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Enhancing communicative skills through the mentorship program: an internship report of first-semester student's progress at the University of Cordoba

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dc.contributor.advisorSánchez Cuello, Jhon Jairo
dc.contributor.authorCabrales Saez, Daniela
dc.contributor.juryGalván de la Ossa, Aura Melissa
dc.date.accessioned2024-12-11T18:43:10Z
dc.date.available2024-12-11T18:43:10Z
dc.date.issued2024-12-10
dc.description.abstractEste informe analiza cómo la mentoría personalizada ayudó a estudiantes motivados de primer semestre inscritos en el programa de Licenciatura en Lenguas Extranjeras de la Universidad de Córdoba en Montería a mejorar su fluidez, confianza y desempeño académico durante el segundo semestre del año académico 2024. El programa de mentoría benefició a 15 estudiantes, en su mayoría provenientes de familias de bajos ingresos, quienes enfrentaban dificultades para hablar inglés debido a la falta de exposición previa al idioma. Durante la pasantía, se emplearon diversas técnicas pedagógicas, como juegos de roles, gamificación, trabajo colaborativo y retroalimentación correctiva, adaptadas a las necesidades individuales y preferencias de aprendizaje de cada estudiante. Al fomentar la competencia lingüística, aumentar la autoestima y promover la participación activa, estos métodos ayudaron a los alumnos a superar obstáculos como las lagunas de vocabulario y la escasa exposición al idioma. El estudio describe el marco metodológico y las teorías subyacentes del proceso de mentoría, destaca sus logros, señala las dificultades encontradas y ofrece recomendaciones para futuras implementaciones de este modelo de pasantía.spa
dc.description.abstractThis report looks at how personalized mentorship helped motivated first-semester students enrolled in the University of Córdoba in Monteria’s Bachelor of Foreign Languages program improve their fluency, confidence, and academic achievement during the 2024–II academic year. The mentoring program helped 15 students mostly from low-income families Who struggled with speaking because they had not had much exposure to English before. During the internship, a variety of pedagogical techniques were used, including role-playing, gamification, collaborative work, and corrective feedback, all of which were customized to meet the individual needs and learning preferences of each student. By fostering language proficiency, boosting self-esteem, and promoting active engagement, these methods helped pupils get past obstacles including vocabulary gaps and a lack of exposure to the language. The study describes the mentoring process's methodological framework and underlying theories, highlights its accomplishments, points out its difficulties, and offers suggestions for future iterations of this internship model.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés
dc.description.modalityPasantías
dc.description.tableofcontents1. INTRODUCTION………………. 6
dc.description.tableofcontents2. Underlying theories…………. 8
dc.description.tableofcontents2.1 Mentoring……………………… 8
dc.description.tableofcontents2.1.1 Group Mentoring……… 11
dc.description.tableofcontents2.2 Roleofa Mentor ……………12
dc.description.tableofcontents2 2.3 Inquiry – based learning……. 12
dc.description.tableofcontents2.4 Immediate Feedback Approach………. 13
dc.description.tableofcontents3. Methodology…….. 14
dc.description.tableofcontents3.1 Duties……………… 17
dc.description.tableofcontents4. Findings……………. 18
dc.description.tableofcontents4.1 Lesson Plan………20
dc.description.tableofcontents4.1.1 Professional Gains………… 24
dc.description.tableofcontents4.1.2 Students Gains……………. 25
dc.description.tableofcontents5. Limitations ………..26
dc.description.tableofcontents6. Conclusions and Recommendations……….. 27
dc.description.tableofcontentsReferences …………28
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/8816
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
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dc.relation.referencesHezlett, S. A., & Gibson, S. K. (2005). Mentoring and human resource development: Where we are and where we need to go. Advances in developing human resources, 7(4), 446-469.
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dc.relation.referencesMulaudzi, I. C. (2023). Challenges Faced By First-Year University Students: Navigating the Transition to Higher Education. Journal of Education and Human Development, 12(2), 79-87.
dc.relation.referencesNuis, W., Segers, M., & Beausaert, S. (2023). Conceptualizing mentoring in higher education: A systematic literature review. Educational Research Review, 100565.
dc.relation.referencesPandey, S. R., & Sharma, M. R. (2022). Mentoring and professional development: A gateway to professionalism. Journal of Social Work and Science Education, 3(2), 168-178.
dc.relation.referencesRintaningrum, R., Aldous, C., & Keeves, J. P. (2017). The Influence of student background characteristics on proficiency in English as a foreign language: Indonesian context. Jurnal Sosial Humaniora (JSH), 10(2), 112-128.
dc.relation.referencesSkinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan.
dc.relation.referencesSavery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions. Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 9(2), 5-15.
dc.relation.referencesSaranya, C., Dhuli, R., & Guduru, R. (2022). The role of a mentor in students’ personal growth, academic success, and professional development. London Journal of Research in Humanities and Social Sciences, 22(17), 35-46.
dc.relation.referencesSterling, A. J. (2018). Student experiences in the second year: Advancing strategies for success beyond the first year of college. Strategic Enrolment Management Quarterly, 5 (4), 136–149.
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dc.relation.referencesSulphey, M. M., & Allam, Z. (2017). Efficacy of Mentoring in Enhancing Academic Outcome of. The Social Sciences, 12(8), 1384-8.
dc.relation.referencesTerrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring: Partnership in Learning, 15(2), 149–164.
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.keywordsMentoringeng
dc.subject.keywordsFirst semester studentseng
dc.subject.keywordsEnglish language proficiencyeng
dc.subject.proposalMentoriaspa
dc.subject.proposalEstudiantes de primer semestrespa
dc.subject.proposalDominio del idioma inglésspa
dc.titleEnhancing communicative skills through the mentorship program: an internship report of first-semester student's progress at the University of Cordobaeng
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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