Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros
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- ItemAddressing pronunciation challenges in EFL learners through the Phonics Method(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Rojas Miranda, Salomé Nathaly; Venegas Álvarez, Gina SilvanaThis study looks at the impact of phonetics on the development of pronunciation of EFL students in the fifth grade of Unidad Educativa Cerit Latacunga, Ecuador. The study was designed to determine whether a clear and systematic teaching of English consonants through phonetics improves the accuracy of the students' pronunciation. A quantitative quadruple experimental design was used, which included a pretest to assess initial speaking skills, a targeted intervention using phonics strategies, and a follow-up to evaluate progress. Fifteen students aged 9 to 10 participated. The results revealed significant improvement in the articulation of complex English consonants, especially those not found in the students' initial phonological system. These results highlight the effectiveness of phonics instruction in the context of English as a foreign language (EFL), reinforcing its value in promoting clearer speech, improving comprehension, and fostering more confident oral communication among young learners.
- ItemStrategies 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 SilvanaThis 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.
- ItemSkimming 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 JimenaReading 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.
- ItemDysgraphia in EFL learners(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Morales Parraga, Diego Wladimir; Olga Lorena, González Ortíz; Romero García, Víctor Hugo; Makensie Vera, Laura JenifferThe aim of this research is to identify dysgraphia cases among rural EFL learners at Patronato de Amparo Social “Niño de Isinche” during the academic year 2024-2025, so that future researches can adapt activities to support children with handwriting difficulties. The study employed a descriptive, cross-sectional, qualitative research approach with a non-experimental design, using an adapted Dysgraphia Test and expert - validated rubric. The findings reveal signs of dysgraphia such as inconsistency in letter size, poor alignment of text, and omission of letters or words. These results highlight the need to provide writing support to EFL students and the importance of identifying and addressing these types of learning disabilities to promote inclusive education. It is recommended to implement teaching strategies that are adapted to the needs of students with dysgraphia in order to improve their academic performance in EFL learning. In addition, the importance of training teachers in inclusive education is highlighted, in order to effectively address these learning disabilities. In conclusion, this study contributes to underrepresented research on dysgraphia in rural Latin America EFL contexts.
- ItemPronunciation of -ed morpheme in spoken production(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Pastillo Ortiz, Erika Anahí; Reyes Rosero, Llesenis Anahí; Cando Guanoluisa, Fabiola SoledadThis research aimed to analyze the pronunciation of the -ed morpheme in regular verbs produced orally by A2-level students of the National and Foreign Language Pedagogy program at the Technical University of Cotopaxi-Pujilí Campus, using a mixed-method approach, which included audio recordings, interviews, and transcriptions of oral tasks. The results showed that students used a limited number of regular verbs in the past tense and frequently mispronounced the -ed morpheme, especially in the /t/ and /d/ rules. Sixty-six percent of students mispronounced the morpheme in 90–100% of cases. The most frequent type of error was omission, followed by substitution. The main causes of mispronunciation were intralingual, such as overapplication of rules and incomplete knowledge of phonological structure. A small percentage of errors were interlingual, influenced by the native language. Interview data also show that the pronunciation of -ed morpheme is challenging because of the interference of the first language and the lack of knowledge and practice of the rules. They reinforced the need for explicit pronunciation instruction, increased practice, and corrective feedback. These findings highlight the importance of focusing on the phonological aspect of -ed in EFL contexts.