This article focuses on understanding the perceptions of 31 Ecuadorian teachers and 34 Ecuadorian university students about the Puentedura Substitution, Augmentation, Modification, and Redefinition (SAMR) model in the English class. It has helped teachers integrate technology into their classes. The tool used to evaluate the model consisted of 20 items with 5 questions for each SAMR dimension. The reliability of the model was measured with McDonald's ω (0.94) in a general context and each dimension (S: (ω=0.88), A: (ω=0.82), M: (ω=0.85) R: ω=0.87)). The results on the perceptions of teachers and students were very enlightening to understand how they implement technology in English classrooms before and after the pandemic. They consider the use of technological tools to be beneficial for learning English as a foreign language.

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One of the biggest challenges educators deal with nowadays is to find creative ways This study used music and songs as a motivational tool in the process of learning English as a foreign language (EFL). This study used a descriptive cross-sectional design. To collect data; a questionnaire was conducted to assess whether the use of musical activities in the English as a foreign language (EFL) classroom affects students' motivation to acquire vocabulary. The findings of this research are intended to be an open door for those educators who are looking for ways to motivate students through the use of music activities and could provide some practical suggestions for integrating music lesson activities into the EFL teaching area.

The purpose of this study is to determine how master's students' personal reading attitudes and habits impact their classroom instructional practices. An online questionnaire was used to collect data on participants' habits and attitudes toward reading in English. Only 24% read between 30 minutes and more than an hour, a small number of teachers (8) consider themselves to be "devoted" readers, teachers who value reading more are more likely to use best practice strategies. However, teachers who value reading less tend to share their own perceptions related to reading and also recommend reading material to students, and teachers who read for pleasure more than 30 minutes a day use a greater number of instructional practices considered to be among the best.

Shadowing is a listening technique that develops the bottom-up process (the understanding of the smallest units of the audio input such as individual sounds) of the listening skill by training the learners’ ears to recognize phonemes, words, and thus phrases. It is said this is a useful technique for the development of English as a Foreign Language (EFL) learners’ listening skills. Therefore, this study aims to analyze the effect of the shadowing technique on the listening skill of A1-level EFL learners from Luisa de Jesús Cordero High School. An explanatory sequential mixed method design will be carried out by using the listening part of the A2 Key for Schools from Cambridge Language Assessment exam and a close-ended survey to assess the impact of shadowing on the students’ listening performance and their perception of shadowing. For this purpose, experimental and control groups were carried out. The study outcomes provide information about how shadowing, as a technique to teach listening, has influenced English learners’ listening skill and their perspectives in an Ecuadorian high school setting.