My Academic
Journey

British Council · Guayaquil, Ecuador

My professional journey began with a strong foundation in English language teaching and learner support. As Young Learners Coordinator and the British Council Self-Access Center Specialist, I developed experience in teaching, academic support, and Self-Access learning.

Professional development included:

• Training at Oxford University and the University of Leeds
• University of Cambridge Certifications: FCE and CAE
• British Council: Proficiency 3 and Business English Certifications
• Professional development at the British Council in Guayaquil
• Professional training at the British Council in Bogotá
• Development of learner-centered approaches to English language teaching
• Early experience with Self-Access learning and learner autonomy

Universidad Santa María · Campus Guayaquil

As English Area Coordinator, I moved from teaching English to Young Learners into academic leadership and began the potential of technology to enhance English language learning and program management.

Key initiatives included:

• Development and implementation of an English Area database
• Creation of the English Area Manual
• Management of English language programs and academic processes
• Integration of technology into English teaching and learning
• Development of digital environments for Business English projects
• Implementation of classroom management systems, including:
  • English Class — a classroom management system aimed at Business English project management, monitoring, development and assessment
  • Nicenet — a General English Internet Classroom Assistant
  • USM – English for International Communication Portal

This period marked an important transition from traditional classroom teaching toward technology-enhanced language education.

Universidad Casa Grande · Guayaquil

My work expanded into TEFL teacher training, Self-Access learning, and English language program support. I also worked as a TEFL trainer and Macmillan Heinemann Consultant, connecting classroom practice with teacher professional development.

Key areas of work included:

• TEFL teacher training and professional development
• Development of General English and Business English Self-Access Centers
• Support for autonomous and technology-mediated learning environments supported by educational platforms such as Moodle and English Discoveries
• Creation of Virtual Learning Environments in English as FL and ESP content subjects
• Integration of digital resources into English language education
• Teacher guidance in the design of learner-centered English learning environments

This stage strengthened my commitment to teacher development, learner autonomy, and technology-mediated language learning.

My professional work increasingly converged around research, virtual education, technology-mediated learning, and metacognition.

As a professor and researcher, I have explored how digital environments can support English language learning, learner autonomy, and the development of metacognitive strategies.

Key areas include:

• Research in metacognition and English language learning
• Virtual and hybrid English education
• Technology-mediated language learning
• Teacher professional development
• English for international and professional communication
• Presentation of research in international academic contexts, including EUROCALL, CALICO & WorldCALL from 2015 to present
• Development of metacognitive frameworks for Moodle-mediated English learning

This stage represents the convergence of my experience in teaching, academic leadership, technology, teacher development, virtual education, and research.