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