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English music in EFL Students’ Listening Comprehension
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Mantilla Pérez, Cristopher Darío; Venegas Álvarez, Gina Silvana
The main objective of this research was to determine how exposure to English music affects the listening comprehension of English as Second Language (EFL) students at the Technical University of Cotopaxi. Also, to accomplished the general objective, there were planed three specific objectives which also need to be fulfilled, they proposed specific goals, including determining the level of motivation that English music brings to language learning, examining how regular song listening helps recognize and distinguish English sounds and structures, and suggesting educational activities based on songs that improve auditory comprehension in a logical and meaningful way. The hypothesis describes: there is no link between EFL students' exposure to English music and their increased listening comprehension. It is important to mention that the method employed was quantitative and descriptive, using questionnaires and tasks centered on English songs with third-semester students. The levels of motivation, identification of sounds and language structures, as well as the effectiveness of music-based pedagogical activities were assessed. What is more, the findings showed that the implementation of songs in the classroom significantly increased students' motivation and interest, promoted incidental vocabulary acquisition, and enhanced the ability to differentiate English sounds and structures. The statistical analysis revealed a significant difference between the groups who used music and those that did not, with a very low p value (p = 0.0000126), reaffirming the effectiveness of using songs as a teaching tool. Additionally, greater engagement and willingness to exercise listening skills outside of formal contexts were noted. In conclusion, the incorporation of English music as a pedagogical tool is effective in enhancing listening comprehension in EFL students, fostering more interactive, contextual, and stimulating learning. Research suggests teachers systematically include songs in their teaching methods to foster the growth of listening skills and motivation for learning English.
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“Reading comprehension in EFL young learners”
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Guerra Taipe, Adriana Gabriela; Marquez Garcia, Camila Milena; Castro Bungacho, Sonia Jimena
Reading comprehension is a fundamental skill in second language acquisition, especially for young learners speaking English as a foreign language (EFL). The present study, “Reading Comprehension in Young EFL Learners,” focuses on understanding children’s comprehension at the four established levels: literal, interpretive, critical, and creative. The main objective is to analyze the reading comprehension level of young EFL learners from the Calvario neighborhood of Guaytacama, which emerged from the community service practices of “Escuelas populares de Inglés.” The research adopts a quantitative and descriptive approach. A questionnaire was designed based on an adapted Cambridge reading questionnaire, composed of ten items classified according to the four aforementioned levels of comprehension. The results are categorized into performance levels such as high, medium, and low. The sample consisted of 40 students who take English classes at the “Salvando Vidas” Christian Center. The results of the statistical analysis indicate that students performed best at the literal and creative levels, demonstrating skills in recalling explicit information and expressing ideas imaginatively. In contrast, the interpretive level was moderate, and the critical level presented the lowest results, suggesting difficulties in inference and evaluative thinking. The findings also underscore the need for teachers to implement specific strategies that strengthen complex thinking, especially at the interpretive and critical levels. It is recommended that motivation and engagement be fostered through reading strategies that progressively strengthen comprehension at all levels, thus contributing to long-term academic success.
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“The role of vocabulary knowledge in reading comprehension in EFL”
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Lita Sangovalin, Daniela Alexandra; Salazar Tipanluisa, William Xavier; Romero Palacios y Amparo de Jesus
Vocabulary is essential for learning a second language; it helps students communicate more fluently and clearly. Many first-semester students in the National and Foreign Language Pedagogy (PINE) career at the Technical University of Cotopaxi Pujilí Extension struggle to understand texts written in English. This is mainly due to poor preparation in secondary school, where grammar is prioritized over vocabulary, and limited exposure to authentic materials in English. The primary objective of this study is to examine the level of vocabulary knowledge and its impact on reading comprehension. The sample consisted of 35 first-semester students in the PINE career at the Technical University of Cotopaxi. The research adopts a quantitative approach and a descriptive design, using the Vocabulary Size Test (VST) by Nation (2011) and a section of the Cambridge IELTS Reading Comprehension Test (RCT). To categorize the results into levels (high, medium, and low), this study used Nation's hypothesis based on the frequency of words known by the individual. The results showed that most students have an A1 (beginner) vocabulary level, which negatively hinders their comprehension of academic texts. Therefore, reinforcing vocabulary instruction at the beginning of their studies is essential to improve reading comprehension and academic success.
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“Didactic Strategies Based on ChatGPT to Improve the Reading Skills of A2.2 Level Students”
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Chango Garcia, Amira Paola; Lugmania Borja, Kristin Dayane; Sandoval Vizuete, Estuardo Vladimir
Artificial intelligence is transforming educational contexts, providing innovative tools for language learning and instructional design. The objective was to analyze the effectiveness of using ChatGPT to improve the reading skills of A2.2 level students in the English Major of the National and Foreign Language Pedagogy program at the Technical University of Cotopaxi. A quantitative descriptive methodology was applied, involving a purposive sample of twelve students. The intervention consisted of five didactic sessions, during which five ChatGPT based strategies scanning, guided reading, vocabulary support, prompt creation, and interactive questioning were implemented to strengthen both literal and inferential reading comprehension. Pre-test and post-test assessments, administered through Google Forms, revealed a notable improvement in students’ reading performance: the average score for literal comprehension rose from 6.5 to 9.83, and inferential comprehension increased from 5.17 to 9.67. These results analyze that ChatGPT fosters autonomous learning, critical thinking, and personalized feedback. The findings underscore the pedagogical value of integrating AI into language education, highlighting improvements in student motivation, engagement, and digital literacy key components for developing more effective and learner-centered teaching practices.
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“A mobile application as a strategy to improve English literacy in children with dyslexia”
(Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2025-08) Molina Villamarin, Katheryn Alexandra; Imbaquingo Andrade, Esmeralda Liceth; Mena Vargas, Nelly Patricia
Dyslexia is a neurodevelopmental disorder primarily affecting learning to read and write. Students with this disorder experience difficulties with word recognition, reading fluency, and written expression. For this reason, this study aimed to analyze the perceptions of English teachers from Unidad Educativa Gabriela Mistral regarding the I Read mobile application as a strategy to improve English literacy in children with dyslexia. It focuses on the opinions of three English teachers who work with six fourth-grade students diagnosed with dyslexia. The research adopts a qualitative, descriptive approach. Data were obtained through semi-structured interviews based on a guide adapted from a validated doctoral thesis. The responses were examined using thematic content analysis. The findings showed that teachers perceive the mobile application “I Read” as both positive and negative. As positive teachers suggested, it is a useful tool for fostering motivation, attention, and engagement in students with learning difficulties. Nevertheless, teachers also identified negative aspects that include the risk of students becoming distracted and the possibility of accessing unrelated content. These disadvantages are primarily attributed to the fact that mobile devices may allow students to switch between applications or be interrupted by external notifications. In conclusion, the teachers recognize the pedagogical value of the mobile application “I Read and they emphasize that their effectiveness depends on structured implementation, active supervision, and proper adaptation to students’ learning needs. Therefore, the integration of such tools must be accompanied by thoughtful planning and professional preparation.