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All Journal Asian Journal of Science, Technology, Engineering, and Art International Journal of Education, Culture, and Society International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences
Romero-Argueta, Jesús
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Religion Arts Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

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Latin American Reality of English Teacher Education in Universities: A Systematic Literature Review Romero-Argueta, Jesús
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 4 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i4.6457

Abstract

This systematic literature review investigates the current state of English teacher education in Latin American universities, highlighting key challenges and opportunities in the preparation of competent educators. Drawing on peer-reviewed literature sourced from academic databases such as Google Scholar and Semantic Scholar, the study synthesizes findings from recent publications in both English and Spanish. The analysis reveals persistent curriculum deficiencies, notably the disproportionate emphasis on theoretical knowledge at the expense of practical training, limited integration of information and communication technologies (ICT), and inadequate incorporation of cultural identity. Additionally, neoliberal educational policies are found to hinder pedagogical innovation by prioritizing accreditation metrics over meaningful instructional reform. Despite these challenges, emerging approaches such as interactive didactics demonstrate promise, with evidence indicating a 4% improvement in teaching efficiency. The review advocates for curriculum models that balance linguistic competence, hands-on teaching experience, and cultural responsiveness, while also addressing digital inequities and systemic policy barriers. Future research should assess the long-term efficacy of innovative pedagogical strategies and develop context-sensitive models to strengthen English teacher education across diverse Latin American contexts.
Use of Mobile Device Apps in Virtual Courses by English as a Foreign Language (EFL) University Students Romero-Argueta, Jesús; Coreas-Flores, Edwin Osmil; Sura-Majano, Osmin
Asian Journal of Science, Technology, Engineering, and Art Vol 3 No 4 (2025): Asian Journal of Science, Technology, Engineering, and Art
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajstea.v3i4.6482

Abstract

This study investigates the use of mobile device applications for English language learning among university students enrolled in virtual EFL (English as a Foreign Language) courses in El Salvador. Adopting a descriptive, quantitative, and relational research design, data were collected from 199 students across all academic levels within an English language bachelor’s program. Findings reveal that nearly half of the students report an intermediate level of engagement with mobile apps for English learning. However, a notable portion of students do not utilize entertainment-based language learning apps, indicating selective use based on perceived educational value. Statistical analysis shows a significant variation in app usage by academic level, with advanced students demonstrating higher engagement. No significant difference was found based on gender. These results reflect increasing digital competence among university students and emphasize the importance of providing targeted support and structured integration of mobile learning tools within virtual EFL curricula to enhance language acquisition outcomes.
Horns Up! The Integration of Heavy Metal Music as a Motivational Technique for Teaching English as a Foreign Language: A Systematic Literature Review Romero-Argueta, Jesús
International Journal of Humanities, Education, and Social Sciences Vol 3 No 3 (2025): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v3i3.7030

Abstract

This systematic literature review explores the integration of Heavy Metal music as a motivational tool in teaching English as a Foreign Language (EFL), addressing an innovative yet underexplored area within pedagogical research. Drawing on three peer-reviewed studies published between 2020 and 2025 and selected through the PRISMA framework, the review examines pedagogical strategies, educational benefits, and implementation challenges associated with using Heavy Metal music in EFL classrooms. The analysis reveals that Heavy Metal’s rich lexical content, rhythmic complexity, and cultural resonance significantly enhance learner engagement, vocabulary acquisition, and phonological awareness—particularly among advanced learners at B2 to C2 levels of the CEFR. Additionally, its emotionally expressive lyrics and dynamic musical structure contribute to a low-anxiety, inclusive classroom environment, supporting principles of culturally responsive teaching. Despite these advantages, barriers such as limited empirical research, the lyrical complexity of the genre, and the lack of structured pedagogical models impede broader adoption. The review highlights the need for longitudinal studies, genre-specific frameworks, and investigations into learner diversity to better understand the long-term effects and practical applications of this approach. Overall, the findings offer evidence-based insights for educators aiming to implement innovative, student-centered strategies that leverage the motivational potential of Heavy Metal music to enrich EFL instruction.
Pedagogical Practices and Psychological Influences on the Development of English-Speaking Skills in University Learners Romero-Argueta, Jesús
International Journal of Education, Culture, and Society Vol 3 No 3 (2025): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v3i3.7152

Abstract

This study examines the combined influence of pedagogical practices and psychological factors on the development of English speaking skills among university students in El Salvador. Persistent challenges in oral proficiency were addressed through a quantitative, correlational research design, using a Likert-scale questionnaire administered to 32 students at a private university. Statistical analysis revealed a strong positive correlation (r = 0.888, p < 0.001) between speaking skill development and the interaction of communicative teaching methodologies with psychological factors such as anxiety, confidence, and fear. The findings indicate that interactive approaches, including flipped classrooms and activity-based learning, together with supportive environments that reduce emotional barriers, significantly enhance students’ oral performance. The study highlights the importance of teacher training and curriculum design that combine methodological innovation with psychological support, ensuring more effective language acquisition. These results contribute to the improvement of English language education by offering evidence-based recommendations to strengthen speaking proficiency in EFL contexts similar to El Salvador.
Digital Teacher Competence Levels in Elementary Schools on Learning and Knowledge Technologies (LKT) Romero-Argueta, Jesús; Cortez, Brenda Guadalupe; Carranza-Cortez, Lorena Lisseth; Argueta-Amaya, Lorena de Los Ángeles
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.7415

Abstract

This study examines the digital competency levels of elementary school teachers in Tecapán, El Salvador, with a focus on their ability to effectively utilize learning and knowledge technologies (LKT) in line with the Common Framework for Teacher Digital Competence (CFTDC). Employing a descriptive research design, data were gathered from a sample of 47 participants, including teachers, principals, and vice principals, using a 21-item online questionnaire. The instrument assessed five core dimensions of digital competence: information and data literacy, communication and collaboration, digital content creation, safety, and problem-solving. Results indicate that 72.2% of respondents demonstrate an intermediate level of digital competence. Notable strengths were observed in communication and collaboration (mean = 13.28), while significant weaknesses were identified in information and data literacy (mean = 6.49). Based on these findings, the study recommends targeted professional development initiatives to address identified gaps, particularly in data literacy and critical information handling. Enhancing teachers’ digital proficiency is essential to promoting equitable access and effective integration of educational technology in elementary learning environments.
Co-Authors Argueta-Amaya, Lorena de Los Ángeles Carranza-Cortez, Lorena Lisseth Coreas-Flores, Edwin Osmil Cortez, Brenda Guadalupe Sura-Majano, Osmin