PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS
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Browsing PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS by Subject "English Language Learning"
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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 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 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.