Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

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Addressing 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 Silvana
This 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.
Dysgraphia 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 Jeniffer
The 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.
Pronunciation 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 Soledad
This 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.
Skimming 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 Jimena
Reading 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.
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.
Anxiety and its correlation with oral expression in English
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-09) Hurtado Huaraca, Jhon Alexander; Romero García, Víctor Hugo
This systematic review investigates the relationship between communicative anxiety and oral English performance among university students in English as a foreign language (EFL) context. Communicative anxiety is widely recognized as an affective factor that constrains learner’s participation and performance in oral tasks, which are among the most demanding aspects of language learning. Following the PRISMA 2020 guidelines, a systematic search was conducted in Scopus, ERIC, Redalyc, and Google Scholar to identify empirical studies published between 2020 and 2025. Twenty-one studies met the inclusion criteria and were examined using descriptive and thematic synthesis. The findings indicate a consistent inverse association between communicative anxiety and oral performance across higher education EFL settings. Most studies adopted quantitative correlational designs and relied on self-report measures particularly the Foreign Language Anxiety Scale alongside task-based assessments of oral performance, although methodological variability was evident. Overall, the evidence positions communicative anxiety as a salient educational variable closely linked to oral English performance rather than a clinical condition. This review underscores the importance of addressing affective factors in EFL pedagogy and calls for future research employing longitudinal and mixed method approaches to deepen understanding of this relationship.
Morphological errors in short paragraph writing in English as a foreign language
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-09) Proaño Barreros, Gioconda Zulay; Manotoa Mendaño, Karen Sorayde; Venegas Álvarez, Gina Silvana
The study addresses the persistence of morphological errors in the writing of short paragraphs in English as a foreign language by university-level students, which compromises textual accuracy, clarity, and coherence. A qualitative and descriptive design was used, addressing a sample of 28 students. For data collection, a writing activity with several components was recorded, including a worksheet with fill-in-the-blank activities, sentence ordering, and an assignment in which students had to write a descriptive paragraph about a memory or hobby and for the analysis, a checklist was used, which was framed within the taxonomy of surface strategies (omission, addition, substitution, and disorder) and adjusted to the error analysis framework. Of the results, omission was identified as the most common (8; 33.33%), while substitution occurred in 7 cases (29.16%); addition and disorder were found with the same frequency (5; 20.83% each). It was identified that the lack of morphology was the result of L1 interference, literal translation, and a lack of systematic instruction and application of morphological awareness and grammar. The teaching of morphology should be strengthened in an explicit and contextualized manner.
Audiolingual method to enhance pronunciation in efl learners
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-09) Coquinche Mayanchi, Mayerly Adamaris; Chicaiza Pilco, Mariela Janneth; González Ortiz, Olga Lorena
Pronunciation is a key component of oral communication in English as a Foreign Language (EFL), yet it remains a significant challenge for Spanish-speaking learners, particularly in the production of the vowel sounds /ɪ/ (short i) and /iː/ (long i). This study examines the effectiveness of the Audiolingual Method (ALM) in improving the pronunciation of these vowel contrasts among first-semester EFL students at the Technical University of Cotopaxi. A sequential exploratory mixed-methods design was employed. Quantitative data were collected through a researcher-designed pre-test and post-test focusing on listening discrimination and oral production, while qualitative data were obtained through classroom observations during four audiolingual-based lessons. The sample consisted of 32 students selected through purposive sampling. Results showed significant improvement after the intervention: no student reached an excellent level in the pre-test, whereas 25 students achieved an excellent level and 7 reached a good level in the post-test. The findings indicate that the Audiolingual Method effectively enhances pronunciation accuracy, oral intelligibility, and learner confidence in Ecuadorian EFL contexts.
Multisensory mobile applications as a strategy to improve writing skills in children with dyslexia
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-09) Tapia Zapata, Estefani Fernanda; Mena Vargas, Nelly Patricia
This study examines the role of multisensory mobile applications as a strategy for improving English writing skills in students with dyslexia. Dyslexia is a neurobiological learning disorder that affects reading and writing skills and requires specialized educational approaches. With the rise of mobile learning tools, multisensory applications have become promising resources for supporting students with learning difficulties. A descriptive-comparative methodology was used to analyse empirical studies conducted over the last 10 years that evaluated multisensory and gamified mobile applications designed for dyslexic students. Seven applications were selected based on inclusion criteria such as pedagogical features, multisensory components, publication period, and reported results in literacy development. The analysis examined five key instructional features: multisensory approach, gamification, personalisation, feedback, and adaptability. The results reveal that most applications prioritise multisensory strategies and gamification, which contribute to student motivation and meaningful learning. Reading was the skill that improved the most, whereas writing was addressed less systematically, primarily through spelling tasks rather than structured compositions. Personalization and adaptability were limited across all applications, thereby reducing their potential to meet individual learning needs. Overall, the study highlights the benefits and limitations of existing multisensory mobile applications and underscores the need for tools that integrate adaptive feedback.
Linguistic and emotional factors in English oral production
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-10) Jimenez Simaleza, Johanna Lizeth; Velasco Muñoz, Lilibeth; Romero Palacios, Amparo De Jesús
The linguistic and emotional factors that influenced the oral English production of third-semester students in the National and Foreign Languages program at the Technical University of Cotopaxi were investigated, given their direct impact on the communicative performance required in teacher training. Methodology: A mixed-methods design was employed, using a four-point Likert-scale survey (n = 12) and an observation sheet in listening and speaking classes; quantitative data were processed using frequencies, percentages, and weighted averages, and integrated with observational evidence through interpretive triangulation. Results: On the emotional level, manifestations of communicative anxiety predominated, with stuttering and anxiety about answering correctly (100% agreement) standing out, along with fear of making mistakes and peer pressure (90% agreement). On the linguistic level, difficulties were concentrated in grammar, fluency, and accuracy (90% agreement), as well as pronunciation errors (80%); simultaneously, low spontaneity and limited use of complex structures were observed (70% disagreement with those statements), along with prior planning in L1 (60%). The observation confirmed hesitations, silences due to insecurity, L1–L2 mixing, and visible tension during oral interventions. Conclusions: It was concluded that emotional factors carried greater relative weight than linguistic factors in restricting oral performance, and that both operated in tandem: affective pressure intensified blocks, and linguistic difficulty increased inhibition. The findings suggested implementing classroom practices that reduce perceived risk, increase guided oral practice, and strengthen fluency and pronunciation; future research could expand the sample and evaluate the effects of specific pedagogical strategies over time
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.
The effectiveness of English songs as a strategy to develop writing abilities in young learners
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-10) Jácome Rubio, José Alejandro; Lloacana Quingatuña, Edison Fernando; González Ortiz, Olga Lorena
Songs are important tools in teaching English, especially practical for language learning with children. They are rhythmic, repetitive, and emotional; these properties of songs make the process of acquiring language as effortless as possible. This research is based on analysis of the application of song-based activities as a teaching resource to improve writing skills among sixth-grade students in a school in Latacunga in 2025. A quantitative pre-test and post-test design was used to figure out the writing competencies of these students, including coherence, comprehension, spelling, and vocabulary. The sample consisted of 17 students, aged ten years old. The data reveal a positive change after the intervention; namely, the number of students with excellent writing skills has doubled. These results imply that through the addition of songs to the teaching of English, they can mainly promote the growth of writing skills, and this can also be a basis for the development of further educational programs.
Students’ perceptions of the use of ChatGPT in writing skills
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-13) Astudillo Pillo, Gladys Alexandra; Masabanda Tipan, Yulisa Elisabeth; Sandoval Vizuete, Estuardo Vladimir
The research explored the perceptions of 32 students at the Technical University of Cotopaxi regarding the use of ChatGPT as a writing support tool in English. While pre- and post-tests were used to observe performance trends, the central objective was to analyze student attitudes toward the usefulness of AI in generating ideas, providing accurate feedback, and improving the writing process. Through descriptive statistics and surveys, the findings indicate that most participants perceive ChatGPT as an effective assistant for organizing ideas, improving grammar, and expanding vocabulary. Students highlighted the immediacy of the feedback and the increased confidence it gave them when starting tasks, valuing the ability to compare their original work with improved alternatives. This fostered more active revision and a clearer understanding of grammatical patterns. Although a minority expressed concerns about technological dependence and the need for teacher verification, the results reveal a predominantly positive perception. It is concluded that ChatGPT functions as a valuable complementary educational resource that, under pedagogical guidance, strengthens the autonomous development of writing in a second language
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
“English pre-service teachers’ perceptions on multisensorial and phonics strategies in teaching English to a young dyslexic student: a case study”
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Gavilanes Lopéz, Lysbeth Stefanny; Paucar Quishpe, Katherine Michelle; Abata Checa, Fanny Mercedes
The study analyzed English pre-service teachers’ perceptions of multisensory and phonics-based strategies used to teach English as a foreign language to a 7-year-old learner diagnosed with dyslexia, considering their relevance for inclusive education in diverse learning contexts. Methodology: A qualitative descriptive action-research design was implemented in Latacunga (Ecuador) with two final-semester pre-service teachers who delivered a 16-hour intervention over four weeks. Evidence was collected through reflective journals, a semi-structured interview, analysis of lesson plans and teaching resources, and brief learner questionnaires, and it was examined through thematic analysis and source triangulation. Results: Constraints were identified related to emotional and attentional fluctuations, specific pronunciation difficulties, and distractors in the home setting; at the same time, consistent benefits were reported for multisensory and phonics practices, particularly through flashcards, tracing activities, worksheets, and songs. The ECRIF sequence supported documentation of perceived gains in participation, vocabulary retrieval, guided writing practice, and willingness to produce practiced structures. Conclusions: The intervention showed that sequentially organized multisensory and phonics strategies, supported by visual and tactile scaffolds, were perceived as feasible and useful for sustaining learning in this dyslexia case; however, continuous adjustment of environmental management and emotional support was required, and further research with additional cases and complementary measures was recommended
Teachers perceptions about young learners in English writing skill
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Ugsha Hidalgo, Maryuri Fernanda; Chango Escobar, Martha Paulina; González Ortiz, Olga Lorena
This article researches English as a Foreign Language (EFL) teachers’ perceptions regarding the development of writing skills among young learners (YLs, ages 6–12). Writing is often the most neglected and challenging macro-skill in primary EFL curricula, especially given YLs’ limited cognitive and linguistic resources. This study adopted a qualitative, phenomenological approach, examining the beliefs and pedagogical strategies of five EFL teachers from two distinct educational institutions. Findings reveal that teachers primarily perceive YLs’ challenges in writing as stemming from (a) low foundational literacy in their first language (L1), (b) limited English vocabulary and grammatical knowledge, and (c) high levels of anxiety and low motivation towards the task. Teachers reported favoring highly scaffolded activities such as sentence completion and guided writing, often minimizing creative, free-writing tasks. The perceptions highlight a critical need for professional development focused on age-appropriate writing assessment rubrics and integrating L1 literacy strategies to enhance L2 writing instruction.
Intrinsic and extrinsic motivational factors in English language learning
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Vega Unda, Marlon Jayr; Rocha Rocha, Evelin Paola; Venegas Álvarez, Gina Silvana
This study explored the intrinsic and extrinsic motivational factors influencing English language learning among fifth-level students in the PINE career at the Technical University of Cotopaxi, using a mixed-methods approach that included surveys and classroom observations. The findings indicated that both types of motivation were present at high levels, with extrinsic motivation linked to career ambitions, social recognition, and academic requirements showing a slight predominance over intrinsic motivation, which was closely related to cultural interest, personal curiosity, and enjoyment. The results demonstrated a favorable, but not statistically significant, relationship between intrinsic and extrinsic motivation. This suggests that students use each type of motivation on its own. Students may want to learn, yet they can have trouble understanding the content. Structural issues that might make learning harder include having too many students in a class and having classes that are too hard. To get pupils more interested in studying English, both intrinsic and extrinsic motivation are needed. However, motivation alone is not enough. Students may not do their best work until they obtain enough help from the school. This shows how important it is to improve the school's infrastructure in order to acquire the best learning outcomes.
Lexical and grammatical errors in Ecuateletandem spoken interactions
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Burbano Chanatasig, Danny Roberto; Cando Guanoluisa, Fabiola Soledad
This quantitative research aims at analysing lexical and grammatical errors made by fifth-semester students from the National and Foreign Languages Pedagogy program at Universidad Técnica de Cotopaxi during ECUATELETANDEM (teletandem) spoken interactions with partners from the University of Miami. Data from nine students were categorized through an error analysis procedure based on transcription online recorded sessions. Errors were classified using different taxonomies. The results showed that the most common grammatical error committed was misinformation, followed by omission, addition and misordering. Regarding lexical errors, the most recurrent category was distortions, followed by formal miselection errors and misformations. Concerning sources, grammatical errors were mainly intralingua, whereas lexical errors were mostly interlingua. Findings highlight that students need focused language preparation and systematic corrective feedback to reduce grammatical and lexical errors and improve accuracy in spoken interactions
Effectiveness of the flipped classroom, project-based learning in development os writing in efl: a systematic review of the literature
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Zapata Villegas, Dennis Eduardo; Aimacaña Yanchaguano, Erika Belen; Andrade Morán, José Ignacio
Developing writing competence in teaching English as a foreign language (EFL) is one of the greatest pedagogical challenges due to grammatical density and the need for constant supervision. The purpose of this study is to analyze the effectiveness, process roadmap, and pedagogical implications of the flipped classroom and project-based learning (PBL) to improve writing skills. Qualitative systematic literature review (RSL) was used to analyze 13 high-quality articles indexed in the Scopus, ERIC andRedalyc databases (2020–2025) according to the PRISMA protocol, of which 6 articles ultimately aimed to compare and analyze different methods such as “project-based learning” and “flipped classroom”. The results demonstrate functional specialization: the inverted model optimizes face-to-face time for immediate feedback, positively affecting coherence and reducing language anxiety; while PBL promotes the development of complex cognitive and critical thinking skills through real-world problem solving. It was found that although both methods overcome the limitations of traditional methods, their success depends on student autonomy and the appropriateness of technological infrastructure, suggesting that integrating both models improves comprehensive writing competence
Enhancing efl skills through artifitial intelligence
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Suntasig Cordova, Cristian Michael; Guishcaso Sintasig, Diana Estefania; Castro Bungacho, Sonia Jimena
This study examines how artificial intelligence tools, specifically ChatGPT and Grammarly, contribute to the development of English as a foreign language (EFL) writing skills among university students. The research adopts a quasi-experimental quantitative design with pre- and post-tests and was conducted with sixth- semester students in the PINE program during the 2025 academic year. Participants completed two similar writing tasks before and after a four-week instruction period in which AI tools were used as guided support during the writing and revision process. The texts written by the students were evaluated using a rubric that took into account grammatical accuracy, textual cohesion, structure and organization, and clarity of ideas. The results show a statistically significant improvement in student writing performance after the intervention (p < 0.001), especially in coherence and grammatical control. ChatGPT contributed most to the overall organization of the text, while Grammarly mainly helped with sentence-level accuracy and the organization of ideas. The results suggest that artificial intelligence can function as an effective complementary resource in teaching writing in English as a foreign language when accompanied by pedagogical guidance, rather than being used as a substitute for teacher feedback.

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