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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Native knowledge to the English classroom: the role of gamification
(Universidad Católica Luis Amigo., 2025) García Sánchez, Samuel Mateo; Henao Saldarriaga, Mariana; Pineda Rojas, Valentina; Suescún Giraldo, Claudia Marcela
This research explored integrating Emberá Chamí Indigenous knowledge into Colombian EFL classrooms through gamification; in doing so, it aimed to boost cultural awareness. It was conducted as action research within a Medellín university English seedbed. This study involved 12-14-year-olds, and it used qualitative methods under an interpretive paradigm, capturing subjective experiences. Likewise, it highlighted incorporating Indigenous perspectives to foster intercultural competence, a key but underdeveloped goal in Colombian education. To this end, gamification served as an innovative strategy, using game elements to enhance motivation, engagement, empathy, and collaboration. Data from interviews and classroom observations assessed how gamified materials impacted students’ understanding and appreciation of Emberá Chamí culture. As a result, findings suggest gamification effectively promotes cultural awareness through immersive experiences. Therefore, this offers educators insights for bridging cultural gaps and enriching language teaching by integrating native knowledge and technology.
The impact of formative assessments in EFL adult student’s performance in speaking skills
(Universidad Católica Luis Amigo, 2025) Granado Rendón, Juan David; Rivas Cardona, Luisa Maria; Guzman Cifuentes, Daniel; Palacio Orozco, Mariana; Atehortua Uribe, Daniela; Montes Zapata, Cristian Camilo; Suescún Giraldo, Claudia Marcela
This paper explores the impact of formative assessment on the oral language skills of adult learners of English as a Foreign Language (EFL). The study employs a qualitative case study methodology, which allows for an in-depth analysis of real-life classroom situations where formative assessment is utilized. It draws upon theoretical frameworks that emphasize the significance of continuous feedback and learner engagement in the learning process. The results demonstrate the formative assessment fosters greater learner autonomy, enhances motivation, and significantly improves speaking proficiency among adult EFL students. The findings suggest that integrating formative assessment into language education not only supports individual learning needs but also helps educators refine their instructional strategies to better facilitate language acquisition. Ultimately, this study highlights the transformative potential of formative assessment in enhancing language learning outcomes for adult learners.
Designing materials to help EFL teachers foster multicultural classrooms in a private school in Medellín
(Universidad Católica Luis Amigo., 2025) Marin Sosa, Michelle Johanna; Patiño Muñoz, Alexis; Sanchez Bermudez, Luisa Fernanda; Suescún Giraldo, Claudia Marcela
Esta investigación aborda los desafíos de promover el multiculturalismo en las aulas de EFL en un colegio privado de Medellín. Las prácticas tradicionales, como centrarse en la gramática y utilizar materiales estandarizados, limitan la diversidad cultural y perpetúan los estereotipos. Para contrarrestar esto, el estudio diseñó e implementó materiales didácticos contextualizados dirigidos a fomentar la conciencia intercultural entre los estudiantes de noveno grado.Utilizando un enfoque de investigación-acción con observación, entrevistas y grupos de discusión, los resultados mostraron que los materiales contextualizados mejorar la participación, la motivación y el respeto por las diferencias culturales de los alumnos. Los resultados sugieren que la incorporación de recursos culturalmente relevantes en la enseñanza de EFL favorece un entorno de aprendizaje más inclusivo, dinámico y significativo.
Speaking strategies used by english teachers to promote oral interaction with seventh-grade students in a private school in Medellin
(Universidad Católica Luis Amigo., 2025) Granados Cuervo, Hillary; Perez Mejia, Jasleidy Melissa; Suescún Giraldo, Claudia Marcela
Este estudio investiga las estrategias de expresión oral empleadas en colegios privados de Medellín, Colombia, para mejorar las habilidades orales de estudiantes adolescentes. Dada la importancia del inglés en la comunicación global y la necesidad de mejorar la competencia lingüística en Colombia, esta investigación pretende identificar prácticas eficaces que promuevan el desarrollo de la expresión oral entre los adolescentes. Los resultados destacan el uso de preguntas personalizadas relacionadas con las experiencias personales de los estudiantes como una estrategia clave para fomentar el compromiso y las conversaciones significativas. Mediante el análisis de estas estrategias, el estudio proporciona información sobre cómo los profesores pueden adaptar sus métodos para satisfacer las necesidades específicas de los estudiantes, incorporando situaciones de la vida real para fomentar la confianza en el uso del inglés. Los resultados sugieren que las actividades interactivas y orales pueden mejorar significativamente la motivación de los alumnos y el desarrollo de sus destrezas lingüísticas, contribuyendo tanto al crecimiento académico como al desarrollo personal.
Move to Learn: Implementing kinesthetic strategies in english classes for ADHD students
(Universidad Católica Luis Amigo., 2025) Montoya, Manuela; Ricard López, Adriana María; Suescún Giraldo, Claudia Marcela
This study explores the implementation of kinesthetic strategies in English as a Foreign Language (EFL) classrooms to support students with Attention Deficit Hyperactivity Disorder (ADHD). Given the unique learning needs of ADHD students, traditional teaching methods often fail to engage them effectively. This research examines how movement - based activities enhance concentration, participation, and overall language acquisition. Through qualitative methodologies, including classroom observations and interviews with teachers, the study identifies specific kinesthetic strategies that foster improved learning outcomes. Findings suggest that integrating movement into lessons helps ADHD students maintain focus, process information more efficiently, and retain vocabulary and grammar concepts better than conventional approaches. Additionally, educators report increased student engagement and a more dynamic classroom environment. The study concludes that kinesthetic strategies offer a promising alternative for inclusive EFL instruction, advocating for their broader implementation in educational settings to accommodate diverse learning styles and improve overall student performance.
Short stories as an engagement strategy in tenth grade students
(Universidad Católica Luis Amigo., 2025) Olaya, Valeria; Suárez González, Oscar Estiven; Usuga Arboleda, Maria Camila; Suescún Giraldo, Claudia Marcela
La investigación explora la utilización de cuentos cortos como método para mejorar la participación de los estudiantes de décimo grado. El estudio tuvo como objetivo examinar cómo este enfoque pedagógico influía en el nivel de compromiso de estos estudiantes en el proceso de aprendizaje del idioma inglés. La investigación se llevó a cabo con estudiantes de décimo grado. Los investigadores emplearon técnicas cualitativas para recopilar información sobre las experiencias y perspectivas de los estudiantes. El estudio reveló que la incorporación de cuentos cortos condujo a un aumento en el interés de los estudiantes y su participación activa en las actividades relacionadas con el aprendizaje del idioma. La investigación concluyó que los cuentos cortos sirvieron como una valiosa herramienta educativa para mejorar el compromiso de los estudiantes en el contexto de la enseñanza del inglés como lengua extranjera.
Novice and expert teachers' Collegiality: Reshaping novice teacher class development.
(Universidad Católica Luis Amigó, 2024) Álvarez Ramos , Andrea Carolina; Sosa Londoño, Juan Felipe; Leslie Juliana Lopera Bedoya, Leslie Juliana
This study deepens in the premature experiences of two novice teachers in an English academy, where the principal interest is focus on the interactions of novice teachers and expert teachers, and the influence of these interactions on their professional class development. The research identifies a remarkable gap in collegiality and mentorship between novice and expert teachers, which contributes to feelings of anxiety, isolation, and professional blockage between novices. Thanks to adopt a qualitative approach linked to duo ethnography, the study explores the personal narratives, observations, and reflections of both novice and expert teachers. The findings display that while novice teachers seek guidance and support from their more experienced colleagues, a lack of structured interaction hinders their growth. This study underscores the importance of fostering a supportive and collaborative environment where novice teachers can benefit from the richness of knowledge and experience lived by expert teachers. The research concludes with some recommendations for creating structured mentorship programs and collaborative opportunities to bridge the gap among novice and expert teachers, thus enhancing the overall educational experience and professional development inside the academy.
Informing Decisions on Language Ability Development Through Assessment e-portfolio in the English Class
(Universidad Católica Luis amigó, 2021) Muñoz Palacio, Deicy Carolina; Yepes Lucas, Mayra Alejandra; Bedoya Alvarez , Natalia; Guerrero González , Yully Sofía; Gutiérrez Arango, Karen Valentina; Restrepo Bolívar, Erika Marcela
Este estudio pretende identificar cómo la implementación del E-portafolio informa decisiones sobre el desarrollo de la habilidad lingüística de los estudiantes. El estudio fue desarrollado con 12 estudiantes de séptimo grado en un colegio privado de la ciudad de Medellín, Colombia. Este estudio fue guiado por el enfoque acción-investigación y las técnicas de recolección de datos fueron un cuestionario, una entrevista y análisis de artefactos. Los hallazgos demuestran el valor agregado que el E-portafolio tiene, ya que provee información no solo para el maestro, sino también para el estudiante sobre su progreso en el aprendizaje de la lengua extranjera. Los hallazgos también evidencian la necesidad de generar un cambio en la cultura escolar para hacer conscientes a los estudiantes de la importancia de usar herramientas de evaluación alternativa. Los resultados permiten concluir que a través del e-portafolio, el maestro puede emitir juicios justos, transparentes y válidos sobre el desarrollo de la habilidad lingüística del estudiante en la clase de inglés.
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.
Sociocultural factors that cause demotivation for second language learning
(Universidad Católica Luis Amigó, 2024-04-26) Zuluaga Gallego, Jhon Alexander; Castrillón Ángel, Edison Ferney
This present research documentary investigates the sociocultural factors that cause demotivation towards learning English in high school students. This qualitative research explores the causes of demotivation in English language learning among second language learners, focusing on sociocultural factors and methodological factors. Twelve empirical studies from diverse international contexts were analyzed, identifying key extrinsic demotivating factors such as inadequate teaching, ethics, environment, lack of technological resources, social attitudes towards language learning, and standardized testing pressures. Testimonies from educators and scholars highlight the multifaceted nature of demotivation and the importance of dynamic and student-centered teaching approaches. The findings suggest the need for comprehensive educational reforms, including creating supportive learning environments, aligning the curriculum with student aspirations, and prioritizing oral communication skills over traditional grammar-focused approaches. By understanding and addressing these demotivating factors, educators can create a more engaging and motivating language learning experience, facilitating learners’ progress toward proficiency in English as a second language.
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.
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.
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.
Teacher's role and challenges in pandemic times through a virtual learning environment (classroom)
(Universidad Católica Luis Amigó, 2021) Cifuentes Palomino, Maira Alejandra; Zapata Galeano, Milena Andrea; Castillón, Edison Ferney
The investigation was carried out with a qualitative approach and under the case study method, which aimed to know the changes that have occurred in the role of teachers, as well as the main challenges that, in times of pandemic, it brings to them the use of VLE (Virtual Learning Environments) in the development of their work. The results of this work show that the challenges that teachers have faced when implementing remote education, have to do mainly with the evaluation processes, the affective relationships that involve students and teachers, and the adoption of new teaching methodologies. Key words: Remote education, pandemic, COVID-19, Critical Digital Literacy, Virtual Learning Environments, teacher’s role, teaching challenges.
Pre-service teacher identity construction from a familial coexistence perspective
(Universidad Católica Luis Amigó, 2021-06-18) Hachi Morocho, Monica Estefania; Ríos Macias, Gabriel Jaime; Abad Olaya, José Vicente
Familial coexistence issues are a current problem that pre-service teachers might face during their teacher identity construction. Factors such as family coexistence, economy, health, and emotions can lead to struggles in teachers’ personal and professional identity. The construction of identity, nevertheless, is an ongoing process in which teachers can always change their beliefs and, behaviors in order to improve their teaching performance, in light of different aspects such as the social context, the place where they work, and the people who surround them. The project was made using an autobiographical method in which the pre/service teachers lead the investigation and were the participants themselves. Two main conclusions were the difference between cohabitation and coexisting; In addition, the importance of having both parents’ perspectives when making decisions. This document reviews the influence that family has on pre-service teacher identity construction. The factors that familial coexistence bring to the pre-service teachers’ identity construction during the career process and, later on in their professional field.
Pedagogical english practices through the pandemic
(Universidad Católica Luis Amigó, 2021) Parra Mejía, David Alejandro; Castillejo Marín, Simón; Zapata Ospina, Kevin; Zapata Franco, Simón; Peláez, Oscar
The COVID-19 pandemic had a great impact on a global scale and one of the fields that caused great change was university education, leading us to education mediated by virtuality, thus changing pedagogical practices and the vision of these practices. In this article we analyze the positions and strategies that 3 of the teachers of the Luis Amigó University adapted to this contingency and the results and analysis obtained through their answers by means of their experiences and discussions.
Pre-service teacher identity crisis regarding the educational changes generated by remote teaching due to the 2020 pandemic
(Universidad Católica Luis Amigó, 2021-06) Fuentes Alvarez, Kelly Yohanna; Arango Gomez, Victor Daniel; Ramirez Guerra, Estefany; González Rueda, Maria Camila; Gómez Vergara, Maria Mercedes; Vicente Abad, José
The purpose of this research is to characterize the pedagogical factors that generated a teacher identity crisis pre-service teacher due to the change to remote teaching during the pandemic. Since the educational system has undergone significant changes as a result of the pandemic, in both the curriculum and the physical structure, teachers must adjust the way they teach now that they are facing important factors that influence their pedagogical and methodological decisions. This qualitative study conformed to the interpretative approach; data collection entailed an interview to 4 pre-service teachers of the English teaching program at Universidad Católica Luis Amigó, in Medellín. Researchers confirmed that new challenges arose in regard to both school dynamics and classroom management; although the education system implemented remote teaching as a temporary solution, teachers had to drastically adapt their lessons and methodologies. Pre-service teachers experienced difficulties regarding their teacher identity and the management of groups and parents under this new modality.
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.
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.
Teachers´ voices regarding language polices
(Universidad Católica Luis Amigó, 2021-05) Zuluaga Muñoz , Daniela Estefanía; Giraldo Posada, Estefanía; Cano Sabas , Isabella; Peláez H, Oscar A
The Colombia Government has implemented the use of English as a compulsory language in the nation, as a standardized language needed for all citizens in order to be competitive and competent (Colombia MEN 2005) and insert human capital into the big puzzle called economy. From this premise we want to know what is the relation between language policy and teachers’ voices in an educational institution in Medellín. This research study aimed at analyzing the teachers' voices of two pre-service teachers and two in-service teachers in a private and bilingual institution located in commune four Aranjuez. This qualitative and narrative research was carried out during three months to analyze non-numerical data in order to understand concepts, opinions, experiences, thoughts, beliefs and perceptions of participants in relation to teaching English as a foreign language in early ages, according to what national and local languages policies propose. Interviews and observations were made; both techniques had an extrinsic relationship with the theoretical framework of this research: pedagogical practices, political subject and teachers’ voices. The findings showed two categories: 1: Globalization influences pedagogical practices of teacher’ voices. 2: Teachers are policy makers. The data analysis gave as a preliminary conclusion: Teaching a foreign language involves taking into account context and students characteristics, in order to provide meaningful and real content. And finally, globalization permeates teachers' voices and his/her pedagogical practices.

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