Licenciatura en Inglés CU (Colección Custodia)

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Music as a tool for reading and writing processes in efl students
(Universidad Católica Luis Amigó, 2020-06) Riaño Rojas, Maria P.; Boyd Moreno, Jesse D.; Cupajita Ospina, Jesús E.; Suescún Giraldo, Claudia M.
Nowadays teaching in EFL classrooms, has become a true challenge. Multiple of choices and strategies have been presented inside the EFL teaching, using music is very useful and works as a tool to change classroom methodology and environment. Music can be used in different ways inside the classroom, even for reading and writing practices. The objective of this project was to analyze the implications of using music as a strategy towards the English Reading and Writing processes. Not only identifying the different materials and resources related to music for reading and writing processes but also organizing and developing these strategies. Due to the research process we were able to propose eight different tasks that involve music for reading and writing skills development. Teachers must be in constant change in their teaching practices, if so, why not integrating music in the classroom as a learning tool? After all, music is part of our life. There is music everywhere, even a small bird singing up on a tree is making music. All of these elements serve as valid arguments to implement music in the classroom. It will be able to bring not only a learning strategy but also new ways to motivate students regarding English including reading and writing processes. Music does work as a tool for reading writing process, since using music and musical language can motivate and improve this processes, providing an alternative for teachers and promote the change and the opening to new approaches inside the classroom.
Reading aloud as a strategy for vocabulary development and motivation in L2 primary students
(Universidad Católica Luis Amigó, 2020-06-01) Gil Ardila, Juan P.; Hernández Cáceres, Jhermenson J.; Suescún Giraldo, Claudia M.
Leer historias o cuentos en voz alta es una tradición que la mayoría de las culturas tienen, y hoy en día, hay evidencia que muestra que, al aplicar este tipo de estrategia dentro del aula para enseñar un segundo idioma, puede ayudar a los estudiantes más jóvenes a desarrollar habilidades lingüísticas de una manera no tradicional. Este proyecto de investigación aborda la lectura en voz alta y su impacto en el desarrollo del vocabulario y la motivación para aprender un segundo idioma en jóvenes estudiantes. Hay algunos artículos e investigaciones que han estudiado estos aspectos durante muchos años, cuyos propósitos han sido demostrar la relación y el resultado que hay cuando se pone en práctica esta estrategia. Este proyecto de investigación muestra los conceptos y los beneficios de la lectura en voz alta, sus implicaciones y cómo los jóvenes estudiantes perciben esta estrategia en una escuela pública ubicada en Medellín. Además, las razones por las cuales es importante involucrar a los estudiantes en el proceso de aprender un segundo idioma.
Games in EFL classrooms: developing oral skills in English and promoting multiple intelligences.
(Universidad Católica Luis Amigó, 2022) Medina Atencia , María Isabel; Tobón Díaz , Vanessa; Muñoz Ciro , Angie Juliana; Sescun Giraldo, Claudia Marcela
The purpose of this research paper is to mention some thoughts that teachers have about the use of the game as a didactic teaching tool for English. That said, the document seeks to provide a solution to teachers where they are shown that the game is effective in oral production in teaching English. Considering these elements, this paper is a qualitative research based on narrative analysis methods that have taken place in El Bagre, Antioquia. First, mention the data gathered obtained from an interview about the different conceptions that teachers have about games from their own experiences. Second, a focus group was developed to apply games as a didactic-pedagogical strategy in teaching practice. The result showed that games have different educational purposes in teaching-learning a second language. However, the finding suggests the inadequate use that teachers give to games as a strategy.In light of these aspects, for future research it is recommended to continue promoting the implementation of games in classrooms and the curriculum, in order to keep transforming the educational reality.
Project-based Learning and Task-based Learning in EFL classrooms: Addressing their impact on learner's intrinsic motivation.
(Universidad Católica Luis Amigó, 2022) Flórez Vargas , Sara María; Rodríguez Pérez, Valentina; Quintero Montoya , Emmanuel; Suescun Giraldo, Claudia Marcela
This article reports the results of a case study research focused on the influence of Project- Based Learning and Task-Based Learning on tenth grade students at a public school in Envigado, Antioquia. After analyzing the data gathered through a questionnaire, a naturalistic observation, and a focus group, the findings revealed that such approaches could impact students’ perceived value of English learning, promote active engagement, contextualized reach, and collaborative learning, and transform students’ negative feelings into positive ones. In conclusion, Project-Based Learning altogether with Task-Based Learning are approaches that enhance learners’ intrinsic motivation in the English classroom.
The use of games to engage elementary students with ADHD during English learning process
(Universidad Católica Luis Amigó, 2022) López Maya , Tatiana; Estrada Ríos, Laura Carolina; Quiceno Sosa, Evelin Cristina; Suescún Giraldo, Claudia Marcela
The purpose of the research is to investigate how the teachers of the Marco Fidel Suárez Educational Institution implement the use of games and didactic materials in their teaching practices to help students feel included, and achieve significant learning, evidencing said achievements from their orientation to through different strategies. implemented in classes. This study provides background on the use of games and teaching materials in the classroom and explores student outcome responses to teaching practices. The research was carried out under a qualitative approach. This research is based on socialist construction. The analysis of the data allowed us to observe the lack of didactic material to be used during the development of the classes and the lack of training of the teachers in the population with special educational needs, specifically in children with ADHD.
The Impact of Extrinsic Neutrality on my Language Teaching Beliefs: An Autoethnographic Quest
(Universidad Católica Luis Amigó, 2023) Higuita Hoyos, Billy George; Lopera Bedoya, Leslie Juliana
Esta autoetnografía, escrita como una búsqueda narrativa, analiza la forma en que la neutralidad extrínseca impacta mis creencias sobre la enseñanza de idiomas. Dos maestros en servicio y ocho maestros estudiantes (incluido yo mismo) participaron en este estudio mediante el desarrollo de tres técnicas. Primero, escribí una narración en la que identifiqué mis creencias sobre la enseñanza de idiomas; en segundo lugar, los dos docentes en servicio participaron en dos entrevistas semiestructuradas para describir las demandas de una institución pública sobre el papel de los docentes al presentar temas controversiales; y tercero, los siete maestros en formación participaron en un grupo focal para describir la forma en que diseñan y manejan las intervenciones en el aula teniendo en cuenta sus creencias sobre la enseñanza de idiomas y las demandas de neutralidad extrínseca. Los descubrimientos de esta búsqueda me mostraron que la neutralidad extrínseca no afecta mis creencias sobre la enseñanza de idiomas; en cambio, esas creencias ayudan a los maestros, como yo, a lidiar con la neutralidad extrínseca misma. También descubrí que el miedo y la represión con respecto a la profesión docente emergen en los futuros profesores cuando se enfrentan a la neutralidad extrínseca. Sugiero que los profesores se involucren en la discusión de temas controversiales con los estudiantes para evitar tanto la imparcialidad como una percepción de adoctrinamiento del contexto que los rodea.
Students' perceptions concerning the English learning process mediated by e-learning modality
(Universidad Católica Luis Amigó, 2023) Román Duarte, Santiago; Marín Beltran, Jose Henry; López Marriaga, Jhonatan Alexis; Cárdenas Rodriguez, Michael Stiven; Castrillón Ángel, Edison Ferney
This research aims to analyze how primary school students perceived the English learning process mediated by e-learning modality since pandemic times. It is conducted under a qualitative approach focused on the hermeneutical historical paradigm and was developed with a narrative case study as methodology. This study shows the positive and negative perceptions from students based on their experiences throughout the e-learning modality, being notable the difficulties during the transition and adaptation to education mediated by digital devices. This research also found that despite there were few advances in English learning as a subject, it was possible to recognize that new digital learnings emerged as a result of the continued use of different digital tools and technological platforms.
Understanding Ninth-Grade Students' Perceptions of English Language Learning Regarding Teaching Methods
(Universidad Católica Luis Amigó, 2023) Ochoa Orozco, Carlos Mario; Castrillón Angel , Edison Ferney
This study aims to analyze the perceptions of ninth-grade students from a private school in Medellín about the teaching methods used in their English as a foreign language classes. Its main objective was to discover how students perceive and value teaching methods and how they contribute to their learning process. Hence, the qualitative research implemented a hermeneutic-phenomenological approach to the data through a questionnaire, focus group sessions, and reflective text results that highlight the need to adapt teaching methods to students' preferences, as well as the fundamental role that families have in promoting motivation, and commitment during the learning process. These results contribute to a deeper understanding of effective teaching strategies in a foreign language classroom.
Balancing the linguistic consequences of immersive english environments with elementary learners
(Universidad Católica Luis Amigó, 2023) Giraldo Gómez, Jorge Andrés; Pabón Garcia, Marinessa; Escobar Puerta, Paola Andrea; Castrillón Ángel, Edison Ferney
This study analyzed the effects of constant exposure to English as a foreign language on developing Spanish as the first language in elementary school students. This research was oriented from a historical hermeneutical paradigm, using a qualitative approach and a narrative inquiry. The study involved English language, Spanish language, and pedagogical support teachers who examined students’ bilingual learning experiences. The researchers applied four data collection techniques: an observation guide, an open-ended survey, a semi-structured interview, and a questionnaire to highlight the importance of a balanced approach to language education that values and supports the development of first and foreign languages. This integrated perspective was vital for ensuring students can effectively get along the complex landscape of learning languages while preserving their personal, linguistic, and cultural identities.
Reading the world: Intercultural literacy in the EFL teaching
(Universidad Católica Luis Amigó, 2023) Rojas Álvarez, Jawer Sneider; Pineda Álvarez, Harieth Tatiana; García Vargas, Alejandra; Castrillón Ángel, Edinson Ferney
Intercultural literacy (IL) enriches EFL teaching processes fostering awareness about diversity, cultural care, the reading of situations, the word, and the world. Besides that, IL turns English teaching into a dynamic procedure. This case of study framed in a qualitative paradigm examined the relation between intercultural literacy and EFL teaching. It was carried out through a literature review and a semi-structured interview with 3 pre-service teachers of a private university. The results show that IL enlightens several benefits of cultivating IL such as promoting insights into others' stuff as well the own one, avoiding colonization ideologies. This research suggests foreign language teaching gives importance to incorporating IL in the curriculums in Colombia.
Critical Literacy as a Means to Promote Diversity in the English Classroom
(Universidad Católica Luis Amigó, 2023) Zuluaga Bedoya, María Alejandra; Zapata Villegas, Sebastián; Álvarez Parra, Maria Paula; Castrillón Ángel, Edison Ferney
The study aims at implementing critical literacy in the English classroom as a means to promote diversity. Critical literacy allows people to gain diverse perspectives from the only ones they already know, raise awareness about social problems, and develop critical thinking. In order to foster diversity in the English classroom with eighth graders, the research also aims to broaden students ́ perceptions and ideas through critical literacy. Taking the case study as a research technique for analyzing and exploring our context, we applied three different instruments to gather information and recognize how perceptions concerning diversity and inclusion can be transformed from a critical point of view, using critical literacy as a means to provide the starting point towards self-reflection. This study demonstrates significant changes in the students´ initial perceptions of diversity that respond to the general objective that guided our research.
Reading the World: Intercultural Literacy in the EFL Teaching
(Universidad Católica Luis Amigó, 2023) Rojas Álvarez, Jawer Sneider; Pineda Álvarez, Harieth Tatiana; García Vargas, Alejandra; Castrillón Ángel, Edinson Ferney
Intercultural literacy (IL) enriches EFL teaching processes fostering awareness about diversity, cultural care, the reading of situations, the word, and the world. Besides that, IL turns English teaching into a dynamic procedure. This case of study framed in a qualitative paradigm examined the relation between intercultural literacy and EFL teaching. It was carried out through a literature review and a semi-structured interview with 3 pre-service teachers of a private university. The results show that IL enlightens several benefits of cultivating IL such as promoting insights into others' stuff as well the own one, avoiding colonization ideologies. This research suggests foreign language teaching gives importance to incorporating IL in the curriculums in Colombia.
Impact of english conversational clubs on students' speech anxiety in english clases
(Universidad Católica Luis Amigó, 2023) Garcés Mesa, Jasbleidy; Hernandez Vargas, Astrid Carolina; Castrillón Ángel, Edison Ferney
This case study research aims to analyze how the implementation of English conversational clubs impacts the speech anxiety of English students, which is a barrier that prevents students from developing correct speaking skills in the process of English learning. The group of participants selected was made of 3 English students from a language center located in the municipality of Bello, Antioquia. The data collection techniques involved a conversation club inside a focus group, a semi-structured interview, and a journal. The results showed the important characteristics of the conversational clubs as a way to combat the students’ speech anxiety, how the English conversational club raised their awareness regarding the learning English process, besides, the multiple feelings and obstacles that interfered with when the students spoke in English. Therefore, we invite teachers to look deeper into conversational clubs and take them into consideration for future class planning or institutional curriculum as a strategy to improve oral production in English.
Impact of English conversational clubs on students’ speech anxiety in English classes.
(Universidad Católica Luis Amigó, 2023) Garcés Mesa, Jasbleidy; Hernandez Vargas, Astrid Carolina; Castrillón Ángel, Edison Ferney
This case study research aims to analyze how the implementation of English conversational clubs impacts the speech anxiety of English students, which is a barrier that prevents students from developing correct speaking skills in the process of English learning. The group of participants selected was made of 3 English students from a language center located in the municipality of Bello, Antioquia. The data collection techniques involved a conversation club inside a focus group, a semi-structured interview, and a journal. The results showed the important characteristics of the conversational clubs as a way to combat the students’ speech anxiety, how the English conversational club raised their awareness regarding the learning English process, besides, the multiple feelings and obstacles that interfered with when the students spoke in English. Therefore, we invite teachers to look deeper into conversational clubs and take them into consideration for future class planning or institutional curriculum as a strategy to improve oral production in English.
Balancing the Linguistic Consequences of Immersive English Environments with Elementary Learners
(Universidad Católica Luis Amigó, 2023) Giraldo Gómez, Jorge Andrés; Pabón Garcia, Marinessa; Escobar Puerta, Paola Andrea; Castrillón Ángel, Edison Ferney
This study analyzed the effects of constant exposure to English as a foreign language on developing Spanish as the first language in elementary school students. This research was oriented from a historical hermeneutical paradigm, using a qualitative approach and a narrative inquiry. The study involved English language, Spanish language, and pedagogical support teachers who examined students’ bilingual learning experiences. The researchers applied four data collection techniques: an observation guide, an open-ended survey, a semi-structured interview, and a questionnaire to highlight the importance of a balanced approach to language education that values and supports the development of first and foreign languages. This integrated perspective was vital for ensuring students can effectively get along the complex landscape of learning languages while preserving their personal, linguistic, and cultural identities.
The Role of Self-Efficacy Within the Teacher Identity Crisis of Three Student-Teachers of English from a Private University in Medellín
(Universidad Católica Luis Amigó, 2023) Jiménez Grajales, Geraldine; Guisao Bohorquez, Keren Hapuc; Arias Torres, Mariana; Lopera Bedoya, Leslie Juliana
This co-constructed auto-ethnography analyzes the role of self-efficacy within our teacher identity crisis. We are three female student-teachers of a bachelor degree in English teaching from a private university of Medellín, Colombia. One of us is an in-service teacher who works at a private language center, and the two pre-service teachers developed their practicum at public schools. For our data collection techniques, we first conducted a collaborative witnessing through a semi-structured protocol for identifying our own perceptions about our self-efficacy in regards to our teaching performance. Subsequently, we aimed to gather our experiences about our teacher identity crisis and to establish the relationship between self-efficacy and teaching performance during the period of the crisis by conducting document analysis through three narratives. Lastly, we expected to contrast how the in-service teacher has experienced a teacher identity crisis in comparison to the student-teachers by using an in-depth interview following the semi-structured interview protocol. Our findings reveal that high levels of self-efficacy correspond to a stronger belief in our ability to teach effectively. Conversely, low self-efficacy leads to self-doubt and frustration, negatively affecting our teaching performance. It is also concluded that self-efficacy plays a crucial role for navigating and overcoming identity crisis. We suggest student-teachers of English to focus on emotional intelligence to better manage their teacher identity crisis with greater ease.
The Influence of Pre-Service Teachers' Beliefs About the Use of Literature on the Development of Communication Skills in English Learners.
(Universidad Católica Luis Amigó, 2023) Noreña Arias , Susana; Ortíz Restrepo, Julián Stiven; Cárdenas Gil , Juan Esteban; Lopera Bedoya, Leslie Juliana
This co-constructed autoethnography study aimed at analyzing how pre-service teachers’ beliefs about the use of literature in the language classroom influence the development of communication skills among learners in different practicum scenarios. We, as three pre-service English teachers, developed a document analysis through a narrative to identify our beliefs towards the use of literature inside the classroom, a collaborative witness developing an interview protocol to characterize those beliefs built by our learning experiences, and an observation using a sampled journal to describe our practices using literature and developing communicative skills on EFL learners. The data analysis led to the conclusion that teachers’ beliefs had an impact on our pre-service teaching practices, leading to the use of literature in the classroom and focusing on learners’ communicative skill´s development. It became evident that literature not only enhanced reading comprehension but also played a crucial role in promoting language proficiency across multiple skill areas, including writing, listening, and speaking. By incorporating literature into our instructional strategies, we witnessed students' increased engagement, motivation, and language acquisition.
Language as ideology for the reflection on gender identity in a public school in Medellin.
(Universidad Católica Luis Amigó, 2023) Anillo Quintero, Cristian Andres; Murillo García , María Camila; Medrano Mejía , Sebastián; Gil Sepúlveda, Laura Valentina; Castrillón Ángel, Edison Ferney
This research analyzes the perceptions of eleventh-grade students at a public school in the city of Medellín regarding elements such as gender identity and its influence on classroom interactions. Using qualitative techniques such as semi-structured interviews and open-ended surveys, the study reveals the impact of social and family beliefs on students' understanding of gender identity. The findings emphasize the importance of introducing inclusive conversations about gender identity in educational contexts, as students often encounter these concepts outside the school environment. The research highlights the crucial role of teachers in fostering understanding, acceptance, and respect among students. By encouraging informed discussions about gender identity, educators can establish a safe and welcoming environment in classrooms. These insights offer valuable guidance for designing more inclusive educational strategies and policies.
The Influence of Former Experiences regarding Language Learning on a Pre-service Teacher Practices
(Universidad Católica Luis Amigó, 2023) Castañeda Acevedo, Michell Alejandra; Lopera Bedoya, Leslie Juliana
The purpose of this autoethnography study is to describe the influence that my former academic experiences as a language learner have on my current practices as a pre-service teacher. Two pre-service teachers, including myself, served as participants to collect the information needed. In order to collect the necessary data to reach the objective of the study, three different techniques were applied. We first narrated our former experiences as language learners; then, each of us conducted a three-cycle observation of the English classes we teach, and as a third procedure, we compared our teaching actions through collaborative witnessing. The data analysis led to the discovery of how, as pre-service teachers, our approaches and practices are mostly reflecting insights from the teaching training; however, unexpected situations in the class that are not considered in the lesson plan lead us to in-situ decision-making. Such moments generate insecurity and a lack of control, causing us to appeal to former language learning experiences. In this sense, the results of each class-negative or positive–serve as an opportunity for pre-service teachers to reflect upon their practices and enrich professional development.

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