Licenciatura en Lenguas Extranjeras con énfasis en Inglés

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2604

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Browsing Licenciatura en Lenguas Extranjeras con énfasis en Inglés by Author "Abad Olaya, Jose Vicente"

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    The influence of motivation on the teaching performance and identity construction of an EFL Student Teacher
    (Universidad Católica Luis Amigó, 2023) Pérez Grajales, Angie Viviana; Abad Olaya, Jose Vicente
    This research project explores the influence of motivation on the teaching performance and identity construction of an English as a Foreign Language (EFL) student teacher. Using autoethnography as the chosen methodology, the study focuses on one private university in Medellín, Colombia, and the Colombo Americano Downtown Center as the primary contextual settings. The sole participant in this research is the researcher herself. Three key findings emerged from the study: Firstly, the participant’s motivation was evident in her choice of English as a career and her willingness to persist despite occasional lack of complete motivation, driven by familial expectations. Secondly, levels of anxiety and confidence varied based on three main factors. Lastly, two types of influences on motivation were identified: immediate and distant. In conclusion, in light of the self-development theory, motivation was found to be a dynamic element influenced by rewards, punishment, ego-following (Niemiec & Ryan, 2009), and job opportunities related to the chosen career path.
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    Reading Identity Construction: Teacher Educator’s Influence on Student-Teachersv
    (Universidad Católica Luis Amigó, 2021-06) Alzate Durango, María Isabel; Herrera Idárraga, María Camila; Abad Olaya, Jose Vicente
    Abstract This research aimed to determine the influence of language teacher educators’ identity as readers on the construction of student-teachers identity as readers. Taking an ethnographic approach, researchers applied six semi-structured interviews to gather the data for this study; three of them were for teacher educators, and the other three were for student-teachers. To analyze the data, the following categories were used: (1) reading as a transformative skill, (2) reading’s personal and social dimension, (3) teachers as an essential key to having success in promoting reading habits. The findings showed that reading brings many positive contributions to teachers and students because through this tool people can expand their knowledge, learn a second language in a more holistic way, better perceive their environment, and share their ideas. However, in terms of strategies, teachers must look for ways to promote reading not as a mandatory but as a purposeful activity.