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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Alternative discourses and B-learning during pandemic season
(Universidad Católica Luis Amigó, 2021) Verbel Montes, Danna Sofia; Bran Tamayo, Victor Manuel; Ruiz Ramos, Juan Pablo; Pelaéz Henao, Oscar Alberto
This research intents to analyze what alternatives discourses are being used by teachers in B-learning during covid-19 pandemic. To develop this research two teachers from Departamento de Idiomas de la Universidad Católica Luis Amigó were selected. To collect data the semi-structure interview was used. The intention was to recognize new strategies, methods or approaches related to alternative discourses, that they are considering to use in their virtual classrooms, and probably will be used in physical classrooms, to improve the learning of English as a communicative tool rather than an instrumentalized tool to become competitive in the world. The data analysis led to the conclusion that teachers are aware of what alternative discourses are and what they can be applied in their classrooms. As researchers in formation we learned a lot and many questions arose for future studies.
Approaching a Peaceful English Teahcing Teachin in Colombi. A Critical Analysis of the Current Colombian Language Learning Policy: A View in the Framework of Peace Education.
(Universidad Cátolica Luis Amigó, 2020) Valencia Vásquez, Eddy Harley; Maturana Patarroyo, Liliana María
This research intends to explore different academic sources that provide information about the implications of the Colombia Bilingüe program (CB) in Colombian education. This documentary research puts forward the issue of having a Bilingual policy that defines certain standards and limits opportunities in a plurilingual context as Colombia. There is a description of the characteristics of such policy and the social context in which it is imposed. Through this research, it will be shown how Colombia Bilingüe follows a straight route to structural violence, what results in contradiction to Peace Education aims.
Colombian: History, politics and Language
(Universidad Católica Luis Amigó, 2020) Sanchez Alarcòn, Sergio; Buyucuè Tobòn, Juan Esteban; Suescun Giraldo, Claudia Marcela
This article analyzes how Colombian political history can help develop strategies for reading and writing skills for English classes in young students from public High Schools in the country. Analyzes how these events can be decisive and relevant at the moment of giving personal opinions and making a critical reflection of the History of a country. This paper highlights the importance of recognizing history as a fundamental part of learning, through specific events that have been relevant in Colombian history and highlights the importance of using EFL as a medium to communicate through this analysis, evidencing the role that plays students and their reflection through the Academy.
Conferencing: Using summative assessment results for formative purposes in the English class
(Universidad Católica Luis Amigó, 2021-11-09) Henao Salas, Mayra Alejandra; Garro Flórez, Miny Johana; Montero Pallares, Carmen Cecilia; Puche Mosquera, Yulenis; Restrepo Bolívar, Erika Marcela
En contextos educativos en los cuales predomina la evaluación sumativa se hace presente la necesidad de incorporar estrategias que apunten a la auto reflexión de los estudiantes, en cuanto a sus debilidades y fortalezas. Es por esto que en este estudio se implementó la conferencia como estrategia de evaluación formativa convirtiendo así los resultados de la evaluación sumativa en formativos en la clase de inglés en una escuela pública del municipio de Itagüí (Colombia). Mediante diferentes técnicas de recolección de datos como el cuestionario, la entrevista y el diario del investigador, este estudio pudo establecer las diferentes perspectivas de los estudiantes acerca del uso de la conferencia y el impacto que este tuvo en el proceso de aprendizaje de esta lengua. Además, este estudio dio a conocer que la conferencia a pesar de ser una estrategia formativa muy bien recibida por los estudiantes, requiere de mucha preparación, tiempo y creatividad por parte del maestro que la desarrolla.
Control of Emotions in Language Teacher Identity Construction
(Universidad Católica Luis Amigó, 2021) Betancur Escobar, Sara María; Altamiranda Ubaldo , Andres Felipe; Abad Olaya, José Vicente
This paper aimed to determine how pre-service language teacher’s emotions influence the construction of their teaching identity. Specifically, this research project sought to register strategies used by these teachers to control their emotions in relation to their teaching practice. To develop this research, researchers selected four pre-service language teachers from Universidad Católica Luis Amigó (Medellín). To collect the necessary data, two instruments were used: A problem tree which was developed through (Jamboard, 2021) in order to record strategies and deficiencies regarding pre-service teachers’ ability to manage their emotions; and a focus group, which was mediated through (Meet, 2021) to record challenging teaching experiences participants had and how they overcame them. The data point to the three main conclusions (1) pre-service language teacher’ emotions can change easily during the practicum process; (2) teaching experiences are highly influenced by teacher’s context and beliefs; and (3) interacting with other people is one of the best strategies to control negative emotions in the classroom.
Critical digital literacy strategies for the promotion of reading comprehension in the classrooms
(Universidad Católica Luis Amigó, 2021-06) Moreno Cárdenas, Yaneth Catalina; Rios Henao, Cindy Daniela; Puerta Uribe, Verónica Yulieth; Castrillón Ángel, Edison Ferney
The purpose of this research is to determine which are the critical digital literacy strategies used by teachers of the foreign language program of a private university, to promote critical reading comprehension competence in their students when carrying out and putting into practice different activities that integrate the use of technology, and to determine whether these activities allow students to develop reading comprehension skills through critical digital literacy or not. From there, we aim to recognize if educators are trained to face this new phase of a digitized education, if their critical digital literacy strategies developed in class are effective for the promotion of critical and reflective students, capable of investigating and sharing different opinions when they are exploring digital texts. Through this research it is intended to present others carried out by different academics who have knowledge in the research in question, in order to have theoretical support related to reading comprehension, critical digital literacy and the different strategies used in their promotion. In which we found that professors need to learn more about digital literacy and that they all implement different strategies to improve students’ reading comprehension skills.
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 Vicente
This 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.
Emotional self-awareness
(Universidad Católica Luis Amigó, 2021) Arango Amaya , Santiago; Gómez Ramírez , Valentina; Quintana Múnera , Angie Melissa; Abad Olaya , Jose Vicente
Teachers throughout their training and practice process have been faced with the construction of their teacher identity, which has been influenced by different factors such as social, educational, personal, and professional factors. In this process of constructing the teacher identity, emotional intelligence has played an important role in terms of making decisions when facing constraints in daily professional practice. In the process of building the identity of the teacher, emotional self-awareness plays an important role because that is when the need or having this kind of awareness is seen to create awareness that it is important to know, as teachers, their own emotions which allow an ongoing process for a construction of teacher identity. In this research, a categorical matrix was developed that made it possible to propose categories related to the recognition of emotions, their management and the teaching identity, which allowed the design of specific questions for the collection of data referring to the awareness of emotions by the teachers interviewed. The analysis of these data yielded important information regarding the conception that teachers have of emotions and their management in the formation of their identity, which represents an important field to be known in education.
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 Vicente
This 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.
Empathy-based teaching English and strategies their impact on motivation and meaningful learning.
(Universidad Católica Luis Amigó, 2022) Bedoya Giraldo , Juan David; Castañeda Correa, Luis Fernando; Suescun Giraldo , Claudia Marcela
This graduation paper is action research whose research objective is "Determine how empathy-based Teaching strategies transform students' motivation and meaningful language learning process that focuses on concepts such as empathy, teaching strategies, the role of the teacher, motivation, and meaningful learning. In this research study, different data collection instruments were used (interview/query, observation) through an interactive technique such as the focus group; For the analysis and interpretation of the data, the characterization, cutting, coding, and categorization were taken into account in order to find the most significant findings, among them “Empathy as a learning strategy to develop the human dimensions in the English classroom. Empathy as a teaching strategy to strengthen diversity in the English classroom. The development of empathy in the English classroom and its impact on motivation and meaningful learning. Empathy as social construction among teachers and students”. Additionally, this article constantly reflects on the teaching role based on empathy and the constant adaptation to changes for more humanistic teaching for students both for their needs, academic development, and social interactions.
English Assessment Course as Meaningful Learning for the Construction of Teacher Identity
(Universidad Católica Luis Amigó, 2023) Rincón Monsalve, Elkin Fernando; Abad, Jose Vicente
This case study research aimed to determine the contribution of the English assessment course, in terms of the meaningful learning it generated, to the identity construction of pre-service teachers from the English teaching program at Universidad Católica Luis Amigó in Medellin. Two pre- service teachers were selected after they had taken the English assessment course. However, they took this course at different moments and with different teachers. Besides, it is important to mention that one of the researchers also played the role of a participant. Participant (1) narrated his experiences during and after the course; on the other hand, participant (2) answered six questions related to the methodology implemented by the teacher, lessons and experiences in the course, and changes experienced in his teaching identity. This was made through an interview. The data analysis led to identify that previous knowledge about assessment was widely linked to the experiences lived in school and college by the pre-service teachers, where their teachers implemented assessment only for summative purposes and sometimes their design lacked reliability and validity. Nevertheless, once the pre-service teachers acquired the new theories about assessment, a cognitive change occurred, which allowed the pre-service teachers to rethink the concept of assessment and therefore to apply appropriate assessments in their classrooms.
English conversational clubs as a CDL scenario to promote intercultural students’ narratives.
(Universidad Católica Luis Amigó, 2021-06-01) Álvarez Muñoz, Génesis; de la Hoz Cuartas, Darlin Eduardo; Ocampo Gómez, Santiago; Zapata Muñoz, Karol Lizeth; Castrillón Angel, Edison Ferney
This qualitative research aimed to analyze how English conversation clubs as a critical digital literacy scenario promote intercultural student narratives. The discourses of four students from a private university in Medellín were studied through five sessions. Participants completed a semi-structured interview and performed four different focus groups with intercultural topics to be discussed: decolonization, peace and post-conflict, artistic movements, and social progress. The methodology implemented was critical discourse analysis. The data analysis led to the conclusion that English Conversation Clubs with a critical digital literacy approach enhance a critical discourse of the historical, political, economic, and cultural circumstances involved in the context.
English teachers' intercultural literacy, their transformations throughout their professional development
(Universidad Católica Luis Amigó, 2023) Zapata Arias, Karen Lorena; Penagos Velasquez, Roxanna; Guzmán Vanegas, Yesenia; Agudelo Rodriguez, Sebastian; García Ruiz, Daniel Orlando; Castrillón Angel, Edison Ferney
After further observation of the school’s context, it is possible to evidence that the reality among classroom students and teachers is not homogenous, but instead is constructed throughout diversity, in terms of Place of birth and mother tongue, religion, political views, world view and so on. Every aspect of a classroom transforms a teacher's literacy, identity, and practice. However, it is not possible to consider that transformation as only the practice of simple understanding and respect; although it is critical and important, our research job tries to develop that concept of understanding to the deepest level of action in which interculturally takes place in the multidimensional reality that coexists among students and teachers. This research project uses narrative inquiry focus and tools, using semi-structured interviews, journals, and focus groups in order to construct the concept of an English teacher’s intercultural literacy among the participants and their personal development of that concept throughout their years as teachers, analyzing their personal and group perceptions and realities. We select a group of teachers taking into consideration their tenures in the school; they must be English teachers from second grade who have worked in different schools. The previous is going to be possible through a common agreement among the investigators and the participants.
English Teaching for Peace Building
(Universidad Católica Luis Amigó, 2020-05-23) Jaramillo Jaramillo, Valentina; Zuleta Puerta, Carlos Eduardo; Builes, Lix Karoline; Puerta Manco, Sara Michelle; Peláez H., Oscar A.
This manuscript is the report of an investigation that explores the importance of English teaching taking as a reference one of the established language policy, and based on that, implement an specific pedagogical practice guided by an UBD as a contributing factor to create a peaceful environment inside the English classrooms, that is mean, how to use the language as an excuse to improve some contexts. Taking into account the qualitative research that explains how socio-critical factors influence the academic performance inside the classroom, and how the Colombian teacher's beliefs about teaching can help to assume the responsibility of teaching through the conflict, knowing the context, local politics, social problems, and other important aspects. And last but not least, it talks about how English can be used as a facilitator for connecting people with the culture, and build an adequate learning environment full of peace in which teachers make use of different strategies to implement new policies that enable the relationship between the teaching and learning process in the best possible way.
Enhancing EFL vocabulary through Arts
(Universidad Católica Luis Amigó, 2020-06-01) Hernández Quintero, Cindy Tatiana; Acevedo Muñoz, Helen Milena; Rojas Noreña, Ana María; Suescún, Claudia Marcela
There are numerous connections between art and literacy; the combining of art and literacy uses of multiple intelligences. Children who have difficulty with linguistic intelligence may have strong artistic abilities that can compensate for language weaknesses. The ability to read a work of art can help develop the ability to read and comprehend text (Rowell, 1983). Art has the potential to be an integral part of the writing process at many stages, for all developmental levels, enabling students to organize thoughts graphically, visualize characters and settings for more detailed descriptions, sequence ideas and check for overall layout. Regarding the methodology part, this research project is a qualitative approach that has a more holistic sight, rather than an analytical and technical one, and which was focused on action-research. We also developed some categories (EFL teaching, impact of arts, teaching through arts, and vocabulary context) during our investigation thanks to the three data collection tools (observation, journal, and interview) used along the research. In the results, we made the connections between the four categories we found and we also highlighted the fact that the principal one is EFL teaching, because this is the base category of the other three. Finally, in the discussion part, we came to conclude that arts are a good idea in terms of developing skills such as reading, listening, and speaking; instead of writing (as we thought at the beginning), because our population was not able to produce a lot in the writing part yet.
Enhancing transparency to improve second graders performance in oral assessment in the English class
(Universidad Católica Luis Amigó, 2021-11-16) Cano Pabón, Daniela; Zapata Mina, Leidi; Vallejo Rios, Sebastian; Benavides Escobar, Angie; Alvarez Zapata, Yolima; Restrepo Bolivar, Erika
Esta investigación se realizó con estudiantes y padres de familia de segundo grado de una institución educativa en Caucasia (Colombia) con un total de 28 participantes, en el cual se implementó la plataforma Edmodo como estrategia para mejorar la transparencia en las evaluaciones orales de la clase de inglés. Se aplicaron tres diferentes técnicas de recolección de datos: entrevista, cuestionario y observación. Con estas se trató de conocer las percepciones de los participantes acerca del desempeño en las evaluaciones orales en inglés al implementar la plataforma Edmodo como estrategia para incrementar la transparencia en la evaluación. Los resultados proponen que la información de la plataforma por sí sola no tiene gran impacto en la preparación y desempeño de los aprendices; además, que los estudiantes no tuvieron un contacto directo con la plataforma, ya que los padres eran los transmisores de la información. Por lo tanto, se concluye que necesario el compromiso de los padres y estudiantes con el fin de permitir que la transparencia beneficie la preparación y el desempeño de estos últimos en las evaluaciones orales en la clase de inglés.
Favoring 7th Graders’ Performance in Oral Assessment Tasks in the English Class
(Universidad Cátolica Luis Amigó, 2020) Gallego Barrera, Edier Alejandro; Castrillón Quintero, Jairo Alonso; Giraldo Montoya, Marisol; Gómez Henao, Lina Marcela; Restrepo Bolivar, Erika Marcela
This was a qualitative exploratory study aimed at describing how a 7th-grade class faced oral assessments in the English class. Data collection instruments included a diagnostic oral assessment task, three questionnaires, class observations and a research journal. They allowed to generate information about participants’ emotions and practices before and during oral assessments in the English, as well as their perceptions of the phenomena. Results revealed that students’ negative emotions can interfere in their performance when facing oral assessment tasks. Therefore, the teacher implemented different strategies in order to cope with these negative emotions to favor students’ performance.
How does the presentation of texts influence our motivation for reading in EFL?
(Universidad Católica Luis Amigó, 2020) Mesa Pacheco, Carlos Mario; Arango Salazar, Juan Sebastian; Rendon Jaramillo, Milena Marcela; Toro Mejia, Daniel Esteban; Suescun Giraldo, Claudia Marcela
Throughout the career, there were texts and papers suggested by teachers that were really hard to read, either for the difficulty of it or the way they were presented. For some of them, the letter size was too small and they were too long, which made reading those papers a really exhausting task. Another factor affecting motivation towards reading the materials was the fact that many of the readings were in a foreign language and the vocabulary and style of the texts were really hard to understand. On the other hand, there were those texts that took advantage of visual elements in order to make the reading process a lot easier. This situation caught our attention, and, as a matter of fact, we found out that visual elements such as drawings and photos included in a textbook facilitate learning(Tomlinson, 2003). An example of visual elements in reading is picture books that tell stories in both words and pictures. Interacting with the printed word, the technical elements of illustration – color, line, shape, and composition – work to establish and enhance the story. (Tiemensma, L. (2009). By doing further research we also found out that reading motivation is important for learners and it increases learners' reading comprehension(Grabe and Stoller, 2002). This is essential to our research since this affects students' performance, reading texts that are friendlier by having visual elements can improve comprehension, leading to better performance and to a more effective learning process. Images help the comprehension of what is being read, and therefore
Implementing Peer Assessment for Oral Tasks in the English Class
(Universidad Cátolica Luis Amigó, 2020) Hernández Orozco, Mario Alejandro; Gallo Saldarriaga, Lesly Johana; López Palacios, Leidy Alexandra; Restrepo Bolivar, Erika Marcela
This action research reports how 6th graders could benefit from the implementation of peer assessment for oral tasks in the English class. Different data collection techniques were used: a questionnaire, 2 surveys and individual interviews. It tried to establish participants’ abilities when applying peer assessment, also their perceptions when applied and received peer assessment, and finally, participants’ uses of peer assessment results. Findings suggest that learners developed abilities attached merely to application of peer assessment per se; furthermore, it was found that most of students actually used peer assessment results and applied it to the development of their process. Finally, data analysis allowed to identify four different perspectives that learners had towards the implementation of peer assessment for oral tasks in the English class.
Implications of Teacher Emotions on the Motivation of 10th Grade Students Towards Learning English
(Universidad Católica Luis Amigó, 2023) López , Viviana María; Montoya Flórez, Luis Fernando; Abad, Jose Vicente
This exploratory case study aimed at analyzing the influence of teachers´ emotions on the motivation of 10th grade students towards learning a second language in a public school, in Medellín. One English teacher was interviewed on three factors: the teacher´ emotions towards teaching, the language and students. In addition, 17 students completed a questionnaire that asked for responses to 2 factors: extrinsic and intrinsic motivation. The data analysis led to the conclusion that teachers' emotions can affect the motivation of students; however, the students’ motivation can also affect the attitude of the teacher. Furthermore, some students may not feel any motivation for the English class, regardless of the teacher’s efforts to engage them in the class.

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