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Currently, Integrative Tests, which assess all student skills simultaneously, are not widely applied in the classroom because they are not very popular when they are used asassessment tools. In order to analyze the advantages and disadvantages of Integrative Tests, this research synthesis analyzed 20 different studies related to the application of this type of evaluation. The studies are considered since 2002 in this way enough information is obtained for the analysis of the use of Integrative Tests. Through the analysis of different qualitative and quantitative articles, the main conclusion found was that the Integrative Tests present mostly advantages in improving the language skills of the test taker; however, they also present disadvantages, but in fewer numbers. In the same way, some pedagogical implications were identified in which the students, teachers, and the syllabus are the important elements in education. Finally, some aspects that the teacher must take into account when constructing or applying this type of test are detailed.

This research synthesis delves into the intricate phenomenon of cultural clash and its profound influence on the learning dynamics of English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. Cultural clash encompasses the interaction of linguistic and cultural elements in new geographical contexts, leading to a reconfiguration of individuals' values, beliefs, ideologies, and religious perspectives. English, often considered a global lingua franca, plays a pivotal role in shaping these cultural dynamics. As the influence of cultural clash on EFL and ESL education remains an understudied domain, this synthesis aims to identify the fundamental factors that impact learning dynamics in the EFL classroom and lead to cultural clash

This research synthesis aimed at analyzing the effects of different teaching materials – audiovisual, auditory, and ICT materials – on the acquisition of English suprasegmental features as well as the advantages and disadvantages of these types of materials. For this purpose, twenty articles (all empirical, written in English, and focused on English suprasegmental features) were examined according to the following criteria: pronunciation teaching, focus, context, research design, and advantages and disadvantages of the pronunciation teaching materials. The results from this analysis indicate that the use of audiovisual, auditory, and ICT teaching materials yields improvements in the learning of suprasegmental features; however, the use of audiovisual materials outnumbers the use of the other types of materials, auditory materials being the least used. Moreover, some drawbacks of using these teaching materials were pinpointed. Therefore, teachers should employ audiovisual, auditory, and ICT materials for teaching suprasegmental features taking into consideration the drawbacks that their application may entail.

La figura del dios Pan fue objeto de una especial atención durante el periodo que va de 1890 a 1926 en la literatura inglesa. Consecuencia parcial de esta situación fue la creación de uno de los personajes más importantes de la literatura del siglo XX, Peter Pan, cuestión que ha sido ignorada por el mundo académico casi por completo. Este artículo se propone atender a la importancia del modelo mitológico en el personaje creado por James Matthew Barrie en 1902., Depto. de Filosofía y Sociedad, Fac. de Filosofía, TRUE, pub

Producción Científica, In this paper I want to revisit the Spanish locations of The Changeling and reconsider the relation between the play and its English source, Reynolds’ The triumphs of God’s revenge, as if both works were echoing a true crime story based on actual events that may have happened in the Mediterranean coast shortly before or at the time of Reynolds’ sojourn in Spain as a merchant and trade dealer. In so doing I would like to observe the adaptability of the murder mystery genre in the different cultures and its dependence on authentic stories recorded as real events at the time. In the appropriation and different transformations of the actual events I follow the linear progression from one text or set of events to their adaptation, both culturally and generically. Moving backwards from The Changeling to God’s Revenge Against Murder to the crimes in the coast of Alicante and Valencia compiled in the chronicles and diaries of the time, where comparable events were recorded, I intend to explore how these stories circulated, reshaped and adapted as part of the process of cultural transmission between the Mediterranean and the British Isles., Grant PID2020-113516GB-I00, Ministerio de Ciencia e Innovación and Agencia Estatal de Investigación (AEI)

El objetivo de este texto consiste en explorar el fundamento filosófico de John Henry Newman y John Ronald Reuel Tolkien a través de tres elementos en común con el Romanticismo –la conciencia, la imaginación y el gobierno divino o angelical– que se enraízan en la percepción sacramental de la belleza. El hilo principal para ello será la figura de Samuel Taylor Coleridge, conocida y estudiada por ambos autores, y que hace al Romanticismo parte de la tradición occidental que se remonta hasta Platón. El objetivo de la investigación, por lo tanto, no trata de señalar influencias entre los autores, sino de mostrar que pertenecían a un sustrato común especialmente identificable en el Romanticismo, y que dentro de las letras inglesas y cristianas ofrecen similitudes importantes para toda honda investigación de sus obras., The aim of this text is to explore the philosophical basis of John Henry Newman and John Ronald Reuel Tolkien through three elements they shared with Romanticism –conscience, imagination and divine or angelic government– and that are rooted in the sacramental perception of beauty. The main thread of union will be Samuel Taylor Coleridge, known and studied by both authors, and who made Romanticism part of the Western tradition that goes back to Plato. The objective of the investigation, therefore, does not try to point out influences among the authors, but to show that they belonged to a common substratum especially identifiable in Romanticism, and that within English and Christian letters they offer important similarities for any deep investigation of their works

The study of English as a Foreign Language (EFL) has increased nowadays, which means that people are trying to learn the language. However, the lack of motivation can be a barrier during the learning process. Cooperative Learning (CL), whose objective is to group students within the classroom to carry out group activities, can be a way to increase student motivation. Sixteen studies were selected and analyzed regarding the effects of using CL strategies, perceptions of students and teachers regarding the same strategies, and finally the benefits and challenges that may arise while using those strategies. The results showed that the use of CL increases motivation and also other social and academic skills in the classroom. However, some teachers consider that the application of those strategies can be difficult to enable due to the time crisis in the classroom and the lack of knowledge about how to manage each group appropriately.

During the last few years, education in Ecuador underwent a forced transition of modality due to the restrictions caused by COVID-19. All levels of education, including higher education, went completely virtual. This change had great repercussions for English language teaching professionals that have not been analyzed in depth. Since English teachers are an essential part of the teaching staff and of the educational process in the classroom, it is important to know what their perceptions were related to English language education in the virtual world. This descriptive research analyzes the perceptions of the teachers of the University of Cuenca related to the teaching of English as a foreign language. After surveying 31 teachers from the Language Institute and the Pre-service English as a Foreign Language (EFL) program teachers, it was found that the use of virtual platforms in the teaching of English brought with it an advance in self-learning since students became more independent. However, language productive skills (Speaking and Writing) were reduced due to low student participation. Additionally, according to the teachers, virtuality brought with it problems of academic dishonesty that could not be solved due to the lack of control within this modality of studies. Finally, the results obtained coincide with other studies by different authors who mention that English teachers consider the constant use of these platforms to be negative.

Speaking has been considered an essential skill among the four language skills to communicate in this globalized world. EFL teachers all over the world have tried to use different strategies to improve their students’ speaking skills. This research synthesis aimed to identify the effects of the use of fairy tales on the development of the speaking skill in EFL learners. In order to answer the research question, fourteen empirical studies were analyzed. The findings of this research synthesis show that fairy tales help students to (1) improve their oral communicative competence when learning English as a foreign language; (2) increase motivation and self-confidence in EFL learners; and (3) activate participation in learners

Instructing students of a foreign language in phonetics is an extremely important topic in the field of teaching English as a foreign language. As phonetics is closely related to pronunciation, this research synthesis has focused mainly on analyzing the effects that this instruction can have, both positive and negative. According to what has been observed in the studies considered for the development of this analysis, the results present positive effects on the students' pronunciation. In addition, other important factors that are considered in this research synthesis are the methodologies and tools used for teaching phonetics to students of a foreign language, where the results showed that explicit instruction of phonetics is mostly used, and that the main tool is technology, since the analyzed studies use software and a mobile application. Finally, in this research synthesis, the perspectives of both students and teachers regarding teaching and learning phonetics in EFL classes are also considered, showing approval and acceptance of it.

This quantitative descriptive study aimed to determine the English language teaching challenges of teachers working in rural schools in Cuenca, Ecuador. The data for this study were collected based on a survey of ten English teachers working in rural schools in the city. For the elaboration of the survey, a literature review of various empirical studies was conducted and synthesized to the context established for the study. Finally, the analysis of the data allowed concluding that the greatest challenges that the surveyed teachers found in teaching English in rural schools are related to (1) resources and equipment, (2) infrastructure, (3) knowledge of teaching techniques and methods, (4) students' exposure to the language, and (5) students' grammatical knowledge. At the end, relationships were also established between the demographic characteristics of rural teachers and the major challenges they face.

Teaching English in early childhood requires a good method that adapts to the children’s needs. Total Physical Response (TPR) is an engaging and motivating method that uses oral instructions and physical movements to teach a language. The purpose of this research was to collect information about experiences from EFL teachers regarding the use of the TPR method to teach vocabulary to children. Being an enjoyable and motivating teaching method, TPR adapts favorably to the children's necessities. This work provides relevant information about the implementation of this method in the classroom, the advantages and disadvantages this method has, and its effects on students' attitude to learn the language. For the process of collecting data, five EFL teachers were interviewed. The interviews were conducted in Spanish, audio-recorded, transcribed, and then translated into English. The conclusions obtained in this research were that the TPR method is considered by teachers as one of the best methods to teach English vocabulary and can be used with students of all ages, incorporating some adaptations. Moreover, it creates a less-stressful environment and supports students’ confidence. Despite it being considered an old fashioned method, TPR is still used by teachers to teach the English language, bringing good benefits for the students.

Developing written proficiency seems to be a challenge for students of English as a foreign language today in part because teachers and students have not paid special attention to this important area of English during the learning process. Unfortunately, the traditional methodologies that have been used in recent years do not help students in the writing process, resulting in a low level of writing by students. For this reason, this research synthesis aims to analyze the effects of the use of blogs on the development of the writing ability of students of English as a foreign language. For this purpose, 15 research papers with a quantitative, qualitative, quasi-experimental and mixed method approach were selected and analyzed to determine if the impact of the implementation of blogs in the classroom is positive or negative for students. The findings reveal that (1) the use of blogs greatly contributes to the development of the Writing skill and that (2) students consider that the implementation of blogs has helped them to improve their writing, and to continue enhancing their Writing skill, they would choose to continue using blogs because it is a modern resource that makes use of digital resources.

This research synthesis was developed to identify the effects and perceptions of MALL- based activities in the EFL/ESL teaching-learning process. Twenty-two studies from different databases were considered for the analysis. The inclusion criteria of this study included (1) Empirical studies published in the last ten years, (2) quantitative, qualitative, and mixed-methodstudies, (3) the studies performed in EFL/ESL classrooms, (4) and, the studies applied at different levels of education. In respect to the exclusion criteria, it was considered the following: (1) the studies published in non-academic sources, (2) the studies that used a design different from quantitative, qualitative, and mixed-method approach, (3) the studies whose participants did not belong to EFL/ESL classrooms. Findings exposed that, in relation to the linguistic effects as well as the non-linguistic effects, m-learning represents an excellent opportunity for students to develop their learning skills, as well as their motivation and autonomy. This study also revealed that teachers and students strongly support the use of MALL. However, it also revealed a few barriers to its effects and perceptions. Therefore, it is recommended for teachers to include mlearning to help students gain success in the development of each of the language learning skills. Finally, due to the lack of studies of Mobile Learning in Latin America, further research on the efficacy of MALL is suggested.

In recent years, gender-inclusive language has generated interest within educational institutions and in people's daily lives. However, gender-inclusive language has also caused many controversies, doubts, and debates of all kinds. For this reason, this research synthesis aims to report the opinions, beliefs, reasons against, and in favor related to the implementation of gender-inclusive language in the English language. To show these reasons, beliefs, and opinions, 20 empirical studies were analyzed. These studies are based solely on research carried out in the last 20 years with qualitative and quantitative approaches. After the data analysis, several results were obtained. Both positive, such as the implementation of genderinclusive language to create a more tolerant environment, or negative, such as the loss of time caused by applying this new type of language. Different opinions and beliefs were also found that differ in very few aspects but are mostly positive regarding the use of gender-inclusive language. In general, it is concluded that although there are more positive than negative results, the negative ones should not be ignored, since they are essential for progress in society. Likewise, it is recommended to carry out more research on the use of gender-inclusive language concerning English language skills and sub-skills, and on how to encourage educational institutions to implement gender-inclusive language through a comprehensive and patient process. It is also recommended to encourage people to understand that genderinclusive language is not the only aspect that needs to be worked on to eliminate sexism and exclusive language within English.

This research synthesis identified the different methods used in English as a Foreign Language (EFL) classes with students diagnosed with attention deficit hyperactivity disorder (ADHD). Inclusive Education is beneficial since it allows students with these conditions to interact with other students who do not have them, helping education to develop optimally. In recent years, inclusivity has gained importance in the educational environment since children with different conditions need to communicate and develop skills according to their conditions. The 20 articles analyzed were developed in different educational contexts at the primary and secondary levels. The ages of the students ranged from nine to 12 years. The results of the studies showed that the use of different approaches such as Total Physical Response (TPR), Natural Approach (NA), and Technological Strategies was favorable for learning the English language in students with this type of condition. Studies establish that children with ADHD responded effectively to the TPR approach in relation to the other approach and strategies mentioned above.

Subtractive bilingualism is defined as a form of bilingualism in which the learning of a second language interferes with the first language. It has been observed that little attention has been paid to explaining and understanding bilingual students’ subtractive bilingualism. The objectives of this descriptive research are to analyze the reported factors that influence subtractive bilingualism and to explore its evolution through the compilation and analysis of participants’ experiences. This descriptive research was conducted with five participants who were applied semi-structured interviews. The findings indicate that participants’ formal instruction in English and Spanish, the exposure to the English and Spanish languages at home and school, and the methods used to maintain their bilingualism were identified as the main factors that influenced participants’ subtractive bilingualism. Moreover, participants’ experiences revealed that most of them presented subtractive bilingualism in their native language (English).

Seating arrangement has been defined as how students and their seats are arranged to facilitate tasks, activities, and communication. Most teachers tend to use the traditional or row seating arrangement in English as a Foreign Language (EFL) classrooms, and it could be related to their lack of knowledge of all existing types of seating arrangements or how to implement those arrangements according to the students’ needs. The objectives of this research synthesis are to determine which types of seating arrangements are the most effective and to analyze the positive and negative effects as well as learners' perceptions of using different types of arrangements. In this research synthesis, twenty articles related to seating arrangement were selected and analyzed. The findings showed that the Horseshoe/U-shape seating arrangement was the most effective to improve students’ interaction and speaking skills since students can face each other. However, the other types of seating arrangements also demonstrated positive aspects in improving the student’s performance in oral activities and participation. Moreover, different perceptions were observed in terms of confidence, spontaneity, enthusiasm, and activity.

This research synthesis aims to report the most effective teaching strategies used to apply music in English as a tool to enhance students' speaking and listening skills in Latin American EFL classrooms. To answer the research questions established on the topic, 20 empirical studies were collected and analyzed. All the selected studies were conducted in an EFL context of language learning in Latin American classrooms involving all educational levels and published within the last 15 years. After the data analysis, the results obtained are that six strategies, which are booklets; oral-related activities; song tasks; song repetition, imitation, and memorization; body movement; and having two teachers in the classroom; gathered positive results as the increase in motivation and the improvement in pronunciation; therefore, they are the ones reported as the most effective strategies. Two strategies, songs as warm-up activities and song tasks, reported negative effects as distraction and loss of interest. Finally, some of the reasons for the different drawbacks are the lack of follow-up activities and methodological strategies, and poor songs repertoire. Based on the found results, the recommendations to teachers and institutions are to implement strategies that resulted in students' improvement in both skills and to consider the reason for obtaining drawbacks. Additionally, the recommendations for future research are to conduct studies on the topic in Latin American countries and to create a teachers’ guide on the topic of how to effectively implement music in English as a teaching tool.

Online education has created new opportunities to teach and learn; nevertheless, since teaching and assessment go hand in hand, educators face unexplored challenges when they assess students in virtual settings. The study's objective was to identify the assessment challenges that higher education teachers experienced in the virtual modality and how those are related to their demographic variables. This descriptive study used an exploratory in-depth interview with six teachers (i.e., three women and three men) to create the categories and questions that were later included in the survey. A total of 21 participants were selected through systematic sampling. According to the findings, teachers' age influenced the challenges they experienced. The respondents were divided into three groups: young, middleaged, and aged. Although the educators agree and disagree to different degrees according to their age group, they pointed out some challenges that jeopardized students’ assessment reliability, validity, and washback principles. Among the challenges reported are the following: a) higher academic dishonesty due to the lack of knowledge of control protocols; b) low attendance and participation rates due to the lack of direct interaction or digital resources; c) poor feedback due to the malfunctioning and lack of technological devices, platforms, tools, and Internet connection; and d) external factors like students' health and learning environment.

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder that affects the development of different skills, including those necessary for English language learning in children. However, there are certain strategies that teachers can use to help these students. This research synthesis focuses on analyzing the most appropriate strategies to teach English to children with this medical condition, as well as discovering their advantages and disadvantages. This study was exploratory in order to obtain relevant and useful information about the topic. Twenty-one studies were analyzed according to different criteria such as the year of publication, the age of participants, the language of the study, the place where the study was conducted, among others. The studies were analyzed according to five categories. The most relevant results were that computer-based activities, body movement, and metacognitive strategies are the most appropriate to teach English as a Foreign Language (EFL) to children with ADHD, since they help children to be better organized and achieve concentration in their daily routines. It was also visible that the main factor affecting the teaching process involving these children is the lack of knowledge teachers have on the subject. Consequently, the following research synthesis offers conclusions and recommendations on how to apply and select these strategies, which will undoubtedly be useful in EFL classrooms.

Demotivation is a topic that has not received much attention in the area of teaching and learning English as a foreign language. This study aimed to analyze the demotivational factors that discourage students from learning English as a foreign language in public and private high schools in Cuenca, Ecuador. The selected participants were 20 male and female students belonging to private (10) and public (10) high schools. This mixed-methods study implemented quantitative and qualitative instruments for gathering the data. The 20 participants answered a questionnaire, and 4 of them also participated in an interview. The results showed the following factors as the main demotivators in their English learning process: (1) low scores, (2) small classrooms with poor ventilation and illumination, (3) lack of didactic and/or interactive materials, (4) absence of integration of technological tools, (5) textbook, (6) lack of understanding of the language (advanced level content).

The influence of video games in English as a Second Language (ESL) contexts has become relevant in recent years, especially, in regards to the effects that they can have on the process of language learning, as well as how they are perceived by teachers and students. For that reason, this study focuses on exploring those notions through a systematic research synthesis that focuses on the impact of video games on ESL classrooms. Thus, analyzed data was gathered from 15 studies that explore the effect of video gaming on teenage students in the ESL classroom. Through this analysis, it was possible to determine the research focus of the studies, such as the influence of gaming on the learning setting, exposure to gaming, benefits for language learning, and how it interferes with real life. It was found that video gaming is considered beneficial for language learning and positively affects student motivation, despite the drawbacks reported by some researchers. However, there is a lack of knowledge on the best way to implement video gaming in the ESL classroom.

Digital storytelling (DST) is a tool that has been considered for teaching English in a creative and entertaining way nowadays, but it is not a new instrument; it has been around since the 1900s. According to some researchers, DST has become more popular as a subject of study for its influence on English as a Foreign Language (EFL) students’ literacy from 2008 onwards. This research synthesis seeks to determine the most significant impacts of DST on EFL learners’ literacy skills by gathering, evaluating, and analyzing twenty studies. Moreover, this research examines the benefits and difficulties of DST and how it influences students’ literacy skills. Furthermore, it also aims to analyze teachers’ motivation toward the implementation of this tool in the classroom. Therefore, the studies considered for this research synthesis are those published in English from 2008 to 2022 and studies related to DST in the teaching field. The results of this research have shown positive effects on the learners whose teachers used DST for teaching English. Indeed, these students showed an improvement in their reading skills (comprehension and ability). In addition, the use of this tool enhanced the students’ motivation, grammar, vocabulary, writing skills, and originality. Hence, DST is considered a tool that improves students’ literacy skills and makes the EFL teaching process, easier, delightful, and innovative.