The purpose of this research has been to find out the level of academic stress and its different behaviors, which occur when applying assessments to students using different technological tools such as StarQuiz Netclient, Socrative, Google Forms as well as tests through the Moodle platform of the Universidad Técnica de Ambato. Each of the tests evaluates reading comprehension skills as well as vocabulary knowledge in general and contains answer keys to be selected through mobile devices such as tablets, cell phones or personal computers. These tests are accompanied by three self-assessment tests to find out the level of stress, the first one before the test, the second one  during the test and the third one after the test. This research was conducted at the Language Center of the Universidad Tecnica de Ambato, where it was applied to a sample of 215 students, who were studying English, Italian, French and Mandarin Chinese. For the data collection, the survey techniques applied in the test were used, in which the information generated was tabulated and represented by graphs and statistical tables; These results showed us a significant negative correlation between the level of stress generated and academic performance, and that there is a greater degree of stress during the test, lowering the level of stress before the test and a minimum level of stress at the end of the test; which implies that students face an evaluation using technology there is little tolerance of behaviors against the evaluations they perform.

The different evaluation methods and approaches existing in the field of higher education generally provoke various psycho-behavioral reactions in university students. The objective of this work is to analyze the relationship between the application of alternative assessment in the field of language learning and the level of stress generated before during and after those assessments. The SISCO inventory of academic stress was applied to two hundred and nineteen students. Additionally, the Alpha Cronbach, and Friedman’s nonparametric statistical tests were used to process the data collected. Consequently, the research was qualitative and quantitative. The results indicated that students experience a higher level of stress when starting an evaluation, marked as peak when applying alternative assessments with an "of learning" assessment approach that measures only knowledge acquired, while in assessments with a "for learning" and "as a means of learning”- type approach, the results show a standard trend in the moments, before, during, and after the assessment. Thus, it is concluded that the most assertive way to decrease the stress levels experienced by students is by applying assessments as a means of learning.

The present investigation is expected to cover an examination completed with the following topic "Deictics and the Reading Comprehension." which investigates the relationship between the variables and how EFL under students improved their Reading Comprehension. This examination was coordinated by using a quali-quantitative methodology by applying a pre-and post-test that assessed the functions of the Reading Comprehension and evaluated this.  Deictic expressions were applied inside the classroom. The subjects of the examination were higher education students.  Thinking about the results of this investigation, it is obvious that the following English Language Students vanquished their Reading Comprehension issues by using Deictic expressions and exhibited that a large portion of these English Language Students improved their competence which helped them to read and understand the written form of English Language.

This article engages the advantages of the proper use of literary genres in the reading skill of the English language. Due to the fact, Ecuadorian people are not frequent readers, it is necessary to create the reader habit in the Education System of this South American country. The best manner to introduce a reading habit in the curricula is to include activities that involve the use of literary Genres in the learning of English.  In view of the mentioned purpose, a qualitative-quantitative methodology was applied through a structured survey conducted to the students and the teacher of the sixth and seventh year of an Elementary Education School. The results obtained were analyzed through the Chi-square statistical test, the same which points out that the proper use of literary genres in activities related to the development of the reading skill of the English language has achieved great advantages.