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Browsing Pregrado by Author "Abad Olaya, José Vicente"
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Item Critical Thinking Strategies to Reduce Academic Stress Levels in Pre-service English Teachers(Universidad Católica Luis Amigó, 2023) Gutiérrez Coy , Valeria; Gallego, Daniel; Rincón, Santiago; Abad Olaya, José VicenteThis research project addresses the issue of academic stress among pre-service English teachers. Academic stress, which stems from the demands and expectations of both school and work environments, can have a negative impact on student’s mental health and academic performance. As a cognitive skill, critical thinking allows individuals to analyze, evaluate, and synthesize information objectively and rationally, so it plays a vital role in problem-solving and decision-making. This study aims to analyze the effects of critical thinking strategies on pre-service English teachers’ academic stress levels. The research follows an interpretive paradigm and utilizes a co-constructed autoethnography methodology. Data was collected through a stress measurement test, teachers’ journals, and collaborative dialogue. The findings of this study contribute to understanding how critical thinking strategies can assist pre-service English teachers in managing academic stress effectively.Item Emotions of University Student Teachers Towards Learning English from a Literacy Perspective(Universidad Católica Luis Amigó, 2023) Pérez Mazo , Ana María; Ramírez Sánchez, Susana; Saldarriaga Arcila , Catalina; Abad Olaya, José VicenteThis research project aimed to analyze the emotions of a group of Mexican student teachers towards learning English from a literacy perspective. The participants were 90 students of the bachelor's degree in foreign languages of the B1 course of English at the University of Colima in Mexico; the methodology implemented was a case study. The data were collected through three instruments: a questionnaire, observation guides and a descriptive inventory of literacy materials. As a result of this research, we found that the adequate use of different literacy strategies and materials generates a positive emotional response from students and contributes to their English learning process. Further, there is a relationship between the literacy materials supplied by schools and the literacy strategies implemented by teachers in the English classroom. Finally, we draw some conclusions about the use of literacy materials and strategies and students' emotions in the English learning process, and made some recommendations on how to approach future research on this topic.