Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

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Browsing Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Author "Castro Bungacho, Sonia Jimena"

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    Challenges in the English as a foreign language teaching-learning process for a student with autism spectrum disorder and their English teachers
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-10) Molina Contreras, Edward Antonio; Castro Bungacho, Sonia Jimena
    The present study aims to analyse the inherent challenges in the English as a Foreign Language (EFL) teaching-learning process when involving a student with Autism Spectrum Disorder (ASD) and their teachers. A quantitative approach was used with a non-experimental, descriptive, and cross-sectional research design. A questionnaire was administered to a sample of 26 pre-service teachers enrolled in the Pedagogy of National and Foreign Languages program at the UTC Pujilí Campus which consisted of three dimensions such as: knowledge of ASD specific strategies, teacher perceptions of training of ASD students, practical challenges in an EFL classroom with ASD students. The results indicate that the pre-service teachers perceived a lack of training in ASD-specific didactics, as well as educational inclusion, and the need for personalized curricular and methodological adaptations. The analysis reveals that the main challenges center on managing social interaction, understanding abstract instructions, and handling sensory overload. It is concluded that overcoming these obstacles requires integrating special education into initial teacher training and implementing strategies based on visual support, structure, and predictability.
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    Enhancing efl skills through artifitial intelligence
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Suntasig Cordova, Cristian Michael; Guishcaso Sintasig, Diana Estefania; Castro Bungacho, Sonia Jimena
    This study examines how artificial intelligence tools, specifically ChatGPT and Grammarly, contribute to the development of English as a foreign language (EFL) writing skills among university students. The research adopts a quasi-experimental quantitative design with pre- and post-tests and was conducted with sixth- semester students in the PINE program during the 2025 academic year. Participants completed two similar writing tasks before and after a four-week instruction period in which AI tools were used as guided support during the writing and revision process. The texts written by the students were evaluated using a rubric that took into account grammatical accuracy, textual cohesion, structure and organization, and clarity of ideas. The results show a statistically significant improvement in student writing performance after the intervention (p < 0.001), especially in coherence and grammatical control. ChatGPT contributed most to the overall organization of the text, while Grammarly mainly helped with sentence-level accuracy and the organization of ideas. The results suggest that artificial intelligence can function as an effective complementary resource in teaching writing in English as a foreign language when accompanied by pedagogical guidance, rather than being used as a substitute for teacher feedback.
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    Skimming and scanning strategies to develop reading comprehension in EFL students
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Zurita Malliquinga, Wendy Estefany; Castro Bungacho, Sonia Jimena
    Reading comprehension in English as a foreign language remains a challenge for many students, despite years of study. Because teaching methods such as translation and memorization are prioritized, ignoring useful strategies such as skimming and scanning. That is why the aim was to determine the reading comprehension level achieved in EFL students by integrating skimming and scanning strategies. Therefore, a qualitative and quantitative approach was used to collect and analyse data through a pre-test, a post-test with readings of urban legends from the Pujilì canton, and a grading rubric with 16 fifth-semester students from the National and Foreign Language Teaching programme at the Technical University of Cotopaxi. The study results showed that the students exhibited deficiencies at the inferential and critical levels. Furthermore, after a pedagogical intervention, their grades improved considerably, as reflected in the post-test results. The study reveals that the implementation of reading strategies contributes to reading efficiency. It is concluded that it is essential to expose these strategies to students as they can greatly help students to process and understand the content of texts, books and readings as time and accuracy are key to increase academic performance. It is recommended that teachers encourage the correct use of these strategies as they enrich and contribute to students' knowledge by provoking reading productivity.