http://dspace.utpl.edu.ec/handle/123456789/30903 Thu, 21 May 2026 21:41:42 GMT 2026-05-21T21:41:42Z http://dspace.utpl.edu.ec/handle/29.500.19856/79886 Title: Washback effects of end-of-trimester English exams on EFL teaching practices in public high schools Authors: Arias Romero Jonathan Andrés Abstract: Abstract: This study addressed the washback effect of end-of-term English exams on the teaching practices of public schools in Ecuador. The objective was to analyze this impact on lesson planning, work with texts, grammar, listening comprehension, materials, and classroom assessment. A descriptive, non-experimental, and cross-sectional study was conducted in two public schools in Alamor, Loja, with seven English teachers from grades 9 through 11. Data was collected through questionnaires and classroom observations in the weeks leading up to the exam. In the questionnaire, grammar and vocabulary were reported by 100% of respondents as evaluated components, while listening comprehension was reported by 0%. Additionally, 71.4% strongly agreed with reducing non-evaluated activities, and 71.4% agreed that the exam guided the course. The observations recorded practice with exam-type questions, and the overall assessment was 1 mostly positive, 4 mixed, and 2 mostly negative, therefore the carryover was considered mixed and more noticeable as the exam approached. Description: Resumen:El trabajo abordó el washback que generaron los exámenes de inglés de fin de trimestre en la práctica docente de colegios fiscales del Ecuador, y el objetivo fue analizar ese arrastre en la planificación, en el trabajo con textos, en la gramática, en la comprensión auditiva, en los materiales y en la evaluación en el aula. Se usó un estudio descriptivo, no experimental y transversal en dos colegios fiscales de Alamor, Loja, con 7 docentes de inglés de primero a tercero de bachillerato, con cuestionario y observación de clases en semanas cercanas al examen. En el cuestionario, gramática y vocabulario se reportaron en 100% como componentes evaluados y la comprensión auditiva quedó en 0%; también, 71.4% marcó acuerdo fuerte en recortar actividades no evaluadas y 71.4% en que el examen guio el curso. En las observaciones se registró práctica de preguntas tipo examen, y el juicio global fue 1 clase mayormente positiva, 4 mixtas y 2 mayormente negativas, por lo cual el arrastre se consideró mixto y más notorio cuando el examen se acercó. Thu, 01 Jan 2026 00:00:00 GMT http://dspace.utpl.edu.ec/handle/29.500.19856/79886 2026-01-01T00:00:00Z http://dspace.utpl.edu.ec/handle/29.500.19856/75475 Title: The use of gamification to enhance oral participation in EFL classes among high school students Authors: SAMBACHE TAYUPANTA MARTHA DEL ROCIO Description: N/D Wed, 01 Jan 2025 00:00:00 GMT http://dspace.utpl.edu.ec/handle/29.500.19856/75475 2025-01-01T00:00:00Z http://dspace.utpl.edu.ec/handle/29.500.19856/75055 Title: A systematic review of integrating speaking clubs as a strategy in communicative approaches to English language teaching Authors: JACOME PAREDES VLADIMIRO XAVIER Description: N/D Wed, 01 Jan 2025 00:00:00 GMT http://dspace.utpl.edu.ec/handle/29.500.19856/75055 2025-01-01T00:00:00Z http://dspace.utpl.edu.ec/handle/29.500.19856/75048 Title: The Role of Mobile Language Learning Apps in Improving Pronunciation for Ecuadorian High School Students Authors: SISALIMA JARA GALO STEVEN Description: N/D Wed, 01 Jan 2025 00:00:00 GMT http://dspace.utpl.edu.ec/handle/29.500.19856/75048 2025-01-01T00:00:00Z