PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS
Entérate cómo entregar tus trabajos de titulación
Permanent URI for this collection
Browse
Browsing PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS by Author "Benítez Vega, Rosa Cecilia"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Open Access 
Application of kinesthetic activities in 8- to 10- year-old students to encourage their participation in efl classes(PUCE - Ibarra, 2026) Gualacata Narváez, Brandon Fabian; Narváez Palacios, Karen Andrea; Benítez Vega, Rosa CeciliaYoung learners from 8 to 10 learn better when their bodies are actively involved, movement helps them interact and stay focused during lessons. However, in many English as a Foreign Language classes, students remain had to seat for long periods of time. Which often reduces their participation and they become distracted. This study analyzed how kinesthetic activities influence participation in young learners. The research involved 42 students from the Children’s University a program developed at Pontificia Universidad Católica del Ecuador-Ibarra, working at Movers 1 and 2 levels, together with two teachers activities that combined movement, races, games and teamwork were applied, observing how children participated and interacted with the English content and with each other. Semi structured interviews were conducted with teachers to understand their views of these activities. The collected information allowed analyzing students’ levels of participation. Results showed that students became more engaged when activities involved movement and collaboration. Children who were initially shy or less likely to use English spontaneously increased their participation. Teachers agreed that these activities not only encourage participation but also help maintain attention and support learning of new vocabulary. To concluded the inclusion of kinesthetic activities into English learning creates a more motivating and participative environment for young learners.Item Open Access The impact of artificial intelligence integration on English language learning high schools with teenagers(PUCE - Ibarra, 2026) Cangas Isacaz, Steven Danilo; Benítez Vega, Rosa CeciliaThis study was conducted to analyze the impact of artificial intelligence integration in English language learning with teenagers and to identify the positive and negative factors associated with this approach in the classroom. The study was developed at the ―La Victoria‖ Catholic School, specifically in the second year of baccalaureate. Methodologically, the study adopted a mixed-methods approach which we used research instruments of qualitative and quantitative approach to collect data. For quantitative data collection, an adapted interview was administered to teachers to obtain numerical data; for the qualitative approach, an observation sheet was used to observe directly the different kind of criteria related to the research The quantitative results showed that students at the school do not use mobile devices because there is a high risk of plagiarism in activities planned by the teacher. However, the quantitative analysis revealed that teachers use Artificial Intelligence mainly to create activities based in games, making rubrics, and creating virtual environments to interact in real time. It is concluded that Artificial Intelligence can act both as a helper that changes the way of English language instruction but also as a potential harm that creates issues where students, could be affected due to the different ethical dilemmas related to its use in the educational process. Teachers who use AI are able to make their classes more dynamic by reducing the amount of administrative work and diversifying teaching strategies, adapting to different learning processes. However, the need of continuous teacher training was identified to avoid technological dependence and ensure the ethical and critical use of these tools in the classroom.Item Open Access The impact of confidence in oral communication on pronunciation accuracy in high school efl learners(PUCE - Ibarra, 2026) Chuquizán Meneses, Danilo Javier; Benítez Vega, Rosa CeciliaThe purpose of this research was to determine the influence of confidence in oral communication on the accuracy of pronunciation of third year high school students of the English as a foreign language (ELE) area of the Educational Unit “Mariano Suárez Veintimilla” of Ibarra, Ecuador. The motivation of this study was to know more about the effects of affective factors, especially confidence on students’ oral performance and their ability to produce English pronunciation accurately. For this purpose, a mixed-methods approach was used with a descriptive and correlational component. Data collected were through a survey administered to 26 students and a semi structured interview with an English teacher. The research was developed in a non experimental, cross-sectional, field design, which made it possible to obtain information directly from the educational context. This approach gave useful insights about the students’ perceptions on their confidence in speaking English and its relation with pronunciation accuracy. The results indicated that confidence is an important factor in the students’ pronunciation performance. Nervousness, fear of making mistakes and concern of being judged by peers hindered oral participation and negatively affected pronunciation. In contrast, positive teaching methods, positive feedback, regular chances to speak and communicative classroom activities were identified as the main factors in developing learners’ confidence and improving their pronunciation skills. The study produced an educational blog for EFL teachers and students that offers strategies, resources and recommendations that could contribute to boosting the confidence of oral communication and enhancing the accuracy of pronunciation. The findings therefore provide contextualised evidence for the importance of affective factors xiii in English learning and the need to create inclusive, supportive and motivating learning environments.Item Open Access The use of the ludic approach as a motivational strategy to enhance efl teaching and learning among 5th grade students(PUCE - Ibarra, 2026) Sillagana Caiño, Dayana Abigail; Benítez Vega, Rosa CeciliaThis study examines how the ludic approach functions as a motivational strategy in second language learning, specifically English, among fifth-grade students at Unidad Educativa Fiscomisional “Sagrado Corazón de Jesús” in Tulcán. The research emerged from the need to rethink traditional and rigid teaching practices that have been observed to limit students’ spontaneous participation. To guide the study, it sought to determine whether game based activities contribute to meaningful learning, enhance intrinsic motivation, and foster more inclusive classroom environments. Using a mixed-methods approach (quantitative and qualitative) with an exploratory, descriptive, and analytical design, non-participant observation checklists and a teacher interview were conducted to obtain a comprehensive understanding of the phenomenon under study. Subsequently, the collected data were analyzed sequentially to identify convergent and divergent aspects related to the implementation of the ludic approach in the English teaching and learning process. Finally, the study proposes the design of interactive lesson plans based on the ludic approach to strengthen teaching practices and promote meaningful English language learning among primary school students.