PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS

Código QR

Entérate cómo entregar tus trabajos de titulación

Permanent URI for this collection

https://repositorio.puce.edu.ec/handle/123456789/49550

Browse

Browsing PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS by Author "Ruiz Gros, Sandra"

0-9ABCDEFGHIJKLMNOPQRSTUVWXYZ
Now showing 1 - 2 of 2
  • No Thumbnail Available
    ItemOpen Access
    Factors that influence the motivation of speaking activities in ninth - year basic education students
    (PUCE - Ibarra, 2026) Ayala Arcos, Sandy Kerly; Ruiz Gros, Sandra
    This research project represents not only an academic requirement, but also a meaningful stage in my personal and professional formation. Although this thesis was developed partially during the present academic period, it reflects dedication, perseverance, and a genuine commitment to understanding educational realities and improving teaching practices. First, I would like to express my deepest gratitude to my parents, whose unconditional and constant support has been essential throughout this process. Their encouragement, trust, and patience gave me the strength to continue working on this research even during moments of doubt and exhaustion. Their belief in my abilities has always been a powerful motivation to move forward and to pursue my academic goals with responsibility and determination. I would also like to give special thanks to my beloved dog, who has been an important source of emotional support, providing comfort and calm during stressful moments, and to my cat, who faithfully accompanied me during many long nights of reading, writing, and reflection. Their presence brought warmth and balance to this process, reminding me of the importance of emotional well-being while facing academic challenges. My sincere gratitude also goes to my friends, a small but meaningful circle of people who truly believed in me. Their words of encouragement, understanding, and constant motivation helped me regain confidence when I felt overwhelmed or uncertain. Knowing that I was not alone made a significant difference in completing this stage of my thesis work. VII Finally, I would like to thank my university for providing academic training, guidance, and learning environment that allowed me to develop this research. Lastly, I would like to acknowledge myself, for believing in my abilities, for staying strong during challenging moments, and for continuously pushing forward even when the path seemed difficult. This journey has taught me resilience, self-confidence, and the value of perseverance. This work is the result of collective support, personal effort, and resilience. To everyone who contributed directly or indirectly to this process, my sincere appreciation.
  • No Thumbnail Available
    ItemOpen Access
    The Impact of limited technological resources on English Language learning outcomes among 12-14-year-old students in a rural educational setting
    (PUCE - Ibarra, 2026) Barrera Revelo, Kattya Yamileth; Campués Pupiales, Ana Lucia; Ruiz Gros, Sandra
    Based on Connectivism (Siemens , 2005) and Sociocultural Theory (Vygotsky, 1978), this study analyzes the impact of limited technological resources on English language learning outcomes among 12-14-year-old students at Unidad Educativa ‘Rumipamba’ a public rural institution in La Esperanza, Ibarra, Ecuador. The research seeks to determine how technological limitations affect English language learning outcomes in this rural educational setting. A mixed methods approach was employed, combining student surveys and semi-structured interviews with three English teachers from the eighth, ninth and tenth grade parallel A from Educación General Básica Superior. The findings indicate that limited technological resources negatively affect English language learning outcomes, particularly in listening and speaking skills. Although the present institution has a computer lab, administrative restrictions and unstable internet connectivity create a double barrier that goes beyond physical unavailability. Students recognized the value of technology for vocabulary development and reading comprehension, and expressed a preference for technology used in English classes: however, irregular access prevents students from fully developing their language skills. Teachers compensate through collaborative and active strategies, yet these ones are insufficient to fully bridge the technological gap, leading educators to reduce learning expectations and rely on basic language objectives, making it difficult to meet the English proficiency standards established by the national curriculum.