Browsing by Author "Jaramillo Delgado, Jennifer"

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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, Jennifer
This 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.
The use of alternative assessment in order to improve high school students’ levels of confidence and active participation in spoken activities and help with the development of the oral competence in the EFL classroom in a public school.
(Universidad Católica Luis Amigó., 2023) Tirado Ochoa , Santiago; Aguilar, Jorge Eliecer; Gómez Taborda , Juliana; Bedoya Gómez , Dabinson; Jaramillo Delgado, Jennifer
This study addressed the challenges faced by tenth-grade students in a Colombian educational institution regarding English language learning. Traditional assessment methods were criticized for their limited ability to foster students' oral competence and confidence, as well as their failure to engage students in the language acquisition process and promote critical thinking skills. To address these issues, the study proposed alternative assessment methods aligned with constructivist learning principles, incorporating oral activities, games, and didactics to enhance students' confidence and speaking abilities. The research aimed to create a supportive and engaging learning environment that promotes student participation and confidence-building, with a focus on teacher training, differentiated assessment, authentic contexts, technology integration, and peer collaboration. By implementing these recommendations, it was hoped that students would feel more empowered and motivated to participate in oral English activities, leading to improved language skills and overall communicative competence. The results of the study contribute to understanding effective assessment strategies that can benefit educational institutions seeking improved language learning outcomes.