Examinando por Materia "Learning needs"

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  • Miniatura
    PublicaciónAcceso abierto
    Addressing personal challenges faced by mentees in their academic journey through the mentoring program at Universidad de Córdoba
    (Universidad de Córdoba, 2024-07-09) Ruiz Polo, Yulia Zuria; Galván Garcés, Olga Lucia; Nieto Caballero, Jaime Arturo
    This report presents my internship experience in the Mentoring Program at the Universidad de Córdoba, designed to facilitate the academic and social integration of transitioning students. This program supports the entry and permanence of students from the first to fifth semester whose academic needs are identified in English grammar and communication skills. Thirteen first-semester learners showed a lack in the areas of grammar, conversation, and listening during their first semester. These gaps stifled their growth, inhibiting their active class participation coupled with the presence of competitiveness, avoidance of routine behaviors, and low-status comparison among the mentored students and their classmates, leading to negative feelings toward peers and themselves, affecting their academic process as well. This frustration manifested in some mentees by imposing self-expectations and academic overload to reach the same communicative level as their benchmarked classmates, exacerbating personal issues that further impeded their academic progress during mentoring sessions. To address these challenges, the methodologies and strategies implemented included Motivational Strategies, Consideration of Learning Styles, and an Effective Feedback Approach. The combination of these techniques created a collaborative and engaging environment, allowing mentees to effectively address learning barriers while working towards a common academic goal with their mentor, which granted largely positive outcomes during the process. This environment fostered open communication channels for constructive feedback, enhancing the overall effectiveness of the mentorship.
  • Miniatura
    PublicaciónAcceso abierto
    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.