Kronos – The Language Teaching Journal 2018-10-25T20:11:20+00:00 Wilson P. Chiluiza Vásquez Open Journal Systems <p style="margin: 0px 0px 10.66px; text-align: justify;"><span lang="ES-EC" style="margin: 0px; color: black; line-height: 107%; font-family: 'Arial',sans-serif; font-size: 10.5pt;">La Revista Kronos&nbsp;es una publicación bianual del Instituto Académico de Idiomas (IAI) de la Universidad Central del Ecuador dirigida a&nbsp;personas, organizaciones e instituciones nacionales e internacionales enroladas con el fascinante mundo de la enseñanza-aprendizaje de los idiomas extranjeros y ancestrales; con la finalidad de brindar oportunidades referentes al quehacer educativo.&nbsp;Las publicaciones de Kronos buscan promover y difundir investigaciones originales, artículos de revisión y reseñas concernientes a las diferentes lenguas. La selección de artículos científicos es llevada a cabo a través del Comité Editorial mediante el sistema de evaluación de pares (doble ciego) realizado por especialistas nacionales e internacionales para garantizar la confidencialidad de autores y árbitros.</span></p> <p style="margin: 0px 0px 10.66px; text-align: justify;"><span lang="ES-EC" style="margin: 0px; color: black; line-height: 107%; font-family: 'Arial',sans-serif; font-size: 10.5pt;">ISSN en Línea&nbsp;2631-2859 / ISSN Impresa&nbsp;2631-2840)</span></p> Online Language Learning Communities and the Development of Pronunciation in English as a Foreign Language 2018-10-03T21:24:17+00:00 Luis Aulestia Vallejo Ivanova Monteros <p>Technology has advanced dramatically as a major contributing factor in education and in foreign language learning particularly. New and diverse online learning environments have offered the alternative for language students to complement language learning traditionally taken place in the classroom with enhanced interaction in Online Language Learning Communities (OLLC). This research is based on a mixed method design and examines the use of significant OLLC aimed at improving pronunciation in A1-A2 English Level students at the Language Academic Institute of Central University. The data were obtained through the statistical values reported by the OLLC of the experimental group, as well as the statistical values reported by the textbook platform. Voice recordings were used to reveal if OLLC are effective in relation to the development of pronunciation. Additionally, after applying a questionnaire related to the OLLC used, the OLLC that was considered most appropriate and pleasant for the students during the work time was determined. Finally, the results indicated that the students who participated in the OLLC improved their pronunciation by decreasing the number of pronunciation errors.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement## Academic Writing in the Context of Applied Linguistics for English Language Teaching: Integrating Web 2.0 2018-10-25T20:11:20+00:00 Dolores del Rocío Ortega Andrade <p>The goal of this study was to investigate the effects of the Web 2.0 tools: Web Quest, blog, wiki and forum on EFL Academic Writing performance. 29 students majoring in Applied Linguistics to English Language at a University in Ecuador were involved. Both, quantitative and qualitative approaches were employed. Research instruments included a pre-test, a post-test; and a survey of satisfaction. Students were divided in both control and experimental groups. The control group received the teaching through a textbook; and the experimental one used the technological tools. Students’ Academic Writing performance was compared through tests. The pre-test determined the level of academic writing performance at the beginning of the experiment. The post –test determined if there were differences between the groups and differences on the experimental group scores. The findings revealed that students of the experimental group improved their scores, which suggests that the use of Web 2.0 tools can be effective and interesting for EFL Academic Writing classes. The results of the survey of satisfaction showed that most of the students had positive attitudes towards the implementation of the technological tools; they indicated that learning activities made students more engaged in the learning process and cooperative learning; and motivated.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement## Collaborative Work, through Google Drive Tool, to Develop the Writing Skill in A1 level. 2018-10-03T21:38:29+00:00 Ana María León Pazmiño Andrea Rosero <p>This quasi-experimental research has determined the incidence of collaborative work in developing the written skill, in the students of basic levels of English at university in Ecuador, by implementing collaborative work through the Google Drive tool. This research has been carried out with two groups: the control and the experimental one; each group consisted of 30 students. Both groups were given a pre and a post-test to evaluate their written performance. A rubric was used to grade their tasks. The application of the instruments permitted the researcher to proof and accept the alternative hypothesis through posing a hypothesis test, which determined that the implementation of activities based on collaborative work, through Google Drive, had a positive impact on the students’ writing performance. This can be stated by comparing the final means from the experimental group where the grades raised from 3.46 out of 10 in the pre-test to 6.34 out of 10 in the post-test. This research has confirmed the importance of working collaboratively by using technology in the development of the English writing skill.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement## The Use of Technological Tools- Movie Maker and Weblogs to Foster Social Interaction in the Classroom 2018-10-03T21:40:19+00:00 Karina Suasnavas <p>This present work depicts a literature review on how the use of technological tools such as Weblogs and Movie Maker can build social interaction within the classroom; while students implicitly learn English and foster the use of values in the learning process. It also briefly discusses the impact of technology in teaching, and why to use the aforementioned technological tools in class. Examples of tools to create weblogs are provided. Furthermore, this paper suggests two purposeful strategies: Literature Circles and Project Menus that can be used and combined with Weblogs and Movie Maker in order to enhance teachers’ instruction, and to make students develop the language skills in an integrated and interactive way.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement## The Use of Graphic Organizers in The Development of EFL Reading Comprehension 2018-10-03T21:41:50+00:00 María Teresa Llumiquinga <p>This study investigated how the use of GOs helped EFL university students (18-22 years old) in the development of the reading comprehension skill. A control group and an experimental group participated in a pre-test and a post-test; the experimental group went through six reading activities which involved the use of GOs for reading comprehension. Additionally, a test to qualify their confidence in the use of GOs for ESL reading comprehension was applied to the experimental group. Results showed that the experimental group improved meaningfully from the pre-test to the post test.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement## Improving Listening Comprehension Using Practical Techniques in the English Third and Fourth Levels 2018-10-03T21:43:21+00:00 María Augusta Heredia <p>Though listening is fundamental to the acquisition of the English language, there has been little research about this skill. This experimental research describes listening techniques to improve students’ listening comprehension. The targeted population consisted of university students in pre-intermediate level in a university in Ecuador. Students with poor listening skills were detected in the pre-test and teacher observation. Likewise, the background of the study showed that the lack of listening teaching and meagre listening habits were the cause of diminishing listening skills. The treatment was given to 15 students (the experimental group). It consisted of listening techniques based on methodology (note-taking, dictogloss, and dictation) and listening activities based on assessment (matching, multiple matching, sentence completion exercises). Data was gathered by means of questionnaires, interviews, the pre-test and the post-test. Finally, post intervention data demonstrated the experimental group students’ listening progress. On the whole, the results showed that the treated group increased their listening skills due to the listening techniques applied.</p> 2018-10-03T00:00:00+00:00 ##submission.copyrightStatement##