E.D.A. Trabajos de Investigación y/o Extensión

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A personal leadership statement
(Universidad de Córdoba, 0025-01-18) Correa Rodríguez, Luisa; Correa Rodríguez, Lesly; Aguas Castillo, Pedro Pablo
A lo largo de los años, el liderazgo se ha convertido en un objetivo primordial para lograr un alto rendimiento y mejorar la calidad educativa en Colombia. El presente artículo se centra en el liderazgo transformacional como un elemento crucial para que los futuros líderes docentes puedan alcanzar altos estándares educativos. En esta declaración personal de liderazgo, exploramos conceptos y supuestos sobre el liderazgo, haciendo hincapié en la importancia del empoderamiento del liderazgo y sus implicaciones para el futuro. El objetivo es concienciar sobre las capacidades de los estudiantes, fomentando una cultura de toma de decisiones, aprendizaje continuo y un enfoque carismático para la enseñanza de lenguas extranjeras, lo que garantiza un cambio significativo y duradero en el contexto educativo.
Acceso abierto
The lived experience of being a teacher of english as a foreign language for adhd students: a phenomenological study
(Universidad de Córdoba, 2019-12-20) Arango Soto, Maria Rosa; Schortborgh Romero, Estefania
El Trastorno por déficit de Atención/Hiperactividad es conocido como un trastorno neuroconductual que afecta la capacidad de prestar atención, siendo los niños y adolescentes la población afectada más común. Hoy en día existen algunos estudios de investigación relacionados con el TDAH y el campo del aprendizaje y la enseñanza del inglés; a pesar de todos los estudios realizados para saber cómo afecta el TDAH al proceso de aprendizaje y las estrategias de enseñanza establecidas e implementadas, pocos de ellos se han centrado en la comprensión de la experiencia vivida de ser profesor de inglés como lengua extranjera para estudiantes con TDAH. El propósito de este estudio fenomenológico cualitativo es entender las experiencias vividas por los profesores al enseñar inglés a estudiantes con Trastorno por Déficit de Atención e Hiperactividad. El método fenomenológico psicológico de Giorgi se utilizó para analizar los datos para determinar cómo la participante percibía y describía su experiencia mostrando como resultado que la experiencia vivida de ser profesora de inglés como lengua extranjera para estudiantes con TDAH implica un conjunto de sentimientos relacionados con la pedagogía así como visiones de la enseñanza que hacen que los profesores reflexionen y se den cuenta de cuál es el verdadero problema de tratar con los estudiantes con TDAH, cómo ellos como profesores pueden proceder a integrar a los estudiantes con TDAH en el aula y cuán auténticos pueden llegar a ser para establecer la comunicación y una buena relación con los estudiantes.
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Flipping the classroom with teacherman to engage 10th grade students
(Universidad de Córdoba, 2019-12-20) Tenorio Coen, Jesús Miguel; Nieto Lambertinez, Eduardo Andrés
El aula invertida se ha convertido en un excelente enfoque para ayudar a los maestros a aprovechar la tecnología en el proceso de aprendizaje de un segundo idioma y en palabras de Keengwe et al. (2014) se ha convertido en “un enfoque de instrucción que los educadores utilizan para convertir el modelo de clase tradicional en un aula de aprendizaje más activa” (p.8). Sin embargo, en el contexto de las escuelas públicas en Montería, existen escasas oportunidades para llevar la tecnología al aula y cambiar la dinámica de aprender un idioma extranjero. Por lo tanto, este estudio tiene como objetivo investigar, a través de un estudio de caso de exploración, cómo la instrucción invertida mediada por la aplicación web 2.0 Teacherman puede fomentar la participación de los estudiantes en inglés como idioma extranjero en un aula de décimo grado en la escuela San José en Montería. Los datos fueron recolectados a través de la observación participante, videograbación, grupo focal, entrevistas semiestructuradas y el diario del investigador.
Acceso abierto
Understanding differentiated instruction to promote oral interaction among blind learners in a mainstream class
(Universidad de Córdoba, 2019-12-20) Caré Martínez, Ruth Esther
Children have the right to be educated regardless their abilities or disabilities, social status, religion and so forth. Unfortunately, over the years, people such as blind children have been excluded from society depriving them of their right of education (McCarthy & Shevlin, 2017). In the context of this study, few opportunities are given to blind students to improve the speaking skill. Moreover, I had a puzzle about teaching English to blind learners studying English in regular classrooms. Then, I need to understand how Differentiated instruction works within a regular lesson to promote oral interaction to blind students. Accordingly, this study aimed to explore teacher´s understanding of differentiated instruction for developing blind learners’ oral interaction. This exploratory practice study was carried out observing my own practice implementing differentiated instruction for teaching 3 blind students within a regular classroom from a public school in Monteria. Findings from this study evidenced that to ensure a coherent planning for all I must provide instruction that caters for all students. Besides, I must locate the challenges I faced in this process turning them into learning opportunities.
Acceso abierto
Using Mobile-Assisted Language Learning (MALL) to Enhance 10th Graders’ Listening Skill: An Exploratory Case Study
(Universidad de Córdoba, 2019-12-20) Caro Lora, John Jairo; Peinado Agresott, Libardo Andrés; Lorduy Arellano, Danilza
Listening is undoubtedly a fundamental language skill to develop when learning a foreign language due to its constant use by the L2 learner. However, in classrooms students feel frustrated because the listening activities designed for its development are not understandable for them and become reluctant to work in classes on this skill; as a result, most students usually find EFL learning uninteresting or boring. The purpose of this exploratory case study was to explore which aspect of the listening skill students developed the most when implementing MALL (Mobile-Assisted Language Learning) and what were their perceptions towards the use of smartphones in EFL lessons. In order to meet that end, this study employed a diagnostic and final test, listening tasks, students’ diaries and a questionnaire to answer which listening skill aspect students develop the most and their perceptions towards MALL. Coding and descriptive analysis helped to analyze the data gathered. The findings of this study suggest that MALL is an efficient strategy to develop listening skills in the L2, especially concerning the identifying expressions and set of utterances that act to create meaning aspect. Additionally, MALL can also be used as a different strategy to learn a foreign language in an interesting and dynamic way.
Acceso abierto
Exploring an in-service teacher’s beliefs when assessing efl students’ speaking skills
(Universidad de Córdoba, 2019-12-21) Montalvo Espitia, Erika; Hernandez Florez, Jorge
The analysis of teachers’ beliefs about assessment procedures and practices during speaking activities in EFL public contexts is important because it helps us understand teacher’s reasons behind the selection of materials and activities for classroom practices. This field has been studied in national and international private universities in order to explore the main beliefs of teachers regarding the assessment of speaking. However, few studies have been carried out exploring the connection between beliefs and practices of the assessment of speaking in public schools. Thus, this study aimed at exploring an EFL teacher’s beliefs concerning the assessment of 9th graders’ speaking skills in a public school and understanding how those beliefs were reflected on the teacher’s practicum. To this end, semi-structured interviews, a Likert scale and two non-participant observations were used to gather the data. Results revealed that the teacher held beliefs 1) different assessment techniques and instruments, 2) what should be taken into account for the assessment of students’ speaking skills, 3) sharing criteria and feedback, 4) the purposes of speaking assessment activities and 5) students speaking performance. It also showed that sometimes what the teacher said was not reflected in her performance.
Acceso abierto
Encouraging 9th graders to tell anecdotes throught R2l using toontastic 3D
(Universidad de Córdoba, 2019-12-eng) Salgado Cordero, Mayra Alejandra; Doria Del Vecchio, Camila Andrea ; Herazo Rivera, José David
El desarrollo de la comunicación oral juega un papel importante en el proceso de aprender una lengua extranjera en un salón de clases. Sin embargo, desde nuestra experiencia como estudiantes de docencia en observaciones pasadas, notamos que, cuando los estudiantes intentaban usar el lenguaje extranjero para hablar, sonaba a que lo había estado memorizando en vez de hacerlo de manera espontánea. En otras palabras, la habilidad oral de los estudiantes es baja. El propósito de este estudio es explorar hasta que punto los estudiantes de grado noveno fueron capaces de desarrollar su comunicación oral al momento de contar una anécdota durante la implementación del ciclo de Reading to Learn (R2L) usando Toontastic 3D, y describir cuales fueron esas percepciones que los estudiantes tuvieron sobre el ciclo de R2L y Toontastic 3D. R2L es un conjunto de estrategias que les permite a los profesores apoyar a sus estudiantes en la habilidad de lectura y escritura en su respectivo nivel. Aunque, R2L se usó en este estudio para desarrollar la comunicación oral de los estudiantes. Toontastic 3D es una aplicación de cuentacuentos y animación que fue usado para que los estudiantes contaran sus anécdotas allí. Observaciones, entrevistas semiestructuradas, tareas de producción, y diarios de los estudiantes fueron los instrumentos de recolección de datos en el grado noveno de una institución pública en Montería. Los resultados de este estudio revelaron que R2L en combinación con Toontastic 3D, ayudó a los estudiantes a construir y decir anécdotas independientes con sentido, a pesar de sus errores gramaticales.
Acceso abierto
A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom
(2020-05-10) Navarro Rodríguez, Paola Saray; Lorduy Arellano, Danilza
Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improve
Acceso abierto
A Personal Leadership Statement
(2020-05-10) Pacheco Madera, Maria Marcelina; Redondo Ortega, Shirley Maria
In the educational field, there is a huge lack of leadership initiatives due to school administrations are the ones in charge of analyzing school matters to make decisions. This issue has been affecting teacher’s role in the community since as good professionals, they are expected to be immersed in learners’ development as part of an institution and know how to beneficiate the entire school by providing relevant ideas as potential leaders. However, the prospective participation of teachers has been unnoticed in many ways. Thus, this proposal attempts to provide two significant insights on how to improve teacher’s autonomy to persuade a positive change in his/her work environment towards the purpose of beneficiating a whole school community. Having the opportunity of participating in some school changes to remove an obsolete educational system and the creation of projects with the contribution of learners and teachers, is our plan to raise leadership in school settings.
Acceso abierto
Teaching writing as a language practice or social practice in the english class
(2020-05-30) Ayazo Solar, Andrea; Jeréz Rodríguez, Sonia María
La enseñanza de la escritura en la clase de idioma extranjero puede ser una tarea desalentadora que exige tiempo y esfuerzo de los maestros, pero también requiere que aumenten la conciencia sobre cómo lo hacen actualmente y las razones por las que lo hacen. Muchos docentes no parecen estar conscientes de cómo enseñan la escritura, si lo hacen como práctica del lenguaje o como práctica social. Por lo tanto, esta investigación buscó identificar la comprensión de los docentes acerca de enseñar a escribir en inglés en los cursos de Comunicación en el Programa de Inglés, así como los desafíos que podrían enfrentar al enseñarlo. Los datos se recopilaron de observaciones de clase, el diario del investigador, entrevistas con tres docentes del Programa de Enseñanza del Inglés en la Universidad de Córdoba, y fuentes secundarias como actividades de escritura y los programas del curso. Los resultados mostraron que los docentes tienen creencias sobre cómo enseñar la escritura, generalmente siguiendo un enfoque orientado al producto y al proceso. Sin embargo, los participantes descubrieron instancias en las que han enseñado a escribir como práctica social; aunque, no parecen estar completamente conscientes de las causas. Además, los maestros revelaron que enfrentan desafíos que hacen que la enseñanza de la escritura sea abrumadora y difícil. Se sugiere que se necesita más investigación para continuar explorando cómo los maestros pueden superar los desafíos que enfrentan y hacer uso de un enfoque más equilibrado que integre las formas textuales, centradas en el individuo pero también en lo social.
Acceso abierto
Exploring the use of animated cartoons to enhance students’ listening skills.
(2020-05-31) Contreras Moreno, Luis Ángel; Peña Ochoa, Keila Andrea; Cueto, René
Listening is the English language skill that models language for students to understand sounds, intonation, pronunciation, differences in accents, and so forth as stated by Tomlinson (1984, cited by Hamouda 2013, p. 117). This skill allows people to share messages effectively making it possible to communicate. After initial observations carried out in a primary school, it was possible to identify students’ difficulties when understanding L2 listening activities. This action-case study explores how primary students’ listening skills may change when using animated cartoons in L2 lessons. The study also investigate students’ perception about this tool. Data was collected through observations, one semi-structured interviews for the students, one structured interview for the teacher, and an initial and final test for the students. Results showed that there was an improvement in students’ listening skills and they recognized it as a good tool for developing the L2.
Acceso abierto
Promoting adhd students’ attention span through lessons with differentiated content
(2020-06-01) Bula Sánchez, Juan David
Differentiated instruction is a pedagogical strategy that seeks for ways to include all students’ learning styles and needs in the classroom. Deborah Blaz and Tomlinson (2005; 2006) highlight the benefits of a Differentiated Instruction (henceforth DI) for students such as with ADHD, for decreasing their levels of inattention and hyperactivity during lessons. Even though there have been many studies using DI for ADHD students, there have been few focused on only increasing the students’ attention span. In other words, research studies for ADHD students using this pedagogical strategy are rich on suggestions to overcome the most common features of ADHD like hyperactivity and inattention as a whole. However, differentiating content in lesson planning for only gripping attention and maintaining it for longer periods is lack in research. The purpose of this study is to propose a unit with series of lessons to favor the analysis on how ADHD students’ attention span may improve while using Differentiated content in EFL lessons, and to highlight the specific adaptations and differentiations the teacher needs to do in order to enhance the students’ attention. The designed lessons will be taken from the Suggested Curriculum, and they will be adapted for a DI in Content. This research study will offer suggestions on how to enhance students’ attention for longer periods in the EFL lessons, and to understand which adaptations may work to enhance attention skills. Lessons will be designed taking into account national guidelines such as the Suggested Curriculum for primary as well as the Basic Learning rights. These lessons will offer a strong DI in content so students with ADHD students might enhance their attention while learning English as a foreign language. Moreover, social inclusion for ADHD students in regular classrooms is meant for the study. As a result of the present study four lessons were created so be applied in a context where conditions and suggestions are met assertively.
Acceso abierto
Understanding english teachers’ lived experiences about the use of technology in the efl classroom: a phenomenological study.
(2020-06-02) Durango López, Laura Beatriz; Vidal Vanegas, Leydis Johana
Technology has brought many advantages in people's lives and it has supported many fields, including the educational field. Teachers and students have been benefited with the inclusion of technology inside the classrooms. There have been several studies related to the benefits that technology has brought for the schools. However, there is still a need for more phenomenological research in our context about English teachers’ lived experiences about the use of technology in their classrooms. Particularly, the limitations that they have faced during their teaching practices. The purpose of this study was to explore and understand English teachers’ lived experiences about the use of technology in the EFL classroom. Seidman (2006) three series of interviews model was used to collect the data. The data analysis was carried out through Colaizzi’s (1978) method of seven steps for descriptive phenomenology. The analysis process provided four themes: (a) The Transcendence of Being a User, (b) Awareness of a Value, (c) The Experience of Being Technology-illiterate, and (d) The Smoothness of Communication and Sense of Improvement. The findings of this study provide accounts of the participant’s experiences about the significance of being a user, sense of improvement and value and the limitations inside the EFL classroom, and also the experiences gave meaning to the inclusion of technology in the teaching-learning process.
Acceso abierto
Designing a blended efl unit with directed activities related to texts (darts) to foster 10th graders’ reading comprehension.
(2020-06-02) Espitia Altamiranda, Omis Johana; Mejía Germán, Luz Karina; Herazo Rivera, José David
Reading comprehension is a receptive skill that encompasses other linguistic features such as vocabulary and grammar in which the reader understands texts by decoding and visualizing meaning. Despite the complete curriculum of the public school Liceo La Pradera regarding reading in English lessons, students of a tenth-grade course remain in traditional activities that privilege students’ learning of grammatical knowledge, usually failing to arouse them to learn to read. Hence, students’ competence in reading is limited to understanding isolated words and related grammar structures. Considering this fact, this study sought to determine the characteristics of designing a blended EFL reading unit with DARTs and News in level articles for a group of 37 tenth-graders. Data was collected through an interview, a reading diagnostic task, a questionnaire, observations, and official documents. Findings of this study described the final planning of a reading unit based on the needs analysis as well as its process of creation. This study suggests that the effect of the application of such unit might vary according to the context is implemented.
Acceso abierto
A topic-based-functional syllabus proposal to promote students’ conversation through outdoor games
(2020-06-03) Rangel Agámez, María José; Pernett Velásquez, Jéssica Paola; González Lara, Delia
When it comes to designing a syllabus, English teachers endeavour to seek for the most suitable strategies, techniques and approaches that help to meet students’ needs and make language learning a relevant experience to their learners. Games, for instance, are a clear sample of that search since a great number of studies has shown how games may act as a trigger to promote interaction and language practice in EFL. On the other hand, conversation activities are necessary by many teachers and students in the English classes; however, lessons planned on grammar and vocabulary prevail more often than activities in which students hold conversations. In view of this, the present study aimed to propose a topic-based-functional syllabus using outdoor games to promote students’ conversation established in the CEFR (2018), companion volume. To conduct this study, a questionnaire, semi-structured interviews, and observations were selected to gather the data. After analyzing the information gathered, we determined and explained in depth the aspects needed to design a topic-based-functional syllabus for promoting learners’ conversations in 8th grade.
Acceso abierto
Internship at bilingualism for peace program from University of Cordoba at la ribera school.
(2020-06-06) Espitia Romero, Ana Gabriela; García Montes, Paula Andrea; González Rodríguez, Estefany
Internships are professional practicums carried out by university students, generally during the last years of the degree, to put into practice the knowledge and faculties learned in a real working context. Besides, the intern has the purpose of improving or solving a problem found in that context. My internship was developed in a program offered by the University of Cordoba, called Bilingualism for peace at la Ribera high school in Monteria, Cordoba. I was working with pre-intermediate level students. In this level the vast majority of students had difficulties in expressing themselves verbally (speaking skill). To improve this, I decided to base my teaching method on various pedagogies (PBL, culturally responsive pedagogy, and intrinsic motivation). Throughout this process, I grew as a teacher, and as a person; I realized how difficult and challenging is this job but, it is also rewarding to see students’ progress and how they got more interested in a subject.
Acceso abierto
The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts
(2020-06-07) Oyola Massy, Reinel David; Ortega Sanabria, Josué David
Reading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.
Acceso abierto
A personal leadership statement
(2020-06-08) Burgos Burgos, Luis Alfonso; Yanez Petro, Rouse Geraldine
This document portrays personal views on leadership in the context of education
Acceso abierto
Internship at Public Institution Marceliano Polo
(2020-06-08) Bárcenas Mercado, Andrea; Zuñiga, Cristobal
This report details an internship executed at public institution Marceliano Polo in Cereté-Córdoba. In this report I share how was my personal experience as a novice teacher and the things I had to deal with during all this process, I also mentioned my experience with the implementation of virtual classes, The current situation led us to take different measures to carry out our work as teachers. In addition, this internship aimed to implement lessons that focus on CLT to improve students’ oral skills. CLT lessons have proved to be an effective alternative to develop more dynamic and fluent lessons. This approach has been used for the development of communicative skills. Hence, the purpose of this internship was to identify the possible improvements in students’ oral skills after the implementation of CLT lessons.
Acceso abierto
A personal leadership statement
(2020-06-08) Palacios Ramos, Steven David; Castellanos Rodriguez, Luisa Fernanda; Aguas Castillo, Pedro
Statement submitted in fulfillment of the requirements for the degree of English Teaching Program

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