Examinando por Materia "Mentoría"

Mostrando 1 - 5 de 5
  • Miniatura
    PublicaciónAcceso abierto
    Developing efl learners’ study habits to improve communicative skills under the “Mentoring” program at Universidad de Córdoba
    (2023-07-26) Gil Vergara, Kamila Susana; Nieto Caballero, Jaime Arturo; Olga Lucía Galván Garcés
    This report describes the internship accomplished at the University of Cordoba in the Foreign Language Teaching Program under the Student Academic Accompaniment and Mentoring Program. It is intended to prevent student dropout and to bring down the level of desertion to maintain and stimulate the permanency of the students in the program. 15 learners who were studying Grammar and Communication from novice to upper intermediate level enrolled from first to fifth semester, were identified and presented academic needs mainly regarding study habits which affected their academic performance; they lacked a plan to study appropriately to improve their communicative skills, they also had some difficulties concerning the use of grammar in writing and listening tasks. Add to this, students had personal problems which caused them to stop paying attention in class or to attend classes. As many of them worked sometimes they did not have time to get home to study and they simply could not concentrate in class due to external problems. The methodology applied was principally founded on professional development to measure the different needs teachers encounter at different stages of their career; collaborative and cooperative learning which let the mentor and the mentee work together to achieve a common goal; also, the development of study habits which lead the learners to create and domain a set of behaviors to study more proficiently, and the implementation of adapting methodologies. The results confirmed that mentees could not only improve their communicative skills, but also their academic records in some way, likewise they realized the importance of having a plan to track progress and set goals.
  • Miniatura
    PublicaciónAcceso abierto
    Enhancing grammar and collaboration: an internship experience at Universidad de Córdoba
    (Universidad de Córdoba, 2024-12-11) Argel Osorio, Maria Angélica; Diaz España, Itala; Galván de la Ossa, Aura Melissa
    This internship report explores a mentoring program conducted at the Universidad de Córdoba, aimed at enhancing the grammatical and communicative skills of fourth-semester English degree students. The program addresses students' difficulties with grammar, such as verb tenses and conditionals, through the implementation of pedagogical approaches like Communicative Language Teaching (CLT) and Task-Based Learning (TBL). These methods emphasize real-world applications of grammar via activities such as role-playing, debates, and collaborative tasks. The report highlights the use of scaffolding, formative assessment, and cooperative learning to foster student engagement and progress. Despite challenges such as limited resources and inadequate learning spaces, the mentoring sessions achieved notable improvements in students’ grammar proficiency and confidence. Recommendations are provided to optimize future programs by enhancing learning environments and integrating practical, low-tech strategies. This experience underscores the importance of adaptive teaching practices in fostering meaningful learning and professional growth.
  • Miniatura
    PublicaciónAcceso abierto
    Exploring the mentoring program: insights from stakeholders in the English Language program at University of Cordoba
    (Universidad de Córdoba, 2023-12-19) Sánchez Rojas, Jhon Jaider; Romero, Yanilis; Pastrana, Juan Carlos; Galván, OLga Lucía
    In recent years, higher education institutions have grappled with supporting students facing academic challenges, prompting heightened attention to mentoring as a transformative strategy. This qualitative case study delves into the mentoring program implemented in the English teaching Department at the University of Cordoba, emphasizing its contribution to students with low academic performance. Through semi-structured interviews with the mentoring program coordinator, mentors from 10th semester, and mentees from 3rd and 4th semester actively involved in the English Language Program, coupled with observations, the research unveils mentoring as a multifaceted intervention that transcends conventional academic support focused on teaching some topics, and leaving aside the development of other key components such as the socio-emotional. Beyond addressing educational needs, mentors emerge as significant in navigating socio-emotional challenges hindering student success. Identifying key patterns, success strategies, and potential pitfalls, this study enriches the understanding of mentoring dynamics and also offers practical insights for optimizing mentoring interventions. Set within the distinctive context of the University of Cordoba, the research contributes to the broader field of academic support by illuminating the nuanced interplay between mentoring and student success. As higher education institutions strive to enhance support mechanisms, this study serves as a valuable guide for tailoring mentoring programs to meet the diverse needs of students experiencing academic setbacks.
  • Miniatura
    PublicaciónAcceso abierto
    Fostering students communicative skills and self-confidence through emotional support In the mentoring program
    (Universidad de Córdoba, 2024-01-22) Padilla Romero, José Daniel; Vega Calao, Yina Margarita
    This paper focuses on reporting the process of “Fostering Students Communicative Skills and Self-confidence Through Emotional Support in the Mentoring Program” at Universidad de Córdoba in Montería. This process was conducted with 10 students attending their first semester in Communication I and Grammar I courses, with the goal of helping them accomplish their desired results and boosting their confidence. Having very insightful and holistic sessions each time was key in order to help them to reinforce the content learned in their subjects. In this specific internship, there are a lot of professionals providing the guidance and training that mentors need along the process to fully equip them so that they can be effective role models and provide the best experience for their mentees. This is a student-centered approach where the mentees are the main focus of the program and all the other participants adapt to their needs, but the mentees have also to adapt to the strategies proposed in order to fulfill the expected outcomes. The up-learning and collaborative spaces are pertinent to carry out successfully the mentoring program.
  • Miniatura
    PublicaciónAcceso abierto
    Using realia in real contexts to enrich vocabulary learning in upper intermediate students under the project “mentoring” in the foreign Language Teaching program at the University of Córdoba
    (2023-02-03) Padilla Carrascal, Santiago; Galván Garcés, Olga Lucia
    This report describes the internship carried out at the University of Cordoba in the Foreign Language Teaching Program under the mentoring program piloting stage. This program aims to preclude student dropout as well as to diminish the level of desertion to keep and arouse the permanence of the students in the program. A population of 15 participants from upper intermediate level in Communication 5 enrolled from first to fifth semester, were diagnosed and presented academic problems in terms of language acquisition which were mainly focused on mispronunciation and misspelling new words; they also had some difficulties memorizing the new vocabulary learned in class. Add to this, they did not have self-confidence when conveying their ideas because of the lack of vocabulary, and sometimes, were not able to understand what other people were saying, specifically when questions were asked, showing insecurity and hesitation when responding. The methodology applied in the mentoring sessions was founded on using realia in real contexts as main strategy to accomplish the expected objectives and learning communicative outcomes while implementing an eclectic approach which let the mentor teach English depending on the students’ skills and the purpose of the lesson. The results demonstrated that a good number of mentees enhanced their academic records and improved their English language performance, which gave the mentor great personal and professional satisfaction to make part of their peers' learning achievement.