Martes, 18 Octubre 2016 02:25

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46

The Role of Self- and Peer-Assessment in Speaking when Videoblogging on Facebook in an EFL context

  Self- and peer-assessment have been increasingly advocated for helping students learn more effectively. However, in spite of their largely accepted benefits in formative assessment, they have not been sufficiently put into practice in the EFL classrooms. Likewise, the studies consulted on the matter scarcely take into account the students’ perceptions on the use of this metacognitive strategies. Therefore, this study explored the role of self- and peer-assessment in the development of ninth graders’ speaking skill when they do videoblogging on Facebook in an EFL setting. This action research was carried out at a public institution in Colombia and followed a qualitative approach. Data were collected by means of teacher’s field notes, students’ self-assessment forms, peer-assessment comments posted on Facebook, and focus group interviews. The findings revealed that the involvement of the learners in self- and peer-assessment, as well as in videoblogging and Facebook, allowed them to develop their speaking skill. Furthermore, it was possible to establish that self-assessment played various roles: as a trigger for reflection, as a sponsor of self-directed learning, and as a facilitator of differentiated instruction. Likewise, the findings evidenced that peer-assessment played a role as a trigger for reflection, in addition to other roles such as a developer of critical thinking skills, and a promoter of collaborative learning in the development of the students’ speaking skill.

Edgar Alirio Insuasty

Nestor Felipe Santos Trujillo III / DIC-2019
45

Using Metacognitive Strategies to Improve Reading Comprehension by Means of Using Tablets in an EFL Context

 

This study explores the effects of teaching metacognitive strategies to improve 10th graders´ reading comprehension and vocabulary acquisition. This research study was a mixed-method study in which participants went through metacognitive strategies instruction to make them aware of their reading process. The researcher trained students in the implementation of three strategies: skim, scan, and G-map. That training had two cycles; students took a pre-test and post-test before and after the cycles. The results showed that metacognitive strategies classes were useful to improve students reading comprehension as those strategies made learners aware of the learning process and helped the researcher to identify some of the main difficulties.

students face when reading texts in English.

Sonia Amparo Salazar

Oscar Fernando Penagos III / OCT-2019
44

Development of Oral Production through Cooperative Learning Activities in a Colombian Public School in a Rural Setting

  Taking into account the need to develop oral skills in the students through effective teaching strategies, the present paper shows the implementation of a research study about the development of oral production through Cooperative Learning activities in eighth graders from a rural school in La Plata-Huila, Colombia. This was a qualitative action research project whose main objective was to describe the impact that the Cooperative Learning Approach has on oral production. Data was gathered from three instruments: questionnaires, teacher’s journals, and transcriptions from audio and video recordings. The results showed students’ progress during speaking tasks in terms of confidence to speak in English and willingness to work in group. The results also showed the benefits of cooperative learning regarding the classroom environment. The difficulty that persisted was mispronunciation of words and lack of accuracy in students’ speech.

Maria Fernanda Jaime

Katherine Cortes y Mary del Pilar Mongua I / JUL-2020
43

Using authentic-like material in a VLE to develop the listening skill in 10th graders at a public secondary school in Colombia

This study aimed to develop listening comprehension skills in tenth grade students at a public secondary school in Colombia through the use of authentic-like materials delivered via Schoology (a virtual learning environment). It followed a qualitative approach with an action research type of design. The research was carried out with tenth grade students as the most suitable population to understand the phenomenon of this research study. Data collection techniques included surveys, semi-structured interviews, and field notes. Results showed that authentic-like materials allowed students to develop their listening skills, being listening one of the most difficult skills to work with in the classroom, according to students’ voices. Good authentic material used in virtual environments facilitated the development of this skill. Virtual environments offered as an alternative technological space to traditional classes that increased students’ learning motivation. And one of the main results focused on the fact that through virtual learning environments, students could develop their listening comprehension sub-skills.

Sonia Amparo Salazar

Felipe Ernesto Perdomo II / JUL-2020
42

Exploring Teachers’ Planning Decisions Through an Online Reflective Teacher Community

This qualitative case research study seeks to identify the knowledge and beliefs behind teachers’ planning decisions after participating in an online reflective teacher community. The participants were three English teachers from a foreign language institute in Huila, Colombia. Data were gathered during the implementation of the pedagogical strategy which consisted of creating an online reflective teacher community and in which five reflective tasks were developed via interviews, surveys, and teacher’s reflection artifacts, the data were collected. The findings suggest that the incorporation of elements of professional collaboration and interaction among peers by means of computer-mediated reflective discussions in the design of reflective tasks, enables critical reflection, in different levels of reflection, and enhance teachers’ level of awareness about the sources of teachers’ knowledge. Likewise, it was found that there is a close relationship between the number of reflective contributions, reflectivity depth level, and transcendence to other educational contexts. This is considered by the researchers as professional development.

Edgar Alirio Insuasty

Natalia Vallejo e Inés Judith Cabarcas I / DIC-2019
41

Tracing the English Learning Self-Assessment Process of a Group of ELT Students from a Colombian Public University

 

Assessment is considered to be a reliable and valid means through which the effects of both teaching and learning can be measured. The lack of research studies in relation to self-assessment in the English Language Teacher Education Program (henceforth ELT Education  Program) targeted in this study evidence that there is not a policy that determines how learners can self-assess their learning process. For that reason, we conducted this qualitative-descriptive case study that relies on principles of postmodern perspectives and constructivist theories that advocate the construction of learners&#39, knowledge. The main objective was to determine how self-assessment influences on the language learning process of a group of students from the ELT Education Program. To respond to this inquiry, we collected data through student’s reflective journals, focus group discussion commentaries, and an interview to analyze participants' reflections upon their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of reflective journals and focus group discussions as facilitators to self-evaluate deeply and promote collective reflection.

Leonardo Herrera 

Maria Alejandra Lucero y Carlos Hernán Cuesta IV / OCT-2020
40

EFL Teachers’ Professional Identity: A Master’s Level Exploration

Although many research studies have been conducted in the area of teacher´s professional development in the Colombian context, little research exists on exploring how the professional identity of EFL teachers is shaped at a postgraduate level. To address this aspect, three research objectives guided this qualitative narrative study: 1) To explore 4 EFL teachers´ identities trajectories after their participation in a master´s program in ELT 2) to describe the characteristics of EFL teacher´s professional identities before and after the subsequent completion of the master´s program and 3) to analyze the role of the master´s program in English Language Teaching in shaping or reshaping EFL teachers professional identities. Three oral narratives and three narrative interviews were implemented as data collection methods. In this sense, results obtained demonstrated that after their participation in a master´s program in ELT, EFL teachers´ identities were influenced at various levels. A higher level of social commitment, critical-reflective engagement and research-oriented practices were some of the most remarkable characteristics. Besides, findings illustrated that more research needs to be done in regard to teacher´s identity to have a wider understanding of this area of knowledge.

Jhon Jairo Losada

Jhon Eduardo Mosquera IV / JUL-2020
39

Transformative Learning through Community-Based Pedagogies in a rural school: The bilingual cafeteria

Teaching practices focused on local places and practices are typically known as Community-Based Pedagogies. This Youth Participatory Action Research study aims to characterize learning and describe agency development when considering place, practices, and students’ voice in the organization of a Community-Based project. This research was developed with thirty tenth graders of a rural public school in Neiva, Huila, where students did find valuable learning English; however, they were apathetic towards the English class because of being too board-centered. A mapping of the school guided the pedagogical intervention that turned around the school cafeteria and break time. Three instruments were used in general to gather the data (teacher field notes, interviews, and artifacts). Results showed that participants learnt from the experiences within the school community in which they could develop agency, which motivated their learning. Consequently, students overcame deficit discourses, transforming frames of reference when positioning themselves as capable leaders.

Luz Mary Quintero

Juanita Ponce de León IV / JUL-2020
38

Examining Colombia Bilingüe Policy Appropriation: The case of Public School Teachers Using English Please and Way to Go Textbooks

 

English Please and Way to Go are the textbooks issued by the Colombian Ministry of Education (MEN) with the purpose of improving English language learning and teaching in public schools. Designing and making these pedagogical materials available to teachers and students is part of the strategic actions that the MEN (2016) has taken within its Colombia Bilingüe policy 2014-2018. Thus, drawing on concepts such as foreign language education policy and language policy appropriation, this study aims mainly at determining a group of teachers’ use of the textbooks English Please and Way to Go and what it informs us about their appropriation of the Colombia Bilingüe policy. Findings suggest the extent to which teachers appropriated the policy through their use of these textbooks by establishing three levels: full, partial and null appropriation of policy elements; additionally, the study delves into the role that some stakeholders, namely, the Ministry of Education, teachers, students and school administrators, have played in these teachers’ appropriation of the aforementioned policy. Among the main pedagogical implications provided, it is suggested that the MEN offers more education for teachers so that they can fully understand what the Ministry promotes through these books. Similarly, it is suggested more collaborative work among teachers that can help them find support to work with materials and what the government demands. Lastly, it is recommended for school administrators to incorporate more hours to English Language teaching; additionally, teachers´ tensions and pressure regarding the Icfes exam preparation should be released for more successful practices.

John Jairo Viáfara

Natalia Cardozo y Lorena Lozano IV / JUL-2020
37

Narratives to Explore Students’ Views of Learning EFL Focused on Community-Based Pedagogies

This qualitative descriptive-interpretive research supported by narratives aims at exploring students’ views of learning English as a Foreign Language (EFL hereafter) focused on Community-Based Pedagogies (CBPs henceforth). The participants of this study were three tenth graders from a public school in Florencia, Caquetá. Data were collected through students’ autobiographies, journals, in-depth interviews, and visual materials analyzed through the Grounded Theory Approach. The results reveal that narratives are a source of valuable information to make sense of students’ life experiences and their views of learning EFL. Narratives encompass their opinions, dreams, learning strategies, school interactions and critical events bound to EFL learning. The analysis revealed that CBPs constitute an alternative to know students’ sociocultural background such as their family relations, cultural surroundings, parental involvement, their communal resources, local practices, economic strata, and interaction, which might allow us to reorient both our pedagogical practices and the content addressed in the EFL classes. 

Astrid Núñez Pardo

Andrea Cetina y Yudy Gomez IV / OCT-2020
36

Academic Help-seeking Behaviors: How Do They Affect Classroom Interactions in an EFL Context?

This study explored the Help-seeking behaviors (dependent, avoidant and adaptive) and their  effect on EFL classroom interactions. A case study was conducted to research the characteristics of Help-seeking behaviors and how these affect positively or negatively teacher-student and student-student interaction patterns. This study was carried out in a private school with two second grade classes, 24 students in total and one EFL teacher. Interviews with the teacher and students were conducted, questionnaires were applied to the students, and observations were made of multiple classes. The results confirmed the existence of three Help-seeking behaviors in the EFL classroom. Adaptive help-seeking learners are the ones who tried to solve the activities by themselves. Avoidant help-seeking learners did not look for help even when they needed it. Dependent help-seeking learners sought help the instant they found a problem-task. The two last mentioned behaviors were related to low academic achievement, dependency and lack of autonomy. This led to the teacher and learners to have a negative opinion of these students as well as to display a negative attitude toward them when they sought help. This situation created a tense and fractured exchange between teacher-student and student-student interactions during the help-seeking process. On the other hand, the teacher and learners thought that adaptive help-seeking learners were capable of completing the activity by themselves or at least of making the effort to do so. Thus, the teacher and learners had a positive opinion of those students and a positive attitude when they sought help. This made the two interaction patterns have a smooth, bidirectional, and positive exchange.

Claudia Torres Jaramillo

Maria Eugenia Cuellar IV / OCT-2020
35

Tracing Principles and Features of English as an International Language in the Coursebook series English, Please!

The new status of English as an International Language (EIL) requires English language teaching must be re-examined and transformed. Therefore, it is essential to provide teachers and students with the necessary understanding to face the reality of the current English linguistic diversity across the world. In this sense, and taking into account the many benefits of textbook evaluation, this study aimed to develop a deep examination of the coursebook series English, Please! in light of the inclusion of EIL principles and features. Following a qualitative content method, the activities from the coursebook EP3 were collected and analyzed by using a data collection grid designed to this purpose. To complement this analysis, I gathered the perceptions of 8 English teachers from different cities of the region who answered a checklist and took part in a semi-structured interview. As a result, the main findings of this study revealed that the there is still a predominant participation of Standard English models in the coursebook examined which limits students’ exposure to the different English varieties they may face in their role of global citizens. Moreover, this study found that there is a lack of meaningful activities that help students to develop an intercultural competence as it constitutes one key principle of English as an international language.

Diego Fernando Macías

Leidy Cristina Hoyos IV – ENE-2021
34

The Upshot of a Critical Literacy Cycle in an EFL Class

Teaching a foreign language through the lens of critical literacy supported students´ construction of a critical understanding of the world. In this study, language represented the art of knowledge, the representation that human beings have of the world they live in, and the means by which they construct and deconstruct meanings. Thus, this qualitative research responds to the need of unveiling social realities through the eyes of my pupils. The type of study was action research and was conducted with students of tenth grade of a public school which aimed to establish the influence that a Critical Literacy Cycle in an EFL class had on students´ reflections upon social issues of their local context. In doing so, I implemented a Critical Literacy Cycle (CLC) that guides teachers in the process of conducting critical literacy practices in an EFL classroom. The findings revealed that the CLC fostered thought-provoking learning among students which favored the development of social awareness upon social, cultural, political and economic issues of the local context and empowered students to raise their voice to advocate for social justice and to take action. Furthermore, the CLC served as a mediator to improve communication among parents and teenagers, support teenagers´ identity building and the development of English language skills.

Claudia Torres Jaramillo

Geraldine Silva IV / OCT-2020
33

Identities of Two Koreguajú Indigenous Students in an EFL Context

 

This qualitative narrative research study describes the construction and reconstruction of identities of two indigenous students in second and EFL contexts, the implications of being exposed to cultures, and languages in the interaction with the aforementioned spaces. Two indigenous students from the Koreguajú community participated in the construction of narratives in the form of multiple conversations, semi-structured interviews, and visual materials, which served as the data-gathering instruments of the study. To explore identities, the study relied on narrative research because it provides alternatives to unveil important happenings that are not easily perceived through conventional research methods. Likewise, Atlas.ti.8 for Windows facilitated the systematization, reduction, and interpretation of the complex phenomenon of identity construction. The findings suggest that indigenous students shaped and reshaped their L1 identity, L2 identity and FL identity in the reciprocal process of interactive encounters with second and foreign language contexts. Results also revealed six subcategories that provided more details in the particular aspects that take part in the shaping and reshaping of identity denominated cultural identity, group identity, personal identity, interaction, construction of knowledge and identity, and positioning which positively and negatively affect the constructions of inner and external configuration of the self.

Astrid Núñez Pardo

Lia Cristina Gordillo Triana II / JUL-2020
32

 

SPEAKING ASSESSMENT IN AN EFL CONTEXT: TEACHERS’ ASSESSMENT APPROACHES REGARDING STUDENTS’ SPEAKING SKILL.

 

ABSTRACT

 

Language assessment has been a field of challenges and controversies through decades for the ones involved in this essential part of the learning process. This seems to be reinforced when teachers address speaking skill assessment as it is considered the most difficult skill to be assessed in foreign language (FL) learners (Burns, 2012);(Ginther, 2012). Therefore, this paper explores how teachers approach the assessment of students’ speaking skills in a Teacher Education Program in Colombia. The data gathered reveals teachers’ preference for summative assessment practices to determine students’ progress regarding this particular skill. Therefore, the need to reflect on the way these assessment processes are conceived and conducted institutionally is highlighted. Finally, teacher professional development in terms of language assessment emerges as an alternative to contribute to developing significant assessment processes where students, teachers, and institutions can be benefited.

 

ELIANA ALARCÒN

JAIME DUQUE AGUILAR

 III OCT-2019
31

 

A TASK-BASED TEACHER DEVELOPMENT PROGRAM FOR RURAL PRIMARY SCHOOL.

 

ABSTRACT

 

This document reports on a research study aimed at exploring the impact of a task-based teacher development program for three rural primary school teachers at San Marcos School in Acevedo-Huila. It also sought to establish the three primary school teachers’ perceptions and general beliefs regarding their teaching practice and the academic needs that affected their performance inside and outside the classroom. To the effect, we used class observation, semi-structured interviews, and a survey to collect data. The results show that the participants improved their teaching practices regarding processes such as class preparation, class materials design, pronunciation, and vocabulary use. Results also showed that teachers are now more aware of the importance of having professional development programs in the institutions.

MARIA FERNANDA JAIME CLAUDIA CORONADO & LUISA AGUILAR III OCT-2019
30

 

“VIDEO-GAME BASED INSTRUCTIONAL TASKS: AN ALTERNATIVE WAY TO LEARN VOCABULARY IN A ENGLISH FOREIGN LANGUAGE EDUCATIONAL CONTEXT”

 

ABSTRACT

 

This study was aimed at determining the extent to which participants’ EFL vocabulary learning is affected by the use of Video Game-Based Instructional (VGBI) tasks at a public high school in Neiva. An Action Research Design, as suggested by Kemmis and McTaggart (1988) was followed. That is, there were three cycles, each one made of four stages, namely, planning, acting, observing, and reflecting. The intervention proposal was made of three VGBI tasks within which data was collected by means of tests, surveys, artifacts and journal keeping. Quantitative data were processed and analyzed by means of descriptive statistics, and qualitative data was initially organized and coded before the generation of themes and categories. In general terms, a positive impact of VGBI tasks on students’ vocabulary learning process could be identified. This could be evidenced by the slightly higher results of students in the post-tests than in the pre-tests. Moreover, most participants expressed their favorable perceptions of the importance and usefulness of the implemented VGBI tasks, although some constraints were also recognized. Finally, what most students showed in their artifacts is that they were able to learn vocabulary in a meaningful way by means of labeling, categorizing and network-building actions.

 

Dr. EDGAR ALIRIO INSUASTY

MILLER ZAMORA

III AGO-2019
29

 

“THE USE OF TECHNOLOGICAL TOOLS TO REINFORCE ENGLISH LANGUAGE LEARNING IN SIXTH GRADE STUDENTS"

 

ABSTRACT

 

This document reports the results of a research study aim at establishing the pedagogical and didactic incidence of the use of the WhatsApp application in the learning of English in sixth-grade students of the Eduardo Santos School with the participation of their parents. To achieve this purpose, a mixed research design was conducted, and the data is collected by means of interviews with parents and students. It was carried out with 30 students of the sixth grade in a public institution of the city of Neiva, Colombia. The results showed that the group created in WhatsApp allowed to improve the communication between parents-teacher-students, and material and activities used affected students’ academic performance. WhatsApp showed that this technological tool can be a great help in learning English.

 

Mg. MARIA FERNANDA JAIME

MYKOL GUTIERREZ

III AGO-2019
28

 

“ORAL PRODUCTION THROUGH EFL CONTEXT-BOUND MATERIALS INFORMED BY COMMUNITY-BASED PEDAGOGY AND SOCIAL CONFLICTS”

 

ABSTRACT

 

This qualitative-action research study is aimed at analyzing what is revealed about oral production through EFL context-bound materials, informed by community-based pedagogy and social conflicts among 11th graders, at a public school. This study was conducted at Maria Auxiliadora School in Guadalupe (Huila), with 12 students. One of the main issues this study was concerned with was the lack of oral production activities that prevented students from speaking and learning in a real-life context. The instruments to collect data were: students’ artifacts, teacher’s field notes, and video recordings. The findings revealed that students fostered and increased their oral production, using chunks of language and conveying pragmatic purposes when addressing social conflicts; the appropriateness, usefulness, and significance of the context-bound materials in promoting oral production; and the pertinence of the community-based pedagogy as a source to address social conflicts to identified their causes, and to propose alternative solutions to them.

 

Mg. ASTRID NUÑEZ LICED RODRIGUEZ III AGO-2019
27

 

“CRITICAL LITERACY IN MAKING MEANING OUT OF NEW MEDIA DISCOURSES”

 

ABSTRACT

 

This study explores how Critical Literacy shapes undergraduate students’ meaning-making processes about New Media Discourses. The methodological design consisted on a qualitative approach and it was an action research type of study. The lack of previous research on Critical Literacy shaping meaning-making processes propelled us to further inquire these meaning-making processes. Having as our main goal to collect valuable data on the matter, we decided to use focus group interviews as the instrument that would provide users with the most enriching data. Analogously, participants were asked to fill journals and to hand in their work (artifacts) every class. Accordingly, we filled out some field notes with specific criteria we designed such as the description of the general observation, comments on the activity, students’ meaning-making processes and students and critical literacy. The findings suggest that the use of Critical Literacy helped the participants develop a better understanding of how education should respond to their social realities and how to address the subtle discourses that shape these realities.

 

Mg. CLAUDIA TORRES

MARIA CAROLINA SANTA

DANIEL GUTIERREZ
III AGO-2019
26

 

“UNDERSTANDING THE CONSTRUCTION OF TEACHER IDENTITY IN ENGLISH LANGUAGE STUDENT TEACHERS”

 

ABSTRACT

 

This narrative research aims to investigate how student teachers construct their teacher identity in an English language teacher education program; as well as the factors that promote and hinder its formation. By analyzing student teachers’ written narratives, oral narratives, and teaching practicum journals, the researchers found that the construction of teacher identity entails an ongoing process and its development is constantly shifting as a result of the teaching experiences and social interactions. The findings show that the construction of the teacher identity started with some conflicts student teachers faced in the process of learning-to-teach. Then, those conflicts were resolved as they experienced the act of teaching and interacted with the teacher community, building a new understanding of their teacher selves, and creating new opportunities for their teacher professional development.

 

Dr. DIEGO MACIAS

WILSON HERNANDEZ

ANGELICA GUTIERREZ
III AGO-2019
25

 

“EXPLORING SIXTH GRADERS PERCEPTIONS ABOUT LANGUAGE LEARNING AND CULTURAL AWARENESS WHEN USING TELECOLLABORATION”

 

MERITORIA

 

ABSTRACT

 

This phenomenological study explores students’ perceptions about the relationship between language learning and cultural awareness when using telecollaboration in an EFL context. It was carried out with sixth graders from a private school in Rivera – Huila with a population that consisted of 9 males and 10 females, 10 to 12 years old. The three main concerns underlying this work were: the lack of studies related to the way students perceive the relationship between language learning and culture in the local context, the need to explore the incidence of culture in language learning, and the role of telecollaboration in cultural exchanges and the construction of perceptions about language and culture. The data for this study was collected through interviews, focus groups, students’ artifacts (drawings and thinking routines) and two online encounters. The findings reported that students raise insights about their culture and the concept of Otherness while using a foreign language to interact through online means. Furthermore, it contributed to making sense of their perceptions with respect to the relationship between language and cultural awareness as a form of a phenomenological inquiry where both culture interlocutors become empathic participants.

 

Mg. GILMA ZUÑIGA

ALEJANDRA CABRERA

NATALIA RAMIREZ
III AGO-2019
24

 

“TEACHER-DEVELOPED MATERIALS INFORMED BY THE COMMUNITY-BASED PEDAGOGY FOR VOCABULARY LEARNING AMONG SENA STUDENTS”

 

ABSTRACT

 

The current qualitative action research study analyzed what was unveiled on teacher-developed materials informed by Community-Based Pedagogy (CBP) in relation to vocabulary learning among students. The study was conducted with 30 students from Servicio Nacional de Aprendizaje (SENA, its acronym in Spanish). The instruments used for data gathering were students’ artifacts, teacher’s field notes, and think-aloud protocols. The findings evidenced that teacher-developed materials achieved particularity, practicality and possibility throughout gradual levels of complexity, familiar topics and the use of learning strategies to enhance the acquisition of new words, as well as feedback, images, attractive design, varied activities and use of words in context, which benefited the learning of vocabulary among adult students. Likewise, by fostering a pedagogy of possibility and practicality in SENA students through contextualized teacher-developed materials, we contributed to the preservation of learners’ community practices supported by strategies for learning and professional performance, in regard to the understanding of community funds of assets and cultural and individual identity. Finally, there was an improvement in vocabulary learning evidenced by the incorporation of conceptual and grammatical knowledge and recalling words in specific situations, and in oral production by using words properly, and enhancing language skills.

 

Mg. ASTRID NUÑEZ

GUSTAVO NOREÑA

JUAN DAVID ESCOBAR
III AGO-2019
23

 

“EXPLORING PUBLIC SPEAKING ANXIETY AND ITS EFFECTS ON ORAL PRODUCTION IN AN ELT MASTER PROGRAM”

 

MERITORIA

 

ABSTRACT

 

Speaking anxiety (SA hereafter) is one of the factors that affects and impacts the process of learning a language; however, little research exists on how it affects the oral production of EFL students at a graduate level. This descriptive, exploratory case study aimed to examine the effects of public speaking anxiety on five graduate students from the Master in English Didactics program at Universidad Surcolombiana during in-class oral presentations, by combining both quantitative and qualitative data. A survey, narratives, and semi-structured interviews were employed to investigate the provoking factors, the manifestations of speaking anxiety and the coping strategies that participants employed to regulate their speaking anxiety. In addition, brief cognitive behavioral therapy was carried out to assess the efficacy of it is diminishing the feelings of anxiety before a presentation. Findings showed that there are individual reactions to speaking anxiety which include: internal and external triggering factors that increase anxiety levels, patterns on the manifestation of the symptoms of speaking anxiety that are related to the time of the presentation, peaks of anxiety and internal and external coping strategies that alleviate the symptoms related to speaking anxiety. Moreover, we were able to determine that brief Cognitive Behavioral Therapy (CBT) interventions are effective in reducing SA.

 

Mg. CLAUDIA TORRES

OLGA FIERRO

CATALINA MANCHOLA
III AGO-2019
22

 

“ENHANCING LANGUAGE LEARNING ENGAGEMENT BY MEANS OF CRITICAL LITERACY AT A PUBLIC INSTITUTION IN CAQUETA, COLOMBIA”

 

ABSTRACT

 

Language learning engagement is a multidimensional concept that embraces cognitive, emotional, and social components (Fredricks, Blumenfeld, & Paris, 2004). However, stakeholders, language educators and students from Juan Bautista La Salle high school seem to ignore its complexity since apparently their main concern relies on the students’ academic performance and institutional achievements. This study intends to determine the connection between language learning engagement and critical literacy in a ninth-grade classroom. Participatory Action Research is the methodological approach framing this study. Thus, this investigation proposes two workshops, designed under the principles of critical literacy to provide learners with tools to approach local issues occurring in their community. Findings emerging from this research suggest that the practice of critical literacy engages students in learning from the cognitive, social and emotional dimensions. Then, this critical approach plays a pivotal role in activating students’ willingness to cope with language learning and tackle learning-related difficulties.

 

Mg. LEONARDO HERRERA

ARLIN YISELA PRADA

MARLY TRUJILLO
III AGO-2019
21

 

"EXPLORING THE ROLE OF THE TEACHING PRACTICUM ON PRE-SERVICE TEACHERS´BELIEFS”

 

ABSTRACT

 

Beliefs about teaching and learning have a significant influence on every teacher’s teaching pedagogy. This qualitative case study took place within an English as a foreign language (EFL) teaching program in a public university in Colombia. It aims at exploring the experiences of five pre-service teachers undergoing their teaching practicum to understand its role in the participants’ beliefs about teaching and learning. Exploring beliefs has become relevant since they affect teachers’ practices and decisions in their classrooms. Therefore, as teaching practicum advisors in this EFL teaching program, we see in this experience a tremendous potential for personal and institutional pedagogical growth. The pre-service teachers were interviewed at three different moments during the study and were asked to write weekly reflections and a final reflection at the end of their teaching practice. The findings indicate that the relationships between pre-service teachers and their teaching practicum advisor, cooperating teachers, and their teaching contexts, take part in the pre-service teachers’ teaching experiences, and influence their beliefs. The study concludes that the teaching practicum serves as a catalyst for beliefs manifestation before and during the teaching process, where tensions between the pre-service teachers’ beliefs and the teaching reality take place. The teaching practicum also plays an important role in reinforcing and transforming beliefs due to factors such as the teaching context particularities, the role of the cooperating teacher, and the role of teaching practicum advisor.

 

 Dr. JOHN VIÁFARA  ABEL ANDRÈS PERIÑAN
JOSE ARCILA VALENCIA
 III AGO-2019
20

 

“TEACHER-DESIGNED LESSONS FOR THE READING COMPREHENSION PROCESS WITH TENTH GRADERS IN AN EFL CONTEXT”

 

ABSTRACT

 

This qualitative action research study reports the contribution of a teacher-designed unit made up of five lessons, focused on the interactive-reading approach, for the development of the reading comprehension process in an EFL teaching context. The objective of the study was to describe the influence of designing and implementing contextualized materials, developed by the teacher, on students' comprehension of general and specific information in reading passages. The participants of the study were fifteen tenth graders from Santa Marta public school, located in Garzón, Huila. The instruments used to collect data were student's artifacts, teachers' field notes, and a survey. The findings suggested that first, teacher-designed lessons constituted a source for students' engagement in learning and activity completion due to the appropriate innovative and illustrative materials that captured their attention and fostered the accomplishment of learning activities and vocabulary learning. Besides the sequenced strategy-based activities, the provision of clear instructions and the inclusion of activities addressed to all learning styles favored activity completion. Second, the application of reading comprehension strategies to passages containing local knowledge, words, images, meaning, and simplified structures helped students to make sense of the written texts while working collaboratively. Third, the interactive reading approach was central for students' reading comprehension, the bottom-up approach helped them to identify details and main ideas whereas the top-down approach aided them to recognize the general idea, the intentionality of the author and prediction of meaning.

 

Mg. ASTRID NUÑEZ PARDO PEDRO MARIO RODRIGUEZ 

SERGIO ALEXIS

 II AGO-2018
19

 

“TEACHER-MADE MATERIALS BASED ON MEANINGFUL LEARNING TO FOSTER WRITING SKILLS”

 

MERITORIA

 

ABSTRACT

 

This qualitative action research study explores the contribution of teacher-made materials, based on meaningful learning, to the development of tenth graders‟ writing skills. It was carried out with 35 students from Normal Superior de Florencia, a public institution in the city of Florencia Caquetá, Colombia. Three main concerns underlie this work: the suitability and effectiveness of teacher-made materials in the development of students‟ writing skills, the role of the meaningful learning approach in fostering students‟ writing skills, and the writing skills developed by the student through the implementation of teacher-made materials. The instruments to collect data were students’ artifacts, teacher’s field notes and surveys. The findings evince that the implementation of well-informed teacher-made materials, based on an MD framework, contributes to the development of the learning activities and fosters language learning and use. Besides, meaningful learning occurs as a result of contextualizing content, and localizing and personalizing experiences in each of the learning activities proposed in the workshop to engage students in their completion. Moreover, the students’ writing skills enhance by scaffolding the construction of their texts through the process approach procedures and the cooperative work, as the learning approach that underpinned the development of the writing activities, allowing the students to support each other while being involved in the completion of the written assignments; finally, giving and receiving feedback served as the source of learner-learner and teacher-learner identification of the state of progress in students’ writings.

 

Mg. ASTRID
NUÑEZ PARDO
DUVAN MOSQUERA   II FEB-2018
18

 

“AN INQUIRY ABOUT ORAL COMMUNICATION DEVELOPMENT THROUGH CULTURE-BASED TASKS” 

 

ABSTRACT

 

Due to the difficulties in oral communication presented by students when they were asked to use the foreign language in the classroom, the researchers implemented an inquiry in a group of eighth graders at a public institution in Pitalito-Huila, Colombia to analyze the development of microskills (if any) of oral communication through the inclusion of cultural content framed on a task-based approach. This study was oriented from qualitative approach and action research. Also, the researcher explored the students‟ perception towards the articulation of foreign language learning and culture. We used four main instruments to gather data: audio transcripts, students‟ journals, questionnaires, and field notes during the main tasks development. The data was analyzed from Grounded theory. The results demonstrated learners‟ progression in the production of reduced forms and phrases orally. What is more, the students were also more respectful when being exposed to intercultural diversity.

 

Mg. LILIAN CECILIA ZAMBRANO YULY VALENCIA
LUZ BARBOSA
 II FEB-2018
17

 

“PROMOTING INTERCULTURAL AWARENESS THROUGH COMMUNITY-BASED PEDAGOGY AT A RURAL PUBLIC SCHOOL IN AN EFL SETTING”

 

ABSTRACT

 

This study explores the possible advantages that implementation of community-based pedagogy in a school located in the rural area of the Huila Department could bring to 11th graders, in terms of developing intercultural awareness and self-awareness of their own culture and local knowledge. Based on documents and on evidence collected from class observation, and institutional documents, it was established that there was little culturally relevant content in the English syllabus. Then, this action research study inquires on the promotion of intercultural awareness through the implementation of Community Based Pedagogy and project work in the English class. The instruments used to collect the information were students’ artifacts, surveys, unstructured interviews, teacher field notes, and photographs. The data collected was analyzed under the scope of the grounded approach, which helped me to draw some conclusions and implications based on the results obtained. As the main conclusion, students’ attitudes towards English class changed drastically; they were highly motivated and committed to the project, and the expectations about working with the local community were positively fulfilled. In terms of implications and challenges in the academic field, I can say that it was not easy to work with the community and outdoor activities, not because of lack of interest but because of reduced cooperation from schools’ principals, as they must follow institutional rules that limit the freedom to work with projects that are not part of the curriculum. However, in my view, and based on related studies and on my own experience, it is profitable for both, students and teachers to have an immersion in the community and take advantage of what they have to say. It also reduces students’ anxiety since they feel themselves more comfortable when working in their own context. In terms of English teaching, I can say that maybe it is time to stop focusing mostly on language rules and start giving a chance to our students’ voices. As English teachers, we can teach language in a different manner, placing motivation and communicative goals first, rather than English correctness. Learning a foreign language means not only learning grammar or syntax, but it is also about connecting cultures and beliefs, perceptions and sometimes misconceptions about others and ourselves, and being able to build bridges between local and global communities.

 

Mg. CLAUDIA JARAMILLO  PATRICIA IMBACHI  II AGO-2017
16

 

 “DEVELOPING FLUENCY AND ACCURACY AMONG EFL STUDENTS FROM A COMMUNICATIVE LANGUAGE TEACHING PERSPECTIVE THROUGH THE IMPLEMENTATION OF AN ENGLISH RADIO PROGRAM”

 

ABSTRACT

 

This action research study was conducted at Corporación Educativa Amigos Institution Jean Piaget, a private school in Florencia Caquetá. It was developed with a group of 19 high school students from 9th, 10th and 11th grades, and aimed at improving students’ use of spoken English. The research was based on the implementation of an English radio program and some communicative activities devoted to improve students’ communicative competence and the development of fluency and accuracy. Observations, field notes, audio recordings, focus group sessions and students’ artifacts, including the radio program, where the data collection instruments used. The analysis was carried out by using the scientific software Atlas Ti. Results indicated that the implementation of both, the radio program and the communicative activities yielded a positive impact on students’ fluency and accuracy in spoken English.

 

Mg. CLAUDIA JARAMILLO  ERIKA PAEZ
ARANZA LAISECA
 II AGO-2017
15

 

“CHANGES IN STUDENTS’ SPEAKING SKILL THROUGH THE USE OF TABLETS”

 

ABSTRACT

 

Given the weaknesses, learners face when they have to speak in English, we carried out a qualitative research study in a group of sixth-graders at a public school in Neiva-Huila. The aim of this study was to determine changes (if any) brought about in terms of attitude and learning speaking skills when using tablets in the classroom. We selected tablets as innovative resources in the classroom that were available to use in the institution. This study illustrated an action research approach in which we identified students’ attitudes towards language learning using tablets and analyzed students’ speaking skills through the use of tablets by means of mobile-assisted language learning (MALL) strategy. The data was gathered by means of field notes, audio/video recordings and focus groups in each one of the two cycles from this study. The data were analyzed using coding procedures. The results revealed some important changes in speaking skills rather than attitude. Additionally, it was found that teaching abilities and learning environments are determining the success of students’ learning.

 

Mg. SONIA AMPARO SALAZAR ARISTIZABAL ELIZA CHALA
MAYRA TRUJILLO
 II NOV-2017
14

 

“VIDEO-MEDIATED LISTENING AND THE CONSTRUCTION OF MEANING UNDER A MULTILITERACIES APPROACH IN AN EFL CLASSROOM AT A PRIVATE SCHOOL”

 

ABSTRACT

 

Based on the need to explore the incidence of Multiliteracies in EFL education, this study presents the ways in which video-mediated listening activities contribute to the construction of new meanings in an EFL setting. This qualitative action research was carried out at a private school of Rivera, Huila with 11th-grade students. The goal was to analyze how the construction of meaning was developed through the implementation of video-mediated listening activities under a Multiliteracies approach. Data were collected through field notes, pupil diaries, interviews and students’ artifacts obtained from the class implementations. The findings show that students established interactions with different sources of information provided by the videos that enabled them to create and disclose new meanings derived from their transformed interpretations. The results also shed light on how video-mediated listening activities foster students’ understandings of their own learning processes.

 

Mg. GILMA ZUÑIGA CAMACHO JHON LOSADA
DAVID SUAZA
 II AGO-2017
13  

“DEVELOPING SPEAKING SKILLS THROUGH A VIRTUAL LEARNING ENVIRONMENT (VLE) IN 5TH GRADE AT A PRIVATE SCHOOL IN AN EFL CONTEXT”

 

MERITORIA

 

ABSTRACT

 

This research work was carried out in 5th grade at a private school in an EFL context. The purpose of this research was to develop speaking skills through a Virtual Learning Environment, (henceforth VLE). This study was conducted as an Action Research. The instruments administered in this research work were surveys, interviews, interactive activities in a VLE and speaking progress tests. The target group was 10 English learners whose ages ranged between 9 and 10. Activities to work on the VLE were designed to excel speaking. During implementation of online activities in a VLE, the researchers reflected on pupils’ process of developing speaking skills. This research process gave an account on the effectiveness in interactive activities through a VLE students did voice recordings, self-evaluated their speaking skills, and gave feedback in their spoken mistakes. The students found that self-correcting, voice recording, debates and interviews through a VLE were the most effective way of learning that excels speaking. However, the teacher’s monitoring strategy was also useful to verify student’s correction process through a VLE. This research study allowed the teacher researchers to conclude that shyness in speaking was a factor that had to be tackled to help students gain confidence to speaking and should be fostered in class, therefore, students can strength pronunciation, and be aware of their errors to be improved through a VLE practice.

 

 Mg. LEONARDO HERRERA MOSQUERA ALEXANDRA ANDRADE

ANA BARRIOS

JORGE CABRERA
 II NOV-2017
12

 

“DEVELOPING LEARNERS’ ORAL ENGLISH LANGUAGE PERFORMANCE THROUGH GAMES IN AN EFL SETTING”

 

ABSTRACT

 

The use of games in the classroom setting offers students an authentic reason for speaking spontaneously (Hidalgo, Caicedo & Mora, 2014). This action research study explores the contribution to fifth graders’ Oral English Language Performance by implementing games as well as defines the sort of students’ attitudes and the communication strategies used when they are engaged in games. This research study has a three-fold objective: (1) to examine the effect of games in oral language performance of fifth graders in an EFL setting, (2) to determine the sort of attitudes that fifth graders adopt in regards to the use of games to develop their speaking skill, and (3) to identify the communication strategies used by students when expressing orally in the target language. The participants were twenty-nine fifth grade students from a public school in Neiva. Teacher’s interview, a reflective journal, video recording, transcriptions, field notes and students’ questionnaires were used as data collection tools. The findings suggest that by using games learners could develop their oral language performance, as they reinforced and gained more vocabulary, short utterances, and sentence structures and increased their confidence in terms of fluency. Additionally, a set of attitudes towards games and the use of English were determined as positive factors for developing their speaking skills. Besides, a frequency form demonstrated that students relied mostly on communication strategies such as appeal for help, use of nonlinguistic means, code switching and use of fillers and hesitation devices to express in the target language.

 

Mg. LILIAN CECILIA ZAMBRANO ANGELA JARAMILLO
GORETTI DIAZ
 I FEB-2017
11

 

“THE CONTRIBUTION OF CUSTOMIZED LESSONS WITH CULTURAL CONTENT TO EFL LEARNING AMONG UNDERGRADUATES FROM UNIVERSIDAD DE LA AMAZONIA”

 

MERITORIA

 

ABSTRACT


This qualitative descriptive action research study explores the contribution of customized lessons with cultural content to EFL learning in undergraduates from the English Language Teaching (ELT) program at Universidad de la Amazonia. Three major concerns motivated this study: Materials Development (MD), culture and EFL learning. This study was conducted with a group of 17 undergraduates from the Basic English II course. The instruments used to gather the data were students’ artifacts with the corresponding self-assessment, teachers’ field notes and the surveys on students’ perceptions. The findings suggest that designing customized lessons anchored in Second Language Acquisition (SLA) principles such as relevant and useful content, variety of activities, appealing layout, communication opportunities and the application of learning strategies fosters materials suitability and effectiveness, which results into a more effective language learning. Additionally, using cultural content in the lessons makes communication more meaningful by allowing undergraduates to build cultural knowledge and develop cultural understanding of both the local and foreign political, social and economic issues addressed in the customized materials. Finally, addressing learning styles and providing learning strategies in the lessons contributes to EFL learning in undergraduates.

 

Mg. ASTRID NUÑEZ PARDO

HENRY ALVAREZ

HANS OVIEDO 
 I FEB-2017
10

 

“EFL ORAL SKILLS BEHAVIOR WHEN IMPLEMENTING BLENDED LEARNING IN A CONTENT-SUBJECT TEACHERS’ PROFESSIONAL DEVELOPMENT COURSE”

 

ABSTRACT


Today’s world demands the use of the English language in different areas of knowledge. Besides, the increasing use of technology in educational settings (Zandi, Thang, & Krish, 2014) encourages teachers to restate their professional development (Chen, Chen, & Tsai, 2009). This qualitative action research project seeks to identify the EFL oral skills that are promoted when a blended learning approach is implemented in a professional development course. The participants were seven content- subject teachers from a private school in Huila, Colombia. Data were gathered during the implementation of an English blended course in which twelve lessons were divided into six face-to-face session and six online meetings. Via in-depth interviews, class observations, video recording analysis, teacher’s reflection, students’ artifacts and a survey the data were collected. The findings suggest that the EFL oral skills behavior is connected with use of vocabulary, use of body language, pronunciation and intonation patterns, production of chunks of language, monitoring oral production and motivation and engagement. Also blended learning influenced positively participants’ oral production.

 

Mg. MARIA FERNANDA JAIME OSORIO NATALIA SANCHEZ NARVAEZ,
SERGIO ALBERTO CHAVARRO VARGAS
 I SEP-2016
9

 

“EXPLORING THE IMPACT OF SKYPE ON ORAL PRODUCTION”

 

ABSTRACT


Very often English teachers at universities have to face the reality of students with a low level of oral proficiency but who constantly struggle to put the language they are learning into practice. In many cases the lack of opportunities to use the language inside the classroom added to the lack of time and spaces to interact with others outside the school context make the situation even more complex. This article contains the results of an Action Research study which aimed at exploring the impact of using Skype as a complementary tool to foster oral production in a group of students in a private university in Neiva – Huila Colombia. Four students from the first level of English with a basic command of the language took part in this study. The problem was examined through theoretical constructs such as Skype in EFL (English as a Foreign Language), Computer-Mediated Communication (CMC), social networking, cooperative learning and oral production in CMC. The pedagogical interventions in the study consisted of six Skype video- conferences between a teacher researcher and the four participants. To collect data, video-conference transcripts, field notes and students’ journals were used. The gathered data was analyzed using qualitative methods. Findings evidence that Skype has an impact in the EFL context in areas like language learning, social interaction and emotional influences. Students’ progress includes fluency, vocabulary and confidence to speak. Moreover, cooperative learning emerges in small groups in which corrective feedback and negotiation of meaning play a major role. Finally, anxiety appears as a drawback in the early stages.

 

Mg. MARCO TULIO ARTUNDUAGA CUELLAR ROLNEY LEONARDO

DIAZ PASCUAS

SERGIO RAMIRO

GRACIA TREJOS
 I SEP-2016
8

 

“EXPLORING EIGHTH GRADE STUDENTS’ SOCIAL DISCOURSES ABOUT BULLYING TO ENHANCE EFL LITERACY SKILLS AT A COLOMBIAN PUBLIC HIGH SCHOOL”

 

MERITORIA

 

ABSTRACT

 

This qualitative research study was conducted to explore the social discourses that students from a public high school had about bullying. This contributed to the improvement of the school climate and to the development of EFL literacy skills. The methodology consisted of seven pedagogical interventions that involved 20 PBL sessions with 29 eighth graders. Class observations, students’ artifacts, an in-depth interview and field notes were used to gather fundamental data. Following the grounded theory approach three discourses of awareness about bullying were explored, social awareness, conflict awareness, and behavior awareness. The findings suggest that when students reflect on their social discourses the development of sociocultural sensitivity can be promoted while they pass through an inter-language process that help them to overcome fears and take risks to write their own texts in English.

 

Mg. EDGAR ALIRIO INSUASTY NORYDA LEON CORDOBA                              
BLANCA INHIRIDA TRUJILLO GONZALEZ
 I SEP-2016
7

 

“EXPLORING THE ROLES OF PARENTS AND STUDENTS IN EFL LITERACY LEARNING”

 

MERITORIA

 

ABSTARCT

 


There is little scholarly information about parents’ involvement in their children’s EFL literacy learning in the Colombian context. This exploratory-qualitative study looks into possible roles of parents and children in EFL literacy learning at home with an especial emphasis on parents’ roles and contributions. The research study has a three-fold purpose: (1) to describe parents’ and students’ behavior when developing EFL literacy tasks at home, (2) to explore parents’ and students’ feelings and thoughts (perceptions) about themselves working together in EFL literacy tasks at home, and (3) to identify ways in which parents contribute to students’ EFL learning. 16 ninth grade students of a state school and their parents or caregivers carried out a series of EFL literacy tasks in their respective homes. Video recordings, field notes, qualitative interviews, and surveys were implemented as data collection tools. The results demonstrate that even though parents do not have a command of the English language, they have proven to have the potential to help in EFL learning from a non-linguistic focus (e.g. monitoring children's homework, providing learning conditions, shaping children’s minds toward EFL by giving advice, and giving feedback for the EFL homework development). Additionally, the participation of parents in EFL homework demonstrated to provoke varied positive behaviors of students toward EFL literacy learning.

 

Dr. HAROLD ANDRES CASTAÑEDA PEÑA SERGIO ALDEMAR HURTADO TORRES  I SEP-2016
6

 

“REAL – LIFE TASKS TO FOSTER ORAL PRODUCTION”

 

MERITORIA

 

ABSTRACT

 

Oral production in EFL learners is always a challenge for most teachers in high school level. Additionally, some of the strategies that are implemented in the classroom do not engage students in speaking activities. To address this gap, this study examines the effect of using real life tasks in order to promote oral production in an EFL context where English is not a main concern. The pedagogical intervention was designed using the model of a task-based lesson proposed by Willis (1996) and taking into account students’ preferences and interests. This Qualitative Action Research study was carried out at Misael Pastrana Borrero High-School with a group of tenth grade learners. Data were collected by means of field notes, video recordings and interviews. Considering the data gathered, teachers are encouraged to use real life tasks in the classroom so that students are involved in meaningful learning and in that way oral processes are fostered.

 

Mg. MARCO TULIO ARTUNDUAGA CUELLAR SANDRA MILENA
RAMIREZ ORTIZ
 I SEP-2016
5

 

“TASK BASED APPROACH: A PEDAGOGICAL PROPOSAL TO DEVELOP EFL STUDENTS’ ORAL PRODUCTION”

 

ABSTRACT

 


Nowadays English has become one of the most spoken languages around the world, therefore this research study aimed to develop students’ oral production through the use of Task Based Approach with ninth grade students from a public institution in Santa Maria Huila. TBA fosters the development of oral communication skills and engages learners in authentic and meaningful learning, promoting interaction and cooperation. This report presents a qualitative study carried out through action research in which four pedagogical interventions were developed implementing Willis’ task model; the tasks were planned according to the students’ needs, interests and context. During the development of the study some evidences were collected, such as individual and group interviews, field notes and students artifacts. The data collected was analyzed using Atlas.ti. The findings evidenced those students achieved positive results in oral production during and after the tasks processes and at the same time make learners aware of their learning process.

 

Mg. GILMA ZUÑIGA CAMACHO LEIDY DIANA

GUTIERREZ BUSTOS      

LILIANA PAOLA

CALDERON ORTIZ 
 I SEP-2016
4

 

“PROMOTION OF DIFFERENTIATED INSTRUCTION THROUGH AN ENGLISH FOREIGN LANGUAGE VIRTUAL LEARNING ENVIRONMENT”

 

ABSTRACT

 

As traditional instruction has been equated with teachers who teach to the middle or use the one-size-fits-all approach, this qualitative action research tries to have a complete view of the effects of differentiated instruction (DI) through an English foreign language (EFL) virtual learning environment (VLE). Differentiated instruction is understood as an approach that aims to foster every student’s potential by taking into account their level of readiness, learning styles, multiple intelligences and interests. A group of 29 students from a private school participated in this research study. Data were gathered through surveys, tests, field notes, group interviews and teacher’s journals. Findings avowed DI through a VLE had a positive impact on students’ learning process, meeting their needs and increasing their motivation. This study suggests that teachers and researchers in Colombia experience DI in their own practices to gain understanding of the negative and positive aspects of this approach. It is time to make DI conspicuous in the EFL field in Colombia, as an alternative on the teaching practice and a different way to provide more opportunities of learning success for all students.

 

Mg. LEONARDO HERRERA MOSQUERA MAROLLY ANDREA

VARGAS PARRA              

JAVIER ARMANDO RODRIGUEZ OREJUELA
 I SEP-2016
3

 

“VIDEO GAMES AS LANGUAGE LEARNING ENVIRONMENTS FOR ENHANCING READING COMPREHENSION STRATEGIES IN LOW EFL LEARNERS”

 

ABSTRACT

 

With an interest to help some EFL students from a public school in Neiva - Huila with the development of their EFL reading strategies, this action research study looked at the application of video games as language learning environments for increasing reading by the motivation video games appears to generate among this current generation of EFL learners. Data were gathered through focus groups interviews, field notes and students’ artifacts in a series of pedagogical interventions based on EFL reading lessons through video game quests. Findings show that participants used different reading strategies like inferring, translating, deducing, visualizing and some others while reading in English and playing in the video game because of the intrinsic motivation and the interaction with the video game these students had. The study suggests that it is important to do more research on video games as language teaching strategies. This is said because these electronic games may give benefits to the learners as more students-centered activities as well as meaningful methodologies for Language teacher.

 

Mg. SONIA AMPARO SALAZAR ARISTIZABAL  MAURO GUSTAVO SUAREZ DELGADO  I SEP-2016
2

 

“THE DEVELOPMENT OF LISTENING COMPREHENSION SKILLS THROUGH VLES FOR SECOND GRADERS IN ASPAEN GIMNASIO LA FRAGUA SCHOOL”

 

ABSTRACT


This research report is an account of a study carried out at Aspaen Gimnasio La Fragua School. Its main purposes were to analyze what listening comprehension skills were improved with the use of a virtual learning environment, and to assess the impact of the use of the VLEs in class for students to improve their listening skill. An action research methodology was followed by means of lesson observations, surveys, semistructured interviews and the teacher’s diary. A qualitative-descriptive data analysis of the results was also undertaken to become acquainted of the development of students’ communicative competence and the effects of the proposal on their motivation. The use of a VLE was found to be motivating and an important factor for students to develop some of their listening skills.

 

Mg. MARIA FERNANDA JAIME OSORIO  ARTHUR TOVAR CRUZ  I SEP-2016
1  

“IDENTIFYING THE TEACHING SKILLS OF PRIMARY SCHOOL ENGLISH TEACHERS AS THEY PARTICIPATE IN A TEACHER EDUCATION COURSE”

 

ABSTRACT

 

This research study identified the teaching skills of three primary school English teachers while enrolled in a teacher education course. Two questions guided the study. The first one refers to what teaching skills primary school teachers exhibit while enrolled in a teacher education course; and the second refers to what are the primary school English teachers’ concerns when engaged in a teacher education course. The collected data sources were field notes of class observations of each participant, interviews, participants’ reflective journals, and feedback sessions. In conclusion, five teaching skills were identified: classroom management, planning, managing feedback, learning technologies and knowledge of subject matter. Regarding the second question, results indicated that teachers are more concerned about their language proficiency in class, planning, efficient use of time, and materials. In addition, this research study revealed an important connection of teachers’ teaching skills with their concerns when learning how to become English teachers. Finally, some suggestions are presented for future teacher education courses as part of teachers’ professional development and for further research studies.

 

Dr. CARLOS ALCIDES MUÑOZ HERNANDEZ ANA MILENA ROJAS
ANA CECILIA ZÚÑIGA              
 I SEP-2016

 


 

 

 

 

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