Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción)
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Browsing Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción) by Author "Harutyunyan, Liliya"
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German volunteer EFL teaching in a low-income school in the south of Quito: perceptions on the experience(PUCE - Quito, 2024) Suquitana Garzón, Miguel Ángel; Harutyunyan, LiliyaThis research took place in a low-income school in the south of Quito city. The purpose was to collect the perception that all members from the institution had after six German volunteers visited them for four weeks whose purpose was to actively participate in EFL classes with 8th and 10th graders in order to help them enhance their skills in English. The impact of TEFL volunteering was recorded using a descriptiveexplorative type of research using a series of semi-structured interviews, focal groups, pre and post written surveys and participant observation techniques promoting a dialogic and relational construction based on design research and collective imagination (Appadurai, 1996) at INEPE institute. The most remarkable results showed that the learners felt the volunteers’ English level actually enhanced EFL classes boosting their pronunciation and lexis. In correspondence, learners contributed with proactive participation and good behavior in class. Certainly, the analysis of volunteers and authorities’ perception contributed to understand that even though there was a positive cultural exchange during the experience which proved TEFL volunteering is advisable, there are also some issues inside EFL classes that are still permanent and quite problematic to solve unless educational authorities take action on this matter in the interest of improving and democratizing the decisionmaking process in regards to EFL classrooms in our country.Item Unknown Problem-solving speaking activities to develop critical thinking skills in B1 EFL students(PUCE - Quito, 2022) Encalada Neira, Jenny Marisol; Harutyunyan, LiliyaLearning a second language is among the leading factors in modern-day communities that help unite people from different backgrounds (Mehta & Mehta, 2019). Learners with additional needs are likely to express different levels of understanding of the offered context. Based on the complexity of some languages, it is worth noting that there are unique approaches that can assist the learners in quickly understanding the various aspects of the secondary language. Learners' creativity plays a vital role in determining their connection to the second language. Since some languages differ from the primary languages, teachers can create unique ways that may allow the learners to easily connect some aspects of the language and change their attitude towards the respective language. Critical thinking among the learners connects to the ability to make the right decisions for solving some of the problems that may directly affect them (Dolapcioglu & Doğanay, 2022). Based on the different forms of challenges that may influence one's language acquisition, their interaction and connection to the environment are always needed to make the right improvement. Critical thinking allows most learners to critically analyze a specific situation and decide on the most effective approach that may address the individual case and assist in attaining their educational objectives. Although there are several ways that learners can be encouraged to understand the context of a new language, it is worth noting that giving the learners a chance to solve the problems they go through quickly is a meaningful way to realize this objective. This research aims to assess the influence and connection between problem-solving communication in learners struggling with second language acquisition. Through the findings of this study, it will be relatively easy to create unique ways to improve the learners' overall understanding.Item Open Access A study of language teacher identity negotiations of ecuadorian english teachers(PUCE - Quito, 2022) Kandappankattil Narayanan, Vinu; Harutyunyan, LiliyaIn the changing social, political, and cultural environment of a language classroom, a Language Teachers’ professional identity plays a significant role. In the postmodern sense of the word, one’s identity is actively under construction. This fragmented, multiple, expansive identity determines one’s sense of self. Beyond professional and pedagogical knowledge that is expected of teachers, this multidimensional realm of teacher training receives little attention (Tsui, 2007). Language teachers and learners cannot remove themselves from the reality that they are engaged in the process of negotiating their identities. This process is made further complex because of the intricacy of the relationship between language and culture. English as Foreign/Second Language teachers and learners additionally struggle with the coloniality of the language and the globality of its position. These factors loom in the proscenium of an English class, actively interacting with every communicative activity conducted within. Cultural globalization, identity formation and English language education, and their interconnectedness cannot be brushed aside (Kumaravadivelu, 2008, 2012). In this research, the identity negotiation of an Ecuadorian language teacher is viewed through the looking glass of the native-nonnative dichotomy that exists in every decision and methodology in an English class. It then studies about how teachers reflect, reify, resist, and reinvent their subjectivities. In the conclusion, the implications of the fragmented and complex identities are analyzed and possible applications in teacher education is explored.Item Open Access Word formation activities on facebook for EFL students(PUCE - Quito, 2022) López Méndez, Carla Yadira; Harutyunyan, LiliyaThis research project presents the description and analysis of Facebook as a supporting tool for reinforcement to acquire vocabulary related to Word formation. The theoretical framework was built on information from primary and secondary sources specifically books, articles, and journals based on experienced authors like Kent and Leaver (2014) describing Facebook as an educational tool; Kieffer and Lesaux (2008) with the importance of morphology; and Schmitt (2014) with the analysis of the affective filter and the acquisition of languages. Additionally, this study involved students of the second baccalaureate of “Liceo los Álamos” high school in Quito. Likewise, the design focuses on a qualitativequantitative method evidenced in two questionnaires, a pre-test and a post-test that were applied to a total population of 12 students. After applying this methodology, it could be determined that English teaching and learning based on Facebook could help students to extend and comprehend new vocabulary in written exercises effectively. Thus, this project becomes an extra resource to let learning be more significant and innovative.