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

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Search Results

Now showing 1 - 10 of 29

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.
Analyzing a pre-service EFL program through the lenses of the CLIL approach at the University of Cuenca-Ecuador
(2018) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes; Quiroz Dahik, Carlos
The recent application of Content and Language Integrated Learning programs in higher education provides an extensive area for research due to the quick implementation of English as the medium of instruction for university programs, as well as to the need of university students around the world to communicate through English and to try different learning strategies and methodologies than the ones they used to work with. This study aimed to estimate the extent to which the English as a Foreign Language (EFL) program at the University of Cuenca designed for students who wish to become EFL teachers complies with the principles of the Content and Language Integrated Learning approach. The 121 participants of this study were students from the fourth, fifth, and seventh semesters of the program. A general proficiency English test was administered to these students; some writing assignments to evaluate the development of Higher Order Thinking Skills were considered; and a survey to inquire about students’ perceptions on the development of language, content, and Higher Order Think-ing Skills in their content subject classes was also applied. The findings revealed that 52% of the students are between A1 and A2 level according to the Common European Framework of Reference for Languages; this means that they do not have the necessary linguistic conditions to take content subjects. It seems that the parameters teachers used to plan their classes do not consider the three dimensions of this approach (content, language, and procedures); therefore, students are not developing these dimensions simultaneously.
Factors Affecting Students’ Motivation and Engagement in EFL Online Classes during the COVID-19 Pandemic
(2023) Argudo Serrano, Juanita Catalina; Abad Célleri, Mónica Patricia; Fajardo Dack, Tammy Mercedes
The COVID-19 pandemic brought changes around the world, especially in the education field where classes were shifted to only distance learning. This radical transformation could have affected students’ level of engagement and motivation; therefore, it might also have had some influence on their performance. This study correlates English as a Foreign Language (EFL) students’ perceptions of their level of engagement and motivation in virtual environments with factors such as schedule, gender, and the discipline area they are studying. A two-part-survey was used. The first part includes demographic information and the second one 22 close-ended questions. It was completed by 703 EFL students in the Language Department of the University of Cuenca, Ecuador. The results revealed an important level of engagement in these students. Students’ goals and reasons for learning the language need to be considered as an opportunity to provide their teachers with some information to enhance students’ language competence, generate strategies for language learning, and promote significant learning experiences. Research is recommended to discover teachers’ views and opinions on different aspects involved in online classes and use this information to design and implement more active, engaging, and effective lessons. These specific findings can be used to improve and implement effective methodologies that can lead to better practices, not only for EFL teachers, but also for EFL students.
English proficiency and learner individual differences: a study of pre-service EFL student-teachers
(2019) Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Cabrera Tenecela, Homero Patricio
This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.
CLIL in Ecuador
(Routledge, 2023) Argudo Serrano, Juanita Catalina; Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia
This chapter analyses research studies on Content and Language Integrated Learning (CLIL) methodology for English language teaching in the context of Ecuador and aims to identify patterns as well as inconsistencies in the existing literature in order to contribute to the improvement of this methodology in educational settings. The analysis was carried out in light of the following categories: the methodology used for the study, including the participants, the research design, and the instruments; the factors that enhance and hinder the application of CLIL in educational contexts; and the learners’ development of language and cognitive skills. It was determined that both in practice and research, scaffolding processes have not been used, or at least not reported, in the studies analysed which could be due to the lack of knowledge and training of teachers. Furthermore, it was also found that research inconsistencies could have had an impact on the results of the studies. It is therefore suggested to train teachers and researchers on how to examine the use of CLIL as a growing phenomena in the language classroom.
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.
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.
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
Language and teaching methodology features of CLIL in university classrooms: a research synthesis
(2020) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This paper presents a systematic review on relevant existing literature on the application of the CLIL approach in university classrooms. A total of 22 studies were identified and chosen for further analysis; the categories emerged from the analysis itself. These studies, which focused on language and methodological features, were explored to determine the research trends in terms of location, methodology, participants, data collection instruments, focus, teaching methodology and language focus. The results of the review show a trend to examine classroom discourses and the development of pragmatic competence in CLIL classrooms. As a result of the review, the paper offers suggestions for future research on the CLIL approach in university classrooms as more tertiary education institutions around the globe are adopting English as the language of instruction.
Supervising student-teachers’ research: between reinforcing our supervisor-researcher identities and enabling novice teacher-researchers
(Multilingual Matters, 2022) Fajardo Dack, Tammy Mercedes; Abad Célleri, Mónica Patricia; Argudo Serrano, Juanita Catalina
Being a supervisor-researcher in a preservice EFL program is a critical role in that it enables student-teachers to complete their theses and learn how to conduct research. Through a trio ethnographic approach, this chapter retrospectively describes the experiences and teaching practices of three bilingual teacher educators navigating their dual role as supervisors-researchers of English as a Foreign Language student teachers working on their final graduation project. Through a dialogue between the three researchers, the tensions of the different roles and positions held by each one are unpacked, explaining their own path to professional development. First as researchers, by observing and analyzing their preservice EFL student teachers and MA students’ research journey, and second, as thesis supervisors, helping students construct their understanding of the importance of researching their own classroom, not only to reflect on and improve their practice but most importantly to develop professionally and acquire a teacher-researcher identity.