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Developing efl learners’ study habits to improve communicative skills under the “Mentoring” program at Universidad de Córdoba

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dc.contributor.advisorNieto Caballero, Jaime Arturospa
dc.contributor.authorGil Vergara, Kamila Susana
dc.contributor.supervisorOlga Lucía Galván Garcés
dc.date.accessioned2023-08-01T04:40:53Z
dc.date.available2023-08-01T04:40:53Z
dc.date.issued2023-07-26
dc.description.abstractThis 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.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityPasantíasspa
dc.description.tableofcontents1. Introduction ............................................................................................................. 8spa
dc.description.tableofcontents2. Pedagogical strategies............................................................................................ 12spa
dc.description.tableofcontents2.1 Mentoring ............................................................................................................. 12spa
dc.description.tableofcontents2.2 Role of a mentor .................................................................................................. 13spa
dc.description.tableofcontents2.3 Pedagogical Content Knowledge or PCK ......................................................... 14spa
dc.description.tableofcontents2.4 Professional Development ................................................................................... 15spa
dc.description.tableofcontents2.5 Collaborative and cooperative learning ............................................................ 16spa
dc.description.tableofcontents2.6 Developing study habits..................................................................................... 17spa
dc.description.tableofcontents2.7 Communicative skills ........................................................................................... 17spa
dc.description.tableofcontents2.8 The use of a variety of teaching methods ........................................................... 18spa
dc.description.tableofcontents3. Methodology .......................................................................................................... 21spa
dc.description.tableofcontentsa. Active listening ....................................................................................................... 23spa
dc.description.tableofcontentsb. Building reliability ................................................................................................. 24spa
dc.description.tableofcontentsc. Adapting ................................................................................................................. 24spa
dc.description.tableofcontentsd. Modeling ................................................................................................................. 24spa
dc.description.tableofcontents4. Results (Experience description) ......................................................................... 25spa
dc.description.tableofcontents4.1 Lesson plan........................................................................................................... 26spa
dc.description.tableofcontents4.2 Professional gains ............................................................................................... 30spa
dc.description.tableofcontents4.2 Personal gains ..................................................................................................... 31spa
dc.description.tableofcontents4.3 Students gains..................................................................................................... 32spa
dc.description.tableofcontents5. Limitations ............................................................................................................ 34spa
dc.description.tableofcontents6. Conclusions and recommendations..................................................................... 36spa
dc.description.tableofcontents7. References............................................................................................................. 38spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7526
dc.language.isoengspa
dc.language.isospaspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsMentoringspa
dc.subject.keywordsProfessional developmentspa
dc.subject.keywordsCommunicative skillsspa
dc.subject.keywordsCollaborative and cooperative learningspa
dc.subject.keywordsStudy habitsspa
dc.subject.proposalMentoríaspa
dc.subject.proposalDesarrollo profesionalspa
dc.subject.proposalHabilidades comunicativasspa
dc.subject.proposalAprendizaje colaborativo y cooperativospa
dc.subject.proposalHábitos de estudiospa
dc.titleDeveloping efl learners’ study habits to improve communicative skills under the “Mentoring” program at Universidad de Córdobaspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesBrown Peter C., McDaniel Mark A., Roediger III Henry L.. (2014).Make it Stick: The Science of Successful Learning. (p. 81). https://www.retrievalpractice.org/make-it-stickspa
dcterms.referencesCoutu Diane. (2003). The Mentor's Gift. (p.104). https://hbr.org/2002/03/the- anxiety-of-learningspa
dcterms.referencesDay Christopher. (2013). The New Lives of Teachers. (p. 7). https://www.researchgate.net/publication/285966404_The_New_Lives_of_Teachersspa
dcterms.referencesDiaz-Maggioli Gabriel H.. (2003). Professional Development for Language Teachers. (p. 1). https://drive.google.com/file/d/1xzraOeSlzwsqDzXARTyH2gQl8IbbqwCs/view?usp=drive _linkspa
dcterms.referencesFullan Michael (2016). The New Meaning of Educational Change. (p. 107). https://michaelfullan.ca/books/new-meaning-educational-change/spa
dcterms.referencesGrossman Pamela L.. (2003). Pedagogical Content Knowledge in the Teaching of English Language Arts: Cases and Commentaries. (p. 202). https://cdn.ncte.org/nctefiles/resources/books/sample/50136chap01.pdfspa
dcterms.referencesMarquardt Michael J.. (2000). "The Successful Mentor: A Guide for Developing High-Performance Relationships". (p. 179). https://d1wqtxts1xzle7.cloudfront.net/82782427/ba1898076856f24110e8fe239e0fdfaspa
dcterms.referencesMaxwell Bronwen. (1993). Extending the mentor role in initial teacher education: embracing social justice. (p. 104). https://shorturl.at/fkyR9spa
dcterms.referencesNunan David. (1992). Collaborative Language Learning and Teaching. (p. 19). https://catdir.loc.gov/catdir/samples/cam034/91035573.pdfspa
dcterms.referencesOakley Barbara. (2014). A Mind For Numbers. (p. 23). https://barbaraoakley.com/books/a-mind-for-numbers/spa
dcterms.referencesRagins Belle & Kram Kathy. (2007). The Roots and Meaning of Mentoring. (p. 5). https://shorturl.at/sJMNXspa
dcterms.referencesShulman Lee. (1980). Those Who Understand: Knowledge Growth in Teaching, (p. 53). https://www.wcu.edu/webfiles/pdfs/shulman.pdfspa
dcterms.referencesThomas Gordon. (2000). Parent Effectiveness Training: The Proven Program for Raising Responsible Children - New Edition. (p. 435). https://www.iberlibro.com/9780609806937/Parent-Effectiveness-Training-Proven- Program-0609806939/plpspa
dcterms.referencesZachary Louis J.. (2011). The Mentor's Guide, 2nd Edition. (pp. . https://www.oreilly.com/library/view/the-mentors-guide/9781118103302/spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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