http://repositorio.ucsg.edu.ec/handle/3317/19775 2026-10-26T14:36:55Z 2026-10-26T14:36:55Z Jácome Loja, Sandra Paola http://repositorio.ucsg.edu.ec/handle/3317/26713 2026-09-11T21:36:01Z 2026-09-03T00:00:00Z

Título : Analysis of technology integration in the EFL teaching process during speaking practices in a 10th-grade class at a public school in Guayaquil, 2026-2027. Autor : Jácome Loja, Sandra Paola Resumen : Given the rapid digitalization of the education process in Ecuador and the need for oral communication skills, the following research paper addresses the lack of empirical research related to the use of technology in teaching EFL classes. The current qualitative case study focuses on the implementation of educational technologies in EFL speaking practices in the 10th grade of a public school in Guayaquil. The goal of the present case study is to analyze the existing pedagogical practice, identify the barriers that influence its effectiveness, and find a feasible technological solution. Using data collected from lesson observations, an interview with a teacher, and a review of the curricula, the analysis found that there is an excessive use of passive multimedia and numerous structural barriers, such as a shortage of time and problems with connectivity. Triangulation of the three types of data was used to strengthen the reliability of the results. Teachers prefer to use one-sided, receptive technologies like video and podcasts because of the reduced number of English class hours per week and the lack of internet connectivity and appropriate equipment. In order to address these issues, the current study suggests a platform called SpeakBridge, which aims at maximizing the efficiency of class time and developing students’ oral proficiency using interactive tools. SpeakBridge combines a homepage, a set of speaking tasks, and templates that are readily usable by teachers depending on the time frame at their disposal. Thus, the current study adds value to the field of EFL education and policy making with regards to technology-assisted development of speaking skills.

2026-09-03T00:00:00Z Orellana Villacís, Nahomi Nikole Lockerman Rodríguez, Edwin George http://repositorio.ucsg.edu.ec/handle/3317/25853 2026-03-12T21:43:53Z 2026-02-27T00:00:00Z

Título : Analysis of EFL teaching strategies for the development of speaking skills applied to a student with neurodivergence : a case study. Autor : Orellana Villacís, Nahomi Nikole; Lockerman Rodríguez, Edwin George Resumen : This qualitative single-case study explores the instructional interplay between English as a Foreign Language (EFL) teaching strategies and the development of speaking skills in a 10th-grade student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The research addresses the gap between the student’s linguistic potential and his oral production, which is often hindered by executive function deficits such as inattention, impulsivity, and working memory limitations. This study employed a methodological triangulation, including structured observation checklists and a semi-structured teacher interview, to characterize current pedagogical practices while also relating the information to Vygotsky’s Sociocultural theory and Fredricks’ Engagement Theory. Then, the research findings showed that while the teacher employed environmental modifications and task-chunking successfully to reduce cognitive load, these strategies were still teacher-dependent through a strong co-regulation. The observations revealed a need for individualized "Wait Time" that conflicts with classroom momentum, creating a “Pacing Paradox”. However, it was also observed that cognitive engagement intensified when the lesson content was aligned with the personal interests of the student. Consequently, the study proposes the SCOPE Framework (Space, Content, Organization, Pacing, and Evaluation). This is a toolkit that provides structured scaffolds, such as visual timers and lexical anchors, which are designed to help the student transition from teacher-dependency toward autonomous self-regulation.

2026-02-27T00:00:00Z Poveda Crespo, Valeria Camila Wu Li, Sammy Zhi Tong http://repositorio.ucsg.edu.ec/handle/3317/25843 2026-03-12T16:16:09Z 2026-02-27T00:00:00Z

Título : Adaptation of ecuadorian reading material for the development of cultural awareness and comprehension skills among teenage learners in district 09d19 (Daule) through the use of a translated version of the comic book “Leyendas Guayaquileñas III”. Autor : Poveda Crespo, Valeria Camila; Wu Li, Sammy Zhi Tong Resumen : This project consists of an adaptation of the comic book "Leyendas Guayaquileñas III" as culturally relevant reading material to develop reading comprehension skills among teenage students of English as a foreign language (EFL). The process included translating a comic book, evaluating and adapting its visual images, where applicable, and designing an educational booklet with reading comprehension activities. The data showed that secondary school teachers had a positive attitude about comics to develop reading comprehension skills among students, acknowledging the ability they have to increase student participation and engagement. On the other hand, the evaluation of the visual images and linguistic content confirmed that the three comic book legends have significant cultural and educational value. Overall, this project proves that locally, and linguistically adapted literature can become an effective tool for the practice of reading English as a foreign language, since it may foster language learning as well as cultural knowledge among teenage readers.

2026-02-27T00:00:00Z Morales Mence, Denisse Faleria Narváez Chalacán, Ana Belén http://repositorio.ucsg.edu.ec/handle/3317/25842 2026-03-12T16:14:17Z 2026-02-26T00:00:00Z

Título : Integration of keyword mnemonic strategy for vocabulary learning in efl 10th-graders at a private school in the city of Guayaquil in the scholastic year 2025 - 2026. Autor : Morales Mence, Denisse Faleria; Narváez Chalacán, Ana Belén Resumen : Vocabulary constitutes the essential basis of communication. For this reason, students of a foreign language who cannot recognize the fundamental elements of a statement cannot actively participate in conversations. Within an EFL classroom, the scarcity of vocabulary tends to challenge the understanding of the target language and limits meaningful interaction. On the other hand, personal interest and motivation directly influence the learning process; therefore, it is necessary to apply didactic strategies that awaken curiosity and foster a positive attitude toward the study of a language. This project aims to analyse the process of vocabulary learning and examine how complementary tools, especially keyword mnemonics (KWM), can help overcome lexical difficulties among tenth-grade students in a private institution. The investigation was developed using a qualitative approach, whose instruments include structured and unstructured observation checklists and a teacher interview, with the purpose of tracking instructional strategies and student engagement. The results demonstrated the existence of a lexical gap that could be reduced using keyword mnemonics, which foster improved retention by creating multiple retrieval pathways through acoustic and visual stimuli. Based on these findings, a classroom intervention was designed, which includes a vocabulary booklet and monitoring procedures to evaluate its effectiveness.

2026-02-26T00:00:00Z