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    Adressing students´ vocabulary challenges: a description of vocabulary thematic approach and its implementation in the mentorship program at Universidad de Córdoba
    (Universidad de Córdoba, 2024-12-12) Causil Morales, María Fernanda; Galván De la Ossa, Aura Melissa; Galvan de la Ossa, Aura Melissa; Sánchez Cuello, Jhon Jairo
    This report outlines my internship experience within the Mentoring Program at Universidad de Córdoba, which paves the way for academic and social integration. It is intended to prevent students’ dropout from the first, second, and fifth semesters, who have been identified with academic needs, particularly in English grammar and communication skills. Fourteen learners showed learning needs in grammar, conversation, vocabulary, pronunciation, and listening comprehension areas, which hindered their ability to effectively express themselves during their semester progress. Hence, vocabulary acquisition is the central focus of this mentoring program and within this area, emotional support was conducted. These gaps not only hamper students’ development in language skills but also affect their academic progress and their active participation in class, particularly during speaking activities. This delves into feelings of inferiority compared to their peers, which has significantly inhibited their ability to engage fully in learning activities and significantly impacted their academic progress. To counteract these problems during my internship, the approach applied during the tutoring sessions was Thematic Vocabulary Teaching, which ensures the positive emotional support of L2 learners and provides meaningful linked contexts for learning. This combination fostered trust among the students, encouraged teamwork, and resulted in valuable constructive criticism and feedback to address and transform challenges into success to achieve students' academic goals.