28
EFL SKILLS OF THE A2 LEVEL STUDENTS AT
UNIVERSIDAD IBEROAMERICANA DEL ECUADOR
INFLUENCIA DEL LIBRO ELECTRÓNICO KEYNOTE EN LAS
HABILIDADES DEL INGLÉS COMO LENGUA EXTRANJERA
DE LOS ESTUDIANTES DE NIVEL A2 DE LA UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Recibido: 23/01/2024 - Aceptado: 15/01/2025
Martha Aracelly Viveros Almeida
Docente de la Universidad Politécnica Estatal del Carchi
Tulcán - Ecuador
Magíster en Lingüística Aplicada a la Enseñanza Bilingüe Español-Inglés
Ponticia Universidad Católica del Ecuador
ma_va34@yahoo.com
https://orcid.org/0000-0002-2441-6954
María Fernanda López Villacrés
Directora del Instituto de Lenguas Extranjeras de la Universidad Iberoamericana del Ecuador
Quito - Ecuador
Magíster en Docencia y Currículo para la Educación Superior
Universidad Técnica de Ambato
maferlopez2014@yahoo.com
https://orcid.org/0000-0003-3895-7898
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote
e-book on the EFL skills of the A2 level students at Universidad
Iberoamericana del Ecuador (UNIB.E). Sathiri, 20 (1), 28-38. https://doi.
org/10.32645/13906925.1328
29
INFLUENCE OF THE KEYNOTE E-BOOK
ON THE EFL SKILLS OF THE A2
LEVEL STUDENTS AT UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
Resumen
Para desarrollar las habilidades lingüísticas de los estudiantes de la Universidad Iberoamericana del
Ecuador (UNIB.E), era necesario cambiar el material de EFL por otro que ofreciera ideas innovadoras
para que los estudiantes y profesores interactuaran más; y que no se limitarán a los métodos
tradicionales de libros que principalmente están centrados en el uso de la gramática. Como
consecuencia, se implementó el libro electrónico Keynote que funciona junto con la plataforma en
línea Myelt. El uso del libro electrónico empezó a mostrar cambios signicativos en las habilidades
comunicativas de los estudiantes, por lo cual fue factible realizar un estudio sobre la inuencia del
nuevo método en habilidades de los estudiantes del nivel A2. Por esta razón, el objetivo de esta
investigación es comparar el desempeño académico de los estudiantes en diferentes semestres
y determinar la inuencia del uso del libro electrónico en las habilidades del inglés como lengua
extranjera en el nivel A2 de la UNIB.E. Es importante aplicar métodos acordes a la nueva era, ya que
los métodos tradicionales no están relacionados con los tiempos de hoy. En el Ecuador se anima
a los estudiantes a hacer preguntas en lugar de expresar sus opiniones y producir por sí mismos y
utilizar el inglés en contextos reales; sin embargo, esto solo pudo ser logrado a través del uso de
herramientas en línea para hacer que los estudiantes participen, interactúen y practiquen más y de
mejor manera. Por lo tanto, mediante el uso de este libro electrónico y otras herramientas en línea,
los estudiantes y profesores pueden crear un nuevo entorno de clase que permita a los alumnos
comunicarse y desarrollar la uidez. Se trata de una investigación cuantitativa en la que se aplicó
la observación de las lecciones de inglés utilizando una evaluación de observación en el aula y el
modelo de estimación pre-post y estadística comparativa sobre las evaluaciones y calicaciones
obtenidas por los estudiantes en cinco semestres.
Palabras clave: libro electrónico, Keynote, profesor, alumno, inglés como lengua extranjera,
habilidades.
Abstract
In order to develop the EFL skills of students at Universidad Iberoamericana del Ecuador (UNIB.E),
there was a necessity to change the EFL material for another that oered innovative ideas for
the students and teachers to interact more and for them not to be limited to the traditional book
methods that are mainly focused in the use of grammar. As a consequence, it was implemented
the use of Keynote e-book that works with the Keynote online platform. The use of this e-book
started to show meaningful changes in the students’ communication skills, which is the reason why
it was feasible to carry out a study about the inuence of the new method on the A2 level students
EFL skills. Therefore, the objective of this research is to compare the academic performance of the
students in dierent semesters and determine the inuence of the use of the e-book on the EFL
skills of the students of A2 level at UNIB.E. It is essential to apply methods according to the new
era, since the traditional methods are not related to the today’s times. In Ecuador, students are
encouraged to ask questions instead of expressing their opinions and producing by themselves and
use English in real contexts, so this new method gave learners the opportunity to experience English
in meaningful situations, however it only could be reached through the use of online tools to make
students participate, interact, and practice better . Therefore, by means of the use of this e-book,
students and teachers can create a new class environment that allows learners communicating
and developing uency. This quantitative applied the observation of the English lessons by using a
classroom observation evaluation, the pre-post estimation model, comparative statistics about the
evaluations and grades obtained by the students in ve semesters as well.
Keywords: Keynote e-book, teacher, students, EFL, skills.
30
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
Introduction
The Keynote e-book is a modern tool to teach English; it consists of several resources, such as: topics
related to today’s reality, videos, texts, conversations with useful expressions and photos about
important contemporary topics. These resources allow students to get immersed in meaningful
contexts. The use of technology implies the application of new teaching strategies (Ahmed, 2020);
that is the reason why this research shows how the teachers’ perspective has changed after using
an e-book to teach English. As a consequence of this change from the traditional teaching to
something innovative according to the new world, the teaching methodology changed.
The target study of this research was the English A2 level during 5 semesters in order to
determine the improvement of the students. It is relevant to emphasize on the dierence between
the paper books and the e-books, because the last ones contain more features to practice the
productive skills: speaking and writing. There was a meaningful change in relation to the other
materials used during the previous semesters. Therefore, there was plenty of information for the
research.
Moreover, we live in times under the domain of technology and it involves solving problems
through creative solutions (Nadrag,2020). According to Srinivas (2019), we live in a globalized world
where the communicative skills of the English language are very important for people to reach their
objectives and goals, therefore it is important to apply methods according to the new era, since the
traditional methods are not related to today’s times. Teachers must adapt to the new technologies
and resources, because it is not a good idea to continue applying strategies of a world that does not
exist anymore and in the future these strategies and methodologies will be replaced as well; since
we live in a changing world.
“Technological tools implement interactive and collaborative resources to create the
e-activities that are appropriate to improve students’ English pronunciation level and ability to
perceive and produce English more accurately.” Zhao (2019). Consequently, technological tools
such as e-books allow learners to practice dierent EFL skills, especially if they are not living in
an English-speaking country. Also, e-books allow them to have a better immersion in the foreign
language, since this is one of the reasons why students do not learn English properly. In Ecuador,
they are not used to practice outside the classrooms; hence, it is necessary that teachers help
students get immersed in the foreign language. Immersion includes speaking and writing, which are
the productive skills; and listening and reading, which are the receptive skills. All of them include sub
skills such as: pronunciation, use of grammar, spelling, etc.In addition, it was noticed that teachers
usually apply the transmission of models of education instead of proactive models of advocacy
(Burgin, 2017), (see gure 1.); it means that they repeat traditional methods that are useful but most
of the times should be adapted to the new world or contemporary methodologies should be applied
and new methodologies should be created to reach the EFL teaching-learning goals nowadays.
The use of technology encourages learners to self-study and it facilitates the extensive
learning, Buzarna (2019). Nowadays, technology has made it easier to learn on your own, it has
broken many barriers. In the case of the English language, it has permitted the practice outside the
classroom; however, most of the students do not feel motivated to do it; but the use of innovative
online tools boosts their own learning. In regarding to this matter, it is worth pointing out that
teachers are only guides but they must be qualied. Most students’ learning depends on themselves
with practice and dedication. Teachers are the guides and motivators.
The new material (e-book) was implemented in the semester September, 2018 - February,
2019; before that year the desertion was higher. The e-book belongs to an online platform by National
Geographic, and it contains short TED conferences as the topic of the unit. These conferences
31
INFLUENCE OF THE KEYNOTE E-BOOK
ON THE EFL SKILLS OF THE A2
LEVEL STUDENTS AT UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
are about the lifestyles and achievements of the speakers; therefore, all the in-class discussions,
debates, conversations, essays, and paragraphs are related to them.
Research methods
• The observation of this quantitative research was applied by using a classroom
observation chart and the pre-post estimation model and comparative statistics
about the evaluations and grades obtained by the students in dierent semesters.
The results were compared and contrasted.
• The documentary research was found online and comes from reliable websites and
universities around the world.
Objectives
• General objective: To show the inuence of the Keynote e-book in the EFL aquisition
of the A2 level students at UNIB.E.
To analyze the change produced by the use of the Keynote e-book on the EFL
skills; to describe the inuence of the Keynote e-book in the EFL skills through the analysis of the
students’ performance during ve semesters; to evaluate the inuence of the Keynote e-book on
the EFL skills through the comparison of the students’ performance during ve semesters.
Outcomes and discussion
First of all, to obtain the results of this research, the English lessons were observed while the teachers
were applying the new e-book acquired by the institution. At the beginning, the process was limited
to getting familiar with the new material. There was a lot to discover about it and planning lessons
required a change. The syllabus and methodology had to be created by teachers individually.
Grammar sub-skill. The e-book was dierent to the traditional books because it was not grammar
focused, it invited students to develop critical thinking and implicit grammar was part of every
applied activity; but students did not even notice that they were learning grammar. Teachers found
it easier to explain in this way.
Vocabulary sub-skill. The vocabulary was related to the level but it was explained carefully through
videos, sentences and exercises. Furthermore, the lexis was very useful for the real contexts and
students could be asked questions about dierent activities that they do in real life.
Pronunciation sub-skill. Students were watching videos all the time and teachers asked them
to repeat the useful expressions, ideas and vocabulary for them to practice their pronunciation.
Teachers corrected kindly and students felt more condent to speak, because they are sometimes
afraid of correction.
Listening sk. Students listened to dialogues related to the e-book topics, watched TED Talk videos
and listened to people reading about the texts that were on the ebook. Therefore, students were
able to understand about dierent topics and got familiar with English.
Reading skill. Students read interesting stories about people around the world. The texts were
related to the unit topics and they were able to listen to people narrating these texts in order to
learn pronunciation too. Teachers asked questions about reading and students developed critical
thinking by giving ideas and comments about what they read.
Writing skill. Writing involved telling their own experiences related to the topics of the book in
paragraphs, emails or comments. Teachers explained the writing strategies and the process to
write each type of writing.
32
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
Speaking skill. Students were asked to watch videos about dialogues and TED Talks in order to
perform improvised conversation by applying the new expressions, and also hold class discussions
and debates about the TED Talks. This resource was very important to develop the communication
skills because it motivated them to speak and teachers encouraged them to participate.
Analysis of the change produced by the use of the Keynote e-book on the EFL skills. To analyze
the change produced by the use of Keynote e-book it was necessary to observe the English Lessons
by evaluating the modications in the teachers’ methodology and their impact on the students’
behavior, which involves: motivation to learn. In addition, teachers’ felt more creative and motivated
at the moment of teaching.
Observation chart for the English Lessons with Keynote e-book. According to the observation,
the students feel more motivated to participate with the new material because the tasks are
more meaningful and dierent from the old material. The teacher is creative and encourages the
participation of the students. The lessons are well-organized. Every criterion was evaluated out of
10 marks through an observation chart. The analysis was carried out in 5 semesters: September
2017-February 2018, March-August 2018, September 2018-February 2019, March-August 2019,
September 2019-February 2020.
During September 2017-February 2018, students’ motivation got an evaluation of 48 marks
out of 100. During March-August 2018 it got an evaluation of 60 marks out of 100. During September
2018-February 2019 it got an evaluation of 74 marks out of 100. During March-August 2019 it got an
evaluation of 83 marks out of 100. September 2019-February 2020 got an evaluation of 93 marks out
of 100. The application of the eBook demonstrated that, the application of the e-book increased the
motivation and students were encouraged to keep learning the EFL, because it was more innovative
and they could evidence the real application of the EFL, (see graphic 1).
During September 2017-February 2018 the accuracy of teachers’ methodology got an
evaluation of 70 marks out of 100. During March-August 2018 it got an evaluation of 77 marks out
of 100. During September 2018-February 2019 it got an evaluation of 82 marks out of 100. During
March-August 2019 it got an evaluation of 87 marks out of 100. September 2019-February 2020 got
an evaluation of 92 marks out of 100. Consequently, the application of the e-book improved the
teachers’ methodology, because it was necessary to change and develop it in order to adapt to the
new online material eectively; because it was something completely dierent to the traditional
materials used before, (see graphic 1).
During September 2017-February 2018, interaction in the classroom got an evaluation of 40
marks out of 100. During March-August 2018 it got an evaluation of 60 marks out of 100. During
September 2018-February 2019 it got an evaluation of 70 marks out of 100. During March-August
2019 it got an evaluation of 80 marks out of 100. September 2019-February 2020 got an evaluation
of 90 marks out of 100. Therefore, the application of the e-book allowed a better teacher-student
interaction and student-student interaction during the English lessons, which made them practice
and apply the EFL meaningfully, (see graphic 1).
During September 2017-February 2018, students’ participation got an evaluation of 24 marks
out of 100. During March-August 2018 it got an evaluation of 46 marks out of 100. During September
2018-February 2019 it got an evaluation of 60 marks out of 100. During March-August 2019 it got an
evaluation of 70 marks out of 100. September 2019-February 2020 got an evaluation of 90 marks out
of 100. As a consequence, the application of the e-book increased the participation and students
were encouraged to produce the EFL, which guarantees their better learning.
33
INFLUENCE OF THE KEYNOTE E-BOOK
ON THE EFL SKILLS OF THE A2
LEVEL STUDENTS AT UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
During September 2017-February 2018, communication in the classroom got an evaluation
of 40 marks out of 100. During March-August 2018 it got an evaluation of 56 marks out of 100. During
September 2018-February 2019 it got an evaluation of 72 marks out of 100. During March-August
2019 it got an evaluation of 84 marks out of 100. September 2019-February 2020 got an evaluation
of 94 marks out of 100, (see graphic 1).
Therefore, the application of the e-book increased the level of communication in the EFL,
students did not use to speak or keep normal conversations in the EFL because using Spanish was
more comfortable, but the new strategies, activities, methodology and material made the learning
process more experiential.
Graphic 1.
Statistic results about the observation of the English lessons during 5 semesters.
Source: observation chart
The benet of the Keynote
e-book on the EFL skills is produced because of the proactive incidence models applied through
eective methodologies that involve students in the EFL. Students become active learners when
not only accept what is said by the teacher but also when they discover and generate knowledge. In
the past, students used to be told to ask questions if they did not understand; nowadays they must
be encouraged to discover and learn by themselves. In this way, teachers give them the strategies
and tools to make it easier to learn more and better. The methodologies applied are mainly the
following ones:
Flipped classroom. The Flipped Classroom is replacing the traditional teaching method in which
students are passive and many people consider that this is the reason why there is a decit in the
level of education (Aguilera, 2017). During the lessons of A2 level students at UNIB.E, learners are
the protagonists in every lesson. They participate actively in the teaching-learning process. The
teacher’s role is to be a guide during each lesson while students do most of the work to acquire
34
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
the knowledge. For example, students were asked to carry out cooperative learning and analyze,
understand and create tips to save money or spend quality free time. In ipped classrooms, students
can work individually but it works much better if it is applied: collaborative or cooperative learning.
The ipped classroom model seems to be adapted to the student’s needs; on the contrary, the
traditional model which is teacher centered, is less adapted to the students’ needs (Torrecilla, 2018).
Task-Based Learning. The popularity of this approach has increased because teachers are more
worried about developing eective communication, (Rodríguez, 2010). Learners are given tasks to
analyze, problems to solve and discover by themselves. Teachers give the tasks and complement
the information received by learners. For example, students were asked to analyze a criminal
investigation through a game called Clueless and it permitted them to solve a problem. On another
occasion they read a story online and they were asked to nd a solution to the situation. In Task-Based
Learning, teachers can apply the communicative approach too and work together with students to
learn much better. “The TBL is focused on the real use of the EFL by means of meaningful tasks that
allow students to speak, therefore its use contributes to the EFL teaching” Recalde (2019).
Learning by doing. Learning by Doing Method enhances participation (Debebe,2020). Learners
carry out activities that allow them to apply the EFL in meaningful contexts, such as: debates, class
discussions, oral presentations related to true situations and cases. For example, students were
asked to talk about their talents or abilities. This was a meaningful task related to the real life of the
students. In learning by doing, realia can be applied and the involving of real-life experiences in order
to generate meaningful contexts to learn as if students were living the EFL. It decreases the risk of
forgetting what was learned because there exists the tendency to remember better what has been
done through specic activities, Ruiz (2020).
Critical thinking development. Stimulating thoughts in the EFL makes students more conscious
about the vocabulary that they already know, Harizaj (2017). Learners develop their productive skills:
speaking and writing by means of commenting, participating, giving their opinions and discussing
about a video, a podcast, storytelling, etc. For example, students were asked to watch a TED Talk
video and discuss it, which allowed them to improve their speaking skills and critical thinking. Better
said it permits them to think in English. In critical thinking development, students produce and the
correction and feedback given by the teacher is polite and does not oend or reduce their self-
esteem. Students understand that mistakes and errors are a normal part of learning and it does not
aect their lives but improves their learning.
35
INFLUENCE OF THE KEYNOTE E-BOOK
ON THE EFL SKILLS OF THE A2
LEVEL STUDENTS AT UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
Figure 1.
Graphic representation of the teaching-learning methodologies.
Source: syllabus
Pre-postestimation model
and Comparative Statistics
Graphic 2.
Statistic results about the evaluation of the inuence of the Keynote e-book on the EFL skills.
MATERIAL DESERTION FAIL APPROVE
Sep 2017-Feb 2018 Paper book 50% 66% 34%
Mar-August 2018 Paper book 50% 52% 48%
Sep 2018-Feb 2019 E-book 36% 32% 32%
March-August 2019 E-book 27% 27% 46%
Sep 2019-Feb 2020 E-book 9% 14% 77%
Source: IDI data base
The chart compares 5 semesters, 2 semesters correspond to the use of another book and
3 semesters to the use of the new book from its implementation in September 2018 until February
2020.
36
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
The desertion decreased gradually from 50% to 9% from the semester September
2017-February 2018 to the semester September 2019- February 2020.
Furthermore, the failing students diminished gradually as well from 66% to 14% since the
semester September 2017-February 2018 to the semester September 2019- February 2020.
The passing students increased gradually from 34% to 77% from the semester September
2017-February 2018 to the semester September 2019- February 2020.
Conclusions
The use of Keynote e-book allows students to learn in meaningful contexts by means of their
immersion in signicant contexts.
The use of Keynote e-book consents students to acquire new skills in order to learn by themselves
(self-study) and become more independent, which was impossible before.
The application of the activities on the Keynote e-book motivates students to practice by means of
solving interesting and innovative tasks, which permit them to interact with the teacher and each
other.
Teachers became more creative and assigned more meaningful tasks since the topics as well as the
e-book oered new ideas and made them think about new ideas for the English lessons.
The interaction increased during the development of the activities in the English lessons because
everybody could give opinions and make comments about the information given through the videos,
texts, and interesting topics.
It was possible to practice several skills at the same time because the e-book is not grammar
focused. Grammar was already implicit in the activities and tasks.
Students were able to draw their own conclusions on the English lessons through the guidance of
the teacher and the use of the technology.
Students produced the EFL eectively, it does not mean that they spoke or wrote accurately all the
time, but they got the habit of participation during the speaking activities.
The number of students dropping out diminished because their motivation to learn increased
highly. Moreover, the number offailing students decreased as well, since the evaluation process
changed together with the teaching methodology. Additionally, the number of passing students
have increased meaningfully in the last semesters because students felt more motivated to apply
the English language and complete the activities.
Technological and online resources as e-books inuence on the students’ EFL skills in a positive
way because as the methodology enhances, the motivation raises and the teachers and students
attitude improve.
Students felt more condent to communicate their ideas and opinions after applying the activities
provided by the e-book and created by their teachers. The new methodologies encouraged them to
apply the English language meaningfully.
37
INFLUENCE OF THE KEYNOTE E-BOOK
ON THE EFL SKILLS OF THE A2
LEVEL STUDENTS AT UNIVERSIDAD
IBEROAMERICANA DEL ECUADOR
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
Recommendations
Teachers have the responsibility to use technology and online resources, for example e-books
that have been created for the contemporary world and get adapted to them. Therefore, it implies
opening their minds and searching for new methodologies, strategies and activities in order to
improve learners’ skills.
Moreover, students should avail the opportunity to use the Internet and all of the resources that can
be found there, to develop their EFL skills.
Finally, more research about this topic can be implemented in the future to nd useful information
that contributes to the development of the EFL teaching-learning process around the world.
38
Viveros, M., & López, M. (Enero – junio de 2025). Inuence of the keynote e-book on the EFL skills of the A2 level students at Universidad Iberoamericana del Ecuador (UNIB.E).
Sathiri, 20 (1), 28-38. https://doi.org/10.32645/13906925.1328
References
Aguilera, Cristian; Manzano, Ana. (2017). El Modelo Flipped Classroom. International Journal of
Developmental and Educational Psychology. Badajoz. Retrieved from: https://www.redalyc.
org/pdf/3498/349853537027.pdf
Ahmed, Mahasin; Ahmed, Mahmoud. (2020) Investigating the Inuence of on-line Listening
tools on Improving English Language r EFL Learners. Sudan University of Science and
Technology College of Graduates Studies. Sudan. Retrieved from: repository.sustech.edu/
handle/123456789/24813
Burgin, Ximena & Daniel, Mayra. (2020). Exploring English Language Teaching in an
Ecuadorian Urban Secondary Institution. Retrieved from: https://les.eric.ed.gov/
fulltext/EJ1146669.pdf
Buzarna, Alina. (2019). The Inuence of New Media Tools in ESP Teaching: Case Study on Business
English. Romania. Retrieved from: stec.univ-ovidius.ro/html/anale/RO/wp-content/
uploads/2020/02/Section%20III/4.pdf
Debebe, Fikru. (2020). Evaluating the Eectiveness of Learning by Doing Teaching Strategy in a
Research Methodology Course, Hargeisa, Somaliland. Edna Adan University. Retrieved from:
https://les.eric.ed.gov/fulltext/EJ1242694.pdf
Harizaj, Marcela. (2017). Fostering Learner’s Critical Thinking Skills in EFL: Some Practical Activities.
University of Vlora. Retrieved from: le:///C:/Users/Unibe/Downloads/10026-Article%20
Text-28715-1-10-20171030.pdf
Nadrag, Lavinia. (2020) Traditional and online Assessment Tools for Learning English. “Ovidius”
University Annals, Economic, Sciences Series. Romania. Retrieved from: stec.univ-ovidius.
ro/html/anale/ENG/wp-content/uploads/2021/03/Section%203/34.pdf
Recalde, Jacqueline. (2019). Task-Based Learning en el Desarrollo de la Destreza Oral del Idioma
Inglés. Universidad Central del Ecuador. Quito. Retrieved from: le:///C:/Users/Unibe/
Downloads/T-UCE-0010-FIL-320.pdf
Rodríguez, Mónica. (2010). Task Based Language Learning: Old Approach, New Style. A New Lesson
to Learn. Prole Issues in Teacher’s Professional Development. Retrieved from: Bogotá.
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000200011
Ruiz, Miriam. (2020). ¿Qué es y cuáles son los benecios del Learning by Doing). up. España.https://
www.up.es/benecios-learning-by-doing/
Srinivas, R. Parupalli. (2019). The importance of speaking skills in English classrooms. Research
Gate. le:///D:/ACIELJ-Srinusir6-18.pdf
Torrecilla, Sofía. (2018). Flipped classroom: An eective pedagogical model in Science learning.
Universidad Complutense de Madrid. Madrid. le:///C:/Users/Unibe/Downloads/2969-
Texto%20del%20art%C3%ADculo-1387-3-10-20180413.pdf
Zhao, Yu; Sánchez, María. (2019). Assessing the Eectiveness of Technological Tools in Teaching
and Learning English as a Second Language. University of Salamanca. Spain. Retrieved
from: end-educationconference.org/2019/wp-content/uploads/2020/05/2019v2end007.pdf
