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Ítem Effects of English pronunciation instruction and the exploration of social values with second-graders.(Universidad Pedagógica Nacional, 2025) Reyes Leon, Lina Gabriela; Cruz Arcila, FerneyThis research study explores the effects of English pronunciation instruction while exploring social values with a group of second-grade students from a public school at Bogotá. By recognizing the lack of pronunciation instruction time within the EFL classroom while integrated with social values, the study aims to highlight the importance of fostering a critical perspective on language teaching and learning that consider both linguistic and social development. Through an action research approach, a series of classroom interventions were designed to develop pronunciation skills and to promote social values within students, such as self-esteem, teamwork and respect. Following a grounded theory approach, the analysis of data collected through field diaries and a questionnaire, reveals that explicit pronunciation instruction helps students become more aware of their oral production and, the integration of values created a respectful learning environment for themselves and others. This study supports the idea that pronunciation instruction in early education should be addressed critically to reflect both linguistic and social dimensions of language learning.Ítem Improving english fluency : A colloquial-based intercultural design.(Universidad Pedagógica Nacional, 2023) Hernandez Camacho, Sergio Ivan; Montaño Moreno, JohannaIn Colombia, a substantial issue concerning a deficiency in English proficiency as a foreign language exists, particularly in the realm of communicative skills. This problem is supported by various assessments, such as the ICFES and the EF EPI. The presence of this deficit in English communicative skills implies the emergence of a novel pedagogical requirement. Students are no longer responsive to conventional modes of communication, as the world they currently inhabit and the future they are destined for, diverge significantly from the formal linguistic structures typically imparted by academic institutions. Consequently, the primary objective of this pedagogical innovation proposal is to provide students with the tools necessary for more approachable ways of communication, achieved through the utilization of colloquialisms and a less formal manner of speech. Colloquialism, characterized by its prevalence in informal and casual discourse, represents the most frequently employed functional style of speech. However, colloquial language and its applications are deeply embedded in cultural contexts and how native speakers interact amongst themselves within their culture. Furthermore, the framework of this proposal leverages culture as a conduit to acquaint students with colloquial language, thereby fostering English fluency within an 11th-grade English as a Foreign Language (EFL) classroom.Ítem Enhancing critical listening through the use of songs with social content : a situated literacy study.(Universidad Pedagógica Nacional, 2025) Lopez Macea, Julio Andres; Montaño Moreno, JohannaThis action research is aimed at implementing song-based materials for the purpose of fostering listening within a framework of learning as situated practice in EFL classroom. The sample group for the current research were tenth grade learners between 14 and 18 years old from the public institution CEDID Guillermo Cano Isaza located in Bogotá, Colombia. Different data collection instruments were employed during the pedagogical intervention such as surveys, interviews, field notes, diagnostic test and artifacts. The proposal was carried out in three cycles and different songs were used in ESL classes with a critical and linguistic approach. In terms of analysis and organization of information, the triangulation method and grounded approach for data analysis were adopted to explore the results and findings, leading to the corresponding conclusions, limitations.Ítem Enhancing EFL oral skills through ECO 2.0 Kids : a culturally situated perspective.(Universidad Pedagógica Nacional, 2024) Guerrero Diaz, Nisi Jireh; Montaño Moreno, JohannaEste documento describe un plan educativo para una iniciativa de investigación-acción que tenía como objetivo mejorar las competencias de expresión oral en un entorno de enseñanza de inglés como lengua extranjera (EFL) mediante la utilización de contenido cultural de cápsulas de audio ECO 2.0 Kids. El estudio involucró a estudiantes de quinto grado de entre 10 y 12 años del Instituto Pedagógico Nacional, una escuela pública en Bogotá, Colombia. Los datos que incluyen notas de campo, cuestionarios, artefactos, grabaciones y entrevistas se recopilaron durante intervenciones dirigidas por un docente en formación, estructuradas en tres ciclos de intervención que incorporan diferentes cápsulas de audio y actividades adaptadas con fines pedagógicos. A través de una triangulación de métodos, se analizaron los hallazgos para sacar conclusiones y discutir las implicaciones y limitaciones del proyecto.Ítem Transmedia storytelling to foster productive skills through multimodal compositions.(Universidad Pedagógica Nacional, 2023) Ramírez Beltrán, Angie Viviana; Reina Moreno, Vanessa AndreaThis action research proposal addressed the need for change in teaching practices for English as a foreign language. The proposal emphasized the development of language production, focusing on multimodality and digital skills converging in a transmedia story. The research was conducted among EFL students at Colegio CEDID Guillermo Cano Isaza, using a qualitative research methodology. In order to integrate students' prior knowledge acquired through ICT and multimodality to develop productive skills, the study proposed a didactic and pedagogical approach based on a context-based transmedia narrative, allowing students to create multimodal compositions and expand the story. The study found that combining digital literacy skills, multimodal composition, and transmedia storytelling was effective in developing productive skills and vocabulary acquisition. This approach generated a collaborative and creative environment, integrating students' interests and informal learning strategies, while promoting meaningful interaction with the target language through various modes of communication.Ítem Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class.(Universidad Pedagógica Nacional, 2023) Roa Tejero, Yina Marìa; Cruz Arcila, FerneyEsta investigación acción aborda una propuesta pedagógica centrada en fomentar el aprendizaje socioemocional mediante la narración de cuantos digitales y tareas colaborativas en el aula de inglés como lengua extranjera. (EFL) Los participantes de esta investigación fueron estudiantes de 8 a 10 años del Colegio Técnico Domingo Faustino Sarmiento, ubicado en Suba, Bogotá, Colombia.A partir del 2022, se recopilaron datos a través de diarios de campo, observaciones, cuestionarios y artefactos donde se aplicaron diversas actividades para desarrollar el aprendizaje emocional. Los hallazgos fueron analizados mediante el método de triangulación, lo que condujo a resultados basados en las experiencias de los estudiantes.Ítem Traditional games : a pedagogical proposal to encourage Intercultural Communicative Competence.(Universidad Pedagógica Nacional, 2023) Quintero Naranjo, Brenda Estefania; Reina Moreno, Vanessa AndreaThis action research project presents a pedagogical proposal that aims to describe the impact that traditional games have on the development of Intercultural Communicative Competence (ICC) in the EFL classroom. The rationale for this study lies in the need to foster this competence in students due to its relevance amid an increasingly interconnected world. Likewise, the reason for this research lies in the essentiality of promoting an education that considers academic, ludic, and sociocultural aspects in the EFL class. In this order of ideas, this mixed research was carried out with a group of 5th grade students at the school CEDID Guillermo Cano Isaza IED, who, during seven weeks of intervention, progressed in terms of intercultural attitudes, knowledge, and skills by incorporating traditional games. Concisely, this study contributes to the understanding of these games to promote intercultural foreign language learning in the school setting.Ítem Writing comic strips : a situated practice in an EFL the classroom.(Universidad Pedagógica Nacional, 2020) Huertas Zamora, Tatiana; Montaño Moreno, JohannaÍtem Fostering intercultural awareness through collective relationships in a tenth-grade EFL Classroom.(Universidad Pedagógica Nacional, 2025) Rodriguez Prada, Juan Sebastian; Montaño Moreno, JohannaEste documento presenta un proyecto de investigación-acción que evalúa el impacto de actividades interculturales en la mejora de las habilidades de producción oral y escrita en estudiantes de inglés como lengua extranjera. Los participantes de este proyecto fueron estudiantes de décimo grado, con edades entre los 14 y 16 años, del colegio público femenino Lorencita Villegas de Santos IED, situado en Bogotá, Colombia. La información fue recopilada por medio de una prueba diagnóstica, cuestionarios, actividades, grabaciones de voz y diarios de campo durante las intervenciones y, simultáneamente, se organizó en tres ciclos de investigación. Los resultados y las conclusiones presentes en este estudio se realizaron bajo el método de triangulación, sin dejar de lado las implicaciones y limitaciones que el mismo estudio conlleva.Ítem Latin American Bildungsromans : constructing identities in an EFL classroom.(Universidad Pedagógica Nacional, 2025) Barrientos Escalante, Lizeth Angélica; Montaño Moreno, JohannaThe present qualitative action research project aims to identify how Bildungsromans written by Latin American women might impact identity construction while fostering writing skills through a diary creation in eighth grade female students at Lorencita Villegas de Santos school located in Bogotá, Colombia. The project was developed in an EFL classroom with 25 students aged between 13 and 17 years old. For this proposal, data was collected through instruments such as surveys, interviews, field notes and artifacts, ensuring reliability and data triangulation. During the intervention two specific Bildungsromans were used: “The House on Mango Street” by Sandra Cisneros, and “Eva Luna” by Isabel Allende. During the reading of the texts, three pedagogical cycles were implemented, while fostering writing skills and identity construction. The data demonstrated that Bildungsromans written by Latin American women have a significant impact on the construction of identity and reinforcement of writing skills for the LVS eighth grade students. Through the reflective activities based on the readings, the students managed to explore personal matters such as family origins, emotions, likes or dislikes, values, and aspirations.