Browsing by Author "Mora Reino, Juan Fernando"

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A case study of learning strategies of older adults attending an english course
(2018) Fárez Plasencia, María Isabel; Quinde Lituma, Maria Elena; Mora Reino, Juan Fernando; Quito Gutiérrez, Isabel Rosalva; Macias León, Louis Eduardo
This study explores the most frequently used learning strategies of a group of older adults in the city of Cuenca, Ecuador, attending an English course. Sixty-six participants (with an average age of 71.05) responded to the 50-item questionnaire on learning strategies of Oxford (1990). Statistical analyses and an analysis of correlation between sociodemographic variables were conducted to determine the prevailing learning styles of the intervention group and its relationship with the sociodemographic characteristics of the participants. The results indicate that older adults use all the strategies categorized by Oxford, predominantly the metacognitive ones, meaning that they mainly reflect, plan, monitor, and evaluate their own learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The three last-mentioned were found to be determinant in the preferences of the participants.
A case study of learning styles of older adults attending an English course
(2017) Mora Reino, Juan Fernando
The education of older adults is of special interest to instructors and researchers involved in lifelong education. There is not an overabundance of research in the area of the learning styles of this age group, and the exploration of it might produce significant insights about materials and methodologies that may meet their learning needs successfully. This study analyses the learning styles preferred by a group of older adults in the city of Cuenca, Ecuador. Sixty-six participants (with an average age of 71.05) taking English as a foreign language course responded to the 44-item questionnaire on learning styles by Felder & Soloman (1997). The information of the respondents using statistical and correlation analyses permitted to define the prevailing learning styles and its relation with the sociodemographic characteristics of the participants. The results indicate that older adults express preference for the sensing, active, visual, and sequential styles, being people who tend to work better with facts rather than theories. They also like teamwork, prefer images to sounds, and are methodical in their learning process. In addition, the results reveal the positive correlation of the variables age, level of English, and level of education and occupation before retirement. The two last-mentioned were found to be determinant in the preferences of the participants
Ebonics: history, development, and social influence
(2002) Mora Reino, Juan Fernando; Vargas Ramírez, Inés Cumandá; Ochoa Maldonado, Genner
The Effects of Cognitive Strategies in the Reading and Writing Skills of EFL Students
(Universidad de Cuenca, 2023-09-02) Morocho Tenezaca, Erick Joseph; Ulloa Peña, Christian Josué; Mora Reino, Juan Fernando
During the learning process of English, reading and writing are two essential skills that students need to communicate written ideas. Consequently, it is important to consider any difficulty that the students could have at the moment of teaching and learning these skills. There exist plenty of ways to help learners with their difficulties. Cognitive strategies are one way to help students. This study analyzes the effects of cognitive strategies on the reading and writing skills of English as a Foreign Language (EFL) students as well as which are the most frequent cognitive strategy used by EFL learners in the classroom. For this research, 20 studies were taken into account for the analysis. The findings revealed that cognitive strategies present benefits for the students at the moment of reading and writing. Moreover, these strategies enhanced the overall reading and writing performance of EFL learners. Furthermore, the results revealed that the most frequent cognitive strategies were summarizing and brainstorming for reading and writing respectively. It is concluded that cognitive strategies are recommended to be used in the classroom when helping students to overcome their difficulties in reading and writing skills. Finally, it is suggested that future studies should focus on investigating these issues in the Ecuadorian context.
The Effects of Using Computer-Assisted Language Learning to Teach Vocabulary to EFL Students
(Universidad de Cuenca, 2024-09-10) Aucapiña Chimbo, Jessica Tatiana; González Torres, Jennifer Lorena; Mora Reino, Juan Fernando
The different methodologies used by language teachers over the years have evolved and modernized significantly. Currently, teachers and students have a variety of means, especially technological, such as computers and programs focused on the teaching and learning of languages. Therefore, this research synthesis explores the importance of vocabulary teaching as a fundamental basis for acquiring all linguistic skills, especially in learners of English as a Foreign Language (EFL). Additionally, it focuses on the Computer-Assisted Language Learning (CALL) approach teachers use for vocabulary acquisition. As a result, the advantages and disadvantages of CALL are presented, along with a collection of software and websites that can be used in the classroom and/or at home as complementary sources for instruction.
The Effects of Using Cooperative Learning Strategies on EFL Students’ Motivation
(Universidad de Cuenca, 2023-08-28) Quizhpi Orellana, Martín Alejandro; Mora Reino, Juan Fernando
The study of English as a Foreign Language (EFL) has increased nowadays, which means that people are trying to learn the language. However, the lack of motivation can be a barrier during the learning process. Cooperative Learning (CL), whose objective is to group students within the classroom to carry out group activities, can be a way to increase student motivation. Sixteen studies were selected and analyzed regarding the effects of using CL strategies, perceptions of students and teachers regarding the same strategies, and finally the benefits and challenges that may arise while using those strategies. The results showed that the use of CL increases motivation and also other social and academic skills in the classroom. However, some teachers consider that the application of those strategies can be difficult to enable due to the time crisis in the classroom and the lack of knowledge about how to manage each group appropriately.
El aprendizaje del inglés como medio para el mantenimiento cognitivo del adulto mayor
(Escuela Politécnica Nacional, 2015) Abad Célleri, Mónica Patricia; Mora Reino, Juan Fernando ; Webster Cordero, Felipe Edmundo; Abad Célleri, Mónica Patricia
Factors Affecting the Attainment of English Native-like Pronunciation in EFL/ESL Learners
(Universidad de Cuenca, 2024-10-21) Angamarca Loja, Nathaly Yomara; Mora Reino, Juan Fernando
This research synthesis aims to report on the factors that contribute to or hinder the acquisition of native-like English pronunciation in learners of English as a foreign and as a second language. Major contributing factors include early age of acquisition, regular exposure and immersion in English-speaking environments, phonics instruction, motivation, and access to pronunciation resources. Conversely, first language interference, limited exposure, late age of acquisition, inadequate phonics instruction, and low motivation can hinder progress. To address these challenges, English as a Foreign Language (EFL) teachers employ strategies such as phonics instruction, listening and imitation exercises, feedback, repetitive drills, use of technology, interactive activities, and teaching intonation and stress patterns. EFL/English as a Foreign Language (ESL) learners’ perceptions of the possibility of achieving native-like pronunciation varies: many consider it crucial for effective communication and social integration, although opinions on its attainment differ. Learners’ views are also influenced by issues of cultural identity, teacher encouragement, peer support, and personal satisfaction derived from improved pronunciation. Effective teaching methods, consistent practice, and supportive learning environments are essential for learners to achieve their pronunciation goals.
Grammar Translation Method vs. Communicative Language Teaching: A Comparative Analysis for Vocabulary Learning
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Barrera Yumbla, Tamara Noemí; Paliz Masache, Michael Alejandro; Mora Reino, Juan Fernando
Vocabulary learning plays a crucial role in English as a Foreign Language (EFL), yet the most appropriate method for achieving it remains a topic of debate. This research synthesis aims to compare the effectiveness of Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) regarding vocabulary learning and use. A qualitative research design was adopted through the analysis of 20 empirical studies, which were selected based on criteria such as relevance of EFL contexts, methodological rigor, and focus on vocabulary learning outcomes. The findings indicate that GTM reinforces and actively develops vocabulary learning through structured grammar instruction, straightforward translation, and lists of isolated words. Nevertheless, GTM was found to limit students’ ability to use and apply vocabulary in real-life and communicative contexts appropriately. Conversely, CLT significantly enhances vocabulary learning and application in communicative contexts but may fail to ensure long-term vocabulary retention without explicit instruction. The study concludes that integrating structured instruction with communicative practice may offer the most effective strategy for promoting vocabulary learning in EFL settings.
Impacto del aprendizaje del inglés sobre los procesos cognitivos en adultos mayores. Un estudio preliminar en Cuenca
(2015) Webster Cordero, Felipe Edmundo
A descriptive exploratory study, before and after a six-month english learning course for seniors is conducted to evaluate the cognitive effect of learning another language in this age group in the city of Cuenca. Materials and Methods: 80 adults of average age 70.48 ± 4.9 years (31 men, 19 women) were included; who underwent neurological and neuropsychological evaluation at baseline, six and twelve months after the course; including tests for executive function (working memory and attention processes). Results: Data show significant statistical association between impaired olfactory perception related to age. Neuropsychological tests show interesting data relating cognitive maintenance and even improvement in the Performance Testing Direct and inverse series (Wais III) and Symbol Digital Modality Test (SMDT) six and twelve months after initiating a learning course of English. Conclusion: The study suggests that learning English, even without functional objective of a new language, may have protective effect on the executive functions and neuronal brain networks are claimed the first findings in patients with cognitive impairment. We suggest perform this follow up long term in time to find strongest evidence, related to international bibliography.
The Influence of Digital Storytelling on English Literacy Skills of EFL Learners
(Universidad de Cuenca, 2023-08-03) Deleg Naula, Shirley Janneth; Sigcho Sivisaca, Emilce Mariana; Mora Reino, Juan Fernando
Digital storytelling (DST) is a tool that has been considered for teaching English in a creative and entertaining way nowadays, but it is not a new instrument; it has been around since the 1900s. According to some researchers, DST has become more popular as a subject of study for its influence on English as a Foreign Language (EFL) students’ literacy from 2008 onwards. This research synthesis seeks to determine the most significant impacts of DST on EFL learners’ literacy skills by gathering, evaluating, and analyzing twenty studies. Moreover, this research examines the benefits and difficulties of DST and how it influences students’ literacy skills. Furthermore, it also aims to analyze teachers’ motivation toward the implementation of this tool in the classroom. Therefore, the studies considered for this research synthesis are those published in English from 2008 to 2022 and studies related to DST in the teaching field. The results of this research have shown positive effects on the learners whose teachers used DST for teaching English. Indeed, these students showed an improvement in their reading skills (comprehension and ability). In addition, the use of this tool enhanced the students’ motivation, grammar, vocabulary, writing skills, and originality. Hence, DST is considered a tool that improves students’ literacy skills and makes the EFL teaching process, easier, delightful, and innovative.
Perceived benefits, motivations and preferences for foreign language learning by older adults. Insights from an initiative in Cuenca, Ecuador
(2016) Mora Reino, Juan Fernando; Abad Célleri, Mónica Patricia
This study explores the perceptions and attitudes of older adults from Cuenca, Ecuador, towards English language learning. A total of 151 people (mean age 70.3 years) responded to a questionnaire consisting of 50 items. Factor, multiple regression and cluster analysis were conducted with the objective to define the dimensions underlying older adults’ perceptions, motivations, and ambitions to learn later in life a foreign language and their relation to the socio-demographic characteristics of the participating group. Findings suggest that the interest to study a foreign language is based on the perceptions that it improves a person’s social interaction, personal development, functioning and maintenance of mind and memory, and it activates and makes life more dynamic. Results revealed that the participants’ main motivation to take an English language course is related to the increased potential of using this language in daily life and the ability of insightful reading of English texts. The duration of the course and the attainment of a certificate were determinant factors, and enabled the grouping of the participants according to their preferences with respect to the practical design of an English course. Furthermore, age and school level were found to be the motivating variables affecting most of the participants’ responses
Strategies for Teaching English to Students with Autism Spectrum Disorder (ASD)
(Universidad de Cuenca, 2024-09-17) Ordóñez Avilés, Paulina Victoria; Segarra Marquina, Vernon Patricio; Mora Reino, Juan Fernando
This research synthesizes the results of twenty research articles published between 2013 and 2023, covering various educational contexts and levels of instruction. The analysis exposes a wide range of strategies designed specifically to meet the unique needs ofstudents with autism spectrum disorder (ASD). Key strategies identified include the use of visual aids, structured teaching techniques, personalized instruction, and the incorporation oftechnology to enhance student engagement. Visual aids are particularly effective, offering benefits such as improved comprehension, vocabulary retention, and understanding of grammatical patterns. Additionally, the integration of technology, including educational software and interactive applications, is invaluable in maintaining student motivation and engagement by providing interactive learning opportunities. However, some challenges may arise when implementing these strategies. The most common problems include a lack of teacher training, limited resources, inconsistent levels of government support, and cultural biases pose substantial obstacles. In summary, despite progress in developing effective teaching methods for English learners with ASD, more research is needed to addressexisting gaps and barriers. Prioritizing teacher training, allocating resources appropriately, and considering cultural factors will be crucial to ensuring that educational practices are appropriate and effective for students with ASD.
Techniques to manage disruptive behavior in EFL classrooms
(Universidad de Cuenca, 2025-03-24) Bonilla Belizaca, Sebastián Alejandro; Quinde Jarama, Darío Martín; Mora Reino, Juan Fernando
Disruptive behavior is a common concern among teachers, who often feel that there is insufficient information about its causes and techniques for managing it effectively. This research synthesis has three research questions that guide the analysis, focusing on techniques to manage behavior, causes of disruption, and perceptions of misbehavior in English as a Foreign Language (EFL). For this research, the analysis considered a total of 20 studies. Fourteen strategies were identified, with the most prominent being the development of strong teacher-student relationships characterized by respect, empathy, and emotional support. While not immediately effective, this approach fosters long-term behavior improvements. Moreover, the reported causes of disruptive behavior stem from dysfunctional home environments, unmet emotional needs, and psychological challenges. Such factors, including mental health issues and trauma, hinder students’ focus and participation. Lastly, communication is essential in managing behavior. Additionally, teachers manifested the importance of engaging activities and a supportive classroom environment. It is concluded that effective behavior management in EFL classrooms requires a multifaceted approach, including motivating positive relationships, establishing clear expectations, and involving students actively. Addressing both internal and external factors that contribute to disruptive behavior is essential for creating a supportive learning environment.
The influence of rock music in Cuenca in the 90
(1999) Mora Reino, Juan Fernando; Encalada Vásquez, Segundo Vicente
The Use of Communicative Language Teaching to Improve Learners’ Pronunciation
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-29) Espadero Solano, Fernando Andrés; Peláez Guamán, Melissa Valeria; Mora Reino, Juan Fernando
This research synthesis systematically analyzes empirical studies on the impact of Communicative Language Teaching (CLT) on English learners’ pronunciation. Its aim is to provide a comprehensive understanding of how CLT contributes to the development of segmental and suprasegmental features during second language acquisition. To achieve this, it addresses three main questions: 1) What are the effects of CLT on learners’ pronunciation features? 2) Which CLT strategies are effective in improving pronunciation? and 3) What challenges do learners face when learning pronunciation? Data collection is carried out through searches in academic databases, ensuring a rigorous and up-to-date selection. The included studies must: 1) provide empirical evidence on pronunciation instruction based on CLT, 2) have been published within the last fifteen years, and 3) employ qualitative, quantitative, or mixed-method approaches. The participants’ age is not considered an exclusion criterion, and only studies written in English are included. Once selected, the studies are analyzed to identify and categorize the communicative strategies applied, as well as their effectiveness in improving learners’ pronunciation. This analysis allows for the recognition of common patterns, successful practices, and the main challenges reported by learners. Overall, the synthesis offers valuable evidence on the role of CLT in pronunciation teaching, providing relevant insights for teachers and researchers interested in promoting more effective communicative pronunciation instruction.
The Use of Mobile-Assisted Language Learning (MALL) in the Listening Comprehension of EFL Learners
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-05) Becerra Nievez, Ismael Fernando; Montaño Saraguro, Brandon Steven; Mora Reino, Juan Fernando
Language teaching approaches have continued to change in tandem with technological development over the years. Mobile phones and apps aimed at facilitating language learning are now available for both teachers and learners. It is against this background that this research synthesis investigates the contribution of Mobile-Assisted Language Learning (MALL) to developing listening comprehension skills of English as a Foreign Language (EFL) learners. Listening is a fundamental receptive skill that is central to successful communication but, in the past, has not received the attention it deserves in conventional classroom settings. In this research, we highlight the potential for using mobile technologies such as apps, podcasts, and audio platforms to aid and promote listening skills in EFL learning. Conclusions are drawn from the analysis of twenty empirical studies published during the previous decade, selected according to specific inclusion criteria: studies published between 2014 and 2024, written in English, focused on the use of mobile technologies for developing listening comprehension in EFL learners, and reporting empirical findings. Exclusion criteria included studies unrelated to listening comprehension, theoretical articles lacking data, and works not focused on EFL contexts. Therefore, this integration highlights the major benefits of MALL, i.e., greater learner autonomy, motivation, and access to authentic listening materials at any time and from anywhere. Additionally, the current research offers a collection of findings and recommendations for instructors, how MALL can be utilized effectively both in and out of class to foster listening in contemporary EFL learning environments.