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Juego de roles como recurso didáctico para la comprensión de las preposiciones en el aula
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Moya Amores, Dayana Carolina; Castillo Sacatoro, Ana Verónica; Cárdenas Quintana, Raúl Bolívar
Abstract
This article analyzes the difficulties students have in the comprehension of prepositions. The research addressed the following problem: How does role play as a teaching resource influence the comprehension of prepositions of place, time, direction, cause, and company among fourth-grade students of Basic General Education in Salcedo Canton during the 2025–2026 period? The general objective was to determine the influence of role play as a teaching resource on the comprehension of prepositions of place, time, direction, cause, and company. The study was conducted with fourth-grade students of Basic General Education at Oxford Educational Unit, located in Salcedo, Cotopaxi Province, Ecuador, during the 2025–2026 period. In the research, a quantitative approach, a deductive method, and a non-experimental design were used; that is, variables were not manipulated. A 15-item survey with a Likert scale was administered, which was used in both the pre-test and post-test. The instrument was validated by experts, professors from the Technical University of Cotopaxi, and the SPSS software, obtaining a Cronbach's alpha coefficient of 0.829. A total of 480 responses corresponding to 32 students were recorded, allowing for a complete comparison between the pre-test and post-test. In the pre-test, 64% of the responses were located in negative categories and only 15.9% in positive categories, which evidenced difficulties in the comprehension of prepositions. In the post-test, positive responses increased to 91.3% and negative responses decreased to 2.5%, evidencing a significant improvement. In conclusion, role play improved the comprehension of prepositions, demonstrating that it is an effective teaching resource for strengthening learning and communicative skills
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El discurso narrativo como herramienta didáctica para la comprensión de El Chulla Romero y Flores
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Toaquiza Toasa, Diego David; Corrales Suárez, Nelson Arturo
The development of reading comprehension within the educational field represents a significant challenge for teachers during the instructional process. Accordingly, this research addressed the following problem: how does narrative discourse influence the comprehension of the novel El Chulla Romero y Flores by Jorge Icaza. The main objective was to analyze the influence of narrative discourse on the comprehension of this novel among first-year students of the Unified General Baccalaureate (Bachillerato General Unificado -BGU) at the Gabriela Mistral educational institution, located in the Latacunga canton, Cotopaxi province, during the 2025–2026 academic year. The study employed a quantitative, pre-experimental research design. Data collection was conducted through a written test technique, utilizing a structured pedagogical test consisting of 10 items, administered as both a pretest and a posttest. The instrument was validated by three expert professors from the Language and Literature Pedagogy program, who thoroughly reviewed and endorsed its content. Subsequently, the instrument's reliability was assessed using SPSS version 32, applying Cronbach's alpha coefficient, which yielded a reliability index of .855. The results reveal a substantial improvement in the inferential and critical analysis abilities of the 24 participating students. Notably, even for items presenting greater structural complexity, such as the analysis of narrative time, a 20.9 percentage-point increase in the correct response rate was observed. These findings confirmed that the implementation of narrative discourse as a didactic tool proves effective in enhancing comprehension of El Chulla Romero y Flores among first-year BGU students, facilitating the recognition of narrative elements and promoting progression toward more complex levels of reading comprehension
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LanguageTool como herramienta de corrección gramatical en textos académicos
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Baca Arcos, Danilo Sebastián; Chicaiza Yanez, Lizbeth Camila; Cárdenas Quintana, Raúl Bolívar
The research on LanguageTool as a grammar correction tool in academic texts analyzes the impact of its use on the academic writing quality of Segundo de Bachillerato students at Unidad Educativa Miguel Iturralde. It is based on the idea that grammar correction should be integrated as part of the text construction process and not merely seen as a mechanical final task, emphasizing the need for teacher mediation so that automated feedback effectively contributes to learning. The objective was to strengthen the correction of academic texts through the use of the LanguageTool tool. A quantitative approach was applied with a non-experimental single-group design, and data were collected through a validated structured survey with 13 items, administered to 13 students before and after a four-week pedagogical intervention. Results showed a significant increase in the perception of the pedagogical use of LanguageTool (mean from 2.98 to 3.99) and perceived quality of academic writing (mean from 3.13 to 4.27), reflecting improvements of 46.15% and 43.59%, respectively. Additionally, there was greater willingness and confidence to apply corrections based on the digital corrector’s suggestions. Therefore, LanguageTool, accompanied by appropriate teacher guidance, can effectively support grammar selfcorrection, promoting a conscious and reflective practice in the revision of academic texts, although it is clarified that these results correspond to student perceptions and not a direct evaluation of writing performance
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El uso de la inteligencia artificial NotebookLM en la comprensión lectora de los estudiantes de bachillerato general unificado
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-19) Stephanie Michelle, Quishpe Sánchez; Salguero Suntasig, Carla Marisol; Alajo Anchatuña, Alelandra Lorena
Reading comprehension constitutes an essential competence for the development of critical thinking and autonomous learning; however, persistent difficulties are identified in the interpretation, analysis, and evaluation of texts at the high school level. The study is based on the potential of generative artificial intelligence and the construction-integration model to optimize active interaction with various documentary sources. The problem lies in the deficiencies detected at the literal, inferential, and critical-evaluative levels of second-year students at the Oxford Educational Unit, a situation that limits the deep construction of meanings. Given this reality, the general objective of the study was to determine the impact of using the artificial intelligence tool NotebookLM on the reading comprehension of Unified General Baccalaureate students. The methodology adopted a quantitative approach with a pre-experimental design of pretest-posttest type applied to a single group. A census sample of 20 participants was worked with, to whom a structured questionnaire was applied, whose validation by experts and reliability of 0.918 ensured data rigor. The pedagogical intervention was carried out over four weeks through poetic analysis activities mediated by the technological platform. The most relevant results demonstrated a notable increase in literal reading, which rose from 14.5% to 98.3%; likewise, the inferential and critical levels reached 100% effectiveness in the final evaluation phase. Therefore, the implementation of NotebookLM had a favorable and direct impact on strengthening interpretation and textual reflection skills. Consequently, the tool is established as a didactic resource of great potential to transform teaching and learning processes
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“Análisis sociolingüístico de la alternancia de códigos (code-switching) entre el español y kichwa en el habla coloquial”
(Universidad Técnica de Cotopaxi (UTC). Pujilií. Pedagogía de la Lengua y Literatura, 2026-10-14) Guanina Toaquiza, Wilian Efrain; Araque Escalona, Juan Carlos
Code-switching is a common sociolinguistic phenomenon in bilingual contexts, where speakers use elements from two or more languages within a single communicative interaction. In this context, the objective of this study was to analyze code-switching between Spanish and Kichwa in the colloquial speech of eighth-grade students in the General Basic Education program at the “Sagrado Corazón de Jesús” Educational Unit. The research was conducted using a quantitative approach, with a non-experimental design and a descriptive scope. The population consisted of 23 students, who were administered a questionnaire and an observation form as data collection instruments.The results showed that code-switching occurs primarily through the incorporation of Kichwa words and expressions into conversations conducted in Spanish. It was also found that a complete shift from one language to another occurs less frequently. With regard to colloquial speech, a significant presence of informal expressions, filler words, spontaneous language, and linguistic reduction was observed—features that are part of the students’ everyday communication.It is concluded that code-switching and colloquial speech are phenomena present in the participants’ communicative practices, reflecting the influence of Spanish-Kichwa bilingualism and the intercultural context in which they take place. The findings provide a better understanding of students’ linguistic dynamics and offer relevant information for future research related to intercultural bilingual education and the preservation of ancestral languages.