E.N. Maestría en Enseñanza del Inglés
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Examinando E.N. Maestría en Enseñanza del Inglés por Autor "Herrera Naranjo, Sol"
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Publicación Acceso abierto Exploring teaching practices used by english teachers for promoting oral online interaction during COVID-19(2023-02-14) Bohorquez Rodriguez, Deimer David; Herrera Naranjo, SolDuring Covid-19, teachers experienced drastic changes in their teaching methodologies which posed new challenges for the teaching and learning processes, particularly at the time of promoting interaction. During in-person classes teachers used a variety of means and strategies to promote interaction and keep students enrolled, focused and motivated to participate during the activities. Teachers changed this daily practice due to Covid 19 to synchronous and asynchronous teaching processes. Studies on this area demonstrated how teachers promoted online interaction using forums, public debates and interaction activities mostly mediated through platforms and through asynchronous modes (Guo et al., 2018; Beffa-Negrini, 2002). However, little is known about how teachers modified their teaching to respond to oral online interaction in times of Covid-19. This case study aims at characterizing three EFL teachers´ teaching practices to promote oral online interaction during synchronous classes and their implications for teaching and learning. Data was collected through class observations, interviews and document analysis which revealed how teachers engaged in this challenging experience. Findings showed that teachers mainly used online video conferencing platforms such as zoom, and meets to develop their online classes. They enrolled teaching practices such as IMAGE model, realia, games, direct questions among others to promote oral online interaction. Reading and listening web-based activities were integrated to promote discussion. The results also showed the main implications in teaching and learning during Covid 19.Publicación Acceso abierto Socio-affective factors that influenced the toefl itp test results of undergraduate students in English at Unicordoba(2023-02-15) Vega Guzmán, Jaider; Herrera Naranjo, SolThis research aimed to explore the socio-affective factors that affected the performance on the TOEFL ITP test of undergraduate students in basic education with emphasis in Humanities-English at University of Córdoba. This study used a qualitative approach and a descriptive case study design, which is an in-depth, detailed examination of a particular case within real-world contexts. After the analysis of results, it was found a set of socio-affective factors such as anxiety, insecurity, and demotivation which influenced graduates’ outcomes in the test. The main aspects that generated anxiety were time pressure, that is, the lack of time to answer all the test questions; the technicality and rigor of the texts, which in turn generated a type of physical anxiety such as mental or physical exhaustion. Also, the poor sound conditions generated by the poor quality of the audios. All of these generated negative feelings which evidenced a decreasing TOEFL ITP results. Some pedagogical suggestions are made such as a socio-affective strategy training during the international preparation course in order to mitigate these feelings and be more successful in the test. Keywords:, socio-affective factors, foreign language testing, graduates, TOEFL-ITP test.