Person:
Calle Calle, Ana María

Birth Date

1967-10-13

ORCID

0000-0002-1817-3095

Afiliación

Universidad de Cuenca, Cuenca, Ecuador
Universidad de Cuenca, Facultad de Filosofía, Letras y Ciencias de la 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)

Last Name

Calle Calle

First Name

Ana María

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Now showing 1 - 8 of 8

Interpretations of Task-Based Language Teaching following an Inset Course: A Case Study
(I International Congress on the Didactics of the English Language, 2017) Heras Urgilés, Gerardo Esteban; Calle Calle, Ana María; León Vélez, María Verónica; Calle Calle, Ana María
In 2010, a new curricular reform of English as a foreign language, based on the Common European Framework of Reference for Languages (CEFR) and the Communicative Language Teaching Approach, was established in Ecuador. Task-based language teaching, which aligned with previous approaches, can be applied to reach the new curricular objectives. In this regard, between 2011 and 2012, a number of public high school English teachers in Cuenca attended a one-year in-service training program (INSET). This program was based on the use of communicative strategies and the task-based language teaching (TBLT) approach for teaching English as a foreign language. The main objective of this qualitative research study, conducted from 2014 to 2015, was to determine whether the participants applied communicative strategies within TBLT after the training program. Classroom observations and semi-structured interviews were administered to twelve out of the twenty-three participants. Although the results of the study showed an increase in the use of communicative strategies by the participants after the training program, only a small number of teachers used the TBLT approach appropriately. Others employed the presentation-practice-production (PPP) approach. Nevertheless, some teachers who used PPP perceived that they were, actually, using the TBLT approach.
Students’ views about instructional practices of traditional, PPP, and task oriented teachers
(2019) Calle Calle, Ana María; Calle Calle, María Daniela; Cabrera Tenecela, Homero Patricio; León Vélez, María Verónica
This study intends to explore student beliefs regarding the usefulness of their teachers’ instructional practices and compare them with a categorization of their teachers’ profiles. A questionnaire with 4 close questions and 3 open questions including topics such as pair and group work, students’ interest, usefulness of the material and content, the best and least useful aspects of the class and suggestions to improve it was administered to 481 high school students of a southern city of Ecuador; also 18 high school teachers were observed delivering one lesson. Using the information gathered from students’ questionnaires, a 481 data matrix was constructed relating it to the 18 teachers’ profiles. In addition, a descriptive analysis was carried out and a comparison between the observers’ and the students’ criteria for the first four closed questions was conducted. For the open questions, the answers were categorized according to the usefulness of three elements: grammar, content, and methodology. Results showed that students favored modern EFL pedagogy. Task Based Learning Teaching (TBLT) and Presentation-Practice Production (PPP) methods were considered as the most accepted methodologies; notwithstanding, traditional methodology was considered as the least effective one. A model was constructed which allowed us to point out the relevance of pair work, content, and methodology, so if these factors occur in teacher practices, it can be inferred that a teacher is closer to a TBLT profile.
Percepciones de los profesores de inglés sobre experiencias de capacitación: un estudio de caso
(2019) Calle Calle, Ana María; León Vélez, María Verónica; Heras Urgilés, Gerardo Esteban; Calle Calle, María Daniela
Recent studies on English teachers ́ perceptions regarding training and professional development have allowed researchers to find useful tools that lead to reflection, professional development and a better teaching practice. The main objective of the present case study was to investigate, using a semi-structured interview, the perceptions of 19 English teachers with respect to two types of training; one teacher-centered; and the other was based on the Ministry of Education view. The results show that edu-cators consider that training is significant when the context and reality of teachers are taken into account.
Las prácticas y percepciones de los profesores acerca del uso de estrategias comunicativas e implementación del ABT
(Escuela Politécnica Nacional, 2015) Calle Calle, Ana María; León Vélez, María Verónica; Argudo Serrano, Juanita Catalina; Calle Calle, María Daniela
El impacto de la capacitación a profesores de inglés de Cuenca
(2015) Argudo Serrano, Juanita Catalina; León Vélez, María Verónica; Calle Calle, María Daniela; Cabrera Tenecela, Homero Patricio; Calle Calle, Ana María
It is known that teachers’ beliefs guide their professional practices (Borg, 2011). However, it has not been studied how professional development affects teaching practices. Few studies have been conducted about the influence of training or professional development in English teachers. This study aims to determine the impact of training regarding communicative strategies in the English classroom. Twelve public teachers were trained on communicative strategies attending a course2of 110 hours and working individually about 20 extra hours. These teachers are the subjects of this research. A quasi-experimental longitudinal research was conducted. A pre-observation was conducted before the training. Immediately after the training, a post-observation was implemented. Finally a re-observation was developed after two years of the completion of the intensive ECTS training. The results show significant changes in the post-observation, but these changes are not the same in the re-observation. It is suggested to organize continuously professional development programs.
Social justice in English learning in Ecuador: beliefs of indigenous higher education teachers and indigenous and mestizo student teachers
(2023) Calle Calle, Ana María; Pichasaca Guamán, Cristian Roman; León Vélez, María Verónica; Heras Urgilés, Gerardo Esteban
The aim of this study was to explore indigenous teachers’ and indigenous and mestizo student teachers’ beliefs about social justice and English language learning in the Ecuadorian context. Based on data collected through interviews and one focus group session, it was found that many indigenous believe English might be a convenient tool for personal and professional development as well as intercultural communication. On the other hand, even though some laws have been passed and awareness has been raised in Ecuador regarding the need for social justice pertaining to indigenous people, the participants indicated that this community is still an underprivileged group.
El efecto de las estrategias de pensamiento crítico en la producción oral de estudiantes universitarios que aprenden inglés como lengua extranjera: una investigación-acción
(2020) Ochoa Delgado, Jessica Elizabeth; Calle Calle, Ana María
Although many strategies have been used in the development of oral production in EFL students, critical thinking strategies are less frequently employed. Therefore, this study focused on exploring the effects of three of these strategieson the oral production abilities of Ecuadorian EFL university students. This action research study was carried out at the Universidad Nacional de Educación (UNAE) in Ecuador, where qualitative and quantitative data was collected. A pre-test and post-test were used to collect the quantitative data. Furthermore, a focus group discussion was used to collect the qualitative data. The post-test results reveled that students increased their oral production considerably after finishing the treatment. Moreover, the focus group discussion suggested that students enjoyed the strategies used, because they helped pupils to improve their vocabulary and reasoning prior to speaking. Students’ favorite strategy according to the focus group was the Debate. On the other hand, the least favorite was Teacher Questioning followed by Think-Pair-Share. It is also important tomention that according to the quantitative results grammar and vocabulary had the lowest improvement in speech production; meanwhile, interactive communication had the highest improvement in oral production. This has to do with the focus of the strategieson fluency over accuracy.Implications for research regarding vocabulary were stated.
Estado del conocimiento de las investigaciones sobre la enseñanza y el aprendizaje de lenguas extranjeras en Ecuador (2011-2021)
(2023) Cabrera Moreno, Sandra Leonor; Hidalgo Camacho, Cynthia Soledad; Calle Calle, Ana María
El presente trabajo exploratorio descriptivo pretende contribuir al vacío de conocimiento existente sobre las investigaciones en el área de la enseñanza de lenguas extranjeras, durante los años 2011-2021. La información fue recogida a través del buscador especializado de literatura académica Google Scholar, que, por defecto, muestra en las primeras páginas los resultados de mayor relevancia. Los estudios fueron agrupados en seis categorías: 1. Métodos, enfoques, modelos y estrategias, usados para la enseñanza de lenguas extranjeras; 2. la educación en línea y el uso de las tecnologías en la enseñanza de las lenguas; 3. Análisis curricular y evaluación; 4. factores que influyen en el aprendizaje de una lengua extranjera; 5. Percepciones de estudiantes y docentes acerca del proceso; y 6. Perfeccionamiento docente. Principalmente, pudo evidenciarse que la investigación se centra en la búsqueda de mejores métodos y enfoques para la enseñanza, mientras que, otros temas como el análisis curricular y evaluación de procesos han sido investigados con menos frecuencia. Se concluye que el nivel de suficiencia en el lenguaje extranjero de los estudiantes no se corresponde con los resultados de intervenciones específicas, que han reportado casi siempre resultados positivos para mejorar los procesos de enseñanza-aprendizaje. Finalmente, se recomienda una investigación que ahonde en el análisis de todos los aspectos que influyen en el aprendizaje de lenguas.