Lengua y Literatura Inglesa-Tesis de Pregrado

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Approaches and methods to teach grammar: An analysis of the last 10 years
(2020-02-18) Zambrano Loayza, Jonathan Andrés; Fajardo Dack, Tammy Mercedes
The present synthesis aimed to discover whether there was an ideal methodological approach to teach grammar and what were the students’ perceptions towards it. Seventeen studies, which used different approaches and methods and occurred at different settings and levels, were gathered. Some of the analyzed studies compared and contrasted different approaches and methods. Thus, they provided a more precise idea about which one obtained the best outcome and the reasons why certain approach was more effective than the other. A criterion to select the studies was that they needed to be empirical in order to have a clearer idea of the impact of the approaches on the students. These studies were analyzed to determine which approaches and methods obtained the best results and to have a glance on the students’ views towards the methodological approaches. Apparently, there was not an approach or method that could be considered the best regarding grammar teaching, so the combination of various approaches and methods could be a possible solution to this. Further research was suggested on the use of the eclectic approach to teach grammar since it combines several approaches and methods.
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 of pragmatic instruction on EFL learners’ pragmatic competence
(Universidad de Cuenca, 2021-10-13) Ortiz Reyes, Jasmine Jocelyn; Sidel Ramón, Jorge Javier; Cabrera Moreno, Sandra Leonor
Pragmatic competence is considered one of the most important elements in language learning. In recent years, researchers around the world have placed their attention on how language is used in context. A competent speaker of any language not only knows grammar, syntax, and an extensive vocabulary, but also understands how to use it according to the context. For this reason, it is imperative for EFL learners to receive pragmatic instruction in the classroom, given the limited exposure to the target language EFL learners have in their environment. In this research synthesis, an extensive bibliographical study of the most used methods and techniques to teach pragmatics was carried out in order to analyze the effects of pragmatic instruction in EFL learners. The findings of this study indicate that pragmatic instruction is always beneficial for the EFL learner’s development of pragmatic competence. However, it should be noted that most studies point to explicit pragmatic instruction over implicit instruction as an effective tool for the development of this competence. Another finding was that the use of authentic materials is essential for teaching pragmatics. In addition, the use of technology, the task-based approach, and the consciousnessraising approach have proven to be effective methodologies for pragmatic instruction
The effectsof using cognatesto teach english vocabulary to spanish speakers
(Universidad de Cuenca, 2022-07-13) Robles Sánchez, Lizbeth Mercedes; Fajardo Dack, Tammy Mercedes
This research synthesis aimed to examine the effects of the use of Spanish-English cognates on the learning of English vocabulary by Spanish speakers. A totalof 21 empirical studies were collected to answer and support questions about the effects of using cognates to teach English vocabulary toSpanish speakers, the most effective category to teachEnglish vocabulary, the advantages and disadvantages of using cognates, and the teacher and student perspectives on the use of cognates as a way of acquiring lexicon in English. The results of this analysis revealed that through the use of cognates, specifically identical and similar cognates, the comprehension and development of vocabulary in English were effective for Spanish speakers. Similarly, it was possible to identify that cognates not only help in learning and expanding lexicon but also in speech processing, meaning inference, word recognition, word processing, lexicon acquisition, and student confidence. Therefore, both teachers and students agree that the use of cognates in the classroom is essential. Recommendations for future research on the effects of using Spanish-English cognates to teach English vocabulary to Spanish speakers and some practical implications are provided. It is worth mentioning that recommendations for future research on false cognates were proposed due to the ongoing debate among authors about their possible efficacy on vocabulary acquisition
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.
Subtitled Audio-visual Material for Teaching EFL Listening Comprehension and Vocabulary
(Universidad de Cuenca, 2023-05-18) Betancourt Fajardo, Erika Jazmina; Abad Célleri, Mónica Patricia
The purpose of this research synthesis is to analyze the effects of subtitled audio-visual material on listening comprehension and vocabulary learning in English as a foreign language as well as the students' perceptions of the use of this material. Sixteen empirical studies published over a period of 20 years and focused mainly on the teaching and learning of English as a foreign language were analyzed. The results of the analysis showed that the use of audio-visual material with subtitles could have a positive effect on listening comprehension and vocabulary learning; however, negative effects and no effects were also found. Similarly, students' perceptions were mostly positive, stating that subtitled audio-visual material helps them to improve their listening comprehension, learn new words, and obtain correct pronunciation. In addition, the students concluded that the audio-visual material is an interesting and motivating tool.
Teaching Strategies to Apply Music in English as a Tool to Enhance Listening and Speaking Skills in Latin American EFL Classrooms
(Universidad de Cuenca, 2023-07-17) León Avilés, María Verónica; Molina Cabrera, Gisselle Karina; Fajardo Dack, Tammy Mercedes
This research synthesis aims to report the most effective teaching strategies used to apply music in English as a tool to enhance students' speaking and listening skills in Latin American EFL classrooms. To answer the research questions established on the topic, 20 empirical studies were collected and analyzed. All the selected studies were conducted in an EFL context of language learning in Latin American classrooms involving all educational levels and published within the last 15 years. After the data analysis, the results obtained are that six strategies, which are booklets; oral-related activities; song tasks; song repetition, imitation, and memorization; body movement; and having two teachers in the classroom; gathered positive results as the increase in motivation and the improvement in pronunciation; therefore, they are the ones reported as the most effective strategies. Two strategies, songs as warm-up activities and song tasks, reported negative effects as distraction and loss of interest. Finally, some of the reasons for the different drawbacks are the lack of follow-up activities and methodological strategies, and poor songs repertoire. Based on the found results, the recommendations to teachers and institutions are to implement strategies that resulted in students' improvement in both skills and to consider the reason for obtaining drawbacks. Additionally, the recommendations for future research are to conduct studies on the topic in Latin American countries and to create a teachers’ guide on the topic of how to effectively implement music in English as a teaching tool.
The use of YouTube videos in the EFL classroom
(Universidad de Cuenca, 2022-08-31) Pillacela Chin, Jenny Priscila; Sangurima Velecela, Jonnathan Paul; Heras Urgilés, Gerardo Esteban
The purpose of this research synthesis is to identify the main effects of YouTube videos on the development and improvement of the listening skill, the vocabulary sub skill, and students’ motivation when learning English as foreign language. For this, eighteen peer-reviewed articles were analyzed considering inclusion and exclusion criteria. The articles had to be published from 2014. Also, they had to be empirical studies developed in English as foreign contexts. The results of this study demonstrated that the use of the YouTube platform as a complementary material presents advantages for English learners. The findings also showed that using YouTube within EFL classrooms motivates students to develop better their in-class activities either individually or in groups because the videos are attractive and draw their attention. In addition, it was found that applying YouTube content in EFL classes increases the students’ vocabulary sub-skill because it is very entertaining and facilitates students to remember better the learned words. Moreover, the outcomes reveled that the learners improve their listening skills when their teachers use this tool since students can observe the expressions and listen to the different accents native speakers produce while they are talking
Using humorous wordplay as an educational tool to enhance vocabulary acquisition in B1 students at the Institute of Languages of the University of Cuenca
(Universidad de Cuenca, 2020-02-13) Barrera Diez, Mónica Trinidad; Heras Urgilés, Gerardo Esteban
This research project aims at explaining how humorous wordplay can be used as a tool for improving the processes of vocabulary acquisition. Vocabulary is recognized as one of the most important sub skills of any language and in the case of English, this is not the exception, that is why teachers should draw attention to the role that it plays in English as a Foreign Language learning process. This project is focused on explaining how humorous wordplay can be used as a method by creating wordplay-based activities to determine how these activities can be used to improve and help students from the Institute of Languages at the University of Cuenca increase their size and knowledge of vocabulary. This research project is considered an exploratory study and the data was obtained using qualitative methods from the analysis of diverse studies to demonstrate the advantages of using humorous wordplay as a method for teaching vocabulary. Additionally, document analysis was used to determine the most common forms of wordplay which are: puns, anagrams, riddles, and tongue twisters. In addition, a series of interviews were done with teachers from the Institute of Languages in order to analyze their perceptions about vocabulary and the use of wordplay in classrooms. The extensive examination of previous studies demonstrated the effectiveness of using humorous wordplay in the vocabulary learning processes. The analysis also demonstrated that by exploring the forms of wordplay, the learners should be able to understand other aspects of the English language such as homophones and homographs words, and some other linguistic features

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