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Sinergias educativas

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Analysis of the pedagogical proposal for

teaching English and development of

communicative competences of civil

engineering students at University of

Guayaquil

Análisis de la propuesta pedagógica para la enseñanza

del inglés y el desarrollo de competencias

comunicativas de los estudiantes de ingeniería civil de

la Universidad de Guayaquil

Maria Isabel Vieyra Villala

Mariela Alava Macias

Michael Jose Ortega Tambaco

Abstract

The importance of language training for professionals is highlighted,

particularly in the context of the global significance of the English

language. In Ecuador, the lack of emphasis on teaching foreign

languages has led to challenges in English comprehension among

students. A study at the University of Guayaquil aims to assess the

impact of English language teaching methodologies on students'

communicative competence in civil engineering. The research

methodology involves observations, surveys, and analysis to

improve English language programs and enhance student support.

This comprehensive study seeks to identify challenges and

Master in Teaching English as a foreign Universidad de

Guayaquil, maria.vieyrav@ug.edu.ec, https://orcid.org/0000-

0003-1983-3048

Magister en Administración de Empresas Mención

Telecomunicaciones, Universidad de Guayaquil,

mariela.alavam.@ug.edu.ec, https://orcid.org/0009-0005-

8971-1304

Magister en Negocios Internacionales, Universidad de

Guayaquil, michael.ortegat@ug.edu.ec,

https://orcid.org/0000-0001-8576-7443

Article

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advantages in teaching English as a foreign language, emphasizing

student development and linguistic skills.

Keywords: Linguistic competence, Pedagogical proposal, English

for Specific Purposes, Language skills

Resumen

Se destaca la importancia de la formación lingüística de los

profesionales, sobre todo en el contexto de la importancia mundial

de la lengua inglesa. En Ecuador, la falta de énfasis en la enseñanza

de lenguas extranjeras ha provocado problemas de comprensión del

inglés entre los estudiantes. Un estudio realizado en la Universidad

de Guayaquil pretende evaluar el impacto de las metodologías de

enseñanza del inglés en la competencia comunicativa de los

estudiantes de ingeniería civil. La metodología de investigación

involucra observaciones, encuestas y análisis para mejorar los

programas de inglés y mejorar el apoyo a los estudiantes. Este

estudio integral busca identificar retos y ventajas en la enseñanza del

inglés como lengua extranjera, haciendo énfasis en el desarrollo y

las competencias lingüísticas de los estudiantes.

Palabras clave: Competencia lingüística, Propuesta pedagógica,

Inglés para fines específicos, Habilidades lingüísticas.

Introduction

The English language has become a global language, and so the

study of foreign languages is increasingly being incorporated into

the professional training of specialists across a wide range of profiles

today. One expert has claimed that language training can help in all

professional fields as stated, “The effectiveness of their language

training will have a significant impact on how well they are able to

address challenges related to their professional development and

expand their relationships with foreign partners.” (Crystal, 2003). As

this quote shows, language learning has a lot of benefits in the

professional world to get more opportunities. Therefore, this is an

important fact for people entering the modern professional world. In

conclusion, the English language is a global language, and the study

of the foreign language is increasingly important.

Furthermore, due to the lack of emphasis placed on teaching foreign

languages, such as English, students in Ecuador of all educational

levels had almost no ability to apprehend English and other

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languages. Several decades ago, many academic programs did not

require learning a second language. English was regarded as an

elective topic in Ecuador meaning that each educational

establishment had the discretion to include it or not in its curriculum.

Thus, it is impossible to determine how many hours of foreign

language instruction were provided to the typical Ecuadorian student

during their public education years. To conclude, due to the lack of

emphasis placed on teaching foreign languages in Ecuador, many

students have a hard time understanding English.

The goal of this study is to establish the relationship between the

pedagogical proposal for teaching English as a foreign language at

the University of Guayaquil's Faculty of Mathematical and Physical

Sciences and its impact on the development of communicative

competence in students pursuing careers in civil engineering.

Moreover, the goal is the identification of the advantages of new

teaching-learning methodologies and learning objectives in

relationship with linguistic development, and discover the

challenges that students face when learning English as a foreign

language. This may include analyzing student perceptions, levels of

motivation, and engagement in the learning process. The study will

also consider how technology can be used to enhance the teaching-

learning experience for students. Overall, the data collected from this

research project will provide valuable insights into how universities

can improve their English language programs and better support

their students.

The structure of this project was that of observations. First,

observation sheets were given to instructors of the English courses.

Afterward, surveys were provided to each student. Finally, in-class

observations were conducted to validate the results of the study. All

these steps created a critical-evaluative analysis of the educational

proposal in terms of the student's development of communicative

competence for the University of Guayaquil's civil engineering

program.

This research report outlines my personal interest and justification

for conducting this study. Afterward, research questions and

objectives are presented. Then, theoretical backgrounds are

explained that will be used to analyze the teaching currently used

within the English department. The methodology section includes a

description of the research approach, type, and tools. The study is

then presented with practical information on how the study was

conducted and carried out. After the study, results and an overall

discussion on the observations can be found. Finally, the conclusion

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which provides the final thoughts on the findings of this study is

shown, and then the bibliography and appendix.

Behaviorist linguists like Thorndike (1921), Watson (1925), and

Skinner (1957) contributed to the common understanding of learning

in the first half of the 20th century by characterizing a system of

behavioral responses to physical inputs. They thought that the

formation of habits, operant conditioning, and reinforcements was

key to the development of stimulus-response associations, with an

emphasis on successful error-free learning in small, deliberate steps

and stages. Therefore, drill practice and imitation of language

learning would then be used to create, establish, and reinforce new

habits.

Furthermore, according to behaviorist learning theory, from

Skinner's work in 1968, learning is measured by how a learner

changes their behavior, and learning environments should focus on

behavior modification. This theory’s educational implications

include material presentation, question posing, and feedback to elicit

learner responses, as well as rewarding accurate responses and

repeating the cycle for effective learning. To sum up, Behaviorism

is the methodology of repeated practice and being rewarded to learn

the target language.

Materials and methods

Questionnaires and observation sheets were used for the analysis,

from which concepts and results will be presented. Two

questionnaires will be conducted for data collection: one focused on

fourth-level English professors and another focused on eighty-seven

students. Regarding to the methods, for the research was used a

qualitative approach, to develop the following descriptions:

Description of the research approach, Description of the research

type and Description of the research tools as the proposed

methodology follows the communicative approach, focusing on

student-centered learning and real-life communication situations to

enhance social interaction.

Results

English is the third most spoken language in the world, so mastering

this language will be very useful when getting new job opportunities

or applying for an international scholarship. Then, the response of

4.60%, from 4 students, indicates that their motivation to study

English is the taste or interest they have for the subject. This may be

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an indicator that the type of methodology used to teach the language

does not include sufficient parameters to foster personal stimulation,

and that the affective filter has not been activated in the learning

lessons that the students have received. Finally, the smallest

percentage corresponds to 3.45%, 3 students, who indicate that their

learning motive is to pass the levels as a requirement to be able to

graduate from their respective careers.

Regarding English level proficiency concerns the ability that

students must have to take an international exam that certifies them

as formal language users. The most notable result was 85.06%,

issued by 74 students, who consider that they are not ready to take

an international exam such as the TOEFL or the FCE; This is due —

according to their answers— to the fact that their level of vocabulary,

grammatical structures and both reading and writing skills are not at

a satisfactory level. It should be mentioned that the mentioned exams

certify a student as an independent user of the language at level B2,

and the fourth level of the English subject in the Professional Careers

of the University of Guayaquil reaches level B1, so the answer is

understandable.

The percentage with the lowest value is 14.94% and corresponds to

13 students, who consider that they are ready to take the exam. The

fact that a student is willing to take an exam is a great incentive for

the Degree, since it is understood that he feels confident in the work

that has been done during the teaching-learning process. To

continue, the question related to language skills is mentioned. This

parameter considers the four fundamental language skills (speaking,

reading, writing, and listening) and indicates the percentage of

language proficiency according to the study participants. The result

with the highest percentage is the one that goes from 70% to 90%.

This data corresponds to 44.83%, that is, 39 students surveyed.

Students in this category state that the skills they master best are

speaking, or the ability to speak.

This result correlates with general grades obtained by students in

their final oral exams. In which most students exceed seven points

out of ten. Moreover, these marks reflect that students have a good

standard pronunciation and that they maintain correct intonation

when expressing their ideas. Students can be classified as

independent users of the language, who can hold a conversation on

familiar and everyday topics for them.

Regarding listening and reading, students have an acceptable level

of comprehension in both skills. This was observed in the classes

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visited, since in each one it was verified that 100% of the students

understood the instructions they heard from their professors.

Regarding reading, the results of the final exams reflect that students

understand what they read in approximately 70%. Within reading

comprehension, activities such as understanding main and secondary

ideas and inferences from the reading must be considered. 33.33%

of the observed classes used readings as part of the lesson, and it was

observed that students participate in class and offer answers related

to the previous activities.

On the other hand, the correction techniques used in most cases are

permanent feedback. Professors correct their students constantly and

immediately during their classes; however, they do not do so

impertinently. The corrections are made in a written and verbal way,

in an atmosphere of respect, so that the students do not feel

emotionally affected. To finish this topic, we will talk about the use

of the book by each teacher.

Regarding the use of the text, some similarities were found: 6 out of

6 participants use the book in part of their lessons. No extensive or

straitjacket-like use is made of the text. Each teacher takes the text

as a base, but includes additional activities, such as worksheets,

PowerPoint presentations, additional readings, and extra grammar

exercises, which is very useful for students, offering the possibility

of expanding their knowledge beyond the basics. that the content of

the book establishes.

Discussion

Regarding the formal and standardized evaluation system, the

Coordination of Foreign Languages has standardized qualification

rubrics in relation to oral and written production. All professors use

these evaluation parameters within their lessons and in the exams

that are taken in the middle and at the end of the semester.

In management, it is evident that all professors plan their classes in

advance, and that they carry out their activities within the general

guidelines proposed by the Coordination of Foreign Languages. The

schedules that have been established for the lessons are fully

complied with. All professors start and finish their classes at the

scheduled time, and class attendance by students is fulfilled

normally. If a student is more than 10 minutes late to class, they are

allowed in, but this lateness is recorded as an absence.

The way in which professors keep their record of grades is part of

the management. Each teacher has their own format for attendance

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and grades that must be delivered at the end of the semester along

with a portfolio of one of their students. The delivery of these

documents allows demonstrating the work done during the academic

year. It is also evident that the instructors teach their classes within

an atmosphere of respect and consideration, which is the basis of the

lessons that are taught and, according to the observations. The

professors are friendly and maintain good interpersonal relationships

not only with their students but also with their peers, colleagues, and

superiors. This allows the work and academic environment to be

conducive to the development of daily activities within the Civil

Engineering Career Department.

The good pedagogical practices that have been evidenced within the

department and have allowed the development of competences to be

holistic. The practices not only consider the command of English as

a foreign language but also considers other aspects, such as personal

ones, which is essential in the development of language skills since

it is important that students feel motivated.

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