This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary.  This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.

This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.

Understanding students’ perspectives and differentiating classroom practices based on student needs are considered effective educators’ primary purposes in improving the foreign language learning process. How teachers conduct and teach their classes significantly affects how students cope with their learning. For this reason, this phenomenological study aimed to identify the perspectives among 12 Ecuadorian ninth graders on the 4/3/2 technique and self-assessment used to improve their English-speaking fluency during a five-week class. The data were collected through interviews and visual narratives and analyzed using grounded theory. The results of the study show that the 4/3/2 technique presented three categories (I learned because I repeated; I increased my speaking speed and decreased word repetitions; I got nervous when I had to speak faster). Self-assessment presented two categories (I learned from my mistakes; We were aware of our progress, which motivated us). Thus, this study has shown the importance of identifying students’ perspectives on the two learning strategies used in class. By doing this, teachers can select the appropriate technique for that specific learning context based on the students’ perceptions and foreign language theories. Further research is still necessary for the Ecuadorian context to explore how students’ perspective on the teachers’ learning methodologies affect them, especially their emotions.

Introdução: Estudantes universitários tiveram problemas para entender textos. Assim, este estudo teve como objetivo analisar os efeitos da classificação do vocabulário em partes do discurso por meio do Google Planilhas para melhorar o reconhecimento de palavras dos alunos e sua incidência na compreensão da leitura. Além disso, o estudo analisou as perspectivas dos estudantes sobre o vocabulário de aprendizagem. Metodologia: O estudo utilizou um método de pesquisa-ação, foram aplicadas um pré e pós questionário e um pré e pós teste. Resultados: Os resultados provaram que a classificação de "partes do discurso" facilitou a melhoria das habilidades de compreensão leitora, com um tamanho de efeito de d = 0,81. Segundo, confirmou que conhecer o formulário de vocabulário aumenta a conscientização dos alunos para identificar e classificar as palavras corretamente. Terceiro, a aplicação do estudo mudou positivamente a perspectiva dos participantes em relação a aprendizagem de vocabulário.  Conclusão: Portanto, devido à necessidade de treinamento dos alunos equatorianos e à pouca literatura sobre partes do discurso, os resultados positivos dessa pesquisa-ação podem ser uma oportunidade para reduzir essas lacunas.

Introdução: Este estudo foi realizado em um instituto tecnológico público em Guayaquil, Equador. Objetiva melhorar as habilidades de escrita por meio da colaboração entre estudantes através de Padlet. Participaram 18 estudantes matriculados no primeiro semestre. Metodologia: A aplicação do estudo concentrou-se em uma abordagem construtivista na qual os alunos puderam compartilhar ideias; dar e receber feedback entre colegas e professores; e construir seu próprio conhecimento e entendimento. Esta investigação durou mais de vinte e quatro horas/aula. Emprega um método quantitativo. Diferentes instrumentos, como pré-teste, pós-teste e questionários foram utilizados para a coleta de dados. Resultados: Após a prática, os alunos apresentaram uma melhora de cerca de 11 pontos no pós-teste em comparação ao pré-teste. O resultado deste estudo obteve um d = Cohen de 1,22. Conclusão: O questionário aplicado confirmou que os alunos identificaram a escrita colaborativa em Padlet como útil e enriquecedora. Esta pesquisa é dirigida a professores e diretores envolvidos no campo da educação de EFL que desejam melhorar suas práticas de ensino.

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Students’ participation in English class is low and evidenced lack of vocabulary when they are exposed to speaking activities. To assist students overcome that situation, this innovation integrated pair work through recorded dialogues in a technical context. Participants studied at a public university located in Guayaquil (Ecuador). They belonged to the school of Net and Telecommunications. A mixed-design research was conducted. Quantitative instruments: pre and posttests, pre and post-surveys, and an action research were part of it. Data collected answered three research questions, two related to improvement in speaking in terms of vocabulary and fluency, and a third to know students’ perspectives towards this innovation. Results showed a large impact (Cohen’s d=2.97 – average of the three speaking components) for speaking due to the innovation (p < .001). Regarding students’ perspectives, the means of the post-survey were positive for the components of the innovation (pair work, planning and structuring, and recording of the dialogues). Implications of this study address other higher education authorities and EFL teachers who would like to engage students in the lessons with authentic and student-centered activities like pair-work and content of students’ field of interest.

The incidence of vocabulary at the level of students has been one of the components of the English language with more research, however, it was considered the need to perform a context assessment to analyze the effect of the implementation of image description on vocabulary acquisition in a specific population. The participants were ten students from an English academy (n=10). For the analysis of the data obtained, a sample survey of "mixed" type was considered through quantitative and qualitative instruments applying a survey with statements on a Likert scale, diagnostic tests and subsequent tests on vocabulary knowledge and its use in context allowing to analyze the comparison of the means in a p < .005 whose interpretation of data is statistically significant. The results of the instruments (vocabulary knowledge test and vocabulary test in context) show that the use of image description has a positive impact on vocabulary acquisition. Participants learned more words and after the intervention with a Cohen's magnitude d = 0.45 reaffirming that the confidence of "n" was better regarding the use of "known" and "new" vocabulary. The participants' perspective was positive towards vocabulary acquisition through image description. The results also represent a significant value for teachers in the area, since it recommends activities that include the description of images to contribute to a learning of vocabulary appropriate for their development and interaction.