Browsing by Author "Jara Villacreces, Jean Paul"

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Analyzing students` writing development through the use of digital comic apps based on several applied studies
(2016) González Amendaño, Andrea Alexandra; Lituma Medina, Leidy Cecibel; Jara Villacreces, Jean Paul
The present research was developed in order to provide innovate tools of teaching for the development of writing skills. Considering that technology, in this case the Internet, is taking a more important role in education, it was key to search for new tools that this resource provides. As a result, digital comic apps were selected for the learning-teaching process, especially in the writing skills area. For this investigation, five digital comic apps were selected:Storybird, Toondoo, Bitstrips for Schools, Digital Storytelling and Boomwriter. As the main goal was to provide facts about the advantages and limitations of using these apps in the development of writing skills based on several applied studies, it was important to do an in-depth analysis of each. Taking into account this, the bibliographic research method was used in order to select one from the five different apps as the most useful for writing skills, as well as to obtain conclusions and recommendations from the investigation.
Audio material for improving essential level B1 conversations according to the common European framework
(2017) Portoviejo Guachún, Xavier Alejandro; Jara Villacreces, Jean Paul
The following research has been carried out in order to create audio material and demonstrate its effectiveness to enhance essential level B1 conversations in the English language according to the Common European Framework of Reference. The research was applied in an EFL classroom at CG Corporation in Cuenca – Ecuador. The analysis of the data was carried out through a critical analysis of quantitative data. The methodology was aimed at combining Communicative Language Teaching (CLT) and the Audio-Lingual Method (ALM). The combination of these two methods had a great impact on EFL learners: while CLT made it possible for students to use the language communicatively, ALM, rather surprisingly, helped students to become more competent in using the language, and enhance speaking and listening micro-skills allowing them to identify new sounds, intonation patterns, avoid misunderstandings and to enhance fluency.
Benefits of multimedia resources in the EFL classroom and the integration of kurzweil 3000 software as an aid for the conversation and composition IV course at "Universidad de Cuenca"
(2013) Delgado Pérez, Camilo Andres; Muñoz Vallejo, Sandy Yadira; Jara Villacreces, Jean Paul
La presente investigación se centra en el uso de recursos multimedia en el aprendizaje de inglés como lengua extranjera y además del uso del software Kurzweil 3000 en la clase de Conversación y composición IV para desarrollar las destrezas de la escritura. A pesar que el curso antes mencionado desarrolla dos destrezas principales que son la escritura y la capacidad de escuchar, el presente proyecto se centra en el desarrollo de la habilidad de la escritura. Los recursos multimedia se han difundido ya que estudiantes y profesores los usan según sus necesidades. La tecnología es un recurso importante y es importante estar alertas del uso adecuado que se le debe dar en el aula. Para se lo mas objetivos posibles los estudiantes de Conversación y composición IV fueron consultados para dar su punto de vista, observar su progreso y expresar su perspectiva sobre el uso de estos recursos antes, durante y después de ser aplicaos en ellos. Para cumplir con este cometido se llevó un record y se utilizaron instrumentos como encuestas, entrevistas pre-pruebas y post-pruebas para recolectar datos. Para analizar los resultados del presente proyecto se proveen gráficos cuantitativos y cualitativos. Además profesionales en la rama de educación proporcionaron experiencias personales acerca del uso de recursos multimedia en la clase.
Developing the english speaking skill through the use of the storytelling method in eleventh grade students at “Bachillerato Ricaurte” high school
(2017) Jara Fajardo, Gladys Noemi; Siavichay Marin, Esperanza Maribel; Jara Villacreces, Jean Paul
The present research analyzes the results of a study done at Bachillerato Ricaurte High School in Cuenca, on the use of the Storytelling Method as a useful methodology for teaching English as a Foreign Language to improve the English speaking skill of students in the eleventh grade. This research will attempt to demonstrate that the Storytelling Method is excellent at improving students’ ability to speak English. The researches use the speaking rubric in the pre-test and use the same rubric in the post-test for obtaining results. The results demonstrate an improvement within the four components of the rubric. The Storytelling Method gives the opportunity to use images to tell stories to get the students’ attention in order to improve the learning process in an extraordinary way and with permanent results. Finally, this research contains the Storytelling Method, which can be used in the classroom. It will provide theoretical concepts, methodology, data analysis, conclusions and recommendations for teachers when they apply the Storytelling Method as a useful tool in the classroom.
Edmodo: An aid for enhancing grammar competence in an EFL classroom for students in the English course of the “Vinculación con la Sociedad” program at the Universidad de Cuenca
(2020-02-20) Buestan Minchala, Diego Fernando; Jara Villacreces, Jean Paul
The present study was carried out in order to provide online activities in the Edmodo platform as practice material for A1 level students from the English course of the “Vinculación con la Sociedad” program, aiming to enhance their performance in grammar structures. The data needed to design the online activities was elicited from eight first-level students. The methodology used for this study was primarily quantitative, since the focus of the study was to identify specific topics and grammar structures that proved troublesome for participants and could be addressed properly. The data analysis showed clear student preferences for work-related topics, certain difficulties in future tense performance, and tendencies for chat and commentary online tools in the Edmodo platform. Results appeared promising from a first look; however, further research is needed to establish the effectiveness of the proposed activities.
The effects and implications of english accents in EFL and ESL classrooms
(Universidad de Cuenca, 2020-07-24) Torres Lazo, Paola Belén; Jara Villacreces, Jean Paul
This research synthesis intends to analyze the effects of varied English accents recordings on ESL and EFL learners’ listening skills and teachers’ and students’ attitudes and perceptions toward English accents. With this aim, 19 primary source studies were selected at the beginning. The inclusion criteria for the review were: 1) studies dealing with the influence of varied accents on listening skills; 2) learners and teachers’ perceptions toward English accents; and 3) the recognition of all English accents. The results found corroborated the idea that the inclusion of diverse English accents in our classrooms brings with it multiple effects. First and foremost, results ratified the existence of unfavorable consequences on listeners’ performance when using recordings in an unfamiliar accent which leads educators to take some action. Secondly, through analyzing students’ and teachers’ attitudes and perceptions toward English accents, it has been verified that nativeness is still given much importance today, especially by students. What’s more, the report on the techniques and strategies applied by teachers showed the necessity of incrementing the exposure of students to multiple English accents. Finally, these findings lead to the necessity of recognizing the wide variety of accents of this language worldwide and supporting intelligibility rather than nativeness.
Effects of digital videogames on the learning process in an EFL classroom
(Universidad de Cuenca, 2021-01-26) Guartazaca Tacuri, Monica Daniela; Rodríguez Cajamarca, Valeria Fernanda; Jara Villacreces, Jean Paul
In the following research study, the effects of video games in the learning process of an EFL context will be issued; specifically, they will be related to the learning skills development, Lexical strategies and Motivation. Some inclusion criteria were related to; (a) EFL settings, (b) years from 1995-onwards, (c) gaming consoles, among others. Being this an exploratory research synthesis, 20 studies were selected to be compared in the possible literature to create a discussion among their findings. After the stated documentation for each of the three categories, the analysis showed that there were positive outcomes if video games are used in a classroom. Most of the studies aimed to find just one result, but after applying their methodology, possible secondary results emerged as well. This showed that video games are connected to EFL learning in some unexpected ways. Similarly, it was explained by various authors that video games should use interesting activities as well to get an actual constructive outcome. Finally, it was also important to discover that most of the studies were carried out in Asia due to the lack of technological resources in Latin American schools.
Flipped classroom resources in the EFL classroom improves the learning process
(2016) Mendieta Sinche, Poleth Alejandra; Jara Villacreces, Jean Paul
English is one of the most important languages in the world, and therefore there is a high demand for English Language Learning. Nowadays there are several different approaches to learn English as a foreign language (EFL). This research project was developed in Nicolas Sojos Jaramillo Elementary School. The purpose of the project was to focus the effectiveness of an approach called Flipped Classroom (FC) as a resource for teaching and learning in EFL. It was an important tool to improve the students’ writing skills through activities related to vocabulary and communicative tasks. Teachers can use the FC approach to create a fun and interesting environment where in children feel free and motivated to participate in class through a combination of interactive activities. A bibliographic method was used to develop the theoretical background of this research, and quantitative method was used for data collection and analysis by means of observations of a control and an experimental group, a pre- research survey, a pre-test and a post-test. The results of this study showed that the children in the experimental FC enhanced writing skills, improved their attention to class activities, and had a higher motivation to learn. The conclusion is that FC material helped children enhanced their writing skills because they were not only limited to writing but were also helped to understand subject matter through a combination of sounds and graphics.
How to expland vocabulary acquisition through games. A study with children from thrid level of basic education in Fray Gaspar de Carvajal School
(2013) Guncay Borja, Yessenia Johanna; Gutama Guerrero, María Fanny; Jara Villacreces, Jean Paul
Due to the fact that the students, who were enrolled in a rural school of Cuenca, were acquiring English vocabulary in a traditional way (transcribing and repeating the words several times in their notebooks), and they did not feel motivated to learn, we decided to do a research in order to help them to acquire words by using games in an English class. As we know games,are an important part in the children’s life. The aim of using games was to encourage students to learn vocabulary in a fun way. This project was carried out in Fray Gaspar de CarvajalElementary School, which is located in Sayausi. The participants of this project were 31 children from the third grade of Basic Education. During the development of this project we looked for amusing and entertaining activities according to the students’ level so that they could perform vocabulary games without any problem. This project was a proposal to incorporate games in an English class where the teacher and students could have fun, participate actively, work cooperatively, and learn at the same time. Vocabulary learning is an important and indispensable part of any language learning process. The authors of this thesis focus on effective vocabulary teaching strategies in the English Foreign Language classroom. One of the effective vocabulary teaching strategies is the use of games.
Learning strategies used to put off misspelling: selected vocabulary for seventh graders at "Juan Montalvo" elementary school
(2013) Avilés Narváez, Pablo Iván; Tigre Tacuri, Diego Fernando; Jara Villacreces, Jean Paul
El presente documento de investigación fue realizado en la escuela fiscal Juan Montalvo, en la ciudad de Cuenca, en donde se encontraron problemas de escritura del idioma Inglés en los alumnos de séptimo año de educación básica. El objetivo principal de esta investigación fue disminuir notablemente este problema. Para ello, fue necesario aplicar ciertos requerimientos como entrevistas acerca de dicha materia, una evaluación inicial y luego una evaluación final que permitió analizar el progreso o la efectividad de la investigación planteada. Esta investigación se refiere a las estrategias usadas en el aula con la finalidad de evitar las faltas de ortografía en la escritura del idioma Inglés en los niños del séptimo año de educación básica, mismas que fueron aplicadas con el consentimiento del Director de la escuela y del profesor de dicha materia. Las estrategias usadas, tales como: sopa de letras, llenar los espacios en blanco, completar una historia pequeña con las palabras faltantes, permitió en primera instancia la motivación en los estudiantes por participar y luego como tarea final, analizar el porcentaje que dio como resultado positivo la aplicación de las estrategias antes mencionadas. Así, este trabajo investigativo permitió conocer primero los problemas más comunes que tuvieron los estudiantes del séptimo año en esta escuela al momento de escribir Inglés. Segundo, el interés pero sobre todo el apoyo de los estudiantes en este proyecto, y tercero, el resultado positivo que permitió conocer que es posible evitar los problemas de escritura, si se usa una estrategia de aprendizaje adecuada.
Multimedia resources: videos as a tool for enhancing the listening skills of sixth graders at "Eloy Alfaro" elementary school
(2013) Sanmartín Solano, Tania Julieta; Sinchi Chuquiguanga, Maricela Alexandra; Jara Villacreces, Jean Paul
El inglés está considerado como uno de los idiomas más hablados en el mundo. Es difícil para algunas personas adquirir el dominio de esta lengua debido a su gramática y la pronunciación de las cuatro habilidades esenciales del idioma Inglés: lectura, escritura, comprensión auditiva y expresión oral. Los hablantes no nativos consideran que escuchar es la habilidad más compleja para ser dominada. En este momento, la tecnología puede ayudar a los estudiantes ávidos, procurar este idioma de una manera más entusiasta. Entre los recursos multimedia, el uso del video se destaca como la herramienta principal de motivación en lo que respecta a la educación. Este documento se centra en la mejora de habilidades de escuchar en los niños con material basado en vídeo. El corazón de nuestra investigación se basa en la información recogida en una encuesta, entrevista, pre-prueba y post-prueba en la Escuela Primaria Eloy Alfaro. Los resultados de este estudio tratan la atención de los estudiantes, la motivación de aprender y la mejora de las habilidades de escuchar. El material audio-video ayudó a los niños a incrementar su habilidad de escuchar, ya que no sólo fueron limitados a escuchar una grabación, sino que también se les permitió entender a través de una combinación de sonidos y gráficos.
The effect of flipped learning on grammar acquisition in an EFL classroom, University of Cuenca
(2018) Avendaño Saquisilí, Diego Leonardo; Jara Villacreces, Jean Paul
Previous studies on Flipped learning have focused on main language skills, but not many have been directed towards grammar acquisition. University students are required to learn several grammar topics in one semester, and Flipped Learning was selected as a model to help optimize the traditional lessons. At home, students learned content through screencasts, whereas inside the classroom they got involved in Active Learning activities. This study consisted of a mixed methods design (quantitative-qualitative) and was carried out with 25 EFL students at a public university of Cuenca, Ecuador. A pre- and a post-test were administered to the participants, and the scores unveiled a significant increase of 11.24 points (p <0.05) in grammar performance. Nevertheless, after having analyzed the scores by grammar topic, there were positive changes in 9 grammatical structures out of 12. To explore the students’ insights on Flipped Learning, a questionnaire and journals were employed; they revealed that most of the students had positive perceptions towards the approach. Additionally, a correlation analysis was done between the students’ final scores and their perceptions. The results showed that the perceptions of Flipped Learning were not related to their post-test scores. After discussing all the outcomes in both this research and related studies, it is concluded that Flipped Learning has the potential to improve grammar performance if the instruction is delivered taking into consideration probable limitations in the research design and context
The effect of moodle in the learning process of business english at an Intermediate Level at Universidad del Pacífico
(2014) Jara Villacreces, Jean Paul; Pacheco Salazar, Vicente Guillermo
The Universidad del Pacífico (Cuenca branch) was created in 1998, with the goal of providing an educational alternative in the business area. This investigation has been done with an analytical and critical focus in order to observe the effect of a virtual platform in an intermediate business class at the Universidad del Pacífico. It centers on the skills of reading and oral communication (speaking). When creating the activities and assignments for the virtual platform the Constructivism theory was taken into consideration because it encourages students to learn and be at the center of the learning process. The results from the data that was collected along this investigation were put into graphs and tables. Once this was done, the outcome provides a different and up to date strategy for the teachers to use with their students, in turngenerating greater commitment from the people involved in this investigation as well as from the authorities at the university.
The elaboration of a kichwa-english dictionary for english beginners at ‘Unidad Educativa Comunitaria Intercultural Bilingüe Quilloac’ in the province of Cañar
(2017) Pichasaca Guamán, Cristian Román; Piña Criollo, Amanda Priscila; Jara Villacreces, Jean Paul
This research focuses on the creation of a bilingual Kichwa-English dictionary for Kichwa speaker students of the 8th, 9th, and 10th grades of “Unidad Educativa Comunitaria Intercultural Bilingüe Quilloac” located in Quilloac, Cañar, who to learn English language are forced to learn Spanish language, leaving aside their mother tongue. Consequently, the aim of this research is to provide a dictionary from which these students can learn vocabulary in the English language directly from the Kichwa language, which is their mother tongue. It will benefit students in two different ways; one of them is learning vocabulary in a language as globalized as the English language, and the second is to give the importance that the Kichwa language as an ancestral tongue needs to have. Additionally, the qualitative and quantitative methods were used during this study, resulting in a variety of information to be analyzed. Likewise, this is a non-experimental research, which means that the product (dictionary) was not given in a classroom as a treatment to prove its validity through positive or negative results. The approach of the research was only to create the dictionary as a didactic material. Finally, it was concluded that students do not use their mother tongue when learning English. Therefore, a Kichwa-English dictionary would be of a great help when dealing with this obstacle, and at the same time stand out the Kichwa language.
The enhancement of “La Inmaculada” senior high school students’ writing skill through the use of learning activities directed by task-based language teaching (TBLT)
(2017) Colcha Caldas, Verónica Alexandra; Espinoza Torres, Cindy Elizabeth; Jara Villacreces, Jean Paul
The Unidad Educativa Fiscal Mixta Central la Inmaculada was created on August 25th of 2008, with the purpose of offering an education of excellence to the citizens of Cuenca. The current investigation intends to demonstrate that through an interactive method of study, the educational community could be part of an innovative teaching and learning process in the field of English. The teaching method is “Task-Based Language Teaching” which acronym is “TBLT”, it involves a teaching method where the student is at the core of the learning process and the teacher is a moderator of the process. For the control group, observations were done in the initial phase and then the application of the method. As for the treatment group, the researchers prepared regular lesson plans. In order to develop the mentioned lesson plans, it was considered that the content and the activities match with the students’ reality for both groups. After the treatment, the researchers proceeded to analyze the obtained data and to present them through tables and graphs. The use of the language according to the students’ real situations reflects the main achievement of working with the applied method. Thanks to the study conducted, the authors of this paper have seen the positive impact it brings to involve a group of students with a new learning method where they construct their knowledge with the teacher’s guidance.
The smart board: an interactive tool to enhance the speaking skill in first year bachillerato learners at ciudad de Cuenca high school
(2015) Ochoa Correa, Cindy Liliana; Livicota Criollo, María José; Jara Villacreces, Jean Paul
The aim of this research is to determine the effectiveness of theInteractive Whiteboard also called the Smart board as an educational tool, as well as its influence on the development of the students’ communicative skills. Taking this into account, the purpose of incorporating Information and Communication Technology (ICT) based- activities in this research is to engage students to produce the target language in an effective manner. In addition, the task-based language learning and the constructivist approach are studied in this research in order to support this technological strategy. The treatment was applied atCiudad de Cuenca to first year high school students.The results obtained in the data analysis and interpretations of students’ outcomes at the end of this research, showed the expected results.Therefore,the use of the Interactive Whiteboardis considered a very innovative and powerful support for language acquisition as well as for the enhancement of the speaking skills.
The use of authentic material to develop reading skills in english language learners in the tenth grade at Ángel Modesto Paredes High School
(2015) Carmona Carmona, Marco Klever; Jara Villacreces, Jean Paul
This research was based on the study of "Authentic Learning Resources,"focused on the development of reading skills, aimed at students in the tenth grade at “Ángel Modesto Paredes” High School. The objective was to motivate teachers and students to use authentic texts in order to improve reading skills by creating a booklet with activities and lesson plans that could be used in EFL classes. This project used a mix method approach(quantitative &qualitative methods); moreover, the project fits in the categories of nonexperimental, correlational, transversal, descriptive, and of field. After conducting the research, it was concluded that students presented non-linguistic and linguistic issues when referring to reading in English; therefore, authentic learning resources could be used to face those problems since they were not used commonly as didactic materials at this particular institution; thus the booklet was created.
Victorian fairy tales to develop the speaking skill for children of sixth level of basic education at Maria Auxiliadora High School
(2016) Carrillo Vásquez, Diana Paola; Riera San Martín, Tania Magaly; Jara Villacreces, Jean Paul
This research paper examines the results of a study conducted at Maria Auxiliadora High School in Cuenca, on the use of Storytelling as a communicative strategie for improving the English speaking skill of the students studying English as a foreign language. This paper will attempt to demonstrate that storytelling is a suitable pedagogical method to develop speaking skills in students of sixth level who are enrolled in classes of English as a foreign language. The significant results are reported using the Rubric two times before the process and after of it. The statistical test used was Wilcoxon and the critic value was 0,05. The results showed improvement in all of the five different components of the rubric. The most important conclusion is that Victorian Fairy Tales can be included inside the class and it motivates to speak English language.