Licenciatura en Lenguas Extranjeras con enfasis en Inglés CU (Colección Custodia)

Permanent URI for this collectionhttp://repository.ucatolicaluisamigo.edu.co/handle/20.500.14531/2272

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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 for 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.
Comics and Manga to Promote EFL Literacy Strategies with 6th-grade Students
(Universidad Católica Luis Amigó, 2024-05-11) Gonzalez Villada, Manuela; Ospino Vengoechea, Jeniffer; Carvajal Castrillón, Katherin; Agudelo Hernandez, Juan Andres; Castrillón Ángel, Edison Ferney
One of the main ways to develop literacy skills in English as a Foreign Language (EFL) classrooms is through textbooks, novels, tales, or guidebooks. However, today literature is being neglected in the learning process, where students have been experiencing difficulties, both in developing these skills and in their interest in learning. For this reason, the purpose of this research was to recognize the promotion of comics and manga as a literacy practice of English as a foreign language with 6th-grade students of a school in the city of Medellín through the implementation of a workshop where Students had to receive advice to design their own comics and mangas. Some of the aspects that were discovered were that the visual factor facilitates the understanding of texts, through which educators can create bridges that facilitate meaningful learning experiences. Finally, it was concluded that resources such as manga and comics allow both teachers and students to benefit from literature since different and contemporary perspectives are proposed. However, given the unconventional nature of comics and manga in educational settings, it is advisable to have printed sections easily accessible or displayed.
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.
Critical Literacy development through the use of sketchbooks in a rural EFL classroom
(Universidad Católica Luis Amigó, 2024-11) Acevedo, Deisi Carolina; Garcés Villa, Ana María; Pelaes López, Mariana; Antonio Díaz, Julieth Caroline; Suescún Giraldo, Claudia Marcela
This study explores the use of sketchbooks as a multimodal learning strategy to describe its role in promoting critical literacy (CL) among teenage English as a Foreign Language (EFL) learners in rural Antioquia (Colombia). Using action research methodology, the study was conducted in a public rural institution, integrating multimodal pedagogy and texts to foster critical engagement with their own socio-cultural realities. Data were collected through observations, student-created sketchbooks, and focus group discussions. Three key findings emerged: (1) The influence of students' involvement with sketchbooks on CL development; (2) the correlation between context-specific materials and learners' sociocultural awareness; and (3) the double-edged role of native language in foreign language acquisition. This research underscores the need for innovative approaches to language learning that encompass critical engagement with sociocultural realities, thus proposing the sketchbooks and challenging future researchers to explore additional implementation cycles of this research, balancing CL development with EFL proficiency in rural settings.
English as a foreign language learning in Colombia: an overview from seventh-grade students perspectives.
(Universidad Católica Luis Amigó, 2024-11) Gómez Vásquez, Jimena; García Salinas, Eder Antonio; Arias Gómez, Daniel Fernando; Gómez Betancur, Martha Inés
This case study aimed to analyze how the students' beliefs are taking part in the learning process of English as a foreign language in their context and the implications of those during the acquisition of it through the recognition of the limitations encountered by them in the foreign language classroom by using a qualitative method. Hence, this investigation focused on the perceptions of three students selected from a sample of ten, based on their ethnicity, socioeconomic strata, gender, and age to respond to an interview that yielded three major findings mostly related to the instrumental use of the language, the students' mentality and willingness to learn it as well as the most challenging aspects of their learning process. The data collected showed that the main belief of students revolved around the perception of English as a language capable of improving their life prospects through obtaining benefits in future job opportunities or professional development, along with the connection of cognitive process with their willingness to learn the language and the challenges related with mastering grammar rules and structures which are closely linked with the explicit grammar instruction method used in the English lessons. Thus, it is concluded that understanding students' motivational factors, beliefs, and perceptions is fundamental to constructing significant experiences in the foreign language classroom while analyzing the teaching strategy used and its effects on the learning processes to re-designing or reconsidering the educational practices to attend to students' needs and perceptions. Keywords: Students’ beliefs, language learning perceptions, contextualized learning, English as a foreign language, language learning.
Enhancing classroom management in adults in english university courses through traditional games
(Universidad Católica Luis Amigó, 2024) Londoño Villa, Juan Pablo; Gómez Betancur, Martha Inés
This qualitative study, based on participatory action research, involved twenty university students who participated in three lessons divided into four classes. The study used traditional games for classroom management in university English courses, creating a dynamic learning environment for adult students and promoting collaborative skills and vocabulary acquisition. The games fostered interaction, activity management, motivation, and enjoyment in learning. Data from two videos showed that the games improved class preparation, development, and engagement, optimizing time management and motivation. The results suggest that traditional games could significantly impact classroom management in other university settings, especially in Medellín or similar contexts.
Extensive reading to foster engagement and critical thinking in EFL classroom
(Universidad Católica Luis Amigó, 2023-05) Johnson James, Gisseth Alicia; Gónzalez Pantoja, Jose Fernando; Martínez Jaramillo, Daniela; Suescún Giraldo, Claudia Marcela
The lack of motivation and engagement of 10º grade students in English class pose a significant challenge in fostering a meaningful learning environment. Many students find lessons uninteresting, they struggle with understanding the language and show little willingness to participate. Furthermore, reading activities are often superficial and not prioritized, contributing to a disengaged learning experience. This qualitative study, framed within an action research methodology, aims to explore strategies for enhancing students engagement and promoting critical thinking through extensive reading (ER) practices in the EFL (English as a Foreign Language) classroom. Data collected through classroom observations, surveys, interviews, and reflective journals to identify approaches that foster deeper engagement, and learning outcomes. The findings revealed that the proper development and application of extensive reading have influenced participants' enjoyment and critical thinking. Besides, there are some constraints to consider when applying this reading strategy because they have an important role in the reading process. Finally the study offers practical recommendations for teachers and pre-services teachers seeking to cultivate a reading culture inside the EFL classroom, promoting students critical thinking and engagement with the use of different materials and strategies that connect to their own experiences and realities, making a meaningful learning environment.
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.
Grouping teaching strategies to develop time investment associated with gender behavior within the English class
(Universidad Católica Luis Amigó, 2022) Álvarez Rojas, Cindy Salomé; Suescún, Claudia
Grouping strategies are teaching techniques that contribute to the development of a suitable learning environment. This paper explores the benefits of implementing grouping strategies in understanding gender behavior in an EFL teenage class. This technique improved students' engagement in class as well as their comprehension of gender in their classroom.
How do critical reading strategies foster language acquisition?
(Universidad Católica Luis Amigó, 2024) Gómez Velásquez , Viviana María; Castañeda Machuca, Jorge Eliecer; Henao Monsalve, Miguel Ángel; Gómez Betancur, Martha Inés;
This article presents an action research study on reading strategies to foster language acquisition in a public high school institution. This study aims to acknowledge how critical reading can be fostered through reading strategies to foster the language acquisition process in English as a foreign language. This qualitative research frames an intervention process based on action research to describe the developing process of critical reading through reading strategies. Data were gathered through pre- and post-tests, lesson plans, participant observations, and interviews. The results evidenced that reading strategies allow students to comprehend texts, increase language acquisition, and favor the critical view. In conclusion, in classrooms, implementing reading strategies allows students to increase reading comprehension capacity and acquire language skills.
How does the video game DETROIT: Become Human contribute to the critical literacy of eleventh grade students at public school?
(Universidad Católica Luis Amigó, 2024) Aldana Contreras, Andrés Felipe; Chalarca Taborda, Gustavo Adolfo; Peláez Colorado, Oscar Alonso; Fuentes Morys, Andrés Felipe; Mora Ceballos, Emanuel; Gómez Betancur, Martha Inez
Hoy, en el mundo globalizado, es fundamental aprender un segundo idioma (L2), más específicamente el inglés. Sin embargo, es difícil enseñar lectura crítica en L2. Este estudio examina el potencial del videojuego Detroit: Para desarrollar el letramento crítico en inglés, comienza a ser humano. Además, el juego crea un entorno inmersivo pero atractivo para la enseñanza y el aprendizaje de idiomas, y a través de estas ricas oportunidades de análisis y reflexión, actúa como un catalizador para la interacción social. Además, las limitaciones incluyen posibles distraciones, contenido maduro y, aunque prometedor, puede no estar a la altura de ese potencial. Además, con base en las teorías de lectura crítica, sociocultural y transaccional, este enfoque demuestra que los videojuegos pueden usarse para crear habilidades de lectura basadas en la crítica, superando las brechas lingüísticas y culturales. En este estudio, Detroit: Being Human ayudó a promover el letramiento crítico y a aumentar las capacidades lingüísticas y culturales de los alumnos.
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.
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.
The Impact of Learning English as a Foreign Language Through Games, Dances, and Songs on the Development of Social Skills in Preschool Students
(Universidad Católica Luis Amigó, 2024-11) Arenas Pinto, María Isabel; Gómez Betancur, Martha Inés
The purpose of this research is to analyse how the application of games, dances, and songs in teaching English influences the development of students' social skills. Through a qualitative approach, we analysed students' experiences and perceptions when participating in group activities that integrate musical and rhythmic movement strategies, highlighting their role in identity construction. The results reveal that these activities not only foster inclusion and appreciation of diversity in a heterogeneous learning environment but also significantly improve students' emotional and social expression and regulation. The games, dances, and visual materials used in the classes help students recognise and manage their emotions, as well as those of their peers, promoting greater emotional intelligence and developing social skills such as taking turns, sharing, helping, listening, and verbally expressing feelings. In addition, the research highlights the importance of collaborative activities in forming social skills. Students develop essential skills such as cooperation, group work, and respect for others' perspectives, crucial aspects for their personal and academic development as preschool students. Finally, the positive impact on communication skills is highlighted. Interaction in English through music and singing allows students to practice and improve their vocabulary and develop oral and listening skills, such as speaking and listening. This increases their confidence in communication and facilitates the formation of effective social relationships, which is essential for establishing social relationships.
Impact of Video Games on English Vocabulary Acquisition and Retention
(Universidad Católica Luis Amigó, 2024-11) Ruíz Ucros, Andrés Felipe; Salazar Lara, Valentina; Sánchez Vásquez, Karen Julieth; Carmona Martínez, Leonardo; Gomez Betancur, Martha Inés; ,
Este estudio analizó cómo la retención de vocabulario se ve afectada por el uso de videojuegos en inglés entre estudiantes de 13 a 14 años de edad de Juan María Céspedes, una escuela pública en Medellín, Colombia. Debido a la creciente relevancia del aprendizaje del inglés y su uso en aspectos de la vida, esta institución educativa ha establecido el objetivo de convertirse en la primera escuela pública bilingüe de la ciudad. Por lo tanto, este estudio empleó una metodología de investigación cualitativa y los datos se obtuvieron a través de un pre-posttest y una entrevista semiestructurada, mostrando que la exposición a videojuegos educativos en inglés puede mejorar la retención del vocabulario. Al aplicar esta investigación, el proyecto contribuye a una comprensión más profunda del papel de los videojuegos en el aula con respecto a la retención y adquisición de vocabulario.
The influence of critical pedagogy practices in the classroom from English as a Foreign Language teaching
(Universidad Católica Luis Amigó, 2023) Buyucué Tobón , María Alejandra; Cuartas Orrego , Andrés Roberto; Arias Vera, Jonathan; Lopera Bedoya, Leslie Juliana
This qualitative research analyzes the influence of critical pedagogy practices in the classroom from EFL teaching in a private school in Medellin. The methodology selected was action research, whereby we created a three-cycle action plan to implement in a specific group with 25 female students from eighth grade in a private school in the city of Medellín. A Reflective Journal was conducted as the first data collection technique, second, a focus group was held, recorded, and then transcribed for analysis purposes. The data was analyzed carefully including a matrix to track the progress. Major results indicate that students developed English language proficiency through the implementation of specific Critical Pedagogy Practices, also a communicative environment was promoted where students achieved fluency and confidence. Besides, the students realized themselves as individuals of change by fostering their critical thinking skills. In addition, they got empowered by assuming a more active role, understanding the importance of contributing, proposing, and providing their own constructions. Finally, meaningful learning occurred since they internalized and made use of the knowledge and reflections. This study concluded that critical practices used in EFL teaching influence linguistic enhancement and the development of critical thinking
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.
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.
Initiatives to improve the quality of teaching and learning of Non-English teachers in childhood education.
(Universidad Católica Luis Amigó, 2022) Correa Areiza , David; Zapata Montenegro, Yessika Fernanda; Castrillon Jaramillo, Juliana; Alzate Bedoya, Julian; Suescun Giraldo, Claudia Marcela
Non-English teachers in Colombia have very little tools to implement English classes with preschool children. This action research project intends to provide tools to these teachers in order to enhance their performance in this field and also connect preservice teacher’s knowledge to the experience Non-English teachers have.
Instrucción en Estrategias Metacognitivas y Escritura Colaborativa: La Conciencia Metacognitiva y la Calidad de la Escritura de Estudiantes de Inglés como Lengua Extranjera
(Universidad Católica Luis Amigó, 2022) Arango Salazar, María Fernanda; Abad Olaya, José Vicente
Este estudio de caso tuvo como objetivo analizar el impacto que tiene la Instrucción en Estrategias Metacognitivas (IEM) en el desarrollo de la conciencia metacognitiva y la calidad de la escritura colaborativa de estudiantes de undécimo grado. Participaron nueve estudiantes de un curso de escritura académica de siete semanas que incluyó seis lecciones de 90 minutos enmarcadas en la enseñanza de estrategias metacognitivas. Antes y después de la intervención pedagógica, se administró el Inventario de Conciencia Metacognitiva (ICM) y se aplicaron pruebas de escritura colaborativa derivadas del examen IELTS. Finalizado este proceso, se realizó un grupo focal con cuatro estudiantes y una entrevista con una estudiante. Los resultados mostraron que tras recibir la IEM las estudiantes mejoraron su vocabulario y cohesión en los ejercicios de escritura colaborativa. Además, desarrollaron ligeramente su conciencia y regulación metacognitiva, especialmente su conocimiento declarativo y sus habilidades de planificación y evaluación. Sin embargo, seis de las nueve estudiantes reportaron una disminución en habilidades metacognitivas tales como el conocimiento procedimental y la capacidad para monitorear la comprensión. Este artículo concluye con una apreciación del rol que juega la metacognición en los procesos de escritura académica, incluso de colaboración.

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