Titulación - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros
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- Item“Impact of classroom management on students’ performance at university levels”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-03-26) Quishpe Taipe, Josselyn Gabriela; Rosero Menéndez, Jorge LuisClassroom management is essential for fostering a positive and productive learning environment, especially at the university level. Effective classroom management consists of teachers’ actions taken in order to create an environment that supports and facilitates academic and social–emotional learning. Therefore, this study aimed to determine the impact of classroom management on the academic performance of second-cycle students in the English major of National and Foreign Languages Pedagogy. A quantitative descriptive approach was employed, involving 45 students at Cotopaxi Technical University. The survey comprised 18 questions, divided into three categories: academic, motivation, and interpersonal relationships, and was validated by three faculty members. The research revealed that classroom management strategies implemented by teachers are important for the teaching and learning process. For instance, in academic, establishing clear rules, including audiovisual materials, using real-life situations, providing feedback, and promoting academic performance. Moreover, in motivation, creating a friendly classroom atmosphere, and maintaining students' interest. Likewise, in interpersonal relationships, ensuring equitable participation, eliminating gender bias, and providing opportunities to ask. These strategies contribute to creating a conducive classroom environment that positively influences academic performance. That is why it is necessary to know how classroom management strategies and techniques employed by teachers can influence the teaching-learning process. It is concluded that the motivational classroom management strategies used by teachers show a low percentage of student perception, which allows us to determine an unfavorable influence on achieving academic objectives. In this way, the students' perceptions helped to conclude this study and demonstrate the importance of professional development, especially in the area of classroom management. This study concluded that classroom management strategies are fundamental in the development of students in cognitive, social, and emotional needs
- Item“Teachers’ perceptions about teaching English to students with attention deficit hyperactivity disorder”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-03-26) Tandazo Acaro, Jelissa Viviana; Mena Vargas, Nelly PatriciaThis research analyzed teachers’ perceptions of teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD). The study aimed to identify the teaching strategies, challenges, and classroom practices used with students diagnosed with or showing characteristics of this condition. For this reason, a descriptive research design was used. The target population consisted of 21 certified English teachers who work with students diagnosed and not diagnosed with this condition. All participants teach in six public educational institutions and five private institutions in the canton of Latacunga, as well as in one private institution in the canton of Pujilí, located in the province of Cotopaxi, Ecuador. Data were collected through a structured survey with 13 multiple-choice questions administered virtually using Google Forms. The data were analyzed using descriptive statistics such as frequencies and percentages. The results showed that frequently teachers use visual and interactive strategies such as role-playing activities, videos, songs, and graphic organizers. However, maintaining students' attention, managing behavior, and adapting materials were reported as common challenges. Based on these results, a lesson plan with activities and teaching strategies is proposed to support the English learning process and promote a more inclusive classroom environment
- ItemOppositional Defiant Disorder (ODD) in the Children's English Language Learning Process(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Espejo Jimbo, Leonardo Junior; Mendoza Calva, Johan Marlon; Andrade Morán, José IgnacioOppositional defiant disorder (ODD) is a behavioral disorder characterized by frequent anger, defiance, and hostility toward authority figures. It is more common in children than in adolescents because it tends to develop early, as children learn to cope with emotions and authority. The main objective was to determine how ODD influences children's English language learning process. A qualitative research approach was used. Data were collected using an observational technique using a checklist based on the Disruptive Behavior Disorder (DBD) Rating Scale. The instrument was administered in two educational institutions to ten students between the ages of 4 and 12 who presented behavioral symptoms associated with ODD. Through systematic classroom observation, the study identified recurring patterns such as verbal aggression, refusal to follow instructions, emotional dysregulation, and lack of cooperation. The findings revealed that these behaviors seriously hinder English language learning and affect the overall classroom environment. However, they also indicated that the use of structured routines, visual supports, positive reinforcement, and emotional regulation strategies can improve student engagement and reduce denial behavior. This project highlights the importance of early identification and intervention, as well as the need for teacher training in behavior management. It provides insights for inclusive education and underscores the importance of adapting teaching practices to support students with ODD in foreign language contexts.
- ItemEnglish music in EFL Students’ Listening Comprehension(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Mantilla Pérez, Cristopher Darío; Venegas Álvarez, Gina SilvanaThe main objective of this research was to determine how exposure to English music affects the listening comprehension of English as Second Language (EFL) students at the Technical University of Cotopaxi. Also, to accomplished the general objective, there were planed three specific objectives which also need to be fulfilled, they proposed specific goals, including determining the level of motivation that English music brings to language learning, examining how regular song listening helps recognize and distinguish English sounds and structures, and suggesting educational activities based on songs that improve auditory comprehension in a logical and meaningful way. The hypothesis describes: there is no link between EFL students' exposure to English music and their increased listening comprehension. It is important to mention that the method employed was quantitative and descriptive, using questionnaires and tasks centered on English songs with third-semester students. The levels of motivation, identification of sounds and language structures, as well as the effectiveness of music-based pedagogical activities were assessed. What is more, the findings showed that the implementation of songs in the classroom significantly increased students' motivation and interest, promoted incidental vocabulary acquisition, and enhanced the ability to differentiate English sounds and structures. The statistical analysis revealed a significant difference between the groups who used music and those that did not, with a very low p value (p = 0.0000126), reaffirming the effectiveness of using songs as a teaching tool. Additionally, greater engagement and willingness to exercise listening skills outside of formal contexts were noted. In conclusion, the incorporation of English music as a pedagogical tool is effective in enhancing listening comprehension in EFL students, fostering more interactive, contextual, and stimulating learning. Research suggests teachers systematically include songs in their teaching methods to foster the growth of listening skills and motivation for learning English.
- Item“Reading comprehension in EFL young learners”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Guerra Taipe, Adriana Gabriela; Marquez Garcia, Camila Milena; Castro Bungacho, Sonia JimenaReading comprehension is a fundamental skill in second language acquisition, especially for young learners speaking English as a foreign language (EFL). The present study, “Reading Comprehension in Young EFL Learners,” focuses on understanding children’s comprehension at the four established levels: literal, interpretive, critical, and creative. The main objective is to analyze the reading comprehension level of young EFL learners from the Calvario neighborhood of Guaytacama, which emerged from the community service practices of “Escuelas populares de Inglés.” The research adopts a quantitative and descriptive approach. A questionnaire was designed based on an adapted Cambridge reading questionnaire, composed of ten items classified according to the four aforementioned levels of comprehension. The results are categorized into performance levels such as high, medium, and low. The sample consisted of 40 students who take English classes at the “Salvando Vidas” Christian Center. The results of the statistical analysis indicate that students performed best at the literal and creative levels, demonstrating skills in recalling explicit information and expressing ideas imaginatively. In contrast, the interpretive level was moderate, and the critical level presented the lowest results, suggesting difficulties in inference and evaluative thinking. The findings also underscore the need for teachers to implement specific strategies that strengthen complex thinking, especially at the interpretive and critical levels. It is recommended that motivation and engagement be fostered through reading strategies that progressively strengthen comprehension at all levels, thus contributing to long-term academic success.