Browsing by Author "Romero Palacios, Amparo de Jesús"

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    Classroom management in efl pre-service English teachers: strategies for young learners
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Acurio Gualagchuco, Jairo Aleander; Mendieta Chicaiza, Génesis Nayeli; Romero Palacios, Amparo de Jesús
    This quantitative and descriptive study aimed to analyze the classroom management strategies in EFL pre- service English teachers for young learners. This study was accomplished at the Technical University of Cotopaxi and the participants were 36 students from the eighth semester of the Pedagogy of National and Foreign Languages career who made their pre-service activities in some private educational institutions in Cotopaxi province. Data was collected by using a questionnaire with a 4-point Likert scale with 21 statements where the participants had to mark always, sometimes, frequently and never. The results showed that the pre- service teachers frequently use gestures and body language as a key resource for fostering comprehension in English as a Foreign Language (EFL) classes for young learners. Also, role assignment and predictable routines to effectively regulate behavior and encourage active participation. Finally, motivational practices to create safe and respectful learning environments where mistakes are considered part of the learning process are also frequently used. In conclusion, future teachers prefer to use practical and immediately applicable classroom management strategies that promote clarity, structure, and emotional security, rather than strategies that require more pedagogical planning or specific resources
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    The interference of mother tongue in English pronunciation: a phonetic analysis
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Sisalima Jama, Emely Yadira; Romero Palacios, Amparo de Jesús
    This study examines the influence of Spanish on the phonetic production of English in first-cycle students at the Technical University of Cotopaxi. Its purpose was to identify the difficulties that emerge when learners attempt to articulate sounds that do not exist in their mother tongue. The research followed a descriptive design and used an instrument composed of 13 English sounds evaluated through three words and one sentence for each sound. Recordings from 38 students were collected and assessed using a rubric that classified errors as substitution, omission, or addition. The most significant finding revealed that several students were able to pronounce certain words correctly solely through auditory recognition, without understanding their phonetic decoding; for instance, they recognized that teacher is “tícher” despite not mastering its reading rules. Overall results showed that substitution was the most frequent error, particularly in sounds absent from the Spanish phonological system, while addition occurred least often. In conclusion, Spanish exerts a notable influence on English articulation, highlighting the need for explicit and systematic phonetic instruction form the earliest stages of learning in order to improve pronunciation accuracy and reduce negative transfer