Licenciatura en Idioma Extranjero - Inglés

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Enhancing English Speaking Skills through Video Creation and the Affective Filter Theory
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-05-27) Lancheros Barragán, Andrea Carolina; Montañez Veloza, Sofía; Prieto Castillo, Claudia Yanive
The current research considers how the inclusion of video creation into the classroom can foster students’ oral skill in English; thus, from April to June 2023, young learners at ISA English Academy enrolled in ingenious video-based activities, which were carefully designed so as to replace traditional speaking exercises. Furthermore, these assignments established from Stephen Krashen’s Affective Filter Theory, pointed out emotional safety, as well as creativity, essentials for reducing anxiety and encouraging authentic communication. Moreover, as students were recorded introducing themselves and the person they loved the most, they not only practiced pronunciation and fluency but also grew more confident and engaged.; hence, this personal and emotionally relevant task created a completely safe and meaningful environment for their language use, achieving this way a deeper student investment and participation. Finally, the results demonstrate that when students feel supported and empowered the affective filter drops, then confidence rises, and real communication starts. Key words: Affective filter theory, speaking skill and video creation
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.
Innovative learning strategies for improving speaking skills in C1 level
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-1-16) Aguirre Posada, Angie Sofia; Merchán Canté, Harvey
This case study has a main purpose to explore challenges and difficulties faced by learners enrolled in the Bachelor’s program in Foreign Languages, specializing in English of C1 level face when making use of English communicative skills focused on speaking, through the application of teaching strategies that can facilitate its improvement in an effective and dynamic way. This research project was focused on analyzing the way in which motivational factors influence L2 acquisition. Additionally, this research project aims to explain the benefits of including technology for increasing communicative effectiveness in university students. Due to the analysis conducted in this research project of sample collected that were provided by the participants to analyze phonological and phonetic aspects, this research study has a qualitative approach. Aiming to address the guiding question, in this research project were employed the following instruments to collect data: qualitative interviews, audiovisual material (voice recordings), survey research designs, software of text transcription, and phonetic transcription. These instruments were useful to support this research project and reflect about the relevance of the research problem in the academic context.
Students’ perceptions of the effectiveness of role-plays and video recording diaries in terms of oral production after participating in them.
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2024-10-27) Ballesteros Rodríguez , María Angélica; Ortíz Patiño, Laura Angélica; Rojas Murcia, Manuel Antonio; Sánchez Cárdenas, Brian Camilo; Marín Cerón, Diego Andrés; Ortíz Vergara, Mariluz
This project follows a qualitative approach and action research study that intends to determine perceptions of the effectiveness of role-plays and video recording diaries to enhance students’ oral production of students that belong to the bachelor's degree program in foreign languages with emphasis in English at one private university in Bogotá. To develop this project, we applied the two strategies with six students, who attended 4 series of sessions each week. After this, the students' narratives were analyzed using as instruments the same video diaries and focus group, which included interview-type questions. The mostly positive results showed the different perspectives of the participants in terms of emotional, social, learning, reflection, utility, and motivation factor, present when they communicate orally. These findings are important to provide ideas and tools that can be useful for professors and trainee teachers to help students to improve their speaking skills. It is also beneficial for students that want to improve their English level using comfortable tasks that can increase their confidence.
Pedagogical experiences of pre-service teachers facing in-person EFL classes
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2024-10-15) Parra Suárez, Camila Andrea; Ruíz Euce, Laura Daniela; Suárez Vega, Karen Andrea; Bedoya Hernández, Ana Milena; Concha Vargas, Sebastián
This monograph is a qualitative Case Study that aims to explore the pedagogical experiences of pre-service teachers when faced with face-to-face teaching of English as a foreign language. It also aims to demonstrate the effectiveness of pedagogical tools such as Communicative Language Teaching and Total Physical Response in solving frequent classroom problems. The data collection was conducted through semi-structured qualitative interviews, a perception questionnaire and observations where its results focused on the problems when applying the theory in real aspects of the profession, assessing what was learned in the degree helped the pre-service teachers to develop as competent educators in real classroom aspects. Additionally, this study was conducted to identify and propose strategies based on the experiences of 10 pre-service teachers, whose opinions were analyzed using coding techniques to identify patterns and emerging themes. Moreover, the results will help shed light on what difficulties pre-service teachers face in practice, describing and analyzing them in order to contribute with tips and strategies oriented to students in the first semesters of the career, underlining that Communicative Language Teaching and Total Physical Response are essential for the resolution of difficulties in the classroom. In conclusion, the educational training and strategies of Communicative Language Teaching and Total Physical Response will be useful for beginning teachers if they are applied when facing significant challenges, considering the practical and realistic contexts where pre-service teachers face significant challenges when applying the theory in their classrooms.
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.
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
Factors influencing the attainment to non-attainment of C1 level among students of the bachelor’s degree in English at a private university: A narrative study
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-02-15) Solano Vargas, Juliana Andrea; Bustos Buelvas, Ruth Sarai; Quintero Ararat, Evelin Yulieth; Marín Cerón, Diego Andrés
This qualitative study aims to investigate, through the lens of student experiences, the factors of attainment or not attainment faced by ninth-semester students at a private university in Bogotá to achieve the C1 level of English proficiency, a requirement for graduating with a bachelor's degree (ELT). Through semi-structured interviews, conducted with a population of 10 participants, key factors influencing the development of C1 level proficiency were identified: autonomy, effective learning strategies, quality of teaching, the language studied, emotional factors, social relationships, and self-perception. Furthermore, the importance of the teaching role and its direct impact on the acquisition process was highlighted, as well as the creation of immersive environments in the English language, since it was identified as a fundamental pillar for obtaining the C1 level. The findings inform evidence-based solutions gathered from students' experiences to improve language teaching, learning, and ultimately, C1 level attainment. Finally, the implications of this study are far-reaching, influencing English language education theory and practice. They not only enrich our understanding but also pave the way for future research such as curriculum design, teacher training, among others, ensuring academic and professional success in a globalized environment among students
Integrating a Phonetics and Phonology module for the advanced English level in the bachelor’s degree in foreign languages at a private university.
(Corporación Universitaria Minuto de Dios – UNIMINUTO, 2025-02-15) Bustos Moya, Laura Sofía; Barreto Ruíz, Dayanna; Diego Marín Cerón
This research project aims to design a Phonetics and Phonology module for the advanced C1 English level in the bachelor’s degree program of a private university. The investigation derives from concerns expressed by students in the Foreign Languages program, ranging from B2 to C1 English proficiency levels. Although the survey revealed that most students have good notions and a solid understanding of the Phonetics and Phonology subject, they stated having difficulties in the pronunciation of certain sounds from the International Phonetic Alphabet (IPA). This struggle has led to frustration among those who felt their classes did not adequately cover these challenges, resulting in gaps in language learning by not being able to perform with good speech production. The main reason for these issues is the discontinuation of the Phonetics and Phonology subject after the two first semesters of the degree program. Consequently, the purpose of this research is to provide students with a solid basis for conducting their functions and roles as future teachers, enhancing their comprehension and confidence when speaking and listening. The foremost goal is to improve their language teaching and learning process. Finally, considering the identified disadvantages of the discontinuation of the Phonetics & Phonology subject, the program syllabus was obtained to conduct an analysis, and a survey for professors was conducted to determine the step-by-step design, organization, and planning of the module, ensuring comprehensive coverage of essential topics. The envisioned module aims to significantly contribute to the development of students’ English skills
Learning history through strategy and conquest: the educational potential of Age of Empires 2
(Corporación Universitaria Minutos de Dios - UNIMINUTO, 2025-01-15) Casallas Bustos, Mike Jefferson; Ávila Morales, Leonardo; Prieto Castillo, Claudia Yanive
La incorporación de los videojuegos en la educación histórica presenta una mezcla de ventajas y obstáculos, especialmente en el contexto de su utilización dentro de un entorno global de habla inglesa. A pesar de proporcionar plataformas inmersivas para el aprendizaje histórico, juegos como Age of Empires 2 enfrentan incertidumbres respecto a su efectividad para mejorar la comprensión y fomentar el análisis crítico, especialmente entre aquellos que no son hablantes nativos de inglés. Esta incertidumbre se extiende a la utilidad educativa de los videojuegos en diversos contextos lingüísticos y su capacidad para representar con precisión eventos históricos. Además, el impacto de las comunidades de juego en línea en las discusiones históricas introduce complejidad, especialmente en individuos que no son hablantes nativos de inglés. Comprender la dinámica de estas comunidades, incluyendo tanto los obstáculos lingüísticos como las oportunidades, es vital para comprender su influencia en la educación histórica. Abordar estos desafíos es imperativo para desbloquear los beneficios educativos de los videojuegos mientras se garantiza la inclusión y accesibilidad en entornos digitales de aprendizaje. Esta investigación explora la integración de Age of Empires 2 en la educación histórica, con el objetivo de descubrir métodos innovadores para aumentar la participación estudiantil, fomentar una comprensión más profunda de los eventos históricos y fortalecer la retención del conocimiento. Al examinar las teorías de aprendizaje basado en juegos, la participación cognitiva y el aprendizaje constructivista, este estudio arroja luz sobre el potencial de los videojuegos para transformar la educación histórica.
Exploring ludic strategies for improving oral production among University students in Bogotá
(Corporación Universitaria Minuto de Dios - UNIMINUTO, 2025-01-15) López Lozano, Laura Jhulay; Olave Plazas, Karen Yemely; Prieto Castillo, Claudia Yanive
Esta investigación propone el uso de estrategias lúdicas para facilitar el desarrollo de habilidades de expresión oral entre estudiantes de marketing de una universidad privada en Bogotá. Estas actividades lúdicas, como juegos de mesa, juegos de pelota y juegos de feria, tienen como objetivo mejorar la competencia de los estudiantes en un idioma extranjero, asegurando que los componentes del plan de estudios no se descuiden. Al promover el trabajo en equipo y hacer que el proceso de aprendizaje sea más interesante para los adultos, estas actividades pueden aumentar la motivación de los estudiantes para aprender un nuevo idioma y mejorar su precisión y fluidez. Las estrategias lúdicas propuestas pueden aumentar la participación, el compromiso y la fluidez de los estudiantes al introducir vocabulario relevante y asignar actividades que fomenten la dinámica de grupo. El objetivo es incluir vocabulario útil en contextos de la vida real y compartir estrategias lúdicas como juegos educativos y dinámicas de grupo para un mejor aprendizaje. Se lleva a cabo un enfoque cualitativo que incluye encuestas, percepciones de los profesores, observaciones y discusiones en grupo, para evaluar la efectividad de las estrategias lúdicas propuestas. Este estudio tiene como objetivo demostrar que la incorporación de actividades lúdicas en el aprendizaje de idiomas puede ser una manera efectiva de promover el uso del idioma en situaciones reales, mejorar la participación y el disfrute de los estudiantes, y mejorar el desarrollo de habilidades de expresión oral entre los estudiantes de marketing en una universidad privada en Bogotá.
How teaching material fosters students´motivation in a third grade English classroom
(Corporación Universitaria Minuto de Dios - UNIMINUTO, 2025-01-15) Nope López, Laura Alejandra; Saldaña Pérez, Laura Milena; Ortíz Vergara, Mariluz; Ndonyo Osoro, Thomas
El material en el aula es un complemento esencial para los profesores. ¿Pero somos realmente conscientes de ello? El trabajo presentado a continuación tiene un estudio de caso y un enfoque cualitativo que se centra en el material utilizado dentro del aula y su relación con la motivación. Nosotros, como investigadores, hemos decidido estudiar este aspecto tan importante para los alumnos ya que desde nuestra práctica se ha evidenciado la falta de material y actividades por parte de algunos de los profesores de una escuela primaria pública. Como consecuencia, los alumnos muestran un bajo nivel de motivación al momento de desarrollar sus actividades, o el material creado por el profesor lo que simultáneamente está afectando su comprensión. Para estudiar este fenómeno presentado anteriormente, el método de estudio de caso y el enfoque cualitativo nos ayudaron a comprender hasta qué punto el material del profesor influye en la motivación de los alumnos de una población de tercer grado entre 8-9 años y las creencias que tiene profesor de inglés respecto al material estandarizado y el material auténtico. Además, los instrumentos que nos permitieron obtener información relevante para este fenómeno fueron una encuesta a los alumnos, notas de campo y entrevistas a los alumnos y al profesor.
Pictograms as an Augmentative and Alternative Communication (AAC) Model to Promote Oral Communication in an Autistic Child in Spanish
(Corporación Universitaria Minuto de Dios, 2022-12-07) Saravia Arguelles, Leidy Angelica; Herrera Mateus, Catalina
This work is a proposal to design a lesson plan based on the method of augmentative and alternative communication (AAC). The purpose is to help a child with autism spectrum disorder (ASD). The lesson plan has features such as executive functions and pictograms. The lesson plan goal is to help regular students and students with special needs increase their vocabulary or recover it.
Transforming The Traditional Paradigm In Teaching English As A Foreign Language At Take A Trip Practicum, The Necessity Of Innovating
(Corporación Universitaria Minuto de Dios, 2022-06-13) Ortiz Paloma, Laura Paola; Manrique Sánchez, Flor Marina
Take a Trip to the English Universe es un proyecto propuesto por la licenciatura en Lenguas Extranjeras en la Facultad de Educación de la Corporación Universitaria Minuto de Dios (UNIMINUTO), el cual está enfocado en proveer un ambiente de aprendizaje creativo e innovador en los procesos de enseñanza y aprendizaje del inglés como lengua extranjera a colaboradores de UNIMINUTO; entre ellos, es posible encontrar profesores en diversas áreas como artes, educación física, Español, pedagogía infantil, secretarias, estudiantes de posgrado y también estudiantes de diferentes programas de universidades Peruanas. En esta sistematización se pretende mostrar de manera cualitativa el impacto que pueden llegar a tener maestros que llevan a cabo procesos creativos con sus estudiantes en clases virtuales de inglés, fomentando el fortalecimiento de la autoestima, autonomía, procesos de habla y participación activa, trabajo en equipo, pensamiento crítico y trabajo colaborativo. Además, la metodología de este proyecto tuvo una transición partiendo de metodologías activas tradicionales a la implementación del Inglés como Medio de Instrucción
Emotional Management Of Students During The Pandemic Of The Covid-19
(Corporación Universitaria Minuto de Dios, 2022-06-10) Pérez Gil, Laura Camila; Bautista Ardila, Iván Santiago; Cely Betancourt, Blanca Lucía
Se realizó un estudio cuyo propósito fue ayudar a los estudiantes del colegio Monterrey de Bogotá, Colombia a manejar correctamente sus emociones a través del uso de diarios emocionales escritos en inglés en el contexto de la pandemia de COVID-19 durante el año 2021. Inicialmente se aplicó el uso de diarios emocionales escritos en inglés de forma guiada y posteriormente se propició la escritura libre en uno de los grupos de estudiantes pertenecientes a la jornada de la tarde, quienes fueron expuestos a 6 sesiones de las cuales se componía el proyecto. Se utilizaron los siguientes instrumentos: encuestas como medidas de inicio y fin del proyecto, notas de campo en cada planeación de clase donde se explicaba a detalle los componentes de cada sesión, contenido y metodologías llevadas a cabo además de notas por parte de los investigadores por medio de las cuales se evaluó el proceso del proyecto y se llevó un control
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.
“A Syllabus Proposal Based on Information and Communication Technology and the Process Approach for Teaching English Writing”.
(Corporación Universitaria Minuto de Dios, 2021-06-03) Benavides Páez, Yury Mabel; Ortiz Vergara, Mariluz
The below qualitative research proposes a skill-based syllabus (Rahimpour2010) design to develop the writing skills and the learning of the writing process through the process approach and ICT (Information and Communication Technology) tool to enhance writing skills and motivated students. The syllabus proposed was based on a need analysis done to students from the 4th to 9th semesters of the Bachelor Degree in English Language Teaching at Universidad Minuto de Dios to recognize the needs, perceptions, and weaknesses of the participants regarding writing skills. The needs, perceptions, and weaknesses were identified using 3 different data collection instruments. (Documents, questionnaires, and interviews) that allowed me to categorize the findings into three categories. Afterward, the categories and subcategories decoded in the needs analysis presented proofs of regular writing skills and low motivation during the writing courses. The pieces of evidence collected were the foundation for the syllabus design that had as result the creation of twelve sessions in which the writing skills and writing process are developing.
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.
Role plays as a strategy to generate reflections about citizenship competences that allow conflict solving in an English conversation club.
(Corporación Universitaria Minuto de Dios, 2020-12-04) Herrera Gómez, Daniel Andrés; Bernal Hernández, Andrea
This research was conducted analyzing the application and knowledge about citizenship competences in skills that facilitate conflict solving in an extracurricular conversation club, through role plays representations as a pedagogical strategy that allowed interaction, dialogue and use of the communicative competence in English as foreign language. The research problem was identified initially at practicum level, where students had rude and conflictive behaviors, thus generating the interest to research about ways to create awareness about coexistence, avoiding fights and conflicts, dialoguing and being tolerant with each other, bearing in mind that the researcher was not aware that conflicts in classrooms can occur frequently, and can affect class dynamics and coexistence. Said that, the research problem was located at personal level, in a sense in which pre-service teachers might not be aware about conflicts between students, and therefore not knowing strategies and skills to facilitate solving conflicts

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