https://repositorio.uleam.edu.ec/handle/123456789/1144 Sun, 13 Sep 2026 12:57:48 GMT 2026-09-13T12:57:48Z https://repositorio.uleam.edu.ec/handle/123456789/12757 Título : Pop Songs on the Development of Oral English Fluency in High School Students. Autor : Velez Mendoza, Evelyn Gissel Resumen : High school students in Ecuador present limitations in their English oral communicative competence; consequently, teachers are researching and implementing new methodologies and strategies to foster this language teaching and learning process. This paper analyses the use of pop songs in English for the development of oral fluency in high school students in the Canton of Chone, particularly at the "Cinco de Mayo" school. The strategy of using pop songs is useful to enhance students' fluency, as many young people currently listen to music in English, and it is a good way of motivating them towards its learning, so this represents a pedagogical opportunity to integrate this authentic resource into the classroom. The research was exploratory and descriptive in nature and used a qualitative and quantitative methodology with interviews to teachers and students, and techniques such as pre-tests and post-tests in order to analyse students' improvement. The population consisted of 120 students and a sample of 40 students, besides 3 English teachers. The findings revealed that the systematic integration of pop songs into the teaching-learning process enhances pronunciation, intonation, vocabulary development, fluency, and speaking confidence, while addressing classroom diversity. Furthermore, affective aspects such as stress or anxiety showed a significant decrease. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uleam.edu.ec/handle/123456789/12757 2026-01-01T00:00:00Z https://repositorio.uleam.edu.ec/handle/123456789/12756 Título : The impact of the braille system on vocabulary acquisition in visually impaired students. Autor : Qujije Salvatierra, Edison Eduardo Resumen : This study examined the impact of the Braille system on vocabulary acquisition and learner autonomy in a visually impaired student during the 2026–2027 academic period. Using a single-case design, data were collected through structured observation checklists and semi-structured interviews at an educational unit in Flavio Alfaro canton. The findings revealed that Braille-mediated instruction effectively supported vocabulary learning, with 57% of behavioral indicators observed frequently and 43% occasionally. The student demonstrated consistent strengths in tactile decoding, sustained motivation, and vocabulary retention following guided practice, while autonomous skills such as independent word recognition and contextual inference emerged progressively. Student self-reports confirmed that tactile repetition and hands-on activities facilitated memory consolidation and fostered academic independence. These results indicate that vocabulary acquisition through Braille operates as an integrated process wherein tactile access, structured repetition, and active participation mutually reinforce lexical development. The findings carry significant pedagogical implications, emphasizing the necessity of incorporating repetitive tactile activities into vocabulary instruction to optimize retention and foster strategic independence among visually impaired learners. Despite contributions to understanding tactile-kinesthetic language processing, the single-case design limits generalizability. Future research should employ larger samples and longitudinal designs to track long-term vocabulary development and compare different tactile learning modalities. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uleam.edu.ec/handle/123456789/12756 2026-01-01T00:00:00Z https://repositorio.uleam.edu.ec/handle/123456789/12755 Título : The Use of Digital Resources (e.g., YouTube) to Develop Listening Skills in English Language Learners. Autor : Salazar Sánchez, Edison Damian Resumen : The objective of this research is to analyze the influence of YouTube as a digital resource in the development of listening comprehension in secondary school students. The study was conducted in a private educational institution in Santo Domingo, Ecuador. It followed a mixed-methods descriptive desig. . Participants were 33 eighth-grade students and four English teachers selected through convenience sampling. The information was collected through semi-structured interviews, surveys and classroom observations focused on addressing YouTube videos in class, the strategies applied by teachers, and students' reactions during listening comprehension activities. The findings show that video use was associated with better listening comprehension, as well as higher levels of engagement and motivation among students. However, aspects such as internet connectivity and the selection of appropriate videos influenced how this resource was used in practice. Overall, YouTube can contribute to the development of listening comprehension when it is incorporated into well-planned classroom activities and has teacher support during the learning process. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uleam.edu.ec/handle/123456789/12755 2026-01-01T00:00:00Z https://repositorio.uleam.edu.ec/handle/123456789/12754 Título : Influence of physical classroom environment on the performance of students With down syndrome in school. Autor : Buenaventura Rosado, Derly Leonard Resumen : The objective of this research was to analyze the influence of physical and sensory classroom environment factors on the academic performance and cognitive fatigue of students with special educational needs in a rural public institution in the Sucumbíos province. Under a qualitative approach and utilizing a biographical-narrative case study design, school infrastructure and structural adaptations were explored within a resourceconstrained context. The results demonstrate that environmental variables such as noise pollution, thermal stress, and the lack of adequate visual and tactile stimuli significantly increase cognitive load and limit students' active participation. It is concluded that the implementation of multisensory strategies based on concrete materials from the local environment mitigates the impact of the digital divide and deficient infrastructure, promoting a more inclusive school environment adapted to learner diversity. Thu, 01 Jan 2026 00:00:00 GMT https://repositorio.uleam.edu.ec/handle/123456789/12754 2026-01-01T00:00:00Z