Lengua y Literatura Inglesa-Tesis de Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/152

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A case study of a public and a private school: analysis of classroom routines and procedures during the teaching process
(2019-05-07) Gusñay Siavichay, Angélica Magaly; Vélez Yanza, Paula Agustina; Santillán Iñiguez, Juan José
This research study analyzes the different routines and procedures related to the classroom management English teachers of a public institution – Unidad Educativa Miguel Moreno – and a private one – Unidad Educativa Liceo Americano Católico – applied during a senior year which will examine the differences and similarities that exist between both institutions. In this study, the researchers aim to identify the situations that teachers face related to classroom management routines and procedures. In addition, it endeavors to recognize the presence or absence of the application of routines and procedures by teachers and the knowledge and practice of them by their students. Significant results are presented through the use of three instruments, observation checklists, questionnaires and interviews that allow to triangulate the gathered information. The results indicate the lack and differences between procedures and routines in both educational environments. This differences could be seen in two aspects – control of behavior and learning activities. In the public institution, there is more teacher control of students’ behavior than in the private one. Besides, the teacher in the private institution applies a variety of activities during her classes, something that the public teacher did not do most of the time. The authors present some recommendations addressed to English teachers in both institutions, promoting possible solutions to the issues related to classroom management which may emerge during the teaching and learning process.
A comparison of the teaching-learning process of english to children from the age of three to ten between private and public schools and english teaching centers
(2001) Clavijo Encalada, Clara Cecilia; Soliz García, Martha; Astudillo Neira, Catalina
A contrastive analysis of the correct use of prepositions in english and spanish
(2006) Díaz, Karol Marilyn; Argudo Vicuña, Rafael
A creation of supporting and interactive material to enhance the way contents are presented in units three and four of the book english with my favorite cartoons
(2008) Naranjo Arias, Tania; Orellana Yépez, Tania; Pacheco Salazar, Vicente Guillermo
A New approach for the teaching of english through songs
(1993) Campoverde M., Angel F.; Argudo Vicuña, Rafael
A selection of american folktales to teach english through interactive activities for teenagers
(2011) Dávila Toro, Omar; Llanos Campoverde, Johanna; Ochoa Maldonado, Genner
A tourist guidebook in english for Ingapirca
(2008) Cabrera, Daniela; Clavijo, Susana; Rodas Pacheco, Fabián Darío
Activities for business correspondence
(2003) Burbano Garneff, María Dolores; Chacón Quizhpe, Luis Humberto
Activities for developing phonemic awareness, a pre-reading skill, in EFL students of the third grade at Santana K-12 School
(2015) Villavicencio Reinoso, Villavicencio Reinoso; Cabrera Moreno, Sandra Leonor
This quasi-experimental study investigates the effects of training EFL third graders in sound isolation, phonemic blending, and phoneme segmentation activities for developing Phonemic Awareness (PA). Twenty-five participants were first trained in sound isolation activities, then in phonemic blending and finally in phoneme segmentation tasks. The words employed in the study were chosen basing on the children’s first school curriculum block. The results were substantial regarding the causal relation between training in sound isolation, phonemic blending, and phoneme segmentation activities and development of Phonemic Awareness (PA) since participants achieve a grade of 10.542 over 12 points. Therefore, it is stated that training children in these skills help to develop Phonemic Awareness. Also, in spite of being EFL learners, children develop mastery of these skills as native-English speakers do.
Activities to improve the writing skill of the sixth level in the London English Institute
(2010) Carrillo Vivar, Ritha Catalina; Contreras Parra, Juan Pablo; León Vélez, María Verónica
Adjectives, nouns, and verbs: rules for their use and exceptions to the rules
(1987) Rodas Pacheco, Fabián Darío; Argudo Vicuña, Rafael
Afro-American women facing hidden racism
(2010) Albán Neira, María Lorena; Palacios Pesántez, María Fernanda; Youman, Katherine
Alumni perceptions of the academic program at the english language and literature school, University of Cuenca
(2016) Fajardo Guapisaca, Mercy Marlene; Peláez Guzmán, Mirian Susana; Chica Cárdenas, Yola Indaura
Besides the feedback that the English Language and Literature School –also called English Major–of the University of Cuenca gets from the Government, the University authorities, and the current students, it is also important, in line with what other universities have done, to get the opinion of former students. The present research paper contains information that was gotten from former students of the English Language and Literature School. The main purpose of this study was to gather important data in order to help with the accreditation of the Major. The data collected through this project is also expected to contribute to the improvement of the curriculum. The main instrument for the data collection was a questionnaire which was administered to 161 students that graduated at the English major. This survey contained a number of multiple-choice and open-ended questions regarding the time when they were students of this Major and their present employment situation in the labor market. The process of getting this information lasted one month. We think that a graduate follow up system should be part of the English Major, and alumni should answer surveys related to this topic on an annual basis. This would be of great help for the English Major to continue growing as an important school of the University of Cuenca.
An aid to study phonetics: Wireframe and Storyboard of a cell phone application as an educational tool for students of the english literature major at the University of Cuenca
(2019-02-07) Peña Alvarez, Zulema Izamar; Urgilez Quizhpi, Francisco Andrés; Abad Célleri, Mónica Patricia
Future English teachers at the University of Cuenca have demonstrated to have certain difficulties while producing English vowel and consonant sounds that are unfamiliar and different in pronunciation from the ones in their mother tongue. Therefore, the purpose of this study is to design a wireframe and storyboard of a mobile application prototype as an aid to practice and improve English pronunciation. In order to fulfill this goal, the most common pronunciation errors were elicited from fourth semester students coursing Phonetics through a diagnostic pronunciation test, which demonstrated that participants had difficulties while pronouncing certain English vowel and consonant sounds. In addition, two surveys were administered in order to determine the participants’ internet accessibility, their methods for practicing English sounds, and their positive or negative observations on the prototype. Survey results indicate that the vast majority of participants have smartphones with internet access, almost always use the internet to practice their pronunciation on English sounds, and are willing to use the proposed mobile application as an aid to study Phonetics. The most common pronunciation errors listed in this thesis may serve as future reference for EFL teachers to plan their classes precisely and address these problems from the start.
An analysis of the book our world through english from the perspective of the constructivist theory and the communicative approach
(2010) Chuisaca Sacta, Elvia; Paucar Bueno, Wilson; Astudillo Neira, Catalina
An eclectic approach to teaching english as a foreign language to the blind
(2003) Campoverde Campoverde, Martha Yolanda; Díaz Sarmiento, Mercedes del Carmen; Youman, Ion
Analysis of the lack of interest in english language learning a case study the 5th a grade students of the ciudad de Cuenca elementary school
(2008) Enríquez Tocto, Jenny Isabel; Solano G., Tannia; Miranda Vintimilla, Miguel
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.
Applying individualization in language learning
(1991) Calle Astudillo, Susana; Youman, Ion
Assessing international baccalaureate courses taught through english: a case study
(2017) Durán Maldonado, Keyla Tamar; Salazar García, Andrea Verónica; Fajardo Dack, Tammy Mercedes
This research analyzes English courses in the first year of International Baccalaureate Diploma Program through a multisite case study conducted in two high schools: Unidad Educativa Santana -private school- and Colegio Nacional Ciudad de Cuenca -state school-. It presents the Content Language Integrated Learning approach as workable since it lets English classes incorporate language and content into a dual instruction. This investigation makes connections between the IB DP curriculum for English courses and CLIL a based on observations that showed how IB DP is working in the Ecuadorian educational system including it’s strengthens and weaknesses.

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