Arechúa, S. (2012). El diseño curricular formal de lengua extranjera y suincidenciaen el proceso de enseñanza aprendizaje del idioma inglés en los estudiantes de octavo año de educación básica del paralelo G del colegio fiscal “El Empalme” provincia del Guayas período lectivo 2011-2012 [The Formal Curricular Design of a Foreign Language and Its Incidence in the Teaching-Learning Process of the English Language in Students in the Eighth Year of Basic Education of Parallel G of the Fiscal School “El Empalme” Province of Guayas School Period 2011-2012]. Babahoyo: Universidad Técnica de Babahoyo, Facultad de Ciencias Jurídicas, Sociales y de la Educación.
http://dspace.utb.edu.ec/bitstream/handle/49000/1327/T-UTB-FCJSE-IDIOMAS-000006.02.pdf?sequence=2&isAllowed=y

has been cited by the following article:

• TITLE: Factors that Influence the Teaching of the English Language during the Transition from Primary to Secondary School in Eighth-Grade Students from Guayaquil

  AUTHORS: Israel Guillermo Bravo Bravo, Maria Palmira Alves

  KEYWORDS: English, Transition, Teaching-Learning Process, Public Education, Academic Development

  JOURNAL NAME: Open Journal of Social Sciences, Vol.9 No.4, April 19, 2021

  ABSTRACT: This study’s general objective was to determine the influence of the factors that impact the English language teaching during the transition from primary to secondary school in eighth-grade students in public education in Guayaquil city. The current research was developed under the positivist approach, with a non-experimental, cross-sectional, descriptive, and correlational type. A 24 response items questionnaire gathered quantitative data through a survey technique with a sample of 469 English teachers. The results obtained indicate the relationship between English language learning acquired by the students and the required preparation to face academic content in greater quantity and complexity. It also shows the teacher-student relationship, considering the need for the teacher to apply higher and progressive content adapted to the results of the diagnosis of previous knowledge in students and the implementation of activities that promote the establishment of close relationships with the student.