Perfil
- Doctor Of Philosophy In Applied Linguistics (4TO. NIVEL)
- Magister En Enseñanza De Ingles (4TO. NIVEL)
- Licenciado En Ciencias De La Educacion Mencion Plurilingue (3ER. NIVEL)
Capacitaciones
- CURSO: Formación De Docentes Para La Integración De Las Tic En La Modalidad De Enseñanza En Línea (Abr-2019)
- SEMINARIO: Del Video Interactivo A La Hipermedia En El Contexto Del Aula Invertida (Jul-2018)
- SEMINARIO: Tutoría En La Educación Superior Dentro Del Modelo Pedagógico De La Unae (Mar-2018)
- TALLER: Actividades Innovadoras En Asignaturas Y Carreras Y En La Evaluación Como Aprendizaje Y Como Redistribución De La Justicia Social (Oct-2017)
- CURSO: Efl Teacher Professional Development Focus On Communicative Language Teaching (Sep-2017)
- SEMINARIO - TALLER: Nvivo 10 Further Feautures (Jun-2015)
- SEMINARIO - TALLER: Nvivo Working With Data (Feb-2015)
- SEMINARIO - TALLER: Ibm Spss Statistics – Data Operations (Feb-2014)
- SEMINARIO - TALLER: Nvivo Working With Data (Ene-2014)
- SEMINARIO - TALLER: Ibm Spss Statistics 21 – Elementary Statistical Methods (Ene-2014)
- SEMINARIO - TALLER: Nvivo An Overview For Complete Beginners (Ene-2014)
- SEMINARIO - TALLER: Ibm Spss Statistics 21 – An Overview For Complete Beginners (Ene-2014)
- TALLER: Oxford Preparation Course For The Toefl Ibt Exam (Feb-2014)
- TALLER: Advanced Academic Writing (May-2011)
- SEMINARIO - TALLER: Fundamen-Tos De Educación A Distancia (Dic-2010)
- TALLER: Tutores Virtuales (Oct-2010)
- TALLER: Gestión Docente En El Aula (Mar-2009)
Grupos I + D + I
- ENGLISH LANGUAGE TEACHING AND LEARNING
- EXPERIMENTACIÓN EN DIDÁCTICA
Competencias
- INVESTIGACIÓN CUALITATIVA
- INVESTIGACIÓN CUANTITATIVA
- INVESTIGACIÓN MIXTA
- PEDAGOGÍA EN LOS IDIOMAS NACIONALES Y EXTRANJEROS
Redes de Investigación
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Producción
📙1. ANALYSIS OF TEACHING RESOURCES USED IN EFL CLASSES IN SELECTED ECUADORIAN UNIVERSITIES..
PlumX MetricsArchivo: publicacionpersona/2025/08/08/publicacion_202588152324.pdf
Resumen:
THIS STUDY LOOKS AT HOW COMMUNICATIVE LANGUAGE TEACHING (CLT) IS IMPLEMENTED IN
ECUADORIAN UNIVERSITIES THROUGH ANALYSIS OF TEACHING RESOURCES THAT TEACHERS USE IN CLASSES. A SURVEY WAS CONDUCTED THROUGH THE ADMINISTRATION OF A QUESTIONNAIRE. A TOTAL OF 65 TEACHERS RESPONDED TO THE SURVEY. THE RESULTS INDICATED THAT IN DEVELOPING PRODUCTIVE SKILLS, GROUP- ORIENTED ACTIVITIES SUCH AS PAIR-AND-SHARE SCHEME AND ROLE PLAYS ARE FREQUENTLY CONDUCTED, AND THE USE OF WORKSHEETS, TRANSLATOR APPLICATIONS AND AUDIO MATERIALS WERE OFTEN USED IN DEVELOPING STUDENTS‟ RECEPTIVE SKILLS. TEACHERS DID NOT OFTEN USE RESOURCES ON PRONUNCIATION ACTIVITIES, DIRECTION-ORIENTED TASKS AND TRANSLATION USING SPANISH. ANALYSIS OF FREQUENTLY USED RESOURCES SHOWED THAT TEACHERS TRIED TO DEVELOP STUDENTS‟ COMMUNICATIVE COMPETENCE, ONE OF THE CORE PRINCIPLES OF CLT, HOWEVER, MOST OF THESE RESOURCES WERE NOT TEACHER-MADE BUT SUPPORT MATERIALS OF TEXTBOOKS PRODUCED BY PUBLISHING HOUSES ABROAD. TOO MUCH DEPENDENCE ON THESE RESOURCES INFLUENCES TEACHER INTERACTION WITH STUDENTS AND ALSO DIMINISHES THE ROLE OF THE TEACHER AS THE FRONTLINE SOURCE OF LANGUAGE USE ESPECIALLY IN LISTENING AND SPEAKING WHEN AUDIO MATERIALS AND WORKSHEETS REPLACE THE TEACHERS‟ VOICE. INDEED, THE SELECTION OF A TEACHING RESOURCE IS AS CRUCIAL AS THE METHOD EMPLOYED IN CLT IMPLEMENTATION IN EFL CLASSROOM.
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📙2. LA ECONOMÍA Y EDUCACIÓN ECUATORIANA: UNA VISIÓN COLONIZADA.
Archivo: publicacionpersona/2025/08/14/publicacion_2025814202920.pdf
Resumen:
EL PROPÓSITO DE ESTE ARTÍCULO ES ANALIZAR CÓMO LOS PAÍSES DOMINANTES EJERCEN SU PODER SOBRE LOS PAÍSES DOMINADOS, Y CÓMO ESTO AFECTA AL SECTOR EDUCATIVO DE ESTOS ÚLTIMOS PAÍSES. ESTE FENÓMENO SE EXPLICA MEDIANTE LAS RELACIONES DE PODER Y DOMINIO EXISTENTES ENTRE ESTADOS UNIDOS Y ECUADOR EN LOS ÚLTIMOS TREINTA AÑOS. A TRAVÉS DE LA ÓPTICA DE LA TEORÍA DE LA REPRODUCCIÓN SOCIAL, LA TEORÍA DE LA RESISTENCIA, Y LA TEORÍA CRÍTICA, SE ESPERA QUE ESTE ARTÍCULO PROVEA DE INFORMACIÓN NECESARIA PARA SENSIBILIZAR A LAS PERSONAS SOBRE EL TEMA DE RELACIONES ASIMÉTRICAS DE PODER.
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📙3. STRATEGIES OF METALINGUISTIC AND RECAST FEEDBACK DURING ORAL INTERACTIONS.
PlumX MetricsArchivo: publicacionpersona/2025/08/14/publicacion_2025814203620.pdf
Resumen:
CORRECTIVE FEEDBACK HAS ATTRACTED MUCH ATTENTION IN RECENT YEARS, THIS WITH A PARTICULAR EMPHASIS ON MEANING-FOCUSED LANGUAGE INSTRUCTION. IN ORDER TO COMPARE THE EFFECTIVENESS OF THE STRATEGIES OF METALINGUISTIC AND RECAST FEEDBACK ON STUDENT UPTAKE DURING ORAL INTERACTIONS, AN EIGHT-WEEK NON-EXPERIMENTAL STUDY WAS CONDUCTED. THIS STUDY COMPRISED THIRTY PARTICIPANTS DISTRIBUTED IN TWO CLASSES. ONE GROUP OF 16 STUDENTS WAS EXPOSED TO METALINGUISTIC FEEDBACK AND THE OTHER GROUP OF 14 STUDENTS TO RECAST. THE SELECTED STUDENTS WERE AGED FROM 18 TO 20 YEAR-OLD AND WERE ATTENDING THE EIGHTH COURSE OF THE ENGLISH FOREIGN LANGUAGE PROGRAM IN A PUBLIC UNIVERSITY IN ECUADOR FOR ONE SEMESTER. TO COMPARE THE EFFECTIVENESS OF THE TWO AFOREMENTIONED FEEDBACK STRATEGIES, FOUR TARGET STRUCTURES WERE ADOPTED: OMISSION OF SUBJECT, AUXILIARY USE IN QUESTIONS, SUBJECT-VERB AGREEMENT, AND REPORTED STATEMENTS. THE STRUCTURES EMERGED FROM A SURVEY WHICH WAS ADMINISTERED TO A SAMPLE OF EFL TEACHERS FROM THE LANGUAGE CENTER OF THE UNIVERSITY. THE FINDINGS OF THE STUDY REVEALED THAT LEARNERS WHO WERE EXPOSED TO METALINGUISTIC FEEDBACK OUTPERFORMED THEIR COUNTERPARTS WHO WERE EXPOSED TO RECAST FEEDBACK.
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📙4. EL RESULTADO DEL AISLAMIENTO Y ABANDONO DE LAS COMUNIDADES INDÍGENAS FRENTE AL LLAMADO BUEN VIVIR: GUANGRAS ÚTERO DE LA IDENTIDAD CAÑARI.
Archivo: publicacionpersona/2025/08/14/publicacion_2025814204128.pdf
Resumen:
INDIGENOUS PEOPLES AND NATIONALITIES HAVE SUFFERED THROUGH PROCESSES OF DISCRIMINATION AND SYSTEMATIC EXCLUSION THROUGHOUT HISTORY. ALTHOUGH THERE HAVE BEEN SOCIAL MOVEMENTS AND STRUGGLES THAT HAVE SOUGHT TO CLAIM THE RIGHTS OF THESE PEOPLES AND NATIONALITIES, IN MANY COUNTRIES AND PARTICULARLY IN ECUADOR, IT HAS BEEN A DIFFICULT TASK TO COMPLETELY ERADICATE INDIGENOUS DISCRIMINATION AND EXCLUSION. THE CONSTITUTION OF ECUADOR, APART FROM GUARANTEEING RESPECT FOR INDIGENOUS PEOPLES AND NATIONALITIES, ALSO GUARANTEES RESPECT FOR NATURE. HOWEVER, IN SITUATIONS WHERE THE INCLUSION AND DEVELOPMENT OF INDIGENOUS PEOPLES DEPENDS ON SOME DEGREE OF INVOLVEMENT WITH NATURE, TO WHICH ASPECT SHOULD PRIORITY BE GIVEN? THE PRESENT STUDY PRESENTS A REFLECTION ON THESE TWO ASPECTS AND THE INFLUENCE THEY HAVE TO ACHIEVE GOOD LIVING.
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📙5. EFL TEACHERS’ CORRECTIVE FEEDBACK AND ITS EFFECT ON LEARNERS’ ERROR REPAIR IN SPEAKING.
Archivo: publicacionpersona/2025/08/14/publicacion_2025814205912.pdf
Resumen:
THIS EXPLORATORY STUDY WAS CARRIED OUT IN AN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM AT A HIGHER EDUCATION INSTITUTION IN ECUADOR. THE OBJECTIVE WAS TO INVESTIGATE WHETHER CORRECTIVE FEEDBACK (CF) CAN IMPROVE GRAMMATICAL ACCURACY IN STUDENTS' ORAL INTERACTIONS AND WHAT TYPE OF CF IS MOST EFFECTIVE IN PRODUCING CORRECTLY CONSTRUCTED STATEMENTS. THE 18-WEEK STUDY INVOLVED TWENTY-EIGHT PARTICIPANTS IN TWO CLASSES. EACH CLASS RECEIVED A SPECIFIC CF, THUS, THE GROUP 1 METALINGUISTIC AND THE GROUP 2 REFORMULATION. THE RESULTS OF A SERIES OF CONSECUTIVE TESTS (9) REVEALED THAT THE PROVISION OF THE TWO TYPES OF CF LED TO A SIGNIFICANT CORRECTION OF STATEMENTS PRODUCED BY STUDENTS IN SPECIFIC LINGUISTIC STRUCTURES. THE REMARKABLE PERFORMANCE OF THE GROUP OF STUDENTS WITH WHOM THE METALINGUISTIC CF WAS PRACTICED INDICATED THE EFFECTIVENESS OF THIS ONE ON THE CF OF REFORMULATION. THE FINDINGS OF THIS STUDY SUGGEST THAT LANGUAGE TEACHERS SHOULD USE MORE METALINGUISTIC FEEDBACK FOR THE TREATMENT OF EFL STUDENTS' ERRORS WHEN INTERACTING ORALLY.
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📙6. PROPUESTA DE UN MODELO CONTEXTUALIZADO DE CAPACITACIÓN PARA PROMOVER UN TURISMO COMUNITARIO SUSTENTABLE: ESTUDIO DE CASO DE LA ASOCIACIÓN ASORUTACHAGRA.
PlumX MetricsArchivo: publicacionpersona/2025/08/14/publicacion_202581421942.pdf
Resumen:
IN ECUADOR, THE COMMUNITY-BASED TOURISM IS LEGALLY ACKNOWLEDGED AND REGULATED BY THE GOVERNMENT. THESE REGULATIONS INCLUDE THE TYPE OF ACTIVITIES AND THE TYPE OF TRAINING THAT THE INDIGENOUS AND RURAL COMMUNITIES WHICH OFFER THIS SERVICE NEED TO HAVE. THE REQUIREMENT OF TRAINING HAS BECOME PROBLEMATIC FOR THE MEMBERS OF THE COMMUNITIES THAT OFFER THIS TYPE OF TOURISM DUE TO DIFFERENT REASONS, FOR INSTANCE: TRAINERS WITH LIMITED KNOWLEDGE OF THE COMMUNITY, TRAINERS WHO DO NOT HAVE ENOUGH KNOWLEDGE OF PEDAGOGY AND METHODOLOGY TO PROMOTE AN ACTIVE PARTICIPATION OF THE MEMBERS OF THE COMMUNITY THEY TRAIN, AND CONTENTS THAT ARE NOT PERTINENT TO THE COMMUNITY. THE OBJECTIVE OF THIS STUDY IS TO PRESENT A TRAINING MODEL FOR THE COMMUNITY TOURISM PROJECTS WHICH BASED ON A PEDAGOGICAL MODEL RESPONDS TO THE NEEDS AND INDIVIDUAL CONTEXTS OF THE PARTICIPANT COMMUNITIES. THE METHODOLOGY USED FOR THIS QUALITATIVE RESEARCH WAS A CASE STUDY. FOR THE DATA COLLECTION, IN-DEPTH INTERVIEWS, DOCUMENT ANALYSIS AND FOCUS GROUP DISCUSSIONS WERE USED.
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📙7. STUDENTS´ PERCEPTIONS TOWARDS LEARNING ENGLISH ONLINE: AN EXPLORATORY STUDY AT A LANGUAGE CENTRE OF AN ECUADORIAN UNIVERSITY.
Archivo: publicacionpersona/2025/08/14/publicacion_2025814212039.pdf
Resumen:
ONLINE LANGUAGE INSTRUCTION REPRESENTS AN IMPORTANT AND GROWING TREND IN HIGHER EDUCATION, PARTICULARLY IN ENGLISH AS A FOREIGN LANGUAGE (EFL). IN ORDER TO MEET THE STUDENTS’ DEMAND FOR THIS TYPE OF EDUCATION, HIGHER EDUCATION INSTITUTIONS NEED TO EVOLVE AND OFFER A DIFFERENT METHODOLOGY WHICH CONTAINS A STRONG INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) COMPONENT IN ORDER TO PREPARE STUDENTS FOR A MORE COMPETITIVE WORLD. THIS STUDY AIMS TO CAPTURE THE STUDENTS’ LEVEL OF SATISFACTION WITH THE ENGLISH AS A FOREIGN LANGUAGE ONLINE COURSES. A QUESTIONNAIRE WITH EIGHT ITEMS WAS ADMINISTERED TO STUDENTS ATTENDING THEIR LAST ONLINE EFL COURSE. THE ADMINISTRATION OF THIS QUESTIONNAIRE WAS DONE USING GOOGLE FORMS AND IT FOCUSED ON TWO AREAS: ONLINE METHODOLOGY AND LANGUAGE SKILLS DEVELOPMENT. DATA COLLECTED REVEALED THAT STUDENTS OF THE LAST LEVEL OF THEIR ENGLISH TUITION CONSIDERED THE METHODOLOGY AND THE ONLINE ACTIVITIES AS AVERAGE AND AS RESULT THEY HAVE NOT EFFECTIVELY ACQUIRED THE EXPECTED ENGLISH LANGUAGE SKILLS. IT WAS CONCLUDED THAT IN ORDER TO PREPARE EFFECTIVE EFL ONLINE COURSES, THERE SHOULD BE A SYNERGY AMONG CONTENT, METHODOLOGY, STRATEGY AND RESOURCES.
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📙8. ASPECTOS RELEVANTES DE LA COSMOVISIÓN ANDINA MEDIANTE NARRATIVAS PARA EL FORTALECIMIENTO DE LA IDENTIDAD Y EL ORGULLO CULTURAL DE LAS COMUNIDADES KICHWA DEL NORTE DEL ECUADO.
Archivo: publicacionpersona/2022/04/20/publicacion_202242013292.pdf
Resumen:
LA NARRATIVA ES LA BASE PRIMORDIAL QUE FACILITA COMPARTIR, VIVENCIAR Y TRANSMITIR LOS SABERES MILENARIOS Y LA COSMOVISIÓN DE LOS PUEBLOS INDÍGENAS. SIN EMBARGO, EL DESCONOCIMIENTO DE LAS FORMAS DE TRANSMISIÓN DE ESTOS SABERES HA HECHO QUE NO SE DÉ LA IMPORTANCIA DEBIDA A LA MEMORIA ORAL Y NARRATIVA DE ESTOS PUEBLOS, MANIFESTADA A TRAVÉS DE SUS LENGUAS. ESTE FENÓMENO HA OCURRIDO MUCHAS VECES COMO CONSECUENCIA DE LA MODERNIDAD, QUE PROMUEVE LA LECTOESCRITURA EN ESPAÑOL COMO LA VÍA PRINCIPAL DE TRANSMISIÓN DEL CONOCIMIENTO. EL PRESENTE ESTUDIO TIENE COMO OBJETIVO IDENTIFICAR ASPECTOS RELEVANTES DE LA COSMOVISIÓN ANDINA MEDIANTE NARRATIVAS KICHWA DE MIEMBROS REPRESENTATIVOS DE LA COMUNIDAD AGATO, EN IMBABURA, ECUADOR, PARA FORTALECER SU IDENTIDAD Y ORGULLO CULTURAL, MEDIANTE TRES ASPECTOS FUNDAMENTALES: LAGASTRONOMÍA NUTRACÉUTICA EN LAS COMUNIDADES INDÍGENAS, LA BIODIVERSIDAD SIMBIÓTICA LOCAL Y LA ANIMACIÓN DE SERES INANIMADOS.
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📙9. HOW ARE WE PREPARING FUTURE ENGLISH TEACHERS A STUDY OF THE CURRICULAR VARIATIONS AMONG SELECTED EFL UNDERGRADUATE PROGRAMS.
PlumX MetricsArchivo: publicacionpersona/2025/08/08/publicacion_20258815537.pdf
Resumen:
IN ORDER TO IMPROVE THE PRE-SERVICE FORMATION IN ECUADOR, THE GOVERNMENT CREATED AN EDUCATION STANDARDIZED CUR- RICULUM TO BE USED FOR ALL HIGHER EDUCATIONAL INSTITUTIONS (HEIS) OFFERING EDUCATION UNDERGRADUATE PROGRAMS. UNFORTUNATELY, WHEN DESIGNING THIS CURRICULUM, CURRICULUM DEVELOPERS DID NOT CONSIDER THE PARTICULARITIES OF ALL DIFFERENT PRE-SERVICE PRO- GRAMS EXISTING IN THE COUNTRY, FOR INSTANCE, ENGLISH LANGUAGE TEACHING AND FOCUSED MORE ON PRIMARY EDUCATION. THIS LACK OF CONSIDERATION FOR DIFFERENT EDUCATION UNDERGRADUATE PROGRAMS RESULTED IN DIFFICULTIES IN ADOPTING THE STANDARDIZED CURRICULUM IN OTHER SPECIALIZATIONS. THIS RESEARCH PRESENTS THE DIFFERENT VARIATIONS EXISTING AMONG THE ENGLISH LANGUAGE TEACHING CURRICULA WHICH RESULTED FROM THE ATTEMPTS TO ADOPT THE STANDARDIZED CURRICULUM IN ENGLISH LANGUAGE TEACHING PRE-SERVICE FORMATION; AS WELL AS THE CHALLENGES AND DIFFICULTIES THAT CURRICULUM DEVELOPERS FACED DURING THIS PROCESS. USING A MIXED-METHODS RESEARCH METHODOLOGY, RESULTS SHOWED THAT CURRICULUM VARIATIONS REVOLVE AROUND THE TOTAL NUMBER OF PRACTICUM HOURS, LOW PERCENTAGE
OF THE USE OF ENGLISH AS A MEANS OF INSTRUCTION, SCARCE COMMON ACADEMIC SUBJECTS DESPITE THE EXISTENCE OF COMMON PROFESSION- AL COMPETENCIES, AND DIFFERENCES IN THE TOTAL NUMBER OF INSTRUCTION HOURS.
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📙10. PRIMARY POVERTY, EVOLVING DEFINITIONS SCOPE AND IMPLICATIONS.
PlumX MetricsArchivo: publicacionpersona/2025/08/14/publicacion_2025814202345.pdf
Resumen:
WHAT IS THE FACE OF POVERTY? HOW SHOULD A PHENOMENON SO DYNAMIC AND FLUID BE EVER CAPTURED BY DATA? SEEBOHM ROWNTREE’S INTRODUCTION OF PRIMARY POVERTY AS DEPICTION OF THE POOREST OF THE POOR IN THE 19TH CENTURY PROVIDED THE IMPETUS THAT SIMPLIFIED THE COMPLICATED NATURE OF POVERTY AND, LIKEWISE, RAISED QUESTIONS ABOUT THE GENERALIZABILITY OF ITS CONTEXT. CRITICISMS AS TO THE NATURE AND METHOD OF ROWNTREE HAS DOMINATED POVERTY LITERATURE; YET, MANY OF SOCIAL SCIENTISTS ALSO ASSERT THE GROUNDBREAKING CONTRIBUTIONS OF ROWNTREE’S WORK AS PIVOTAL TO GOVERNMENT POLICY AND POVERTY-ORIENTED INSTITUTIONS. UPON THE RELEASE OF ROWNTREE’S DATA ABOUT PRIMARY POVERTY OF THE WORKING-CLASS IN YORK, THERE HAVE BEEN SEVERAL ATTEMPTS AS TO HOW TO MODIFY, ENRICH AND EVEN DISCREDIT THE FINDINGS OF ROWNTREE AND ALL THESE EFFORTS PAVE THE WAY FOR THE GRADUAL TRANSFORMATION OF SEVERAL POVERTY MEASURES THAT HAVE PROVIDED SO MUCH DATA TO GOVERNMENTS IN THE WORLD TODAY.
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📙11. TEACHERS’ PRACTICES IN LANGUAGE ONLINE COURSES IN HIGHER EDUCATION DURING THE COVID-19 HEALTH EMERGENCY.
PlumX MetricsArchivo: publicacionpersona/2025/08/14/publicacion_2025814214147.pdf
Resumen:
IN 2020, THE ENTIRE WORLD EXPERIENCED A PANDEMIC CAUSED BY THE COVID-19 VIRUS. THIS PANDEMIC DREW MOST OF THE ENTIRE WORLD POPULATION TO CONFINEMENT, CAUSING DRAMATIC CHANGES IN MOST PEOPLE’S EVERYDAY ACTIVITIES, FOR INSTANCE, EDUCATION. MOST COUNTRIES MODIFIED THEIR EDUCATIONAL SYSTEMS AND MOVED FROM A FACE TO FACE EDUCATION TO AN ONLINE MODE. BY USING A SURVEY DESIGN, THIS STUDY AIMS TO DESCRIBE THE ONLINE TEACHING PRACTICES OF 51 LANGUAGE TEACHERS WORKING AT THE LANGUAGE CENTER OF A UNIVERSITY. RESULTS SHOW THAT LANGUAGE INSTRUCTORS WORKING IN THIS INSTITUTION DID NOT RECEIVE CLEAR INSTRUCTIONS ON HOW TO MOVE FROM FACE TO FACE TO AN ONLINE MODE EFFECTIVELY. ADDITIONALLY, RESULTS SHOW THAT THEY HAVE LIMITED UNDERSTANDING OF ONLINE EDUCATION, A LACK OF A PROPER ONLINE EDUCATION TRAINING AMONG LANGUAGE TEACHERS, AND LIMITED KNOWLEDGE OF HOW TO PROPERLY INTEGRATE TECHNOLOGICAL TOOLS INTO AN ONLINE MODE.
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📙12. LINKING TEACHERS' PROFILES TO THEIR CAPABILITY IN CURRICULUM IMPLEMENTATION: ANALYSIS OF FACTORS THAT SHAPE AND INFLUENCE EFL CLASSES.
PlumX MetricsArchivo: publicacionpersona/2025/08/14/publicacion_2025814221855.pdf
Resumen:
AN ANALYSIS OF TEACHERS' PROFILES AND THEIR INFLUENCE ON THE CURRICULUM IMPLEMENTATION OF ENGLISH TAUGHT AS A FOREIGN LANGUAGE (EFL) CONSTITUTES THE CRUX OF THE STUDY. TEACHERS' PROFILES PROVIDE A GAUGE OF THEIR CAPABILITY IN CURRICULUM IMPLEMENTATION. POLICIES HAVE BEEN CONCEPTUALISED TO FACILITATE THE SEAMLESS AND SMOOTH INTERACTION BETWEEN THE TEACHER'S ROLE AND TASK, AND TO ENSURE THAT THE CURRICULUM IS IMPLEMENTED ACCORDING TO ITS GOALS AND OBJECTIVES. HOWEVER, WHEN TEACHERS' PROFILES DO NOT MEET THE REQUIREMENTS, AND THE POLICIES DO NOT FACILITATE THE TEACHERS' TASK, CHALLENGES ARISE THAT IMPACT THE TEACHING–LEARNING PROCESS. THUS, THIS STUDY ANALYSED TEACHERS’ PROFILES AND THE INFLUENCE OF THESE PROFILES ON TEACHERS’ CURRICULUM IMPLEMENTATION. THE SURVEY DESIGN CAPTURED 57 EFL TEACHERS' PROFILES AND THEIR BELIEFS AND PERCEPTIONS ABOUT IMPLEMENTED POLICIES. THE FINDINGS REVEAL THAT MOST OF THESE TEACHERS HAD AN INTERMEDIATE PROFICIENCY LEVEL AND MORE THAN A DECADE OF TEACHING EXPERIENCE, AND MOST TAUGHT AT HIGH SCHOOL LEVEL IN URBAN AREAS. PEDAGOGICALLY, TEACHERS EMPLOYED COMMUNICATION-DRIVEN ACTIVITIES; HOWEVER, CERTAIN CONDITIONS, SUCH AS BIG CLASSES, INSUFFICIENT TIME, AND LIMITED RESOURCES, WERE FACTORS THAT MAY HAVE AFFECTED THE EFFECTIVE FACILITATION OF THE IMPLEMENTATION OF THE ENGLISH COMPONENT OF THE CURRICULUM. TEACHERS' PROFILES AND INSTITUTIONAL SUPPORT ARE KEY FACTORS …
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📙13. DEMYSTIFYING EFL TEACHERS’ EXPERIENCES DURING THE PANDEMIC: A STUDY OF THE PSYCHOSOCIAL RISKS RESULTING FROM COVID-19.
PlumX MetricsArchivo:
Resumen:
THIS STUDY AIMS TO IDENTIFY THE MAIN PSYCHOSOCIAL RISKS THAT COVID - 19 HAS CAUSED IN ECUADORIAN EFL TEACHERS AND DETERMINE THE FACTORS ASSOCIATED WITH DEVELOPING THESE RISKS. THIS STUDY EMPLOYED A QUANTITATIVE APPROACH AND A NON-EXPERIMENTAL CROSS-SECTIONAL DESIGN, WITH A SAMPLE OF 980 TEACHERS FROM DIFFERENT EDUCATIONAL LEVELS FROM ECUADOR. THE DATA ANALYSIS WAS DONE USING STATA 16 STATISTICAL PROGRAM AND A MULTIVARIATE BINARY LOGISTIC REGRESSION (LR). THE RESULTS SHOWED THAT TEACHERS ARE EMOTIONALLY DRAINED, ISOLATED, FRUSTRATED WITH TEACHING, AND EXHAUSTED BECAUSE OF TEACHING DURING THE PANDEMIC, BEING THE WOMEN THE MOST AFFECTED. THE MAIN FACTORS THAT INCREASED THE PROBABILITY OF SUFFERING THESE PSYCHOSOCIAL EFFECTS WERE EXTRA ACTIVITIES BEYOND WORKING HOURS, STATUS IN THE TEACHER’S INSTITUTIONS, AND GENDER.
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📙14. USING GAMIFICATION TO DEVELOP VOCABULARY AND GRAMMAR AMONG A1 LEVEL OF ENGLISH STUDENTS: A QUASI-EXPERIMENTAL DESIGN.
PlumX MetricsArchivo:
Resumen:
GAMIFICATION IS AN EMERGING STRATEGY FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE AND HAS HELPED TEACHERS EMPOWER AND MOTIVATE STUDENTS. IT ALSO PROMOTES STUDENTS’ PARTICIPATION WHILE ENGAGING AND SUPPORTING THEIR AUTONOMOUS LEARNING. THE PURPOSE OF THIS QUASI-EXPERIMENTAL IS TO INVESTIGATE THE EFFECTS OF GAMIFICATION ON THE DEVELOPING VOCABULARY AND GRAMMAR OF A1-LEVEL ENGLISH STUDENTS. THE RESEARCHERS ADMINISTERED A PRE-TEST TO 28 ECUADORIAN LEARNERS THAT WERE PART OF AN EXPERIMENTAL GROUP (EG) AND A CONTROL GROUP (CG). THE EG WAS EXPOSED TO GAMIFIED-BASED INSTRUCTION, WHEREAS THE CG TO TRADITIONAL INSTRUCTION. AFTER THE INTERVENTION, THE STUDENTS TOOK A POST-TEST TO DETERMINE HOW MUCH THE USE OF GAMIFICATION HAS IMPROVED THEIR KNOWLEDGE. BASED ON THE P VALUES OBTAINED IN THIS STUDY, THE ALTERNATIVE HYPOTHESIS WAS ACCEPTED, WHICH LED TO THE CONCLUSION THAT GAMIFICATION POSITIVELY AFFECTS VOCABULARY AND GRAMMAR DEVELOPMENT. THE RESULTS OF THIS RESEARCH CAN BE USED TO FACILITATE THE STUDENTS WITH INNOVATIVE WAYS TO LEARN ENGLISH.
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📙15. AN EXPLORATORY STUDY OF UNIVERSITY STUDENTS’ PERCEPTIONS OF LEARNING ACTION RESEARCH ONLINE.
Archivo:
Resumen:
ACTION RESEARCH PLAYS A FUNDAMENTAL ROLE IN THE PROFESSIONAL FORMATION OF PRE-SERVICE STUDENTS SINCE IT PROVIDES KNOWLEDGE AND COMPETENCIES TO REFLECT AND IMPROVE TEACHING PRACTICE. THIS STUDY ANALYZES THE STUDENTS’ LEARNING PERCEPTIONS OF AN ONLINE COMPULSORY ACTION RESEARCH COURSE TAUGHT IN AN ONLINE BACHELOR OF EDUCATION DEGREE PROGRAM IN A PUBLIC UNIVERSITY IN QUITO - ECUADOR. USING A SURVEY DESIGN, ONE HUNDRED SIXTY-TWO PRE-SERVICE STUDENTS RESPONDED TO A QUESTIONNAIRE THAT CONTAINED 14 LIKERT SCALES AND TWO OPEN-ENDED QUESTIONS. THE RESULTS REVEALED THAT STUDENTS ACKNOWLEDGE THE IMPORTANCE OF ACTION RESEARCH AS PART OF THEIR ACADEMIC FORMATION AND ARE GENERALLY SATISFIED WITH THE COURSE ORGANIZATION AND INSTRUCTIONAL MATERIALS. HOWEVER, THEY FEEL THAT THEY DO NOT HAVE THE OPPORTUNITY TO ENGAGE IN EXPERIENTIAL RESEARCH ACTIVITIES. THEY ALSO PERCEIVE A LACK OF CONNECTION BETWEEN THE INSTRUCTIONAL MATERIALS USED IN CLASSES AND THE LEARNING OUTCOMES. SOME OF THE STUDENTS` SUGGESTIONS INCLUDE A STRONGER RELATIONSHIP BETWEEN THEORY AND PRACTICE DURING INSTRUCTION TO ENHANCE AUTHENTIC LEARNING EXPERIENCES, EFFECTIVE GROUP WORK ACTIVITIES, AND IMPROVEMENT IN TEACHER RAPPORT. THIS RESEARCH AIMS TO CONTRIBUTE TO THE ACADEMIC DISCUSSION OF PLANNING ONLINE ACTION RESEARCH COURSES.
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📙16. EFL TEACHER’S STORY OF COMMITMENT AND DEDICATION TO STUDENT LEARNING: A NARRATIVE INQUIRY APPROACH.
PlumX MetricsArchivo:
Resumen:
THIS NARRATIVE INQUIRY STUDY EXPLORES THE PROFESSIONAL JOURNEY OF A DEDICATED FEMALE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHER WORKING IN A PUBLIC SCHOOL IN QUITO, ECUADOR. THE PARTICIPANT TEACHES NINTH-GRADE STUDENTS FOR THREE HOURS PER WEEK. HER LIFE STORY IS PRESENTED CHRONOLOGICALLY, HIGHLIGHTING KEY EVENTS THAT HAVE SHAPED HER CAREER AND IDENTITY AS AN EFL EDUCATOR. DATA WAS COLLECTED THROUGH INTERVIEWS, PROVIDING A COMPREHENSIVE VIEW OF HOW THE PARTICIPANT’S TEACHING PHILOSOPHY HAS EVOLVED. THE STUDY OFFERS INSIGHTS INTO EFL TEACHERS’ PERSISTENT CHALLENGES AND DEMONSTRATES SELF-MOTIVATION'S ROLE IN TEACHING PRACTICES. BY SHARING THE PARTICIPANT’S EXPERIENCES, THIS RESEARCH AIMS TO ENCOURAGE NOVICE AND EXPERIENCED TEACHERS TO REFLECT ON THEIR PROFESSIONAL PRACTICE. ALTHOUGH THE FINDINGS FOCUS ON THE EXPERIENCES OF A SINGLE TEACHER, MANY EFL EDUCATORS WILL LIKELY FIND RESONANCE IN THE THEMES OF PERSEVERANCE, ADAPTATION, AND PERSONAL GROWTH PRESENTED IN THIS STUDY.
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📙17. INDENTIFICATION OF CHALLENGES IN TEACHING WRITING TO ECUADORIAN EFL STUDENTS.
Archivo: publicacionpersona/2025/08/15/publicacion_2025815125430.pdf
Resumen:
TEACHING WRITING TO ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS REVOLVES AROUND DEVELOPING A LINGUISTIC AND COMMU-NICATIVE COMPETENCE. RESULTANTLY, ENGLISH TEACHERS GENERALLY FACE PEDAGOGICAL DIFFICULTIES, WHICH HAVE RESULTED IN TEA-CHING CHALLENGES. THIS EXPLORATORY STUDY SEEKS TO IDENTIFY THE OBSTACLES THAT ECUADORIAN TEACHERS FACE WHEN TEACHING WRITING TO UNIVERSITY STUDENTS. USING STRUCTURED INTERVIEWS, DATA WAS COLLECTED FROM TEN ENGLISH TEACHERS WORKING IN DIFFERENT PUBLIC UNIVERSITIES IN ECUADOR. THROUGH A DESCRIPTIVE ANALYSIS, THE RESEARCHERS WERE ABLE TO IDENTIFY STUDENTS AND TEACHERS-RELATED FACTORS THAT MAKE TEACHING WRITING CHALLENGING FOR TEACHERS. THE STUDENTS-RELATED FACTORS INCLUDE ENGLISH LANGUAGE COMPETENCY, SPANISH LANGUAGE INTERFERENCE, AND STUDENTS’ LACK OF MOTIVATION TO WRITE IN ENGLISH, WHEREAS THE TEACHER-RELATED FACTORS INCLUDE THE TEACHING PRACTICES. FURTHERMORE, THIS RESEARCH RESULTS CAN HELP TEA-CHERS AND ADMINISTRATORS IMPROVE THE TEACHING OF WRITING IN THEIR RESPECTIVE INSTITUTIONS.
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📙18. CONTEXTUALIZATION OF TRAINING INPUT IN MULTI-LEVEL REPLICATION AND SCALING-UP APPROACH IN EFL TEACHER-TRAINING.
Archivo: publicacionpersona/2025/08/15/publicacion_2025815133017.pdf
Resumen:
THIS STUDY DEVIATES FROM THE STANDARD VIEW OF TEMPLATE-BASED TRAINING COURSES THAT HAVE DOMINATED THE EXPERIENCE OF IN-SERVICE ENGLISH TEACHERS IN ECUADOR. ITS PURPOSE IS TO UNDERSCORE THE CONTEXTUALIZATION OF TRAINING MODULES AS A STRATEGIC METHOD FOR DUPLICATING AND SCALING UP MULTI-LEVEL TEACHER TRAINING TO SUSTAIN THEIR KNOWLEDGE AND SKILLS. THE IMPACT IS ASSESSED THROUGH A THREE-LEVEL SURVEY ADMINISTERED TO 394 TEACHERS FROM THREE PROVINCES. THE RESULTS SUGGEST THAT THE INFLUENCE OF CLASS SIZE AND THE ADAPTABILITY AND REPLICABILITY OF TRAINING ARE FACTORS THAT INFLUENCE THE EFFECTIVENESS AND SUSTAINABILITY OF AN ENGLISH AS A FOREIGN LANGUAGE PROGRAM. THE STUDY HIGHLIGHTS THE CRUCIAL ROLE OF COLLABORATION THAT FACILITATES COLLECTIVE EFFORTS TO CONTEXTUALIZE TRAINING TO ACHIEVE PROFOUND INSIGHT RELATED TO CLASSROOM PRACTICES.
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📙19. CHALLENGES AND OPPORTUNITIES OF USING LESSON STUDY IN ENGLISH LANGUAGE TEACHING AMONG ECUADORIAN EFL TEACHERS.
PlumX MetricsArchivo: publicacionpersona/2025/08/15/publicacion_2025815134754.pdf
Resumen:
THIS PAPER EXPLORES THE CHALLENGES AND OPPORTUNITIES OF IMPLEMENTING THE LESSON STUDY MODEL IN ENGLISH LANGUAGE TEACHING IN FOUR SCHOOLS IN SOUTHERN ECUADOR FOR FOUR MONTHS. USING AN ACTION RESEARCH DESIGN THROUGH INTERVIEWS, OBSERVATIONS, AND JOURNALS WITH A THEMATIC ANALYSIS, THE RESEARCHERS WERE ABLE TO IDENTIFY CHALLENGES OF LIMITED CAPACITY OF REFLECTION AND RECOGNITION OF THE ACTIVITIES THAT REQUIRED IMPROVEMENT AFTER ENGLISH CLASSES; LIMITED CAPACITY TO PROVIDE TRUTHFUL PEER FEEDBACK; TEACHERS’ INCORRECT NOTIONS ABOUT THEIR PERFORMANCE IN THEIR CLASSES; DIFFICULTIES IN FOLLOWING A COLLABORATIVE LESSON PLAN; AND DISCONNECTION BETWEEN CLASS ACTIVITIES AND THE CLASS CONTENT. THE OPPORTUNITIES IDENTIFIED WERE TEACHERS’ PREDISPOSITION TO COLLABORATE; DISPOSITION TO ATTEND PROFESSIONAL DEVELOPMENT COURSES; COMMITMENT TO WORK EXTRA HOURS IN PLANNING MEETINGS; OPENNESS AND DESIRE TO BE OBSERVED IN THEIR CLASSES; AND WILLINGNESS TO SHARE CLASS MATERIALS AND KNOWLEDGE. THE AUTHORS FOUND A DISCONNECT BETWEEN TEACHERS’ UNDERSTANDING OF ENGLISH LANGUAGE TEACHING AND ITS PROPER APPLICATION IN CLASS (FROM THEORY TO PRACTICE). ALSO, RIGID INSTITUTIONAL TEACHING CONCEPTS, SUCH AS EXCESSIVE INSTITUTIONAL PAPERWORK AND ACTIVITIES NOT CONNECTED TO DEVELOPING STUDENTS’ COMPETENCIES, DO NOT ALLOW TEACHING INNOVATIONS.
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📙1. A TEN ELEMENTS METHODOLOGICAL TOOL I PROMOTING CLILIN TEACHING PROFESSIONAL AND ENGLISH PROFICIENCY SUBJECTS.
publicacionpersona/2020/03/02/publicacion_2020329720.png📙2. THE USE OF CLIL TO TEACH ENGLISH AND TEACHING PRACTICE RELATED SUBJECTS AT UNAE, ECUADOR.
publicacionpersona/2019/12/12/publicacion_20191212181044.pdf📙3. CONTENT AND LANGAUGE INTEGRATED LEARNING IN STUDENTS MAJORING IN ENGLISH AT THE NATIONAL UNIVERSITY OF EDUCATION. A TEN ELEMNTS METHOD.
publicacionpersona/2019/06/25/publicacion_20196251374.pdf📙4. CHARACTERIZING AND EVALUATING THE PERCEPTIONS AND RESPONSES OF HIGHER EDUCATION INSTITUTION TO RECENT LANGUAGE POLICY CHANGE; AN ECUADORIAN CASE STUDY.
📙6. CHARACTERIZING AND EVALUATING THE PERCEPTIONS AND RESPONSES OF HIGHER EDUCATION INSTITUTION TO RECENT LANGUAGE POLICY CHANGE; AN ECUADORIAN CASE STUDY.
📙7. CHARACTISING STUDENT’S MOTIVATION AND PERCEPTION ABOUT THE TEACHING PROFESSION THROUGH THE TEACHING PRACTICE COURSE: A SITUATIONAL CASE STUDY.
📙10. HOW ARE WE PREPARING FUTURE EFL TEACHERS?: A STUDY OF THE CURRICULAR VARIATIONS AMONG SELECTED EFL UNDERGRADUATE PROGRAMS.
publicacionpersona/2020/09/15/publicacion_202091515393.pdf📙1. PROMOTING ENGAGED TEACHING AND DEVELOPING ACTIVE LEARNING: EFFECTIVE STRATEGIES.
publicacionpersona/2020/09/15/publicacion_2020915151430.pdf📙2. ENGLISH LANGUAGE EDUCATION IN ECUADOR:ASSESSING OPPORTUNITIES FOR TEACHING AND LEARNING IN A DEVELOPING NATION.
publicacionpersona/2024/02/05/publicacion_202425175735.pdf📚1. EL PROCESO DE LA TOMA DE SUPLETORIOS COMO PARTE DE LA PROMOCIÓN DE ESTUDIANTES EN INSTITUCIONES DE BACHILLERATO PÚBLICAS DEL ECUADOR: EXPLORANDO SUS CONTRIBUCIONES ACADÉMICAS, CONSECUENCIAS E IMPLICACIONES EN POLÍTICAS EDUCATIVAS.
Resumen:
El proceso de la toma de supletorios como parte de la promoción de estudiantes en instituciones de bachillerato públicas del Ecuador: Explorando sus contribuciones académicas, consecuencias e implicaciones en políticas educativas
Esta propuesta de investigación se centra en la problemática del rol, el valor y el lugar que los exámenes supletorios tienen en el proceso de aprendizaje y promoción de los estudiantes en las instituciones publicas de bachillerato del Ecuador. La práctica de supletorios en el país es considerada como una estrategia muy importante que ayuda a la remediación y promoción de los estudiantes, y esto a su vez el acceso a la educación superior.
El acceso a los exámenes supletorios es un derecho que tienen todos los estudiantes del país quienes han perdido el año en una o más materias. Esto con el objetivo de darles a los estudiantes una oportunidad más para re-aprender lo que no aprendieron durante el año lectivo y demostrar estos aprendizajes a través de un examen sumativo. El objetivo …
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📚2. CREACIÓN DE ESPACIOS DE COOPERACIÓN DOCENTE ENTRE LOS PROFESORES DE INGLÉS A TRAVÉS DE LA ESTRATEGIA DE LESSON STUDY: UN ESTUDIO DE INVESTIGACIÓN ACCIÓN EXPLORATORIA..
Resumen:
El proceso de enseñanza y aprendizaje
de inglés en el ecuador, ha ido cambiando y mejorando en las últimas décadas,
sin embargo, aún queda trabajo por hacer. La implementación de la lesson study LS
en el aula de inglés, tiene múltiples beneficios para la comunidad educativa. Por una parte, la aplicación de la LS ha probado ser una técnica que facilita el trabajo colaborativo y fomenta la evolución cognitiva de los/as docentes. Estos beneficios promueven una educación de calidad, que se ajusta a las necesidades de los estudiantes. Además cuando los docentes participan en sesiones de LS, los estudiantes pueden identificar el esfuerzo de los docentes
por planificar y ejecutar clases que sean adecuadas, lo que incrementa el
respeto y el sentimiento de apreciación del estudiante hacia sus docentes.
Así mismo, los docentes que aplican esta técnica y están comprometidos con el desarrollo efectivo de la misma, tienen cambios positivos en su comportamiento académico y personal. Los principios básicos de la LS, no sólo brindan a los docentes la capacidad de tomar conciencia de su proceso de enseñanza y sus habilidades como docentes, sino también su disciplina y compromiso para con ellos y sus estudiantes. El análisis, la observación …
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📚3. CARACTERIZACIÓN DE LOS FACTORES QUE IMPIDEN O FACILITAN LA ENSEÑANZA Y APRENDIZAJE DE INGLÉS COMO LENGUA EXTRANJERA EN LAS ESCUELAS DE EDUCACIÓN BÁSICA Y BACHILLERATO DE LA ZONA 6: UN ESTUDIO EXPLORATORIO.
Resumen:
La enseñanza de inglés
en diferentes países del mundo se ha incrementado debido a las ventajas que
ofrece este idioma en diferentes áreas, por ejemplo: profesional, académica y
de comunicación. Lo que ha favorecido la movilidad socioeconómica de personas y
el desarrollo de muchas naciones y comunidades. Por ejemplo, a través de este
idioma se ha promovido el turismo y el desarrollo tecnológico.
En Ecuador, las
autoridades educativas han promovido diferentes proyectos curriculares
nacionales con el objetivo de mejorar la enseñanza y aprendizaje de inglés en
las instituciones públicas de educación básica y bachillerato del país. Sin
embargo, estos proyectos curriculares han promovido la estandarización de
metodologías didácticas sin tomar en cuenta el contexto particular de las instituciones
educativas públicas del país.
Un ejemplo de lo citado anteriormente es la obligatoriedad de la enseñanza de inglés en todas las instituciones públicas de educación básica y bachillerato del país sin considerar si se tienen o no el talento humano necesario para este fin. Esto ha resultado en que docentes que no son profesores de inglés, y otros que en algunos casos no hablan el idioma, estén enseñando esta materia, claro ejemplo de que no se ha tomado en cuenta …
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