Tesis – Maestría en Pedagogía del Inglés como Lengua Extranjera (Sin Restricción)
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Buzz Group methodology to improve the english pronunciation skills for A1 students(PUCE - Quito, 2022) Vallejo Delgado, Alberto Esteban; Serrano Prato, Gabriela PetruskaThis study presents a methodological proposal based on cooperative learning, with the use of the Buzz Group strategy, which motivates students to develop oral expression skills in small groups. The general objective of the work was to determine the incidence of the Buzz Group strategy to achieve a clear pronunciation in English from a high school student group during the 2021 school year. A qualitative approach at a descriptive and exploratory level was applied. Pre and post-intervention tests were designed from which the main data related to pronunciation and the use of the Buzz Group strategy were obtained. Where the impact of this strategy on English pronunciation was observed, bridging the gap between strategic learning and pronunciation in the communicative language teaching approach. The study recommends paying greater attention to pronunciation and the use of active and cooperative strategies which comprehensively improve the learning of a foreign language.Item Open Access Error analysis of english articles and pedagogical implications for EFL students(PUCE - Quito, 2022) Pilapaña Anaguano, Carina Beatriz; Moscoso Loaiza, RosanaThe present research analyzes the frequency of errors that 40 adult English learners and 11 English teachers make in the use of English articles. It investigates the different types of errors (addition, omission, and selection) and the sources (interlingual and intralingual). For data collection, a test with writing, speaking, and grammar sections were conducted for this research. For teachers, a grammar and writing a paragraph task was administered. Following the conventions of Error Analysis (EA) and Contrastive Analysis (CA), this study found that adult learners face problems in using articles that deserve attention, especially in the definite article, which often appears where zero article is required to have well structure utterances. In errors of the addition category, transfer of the mother language was found as the primary source of the identified errors for students and teachers. Errors behind the Intralingual source disclose a low level of occurrence. Due to the features of these errors, count and non-count nouns in different contexts need to be timely taught to reduce the misuse of articles. Based on the results, some pedagogical implications are put forward to help teachers and students improve the acquisition of articles.Item Open Access Error analysis of subject verb agreement in present simple third person singular on written sentences with A2.2 EFL students(PUCE - Quito, 2021) Torres Merino, José Fabián; Vásquez Naranjo, Alejandra NathalyThis research is aimed at analyzing the written subject-verb agreement (SVA) errors in present simple in third person singular made by high school students to know the possible sources for these errors and design or plan the most appropriate input to support students to overcome these difficulties. The corpus for this study comprises 15 participants and 366 writing samples obtained from the tasks responses to identify, classify, quantify, and determine the possible sources of errors. The methodology was conducted through a descriptive research design, and it was focused on the qualitative and quantitative approaches. Later, the collected errors were classified conforming to Dulay, Burt, and Krashen's (1982) Surface Strategy Taxonomy, which gathers errors with omission, addition, misformation, and misordering. Likewise, the analysis of the results to know the possible sources for these errors is based on prominent studies from specialists in this field. The results reveal that the most common error that students make deals with misformation, followed by omission and misordering errors, whereas addition is the least frequent error; thus, most of the errors are intralingual as the students apply rules inadequately or incompletely. Further, other errors are interlingual since the errors committed by the participants are from the negative transfer of their mother language. Lastly, the context of learning is another significant source of error considered in this paper. Based on the information, teachers could detect students' needs and design the most effective and optimal input to overcome this issue from the results.Item Open Access Error analysis on the use of simple past tense in narrative texts in online learning(PUCE - Quito, 2022) Oviedo Zuñiga, Silvana Patricia; Vásquez Naranjo, Alejandra NathalyThis study aims to analyze the different types of errors made in Simple Past Tense in narrative texts by students in the EFL classroom in a high school from Quito. The group of learners of this study present difficulties in their English writing skills, structuring sentences, writing paragraphs in a correct way and narrating events in past. The participants selected for this study were 39 students between 16 and 17 years old. All of them were native Spanish speakers and learners of English as a foreign language. Three narrative documents written by the students were collected during synchronous and asynchronous environments. The researcher identified, classified and analyzed the errors in Simple Past Tense made by the participants and based the study on Error Analysis theory. The author found 309 errors items which were classified into Omission, Addition, Misformation, and Misordering errors (Dulay et al., 1982). These errors were made in Synchronous and Asynchronous environments. The study found more Misformation errors in students’ writings – 193 total errors, 87 errors in the Synchronous modality and 96 in the Asynchronous environment. The findings in this study revealed that the high frequency of errors is caused by Intralingual interferenceItem Open Access Grammar focused activities to improve writing production: an error analysis study(PUCE - Quito, 2022) Latacunga Freire, Gabriel Agustín; Gavilanes Jijón, Christian GeovannyThe current study aims to help tenth grade EFL students in Cumbaya, Ecuador, reduce morpho-syntactic errors in their writing skills at an A2 level according to the Common European Framework of Reference for Languages (CEFR). Firstly, a pre-test was given to 40 tenth grade learners to identify and classify morpho-syntactic errors. In the first writing prompt, participants were asked to write an email answering 3 questions. In the second writing prompt, they were asked to write a brief story of the objects that they had in 3 separate images. The most common morpho-syntactic errors that the pre-test revealed are: word order, subject verb agreement, Morpheme/word Omission, Morpheme/word addition. Second, learners were given grammar-focused activities for two months to help them make less morpho-syntactic errors. These activities were based on the errors they made on the pretest. Third, the students took a test after the two-month program to see if they had made less morpho-syntactic errors. The researcher found that the post-test showed a big drop in errors. The post-test gave the researcher information about how the tenth graders' writing skills had improved by the end of the program. The study has implications for teaching because it can help teachers come up with ways to improve their students' writing skills.Item Open Access Implications of teaching english idioms to L2 learners through digital gamification at a public school(PUCE - Quito, 2021) Portilla Ayala, Oscar Roberto; Dragosavljevich Garzón, Milica MargaritaThe purpose of this study is to determine the impact of teaching English idioms through the use of digital gamification on students who are learning English as a second language at a public school. Sixty students and eight English teachers from the school participated in this research. The students were divided into two groups, a control group and an experimental group with 30 students each. Pre-tests and post-tests were applied to the participants in both study groups. For this descriptive study, both quantitative and qualitative methods were used. Several scientific instruments were applied to collect data as well as observations and analyses of the recorded classes by the teachers who participated in the study were carried out. After the discussion and analysis of the results, it was possible to conclude that the use of methodologies based on gamification positively impacts the learning of English idioms in students of the public institution. This study suggests that the application of gamification for teaching idioms has favorable results in student learning It was determined that learning methods through digital games motivate both students and teachers, making students acquire and use idiomatic expressions in their everyday language. After concluding the investigation, several recommendations for future studies were raised, mainly concerning a larger sample to obtain reliable results and additional tests at different times after the experimentation. On this basis, observations in-person classes and use combined teaching methods should be used to verify which is the most effective method for teaching English idioms.Item Open Access Interactive vocabulary learning strategies for intermediate EFL students(PUCE - Quito, 2021) Proaño Merizalde, Ana Lucía; Gavilanes Jijón, Christian GeovannyThis research presents the proposal Interactive Vocabulary Learning Strategies for Intermediate EFL students. This proposal has the participation of four students who attend the third year of International Baccalaureate from a public school at North of Quito. The objective of this proposal is to get students to learn English vocabulary through the implementation of interactive vocabulary strategies. The research used in this proposal is quasi-experimental. First, students took a pretest to identify the students’ vocabulary knowledge level. The mean got in this test is 17.5. After that, six interactive vocabulary strategies were applied. Students worked with Comic Pixton, Educaplay, Flipped classroom, Wordart, Flipgrid, and Vocabulary Dictation. Students received three sessions per week, which facilitated the application of all interactive vocabulary strategies. Finally, students took a post-test with the aim of proving if the strategies worked and if the students learn new vocabulary with these interactive strategies. The mean corresponds to this test is 22.5. According to the post-test results, students learned English vocabulary through interactive vocabulary strategies. Students increased a 25.7% in their vocabulary English level. The objective was accomplished in this research. This proposal motivates teachers and students to continue working in an interactive way and acquire new learnings with the implementation of new strategies.Item Open Access Listening skills through rhymes and minimal pairs with consonant sounds(PUCE - Quito, 2022) Chulde Cabrera, Sandra Valentina; Vásquez Naranjo, Alejandra NathalyThis research presents a proposal based on Listening Skills through Rhymes and Minimal Pairs with Consonant Sounds aimed at students of four to five years old in a kindergarten at “San Francisco de Sales High School” located in Quito, during the 2021-2022 school year. The methodology used in the development of the proposal is of an experimental type, because the General Objective is to develop pre-listening skills through the use of minimal pairs with consonant sounds and rhymes. This tool will show the differences of learning through rhymes, as well as the use of minimal pairs and their identification through IPA symbols and sounds in children. To extract the information, the survey technique was applied to a population of 7 teachers and 7 kindergarten students. The application of the survey presents the knowledge about minimal pairs and phonological awareness that teachers in the institution have, as well as the necessities to focus on certain minimal pairs with consonant sounds that are difficult to distinguish in higher levels. Likewise, it allowed us to see the development of students´ listening skills and pronunciation.Item Open Access 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 Structured input grammar activities for penultimate year students at Fernández Madrid High School(PUCE - Quito, 2021) Riofrío Salazar, Evelyn Esdrey; Dragosavljevich Garzón, Milica MargaritaThis quasi-experimental research was conducted to determine the effectiveness of structured input grammar activities on students in their penultimate year at Fernández Madrid High School, during the school year 2020-2021. Pre-tests applied to 70 students of penultimate year showed a low level of grammar competence in topics as present perfect, tag questions, passive voice, used to and second conditional. Structured input grammar activities were incorporated in the experimental group of 35 students, while conventional strategies were applied in the control group of 35 individuals. There were 25 interventions of forty minutes in total to introduce input activities such as binary options, surveys, supplying information, matching, selecting alternatives, ordering, and ranking to facilitate the internalization of linguistic forms. The process culminated with a post-test to experimental and control group to compare and analyze the grades of both groups. The results demonstrated that a better average was achieved in the group to which structured input grammar activities were incorporated. In consequence, the incorporation of structured grammar activities has had significant impact on grammar competence of students.Item Open Access Technology in english as a foreign language: teaching pronunciation of interdental fricatives(PUCE - Quito, 2022) Basantes Fierro, Erbin David; Vásquez Naranjo, Alejandra NathalyThe present project answers the question “What are the effects on fricative pronunciation in students when working on a specialized website?”. This study aims to analyze the effects of technology on fricatives perception and production in EFL students. This study is relevant for EFL institutions, teachers, learners interested in improving pronunciation teaching and pronunciation learning since it helps develop standard pronunciation of fricatives, which has a positive sociolinguistic impact. The objective of this project is to create a set of activities to improve pronunciation with the aid of online interactive technology. Six young adult English learners in level B2 were selected out of convenience to participate in this methodological experiment designed to measure the progress in pronunciation of fricatives. Perception and production results were analyzed separately. Results came as expected. The methodological website had a positive impact in learners. All the students improved their pronunciation perception skills. The most significant cases are Student 1 and Student 4. Student 1 went from 75% in the perception pretest to 85% in the perception posttest, registering a 10% of skill increase. Nevertheless, two students worsened their pronunciation production. This might be due to anxiety or lack of concentration in the task. Another possible cause could be technical problems while recording their audio samples. In conclusion, Internet offers several technological tools for learners and teachers, yet several additional skills are necessary for teachers to develop in order to take full advantage of technology. These additional skills are related to graphic design, website design and multimedia production among others. It is advisable to apply this project to other educational contexts to study other possible results. Students also need to be proficient enough with technology to obtain the best out of online tools. The positive effects of this study have been measured in the short term. To verify the long-term impact of the project, several posttests should be taken, in a longer time frame.Item Open Access Using PRAAT to aid in the pronunciation of -S ending in an ecuadorian EFL class(PUCE - Quito, 2022) Moncayo Herrera, Wilmer Enrique; Dragosavljevich Garzón, Milica MargaritaThis research aims to improve students' pronunciation of the -S ending sound by using PRAAT computer software and explore whether, after the use of it, their pronunciation had improved in context. A design method using PRAAT as the primary tool helped this group of learners from a high school in Ecuador to improve their pronunciation of words with these ending sounds. Recorded sample audios from native English speakers were implemented in this study. The final results demonstrated that certain group of learners improved their pronunciation on the -S ending sounds yet others did not, students concerned about their level of English improved compared to the ones with low proficiency.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.