Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

Permanent URI for this collection

https://repositorio.utc.edu.ec/handle/123456789/12836

Browse

Browsing Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Subject "EFL"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    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.
  • Thumbnail Image
    Item
    Strategies in Teaching English as a Foreign Language for Students with Attention Deficit Hyperactivity Disorder
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Palacios Delgado, Ronaldo Andrés; Prado León, Angel Gabriel; Venegas Álvarez, Gina Silvana
    This research investigates instructional strategies for teaching English as a Foreign Language (EFL) to students with Attention Deficit Hyperactivity Disorder (ADHD), who encounter particular challenges like issues with focus, organization, and impulsivity. The primary aim was to outline and identify the most effective strategies for teaching English to ADHD-affected students. To accomplish this, a qualitative methodology was employed, followed by a descriptive design, which included a survey to twenty (20) pre-service teachers alongside a review of contemporary academic literature. The findings indicate that strategies such as Audio-lingual Method, multisensory teaching, Task-based learning (TBL), Total Physical Response (TPR), and the integration of technology facilitate the engagement and learning of these learners. Nevertheless, there was an identified gap in specific training and confidence among educators to consistently implement these methods, leading to inconsistent teaching practices. The study concludes that continuous professional development, curriculum modifications, and collaborative efforts among educators and institutions are vital for providing inclusive and effective EFL education for students with ADHD.