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 "González Ortiz, Olga Lorena"

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    Audiolingual method to enhance pronunciation in efl learners
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-09) Coquinche Mayanchi, Mayerly Adamaris; Chicaiza Pilco, Mariela Janneth; González Ortiz, Olga Lorena
    Pronunciation is a key component of oral communication in English as a Foreign Language (EFL), yet it remains a significant challenge for Spanish-speaking learners, particularly in the production of the vowel sounds /ɪ/ (short i) and /iː/ (long i). This study examines the effectiveness of the Audiolingual Method (ALM) in improving the pronunciation of these vowel contrasts among first-semester EFL students at the Technical University of Cotopaxi. A sequential exploratory mixed-methods design was employed. Quantitative data were collected through a researcher-designed pre-test and post-test focusing on listening discrimination and oral production, while qualitative data were obtained through classroom observations during four audiolingual-based lessons. The sample consisted of 32 students selected through purposive sampling. Results showed significant improvement after the intervention: no student reached an excellent level in the pre-test, whereas 25 students achieved an excellent level and 7 reached a good level in the post-test. The findings indicate that the Audiolingual Method effectively enhances pronunciation accuracy, oral intelligibility, and learner confidence in Ecuadorian EFL contexts.
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    Teachers perceptions about young learners in English writing skill
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Ugsha Hidalgo, Maryuri Fernanda; Chango Escobar, Martha Paulina; González Ortiz, Olga Lorena
    This article researches English as a Foreign Language (EFL) teachers’ perceptions regarding the development of writing skills among young learners (YLs, ages 6–12). Writing is often the most neglected and challenging macro-skill in primary EFL curricula, especially given YLs’ limited cognitive and linguistic resources. This study adopted a qualitative, phenomenological approach, examining the beliefs and pedagogical strategies of five EFL teachers from two distinct educational institutions. Findings reveal that teachers primarily perceive YLs’ challenges in writing as stemming from (a) low foundational literacy in their first language (L1), (b) limited English vocabulary and grammatical knowledge, and (c) high levels of anxiety and low motivation towards the task. Teachers reported favoring highly scaffolded activities such as sentence completion and guided writing, often minimizing creative, free-writing tasks. The perceptions highlight a critical need for professional development focused on age-appropriate writing assessment rubrics and integrating L1 literacy strategies to enhance L2 writing instruction.
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    The effectiveness of English songs as a strategy to develop writing abilities in young learners
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-10) Jácome Rubio, José Alejandro; Lloacana Quingatuña, Edison Fernando; González Ortiz, Olga Lorena
    Songs are important tools in teaching English, especially practical for language learning with children. They are rhythmic, repetitive, and emotional; these properties of songs make the process of acquiring language as effortless as possible. This research is based on analysis of the application of song-based activities as a teaching resource to improve writing skills among sixth-grade students in a school in Latacunga in 2025. A quantitative pre-test and post-test design was used to figure out the writing competencies of these students, including coherence, comprehension, spelling, and vocabulary. The sample consisted of 17 students, aged ten years old. The data reveal a positive change after the intervention; namely, the number of students with excellent writing skills has doubled. These results imply that through the addition of songs to the teaching of English, they can mainly promote the growth of writing skills, and this can also be a basis for the development of further educational programs.