https://sloap.org/journals/index.php/ijllc <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> en-US <p>Articles published in the International Journal of Linguistics, Literature and Culture (<strong>IJLLC</strong>) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (<a href="https://creativecommons.org/licenses/by-nc-nd/4.0/" target="_blank" rel="noopener">CC BY-NC-ND 4.0</a>). Authors retain copyright in their work and grant <strong>IJLLC&nbsp;</strong>right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.</p> <p>Articles published in <strong>IJLLC&nbsp;</strong>can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (<em>e.g., post it to an institutional repository or publish it in a book</em>), with an acknowledgment of its initial publication in this journal.</p> <p>This copyright notice applies to articles published in <strong>IJLLC&nbsp;</strong>volumes 6 onwards. Please read about the copyright notices for previous volumes under&nbsp;<a href="https://sloap.org/journals/index.php/ijllc/history">Journal History</a>.</p> ijllc@sloap.org (Editorial Office) support@sloap.org (Vedran Vucic) Mon, 31 Mar 2025 00:00:00 +0000 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://sloap.org/journals/index.php/ijllc/article/view/2500 <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> Mónica Patricia Gutiérrez-Barrera, Cintya Maribel Zambrano-Zambrano Copyright (c) 2025 International journal of linguistics, literature and culture http://creativecommons.org/licenses/by-nc-nd/4.0 https://sloap.org/journals/index.php/ijllc/article/view/2500 Sat, 22 Feb 2025 00:00:00 +0000 https://sloap.org/journals/index.php/ijllc/article/view/2501 <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> Briceida Marilú Napa-Rodríguez Copyright (c) 2025 International journal of linguistics, literature and culture http://creativecommons.org/licenses/by-nc-nd/4.0 https://sloap.org/journals/index.php/ijllc/article/view/2501 Wed, 26 Feb 2025 00:00:00 +0000