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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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.
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.
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.
Management of Semilleros in the area of Language Teacher training: a comparative study
(Universidad Católica Luis Amigó, 2024) Cataño Buritica, Joshua; Suescún Giraldo, Claudia Marcela; Abad Olaya, José Vicente
Research Incubators are spaces for formative research with voluntary participation by students and coordinating teachers. They are important components in the research schemes of universities and are fundamental in the field of teacher training of any discipline. This paper intends to know the factors associated with educational management that affect the permanence of the Research Incubators in the area of language teacher training, in three universities in the department of Antioquia (Colombia). Using a qualitative research strategy and through a multiple case study, a group of nine participants, made up of students, coordinating teachers of research incubators and administrative staff were interviewed to know their perceptions about the factors that affect their management. The results highlight the importance of the articulation of endogenous and exogenous factors for the correct functioning of the research incubators, among which motivation, affectivity, participation in knowledge networks, and institutional funding, among others, stand out. In addition, conclusions and recommendations are presented for improving the management processes of these formative research spaces both internally and at an institutional level.
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.
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.
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.
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.
Teaching through movement: Gestures and teachers’ confidence
(Universidad Católica Luis Amigó, 2024-11) Grajales Velázquez, Diego Alejandro; Barrera Gómez, Valeria; Suaza Largo, Tomás; Suescún Giraldo, Claudia Marcela
Reconociendo que la comunicación no verbal constituye una porción significativa de las interacciones interpersonales, esta investigación enfatizó el papel de los gestos intencionales para mejorar la claridad de la comunicación y la efectividad de la enseñanza. A través de un análisis cualitativo con herramientas variadas y semiestructuradas realizado en diversos contextos educativos incluyendo instituciones académicas privadas de Medellín, Antioquia. Los hallazgos apuntan a varios elementos que tienen un impacto significativo en los resultados de la enseñanza, frente a los métodos tradicionales de enseñanza sugiriendo que la clave para una enseñanza efectiva podría estar relacionada con la personalidad física y la identidad del profesor durante sus interacciones con los estudiantes. Esta investigación abordó un vacío notable en la literatura con respecto a la posible relación entre la comunicación no verbal, específicamente los gestos y su impacto directo en la confianza de un profesor, particularmente en el contexto colombiano. El objetivo de esta investigación es animar a los futuros educadores a utilizar los gestos y analizar su lenguaje corporal en sus prácticas pedagógicas.
Pre-service teachers facing inclusion in the classroom
(Universidad Católica Luis Amigó, 2024) Arias Ciro, Dianelly; Valencia Sánchez, Leandro; Sepúlveda González, Gabriel; Suescún Giraldo, Claudia Marcela
En la actualidad, la promoción de la educación inclusiva se ha convertido en un factor importante para garantizar el acceso de todos a la educación, principalmente el de las personas con necesidades educativas especiales (NEE). Este trabajo pretende analizar cómo los docentes en formación caracterizan su práctica y desempeño en la sociedad a través de una investigación co-etnográfica, dados los desafíos que presenta la educación. Los resultados de este estudio destacaron aspectos relevantes que afectan al desempeño de los docentes en proceso de formación, que han enfrentado no solo dificultades, sino también actitudes positivas frente a la educación inclusiva. Este estudio contribuyó a construir el concepto de preparación que tienen los docentes en formación sobre la enseñanza en aulas inclusivas y, además, identificó experiencias que les llevan a ser conscientes de ello.
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.
Promoting English reading skills through video games: A case study
(Universidad Católica Luis Amigó, 2024) Manco García, Harrison; Santa Rodriguez, German Steven; Edison Ferney Castrillón Ángel, Edison Ferney
The concept of video games has been explored as an entertainment object. However, in recent years, various authors have explored video games' potential in teaching. This research was implemented using an interpretive methodology based on a case study with a population of six students from a public school in the city of Bello. We found the scope of video games and how they promote reading habits from the interviews, workshop records, and questionnaires. Due to the implementation, we confirmed various perspectives on video games and the limitations that exist for an eventual implementation in the Colombian context. Likewise, although video games benefit interaction with reading content, they must be implemented with an educational purpose and according to the students' interests. Finally, this research explores the various perspectives that the participants had regarding the effectiveness of video games in promoting reading habits in a second language, based on the interaction with the video game Life is Strange.
The role of English teachers in creating learning environments for preschoolers.
(Universidad Católica Luis Amigó, 2024) Colorado Zapata, Liseth Dirlay; Castrillón Ángel, Edison Ferney
This study explores how learning environments can promote English oral interaction in early education settings, focusing on the context of preschool grades. Employing documentary analysis. Several case studies from different countries of America were examined alongside insights from theorists like Vygotsky (1978, 2007), Montessori (1949, 2013, 2021) , Krashen (1998, 2019), and Reggio Emilia (2006,2019). Teaching practices and strategies were analyzed to address the research question: How can learning environments facilitate English oral interaction among preschoolers? Findings revealed the crucial role of teachers in creating supportive environments and the significance of tailored spaces and materials for language instruction. Strategies such as dialogue-based activities and language- rich environments were identified as effective in promoting oral interaction. However, limitations included the lack of specific language policies for preschool education in Colombia, and recommendations for future research advocates for empirical studies to validate teaching strategies and explore the impact of technology. Overall, the study underscores the importance of creating conducive learning environments to foster preschoolers' language acquisition and social development.
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.
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
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.
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.
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.
The use of games to engage elementary students with ADHD during English learning process
(Universidad Católica Luis Amigó, 2022) López Maya , Tatiana; Estrada Ríos, Laura Carolina; Quiceno Sosa, Evelin Cristina; Suescún Giraldo, Claudia Marcela
The purpose of the research is to investigate how the teachers of the Marco Fidel Suárez Educational Institution implement the use of games and didactic materials in their teaching practices to help students feel included, and achieve significant learning, evidencing said achievements from their orientation to through different strategies. implemented in classes. This study provides background on the use of games and teaching materials in the classroom and explores student outcome responses to teaching practices. The research was carried out under a qualitative approach. This research is based on socialist construction. The analysis of the data allowed us to observe the lack of didactic material to be used during the development of the classes and the lack of training of the teachers in the population with special educational needs, specifically in children with ADHD.
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.

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