PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS
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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 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.Item Open Access Factors that influence the motivation of speaking activities in ninth - year basic education students(PUCE - Ibarra, 2026) Ayala Arcos, Sandy Kerly; Ruiz Gros, SandraThis 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.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 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 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, SandraBased 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.Item Open Access Differentiated instruction (di) strategies to improve the receptive language skills in multilevel english classrooms at the first level of the pedagogy of national and foreign languages major(PUCE - Ibarra, 2026) Pozo Galarza, Melany Estefanía; Torres Torres, Fanny VivianaThis study investigated the impact of Differentiated Instruction strategies for developing receptive listening and reading skills in multi-level English classrooms at the first level of the National and Foreign Languages Pedagogy program at PUCE-Ibarra. The study, based on an up-to-date review of the literature, including theories of Differentiated Instruction, Universal Design for Learning (UDL), and models of top-down and bottom-up cognitive processing, indicated a clear need for pedagogical strategies addressing different levels, interests, and learning paces of students. The study aimed to analyze the impact of strategies adapted to the classroom context, according to three specific objectives. These practices included the analysis of theoretical and empirical literature on differentiated instruction, the diagnosis of students’ needs and performance, and the analysis of the results of the application of differentiated strategies in the classroom. To reach these objectives the study employed a mixed methods design. The design included surveys with closed and open-ended questions, structured observation checklists and was applied to 24 students in real classroom settings. The results show that students consider classroom heterogeneity as an important factor in their learning and appreciate activities adapted to their level. Classroom observations identified real strengths in assessment and feedback but also showed a lack of consistent application of differentiated strategies, particularly in listening. Taking these results into account, a pedagogical guide was prepared with level differentiated activities to enhance the listening and reading comprehension skills of the less participating students. Overall, this study provides relevant evidence about the effectiveness of Differentiated Instruction in multi-level classrooms and lays the foundation for future research on the effects of Differentiated Instruction on other skills of the English language and in other educational 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.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 influence of communicative language teaching on the development of b1-level english speaking skills in baccalaureate students at Unidad Educativa Fiscomisional Juan Pablo II in Ibarra(PUCE - Ibarra, 2026) Cárdenas Acosta, David Alexander; Benavides Asimbaya, María GermaniaCommunicative Language Teaching is considered as a useful methodological approach for the development of speaking skills as it promotes interaction and meaningful language use. However, baccalaureate students still have problems when they communicate in English, especially the fluency, pronunciation, vocabulary and confidence. The present study aimed to evaluate the influence of Communicative Language Teaching in the development of B1 level English speaking skills in students of the Unidad Educativa Fiscomisional Juan Pablo II in Ibarra, from this situation. The basis of the research was the study of the appearance of communicative activities in regular lessons of English and the difficulties that influence students’ oral participation. For this purpose a qualitative and descriptive approach was used. The observations were carried out in First BGU B, Second BGU A and Third BGU A, with a total of 87 students. Moreover, interviews were used to the three English teachers to obtain their perspectives about speaking strategies, classroom interaction and learners’ challenges. The results indicated that communicative activities were rarely observed in the lessons, and oral participation and interaction were only sometimes or rarely. Students expressed insecurity, had limited vocabulary, problems of pronunciation and pauses when speaking. The teachers also recognized these problems and emphasized the value of role plays, conversations, group work, recordings, and feedback. Based on these results, the study recommends a practical guide based on Communicative Language Teaching. The guide provides speaking activities and vocabulary support to help students speak more confidently, improve fluency and use English in meaningful classroom situations.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.