Browsing by Author "Romero Palacios, Amparo De Jesús"

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    “Motivational factors in learning english in EFL context”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Tovar Baños,Belén Briggith; Yaguarzhungo Chanaluisa, Juan Norberto; Romero Palacios, Amparo De Jesús
    This study focused on analyzing the motivational factors involved in learning English as a foreign language (EFL) among fourth-semester students of the Pedagogy of National and Foreign Languages (PINE) career at the Technical University of Cotopaxi, located in Pujilí, during the academic period from February to August 2024. The research targeted 29 English major students. Adopting a quantitative approach and a descriptive research design, data were collected using a survey derived from Gardner's Attitude/Motivation Test Battery (AMTB). It included 30 questions relevant to the study's objectives, using a 6-point Likert scale with numbers. The results indicated that intrinsic motivation, with dimensions of personal satisfaction and confidence in learning English, showed a positive trend of 84%. On the other hand, extrinsic motivation, represented by dimensions of parental support, job opportunities, peer influence, and appreciation of English-speaking cultures, showed a positive trend of 82%, while the anxiety factor presented a negative trend of 83%, with high levels of anxiety impacting the English learning process. Thus, intrinsic motivation exhibited a predominance of 33.4% over extrinsic motivation at 32.7%, with both factors being the most influential in English learning, in contrast to anxiety, which had a significant negative influence of 16.7%. Based on the results, it is suggested to explore the influence of intrinsic and extrinsic motivation on engagement and learning outcomes in EFL. It is also recommended to conduct a comprehensive study examining additional linguistic and academic factors. Finally, specific causes of anxiety among fourth-cycle PINE students should be investigated to develop effective interventions.
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    “Pre-service teachers’ anxiety during pre-professional practices”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Gutierrez Mendieta, Madelin Magdalena; Romero Palacios, Amparo De Jesús
    As pre-service teachers move from university classrooms to actual teaching settings, they face various stressors that can significantly affect their confidence, performance, and well-being. This study focuses on identifying the factors of anxiety among pre-service teachers during their pre-professional practices in EFL in the students of seventh semester from the Cotopaxi Technical University. Employing a qualitative research approach, the study uses a standardized scale called “The Foreign Language Teaching Anxiety Scale: Preliminary Tests of Validity and Reliability” to know anxiety factors. The questionnaire was completed by 48 pre-service teachers to gather data. The findings reveal that common anxiety sources such as teaching inexperience, lack of student interest, self-perception of language proficiency, fear of negative evaluation, and difficulties with time management, with this results it found that exists anxiety in the pre-service teachers with a low level. The research suggests that teacher should integrate strategies to address pre-service teachers' anxiety. Teachers in educational institutions can improve the training experience, leading to more competent and confident future educators. The study also advocates for greater awareness and proactive support systems to reduce pre-service teachers' anxiety, thereby enhancing their educational outcomes and future effectiveness as educators.
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    “Psychological factors affecting students' speaking in english”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Caisa Ugsha, Carla Alexandra; Chucho Chucho, Silvia Graciela; Romero Palacios, Amparo De Jesús
    English has become a predominant global language, facilitating international communication in the education system around the world. This research has observed that some students face difficulties in developing their English speaking skills in the school environment. This may be due to several psychological factors related to teaching English as a foreign language. This research project aims to analyze the most common psychological factors affecting the EFL context in the 32 PINE students of the fifth semester of the Technical University of Cotopaxi in the academic period of April 2024-August 2024. This research project was developed with a mixed approach (qualitative-quantitative) and a descriptive type of research, in which the survey was used as a technique, employing a questionnaire adapted from Gardner (1985) developed to assess the main affective components that have been shown to intervene in the learning of a second language, such as the ability to speak. The results of the information applied to the students showed that psychological factors such as anxiety, shyness and fear of making mistakes are the ones that most affect the English language learning process, specifically the students' speech. Therefore, it is crucial to emphasize the relevance of these psychological factors in the process of learning English as a foreign language.