7REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859

EDITORIAL LETTER

Kronos The Language Teaching Journal, an academic publication of the Central Universi-
ty of Ecuador, has established itself as a scholarly platform dedicated to the dissemination
of research, reflection, and innovation in language teaching and learning. In its Volume 6,
Number 2, the journal brings together a set of studies that address contemporary issues in
the field of English as a Foreign Language (EFL) education from pedagogical, technolog-
ical, inclusive, and sociocultural perspectives. This issue highlights the diversity of meth-
odological approaches and the growing need to respond to educational challenges in both
local and global contexts.

The first group of studies focuses on teacher professional development and the con-
ditions of English language teaching. The article on professional development in Cañar
Province reveals a positive attitude among teachers toward ongoing training, although
it also highlights significant limitations in access to professional development opportu-
nities, pointing to the need for stronger institutional support policies. In a similar line
of pedagogical innovation, another study examines the use of sitcoms as a teaching tool,
emphasizing their potential to enhance language skills, expand vocabulary, and strengthen
intercultural competence through exposure to authentic and contextualized language.

In the area of educational innovation, this volume includes research exploring the
impact of emerging technologies in education. One study examines the use of software
such as Blender and Unity for the creation of 3D instructional materials, highlighting the
potential of virtual reality in teacher education, while also pointing out technological infra-
structure limitations. In a complementary study, the interaction with artificial intelligence
chatbots is analyzed in relation to the development of strategic competence in B1-level
students, demonstrating significant improvements in autonomy, self-regulation, and com-
municative fluency, thereby reinforcing the role of ai as an emerging pedagogical resource.

The dimension of inclusive education is addressed in the case study on Attention
Deficit Hyperactivity Disorder (adhd) in the efl classroom, which shows that, through
appropriate methodological adaptations, it is possible to improve the participation and
performance of students with specific educational needs. This contribution underscores
the importance of teaching practices that are sensitive to learner diversity and oriented
toward equity in language learning.

Regarding active methodologies, the volume includes studies that highlight the im-
portance of learner-centered strategies. The research on educational games in vocabulary
learning shows that, although their implementation remains limited, their use significantly
increases student motivation and engagement. Similarly, the study on routine-based ac-
tivities with young learners demonstrates notable improvements in vocabulary retention,
pronunciation, and confidence, reinforcing the effectiveness of repetitive and structured
approaches in early language education.

Finally, the volume incorporates critical reflections on English learning trajectories
and educational inequalities. The autobiographical study on private tutoring in Cuenca
reveals that such tutoring not only serves as academic support but also as a space for emo-
tional recovery and identity reconstruction for learners, highlighting gaps in the formal
education system and the need for more empathetic and inclusive pedagogical practices.

Overall, the eight articles in this issue reflect the richness and complexity of English
language teaching in Ecuador and beyond. From teacher education to artificial intelligence,

EDITORIAL LETTER

8 REVISTA KRONOS 6(2), agosto 2025 - enero 2026 | pISSN 12631-2840 | eISSN 2631-2859

including inclusion, motivation, and methodological innovation, this issue of Kronos The
Language Teaching Journal makes a significant contribution to contemporary academic de-
bate. It also invites readers to rethink educational practices from a critical, contextualized,
and improvement-oriented perspective.

The editorial team expresses its gratitude to the authors for their valuable contri-
butions and to the reviewers for their academic rigor. We hope this volume serves as a
reference for researchers, teachers, and students interested in English language teaching
and the transformation of language education in diverse contexts.

EDITORIAL COMMITTEE