Today, people are learning more and more languages for different reasons. To learn a language includes the development of all the skills in order to comprehend oral and written material. English, which is a universal language, is one of those languages, and it is used in different fields to promote communication. Thus, this paper focuses on one of the most important skills, which is writing. In a setting where English is taught as a Foreign Language (EFL), it is essential to learn how to write correctly following the language standards. With this in mind, the following research is framed in a context where college students developed the writing skill through paragraphs and peer correction. Students were instructed in different writing topics and peer correction.

Ecuador es conocido como un país multicultural; en consecuencia, hay una interacción cultural continua entre las personas en diferentes contextos, y las aulas no son la excepción. Sin embargo, cuando se aprende una lengua extranjera, como es el caso del inglés en el Ecuador, el aspecto cultural se hace más evidente, ya que implica el estudio de otra lengua, que representa otra cultura. Esta revisión de literatura examina la influencia del aprendizaje cultural de los estudiantes en inglés como lengua extranjera (EFL) en Ecuador. Se revisaron los estudios relevantes para obtener información y experiencias de contextos de aprendizaje de idiomas extranjeros similares a los ecuatorianos. También aborda la importancia de considerar los diversos antecedentes de los estudiantes durante la planificación de las lecciones. Por lo tanto, proporcionará algunas actividades seleccionadas para que los profesores de inglés apliquen durante la instrucción formal del idioma.

The use of electronic folders implies processes and dedication of both the student and the teacher to be able to develop the final product that demonstrates the development and growth of the student in the subject and promotes both formative and summative evaluation. Through the following study, it is proposed to know if students consider the use of appropriate electronic portfolios in English in higher education. In addition, it is important to understand the implications of the development of electronic portfolios based on the experiences obtained during the semester in which the strategy was implied. This qualitative study was carried out at the Escuela Superior Politécnica de Chimborazo Morona Santiago headquarters during the special academic period April - August 2020. It is important to mention that the use of the Pathbrite application was chosen to prepare the portfolio since you can add videos, text, images and other addresses or web pages to make up the portfolio. Thanks to the survey, it was also possible to know how it influenced personal growth and the improvement of the students’ English level. Keywords: E-portfolio, innovation, foreign language, higher education. Resumen El uso de portafolios electrónicos implica procesos y dedicación tanto del estudiante como del docente para poder elaborar el producto final que demuestre el desarrollo y crecimiento del alumno en la asignatura y se promueva una evaluación tanto formativa como sumativa. A través del siguiente estudio se plantea conocer si los estudiantes consideran el uso de los portafolios electrónicos adecuados en la enseñanza del inglés en la educación superior. Además, se pretende entender las implicaciones que tiene la elaboración de portafolios electrónicos en base a las experiencias obtenidas durante el semestre en el cual se ejecutó la estrategia. El presente estudio cualitativo se realizó en la Escuela Superior Politécnica de Chimborazo Sede Morona Santiago durante el periodo académico especial abril - agosto 2020. Es importante mencionar que se optó por el uso de la aplicación Pathbrite para elaborar el portafolio ya que con esta herramienta se puede añadir videos, texto, imágenes y otras direcciones o páginas web para elaborar el portafolio. A través de la encuesta también se pudo conocer cómo influyó en el crecimiento personal y en el mejoramiento del nivel de inglés de los estudiantes. Palabras Clave: E-portafolio, innovación, lengua entranjera, educación superior.

Introduction. Flipgrid, as a tool to use in class, has been designed in order to help teachers and students record videos and post them on Internet. Research has demonstrated that it works for teaching and learning English since it promotes students´ interactions. Objective. This research aims to analyze students´ points of view about their speaking improvement using Flipgrid. Methodology. There were 65 undergraduate students, with a A2 English level, who participated in this study and they were attending online classes because of the pandemic. Students recorded around five videos individually during the academic period and at the end of the semester they answered a questionnaire and had an interview with the instructor. The interviews were necessary in order to know opinions and attitudes about the use of Flipgrid as an innovative form of instruction of English as a Foreign Language. Results. The results demonstrated that students liked to use Flipgrid and their confidence, motivation, vocabulary, language and pronunciation improved. Conclusion. The use of Flipgrid as an online resource can be beneficial for students in order to promote speaking skills; however, there are some important implications that language instructors need to consider during the language learning process if they decide to use Flipgrid in classes.

Introduction. Reading aloud is a technique that has been used in different settings in order to improve reading comprehension. Objective. This study aimed to understand the impact of reading aloud techniques with college students who took English class as a requirement to continue with their studies to get a college degree. Methodology. They were students who passed the English level A2 and aimed to reach a B1 at the end of the semester. There were 28 students who participated in this study and they had to read texts for a period of seven weeks. The instructor provided a text each week and they had to use an application, record their voice while reading the text within a period of time and send it to receive a feedback. The students` performance was collected and analyzed through the use of a rubric during the whole process. The Wilcoxon test was used to examine the results of the pretest and posttest since there was only one group who participated in the study. At the end, the rubric results were organized and statistically analyzed. Results. The findings showed that there was significant difference after using reading aloud technique in students reading skills development. Conclusions. Reading aloud technique should be used as an strategy to improve reading performance in the English language at a college level.