Carrera de Pedagogía de los Idiomas Nacionales y Extranjeros
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/17069
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Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Quinteros Rodríguez, Briana Camila; Calle León, Patricio Rolando; 0302563416Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Mosquera Freire, Ariana Paola; Oshi Nakalema, Sarah; 0106756448Item type: Ítem , Access status: Acceso Abierto , Inclusive English Learning For Primary Students with Special Educational Needs: a Literature Review(Universidad Católica de Cuenca, 2026) Hernández Garzón, Josseline Pamela; Villacrés Ochoa, Yessenia Elizabeth; 0106050248This article presents a systematic literature review on inclusive English as a Foreign Language (EFL) learning for primary students with special educational needs (SEN). Inclusive education is a fundamental principle to guarantee equal education, however its application in English teaching as a foreign language (EFL) in primary education still presents some difficulties especially in the context of students with special educational needs based on the Ecuadorian context these limitations are related to teacher training while having a lack of resources as well as the gap between theory and pedagogical practice. The objective of this study is to analyze the inclusive strategies in English teaching as a foreign language in primary education recognized in the literature as effective for students with special educational needs as well as the impact reported in their learning. The investigation took a qualitative approach with a descriptive and analytical design through a systematic literature review based on the PRISMA 2020 guidelines, searches were conducted in Google Scholar, ResearchGate and the Universidad Católica de Cuenca library, the considered studies had to be from the last five years which in the end 30 studies were analyzed. The results identified recurrent strategies such as differentiated instruction, multisensorial approaches, Universal Design for learning (UDL) and the use of adaptive educational technologies, all of these were associated with improvements of participation, motivation and the academic performance of students with special educational needs. In conclusion differentiated instruction, UDL and educational technology are effective strategies in English learning for SEN students. However, its application is limited due to the lack of teacher training which evidences the need to improve inclusive education capacitation.Item type: Ítem , Access status: Embargo , Proyecto de Titulación embargado con fines de publicación de impacto(Universidad Católica de Cuenca, 2026) Narváez Cantos, Daysi Lorena; Calle León, Patricio Rolando; 0104645965Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca, 2025) Vásquez Martínez, Allison Ivania; Yessenia Elizabeth , Villacrés Ochoa; 0707000717Item type: Ítem , Access status: Acceso Abierto , “Shortage of Material Resources for Teaching English in Ecuadorian Rural Schools: A Systematic Literature Review”(Universidad Católica de Cuenca, 2025) Sinchi Sinchi, Johanna Lizbeth; Merchán Ortiz, Silvia Tatiana; 0107513798One of the major problems in rural schools in Ecuador is that there are not enough resources to teach English, which negatively impacts students' performance in school and their ability to communicate. This text reviews recent writings on how the lack of learning materials affects rural areas in Ecuador. A method called PRISMA 2020 was used to analyze many studies published between 2020 and 2025 in sources such as ResearchGate, and Google Scholar. The selected articles were placed in a table for analysis. The information found was divided into four groups: the availability of materials, how school rules affect them, pedagogical consequences and strategies for improvement. A percentage was found indicating that rural schools do not have new books, videos, teacher guides, or ways to use technology, and there are not enough well-trained teachers. All of this means that students do not learn much (CEFR level A1–A2). In conclusion, this lack of resources is a major problem that requires comprehensive solutions in terms of materials and teacher training, helping to make English language teaching fairer and of better quality in rural areas.Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca, 2025) Guerra Peláez, Jorge Luis; Calle León, Patricio Rolando; 0106919640
