Licenciatura en Idioma Extranjero - Inglés

Permanent URI for this collection

https://repository.uniminuto.edu/handle/10656/6736

Browse

Now showing 1 - 20 of 90

A Meaningful Approach to Learning English: Motivating Autonomous Learning Through a Blog.
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2024-10-15) Correa Romero, Yulieth Stefany; Díaz Vargas, Catalina; Muñoz Sanabria, Jesser Ammar; Bernal Hernández, Andrea Alexandra
This qualitative action research explored the effectiveness of using innovative strategies to promote autonomous foreign language learning. It was identified that in an English language institute, students showed low motivation in their autonomous learning, despite the availability of different digital resources. To address this problem, a CALLA-based pedagogical approach was implemented, combining task-based independent learning activities such as blogs and interactive resources. Preliminary results show that the implementation of these strategies significantly improved student motivation and favored the development of learning skills. This demonstrates the potential of an educational blog design based on learning strategies and instructional design to enhance the motivation of autonomous learning of English as a foreign language being a personalized and self-regulated learning experiences.
A Spanish as a foreign language curriculum proposal for the Spanish club “Español sin fronteras: conectando culturas”.
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-07-30) Rodríguez Alarcón, Nicoll Alejandra; Hernández Parra, Luisa María
This monograph presents a comprehensive framework for designing an intercultural curriculum tailored to the Spanish Club at Minuto de Dios University. The primary objective is to enhance language proficiency and intercultural competence among non-native Spanish speakers. The research underscores the critical role of intercultural elements in Spanish as a Foreign Language (SFL) instruction. A central theme of the study is the identification of a significant gap in traditional SFL teaching practices: the underemphasis on intercultural competence. To address this gap, the monograph proposes a curriculum that integrates intercultural elements into the language-learning process. This curriculum is grounded in theoretical frameworks of interculturality, intercultural pedagogy, and intercultural learning. Also, by employing qualitative research methodology, the study utilizes interviews and surveys to gather data on the needs and expectations of both learners and educators. This approach provides valuable insights into the challenges and opportunities in SFL teaching. The proposed curriculum incorporates key components such as developing communicative competence in the four language skills, fostering understanding of diverse cultures, customs, and values, preparing learners to interact effectively with people from varied cultural backgrounds, and enhancing their ability to critically analyze and evaluate cultural information
A syllabus proposal to develop critical thinking skills through literature circles.
(Corporación Universitaria Minuto de Dios, 2018-11-30) Cantillo Hurtado, Eliana Del Carmen; Benavides Hernández, Natalia Andrea; Mogollón Méndez, Luisa Fernanda; Ortiz Vergara, Mariluz; Benito Duran, José Alexander
El presente proyecto de enfoque cualitativo propone un Syllabus basado en competencias (Daniels, 2002), diseñado para el desarrollo de habilidades del pensamiento crítico a través de un círculo literario. Para llevar a cabo la propuesta de Syllabus, está fue basada en un análisis de necesidades (Johns, 1991) aplicada a estudiantes del programa de Licenciatura en Idioma Extranjero Inglés en la Universidad Minuto De Dios, con el fin de identificar sus dificultades y falencias en términos de pensamiento crítico. Lo anterior fue recolectado a través de entrevistas, cuestionarios y observaciones, lo cual nos permitió organizar los resultados en tres categorías principales. Posteriormente, las categorías y subcategorías descritas en el análisis de necesidades arrojaron el reiterado uso de habilidades simples del pensamiento crítico en los estudiantes de séptimo a noveno semestre de la Licenciatura y también los potenciales beneficios de una actividad extracurricular como es el caso de un círculo literario. Las evidencias recolectadas fueron la base para el diseño del Syllabus, a través de la creación de catorce sesiones, en las cuales las habilidades que componen el pensamiento crítico fueron desarrolladas en un proceso de andamiaje donde una habilidad procede de la otra para su apropiado desarrollo (Numrich, 2010).
Adapted materials for teaching english to blind and visually impaired students.
(Corporación Universitaria Minuto de Dios, 2016) Ladino Guzman, Danny Andrey; Vesga Barbosa, Yury Carolina
During the training process as future English teachers, it was possible to observe that there are many challenges teachers have to face in the different classrooms they are assigned to teach their classes. One of them was that in the English classes at Uniminuto, where students with diverse abilities and regular ones attend to this course in a same classroom, it was hard for students with visual difficulties to do the activities proposed for the classes. It was because the book was an essential aspect in the classes and, as they have a visual limitation, they could not follow the class in the same way as their sighted peers and, therefore, they were not able to do the activities in the same way. This research project was carried out with the aim of examining the contribution that using adapted materials made to teaching English to blind and visually impaired students. In order to know that, there were created some activities according to the topics that had to be taught in the course and there were designed materials for all students that helped them develop the activities proposed for the classes.
The anglophone music as a pedagogical tool for critical analysis of world history events of the Second Half of the 20th Century[1]1
(Corporación Universitaria Minuto de Dios, 2020-06-03) Moreno Riaño, Kinberlyn; Quintero Torres, Paula Andrea
La idea de aprender historia en el ambiente educativo sigue siendo una tarea de baja motivación basada en una encuesta realizada en la Universidad Minuto de Dios a 15 estudiantes del grupo de investigación RAVEN (radio voices in English) que está compuesto por estudiantes de Licenciatura en Idioma Extranjero Inglés y Comunicación Social- Periodismo. El objetivo de este artículo es presentar una revisión crítica de la literatura que se han desarrollado en la última década, para saber qué se ha investigado sobre este tema en términos del uso de canciones para enseñar materias de contenido tales como historia y métodos innovadores. Diferentes canciones anglófonas han sido una parte importante a lo largo de la historia de la segunda mitad del siglo XX que va desde 1951 hasta 2000, desde que la música se ha utilizado a través de los años para facilitar el proceso de aprendizaje. El método utilizado fue el criterio de inclusión y exclusión que se basa en establecer los límites para la revisión sistemática, en este caso, la selección de estudios que resaltan la importancia de la instrucción basada en el contenido y la pedagogía crítica. Este artículo también realiza comparaciones entre las nuevas técnicas de enseñanza.
Animated cartoons through the mirroring technique to teach stress pronunciation.
(Corporación Universitaria Minuto de Dios, 2017) Aponte Morales, Luz Stefany; Briceño Montenegro, Tatiana Marcela; Barreto Ruiz, Jonathan Javier; Concha, Sebastian; Asesor
This research project focused on analysing how by implementing animated cartoons in an EFL class with tenth graders at the public high school Robert Francis Kennedy, located in Bogota, through a mirroring technique, could help them to enhance their word and sentences stress performance. This idea arose from the lack of stress pronunciation skills noticed in these students, as they were not considering these pronunciation aspects when they were asked to express themselves communicatively in English, reason why their speech sounded not only unnatural, but at the same time, it was at certain point quite difficult to understand what they wanted to say. Hence, in order to try to help them to enhance their stress pronunciation performance and by doing so, their communicative skills; it came up the idea of using animated cartoons, as not only they could be appealing to the learners, but additionally, as in many of them; the characters tend to exaggerate their speech, making more evident stress pronunciation patterns. And combined them with the mirroring technique, so that, the learners could put these stress patterns into practice. In regards to the methodology, this research adopted a qualitative approach, and used as main sources to gather data: a pre and post-test, audio recordings, students‟ artifacts and field notes. Once analysed the data, it was found that after being exposed to the animated cartoons, most of the students were more aware of stress pronunciation patterns; reason why when conveying an idea, their speech sounded more natural and understandable. At the same time, it was evident that most of the students found the animated cartoons appealing, but in order for them to be applied as didactic material in EFL, they should be contextualised and accompanied by explicit input of the topic or skill to be practised.
Apprentissage du FLE à partir de la phonétique et les beaux- arts français à la lumière d’une perspective éclectique aux étudiants A1 de la "corporación universitaria Minuto de Dios"
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2024-10-15) Marín Zamudio, Lina Vanessa; Gutiérrez de Piñeres, Juan Carlos
Phonetic is a part of oral production, as well as of good understanding and assertive communication (Defays,2005). Hence, it is necessary to promote environments that open opportunities where learners speak and become aware of phonetic characteristics either for communicating in French language or teaching it with accuracy. Nevertheless, the French phonetics is demanding and it’s necessary to practice it with the purpose of having the acquisition of its phonetic patterns, as well as this project seeks to achieve specific objectives, to teach French phonetics patters through eclectic method and fine arts. The instruments used to collect the data were questionnaires to know the profile of each participant, voice recordings to follow the process and improvement, observations and reflections made in a journal. And finally, focus group implemented in the first stage of the project where students expressed answered open questions related to their experience as participants. The final reflections are the use films, songs and poems increment the motivation and their performance on participation and filling in the worksheets. The previous make them interested on consuming French media such as the films out the class. In contrast the use of eclectic pedagogies such as B-Learning, Audio-lingual, Cooperative Learning and discovering Learning increments the acquisition of phonetics schemas with the help of repetition and reinforcement, without making the process monotonous or painful.
Attitudes to Conflict Resolution in the English Classroom: An Action Research Study
(Corporación Universitaria Minuto de Dios, 2019-05-22) Ramirez Ramirez, Cristian David; Marin Ceron, Diego
This project was aimed at developing ‘The Peace Lecture’ (Decree 1038 of 2015) in an English class of Las Villas Public School. To do so, the researcher designed a didactic unit to promote the development of conflict resolution skills in five English lessons. The activities of the didactic unit sought to influence the students’ attitudes toward conflict resolution while reinforcing their communicative competence. The impact of those activities was explored through reflections the participants wrote at the end of every lesson. Regarding the type of study chosen, this research was based on a mixed paradigm with an action research approach. The data analysis showed that students tended to have attitudes in favor of peaceful coexistence. Therefore, it can be assumed that the participants developed new compromising attitudes or reinforced previous ones after carrying out the activities of the didactic unit. In other words, students probably became more aware of the existence of alternative responses to everyday conflicts.
Board games to foster colombian cultural awareness inside the EFL classroom.
(Corporación Universitaria Minuto de Dios, 2017) Martínez Méndez, Luis Carlos; Gamboa, Ángela María; Asesor
Board Games to Foster Colombian Cultural Awareness Inside the EFL Classroom ABSTRACT Along the English as a foreign language learning process inside a public school in Colombia, students are not taking into account their own culture and context when learning. That is why a way in which learners are able to be aware of their own culture through the EFL learning process is necessary. Therefore, the adaptation of a series of board games in order to make them suitable to teach English and foster Colombian cultural aspects inside the EFL classroom was required to deal with the main issue. In this study, participants were experimenting their own culture along the English class through the use of board games. Each board game was adapted to foster one specific cultural aspect. The participants were conducted through an introduction at the beginning of each session and, such introduction was about the cultural aspect to work on, after that they had the opportunity to interact and recognize their own culture by using the board game. They were recognizing the characteristics of their own culture and they were culturally aware along the development of the class, which was the main objective of the research project.
CLAP - Collaborative Learning Among Peers
(Corporación Universitaria Minuto de Dios, 2021-12-06) Bonilla Ocampo, Luisa Fernanda; García Monroy, Daniela Fernanda; González Mahecha, Miguel Angel; Cely Betancourt, Blanca Lucia
This project promotes the creation of new academic spaces where students can learn and share their knowledge with their peers. Indeed, this document compiles the experiences of each student (early childhood education and English bachelor) that had participated, and it gathers their work. CLAP (Collaborative Learning Among Peers) corresponds to a new academic space in which students from the bachelor’s in early childhood education developed activities that motivated them to learn English, improve their language skills, use their knowledge about children methodologies in English classes and the comfort to express themselves. The project developed the following methodologies as RPT (Reciprocal peer tutoring), EMI methodology, ICLHE (Integrating content and language in higher education) and Flipped learning (inverted classroom). Furthermore, the use of those methodologies favored a better relationship between the students. Also, you will find the description step by step about how a CLAP session was, how the creation of lesson plans was about, and the evidence that we collected from students of Early Childhood Education. Hence, the analysis that was getting after this experience comprises our educational learning through relevant learning.
Code-switching: Uses and Perceptions in the EFL classroom at Uniminuto.
(Corporación Universitaria Minuto de Dios, 2016) Velasco Vergara, Alejandra; Díaz Franco, Mabel; Asesor Tutor
The following research project is placed in the qualitative research paradigm; this research aims to analyze a specific educational situation that is why it is a case study. It is focused on the study of teacher’s code-switching use in the classroom and what are the effects on students’ learning process. This research project was carried out with Thirty three students from Corporación Universitaria Minuto de Dios from English III classes provided to students from all programs and it is organized and directed by Centro de Idiomas Rochereau. The data collection instruments used were field notes, video recordings, questionnaire and focus group. After the data analysis process, it was found how students felt when teacher uses and not code-switching in the classroom. , also code-switching does help student’s English process once it is not over used.
Controlling teenager´s anxiety in speaking and listening sections at the moment to present the PET.
(Corporación Universitaria Minuto de Dios, 2016) Amado Bogotá, Angie Briyith; García Rodríguez, Leidy Dayana
The next paper contains a study made in a Private School in Bogota, two teachers who found that students feel anxiety in higher levels at the moment to present the listening and the speaking part in an International English exam called PET. Their main purpose was to control the anxiety level in those students to make easier the presentation of the exam and make that students get familiarized with it. Surveys, questionnaires, mocks and learning logs were used to collect and analyze the data from the students. Findings showed that the activities included in the lesson plans influenced in a positive way to reduce the anxiety of the students in the listening and speaking part of PET exam and the tips that were provided by the teachers which were used by the students also were a factor that helped them to reduce this feeling.
Cooperative Role-plays to Support Self-confidence when “Public Speaking Anxiety” is experienced
(2019-05-20) Bermúdez Quevedo, Paula Alexandra; Jiménez Martínez, Laura Valentina; Cárdenas Báez, María Fernanda; Gamboa González, Ángela María
This qualitative research was conducted to support self-confidence of A1 students when they experienced public speaking anxiety, through the use of cooperative role-plays. This study explored not only the factors directly related to the teaching of a language, but also the emotional factors or feelings that students showed and expressed when they had to assume a role, work cooperatively and act in front of their peers. Furthermore, by solving this problem the students of English 1 class could be benefited, for example, in the social factor since it would help the students to communicate in a correct way with others as in a daily conversation on different topics, likewise for specific purposes such as getting a job or traveling to other countries. The participants that were chosen for this project were 30 students, 9 men and 21 women, from different majors. The instruments used to carry out this study consisted of a semi-structured interview for the teacher of the course, a pre-test and a post-test which includes questions about the feelings, perceptions and relationships of the participants with themselves and with others in order to know about the students’ self-confidence, field notes to collect information about the behaviors of the students during the process when applying the cooperative role-plays, and finally, a focus group to know the students’ points of view about the process. At the end of the implementation, it is demonstrated from the data analysis that the cooperative role-plays had an effect on self-confidence when the participants had to speak English in public.
Desertion in the Bachelor Program in English Language Teaching at Uniminuto.
(2019-05-22) Moreno Saiz, William Santiago; Chaparro Robles, Daniel Eduardo; Hoyos Ensuncho, Maryluz del Carmen
College dropout involves discussing the causes why students desert, more precisely the need to understand the reasons why they did not continue their training. Ruiz, Muriel, Gallego, Velez, Gomez & Portilla (2009) “one of the main problems that faces the Colombian higher education system, is the high level of academic desertion in the undergraduate programs” (p.13). From this point, throughout this research, we analyzed the reasons why students in the Bachelor Program in English Language Teaching at UNIMINUTO deserted. Having a population of participants between the years 2013-2017, implementing a case study research with qualitative approach using documentary evidence, survey and interviews. We expect that the results help in the permanence of the students in the program.
Developing critical literacy for second and third graders
(Corporación Universitaria Minuto de Dios, 2015) Forero Galvis, Carlos Mauricio
In our everyday classroom, we find ourselves frequently questioning our practices, asking how well we have followed the lesson plan designed to introduce students to the contents proposed in the curriculum. My study is based on Action research which as Calhoun (1994) says it is a fancy way of saying let's study what's happening at our school and decide how to make it a better place. I consider that if we are always reflecting on what we could do differently, it can lead us to positive changes in our practices which become beneficial for us as teachers, students, and the institution we all make a part of.
Development of teaching competencies through the professional teaching practice
(Corporación Universitaria Minuto de Dios, 2015) Lopez Garcia, Adriana Paola; Mancipe Moreno, Nestor Yesid; Sandoval Sanchez, Monica Paola; Villamizar, Paola
This research reports the findings of a systematization of experiences whose main purpose was to identify the competencies developed by student teachers during their professional teaching practice. In 2014, students from the Bachelor Program in English Language Teaching at Uniminuto University worked as student teachers in Luigi Pirandello and Instituto Técnico Distrital Republica de Guatemala Schools where they had to deal with different situations in the classroom. Teaching journals, semi-structured interviews, and questionnaires, were used as data collection instruments. Findings suggest that context (public or private) is a determining factor when it comes to the development of teaching competencies.
Digital natives: a proposal to desing a videogame-based syllabus to develop communicative skills in children
(Corporación Universitaria Minuto de Dios, 2015) Rojas Rojas, Ronal Alberto
Engaging and involving our students while learning English as a foreign language is a topic of great interest for teachers. Different strategies and methods are developed in order to provide learning environments where learners can improve their communicative skills and the use of videogames for learning proposed within this research project is not an exception. Applying the use of commercial videogames is not the same as using educative videogames in classroom. For that reason, it was necessary to design a videogame-based syllabus but using videogames produced for entertaining purposes since it was necessary to provide a real engagement in learners without altering the course of the teaching and learning goals, producing learning activities in which learners can feel self-confidence, commitment and self-awareness with the English learning process while having fun.
Effectiveness of gamification strategies that incorporate video games to improve language learning in a private school
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-05-27) Aguja Arévalo, Santiago; Buitrago Rojas, Luis Eduardo
The present study aimed to propose gamification strategies through the incorporation of video games to strengthen second language acquisition in students from cycles 3 and 4 at a private school. A qualitative methodology with an ethnographic approach was employed, using instruments such as surveys, observations, and interviews to analyze the impact of video games on English learning. The results showed that participants perceived the use of video games in the classroom positively, highlighting an increase in motivation, vocabulary acquisition, and improvement in pronunciation. However, challenges were identified, such as the appropriate selection of video game genres and the management of classroom time. In conclusion, it was demonstrated that video games, when strategically applied, support language learning through immersive and motivating environments, representing a valid alternative to traditional methodologies.
EFL teachers’ Perceptions about Intercultural communicative competences and their practices in English classes on the context of current migration waves in Bogotá.
(Corporación Universitaria Minuto de Dios, 2020-12-04) Santana Mahecha, Ana María; Cely Betancourt, Blanca Lucía
La visión principal de este estudio se centra en analizar la relación actual entre la enseñanza de una lengua extranjera y la enseñanza de la competencia comunicativa intercultural. Este estudio busca investigar cómo los profesores de inglés como lengua extranjera promueven la Competencia Comunicativa Intercultural para desarrollar la conciencia, la aceptación y el respeto entre miembros de otras culturas y orígenes en el contexto de las olas migratorias actuales en Bogotá. Este es un xi estudio cualitativo, realizado con veinte profesores de tres contextos educativos diferentes: un colegio privado, un instituto de idiomas y un programa de licenciatura en inglés. Los instrumentos que se consideraron fueron observaciones de clase aplicadas al inicio del estudio, entrevistas semiestructuradas aplicadas durante el estudio y un grupo focal aplicado al final del estudio. El estudio mostró que, de hecho, los docentes y profesores implementaron actividades para promover la interculturalidad; sin embargo, la CCI se considera parte de las lenguas extranjeras, descuidando la diversidad cultural entre los miembros de la misma lengua materna, es decir la cultura propia. En consecuencia, la implementación de CCI no se ha promovido con éxito en las lecciones de inglés como lengua extranjera.
Eleventh graders’ learning experiences through a whatsapp group in EFL.
(Corporación Universitaria Minuto de Dios, 2018-06-05) Vergara Hernández, Angie Kattalina; Bayona Piracún, Jhon Alexander; Gamboa González, Ángela María
In this twenty first century, it is known that technological advances have been having a notable influence in teenagers’ lifestyle. Actually, researchers have identified a situation in Moderno Engativá School, a private school in Bogota where eleventh graders use their cell phones interacting with social networks and applications throughout their classes. Consequently, instead of avoiding the use of these devices and apps, researchers decided to take advantage of these technological resources and use them as a support for the English class in order to promote different learning experiences and in this way analyzing them. Therefore, the objective of this research project was to analyze students’ learning experiences during the participation in a WhatsApp group in EFL. This qualitative study was an Action Research which generates a cycle on the situation identified. The pedagogical implementation was divided in six activities which involved the four language skills –speaking, writing, listening and reading- using that application in order to provide participants with a learning experience in which they could share and interact with their classmates. Lastly, the instruments chosen to collect data were a focus group implemented at the beginning, journals after each session during the implementation, and finally a questionnaire in which participants expressed the most significant experiences for them in a general way about all the activities developed in the WhatsApp group.

Browse

Browsing Licenciatura en Idioma Extranjero - Inglés by Title

Results Per Page

Sort Options