<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000200018</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.32.1.18-40</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de los Estudiantes sobre el Uso de Actividades de Calentamiento en la Enseñanza del Inglés]]></article-title>
<article-title xml:lang="en"><![CDATA[Students' Perceptions on the Use of Warm-up Activities in English Language Teaching]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abata Checa]]></surname>
<given-names><![CDATA[Fanny Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jiménez Atiaja]]></surname>
<given-names><![CDATA[Jesús Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guanoluisa Mise]]></surname>
<given-names><![CDATA[Marco Fabián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Pujilí ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Pujilí ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Técnica de Cotopaxi, UTC  ]]></institution>
<addr-line><![CDATA[Pujilí ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<numero>32</numero>
<fpage>18</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000200018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En la enseñanza del idioma inglés, integrar actividades de calentamiento es crucial para crear clases de aprendizaje efectivas y atractivas. El objetivo de esta investigación fue determinar las percepciones de los estudiantes sobre el uso de calentamientos en la enseñanza del idioma inglés en una institución urbana pública. Se realizó un estudio descriptivo-cuantitativo utilizando una encuesta con un cuestionario adaptado. Participaron 126 estudiantes de primero a tercer año de secundaria. Los datos fueron analizados usando estadísticas descriptivas en Excel. Los resultados mostraron que las actividades de calentamiento son beneficiosas cuando se aplican con principios correctos. Mantuvieron a los estudiantes activos y mentalmente preparados, conectaron conocimientos previos con nuevos, crearon una interacción positiva y aumentaron la motivación de los estudiantes. En conclusión, las actividades de calentamiento en la enseñanza de idiomas promueven el entusiasmo para desarrollar las habilidades lingüísticas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In English language teaching, integrating warm-up activities is crucial for creating effective and engaging learning classes. This research aimed to determine students' perceptions of the use of warm-ups in English language teaching at a public urban institution. A descriptive-quantitative study was conducted using a survey with an adapted questionnaire. 126 students from the first to third years of high school participated. Data were analyzed using descriptive statistics in Excel. The results showed that warm-up activities are beneficial when applied with the correct principles. They kept students active and mentally prepared, connected prior knowledge with new knowledge, created positive interaction, and increased student motivation. In conclusion, warm-up activities in language teaching promote enthusiasm for developing language skills.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[actividades de calentamiento]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de idiomas]]></kwd>
<kwd lng="es"><![CDATA[motivación]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje del inglés]]></kwd>
<kwd lng="es"><![CDATA[percepción estudiantil]]></kwd>
<kwd lng="en"><![CDATA[warm-up activities]]></kwd>
<kwd lng="en"><![CDATA[language instruction]]></kwd>
<kwd lng="en"><![CDATA[motivation]]></kwd>
<kwd lng="en"><![CDATA[english learning]]></kwd>
<kwd lng="en"><![CDATA[student perception]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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