Tesis - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros
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- Item“The interference of the Spanish mother tongue on English pronunciation in University students”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Pinto Paucar, Dennis Andrés; Rosario Domínguez, Jhon Dennis; Tovar Viera, Vicente RodrigoThis research explores the interference of the Spanish mother tongue in the English pronunciation of university students. This study focused on a group of Spanish-speaking university students. The main objective was to analyze the interference that students faced with the Spanish mother tongue in their English pronunciation in the first semester at the Technical University of Cotopaxi in the period March - August in the year 2024. The methodology employed a mixed approach, incorporating qualitative descriptions and quantitative measures through a recorded pronunciation test that was used as an instrument. 10 participants were selected through convenience sampling. The age was between 18 and 20 years old. Students were asked to read a list of words in English, these words were selected according to their level of English. Patterns of phonetic substitution and omission were documented, revealing common areas of difficulty that align with the linguistic features in Spanish. The findings indicated that certain phonemes in Spanish lack direct equivalents in English, leading to notable pronunciation errors that can hinder comprehension. Furthermore, the research highlighted persistent problems such as vowel reduction and simplification of consonant clusters that differ between the two languages. Finally, this study contributed to the field of applied linguistics by providing insight into the specific challenges faced by Spanish-speaking learners of English.
- Item“Total physical response (tpr) method to develop the english listening skill in efl students”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Poalacin Pilaguisin, Alicia Maribel; Aysalla Guanoluisa, David Fernando; Cando Guanoluisa, Fabiola SoledadIn teaching English to preschool children, the TPR method is presented as an effective alternative by combining physical actions and body movement with the principles of natural language acquisition; this research analyze the use of the Total Physical Response method for the development of listening skills in students from 3 to 4 years of age in a private English course in San Felipe of Latacunga in 2024.Triangulation was used as a method of data analysis, combining various sources of information to obtain a more complete view of the phenomenon studied. The research techniques included direct observation, for which a teacher's diary, observation sheet and reflection form were used. Triangulation was used as a method of data analysis, combining various sources of information to obtain a more complete view of the phenomenon studied. The research techniques included direct observation, for which a teacher's diary, observation sheet and reflection form were used. An increase in their ability to understand and respond to short instructions in English was observed, as well as increased motivation and participation in the activities. In addition, some challenges were identified, such as the need to adapt activities to the different learning rhythms of each girl and the importance of having varied and attractive teaching materials, so it is concluded by pointing out that the TPR method is effective for the development of listening skills in preschool children.
- Item“Error analysis of english consonant pronunciation in efl learners”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Madrid Valencia, Alexander Jonathan; Tovar Viera, Rodrigo VicentePronunciation errors in EFL learners, especially with English consonants, present a significant challenge that can hinder effective communication. The research objective was to analyze English consonant sounds and clusters difficulties in pronunciation in students majoring of the first semester of the English course at the Technical University of Cotopaxi. A qualitative and quantitative approach was employed, combining insights from Creswell's framework for exploring social problems and Satter's analytical method for data interpretation. Data were collected through a pronunciation test assessing participants' ability to articulate 10 English consonant sounds absent from the Spanish phonological system. Research population consists of 10 students from the first semester of the Pedagogy of Nacional and Foreign Languages Majoring in English. The research findings reveal significant challenges in pronouncing voiced consonants such as /s/, /z/, /t/, /d/, /b/, /v/, /j/, /ʤ/, /ð/, and /θ/, highlighting the impact of language interference from Spanish on English pronunciation but particularly with voiced consonants such as /z/ (100%) /ʤ/ (100%) and /v/ (100%) , in line with broader research showing that students often have difficulties with sounds that are not present in their native language. Gender-specific patterns in phoneme acquisition were also observed, with differences in error rates for particular sounds between male (34.3%) and female (29%) participants. These results underscore the need for targeted pronunciation training that addresses specific phonological challenges and considers individual learner differences.
- Item“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 JesúsThis 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.
- Item“Elsa speak app in pronunciation practice”(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Cajas Chipantiza, Gabriela Estefanía; López Salao, Pamela Alejandra; Cando Guanoluisa, Fabiola SoledadPronunciation is a crucial element for clear and effective communication in the English language. In this context, tools like ELSA Speak have emerged as promising alternatives for enhancing pronunciation skills. This study aimed to explore the use of ELSA Speak in pronunciation practice among first-year students at the Technical University of Cotopaxi during the April-August 2024 academic period. The research employed a quantitative approach with a descriptive design, utilizing entrance and exit tests, as well as a survey adapted from Vahdat and Rasti (2013) and validated by two university professors. The study involved 51 participants. Data from the survey were processed using SPSS and Microsoft Excel. The results indicated that 72.5% of students achieved higher scores on their final test, though the improvement was minimal, with 48.65% showing an increase of 1-5 points. Students' perceptions of the application were generally moderate to positive, with a moderate level of boredom and stress reported. The findings reveal that students generally perceived ELSA Speak as a moderately to highly effective tool, with 37.25% rating it highly and 45.10% moderately. In conclusion, The moderate levels of boredom and stress experienced by students while using ELSA Speak suggest that these emotional responses could influence their perception of the app's functionality. Although the app offers useful features, its ability to capture and maintain students' interest may not be optimal. Addressing these emotional aspects could enhance both the app's effectiveness and user satisfaction. Therefore, it is recommended to supplement the use of the app with additional resources. Considering the limitations of the free version of ELSA Speak, integrating alternative practice methods or materials could help sustain students' interest and motivation, thereby maximizing the app's potential to improve pronunciation practice.