ResumenEl presente artículo, derivado del proyecto de investigación "Diagnóstico de necesidades formativas en materia de ecoturismo y recursos naturales en la provincia de Tungurahua", aborda el proceso de creación de marca destino para Tisaleo, un pequeño cantón de la sierra andina ecuatoriana. El trabajo contrasta dos perspectivas sobre la imagen turística y su efecto como reclamo desde un enfoque cualitativo. Por un lado, un grupo de diseñadores gráficos locales proponen una serie de manuales de identidad corporativa que atienden a las características que han percibido como significativas en el cantón. Por otro lado, un equipo de investigación interdisciplinar e internacional elabora un informe sobre los atractivos potenciales para un segmento de viajeros interesados en el turismo basado en el "paisaje cultural". La disertación final concluye que la imagen de un destino turístico, además de representar las características propias del lugar físico, debe tener en cuenta que la mirada del visitante se pueda asociar en su imaginario a algún elemento evocador de lo que espera encontrar el perfil de viajero al que se quiere atraer.

This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.

This study aims to identify to what extent the use of technological tools facilitates self-regulated learning among pre-service students studying English. The methodology employed for this study was a survey design and a questionnaire was administered to 497 students studying at Zone 3. The results show that the most used strategies to self-regulate students' English language learning are related to the search of information, review and memorization, revision or review of notes and/or books, and self-assessment activities. Regarding the frequency of use of digital tools to self-regulate English language learning, 45% of the participants mentioned that they always use these tools. Furthermore, 63% of students considered that the use of technological tools facilitates self-regulated English language learning. It can be concluded that the importance of technological tools and their application in the academic context facilitates students' learning. It is also recommended to do more research in the area to explore the strengths that ICT tools must develop self-regulated learning.