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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.
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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.
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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.
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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.
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Propuesta de un sistema móvil para el monitoreo vehícular mediante la aplicación de APP que optimice la gestión sostenible de combustible
(Ecuador: Latacunga: Universidad Técnica de Cotopaxi (UTC), 2026-04) Paredes Vallejo, Kevin Ivan; Acurio Masabanda, Jaime Hernán
la presente propuesta propone el diseño de un sistema móvil para el diseño de un sistema móvil para el monitoreo vehicular que optimice la gestión sostenible del combustible en la empresa de Fuente Nueva, dedicada la producción y distribución de agua embotelladas en Latacunga, Ecuador. Actualmente, la empresa administra su flota mediante métodos tradicionales, lo que genera ineficiencias en la planificación de rutas, incremento de costos operativos y limitaciones en la toma de decisiones logísticas. La falta de herramientas tecnológicas impide el monitoreo en tiempo real de los vehículos, lo que ocasiona retrasos en las entregas, mayor consumo de combustible y escasa capacidad de respuesta ante imprevistos ante esta problemática, la investigación plantea una propuesta tecnológica basada en la integración de geolocalización GPS, Internet de las cosas (IoT) y el desarrollo de un prototipo de aplicación móvil diseñado en la plataforma Figma.