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Tema: EFL classroom

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Mostrando 1 - 10 de 17
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    Ítem
    Writing comic strips : a situated practice in an EFL the classroom.
    (Universidad Pedagógica Nacional, 2020) Huertas Zamora, Tatiana; Montaño Moreno, Johanna
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    Development of Early Critical Literacy Skills in fifth-graders through the use of Interactive E-Books.
    (Universidad Pedagógica Nacional, 2022) Dávila Peña, Alejandra; Martínez Cifuentes, Diana
    This pedagogical proposal seeks to enhance a sensitization process intended to support fifth graders in an early development, growth, and expansion of their early critical skills in English by means of the critical literacy approach. For this purpose, interactive e-books appear to motivate learners in the improvement of both productive and receptive skills and to foster a new way to learn and practice a language. These interactive e-books are digital books designed to include active reader participation through multimodal features and a dynamic flow of information. All these characteristics will help to promote the decoding of texts, reflective processes, critical thinking, and vocabulary acquisition going beyond the traditional reading comprehension methods. Therefore, the critical literacy approach framework is taken and adapted into five sensitization phases composed of twelve lessons, to be presented along with an interactive web page in which students can find the materials and activities intended to be carried out during the complete process.
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    Formative assessment in vocabulary learning : insights for the English classroom.
    (Universidad Pedagógica Nacional, 2025) Corredor Pabon, Helen Valeria; Morales Sossa, Ana Milena
    Esta investigación-acción examina el rol de la evaluación formativa en el aprendizaje de vocabulario entre estudiantes de inglés como lengua extranjera de tercer grado en el Colegio Magdalena Ortega de Nariño. Analiza las percepciones de los estudiantes sobre las estrategias de evaluación formativa y su impacto en el desarrollo de léxico. Mediante un enfoque cualitativo, se implementaron grupos focales y artefactos para recopilar datos valiosos que evidenciaron el desarrollo de la propuesta pedagógica. Los resultados de la triangulación metodológica revelan que los estudiantes valoran la retroalimentación constructiva como una herramienta de mejora y motivación. La colaboración entre pares surgió como un apoyo clave que fomenta la interacción, el conocimiento compartido y el estímulo emocional. En conclusión, la evaluación formativa puede potenciar la retención de vocabulario implementando retroalimentación centrada en el estudiante y estrategias multimodales, al tiempo que aborda las barreras afectivas.
  • Miniatura
    Ítem
    PBL : enhancing situated productive skills through reflections upon the life project.
    (Universidad Pedagógica Nacional, 2022) Gil Alfonso, Laura Alejandra; Rincón Vanegas, Alison Daniela; Montaño Moreno, Johanna
    El presente documento da a conocer una propuesta pedagógica de investigación-acción con el objetivo de fomentar habilidades productivas en inglés con un proyecto de vida a través del enfoque PBL en el aula de inglés como lengua extranjera. Las participantes de este estudio fueron estudiantes de séptimo grado entre 11-14 años del colegio público Liceo Femenino Mercedes Nariño ubicado en Bogotá, Colombia. Durante las intervenciones de los investigadores novatos se recolectaron cuestionarios, notas de campo, artefactos, grabaciones, pruebas y entrevistas, siguiendo un diseño instruccional que condujo a la intervención pedagógica; en el que diferentes actividades y prácticas reflexivas ayudaron a conformar un proyecto de vida integral. A través del método de triangulación, fue posible analizar los hallazgos y presentar las conclusiones, implicaciones y limitaciones del proyecto.
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    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, Ferney
    Esta 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.
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    Traditional games : a pedagogical proposal to encourage Intercultural Communicative Competence.
    (Universidad Pedagógica Nacional, 2023) Quintero Naranjo, Brenda Estefania; Reina Moreno, Vanessa Andrea
    This 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.
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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, Ferney
    This 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.
  • Miniatura
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    Improving english fluency : A colloquial-based intercultural design.
    (Universidad Pedagógica Nacional, 2023) Hernandez Camacho, Sergio Ivan; Montaño Moreno, Johanna
    In 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.
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    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, Johanna
    This 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.
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    Enhancing EFL oral skills through ECO 2.0 Kids : a culturally situated perspective.
    (Universidad Pedagógica Nacional, 2024) Guerrero Diaz, Nisi Jireh; Montaño Moreno, Johanna
    Este 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.