Licenciatura en Inglés (Colección Restringida)
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Item Importance of reading comprehension to enhance critical digital literacy(Universidad Católica Luis Amigó, 2021) Gómez Sosa, Katherine; Hernández Gómez, Paula Andrea; Ocampo Quiñones, Jheydi Katherine; Valencia Morales, Daniela; Castrillón Ángel, Edison FerneyAlong the twenty-first century, English has become an essential language that allows globalization through different means of communication. Enhance Critical Digital Literacy requires the acquisition of reading comprehension. Thousands of texts are around us showing important aspects of our world. Within this research, it was used a digital reading platform as a digital tool which was support for participants to interact with digital books while demonstrating their habits to comprehend a text, their level of reading comprehension, and thus, how they work to develop or not their critical digital literacy by analyzing, questioning, and making proposals in their interaction with digital books. Interviews, mind maps, and focus groups were established as data collection instruments that helped to evidence that students from eight grade of a private school were struggling with factors such as lack of vocabulary, coherence, usage of proper grammar structures, and written and oral production. This is how from our results we noticed the necessity of meeting these previous steps in order to get knowledge of the language and to acquire reading comprehension and then critical digital literacy.Item 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 MarcelaThis 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.Item The impact of cross-curricular teachers’ level of assessment literacy in the EFL classroom on elementary school students’ development of Output language skills in rural contexts: a case study(Universidad Católica Luis Amigó, 2023) Arango Velasquez , Juan Andrés; Ceballos Borrero, Camilo; Diaz Berrio, Jennifer; Jaramillo Delgado, JenniferThis research highlights the challenges faced while teaching English as a foreign language (EFL) in Colombian public elementary schools, despite the government's efforts to promote bilingualism. Homeroom teachers, who frequently lack formal academic education for teaching English, are primarily responsible for teaching English. This lack of preparation is evident in their limited knowledge regarding assessment and its appropriate application, resulting in the repetitive use of ineffective assessment tools and activities. Consequently, students in rural contexts exhibit a lack of production and receptive language skills, leading to demotivation and hindered development of communicative competences. The lack of assessment literacy among cross-curricular teachers has direct consequences for students' development of communicative competences. In rural contexts, limitations exist not only in providing input, but also in facilitating output language skills. Teachers need to be skilled in various aspects of assessment, such as selecting appropriate methods, interpreting results, and communicating outcomes to improve teaching practices. The research aims to explore the impact of cross-curricular teachers' assessment literacy on students' output language skills in the EFL classroom in rural contexts. In conclusion, the research highlights the challenges faced by cross-curricular teachers in developing students' communicative competences in rural elementary schools. The lack of assessment knowledge, English proficiency, and available training contribute to the ineffective teaching and assessment practices observed. The study emphasizes the importance of proper application of assessment, overcoming teachers' fears regarding English proficiency, and focusing on meaningful language learning experiences. Improving teachers' assessment literacy and understanding of how children learn languages are essential for enhancing English language instruction in elementary schools.