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Fostering students communicative skills and self-confidence through emotional support In the mentoring program

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dc.audience
dc.contributor.advisorVega Calao, Yina Margarita
dc.contributor.authorPadilla Romero, José Daniel
dc.date.accessioned2024-01-22T14:23:04Z
dc.date.available2024-01-22T14:23:04Z
dc.date.issued2024-01-22
dc.description.abstractThis 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.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. INTRODUCTION.....6eng
dc.description.tableofcontents2. PEDAGOGICAL STRATEGIES...9eng
dc.description.tableofcontents2.1. Mentoring as a collaborative learning process....9eng
dc.description.tableofcontents2.2. Emotional Support in Mentoring......11eng
dc.description.tableofcontents2.3. Communicative Language Teaching (CLT).....11eng
dc.description.tableofcontents2.4. Task-based learning (TBL)....12eng
dc.description.tableofcontents3. METHODOLOGY....14eng
dc.description.tableofcontents3.1. Phases of the Mentoring Program....15eng
dc.description.tableofcontents3.1.1. First Phase: Guidelines....15eng
dc.description.tableofcontents3.1.2. Second phase: Training in Mentoring Foundations....16eng
dc.description.tableofcontents3.1.3. Third Phase: Evaluating the Performance of Students...17eng
dc.description.tableofcontents3.1.4. Fourth Phase: Offering the Mentorship to Students...17eng
dc.description.tableofcontents3.1.5. Fifth Phase: Lesson planning...18eng
dc.description.tableofcontents4. RESULTS...19eng
dc.description.tableofcontents4.1. Lesson Plan....20eng
dc.description.tableofcontents4.2. Professional Gains....22eng
dc.description.tableofcontents4.3. Personal Gains...22eng
dc.description.tableofcontents4.4. Students’ Gains....23eng
dc.description.tableofcontents5. CONCLUSIONS, LIMITATIONS, & RECOMMENDATIONS.....26eng
dc.description.tableofcontents6. REFERENCES....28eng
dc.description.tableofcontents7. APPENDIX....29eng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8052
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesClaro, A., & Perelmiter, T. (2022). The effects of mentoring programs on emotional well-being in youth: A meta-analysis. Contemporary School Psychology, 26(4), 545-557.
dc.relation.referencesEller, L. S., Lev, E. L., & Feurer, A. (2014). Key components of an effective mentoring relationship: A qualitative study. Nurse education today, 34(5), 815-820.
dc.relation.referencesGardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language learning, 35(2), 207-227.
dc.relation.referencesNguyen, H. T. M. (2017). Models of Mentoring in Language Teacher Education. English Language Education. doi:10.1007/978-3-319-44151-1
dc.relation.referencesNunan, D. (1987). Communicative language teaching: Making it work. ELT Journal, 41(2), 136–145. doi:10.1093/elt/41.2.136
dc.relation.referencesRimm-Kaufman, S. E., Fan, X., Chiu, Y. J., & You, W. (2007). The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study. Journal of School Psychology, 45(4), 401-421.
dc.relation.referencesRones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223−241.
dc.relation.referencesRyan, S., & Dörnyei, Z. (2013). The long-term evolution of language motivation and the L2 self. Fremdsprachen in der Perspektive lebenslangen Lernens, 14(1), 89-100.
dc.relation.referencesSanchez, A. (2004). The task-based approach in language teaching. International Journal of English Studies, 4(1), 39-71.
dc.relation.referencesSutter, T., & Francis, R. (2022). Mentoring in Higher Education. Online Submission.
dc.relation.referencesTurner-Moffatt, C. (2019). The power of mentorship. Professional Safety, 64(8), 17-19.
dc.rightsCopyright Universidad de Córdoba, 2024
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsMentoring
dc.subject.keywordsEmotional support
dc.subject.keywordsEmotional intelligence
dc.subject.keywordsCollaborative learning
dc.subject.keywordsUp-learning
dc.subject.keywordsTraining
dc.subject.keywordsRole model
dc.subject.keywordsInternship
dc.subject.keywordsExperience
dc.subject.proposalMentoría
dc.subject.proposalApoyo emocional
dc.subject.proposalInteligencia emocional
dc.subject.proposalColaborativo aprendizaje
dc.subject.proposalAprendizaje
dc.subject.proposalFormación
dc.subject.proposalModelo a seguir
dc.subject.proposalPrácticas
dc.subject.proposalExperiencia
dc.titleFostering students communicative skills and self-confidence through emotional support In the mentoring programeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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