Browsing by Author "Mora Jaramillo, Adriana Patricia"

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Benefits of using literature circles in english foreign language classrooms
(Universidad de Cuenca, 2020-11-27) Pérez Zhinin, Evelyn Adriana; Mora Jaramillo, Adriana Patricia
This research synthesis intends to analyze the benefits of using Literature Circles (LC) in English Foreign Language (EFL) classrooms. To carry out the objective of this research, three categories were established: the benefits between young and adult learners, the common roles applied in this method, and the literary works used in LC. The results corroborated the idea that LC could be implemented in schools to enhance reading habits and improve reading skills. First, the results showed that the most important benefit is the enhancement of reading comprehension. Second, the most used roles were the discussion director, connector, vocabulary enricher, summarizer, literary luminary, and illustrator. Finally, novels, short stories, informative texts, tales, and poetry are the literary works used in this strategy. The analysis of these categories showed that factors such as age, roles, and literary works affect the benefits that learners can get by using LC.
Code-switching, a teaching and learning strategy for EFL intermediate level classrooms
(Universidad de Cuenca, 2022-01-04) Ordóñez Calle, Michaell Angélica; Mora Jaramillo, Adriana Patricia
The issue that this study addresses is the debate of using L1 in EFL classroom environments. For this, the following research synthesis aims to analyze the impact of using code-switching (CS) in students’ academic performance in EFL intermediate level classrooms by analyzing 3 aspects: the effects, teachers’ and students’ perceptions and attitudes, and the functions of CS. Some theories regarding the L1 in EFL classes and the literature review were explained. The 22 empirical studies demonstrated the following results: first, CS impacts positively on students as it can be considered a good teaching strategy to solve common pedagogical issues and because it makes lessons easier to understand. Second, teachers and students hold positive attitudes towards CS since they are aware of the reasons behind its use in class and the benefits that it carries. Finally, some of the common functions of CS are introducing and understanding vocabulary, constructing content knowledge, creating opportunities to practice the language in a friendly and social environment, and enhancing classroom management. These results will lead to break the stigma around the use of L1 in EFL contexts and the proper application of CS with intermediate level students to enhance their academic performance.
Developing speaking skills through the use of board games in sixth graders at Unidad Educativa Bilingüe
(2016) Triviño Flores, Danny Mauricio; Mora Jaramillo, Adriana Patricia
The purpose of this project is to show how efficient board games can be when used in the classroom to develop English-speaking skills. For this project, three different types of board games that demand high levels of speaking, which is the objective to develop, have been selected. These board games are Monopoly, Trivial Pursuit, and Pictionary. To extend the application of these board games, the help of methods and strategies such as Content-based Instruction and Cooperative Learning were necessary. The topic of the book Our Discovery Island, which is used by students between 10 and 11 years of age at UnidadEducativa “BilingüeInteramericana”, has also been taken into account. In the same way, the lesson plans that had been designed by the teacher of the class have been used for the application of the board games as well, with the objective of showing the difference in learning that board games can offer. The results of the application show that a percentage of students improved their speaking abilities, while another percentage remained the same.
The effectiveness of using corrective feedback in writing
(Universidad de Cuenca, 2020-11-09) Gordillo Zhunio, Maritza del Cisne; Mora Jaramillo, Adriana Patricia
This study analyzes the effectiveness of corrective written feedback within the context of English as a Foreign Language (EFL) and English as a Second Language (ESL). For this purpose, the research methodology applied consists of an exploratory bibliographic research, addressing two research questions: a) How effective is corrective feedback to improve the writing skill of EFL-ESL students? and b) Does corrective feedback decrease grammar errors of EFL/ESL students? In relation to the first question, findings show that written corrective feedback is an effective method to improve grammar skills. Such improvement consists of the students’ accuracy to correct and rectify grammar structures. On the other hand, in response to the second question, a significant effect in the reduction of grammar errors was identified, particularly in the writing of new texts, where the most relevant methods of corrective feedback are the direct method with metalinguistic explanation and the recast method.
Flipped learning to enhance reading and writing in primary and secondary school english classrooms
(Universidad de Cuenca, 2022-03-03) Juela Correa, Clara Yuleth; Mora Jaramillo, Adriana Patricia
This research synthesis is meant to determine the effects of Flipped Learning (FL) on students’ reading and writing skills in the context of primary and secondary school English classrooms. For this purpose, sixteen research studies conducted in the settings mentioned previously have been taken into account. An important criterion for the selection of the papers was that they needed to be carried out in primary and secondary school English classrooms, without differentiating if the language was learned as a second or foreign language. The studies were examined to discover the impact of FL on students’ reading and writing skills by analyzing the advantages and disadvantages that both teachers and students experienced and their perspectives towards this approach. These aspects were included with the purpose of finding if FL could boost the development of the reading and writing skills. The effects that teachers and students perceived and, therefore, their perceptions, were directed towards different aspects of FL, such as its benefits and drawbacks in the English learning process and the feelings of the participants. The analysis helped to establish FL as an encouraging approach for enhancing the target skills. In the same way, this research synthesis allowed to set the relevance and necessity of knowing deeply the use of this approach within the English classrooms in the Ecuadorian context in primary and secondary school settings.
Games for developing the communicative competence in an english foreign language (EFL) classroom with B1 level students
(Universidad de Cuenca, 2021-03-12) Aucancela Álvarez, Joseline Patricia; Mora Jaramillo, Adriana Patricia
Given that English is a compulsory subject in Ecuadorian institutions, students show little interest in learning the language. Even though they feel committed to pass the subject, they do not incorporate English as a tool they can use outside the classroom. This understanding of English as a passive subject is further fueled by teachers who rely on traditional methods to teach their classes. Therefore, the purpose of this research synthesis is to explore whether the use of games facilitate the learning of English, and determine what types of games can be implemented and how they should be used to enhance students’ performance in the EFL classroom. The games were selected based on the suitability for B1 level students, as well as how likely the game format and the content may help students achieve better communication skills, grammar skills, and vocabulary acquisition
Improving speaking skills using debate activities for 12th graders at Unidad Educativa Particular Bilingüe “Principito & Marcel Laniado de Wind
(2017) Armijos Solano, Diego Omar; Pacheco Padilla, Adriana Karina; Mora Jaramillo, Adriana Patricia
The aim of this study is to validate the use of debate to enhance speaking skills in 12th grade students at Unidad Educativa Particular Bilingüe Principito & Marcel Laniado de Wind. In order to achieve the proposed goals, a quantitative study based on a quasi-experimental design was carried out. Different research instruments were used to collect the necessary data; they were the pre-test, post–test, and a classroom observation to give the foundation to this study. This data also helped us to conclude that using debates can improve speaking skills in students, as the results from the pre-test and the post-test on parameters such as organization and preparation, subject knowledge, mechanics, elocution, and eye contact improved after the intervention of these activities. For further investigation, it is recommended to apply the Debate Technique for longer periods of time.
In-class oral presentations and video blogging: effects on EFL learners’ speaking skill
(Universidad de Cuenca, 2021-12-21) Hernández Suqui, Sara Isabel; Mora Jaramillo, Adriana Patricia
The Speaking skill has been identified as the least practiced language skill in the EFL context, and it is also considered the most feared and avoided skill by learners (Safitri & Khoiriyah, 2017; Li & Peng, 2018). In an attempt to overcome this issue, different techniques have been implemented in an effort to achieve positive outcomes. That being so, this bibliographic research synthesis aims to analyze the effectiveness of using either In-class Oral Presentations or Video Blogging to develop the speaking skill of EFL learners by identifying their effects and the learners’ perceptions towards both techniques. In order to accomplish this purpose, 20 empirical studies (7 focused on Oral Presentations and 13 focused on Video Blogging) were selected, reviewed and coded into four categories which summarized advantages, disadvantages and the learners’ positive and negative perceptions. The findings have confirmed the efficacy of using both techniques to develop the speaking skill and have allowed the identification of their specific strengths and weaknesses which can be considered by teachers before implementing them in the classroom.
Problems in the acquisition of english as a foreign language in tenth grade in Técnico Salesiano high school
(2016) Naula Albarracín, Ruth Germania; Mora Jaramillo, Adriana Patricia
According to the Ministry of Education of Ecuador, the curriculum of English for eighth, ninth, and tenth years of Educación General Básicais characterized by two main features: First, focus on real-world contexts: Students will have to use the language productively when speaking and writing and receptively when listening and reading outside the classroom while showing that they possess the necessary skills for communication in everyday contexts. Second, the relationship of language forms, such as grammar, vocabulary, and pronunciation, with the function (use): “Language techniques are designed to engage learners in the authentic, functional use of language for meaningful purposes” (Brown, 2007, p.46) supported by knowledge of the language structures. As a result of the above mentioned approach to English language teaching and learning, it is expected that Ecuadorian students in the public educational system will be able to achieve meaningful objectives, such as accessing information published in English in different fields. Some theories will help to accomplish our objectives, such as Constructivism, which is basically based on observation and scientific study about how people learn,the Cognitive evaluation theory, which suggests three views of learning: quantitative, qualitative, and behaviorist; finally, the Multiple Intelligence theory, in which the teacher’s methodology serves as a foil for reflection about conscious awareness of their actions during the teaching-learning process.
Students’ perceptions towards teachers’ use of information gap activities as a way to promote meaningful spoken language use in the EFL ninth classroom at Alicia Loza Meneses High School (ALMHS)
(2016) Calle Ortega, Verónica Patricia; Quezada Coronel, Enid Eulalia; Mora Jaramillo, Adriana Patricia
The objective of this research project was to gain an in-depth understanding of EFL (English as Foreign Language) ninth graders’ perceptions regarding the implementation of information gap activities into the classroom setting. This study sought to employ qualitative research, and the instruments of data collection were an open-ended questionnaire and a semi-structured interview. The research participantsreceived four-week communicative language instruction where the Jigsaw Task and Spot-the-Difference sub served students’ active participation. An important part of this research project includes the design and application of six lesson plans. This study yielded results indicating that a language classroom instruction grounded in the Communicative Approach (CA) and in meaningful communicative learning activities (e.g. the Jigsaw Task and the Spot-the-Difference) had a positive impact on the teaching-learning process. These main study results verify the importance of implementing non-traditional instructional practices in today’s English language classrooms within the Ecuadorian educational context.
Teaching english through arts and crafts: content-based instruction in the EFL classroom
(2011) Mora Jaramillo, Adriana Patricia; Embleton Hammond, Leslie Laurie
Teaching strategies to develop the speaking skill in adults: learners' perceptions
(2016) Triviño Sabando, Consuelo Agustina; Mora Jaramillo, Adriana Patricia
The speaking skill, according to many studies, is considered the primary skill to master a foreign language. Considering this, the following project reports the study of ninety eight students from two universities in Cuenca about the perceptions of the teaching strategies that adult learners consider essential in order to dominate the English language. The study was carried out by using a mixed methodology in which qualitative and quantitative data were used showing results in an individual manner and others, as a whole. Among the conclusions drawn, the necessity of taking into consideration the views of adult learnersis highlighted to increase the link between the school and the learner, achieving this, learners become active members of their own learning.Finally, students showed interest in some communicative activities in which they can express themselves without the fear of being reprimanded for their mistakes.
The analysis of different phonic activities based onthereading horizons method todevelop the pronunciation skill and adapting them tosecond ‘bloque curricular’of the ministerio de educación english book in8th graders in Victor Gerardo Aguilar high school
(2016) Maldonado Achig, Silvana del Rocío; Matailo Chillogalli, Angel Rodrigo; Mora Jaramillo, Adriana Patricia
In the present project, "Phonics Instruction" has been taken into account for the correct pronunciation in the teachingof English as a Foreign Language. Consideringthat this area has not been included in the Ecuadorian Curriculum of 2014, this project proposes phonics instruction based on the Reading Horizons Method, which offers five phonetic skillsand two decoding skills. Subsequently,it was important to conduct research on the working method, approaches and case studies in the same area and their roles in communicative skills to empower its study. Two research techniques were applied in order to give relevance to it. The first technique was a survey applied among students to make sure if they agreed with the idea of receiving patterns of pronunciation, another survey was conducted with the teachers to validate the use of strategies in improving the pronunciation of their pupils. Finally, an interview with a specialist in the field of phonics was held to consolidate this research project. Taking into account the results, a quantitative and qualitative analysis was performed to develop a phonics activities bookletadapted to students’ necessities.
The Use of ICT Tools for the Acquisition of Reading and Writing in EFL Classrooms
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-03) Medina Loja, Doménica Joseline; Orellana Marca, Bárbara Zulema; Mora Jaramillo, Adriana Patricia
The use of Information and Communication Technology (ICT) tools in teaching English as a Foreign Language (EFL) has been demonstrated to be an effective method for improving students' reading and writing skills. This research synthesis examines twenty empirical studies to determine the types of ICT tools, their effects, and how teachers perceive the role of ICTs in EFL education. The selected research articles incorporate qualitative, quantitative, and mixed methods studies, published in journals within the past decade. The results are evidenced that the use of ICT tools develop students' motivation, personal commitment to learning, self-confidence, autonomy, proactivity, and enthusiasm for classroom activities. Nevertheless, the analyzed articles revealed several challenges, including limited access to resources, insufficient teacher training, and a lack of institutional support. Consequently, this study suggests that institutions should provide teachers with appropriate training to integrate ICTs in EFL classrooms.
The use of metacognitive strategies to improve the listening skill in ninth graders
(2017) Morocho Dután, Wilson Javier; Astudillo Tapia, Byron Teodoro; Mora Jaramillo, Adriana Patricia
This bibliographical research was carried out with the purpose of gathering information to support the benefit of metacognitive strategies in the listening skill with school ninth graders. A student booklet and a teacher handbook have been designed to show how the metacognitive strategies help students improve their listening skill. The book “Postcards 1B”, used by ninth graders and elaborated by the Ministry of Education, has served as a basis for implementing the outlined activities described in the brochures. The student booklet presents exercises to work in class, reflecting on the student learning process and focusing on their listening skill. The teacher handbook, on the other hand, supports educators to explain how the metacognitive strategies must be used along with the activities in the student booklet. These brochures provide a model that explains the possible use of the metacognitive strategies within a ninth-grade classroom to enhance the listening skill.
The use of ICT and authentic materials to enhance oral skills in EFL students
(Universidad de Cuenca, 2021-11-10) Sojos Ortiz, María José; Mora Jaramillo, Adriana Patricia
The oral skill is one of the language skills that is not taught as it should when it comes to a context of foreign language teaching. Much more attention is paid to the rest of skills and this reduces meaningful oral practice in the EFL classroom. Information and Communication Technologies (ICT) and authentic materials play a significant role in education; however, these tools have not been taken into account when it comes to teaching English. Therefore, this research aims at analyzing the use of ICT and authentic materials to enhance the oral skill. Twenty-one studies were carefully chosen for this research. They had to meet different inclusion and exclusion criteria in order to categorize the information and analyze it more efficiently. The studies analyzed acknowledged the effects, perceptions, and attitudes created by the use of these strategies. The findings obtained showed that, after using these resources, students performed better in English while interacting with others. Furthermore, it was observed that the students’ engagement with the class and the target language reached a higher level. Finally, it was shown that students were more willing to participate with their peers as well as they felt more satisfied with the contents used in the teaching process