Person:
Argudo Serrano, Juanita Catalina

Birth Date

1975-01-22

ORCID

0000-0002-3337-7803

Scopus Author ID

57909461900

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

Argudo Serrano

First Name

Juanita Catalina

Full item page

Search Results

Now showing 1 - 10 of 29

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.
Gaming as a motivational strategy to teach English grammar
(2023) Alaña Quiñonez, Alexandra Maricela; Argudo Serrano, Juanita Catalina
This study describes the implementation of games-based learning to teach English grammar to children. It also evaluates the importance of using games as a pedagogical tool to teach English as a Foreign Language (EFL) to young learners. This study aims to analyze the effectiveness of the use of classroom and virtual games in learning English grammar in the seventh-grade students from "Alborada" school of Cuenca. This study includes a grammar pre- and post-test that was composed of 10 multiple choice questions and a survey that shows students’ opinion about the level of satisfaction of learning grammar with games and their effectiveness. The participants’ ages ranged from 10 to 12. Two groups of students were purposefully selected from all the seventh-grade groups. This study contributes to second language learning by conducting systematic research on the success of games as a tool for learning grammar.
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.
Podcasting: tool to develop and reinforce EFL learning
(2023) Rodriguez Castro, Analí Carolina; Argudo Serrano, Juanita Catalina
This research explored the application of podcasts in the English as a Foreign Language (EFL) teaching context, mainly focused on the development of speaking and listening skills. This could shed light on the impact of ‘Podcasting’ in teaching and learning the mentioned skills. As a really important point of start, it offered basic characteristics, types of podcasts, and the topics which might be used throughout the research, that is why three different groups of students with different language levels (A1, A2, B1), according to the Common European Framework of Reference for Languages (CEFRL), belonging to “Be Free English Academy”, participated in this study, each level has seven learners of different ages; who were evaluated throughout two different months as well as explored the impact ‘Podcasting’ might have on them. This research evaluated the advantages, disadvantages, and contributions of podcasts in EFL classrooms to the development of language skills mainly listening and speaking Also, it examined the effect on the students’ attitudes after the podcasting strategy was implemented. Research in this field helps to understand the outcomes that this “relatively” new technological tool has and its implications in the English learning process.
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
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.
Analyzing the effectiveness of the Ecuadorian Curriculum in English as a Second Language for students with learning disabilities
(2023) Argudo Serrano, Juanita Catalina; Argudo Serrano, Juanita Catalina
This research addressed the challenges faced by the Ecuadorian English Curriculum and middle-level Education General Basic Education (EGB) teachers. The main objective was to analyze the effectiveness of the Ecuadorian English Curriculum as a second language for students with learning difficulties. The methodology employed was a non-experimental qualitative approach, involving curriculum analysis, focus group development, and interviews with teachers and experts in the field. Additionally, a documentary literature search of articles and studies related to the topic was conducted. Results indicated that the English curriculum focuses on the holistic development of communicative skills, promoting growth in linguistic, cognitive, social, emotional, and physical aspects. Emphasizing competence progression and emotional connection in learning from A1 to A2 levels, the curriculum evaluates communication, reading, writing, and language through the arts for the middle EGB sublevel. While addressing inclusion, some objectives could benefit from greater specificity. Experts acknowledge advancements in inclusion but highlight challenges in implementation, emphasizing the need for increased training and support. Teachers suggest technological adaptations, workload reduction, and a multisensory approach, urging more institutional support and ongoing training.
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.