Palavras-chave
Como Citar
Resumo
Zumba é uma região fronteiriça do Equador, considerada uma área remota e classificada como urbano-rural, com uma população predominantemente rural. Este estudo tem como objetivo explorar os desafios enfrentados por alunos rurais do ensino médio na aprendizagem de um segundo idioma (inglês) em Zumba e identificar os fatores motivacionais que influenciam o processo de aprendizagem, levando em conta as características socioculturais e demográficas dessa região. O ensino de inglês em áreas rurais tem características únicas, pois exige a consideração de uma série de fatores específicos que envolvem os alunos e que podem ser fundamentais para seu processo de aprendizagem. Trata-se de um estudo qualitativo no qual, a partir de uma perspectiva construtivista, serão realizadas entrevistas com alunos de áreas rurais, seus pais e professores para entender suas perspectivas sobre a educação em Zumba.
Referências
Almache Granda, G., Ramírez Romero, E., Ley Leyva, N., & Gortaire Díaz, D. (2024). Teaching English in virtual environments: Challenges and strategies for educational success for rural students. INVECOM-Estudios Transdisciplinarios En Comunicación y Sociedad, 4(2), 1–20. https://doi.org/10.5281/ZENODO.10558687
Atme Mamani, J. (2024). Percepciones sobre el compromiso laboral que tienen los docentes de zonas rurales. Revista de Climatología, 24, 1522–1529. https://doi.org/10.59427/RCLI/2024/V24CS.1522-1529
Braun, V., & Clarke, V. (2021). Thematic Analysis: A Practical Guide. SAGE Publications Ltd.
Cabrera-Tenecela, P. (2023). New organization of research designs. South American Research Journal, 3(1), 37-51. https://doi.org/10.5281/zenodo.8050508
Calle-Cordova, M. J., Tenecota-Huerta, L. F., & Arevalo-Herrera, D. F. (2024). Políticas de Inclusión Digital en la Educación: Perspectivas para el Ecuador. Revista Docentes 2.0, 17(2), 355–361. https://doi.org/10.37843/rted.v17i2.564
De Angelis, A. (2024). Linking Language Use Practices and Valued Teacher Capabilities: A Mixed Methods Study of English-As-A-Foreign-Language Teacher Educators [Doctoral dissertation, SIT Graduate Institute].
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei, & E. Ushioda, (eds.). Motivation, Language Identity and the L2 Self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003
Dunstan, S., Henderson, M., Griffith, E. H., Jaeger, A., & Zelna, C. (2021). Defining rural: the impact of rural definitions on college student success outcomes. Theory & Practice in Rural Education, 11(1), 60–75. https://doi.org/10.3776/TPRE.2021.V11N1P60-75
Feliciano Semidei, R., Palencia Infante, K. A., & Cervantes-Barraza, J. A. (2024). Caminatas Comunitarias para Enseñar Matemáticas en la Costa Caribe Colombiana: un Enfoque Rural. In Faculty Books & Book Chapters. Northern Illinois University. https://doi.org/10.58933/MYRE4060
Filep, B. (2009). Interview and translation strategies: Coping with multilingual settings and data. Social Geography, 4, 59–70. http://doi.org/10.5194/sg-4-59-2009
Franchisca, S., Sari, M. N., Nurfitri, N., Nelloe, M. K., Mulyapradana, A., & Fitriani, N. (2024). The Impact of motivation on foreign language learning: A longitudinal study. Journal on Education, 6(2), 11082–11093.
Hamidah Abdul, R., Azizah, R., Shah Rollah, A. W., Faizah Mohd, N., Wan Zarina, W. Z., & Mohd Asyraf, B. (2017). Factors affecting motivation in language learning. International Journal of Information and Education Technology, 7(7), 543–547. https://doi.org/10.18178/IJIET.2017.7.7.927
Krashen, S. (1989). We acquire vocabulary and spelling by reading: additional evidence for the input hypothesis. The Modern Language Journal, 73(4), 463. https://doi.org/10.1111/J.1540-4781.1989.TB05325.X
Luo, Z. (2024). A review of Krashen’s Input Theory. Journal of Education, Humanities and Social Sciences, 26, 130–135. https://doi.org/10.54097/3FNF5786
Morales Morales, S. S., & Obaco Soto, E. E. (2024). Active methodologies and their impact on the academic performance of students. Ciencia Latina, 8(2), 4081–4103.
Moreno Quinto, G. E., Moya Cuenca, A. G., Intriago Pilozo, S. I., & Arias Miño, R. M. (2024). Strategies to improve the quality of education in rural areas from Ecuador. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 2926–2943. https://doi.org/10.37811/CL_RCM.V8I2.10724
Newman, S. J., Gibson, S. T., Cajas, D., & Acosta, H. (2023). English Language Education in Ecuador: Assessing Opportunities for Teaching and Learning in a Developing Nation. USFQ PRESS. https://doi.org/10.18272/USFQPRESS.m70
Olalla Chávez, D. A., & Mosquera, X. (2024). Effectiveness of English Teaching with a Multiple Intelligences Approach in a Rural Area at La Abundancia. Polo del Conocimiento, 9(4), 63-77. https://doi.org/10.23857/pc.v9i4.6923
Padilla Eras, D. J. (2024). School management in rural areas of Ecuador: progress and challenges. Ciencia Latina Revista Científica Multidisciplinar, 8(6), 392–416. https://doi.org/10.37811/CL_RCM.V8I6.14659
Pathan, H., Memon, R., Memon, S., Khoso, A. R., & Bux, I. (2018). A critical review of Vygotsky’s Socio-Cultural Theory in second language acquisition. International Journal of English Linguistics, 8(4), 232–236. https://doi.org/10.5539/IJEL.V8N4P232
Pin-Zambrano, J. B. (2024). Information and communication technologies and rural education in Ecuador. CIENCIAMATRIA, 10(18), 237–259. https://doi.org/10.35381/CM.V10I18.1264
Rampin, R., Rampin, V., & DeMott, S. (2021). Taguette, the Free and Open-source Qualitative Data Analysis Tool. Oificial. https://www.taguette.org/
Roby-Ortega, P. L., & Esteves-Fajardo, Z. I. (2024). Learning Problems in Rural Schools in Ecuador. CIENCIAMATRIA, 10(2), 70–79. https://doi.org/10.35381/CM.V10I2.1314
Shikalepo, E. E. (2020). Challenges facing learning at rural schools: A review of related literature. International Journal of Research and Innovation in Social Science, 4(3), 128–132.
Soto, S. T., Espinosa Cevallos, L. F., & Rojas Encalada, M. A. (2019). Motivational strategies in the secondary school EFL. IVENCOM-estudios Transdisciplinarios En Comunicación y Sociedad, 16(2), 1–11. https://doi.org/10.56040/ACST1625
Tillaguango-Pintado, D. M., & Argudo-Serrano, J. (2024). Teaching English to mixed-level classes in rural schools. Revista Metropolitana de Ciencias Aplicadas, 7(2), 285- 294. https://doi.org/10.62452/tdkw0s24
Triviño Lino, R. L., & Zambrano de la Torre, R. W. (2024). The motivation to study and the academic performance of high school students in the Eloy Velázquez Cevallos Educational Unit. Ciencia Latina Revista Científica Multidisciplinar, 8(2), 76–88. https://doi.org/10.37811/CL_RCM.V8I1.10351
Este trabalho está licensiado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Liset Blanco Martell, Juanita Catalina Argudo Serrano