https://sloap.org/journals/index.php/ijllc/issue/feed 2025-03-31T00:00:00+00:00 Editorial Office ijllc@sloap.org Open Journal Systems <p style="text-align: justify;"><strong>IJLLC&nbsp;</strong>is published in English and it is open to authors around the world regardless of the nationality. It is currently published six times a year, i.e. in&nbsp;<em>January, March, May, July, September,&nbsp;</em>and<em>&nbsp;November.&nbsp;</em></p> https://sloap.org/journals/index.php/ijllc/article/view/2500 2025-02-22T01:01:43+00:00 Mónica Patricia Gutiérrez-Barrera monica.gutierrez@pg.uleam.edu.ec Cintya Maribel Zambrano-Zambrano monica.gutierrez@pg.uleam.edu.ec

<p>This research aims to determine how incorporating English songs into classroom instruction can improve the pronunciation skills of high school students in Santo Domingo de Los Tsáchilas. The participants were 40 high school students divided into two groups: an experimental group and a control group. The study encompassed ten English lessons in which the experimental group worked with a task-based program that included English songs, while the control group received standard instruction with varied tasks; both groups focused on improving pronunciation. To collect data, a Likert scale questionnaire with ten items was administered to identify students' preferences regarding music and their attitudes toward listening to music in class. Additionally, pre- and post-tests were conducted to evaluate the students' pronunciation before and after the intervention. Interviews with English teachers were conducted to understand their perspectives on the use of English songs in the classroom and its potential impact on pronunciation. The findings indicate significant improvements in the pronunciation skills of the students in the experimental group compared to those in the control group, highlighting the effectiveness of using English songs as a pedagogical tool. The implications of these results for teaching practices are discussed in conclusion.</p>

2025-02-22T00:00:00+00:00 Copyright (c) 2025 International journal of linguistics, literature and culture https://sloap.org/journals/index.php/ijllc/article/view/2501 2025-02-26T04:46:35+00:00 Briceida Marilú Napa-Rodríguez briceida.napa@pg.uleam.edu.ec

<p>The reading habit is related to cognitive and critical thinking skills that are essential for effective reading comprehension. The study aims to analyze the reading habit in reading comprehension, for this, the benefits of reading habits were identified, the strategies applied by teachers to strengthen reading comprehension were determined and the level of reading comprehension of the students was evaluated. A mixed approach, exploratory, inductive, and analytical, was used as a methodology, with survey, observation, and interview techniques to collect data from high school students and the Language and Literature teacher. The results showed that the majority of students have no major interest in reading and have limited reading comprehension skills. Likewise, it was concluded that the reading habit favors reading comprehension because it increases fluency, expands vocabulary, and improves inferential and critical comprehension.</p>

2025-02-26T00:00:00+00:00 Copyright (c) 2025 International journal of linguistics, literature and culture