The objective of the present investigation was to make a diagnosis in order to determine if the Microcurriculum influences in the development of communicative competences in English language learning in students of Ecotourism Engineering School, Natural Resources Faculty, at Escuela Superior Politécnica de Chimborazo, in Riobamba. This research was framed in the constructivist theory because teacher and students were protagonists of building their own knowledge according to their needs and context that they live. The investigation was of field, documentary and bibliographic because it was investigated in the place of the facts through the collection of information and with the association of the variables of study, which allowed determining how the microcurricular design of English influences on the development of the communicative competences of the students. The results obtained were tabulated, analyzed, interpreted and subjected to the Chi square statistical test; it allowed testing the hypotheses and obtaining as a result that the Microcurriculum influences the development of the communicative competences, since the contents do not have enough practical activities to facilitate the best development of skills. Thus, it has been proposed to redesign the microcurricular planning and implement the use of manuals with practical activities aimed at developing the basic skills of the English language: a text with activities for students and a guide text with their answers for the teacher.

The objective of this research was to improve the literal reading comprehension level by using the “what I know, what I want to know, and what I learned” technique. This quali-quantitative, quasi-experimental research considered two groups; an experimental and a control group, both with thirty students. The experimental group participated in a 6-week intervention, while the control group developed their class activities with the traditional method without the application of the mentioned technique. In addition, the researcher created twelve lessons with topics included in Level V institutional syllabus, adapting articles from different sources and considering the A1 level from the Common European Framework of Reference for Languages. The evaluation and data collection instruments were pre-test, post-test. The obtained results of both groups were analyzed and interpreted by using the statistic ZTEST to prove the research hypothesis and rejected the null hypothesis. In conclusion, the “what I know, what I want to know, and what I learned” technique improved the literal reading comprehension level.