published within the last 15 years. The results revealed the complex impact of the development of metalinguistic awareness on the acquisition of EFL language skills, with the nature of this impact being subject to various factors such as the teaching method employed and the age of the students. It was evidenced that explicit instruction and metalinguistic explanation techniques were the most efficacious methods for instructing students on the various aspects of metalinguistic awareness and its effective utilization for language learning/teaching processes. Along the same line, the development of metalinguistic awareness prompted learners to apply lexical decoding to enhance their reading skills, to utilize phonological knowledge to encourage oral production in English, and to associate lexical units to expand their vocabulary.
Motivational strategies in foreign language learning: students' vs. teachers' perspectives
(2020) Hidalgo Camacho, Cynthia Soledad; Villacís Villacís, Wilma
Due to the importance given to motivation in foreign language learning processes, this study aimed to analyze and compare the perceptions that students and teachers have regarding the impact of motivational strategies on the learners’ desire to study a target language, as well as the effect that those strategies have on their academic performance at university level. The necessity to offer students motivational strategies in order to foster a more effective learning was visible.