Person:
Fajardo Dack, Tammy Mercedes

Birth Date

1981-03-08

ORCID

0000-0002-9330-4622

Scopus Author ID

57218776229

Afiliación

Universidad de Cuenca, Cuenca, Ecuador
Universidad de Cuenca, Facultad de Filosofía, Letras y Ciencias de la Educación, Cuenca, Ecuador
Universidad de Cuenca, Departamento de Educación, Cuenca, Ecuador

País

Ecuador

Organizational Units

Organizational Unit

Facultad de Filosofía, Letras y Ciencias de la Educación

Esta facultad nació con la Universidad de Cuenca, el 18 de octubre de 1867. En su primera etapa se mantuvo hasta 1897 cuando se dio una nueva estructura para la casa de estudios superiores. Así, reestructurada, pero manteniendo su orientación humanística, retomó actividades en 1952, durante el rectorado de Carlos Cueva Tamariz. Para ese entonces contempló los estudios de: filosofía, historia y literatura. En 1965, junto a su núcleo original se incluye la formación pedagógica para profesionales de Educación Media y pasa a denominarse Facultad de Filosofía, Letras y Ciencias de la Educación. La reforma de 1975, la establece con estructura de un año de materias comunes y cuatro de especialidad. Su aporte ha sido fundamental para el desarrollo cultural y educativo de la región y el país. Desde 1978 organiza encuentros periódicos sobre literatura ecuatoriana, concursos nacionales y universitarios de poesía. Ha llevado a cabo dos encuentros sobre Filosofía y ha abierto licenciaturas en Eduación General Básica, Educación Inicial, Lingüística Andina y Educación Bilingüe; así como una licenciatura en Cine.

Job Title

Profesor (T)
Director del Departamento de Educación

Last Name

Fajardo Dack

First Name

Tammy Mercedes

Full item page

Search Results

Now showing 1 - 10 of 27

Students’ perceptions on their EFL teacher efficacy: a study on EFL teachers' language proficiency and their self-efficacy
(2021) Argudo Serrano, Juanita Catalina; Cabrera Tenecela, Homero Patricio; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Recent research has shown the increasing number of non-native English-speaking teachers (NNEST) around the world. Research has also considered different attributes these teachers need to have in order to be effective in their professional practices. In this light, this study examines the relationship between NNEST’s language proficiency and their sense of self-efficacy in relation to students’ perceptions about teacher efficacy in three different dimensions: Efficacy for instructional strategies, efficacy for classroom management, and efficacy for student engagement. A correlational quantitative design was used in which six private high schools from Cuenca, Ecuador, participated. Seventeen teachers from these schools were requested to provide an English proficiency certificate and respond to a self-efficacy survey. In the meantime, their 661 students completed a teacher’s efficacy survey. The results revealed that although there are teachers who have a good level of language proficiency, according to their students, it is not necessarily an indicator of efficacy in their practices. Suggestions for further research that might help to explain the current situation are given.
Ecuadorian EFL Preservice Teachers’ Attitudes Toward Pronunciation Features
(2024) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
This mixed-method study examines Ecuadorian preservice English as a foreign language teachers’ cognition regarding pronunciation models and targets, identity, and confidence. Data were gathered through a self-reported, anonymous online questionnaire. Factor analysis and Spearman’s correlations were conducted on the quantitative data, and content analysis on the qualitative data. The results revealed that the participants highly value the native speaker model of pronunciation, are dissatisfied with their nonnative English pronunciation, are not interested in showing their Ecuadorian identities when speaking English, and are still not confident in their English pronunciation. The findings are discussed in light of the implications for pronunciation teachers.
Evaluación de la carrera de docencia en ingles bajo la óptica del enfoque AICLE
(Editorial UTN, 2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
This study analysis the extent to which the EFL program complies with the principles of the CLIL approach. Students from the fourth, fifth and seventh semesters of this program participated in the study. An English proficiency test was administered, some writing assignments were analyzed to assess the development of higher order thinking skills; and finally, a survey was applied to find out the students’ perceptions in the development of language, content and higher order thinking skills in the content subjects. The results showed that 52% of the students do not reach a B2 level according to the Common European Framework of Reference for Languages, which is considered a minimum requirement to teach EFL classes; therefore, it was concluded that the participants need to develop language skills to take content subjects in a foreign language. Furthermore, it could be said that the three dimensions of this approach (content, language and procedures) are not considered when planning classes; consequently, students are not developing them simultaneously.
La música como recurso para desarrollar las habilidades auditivas de los estudiantes de inglés como lengua extranjera de la escuela primaria
(2024) Fajardo Dack, Tammy Mercedes
This research explores the potential of incorporating music as an instructional tool in the EFL classroom. It aims to analyze the effects of using music to develop listening skills with a group of 21 young A1 level learners in a public elementary school in Cuenca- Ecuador using the mixed-method approach with a pre-posttest design. In addition, it examines students’ perceptions about using music to develop their listening skills. In the quantitative stage a pre-test and post-test were applied considering three listening strategies according to the curriculum established by the Ministry of Education: listening to predict, listening for details, and listening for comprehension. In the qualitative stage, students were asked to answer a questionnaire composed of five open-ended questions. The results of this project showed that music is a useful resource for developing listening in EFL students. It enriches the learning experience, triggering positive students' perceptions to continue practicing listening skills according to their proficiency levels.
The development of pragmatic competence in CLIL classrooms
(2020) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
One of the most important conditions needed to acquire pragmatic competence -knowing the rules of a language and how to apply them to communicate-is exposure to the target language. That is why research has concentrated on observing how this competence develops in different language learning contexts such as second language (L2), foreign language (FL), bilingual, immersion, and content and language integrated learning (CLIL) programmes. This review focuses on how existing research has approached the development of pragmatic competence in CLIL classrooms. CLIL is an educational approach in which content subjects are taught through a foreign language. Its objective is to develop students' language skills without risking their knowledge of curriculum content. In CLIL classrooms, learners are exposed to natural occurring language that more than likely will lead them to acquiring pragmatic competence. A well-developed CLIL programme will integrate language learning and subject learning through the development of intercultural understanding. © 2020 Asociacion Mexicana de Maestros de Ingles MEXTESOL A.C. All rights reserved
Are Ecuadorian Universities Preparing EFL Teachers for CLIL? Sacred Versus Secret Stories
(Springer Link, 2024) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
Content and Language Integrated Learning (CLIL) is a fundamental tenet in the Curriculum for teaching English as a foreign language (EFL) in Ecuador. There-fore, it is important to explore whether pre-service teachers have the conceptual and practical knowledge to use it. This chapter analyzes EFL teaching undergraduate and graduate programme curricula to find out if Ecuadorian pre-service teachers are being trained to enact what is established as a language teaching policy. Further-more, student teachers’ experiences in their practicum were studied to understand the realities of the classroom in terms of CLIL application. Results demonstrated that EFL future teachers neither receive CLIL training in university programmes nor are exposed to this approach in their practicum teaching. Hence, it is imperative to provide training to pre-service and in-service teachers in order to improve not only their preparation but also the students’ language learning process in the country at all educational levels.
The Reality of CLIL in Public Schools in Ecuador
(Springer Nature, 2024) Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Argudo Serrano, Juanita Catalina
This study examines Ecuadorian EFL teachers’ CLIL knowledge and pedagogical practices. An online questionnaire and class observations were designed for data collection. The questionnaire was filled out by 105 participants. Confirmatory factor analysis revealed four latent dimensions of CLIL practices which were also evidenced in the observations: guiding input and supporting cognitive skills, supporting output, focusing on content, and languaging (oral language). Teachers’ lack of knowledge of CLIL principles hinders content and language integration in classes. Implications for teacher training and future research are discussed.
Developing speaking skills on EFL learners through biography-driven instructional strategies
(2022) Vire Quezada, Maria Luisa; Fajardo Dack, Tammy Mercedes
This mixed-method case study evaluated the effectiveness of Biography Driven Instructional (BDI) strategies in developing EFL learners’ speaking skill. The participants of the study included 23 students from a high school in Loja, south of Ecuador. Data were collected through interviews as pre and post tests and a focus group. Findings from descriptive and inferential analysis show a statistically significant difference in pre-post speaking tests and participants’ perceptions revealed that the use of these strategies had a positive effect on their oral skills. It was concluded that BDI strategies were found to be beneficial to improve EFL learners’ speaking performance after the integration of these tools in the classroom. Implications for teaching and future BDI application are also discussed.
The impact of reflective journals on the writing skills of EFL sophomore students
(2023) Fajardo Dack, Tammy Mercedes; Demera Macias, Alexandra Gabriela
This research paper describes a mixed-methods study with a one group, pretest- posttest design that aimed to analyze the effects of writing reflective journals on the writing skills of 25 EFL sophomore learners. It also examined the participants’ perceptions of reflective journals as a learning strategy. The data were collected in two phases. In the first phase, a pre-test and a post-test were applied to gather the quantitative data. The researchers employed a writing assessment rubric to score the pre- and post-tests to assess the students’ EFL proficiency level. And in the second phase, participants were required to fill out an open-ended questionnaire of six questions to collect the qualitative data. It was demonstrated that reflective journals had a positive impact on the participants’ writing skills development and that they were perceived as a helpful learning strategy to boost English proficiency. These findings could help EFL students improve their metacognitive skills, which are required in the Ecuadorian curriculum.
Teaching english vocabulary and online games to eighth grade students
(2022) Pintado Peñaloza, Katy Jackeline; Fajardo Dack, Tammy Mercedes
El objetivo se basa en explorar el impacto del uso de juegos educativos en línea en comparación con los métodos tradicionales en clase, para enseñar el vocabulario de inglés a los estudiantes de octavo grado en la escuela Mercedes Vázquez Correa. De enfoque cuantitativo con una participación de 13 estudiantes. Por medio de un test de retención de vocabulario se obtuvieron los resultados en los cuales se demuestra que los estudiantes recuerdan una mayor cantidad de vocabulario por medio de los métodos tradicionales, sin embargo, el alumnado recuerda una mayor cantidad de palabras con precisión con el uso de los juegos en línea. Además, los datos de la encuesta revelan que los estudiantes se encuentran a gusto con los juegos en línea y que ellos prefieren aprender vocabulario con los juegos en internet que por medio de los dibujos o fichas en clase