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Guessing Games and the EFL Classroom
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros, 2025-12-16)
Guaygua Romero Meliza Lisbeth
;
Hernández Cherréz Elsa De Los Ángeles
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación-Carrera de Pedagogía de los Idiomas nacionales y extranjeros
This study explored the perspectives of 62 students (25 men and 37 women) from the Unidad Educativa Salcedo, located in Salcedo-Ecuador, on Guessing Games in the English as a Foreign Language (EFL) classroom. A non-experimental descriptive methodology was used, with data collected through a Likert scale survey. The reliability of the survey was confirmed with a Cronbach's alpha of 0.942. Likewise, the questionnaire was validated and approved by five experts in the field; the acceptance of each question was shown with a score between 0.80 and 1 in the Aiken V coefficient, demonstrating its validity. The results showed that students prefer guessing games based on words, phrases, and descriptions of objects or people, as they favor vocabulary learning and dynamically promote communicative practice. Among the factors that influence the application of these games are time management, student participation, and personal confidence, which have a direct impact on the level of involvement and motivation of students. However, a lack of confidence or shyness can limit the effectiveness of activities. The teacher's guidance as a linguistic model and the creation of a collaborative social environment stand out as fundamental elements in English as a foreign language class. The teacher not only guides learning, but also encourages respect, cooperation, and communicative practice. However, it was evident that the physical environment of the classroom represents a difficulty, since many spaces lack the resources or the necessary disposition to facilitate mobility and group work. Together, guessing games are consolidated as effective pedagogical tools that promote motivation, interaction, and meaningful learning.
The Role of Motivation and Speaking Skills
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2025-01-21)
Masabanda Chisag Robinson Alexander
;
Sulca Guale Manuel Xavier
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
This current study investigates the role of motivation in improving speaking skills among EFL learners, focusing on the types of motivation, speaking subskills, and strategies used to improve this language ability. The research employed a quantitative approach in order to collect data through a validated survey with Cronbach’s alpha reliability coefficient of 0.761. In addition, experts approved the items of the survey through the V Aiken validation. A total of 60 participants, 12 males, 45 females and 3 others, answered 17 questions on a Likert scale. The results revealed that instrumental motivation, driven by practical goals such as career and academic advancement were the most prevalent among students, followed by integrative motivation, which reflects a desire to connect with English-speaking cultures. In contrast, intrinsic motivation was the least used. As for speaking subskills, pronunciation emerged as the most developed, enabling students to communicate effectively. Grammar, a key component of accuracy, also received significant emphasis, highlighting the importance of mastering language rules for coherent expression. The study also identified various strategies employed by students to improve their speaking skills. Fluency strategies, such as repetition and language games, were the most used, promoting natural and uninterrupted communication. Accuracy strategies, including grammar exercises, complemented the development of speaking skill as they ensure correct use of language. However, strategies like tongue twisters were found to be less appealing to students. These results highlight the importance of fostering instrumental and integrative motivation in language teaching and integrating effective speaking strategies tailored to students’ needs.
Puppets and the English language Vocabulary
(Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros, 2022-03-01)
Ramírez Taipe, Iván Josué
;
Cumbe Coraizaca, Dorys Maribel
Puppets have more than just one purpose, more than being an interactive toy for children, they are also an important tool to develop English skills. Puppets and their use in the classroom can promote the imagination in the children; make them be involved in the activity and take part in the play like participants and communicative actors there. The following research focuses on the impact of puppets in the English language vocabulary development using a descriptive method of research. The population considered for this research was 25 children and 5 teachers from the C.E.I “Rinconcito de Ternuras”. This research was divided into three classes where an observational checklist was applied per class. This observational checklist has a Likert scale with the frequency: 1 never, 2 rarely, 3 sometimes, 4 often and 5 always; with questions for both teachers, but also for children. After the data was collected and analyzed through the Chi-square statistical analysis of data, it made it evident that the puppets are not significant for children to learn English language vocabulary. It is complemented with the use of other materials or activities during the class, but it was good as a support for them to keep the class interesting and involved during the presentation of the new vocabulary

Ciencias Humanas y de la Educación

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