Lengua y Literatura Inglesa

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Programa analítico de inglés
(1995) Tenesaca B., Beatriz; Encalada Vásquez, Segundo Vicente
Ecuadorian migration to the U.S.A. and socioeconomic and cultural impact
(1995) Gómez P., Zoila; Loja C., Ana; Youman, Katherine
Plan analítico de inglés
(1996) Faicán, Mirian; Argudo Vicuña, Rafael
Huckleberry finn: reflections new and renewed
(1998) Correa Cabrera, Mónica; Dután Guaylacela, Blanca Angelita; Youman, Ion
Walt whitman in his time
(2009) Mogrovejo Mora, Diana; Quinde Chacho, Jenny; Argudo Vicuña, Rafael
The theater of the absurd
(2011) Morales, Gabriela; Heras, Esteban; Youman, Ion
Games as communicative activities to encourage oral production in children from ages 10 to 11
(2011) Carabajo Vallejo, Angélica; Cabrera Moreno, Sandra Leonor
Suggestopedia: use and revirw of the technique and steps to be applied in an efl clasroom
(2011) Albán Rodríguez, María Belén; Pacheco Salazar, Vicente Guillermo
Native english speaking teachers vs. non-native english speaking teachers
(2012) Peralta, Gabriela; Valdez, Alexandra; Argudo Vicuña, Rafael
Develonping the speaking skills trough multiple intellingence-based activities with fourth graders at verbo elementary school
(2013) Farfán Mora, Juana Marcela; Youman Henley, Thomas Elden
The theory of Multiple Intelligences proposed by Howard Gardner in 1983 suggests that each person has more than one intelligence. Some intelligences are more developed than others. Therefore, every student has strengths and weaknesses. Teachers have to take advantage of their students’ strengths and design appropriate materials to motivate pupils to learn. In this research paper, the use of the theory of the Multiple Intelligences as another method to teach speaking is analyzed. The main purpose of this work is to demonstrate that the Multiple Intelligence theory could be an excellent tool to be used in the EFL classroom. A set of materials and activities based on the MI theory were created and applied during two weeks with EFL fourth-grade students from “Verbo” elementary school, in Cuenca, Ecuador. The sample of this study involves 16 students. An interview, questionnaire, pretest, and a posttest were used in order to collect data which served as the basis for this study. The results of this investigation show that the application of activities based on the MI theory helped these students with their speaking skills. It also shows that some students were more willing to participate than before.
Storytellling as a strategy to build up vocabulary in preschool children at “Unidad Educativa Santa Mariana de Jesús” school
(2013) López Balladares, Karla Liliana; Morales Avila, María Fernanda; Argudo Vicuña, Rafael
The present monographic research was carried out with the purpose of implementing storytelling as a useful methodology for teaching English as a Foreign Language among four year-old preschool children. Teachers who have never used storytelling before may face some trouble and misconception about its use, application, results and impact on teaching. For this reason, the research will seek to set up storytelling as a strategy to enhance communicative skills, especially speaking, in order to help children produce the target language spontaneously. It also suggests that teachers use oral and visual aids to grab the students’ attention in order to motivate them in the learning process and leave an outstanding and lasting result. Finally, the research covers the basics of storytelling for its use in the classroom. It will provide some theoretical concepts, analysis of data, and recommendations for teachers when theyapply storytelling as a valid input in the classroom.
The influence of ICT upon the learning process of the listening skill among 9th graders at ‘Victoria del Portete’ Millennium School
(2017) Chacón Carchi, Katherine Lorena; Zhagui Tuba, Carlos Xavier; Calle Calle, Ana María
This research analyzes ICTs (Information and Communication Technologies) usage in a ninth grade EFL classroom for enhancement of listening skills. It was conducted at Victoria del Portete Millennium School. The study describes the teacher’s role in the EFL classroom to develop listening skills through the application of ICTs. The facility which ICTs can bring to the development of listening skills is presented in this research by means of classroom observations. The access that teachers have to ICTs is exposed through the information obtained by the application of a survey. The observations of an English educator provide information about the methodologies and techniques used by the educator while teaching English, particularly the aspect of listening. Two interviews conducted with a teacher and the principal of the school present the strengths and weaknesses when using ICTs in the teaching-learning process. Results show that few listening skills including discriminative listening and listening for details are developed through the use of audios provided in the textbook.
Strategies for learning english pronunciation in an EFL or ESL classroom through the use of ICT tools and CALL
(Universidad de Cuenca, 2021-02-10) Culcay Peláez, Denníse Tatiana; Torres León, Nicolás Mateo; Fajardo Dack, Tammy Mercedes
Information and communication technologies (ICTs) is the set of various technological tools widely used to help to expand teaching and learning quality through the assimilation of students’ autonomy, capability and creativity (Ghasemi & Hashemi, 2011). On the other hand, CALL refers to computer-assisted language learning that focuses on the support and facilitation function of the computer and emphasizes the role of digital media as tools for learning (IGI Global, 2019). This paper aims to analyze relevant exiting literature on the application of different ICT tools and CALL for learning English pronunciation in two different contexts, EFL and ESL classrooms. A total of twenty empirical studies were identified and chosen for the analysis. These collected studies focused on English pronunciation learning or improvement, but with different strategies regarding ICTs and CALL and how they perform in different settings and participants. The present research synthesis offers conclusions and recommendations for further research on the applications of these two types of strategies, ICT tools and CALL, which need the guidance of a well-prepared teacher or instructor.
Effects of social networking on ESL/EFL students’ learning
(Universidad de Cuenca, 2021-03-08) Orellana Sigua, Evelyn Carolina; Chica Cárdenas, Yola Indaura
Social networking has developed an innovative way to promote English language learning through the creation of online communities; however, the adequate application of this tool is not well known among teachers. Thus, the present research synthesis aims to analyze the reported effects of social networking on students’ learning. This work was an explanatory bibliographical research. Fifteen studies were selected through inclusion criteria such as the age of the participants, the type of students, and the year of publication. These studies were analyzed in different categories to explore the benefits of using social networking for English acquisition. The results indicated that social networking instruction improve students’ language and socioaffective skills during the English learning process. Furthermore, the results demonstrated that social networking sites provide opportunities to enhance communication and social interaction. Lastly, the findings revealed that this type of instruction is suitable for increasing motivation in students. Further research studies were recommended based on the gaps that were identified in the analysis.
Effects of using content and language integrated learning instruction in english as a foreign language classes
(Universidad de Cuenca, 2021-06-22) Matute Mendoza, Martha Maribel; Rodas Pacheco, Fabián Darío
Content and Language Integrated Learning (CLIL) is an approach that is applied in many countries around the world, and it consists of integrating any subject with a foreign language in order to learn both at the same time. Research claims many positive effects of CLIL on students; therefore, the aim of this research synthesis is to explore the potential of CLIL instruction by analyzing the results of 17 studies that compared this methodology with traditional EFL programs in both primary and secondary schools. This analysis focused on the effects of CLIL on linguistic competence regarding the four skills, vocabulary and motivation. Findings showed that oral production, receptive vocabulary, and motivation are significantly higher on CLIL students. In addition, writing is also significantly higher on CLIL students, but few studies focused on this area of the language. Furthermore, CLIL also offers important benefits for receptive skills but only on secondary students. Finally, further research is suggested on this topic regarding productive vocabulary and writing around Europe, but around Latin America regarding the 4 skills. Moreover, there are many variables that might play an important role when applying CLIL and should be controlled.
Situaciones didácticas para la comprensión lectora de cuentos de terror en entornos virtuales para primero de bachillerato
(Universidad de Cuenca, 2022-02-18) Amón Loja, Sofía Alexandra; Zhañay Carrasco, Freddy Orlando; Washima Zhunio, Victoria Eugenia
Reading has ceased to be seen as a mere sign interpretation activity to become a macro skill where the reader interacts with the text, and therefore, thought and language. Although the teaching of reading is one of the primary objectives of any educational activity, teaching activity, in most cases, does not give adequate treatment to facilitate and benefit their learning. We ask ourselves then, in what way can teachers motivate their students, as a result of their curriculum, to read literary works? This work aims to propose didactic situations for the reading comprehension of horror stories in virtual environments for the first year of high school. For the design and application of our model, we use the theory of Didactic Situations proposed by Brousseau (2007), who suggests four moments to take into consideration during the class -action, formulation, validation and institutionalization-. Our intervention group was made up of 8 students from the Salesian Agronomic Educational Unit -located in the city of Paute- with whom, in a period of 3 hours of class, we used various virtual resources to read three horror stories: The new catacomb, The Monkey's Paw and The Feather Cushion. We do all of this using didactic engineering as a methodology. Finally, it was determined that, for reading and comprehension of texts to be skills developed and acquired by students, teachers must: create optimal teaching-learning environments; and, in addition to this, choose didactic methodologies according to the needs of your work group.
Effects of Virtual Environments on the Development of Speaking Fluency
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Garnica Martínez, Paola Adriana; Navarro Calderón, Luis Andrés; Argudo Serrano, Juanita Catalina
Oral fluency is a fundamental aspect of language learning, as it is a key skill within communicative competence. This ability directly influences the success of verbal interaction, which is the reason why its development should be a priority in learning a language. This research synthesis presents a systematic review of the existing literature on the impact of virtual environments (VEs) in English as a foreign language (EFL) classrooms, and the perspectives of both, teachers and students about this modality using the methodology of reading, analyzing, and recognizing patterns in English speaking skills development. This study selected a total of 20 studies under the criteria of including empirical studies with a quantitative, qualitative, or mixed approach, written during the last 15 years, that were written in English, that analyzed EFL in VEs, and that presented the influence of VEs on speaking fluency. Likewise, the exclusion criteria left out studies that gave importance to the gender of participants, the country where the study was carried out, and the English proficiency level of the participants. The research synthesis aimed to analyze the impact of VEs on the development of oral fluency, the advantages and disadvantages of using VEs in EFL, and the perceptions of EFL students and teachers on the use of VEs. This analysis determined as a main finding that virtual environments favor oral fluency practice because of their unique characteristics.

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