Examinando por Autor "Jerez Rodríguez, Sonia María"

Mostrando 1 - 2 de 2
  • Miniatura
    PublicaciónAcceso abierto
    Exploring an 11th-grade teacher’s understanding, practices, and perceptions of corrective feedback toenhance second language pronunciation: a case study
    (Universidad de Córdoba, 2025-02-05) Román Lázaro, Roberto; Valle Zapata, Liliana; Valle Zapata, Liliana; Jerez Rodríguez, Sonia María; Lorduy, Danilsa
    This study explores an 11th-grade teacher's understanding, practices, and perceptions of corrective feedback (CF) to enhance second language (English) pronunciation in a private bilingual school in Sincelejo, Colombia. Using a qualitative case study design, data was collected through classroom observations, semi-structured interviews, and stimulated recall interviews. The findings revealed three key themes: (1) Timing and Personalization of Feedback, emphasizing their comprehension and the importance of the strategic timing of CF to balance student confidence and learning outcomes; (2) Reinforcement Techniques to Strengthen Language Retention, highlighting the use of repetition, elicitation, and metalinguistic feedback to foster long-term linguistic accuracy; and (3) Strategies and Beliefs for Effective Pronunciation Feedback, showcasing the teacher's reliance on explicit correction, recasts, and motivational approaches to improve student pronunciation and fluency. The results underscore the importance of tailored CF strategies that address individual learner needs while maintaining a supportive classroom environment. The study offers implications for professional development, classroom practices, and future research about CF in diverse educational contexts.
  • Miniatura
    PublicaciónAcceso abierto
    Self-directed learning through new literacies: the case of a teacher of English as a foreign language
    (Universidad de Córdoba, 2024-04-01) Márquez Sánchez, Jeimmy J.; Jerez Rodríguez, Sonia María; Valle Zapata, Liliana Beatriz; Racero Diz, José María
    Educators have been using new literacies as new opportunities for professional learning and networking. Thus, this qualitative case study explores an English language teacher's self- directedness to learn and improve his teaching practice through his new literacies, as the type of literacy constructed to stay tuned with the demands of teaching English as a foreign language. Data was collected through semi structured interviews and class observations. The results shed light on the teacher's characteristics of self-directness which facilitated the inclusion of new literacies for learning. These were found to be opportunities to share content and knowledge with peers and students. The participant teacher also revealed his continuous construction of a literacy that goes beyond two independent skills: reading and writing. Instead, there is a view of literacy as a social practice that includes new literacies that include multiple text types using different semiotic languages representing meaning linguistically, visually, spatially, or otherwise to interact with different people. Furthermore, his literacy allows him to have strategies to evaluate the content he searches and has also given him different roles such as watcher, consumer or producer. The findings also suggest that Byron has become digitally literate, and this demands being “information savvy” and capable of identifying when information is needed, how to locate it, and how to use it effectively. These findings create an invitation for education systems to think differently about teachers' new literacies and the self-directed learning that happens through them. These can no longer be underestimated but rather seem as a means of professional learning in these times of change not only for the English language teaching but education in general.