Emotional resilience as a key factor to enhance speaking skills in pre-service teachers
| dc.contributor.advisor | Martínez Hernández, Alina | |
| dc.contributor.author | Arce Benavides, Luciano Alexander | |
| dc.date.accessioned | 2025-11-27T15:20:12Z | |
| dc.date.available | 2025-11-27T15:20:12Z | |
| dc.date.issued | 2025 | |
| dc.description | This study examines the role of emotional resilience, in improving the speaking skills of pre-service teachers at Universidad Técnica Estatal de Quevedo. The research employs a mixed-methods approach, incorporating quantitative and qualitative analysis to assess the impact of a “Guided Reflection and Simulation Cycle” intervention. Using the Connor-Davidson Resilience Scale (CD-RISC), a self-confidence questionnaire, and an oral proficiency rubric, the study assesses changes in participants’ resilience and oral performance. The study was conducted over a four-week period with 40 pre-service teachers enrolled in an English language education program. Results indicate that participants demonstrated significant improvements in self-confidence, fluency, and overall speaking ability. Quantitative analysis showed an average increase of 30% in resilience scores, while qualitative findings from reflective journals revealed improved emotional management strategies. The study confirms that fostering emotional resilience positively influences confidence, fluency, and clarity in speaking. The results contribute to the ongoing debate on effective strategies for teacher training programs, advocating for the integration of emotional resilience development into English language teaching. | |
| dc.description.abstract | El estudio se llevó a cabo durante cuatro semanas con 40 docentes en formación matriculados en un programa de enseñanza del inglés. Los resultados indican que los participantes demostraron mejoras significativas en la autoconfianza, la fluidez y la capacidad general de expresión oral. El análisis cuantitativo mostró un aumento promedio del 30% en las puntuaciones de resiliencia, mientras que los hallazgos cualitativos de los diarios de reflexión revelaron mejoras en las estrategias de gestión emocional. El estudio confirma que fomentar la resiliencia emocional influye positivamente en la confianza, la fluidez y la claridad al hablar. Los resultados contribuyen al debate en curso sobre estrategias efectivas para los programas de formación docente, abogando por la integración del desarrollo de la resiliencia emocional en la enseñanza del idioma inglés. | |
| dc.format.extent | 104 | |
| dc.identifier.citation | Arce Benavides, Luciano Alexander (2025). Emotional resilience as a key factor to enhance speaking skills in pre-service teachers. Quevedo. UTEQ. 104 paginas | |
| dc.identifier.other | 220108 | |
| dc.identifier.uri | https://repositorio.uteq.edu.ec/handle/43000/8885 | |
| dc.language.iso | eng | |
| dc.publisher | Quevedo: UTEQ | |
| dc.rights | Attribution-NonCommercial-ShareAlike 3.0 United States | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | |
| dc.subject | Emotional resilience | |
| dc.subject | Oral skills | |
| dc.subject | Self-confidence | |
| dc.subject | Pre-service teachers | |
| dc.title | Emotional resilience as a key factor to enhance speaking skills in pre-service teachers | |
| dc.type | bachelorThesis |
