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Exploring English Foreign Language Students’ Beliefs about Culture-based Conversation Clubs: A descriptive Case Study

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dc.contributor.advisorGracia Montes, Paula Andreaspa
dc.contributor.authorAcevedo Fuenmayor, Katheryn Estherspa
dc.contributor.authorOviedo Jaramillo, Ivan Albertospa
dc.date.accessioned2023-02-05T23:25:09Z
dc.date.available2023-02-05T23:25:09Z
dc.date.issued2023-01-03
dc.description.abstractThis study examines the beliefs of students at the University of Cordoba in Colombia about oral fluency activities facilitated by English Teaching Assistants (ETA) in the Fulbright English Teaching Assistant Program. The study aims to understand how these activities impact students' engagement, motivation, and confidence in learning English. The research is an expansion of previous studies in this area, which have primarily focused on other cultural contexts. The researchers collected data through Semi-structured interviews and recorded observations where notes were left in the protocols. Four themes emerged from the data in (a) a learner-centered approach to teaching and learning, (b) the need for improvement in oral fluency and speaking skills, (c) cultural awareness and (d) student engagement, motivation, and confidence. The study funded that students' perception of English conversation clubs played a crucial role in the development of their oral fluency, and that students' engagement, motivation, and confidence are key factors that determine their continued attendance and participation in these clubs. Additionally, the study highlights the importance of a voluntary and anxiety-free speaking activity, as well as the significance of cultural awareness in the development of speaking skills.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroduction...................................................................................................................... 5spa
dc.description.tableofcontentsTheoretical framework ....................................................................................................... 9spa
dc.description.tableofcontentsConceptual Framework ................................................................................................... 9spa
dc.description.tableofcontentsBeliefs ....................................................................................................................... 9spa
dc.description.tableofcontentsBeliefs About Learning................................................................................................10spa
dc.description.tableofcontentsTeachers’ Beliefs about Teaching .................................................................................11spa
dc.description.tableofcontentsCulture .....................................................................................................................12spa
dc.description.tableofcontentsOral fluency ..............................................................................................................12spa
dc.description.tableofcontentsConversation Clubs ....................................................................................................13spa
dc.description.tableofcontentsLiterature Review ..........................................................................................................14spa
dc.description.tableofcontentsMethodology ...................................................................................................................18spa
dc.description.tableofcontentsType of study ................................................................................................................18spa
dc.description.tableofcontentsResearch Context and Participants ...................................................................................19spa
dc.description.tableofcontentsData Collection .............................................................................................................19spa
dc.description.tableofcontentsFindings...........................................................................................................................22spa
dc.description.tableofcontentsA learner-centered approach to teaching and learning........................................................22spa
dc.description.tableofcontentsThe need for improvement in oral fluency and speaking skills ..............................................23spa
dc.description.tableofcontentsCultural awareness ........................................................................................................24spa
dc.description.tableofcontentsStudent engagement, motivation, and confidence .............................................................24spa
dc.description.tableofcontentsDiscussion........................................................................................................................26spa
dc.description.tableofcontentsConclusion .......................................................................................................................28spa
dc.description.tableofcontentsReferences.......................................................................................................................30spa
dc.description.tableofcontentsAppendixes ......................................................................................................................35spa
dc.description.tableofcontentsAppendix 1- Interview Protocol (P1) .................................................................................35spa
dc.description.tableofcontentsAppendix 2- Interview Protocol (P2) .................................................................................36spa
dc.description.tableofcontentsAppendix 3- Observation Protocol ...................................................................................38spa
dc.description.tableofcontentsAppendix 4- Matrix based on Kearney’s and Saldana’s 5-step method for coding ....................39spa
dc.description.tableofcontentsObservation ..............................................................................................................39spa
dc.description.tableofcontentsInterview (P1)............................................................................................................40spa
dc.description.tableofcontentsInterview (P2)............................................................................................................42spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7019
dc.language.isoengspa
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.keywordsStudents' beliefseng
dc.subject.keywordsConversation Clubeng
dc.subject.keywordsGlobal cultural contextseng
dc.subject.keywordsForeign Language Learning.eng
dc.subject.proposalCreencias de los estudiantesspa
dc.subject.proposalClub de conversaciónspa
dc.subject.proposalContextos culturales globalesspa
dc.subject.proposalAprendizaje de lenguas extranjerasspa
dc.titleExploring English Foreign Language Students’ Beliefs about Culture-based Conversation Clubs: A descriptive Case Studyspa
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
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