Examinando por Materia "English teachers"

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    PublicaciónRestringido
    English teaching strategies to develop communication skills in Autistic children
    (2023-07-11) Piñeres Polo, Natalia Isabel; Herrera Naranjo, Sol
    The purpose of this research was to explore the strategies used by a teacher when teaching English to a child diagnosed with autism spectrum in the process of developing their communication skills, more specifically their production skills (writing and speaking). The study was conducted at the Santa Rosa de Lima Educational Institution, a public institution in the city of Monteria, with a nine-year-old student diagnosed with Mild Autism. Making a complete description of the process of developing communication skills, class observations, semi-structured interviews with the teacher of the group and the autistic student were conducted to learn more about the educational context and their involvement in their learning process of the English language. In the same way, the didactic guides used by the teacher to teach her English classes and the PEI of the institution were reviewed to find out if the educational institution has the necessary inclusive policies for students with diversity, including autism. The findings allowed us to know the strategy used by the teacher to develop the speaking skill in English, which is the use of technologies focused on online games to achieve the development of the student with the speaking skill. In the same way, it was found that the teacher with respect to the writing skill with Autistic student, analyses are reflected where there is a high percentage of isolated vocabulary teaching with what is observed of the student's development with the writing skill, the student is not capable of developing his writing skill according to the necessary characters that the student must have, guiding us from the institutional documents of the English area related to writing skill. To conclude, this research suggests some references to the work of the teacher and that should be considered for the development of the autistic student in the English subject, these suggestions will help to achieve an environment conducive to the development of the student's learning process in English class. This is with the aim of providing more information on the teaching strategies that can be used by English teachers to ensure that students with Autism favorably develop communication skills and that they can be considered for the development of the teaching exercise when required.
  • Miniatura
    PublicaciónAcceso abierto
    The lived experience of a teacher of english while generating efl students’ motivation: a phenomenological study
    (2022-07-29) Vellojín Zarco, Diana Marcela; Hernández Pacheco, Mara Selena; Aguas Castillo, Pedro Pablo
    Motivation is considered an important prime mover for all human activity and therefore also for learning in school, foreign language teachers play a vital role in the students’ foreign language learning process. The purpose of this phenomenological study was to describe the perceptions of a teacher of English concerning his experience to generate motivation in his demotivated students. The study employed Colazzi’s seven-steps method of phenomenological analysis. The researchers collected the data through semi-structured interviews following Seidman’s model and also using reflective diaries. Four themes emerged from the data: (a) being a father and a psychologist in the classroom, (b) a sense of mixed feelings, (c) a struggle for fulfilling a pedagogical role, and (d) Students-centeredness and integratedness in foreign language education. The completion of this study is meaningful to the stakeholders, especially secondary school teachers who can find it helpful to their process of teaching, in order to keep their pupils’ motivation in learning English.
  • Miniatura
    PublicaciónAcceso 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.