http://repositorio.ucsg.edu.ec/handle/3317/19774 2026-04-05T19:24:37Z http://repositorio.ucsg.edu.ec/handle/3317/25853 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 http://repositorio.ucsg.edu.ec/handle/3317/25843 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 http://repositorio.ucsg.edu.ec/handle/3317/25842 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 http://repositorio.ucsg.edu.ec/handle/3317/25841 Título : The role of art-based activities in promoting engagement in third-grade students of english as a foreign language in a private school in Guayaquil in the scholastic year 2025 - 2026. Autor : Gallardo Salazar, Emily del Carmen Resumen : The present study aimed to analyze how engagement can be improved while using art-based activities among third-grade EFL students of a private school in Guayaquil. This project used a descriptive research methodology, and adopted the mixed methods which helped to analyze information. The quantitative data was collected through a teacher survey, taken by two teachers in the private school chosen for the study, which analyzed the frequency in which art activities were implemented in the classroom. Also, a student survey was performed to showcase how interested students would be in different art activities. Two different classrooms were surveyed: classroom A made up of 22 students and classroom B made up of 26 students. For the qualitative data, an observation checklist was used to gather information concerning the level of engagement in the classroom. After analyzing the data, it was found that some factors that influence engagement can be the type of strategies used in the classroom and the access to varied instructional materials. Therefore, it is through art-based activities that a viable solution can be found to improve engagement of third-grade students by giving them a variety of materials that are related to their different learning styles. 2026-02-26T00:00:00Z