Examinando por Autor "Lorduy Arellano, Danilsa"

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    English course final internship report
    (2022-03-03) Fernandez Pérez, Ana Patricia; Lorduy Arellano, Danilsa
    This report points to inform about the internship that took place at the public school Villa Margarita in Monteria. This internship was developed in 10th and 11th grade and its main purpose was to improve the students’ speaking skills. In addition, this report explains the different pedagogies (Project based Learning, Communicative Language Teaching and the Student-centered approach) that were used to support the methodology and activities developed in the process during the internship. The report also contains the results and findings of the process, as well as conclusions and recommendations for future teachers. Finally, it presents the limitations found at the school and how the intern teacher overcame those difficult situations
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    Improving efl learners’ personal narrative writing skills by using writing process-based approach in padlet
    (2022-11-18) Vélez Padrón, Stefhanya; Lorduy Arellano, Danilsa
    This study aimed at implementing the writing process-based approach (WPBA) in Padlet to improve writing skills, particularly in the genre of personal narratives. A classroom action research, was conducted to achieve this purpose with 7 students of 10th grade in a private school in Monteria for 4 months, enrolled in activities as extracurricular classes. A diagnostic activity and two cycles were implemented to improve e learner’s writing using the WPBA approach. Data was collected from writing tasks, the diary of the researcher, and class observations. Findings showed that the implementation of WPBA in padlet can be useful in the development of students’ writing skills in personal narratives. students’ writing performance improved particularly in terms of vocabulary use, grammar accuracy, coherence, and sentence structure, as well as the general structure of the personal narrative texts.
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    Rural learners: culturally based materials to develop efl receptive skills
    (2022-08-31) Soto Falón, Delis Mariana; Lorduy Arellano, Danilsa
    Through the National Bilingualism Program, the National Ministry of Education have sought the achievement of B2 level at the end of school throughout the country. To this end, bilingual projects and materials have been created for improving and fostering English learning everywhere. However, given the multiculturalism, diversity, geographical and socio-economic conditions of each region of Colombia, disparities have perpetuated (Cardenas, 2006). Those differences maintain the latent need to develop or adapt new EFL materials and resources that elicit initial communication in learners, reach peculiarities of these regions, and adapt to the students’ learning needs. This project aims at describing the characteristics that EFL material for rural fifth learners from Lorica, Córdoba should adopt, considering the pupils’ cultural and learning needs, to develop listening and reading skills in English as the beginning of communication understanding. This qualitative study relies on a case study design, implementing a needs analysis method; a questionnaire, focus group interviews and documentary data are the instruments used to collect information. The participants involved are fifth graders and elementary teachers from five rural schools in Lorica. A sample of EFL material design emerges from the findings. The researcher implements a conventional content analysis method for interviews and documentary data and a statistical method for the questionnaire. The results suggest a content graded to their language level, an active role of learners creating their own material for classes, a culturally well-known vocabulary with enough audiovisual support to enhance receptive skills and special attention to English pronunciation and its connection to listening skills to enhance speaking skills.