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.
Appropriate Strategies for Teaching English as a FL to Children with ADHD
(Universidad de Cuenca, 2023-08-22) Ochoa Carrion, Karina Elizabeth; Sinchi Barrera, Verónica Dayanna; Hidalgo Camacho, Cynthia Soledad
Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that affects the development of different skills, including those necessary for English language learning in children. However, there are certain strategies that teachers can use to help these students. This research synthesis focuses on analyzing the most appropriate strategies to teach English to children with this medical condition, as well as discovering their advantages and disadvantages. This study was exploratory in order to obtain relevant and useful information about the topic. Twenty-one studies were analyzed according to different criteria such as the year of publication, the age of participants, the language of the study, the place where the study was conducted, among others. The studies were analyzed according to five categories. The most relevant results were that computer-based activities, body movement, and metacognitive strategies are the most appropriate to teach English as a Foreign Language (EFL) to children with ADHD, since they help children to be better organized and achieve concentration in their daily routines. It was also visible that the main factor affecting the teaching process involving these children is the lack of knowledge teachers have on the subject. Consequently, the following research synthesis offers conclusions and recommendations on how to apply and select these strategies, which will undoubtedly be useful in EFL classrooms.
Benefits and constraints that teachers face when using ICT in teaching EFL
(Universidad de Cuenca, 2022-08-02) García Morquecho, Jenny Magaly; Morocho Bernal, Michelle Estefanía; Fajardo Dack, Tammy Mercedes
This research synthesis examines the benefits, constraints, and positive and negative teachers’ perceptions regarding ICT usage in EFL classrooms. This exploratory research of 28 empirical studies presents how ICT implementation influences the educational process in EFL classes. The results revealed that educators should implement ICT equipment/software to improve learners’ performance inside the classroom and in their daily life activities. Additionally, the findings showed that lack of instructors' training and lack of technological resources are the main constraints teachers have to deal with while integrating technology in their classes. Besides, the findings portrayed that the educators’ main positive viewpoint about ICT usage is the EFL methodologies breakthrough that fit students’ needs. Furthermore, the results showed that older educators are more likely to suffer computer anxiety than their younger counterparts since they were not born in a technological era and are accustomed to using traditional teaching methods. In addition, the findings revealed that computers, overhead projectors, and the internet are the most used ICT equipment/software employed by teachers since these resources are accessible. Finally, some recommendations are provided for future research
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.
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.
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
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 Relations and Implications of Bilingualism
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Carchipulla Chimbo, Mayra Yolanda; Cárdenas Maldonado, Karla Beatriz; Calle Calle, María Daniela
Bilingualism has become increasingly common in today’s world, largely due to globalization driven by technological advancements and migration. Therefore, this research synthesis aims to analyze the cognitive advantages associated with bilingualism and examine how these mental benefits are interconnected. Based on a review of 20 empirical articles published within the last 10 years, four key cognitive advantages were identified: executive function, attentional control, memory, and creativity. Within the domain of executive function, four subcomponents were also found to be enhanced in bilingual individuals: inhibitory control, planning, cognitive flexibility, and problem solving. A second major finding of this synthesis is the interrelated nature of these cognitive processes, suggesting that bilingualism does not strengthen isolated skills but rather fosters an integrated network of mental abilities. Notably, creativity is inferred to be a potential outcome emerging from the cumulative enhancement of the other cognitive advantages. In closing, two recommendations are proposed: first, to conduct more research in Latin American countries, where studies on this topic remain limited, and second, to further investigate the executive subcomponent of planning, which is underrepresented in current literature. These findings underscore the need for more diverse and targeted research on bilingual cognitive development.
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.
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.
Effects and Perceptions Regarding the Use of L1 for EFL Teaching
(Universidad de Cuenca, 2024-09-11) Cordova Toledo, Bryan David; Ureña Patiño, Viviana Lizbeth; Calle Calle, María Daniela
The use of the first language (L1) in the English as a Foreign Language (EFL) classroom remains a contentious issue, with opinions divided between teachers who prefer not to utilize the mother tongue during English classes and those who do. This study aims to investigate and analyze the effects and purposes of L1 use on English teaching and the perceptions of students and teachers regarding the inclusion of L1 in EFL settings. Through the analysis of 22 studies with quantitative and qualitative designs, this work found that utilizing students' native language yields both positive and negative effects in the teaching-learning process of the target language. The analysis revealed that educators' perceptions were more frequently documented than those of learners. Despite this, there is a balance in the beliefs for and against L1 use between both groups. The exploration also identified the purposes behind teachers and pupils choosing to include L1 in English classes.
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 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.
The effects of corrective feedback on the development of ESL/EFL learners’ writing skills
(Universidad de Cuenca, 2022-06-13) Saeteros Narvaéz, Jorge Alejandro; Piedra Carrión, Verónica Rosalía
This research synthesis aimed to discover the effects of corrective feedback on the development of ESL/EFL learners’ writing skills. Moreover, to analyze the types, the strategies, and the perceptions of teachers and students towards corrective feedback. For the purpose of this research synthesis, twenty-six studies that used different instruments and occurred in various settings were selected to be analyzed. The preliminary results showed that teachers and students perceived corrective feedback as beneficial and essential for improving writing skills. Nevertheless, the effect of feedback depended on some aspects related to the writing process. Those aspects are the area of writing improvement, type of writing task, type of corrective feedback, feedback focus, and agent provider of feedback. Finally, as a recommendation, it is suggested to analyze perceptions of corrective feedback in a more profound way, also to consider Ecuador as context for further research.

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