Examinando por Materia "Engagement"

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  • Miniatura
    PublicaciónAcceso abierto
    Addressing vocabulary acquisition in primary students through a gamification approach: a national internship at Santa Clara de Asís
    (Universidad de Córdoba, 2024-12-18) Tovar Becerra, Elias David; Diaz España, Itala; Causil, Maria Fernanda; Herrera Naranjo, Sol Jashmed
    This report describes my national internship carried out at Santa Clara de Asís School, in Ana Rodríguez de Vidal campus a rural primary school in Monteria, Colombia. The internship aimed to enhance vocabulary learning among twenty learners from fourth grade through gamification. Recognizing their learning needs and challenges in language learning, the internship explored how factors such as motivation, interest, and interactive games and tasks combined with a gamification and task-based learning approach influence their ability to acquire English vocabulary. Gamification was implemented as the main approach to enhance vocabulary learning, making it more contextualized, and enjoyable. This strategy resulted in increased student participation, and the promotion of collaborative learning. Furthermore, incorporating task-based learning, scaffolding methods, and learner-centered strategies, along with a greater emphasis on problem-solving activities, ensured that lessons aligned with students' needs and preferences. These methods collectively demonstrated significant progress in fostering a more dynamic and supportive learning environment, tailored to encourage active student involvement and practical skill development. Employing gamification and task-based learning strategies significantly enhanced students' ability to retain vocabulary while also boosting their enthusiasm for learning English. This internship report is organized into different parts such as outcomes and accomplishments regarding my students' learning process, personal progress, and professional growth.
  • Miniatura
    PublicaciónAcceso abierto
    Affective engagement concerning belonging and investment in 6th graders in reading in the efl class
    (Universidad de Córdoba, 2024-07-09) Hernández Montalvo, Andrea del Carmen; Sánchez Romero, Andrea Carolina; García Montes, Paula Andrea; Jerez Rodríguez, Sonia María; Aguas Castillo, Pedro Pablo
    Reading in English is a fundamental element for the academic and professional development of students as it allows for the acquisition of linguistic skills and opens doors to job opportunities. Therefore, engagement in reading in English is crucial to fostering a sense of belonging and investment in reading. This study described the sense of belonging and investment of sixth-grade students from a public school in Monteria through the analysis of their experiences with reading from primary to secondary school. This study used a narrative inquiry method to collect the students' stories related to reading and employed various data techniques such as students' written narratives that were collected during one writing session to research about students’ personal stories, nine interviews, and five observations, which allowed us to characterize the students' sense of belonging and investment in the English class. The findings of this research showed students’ sense of belonging and investment is very low concerning English reading. In turn, when reading in Spanish it drastically changes positively. For example, students' preferences in reading are not connected with their reading activities in classes. Results delved into a need for planning reading materials and strategies that are aligned with students’ reading narratives or experiences as well as the creation of an environment that provides diverse and interesting reading materials for them.
  • Miniatura
    PublicaciónAcceso abierto
    Unlocking Engagement: A Conceptual Overview
    (2023-07-13) Rojas Racero, Jorge Elías; Ossa Vergara, Maira Alejandra de la; Aguas Castillo, Pedro Pablo
    This compilation monograph discusses the fires of engagement. Engagement represents a collective preoccupation among educators, researchers, and policymaker around students and their involvement within their learning process. The rumbling undercurrent of this concept intensifies as a multitude of students’ fail to effectively meet the expectations set forth by their pedagogical guides, struggling to surmount the formidable hurdles that beset the realm of education when they are not engaged. Four types of engagement are depicted and discussed, along with factors that might influence learners’ engagement and the indicators to measure their engagement level. Further, the concept is explored in three theories and some tactics are described to fight disengagement.