Lengua y Literatura Inglesa-Tesis de Pregrado

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Analysis of common issues in EFL/ESL listening comprehension and possible solutions
(Universidad de Cuenca, 2020-12-08) Campoverde Quezada, Diana Alexandra; Jaramillo Astudillo, María Catalina
The present study aimed to report on the most common students’ listening comprehension problems and their solutions. 24 primary studies with 1090 learners of English as a Foreign Language (EFL) and English as a Second Language (ESL) were selected and analyzed to carry out this research synthesis. It is important to mention that this work was also done with the purpose of helping teachers to know how to develop suitable methodologies to teach English listening comprehension. Therefore, the listening problems related to this skill were classified into seven categories, namely, Natural Speech, Text, Language Proficiency, Psychological States, Cognitive Processes, Background Knowledge, and Others. Similarly, the listening solutions were grouped into four categories: The Use of Listening Strategies, The Use of Technology, The Use of Methods, and Others. Finally, the results showed that the most common problems that students faced were the difficulty of understanding new words and expressions or a message delivered at a fast speech rate, and the speakers’ accent. In regard of solutions, the most frequent were metacognitive and cognitive strategies.
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.
Analyzing the effectiveness of content-based instruction in english classrooms
(Universidad de Cuenca, 2020-07-30) Morán Romero, Gustavo Adolfo; Chica Cárdenas, Yola Indaura
Content-Based Instruction (CBI) is one of the most popular communicative approaches in English language teaching nowadays. However, the analysis of its effectiveness in English classrooms has not received the adequate attention of researchers. Thus, the present research synthesis aims to review the efficacy of CBI in the improvement of the English language proficiency of students. It was an exploratory bibliographical research. Fifteen empirical studies were selected to be analyzed. It was fundamental that these have demonstrated positive effects on language abilities and students’ perceptions towards CBI. The results indicated that there are specific factors that improve the different skills. Some of those are well-known characteristics of the approach; however, others have been just slightly mentioned by CBI researchers. Similarly, the findings also corroborated the reputation of the approach as intrinsic motivating in English classrooms. Further research studies were recommended based on the issues that were diagnosed in the analysis.
Approaches to pronunciation teaching in the EFL/ESL classroom
(Universidad de Cuenca, 2021-01-29) Maldonado Juca, Darío Josué; Abad Célleri, Mónica Patricia
This research synthesis aimed at analyzing three pronunciation teaching approaches in English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms—the intuitive-imitative, the analytic-linguistic and the integrative approaches— and their advantages and disadvantages to determine their effectiveness. Seventeen studies that examined the approaches in different contexts and with participants of different ages were gathered. Regarding the inclusion criteria, the studies had to be empirical, which helped to determine the effects of the approaches on English learners and their pronunciation improvement after receiving instruction. Additionally, the studies had to be written in English, carried out in EFL or ESL classrooms and published since the year 2000. The results of this analysis revealed that both intuitive and analytic approaches can be considered practical; however, the analytic-linguistic approach has offered more advantages and yielded better pronunciation improvements, especially for older learners. Moreover, future research on the integrative approach was suggested since there has been little research on this approach.
Basic composition for EFL students
(Universidad de Cuenca. Facultad de Filosofía Letras y Ciencias de la Educación, 1995) Chalco Chalco, Luis Felipe; Youman, Katherine
Benefits and limitations of using CLIL for EFL teaching
(Universidad de Cuenca, 2022-01-18) Sibri Zeas, Katherine Maritza; Calle Calle, Ana María
The aim of this research synthesis was to determine the benefits and limitations of CLIL (Content and Language Integrated Learning) for EFL teaching, as well as students' perceptions regarding CLIL. Eleven studies were analyzed for this exploratory bibliographical research, which were accessible through online databases, such as Google Scholar, Research Gate, Semantic Scholar, and Educational Journals. In addition, empirical articles were used for this analysis regardless of their research design. Studies conducted at various levels of education were considered, as well. The benefits and limitations of this methodology, as well as the perceptions and attitudes of the educational process of the participants, were examined in order to attain this objective. According to the findings, CLIL is effective in developing and increasing learners' language and cognitive skills. Furthermore, this methodology revealed more positive attitudes and perceptions than negative ones. All of the studies showed that CLIL brings positive results, especially in students' English productive skills. None of the studies analyzed in this research synthesis addressed the limitations of using CLIL. Finally, several recommendations were made based on the issues revealed through the data analysis, which may be used in future research projects.
CALL (Computer-Assisted Language Learning): A tool that Impacts EFL learners’ motivation and autonomy
(Universidad de Cuenca, 2021-08-03) Pucha Suqui, Sandra Abigail; Tobar Espinoza, María Gabriela
For a long time, English has been sometimes taught in a traditional way, which has caused students to feel reluctant to learn it. Therefore, this research synthesis has been carried out with the purpose of providing teachers with adequate information about the inclusion of technological devices in the teaching-learning process in order to make it more meaningful. For this purpose, this work has been developed by following and discussing certain steps. First, the positive effect that CALL (Computer-Assisted Language Learning) causes in the learners’ motivation has been analyzed. Second, a positive impact of CALL on the development of students´ autonomy was observed. Finally, the attitudes and perceptions that both teachers and students have towards the use of CALL were determined. The findings of this research have shown that CALL has a positive effect on both motivation and autonomy, considering the fact that the technological world provides teachers with a wide range of programs which are available for English language teaching. Moreover, it has been evidenced that, in most cases, both teachers and students have a rather positive attitude towards the use of CALL in the classroom. The outcomes of this analysis can be used as future reference for teachers so that they may include CALL in the curricula of their English classes
Causes of and solutions to decrease speaking anxiety in EFL learners
(Universidad de Cuenca, 2022-08-30) Armijos Uzho, Dayana Milene; Cárdenas Álvarez, Gabriela Estefanía; Rodas Pacheco, Fabián Darío
This research synthesis aimed to analyze the causes of and solutions to decrease EFL learners’ speaking anxiety. In order to collect the respective data for this descriptive bibliographic research, twenty-two empirical articles were meticulously analyzed. The objectives of this paper are to identify the main factors that provoke speaking anxiety in EFL learners, to recognize the best suitable strategies and methods to aid students to alleviate this disorder, and to understand positive students’ perspectives toward strategies and methods used by teachers to reduce language anxiety. The results revealed that the main causes of speaking anxiety are communication apprehension, fear of negative evaluation, and test anxiety. Additionally, there are other factors that raise this condition in EFL learners. They are lack of vocabulary and confidence, inappropriate pronunciation, poor participation in speaking activities at schools, teacher’s poor attention to speaking anxiety in the classroom, and negative feedback. Besides, the results demonstrated that the strategies and methods to decrease speaking anxiety are technological and non-technological. The technological strategies are websites equipped with Automatic Speech Recognition (ASR), SmartphoneIntegrated model, and Mobile Apps: WhatsApp. The non-technological ones are the creation of an adequate classroom atmosphere and teachers’ empathy toward students, use of drama techniques as well as oral group activities, and appropriate way of providing feedback. In addition, the findings showed that students have a positive perspective toward the technological and non-technological strategies and methods because they help students significantly to reduce their high levels of anxiety if teachers implement them correctly. Finally, it would be interesting to develop more research about causes of and solutions to decrease EFL students’ speaking anxiety in Ecuador because most of the research studies were performed in Asia
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.
Cognitive skills development: comparison between bilingual and monolingual speakers
(Universidad de Cuenca, 2021-11-11) Quizhpi Arichabala, Diana Yadira; Merchán Dueñas, Linda Denis; Jaramillo Astudillo, María Catalina
This paper consists of five chapters. The first chapter presents a brief introduction to this research synthesis which consists of the background, statement of the problem, justification, and research questions. Then, the second chapter talks about the theoretical framework. This chapter provides the reader with some key theories and concepts related with the analyzed topic. The third chapter is the literature review. It is a very essential feature of this systematic research since it compares the available information about the subject matter. Chapter four includes the methodology used for the data collection process which details the inclusion and exclusion criteria. In the case of chapter five, it includes the analysis of the selected research studies. Finally, chapter six presents the conclusions derived from the analysis, and some recommendations for future research
Concerns and current classroom challenges of novice english teachers
(Universidad de Cuenca, 2020-12-14) Montero Siguencia, Jessica Viviana; Montero Saiteros, Mélida Susana; Calle Calle, Ana María
As English is learnt worldwide, the presence of a teacher is needed, too. In fact, English teachers play an important role. Frequently, new teachers are starting their professional lives; therefore, identifying the most common problems that new English teachers have when they start working is a topic to be discussed. The first year of work for beginner teachers is significant since it is the time when the teacher will encounter some challenges very different from their expectations. Through this research synthesis, we will focus on the concerns and challenges that novice English teachers face when they start in the profession. A compilation of 20 empiric studies and a detailed analysis lead us to discover that novice teachers experience "reality shock", related to anxiety for the transition from being a student to becoming a teacher. Among other concerns, we found in our study “classroom management”, “teaching approach”, “relationships”, etc. as the most common concerns for a novice teacher.
Developing reading comprehension through the use of authentic materials
(Universidad de Cuenca, 2020-07-07) Alvarez Quinga, Juan Diego; León Vélez, María Verónica
The use of authentic reading materials has been considered a key issue both in the theory and practice of language teaching. The effectiveness of using authentic reading texts has, by and large, been accepted, but their application in language classrooms has been sometimes deemed impractical or complicated. In the Ecuadorian context, there has not been much investigation carried out regarding the development of reading comprehension and the enhancement of motivation. The purpose of this study is to present bibliographic information to support the theory that the use of authentic materials is a significant tool to develop reading comprehension, improve reading skills, and enhance the motivation of English as a Foreign Language (EFL) students. Various scholars have supported the theory that the use of authentic materials is beneficial when learning a foreign language, namely, English, and the variety of such materials can contribute to enhancing language skills. The present study reviews 15 articles on the subject of authentic reading materials and motivation with regard to their effect on reading comprehension. The majority of the research studies was carried out in classroom settings gathering quantitative and qualitative data. Of the 15 studies, the authors of 14 came to the conclusion that authentic materials were useful, especially with regard to the enhancement of reading comprehension skills, the natural use of language, and motivation leading to reading interest. The present bibliographic research might be used by classroom practitioners and curriculum designers since the results underline the effectiveness of the inclusion of authentic reading materials.
Drama-based instruction as a strategy to enhance oral skills in university EFL students
(Universidad de Cuenca, 2021-12-01) Armijos Rueda, Nathaly Patricia; Abad Célleri, Mónica Patricia
This research synthesis aimed to determine the effects of using drama-based instruction to enhance speaking skills in an English as a Foreign Language (EFL) classroom. Twenty-one studies that used drama-based instruction and strategies to teach speaking skills were analyzed. All the studies were selected according to some inclusion criteria, which involved the participants' age, native language, and English Level. Additionally, all the studies were analyzed in-depth, and six categories were established to understand the effects of using dramabased instruction on speaking skills development. The results showed many advantages of using drama-based instruction, such as motivation and confidence, teamwork, imagination, leveling down anxiety, and improving students' performance, among others. However, some studies also showed some disadvantages of implementing this type of instruction in the EFL classroom. Lastly, the findings showed that overall drama-based instruction is a suitable strategy that can help students' oral skills. Further research is recommended in order to analyze how drama-based instruction can be used in a Latin-American context.
The eclectic approach to teaching english as a foreign language
(Universidad de Cuenca, 2022-01-03) Fernández Pillco, Jenny Maritza; Toalongo Ochoa, Verónica Elizabeth; Abad Célleri, Mónica Patricia
The purpose of this research synthesis is to explore and to analyze the effects of the eclectic approach on teaching EFL. Twenty articles were selected for the analysis. According to the inclusion and exclusion criteria of the study, the articles had to be empirical studies published from 2012 and on and related to EFL teaching and learning. The results of the study show that eclecticism has positive effects for teachers and students since it is flexible, considers the different learning styles and multiple intelligences of all students, and triggers dynamic classes. Nevertheless, this approach has its limitations. For instance, it does not offer guidance for the teachers to select what approaches, methods, or techniques meet students' needs. Finally, due to the lack of studies of eclecticism in Latin American countries, further research on the effects of the eclectic approach to teaching EFL in this context is suggested.
Effective feedback techniques on speaking and their implications in the context of higher education
(Universidad de Cuenca, 2021-12-16) Chicaiza Déleg, Sandra Isabel; Abad Vicuña, Guido Esteban
This research aims to contribute to the development of the speaking skill of a foreign language particularly in the context of the tertiary level by exploring the practice of some corrective feedback techniques on the oral ability and coming up with the most effective strategies along with their respective pedagogical implications. The methodology employed was the exploratory bibliographic research method, where only the most current research on the topic was taken into account. The results showed that the most effective type of corrective feedback when supporting the speaking skill was the metalinguistic technique followed by recast. According to the studies both types of corrective feedback might support, although in a different manner, the development of the L2 oral skill in the context of higher education. Finally, it was concluded that the metalinguistic technique mostly assisted the development of grammar and pronunciation while recast enhanced learners’ fluency. In regard to students’ perspectives, recast was the most preferred corrective feedback technique as this strategy does not demand any cognitive effort as the metalinguistic method does.
Effective ICT tools to teach english vocabulary
(Universidad de Cuenca, 2020-12-03) Zuña Morocho, Edgar Salvador; Chica Cárdenas, Yola Indaura
Vocabulary is considered an essential component of any language since, without it, communication could not take place. Information and communications technologies (ICTs) have played a crucial role in the teaching of vocabulary because of their practical features. However, teachers have been unable to take full benefit of them. Therefore, this research explored the use of ICTs as vocabulary learning tools. It aimed to answer the questions related to which ICTs have been proved to be more efficient in teaching English vocabulary and the advantages and disadvantages of their use. For the present explanatory bibliographic research, 15 scientific articles, in which ICTs were used as learning tools for teaching English vocabulary, were compiled and analyzed. The results showed that applications and websites were the most used ICTs to teach English vocabulary. Additionally, ICTs were found useful to motivate students and enhance their learning performances. The findings also suggested that teachers do not take full advantage of these technologies in spite of the fact that research has proved that ICTs are efficient learning tools.
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.
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.
The effects of computer-assisted language learning (CALL) instruction on the EFL/ESL classroom
(Universidad de Cuenca, 2021-02-24) Mendieta Molina, Rabela Doménica; Rojas Buñay, Erika Viviana; Chica Cárdenas, Yola Indaura
The purpose of this research synthesis was to identify the reported effects of Computer-Assisted Language Learning (CALL) on students’ language proficiency. For this exploratory bibliographical research, twenty-one studies, accessed using online databases, were selected. With regards to the inclusion criteria, articles could be either empirical or theoretical studies. In addition, studies applied to the different levels of education were taken into account. One requirement for this study was the use of research articles published within the last 15 years given this approach is considered relatively new. In order to achieve this objective, the advantages and disadvantages of this approach were analyzed, as well as the perceptions and attitudes that the participants of the educational process presented. Research synthesis results showed that CALL is effective in developing and improving learners’ language skills and subskills. Furthermore, this approach presented more positive perceptions and positive attitudes than negative ones. The number of advantages were greater than the number of disadvantages. Finally, there were some recommendations based on the issues identified through the analysis of the data, which could serve for further research studies.
Effects of corrective feedback on secondary and university EFL learners' speaking performance
(Universidad de Cuenca, 2022-08-31) Arpi Samaniego, Diego Xavier; Rivera Alarcón, John Michael; Chica Cárdenas, Yola Indaura
The main objective of this research synthesis was to analyze the effects of using Oral Corrective Feedback (OCF) on Learners' Speaking Performance. The information used for this descriptive bibliographic research was collected from twenty empirical articles published from 2011 to date. In order to achieve the main purpose of this research synthesis, the effects of using OCF in EFL classrooms, EFL learners’ and teachers’ perceptions towards OCF, and students' and teachers’ preferences toward the different types of OCF were analyzed. The results demonstrated that there are six types of OCF. These are: recast, explicit correction, repetition, clarification request, metalinguistic explanation, and elicitation. In addition, the results revealed that a correct implementation of these OCF strategies have positive effects on learners’ speaking performance since it helps them to be aware of their oral errors; therefore, students can improve their speaking development. Furthermore, the findings showed that teachers and learners mostly demonstrated more positive perceptions toward OCF strategies. Regarding students' and teachers’ preferences, recast, explicit correction, repetition, and elicitation were the strategies that students preferred for being corrected while teachers opted to use all the six types to provide the corresponding feedback to the learners. Lastly, it would be useful that more research about OCF will be developed in Ecuador since the majority of the studies related to this topic were carried out in Asian countries

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