Universidad Tecnológica Empresarial de Guayaquil

AUTONOMOUS WORK 1

Pedagogical approaches based on multiple intelligences to enhance English language learning in

rural students in Ecuador: A case study.

Student Name

Daniel Alberto Olalla Chávez

Date

14/07/2023
 PROBLEM STATEMENT

In the educational context of rural areas in Ecuador, there is a need for improvement in the

teaching of English as a foreign language. Although previous research has been conducted on the

subject, there is a lack of depth in the treatment and approach of such investigations. Furthermore, it is

necessary to compare the results obtained in previous studies to derive more robust conclusions.

The current situation reveals that rural students have low levels of proficiency in the English

language, which limits their personal and professional development opportunities. This is partly due to

the lack of adaptation of teaching methodologies to the specific characteristics and needs of rural

students.

It is essential to address this problem and seek solutions to enhance the quality of English

language instruction in rural areas of Ecuador. To achieve this, it is important to precisely define the

nature and dimensions of the problem, considering the background and implications it has on the

educational development of students.

The problem statement focuses on answering the question of how to implement pedagogical

approaches based on multiple intelligences to enhance English language learning in rural students in

Ecuador.

Next, the research problem will be formulated using the Méndez Chart (1995):

Proposed Research Topic: Pedagogical approaches based on multiple intelligences to

enhance English language learning in rural students in Ecuador: A case study.
 Symptoms:

Low levels of proficiency in the English language among rural students.

Lack of motivation and interest in English language learning among students.

Limited availability of suitable didactic resources for teaching English in rural areas.

Causes:

Lack of teacher training in English teaching methodologies adapted to the needs of rural
students.

Lack of suitable didactic materials and technological resources in rural schools.

Limitations in accessing continuous education and training programs for rural teachers.

Forecast:

If the underlying causes are not addressed and pedagogical approaches based on
multiple intelligences are not implemented, it is likely that low levels of proficiency in the
English language among rural students will persist. This will lead to a persistent lack of
motivation and interest in English language learning, as well as a limited availability of suitable
didactic resources. As a consequence, rural students will face difficulties in personal and
professional development, and the educational opportunities gap will widen compared to
urban students.

Control of the forecast:

Analyze the impact of implementing pedagogical approaches based on multiple

intelligences on English language learning in rural students in Ecuador.
 Facilitate access to continuous education and training programs for teachers in rural
areas, promoting the adoption of innovative pedagogical approaches.

By implementing these controls to the forecast, it is expected to improve the levels of

proficiency in the English language among rural students, foster their motivation and interest in
learning, and ensure greater availability of suitable didactic resources. This will contribute to
the personal and professional development of students and reduce the educational gap
between rural and urban areas in Ecuador.

The Méndez Chart provides a clear visualization of the problematic situation, its causes,
and the proposed control actions. These elements will be crucial in guiding the research and
designing effective strategies to enhance English language teaching for rural students in the
Ecuadorian context.

Research Paradigm:

The research paradigm selected for the proposed study is the mixed methods paradigm,
which combines both qualitative and quantitative elements. This approach is chosen due to the
need to gain a deep and holistic understanding of the issues surrounding English language
teaching in rural students in Ecuador, while also collecting numerical data to support and
validate qualitative findings.

The mixed methods paradigm allows for addressing the problem from different
perspectives and combining different research methods and techniques to obtain a more
comprehensive and rigorous picture. By utilizing both qualitative and quantitative approaches,
it is possible to capture and analyze both the participants' experiences, perceptions, and beliefs,
as well as the numerical data that provide an objective and generalizable insight.
 Qualitative research in this study will allow for an in-depth exploration of the
experiences and perspectives of rural students, teachers, and other relevant stakeholders.
Techniques such as open-ended interviews, participant observation, and document analysis will
be employed to gather rich and detailed data on perceptions, beliefs, and practices related to
English language teaching in the rural context.

On the other hand, quantitative research will complement qualitative research by

providing numerical and statistical data. Structured questionnaires or measurement scales will
be used to gather quantitative data on specific variables such as English language proficiency
level, student motivation, and availability of didactic resources. These data will enable statistical
analysis and the establishment of relationships between variables.

The mixed methods research approach is particularly suitable for addressing the
proposed topic as it will provide a deep understanding of the experiences and perspectives of
the stakeholders involved while also collecting quantitative data to support and generalize the
findings. By integrating both approaches, the validity and reliability of the results will be
strengthened, allowing for a stronger grounding and applicability of the conclusions drawn.

In summary, the selected research paradigm for the proposed study is the mixed
methods paradigm, which combines qualitative and quantitative elements. This approach will
allow for a comprehensive and rigorous understanding of the issues surrounding English
language teaching in rural students in Ecuador by integrating qualitative and quantitative data
and combining different research methods.
 Objectives:

- General Objective: Analyze the impact of implementing pedagogical approaches

based on multiple intelligences on English language learning in rural students in
Ecuador.

Research Variables:

- Independent Variable: Implementation of pedagogical approaches based on multiple

intelligences.
- Dependent Variable: English language learning in rural students in Ecuador.

Specific Objectives:

- Identify the needs and characteristics of rural students in relation to English

language learning.
- Evaluate the impact of pedagogical approaches based on multiple intelligences on
the motivation and interest of rural students in learning English.
- Measure the progress in English language proficiency of rural students after the
implementation of pedagogical approaches based on multiple intelligences.

BACKGROUND

Contribution to the Purpose and General Objective:

The study by Gardner and Hatch (2011) analyzes the educational implications of the
theory of multiple intelligences in the school context. Their research provides a solid theoretical
foundation for the implementation of pedagogical approaches based on multiple intelligences,
which aligns with the purpose and general objective of the proposed research.
 Gardner and Hatch's (2011) study emphasizes the importance of considering the
diversity of skills and abilities among students and how this can influence their learning process.
Additionally, it offers practical guidelines on how to adapt pedagogical strategies to address
different multiple intelligences and promote more effective and meaningful learning.

López and Jiménez's (2018) study demonstrates that the incorporation of activities and
strategies designed to address students' different intelligences, such as artistic activities, music,
movement, and group work, can significantly increase students' motivation towards English
language learning. Furthermore, it highlights that approaches based on multiple intelligences
foster a more inclusive and stimulating learning environment where students can excel in areas
that align with their individual strengths.

Sánchez and Ariza's (2016) study highlights that incorporating activities that cater to
students' different intelligences, such as artistic projects, debates, group activities, and oral
presentations, can enhance students' motivation, interest, and performance in English language
learning. Furthermore, it points out that approaches based on multiple intelligences allow for
addressing student diversity and promoting an inclusive and participatory classroom
environment.

Suarez and Maiz's (2009) study emphasizes the relevance of using approaches based on
multiple intelligences in English language teaching, as they allow for addressing student
diversity, promoting more meaningful and motivating learning, and enhancing the development
of their individual skills and talents. Additionally, it analyzes different pedagogical strategies
that have been successfully employed in the classroom to apply the principles of multiple
intelligences in English language teaching.

Armstrong's (2000) study highlights the importance of using approaches based on

multiple intelligences in English language teaching, as they promote more meaningful,
motivating, and personalized learning. The literature review identifies various pedagogical
strategies that have been successfully employed in the classroom to apply the principles of
multiple intelligences, such as collaborative projects, authentic tasks, use of technology, and
creative activities.
 REFERENCES

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd edition). Alexandria,

VA: ASCD. “https://proassets.planetadelibros.com/usuaris/libros_contenido/arxius/

37/36195_INTELIGENCIAS_MULTIPLES_AULA.pdf”

Gardner, H., & Hatch, T. (2011). Multiple intelligences go to school: Educational

implications of the theory of multiple intelligences. Educational Researcher, 30(2), 4-9.

“https://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf”

López, L. M., & Jiménez, J. C. (2018). Implementing Multiple Intelligences Theory in

English Language Teaching to Increase Motivation in Primary Education. Journal of Language

Teaching and Research, 9(6), 1226-1233. “https://www.redalyc.org/pdf/805/80511492005.pdf”

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ciencias económicas, contables y administrativas (2a ed.). Santafé de Bogotá: McGraw-Hill.

“https://www.urbe.edu/UDWLibrary/InfoBook.do?id=1742”

Sánchez, M. T., & Ariza, V. R. (2016). Multiple Intelligences Theory: A Tool for EFL

Teachers in the Teaching-Learning Process. HOW Journal, 23(1), 47-62.

“https://redined.educacion.gob.es/xmlui/handle/11162/61101”

Suárez, J., & Maiz, F. (2009). Una innovación pedagógica para potenciar el proceso de

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