Artículos - Licenciatura en Pedagogía de los idiomas nacionales y extranjeros
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- ItemEffectiveness 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 IgnacioDeveloping 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
- ItemClassroom 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 JesúsThis 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
- ItemIntrinsic 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 SilvanaThis 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.
- ItemThe interference of mother tongue in English pronunciation: a phonetic analysis(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Sisalima Jama, Emely Yadira; Romero Palacios, Amparo de JesúsThis study examines the influence of Spanish on the phonetic production of English in first-cycle students at the Technical University of Cotopaxi. Its purpose was to identify the difficulties that emerge when learners attempt to articulate sounds that do not exist in their mother tongue. The research followed a descriptive design and used an instrument composed of 13 English sounds evaluated through three words and one sentence for each sound. Recordings from 38 students were collected and assessed using a rubric that classified errors as substitution, omission, or addition. The most significant finding revealed that several students were able to pronounce certain words correctly solely through auditory recognition, without understanding their phonetic decoding; for instance, they recognized that teacher is “tícher” despite not mastering its reading rules. Overall results showed that substitution was the most frequent error, particularly in sounds absent from the Spanish phonological system, while addition occurred least often. In conclusion, Spanish exerts a notable influence on English articulation, highlighting the need for explicit and systematic phonetic instruction form the earliest stages of learning in order to improve pronunciation accuracy and reduce negative transfer
- ItemCross-disciplinary analysis of classroom anxiety in English and math contexts(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2026-04-15) Casacumba Panchi, Pablo Javier; León Pucha, Daniel Mauricio; Tovar Viera, Vicente RodrigoLearning anxiety in English and mathematics is a phenomenon that has a significant impact on students' performance and emotional well-being in various educational settings, particularly in areas with cultural and economic diversity, such as Ecuador. This study aims to evaluate the level of anxiety in first-year students in these subjects and analyze the variables that influence its occurrence. A quantitative approach was used, and a convenience sample of 75 university students was selected. These students completed questionnaires using a Likert-type scale to assess anxiety and associated perceptions. The data obtained were analyzed using statistical methods to identify differences, relationships, and predictive models. Among the most significant findings, it was observed that students exhibit high levels of anxiety in mathematics, which is linked to perceptions of difficulty and low self-esteem. In the case of English, anxiety is related to insecurities in language use and fear of social evaluation. The findings underscore the importance of implementing innovative pedagogical methods and emotional awareness programs to mitigate the impact of anxiety on the learning process and foster a more inclusive and motivating educational environment