LENGUAS Y LINGÜÍSTICA
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Browsing LENGUAS Y LINGÜÍSTICA by Author "Noguera Arcos, Mercy Elizabeth"
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Effective strategies for enhancing communicative competence in english among primary school students: approaches and practical applications(PUCE - Ibarra, 2026) Oña Cuasatar, Alison Melissa; Noguera Arcos, Mercy ElizabethThis research examines effective pedagogical strategies to strengthen English communicative competence among primary school students. The study came out the problems encountered by students in successful English communication which arise owing to the traditional grammar-based teaching approach, lack of speaking experience and limited engagement in the classroom. The primary goal to analyze and develop was to analyze and develop student-centered, active strategies to enhance communicative competence in English. A mixed-methodologies approach was adopted, through surveys conducted to 80 sixth- and parallel classes A and B of seventh-grade students, a semi-structured interview with the English teacher, and observation sheet at the Unidad Educativa Fiscomisional “Nuestra Señora de Fátima”. The data indicate that the active and engaging techniques increased notably the speech skills of the student’s communication and performance. Nevertheless, the analysis demonstrated that these methodologies are not consistently implemented in the classroom, thereby emphasizing a deficiency in effective students centered teaching methods. Finally, the study presents pedagogical recommendations to enhance the teaching of communicative English in Ecuadorian educational contexts, including the design of a practical guide of communicative interactive activities for teachers to foster students’ speaking skills and meaningful use of English in the classroom.Item Open Access Offline applications in teaching english as a foreign language to students from 13 to 15 years old in rural contexts of canton Espejo(PUCE - Ibarra, 2026) Ibujés Chuquizán, Francisco Xavier; Noguera Arcos, Mercy ElizabethThe present study analyzes the use of offline applications in teaching English as a foreign language to students from 13 to 15 years old in rural contexts of canton Espejo. The main objective is to explore the effectiveness of these technological tools in environments with limited connectivity and suggest their integration into the teaching process. To achieve this, a mixed-methods approach was employed to examine the current teaching practices, the use of technological tools and devices as part of English instruction, the integration of mobile applications, and students’ attitudes toward their permanent inclusion in the classroom. This involved the implementation of data collection techniques such as surveys, interviews, and classroom observations. The results obtained were highly favorable toward the high potential of offline applications to improve language skills and provide unlimited access to new materials. In the case of teachers, they accept the necessity to stay updated with technology, especially with new apps that provide unlimited information and motivate students to engage with English in enjoyable ways. However, they emphasized the necessity of previous training to maximize their use. On the other hand, although students were initially unfamiliar with some new offline apps, their attitudes toward including and practicing with those apps were totally positive as key for a successful language acquisition in rural contexts.Item Open Access The use of music, visual aids, and kinesthetic activities tailored to learning styles for vocabulary acquisition in 6 to 7 years old EFL Learners(PUCE - Ibarra, 2026) Figueroa Arcos, Paula Salomé; Noguera Arcos, Mercy ElizabethThis research study analyzes the process of vocabulary acquisition in English as a foreign language among 6- and 7-year-old students, focusing on teaching strategies linked to the learning styles of the VAK model. This research arises from the need to strengthen English instruction at an early age, since traditional methodologies focus on memorization without offering opportunities for active and meaningful learning. The studies reviewed show that traditional teaching methods often fail to take into account children’s different learning styles, which makes it difficult for them to meaningfully acquire new vocabulary. Furthermore, the isolated use of printed materials and abstract explanations limits participation and reduces both extrinsic and intrinsic motivation in young children. The main objective of this study is to analyze how playful strategies such as music, visual aids, and kinesthetic activities relate to learning styles to improve English vocabulary acquisition in children aged 6 to 7. This study proposes an alternative teaching guide with practical and dynamic activities tailored to the learning styles of the VAK model. This study employs a qualitative approach with a descriptive scope. Data collection was conducted at the Arrayanes Bilingual Educational Unit with a group of 22 female students and their English teacher. To gather detailed and reliable information, the study involved the use of classroom observation forms, structured interviews, and the administration of a sensory diagnostic test adapted to the VAK model. The results showed a predominance of the kinesthetic learning style, demonstrating that combining resources from the VAK model significantly enhances vocabulary learning.