Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

This study aimed to determine the influence of cooperative learning in reading comprehension of high school students at Unidad Educativa “Riobamba” during 2017-2018 school period. For the assessment of the validity and effectiveness of this research, a pre-test and a post-test were applied based on the Cambridge PET (Preliminary English Test) exam, reading section. That exam was composed of two parts: the first was carried out through a cooperative work in pairs and the second part, taking into consideration the cooperative work in groups of four students. A didactic guide for the teacher was designed and applied in the classroom. After that, the analysis of data was made before and after applying the intervention. The teacher's guide was designed to put cooperative learning strategies such as jig-saw, think-pair-share, and reciprocal questioning into action. Three stages of reading were used namely before reading, during reading, and after reading. After the implementation of the proposal, the data analysis was performed using the T-student mathematical test. It is concluded that the students improved their reading comprehension through cooperative work in pairs and in groups as well. It was recommended that teachers practice cooperative learning in the classroom to improve students' reading comprehension in order to optimize their development in English language learning.

This research had as its ultimate objective to analyze the effects of the use of audiovisual materials in the development of oral expression in 55 ninth grader of basic education at the Unidad Educativa “Vicente Anda Aguirre”, during the first part of the first term of 2018-2019 academic year. To achieve the objective, two evaluations were applied in two moments (pre-test and post-test). The assessments were developed based on Speaking skills through the Cambridge Preliminary English Text (PET) exam. Additionally, students and teachers were surveyed in order to obtain data related to the practice in the classroom. A booklet was designed which contained ten lesson plans. They were applied during the intervention period. The lessons focused on the use of audiovisual materials such as computer and internet, online tools, flipcharts, television and cartoons in combination with oral expression strategies such as: planning, execution, and evaluation. The data obtained was evaluated through the Cronbach Alpha test that allowed verifying the reliability of the results. After finishing the intervention with the study or experimental group, the post-test was applied, which allowed obtaining the results that were analyzed and contrasted with those obtained in the pre-test, using the T-Student test. The results obtained with the experimental group proved that the students improved their oral expression and experienced greater interest and motivation, through the use of audiovisual materials. Hence, it is recommended that teachers include in their didactic planning the use of audiovisual materials to improve students’ performance.

This research had as its main purpose to determine how the Storytelling strategy improves coherence in writing skills. To appraise the efficacy of this strategy, a writing pre-test and a post-test were applied to the sixth level students of the Cambridge Language Center extension of the Escuela Superior Politécnica de Chimborazo during the September 2018 - February 2019 academic period. Those exams focused on the writing part from Cambridge PET (Preliminary English Test). A guide for the teacher was designed which was used during the classroom intervention. That guide was mainly based on the three stages of the writing process: prewriting, writing itself, and review through the use of use the following techniques:  narrative, visual history, problem / solution, dialogue; and, hero and enemy. The analysis and interpretation of the obtained data which came from the pre and the post-tests before and after the intervention was performed. Once the application of the proposal was accomplished, the data obtained from the pre-test and the post-test was processed by using the T-student mathematical test with the statistical software SPSS (Statistical Package for the Social Sciences). The results demonstrated that the application of the Storytelling strategy generated high interest and improvement in the students’ production of written texts. Therefore, the Storytelling strategy contributes with the enhancement of students' written production. Finally, it was concluded that students improved coherence in their written texts through the Storytelling strategy. Consequently, it is recommended that English teachers apply this proposal with the Storytelling strategy in their educational work to improve the development of students in their English language learning process.

La Fonética articulatoria en el desarrollo de las habilidades orales del idioma Ingles es un proyecto investigativo que tuvo como meta principal determinar la efectividad del uso de la Fonética Articulatoria en el mejoramiento de las habilidades orales del Idioma Ingles.   Este estudio descriptivo tuvo un enfoque cuali cuantitativo con el cual se desarrolló un estudio cuasiexperimental. Este estudio tuvo dos grupos importantes de estudiantes quienes fueron parte activa del mismo: el grupo de control tuvo 42 estudiantes y el grupo experimental también contó con la participación de 42 estudiantes. Esta investigación se realizó en el aula de clase por lo tanto tuvo un enfoque de investigación de Campo; así como también se realizó una revisión bibliográfica documental. La población estuvo conformada por estudiantes de dos paralelos de Tercer nivel de Inglés del Centro de Idiomas de la Escuela Superior Politécnica de Chimborazo durante el período académico marzo a julio 2019. Adicionalmente, las investigadoras aplicaron un pretest y un post-test basados en el examen estandarizado Ket de Cambridge con lo cual se obtuvieron datos cualitativos que luego se convertirían en datos cuantitativos a través de una rubrica de evaluación. Con ello, la prueba T de Student fue aplicada para la comprobación de la hipótesis. Se concluye que los estudiantes mejoraron sus habilidades para la comunicación oral del Idioma Ingles mediante el uso de la Fonética Articulatoria y se recomienda abordar y compartir este conocimiento dentro de la planificación didáctica para mejorar el desenvolvimiento de los estudiantes en sus competencias del idioma Ingles.