Titulación - Carrera de Licenciatura en Inglés
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- Item‘‘Problems and Strategies in Large English Classroom’’(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Iza Toapanta, Alex Adrian; Vargas Figueroa, Myrian Narciza; Romero Palacios, Amparo de JesúsLarge classes represent a challenge in the English teaching-learning process as they hinder effective communication between teachers and students, and active participation in the classroom as well. This study aimed to analyze students' experiences’ problems and teaching strategies in large English classes. The research was based on a descriptive quantitative method to describe students' experiences in problems and strategies present in an English classroom with a large number of students. For data collection, a questionnaire was applied to 37 eighth-semester students of the Pedagogy of the English Language major at the Technical University of Cotopaxi. The results reveal that communication between teachers and students is one of the most noticeable difficulties, impacting the clarity of instructions and interaction within the classroom. Regarding teaching strategies, students consider group work and pair work to be effective methods for improving participation and learning. These findings contribute to a better understanding of the teaching-learning dynamics in large groups and highlight the importance of implementing appropriate pedagogical strategies to optimize English learning in large classes.
- Item"Spelling Errors in First-Cycle UTC English Department Students' Writing"(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Silva Rivera, Nelly Ruby; Vilaña Pilaquinga, Mauricio Gabriel; Chiluisa Chiluisa, Marcia JanethThis study investigates the most common spelling errors in the writing of first-cycle English students at the Technical University of Cotopaxi (UTC). The main objective is to identify the most common spelling errors in the writings. The methodology approach was quantitative with a descriptive design. To collect the information, a writing essay was applied to forty first cycle students. The forty papers were analyzed in order to classify errors based on Cook’s (1999) categories: omission, substitution, insertion, and transposition. The findings reveal that substitution errors are the most frequent, followed by omission errors. Insertion and transposition errors appear less often. A comparison between two groups, First B and First C, shows that First C consistently makes more errors across all categories. The most significant differences are in substitution and omission errors, where First C demonstrates greater difficulty in recognizing correct letter choices and maintaining accurate spelling. These findings indicate that students may rely heavily on phonetic-based writing, leading to incorrect spelling patterns. Additionally, omission errors suggest challenges in retaining complete word structures, particularly with longer or more complex words. The research also found that ESL students commonly make spelling errors due to native language influence, limited vocabulary, and phonetic-based writing tendencies. Without targeted instruction and corrective feedback, these errors can persist and hinder students’ English proficiency. To improve writing, students need structured spelling lessons that emphasize phonetics, letter patterns, and error correction. Furthermore, teachers should implement interactive spelling activities and corrective strategies to help students internalize correct spelling patterns. In conclusion, the findings highlight the importance of analyzing students' writing to identify recurring spelling challenges. Understanding these errors provides valuable insights for educators to enhance teaching strategies, reinforce correct spelling patterns, and improve students’ written communication skills in English.
- Item“Didactic Strategies to Teach English”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Toapanta Chicaiza, Brayan Paul; Castro Bungacho, Sonia JimenaTeaching English to children is challenging for teachers when implementing didactic strategies to promote language learning effectively and dynamically. So, the objective was to identify the didactic strategies used in teaching English to children in two private educational institutions in Latacunga during the period 2024-2025. The problem addressed was that the didactic strategies were enough to teach English. The research was developed under a qualitative approach and descriptive , method, using a semi-structured interview applied to five English teachers. Thematic analysis was used to analyze the experiences provided by the teachers. The results showed that teachers use active strategies such as games, dramatizations, and roleplays. The teachers also used technological strategies such as: Spotify, Kahoot, Duolingo, Quizziz, YouTube, and online platforms. For speaking and writing strategies teachers used: roleplays, interviews, calligraphy, spelling, sounds, dramatization, TBL and creative writing. For reading and listening strategies teachers or used songs, stories audiobooks, illustrated texts, stories and shared readings. It is concluded that the balanced application of didactic strategies favors the teaching-learning process of English. Researchers recommend strengthening teacher training and improving access to technology to optimize the teaching of English at early ages.
- ItemMethods and resources to teach English to young learners(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Villarreal Raza, Amy Nicole; Cando Guanoluisa, Fabiola SoledadThe research explores methods and resources used to teach English as a foreign language (EFL) to young learners, based on secondary and tertiary sources published during the 21st century. The aim is to identify methods and resources, describing them in the context of EFL and categorizing them according to their frequency in the literature. A qualitative approach with a systematic review method was employed to synthesize findings from academic databases. Data collection was conducted in two phases using general and specific keywords, recorded in Excel tables for classification and frequency analysis. The results revealed a preference for participatory and interactive methods, with Total Physical Response (TPR) standing out as the most cited for its effectiveness in kinesthetic learning. Other relevant methods include the Audiolingual-Method, the Direct Method and the Natural Approach, which emphasize repetition and communicative immersion. In terms of educational resources, music and games were the most frequently mentioned to create an engaging environment. In addition, visual materials, such as images and videos, improved vocabulary comprehension. The study concludes that interactive and multisensory methods and resources, which maintain the motivation of young learners, are the most frequently mentioned in educational literature. It is suggested to further investigate methods and resources for teaching English to young learners, prioritizing the most cited methods and resources for future research, using empirical articles to get a clearer idea about their effectiveness in specific contexts and thus contribute to teaching English to young learners.
- ItemPre-service English teachers’ perceptions about L1 in L2 classrooms(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-02) Chocho Campues, Alison Wendy; Lemache Silva, David Alexander; González Ortíz, Olga LorenaThe use of the mother tongue (L1) in English as a foreign language (L2) classroom has been a controversial topic of debate among educators and researchers. The research problem arising due to the use of L1 in EFL classrooms is considered taboo since it is believed to hinder students’ L2 development, while others support it due to its benefits in facilitating students’ access to L2. The aim of this research is to analyze the use of L1 (Spanish) in L2 (EFL) classrooms through the UTC pre-service English teachers’ perceptions. To accomplish this study a mixed approach was selected. This involves collecting and analyzing quantitative and qualitative data in a single study. The participants for the data collection process were students from the eighth semester of the Pedagogy of National and Foreign languages career who made their pre-service activities in some private educational schools in Cotopaxi province. Ten students participated in two focus group sessions (five participants in each group) and 63 filled a 5-point Likert questionnaire where they had to mark always, usually, sometimes, rarely, and never according to the frequency of L1 use in L2 classrooms. According to UTC pre-service English perceptions, L1 can be a valuable tool when used strategically to enhance comprehension, reduce anxiety, and support students. On the other hand, most UTC pre-service English teachers frequently use students’ L1 in L2 classrooms, particularly to explain complex grammar topics, provide feedback, clarify doubts, and give instructions. Therefore, it is concluded that the frequency and purpose of using Spanish in English classrooms depend on various factors, such as content complexity, students’ proficiency levels, and their specific needs.