Romero, YanilisÁvila Sánchez, Jose Antonio2025-07-032025-07-032025-06-28https://repositorio.unicordoba.edu.co/handle/ucordoba/9258This report outlines a virtual internship within the University of Córdoba’s Internship Mentoring Program, aimed at supporting five second-semester Foreign Languages students struggling with English proficiency. The internship focused on overcoming challenges like limited vocabulary, fragmented oral communication, lack of confidence, and reliance on mental translation through tailored mentoring. As a mentor, I conducted virtual sessions (60 180 minutes) using scaffolding, immediate feedback, and tools such as Postcards, Worlds, and Quizlet. Activities like role-plays, vocabulary extraction from authentic media, and guided grammar exercises promoted autonomy and fluency. Students showed marked improvement in vocabulary retention, communicative fluency, and confidence, while reducing mental translation and speaking anxiety. I developed skills in diagnostic assessment, lesson planning, empathetic communication, and virtual classroom management. The internship also highlighted the value of personalized virtual interventions within the university’s academic support system. This experience enhanced my adaptability, deepened my grasp of English language pedagogy, and strengthened my dedication to student-centered teaching, laying a robust foundation for my future as an educator.AbstractIntroduction2. Underlying Theories2.1 Scaffolding as a Pedagogical Pillar2.2 Complementary Pedagogical Strategies in conversation environment In addition to scaffolding and ZPD, various pedagogical strategies were implemented and adapted to enhance learning in the virtual environment, leveraging digital tools and promoting student autonomy.2.3.3 Virtual Simulations and Real-Life Scenarios2.3.4 Learning Journals or Digital Reflective Logs2.3.5 "Think-Aloud Protocols" Virtually2.3.6 Gamification with Digital Tools3. Teaching Methods and Strategies4. Internship Findings and Achievements4.1 Mentor's Professional Growth and Transformation4.2 Impact on Student Learning and Resolution of Addressed Situations4.2.1 Analysis of Individual Challenges, Pertinent Strategies, and Expected GainsTable 1. Weekly Activity Schedule5. Discussion of Results, Conclusions, and RecommendationsConclusionsReferencesapplication/pdfengTrabajo de grado - PregradoAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAndamiajeFluidez comunicativaConfianza estudiantilApoyoEstudiantes de inglésEstrategias pedagógicasConfianzaScaffoldingConfidencePedagogical strategiesEnglish language learnersSupportStudent confidenceCommunicative fluencyUniversidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/http://purl.org/coar/access_right/c_abf2