Building my self-Confidence in an EFL classroom.

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dc.contributor.advisorHernández Saavedra, Sergio Franciscospa
dc.contributor.authorPavajeau Niño, Amanda del Pilarspa
dc.date.accessioned2026-07-09T19:38:02Z
dc.date.available2026-07-09T19:38:02Z
dc.date.issued2026
dc.description.abstractEsta investigación-acción cualitativa tuvo como objetivo desarrollar la autoconfianza a través de tareas de habla en el aula de inglés como lengua extranjera (EFL) en estudiantes de décimo grado del colegio público Magdalena Ortega de Nariño. El problema fue identificado a través de observaciones y una clase diagnóstica, revelando que la falta de autoconfianza al hablar inglés y la necesidad de reconocimiento del otro eran desafíos centrales para las estudiantes. Por lo tanto, esta investigación empleó los constructos teóricos de autoconfianza y TBL para explorar cómo estos problemas podrían abordarse mediante una intervención pedagógica basada en el modelo de Aprendizaje Basado en Tareas (ABT). La intervención incluyó tres ciclos pedagógicos adaptados a la población para mejorar su desempeño oral y sus relaciones socioafectivas. Los datos recolectados a través de cuatro instrumentos fueron analizados, demostrando que el proceso de desarrollo de la autoconfianza de las estudiantes se benefició significativamente del papel facilitador de las tareas de habla.spa
dc.description.abstractenglishThis qualitative action research aimed to develop self-confidence through speaking tasks in the English as a Foreign Language (EFL) classroom among tenth-grade students at the Magdalena Ortega de Nariño public school. The problem was identified through observations and a diagnostic lesson, revealing that the lack of self-confidence when speaking English and the need for peer recognition were central challenges for the students. Therefore, this research employed the theoretical constructs of self-confidence and TBL to explore how these issues could be addressed through a pedagogical intervention based on the Task-Based Learning model. The intervention included three pedagogical cycles adapted to the population to enhance their oral performance and socio-affective relationships. Data collected through four instruments were analyzed, demonstrating that the process of developing students' self confidence benefited significantly from the facilitating role of speaking tasks.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Español e Inglésspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/22487
dc.language.isoen
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español e Inglésspa
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dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAutoconfianzaspa
dc.subjectAprendizaje basado en tareasspa
dc.subjectTareas de hablaspa
dc.subjectReconocimiento del otrospa
dc.subjectInglés como lengua extranjeraspa
dc.subject.keywordsSelf-confidenceeng
dc.subject.keywordsSpeaking taskseng
dc.subject.keywordsTBLeng
dc.subject.keywordsPeer recognitioneng
dc.subject.keywordsEFLeng
dc.titleBuilding my self-Confidence in an EFL classroom.eng
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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