Maestría en Enseñanza y Aprendizaje del Inglés
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Browsing Maestría en Enseñanza y Aprendizaje del Inglés by Author "Gordillo Muñoz, Greisy Andrea"
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Item Advantages of using ICT with underperforming high school EFL learners(Universidad Santiago de Cali, 2024) Rizo Lòpez, Diego Alejandro; Gordillo Muñoz, Greisy AndreaThis comprehensive review explores the advantages of integrating Information and Communication Technologies (ICT) into English as a Foreign Language (EFL) instruction for underperforming high school learners. Firstly, it investigates how ICT tools can motivate students and enhance language acquisition. Secondly, it uncovers the benefits of multimedia formats and interactive applications in optimizing the learning experience. Thirdly, it examines the role of Artificial Intelligence (AI) technologies in providing personalized learning experiences and improving language learning outcomes. The integration of these technologies offers personalized learning experiences, improves language learning outcomes, and increases student engagement. However, careful consideration of ethical, pedagogical, and practical dimensions is necessary to ensure equitable access and meaningful learning experiences. Also, technological innovations provide instantaneous feedback, aiding students in identifying and rectifying errors. In addition, technology facilitates access to authentic language resources, enriching language proficiency and cultural understanding among learnersItem Andragogy principles, self-directed learning, motivational factors, and their role on the adults efl learning process(Universidad Santiago de Cali, 2024) García Perez, Leonardo Andrés; Gordillo Muñoz, Greisy AndreaThis work proposes a literature review about the way adult EFL learners learn through the andragogy principles, self-direct learning and the role of extrinsic and intrinsic motivational factors. The purpose of this study is to examine the key elements that affect the learning experiences of EFL adult students in oral production. This is a qualitative study carried out under the epistemological paradigm and focused specially on a conceptual review and some background check. The methodological paradigm of this study is hermeneutics. The analysis is a semi-systematic review. An epistemological chart is the instrument that will be used to identify, compare and analyze information. The study’s findings suggest that educators need to embrace a learner-centered approach rooted in andragogical principles. By cultivating self directed learning, understanding motivational factors, and taking advantage of innovative andragogical strategies, educators can create inclusive learning environments that empower adult EFL learners to achieve their language learning goalsItem Exploring metacognition in language and motivation in higher education students: An epistemological journey(Universidad Santiago de Cali, 2024) Borrero Fernández, Jorge Alberto; García Sánchez, Juan Camilo; Gordillo Muñoz, Greisy AndreaThe present review article provides an in-depth analysis of the existing literature showing the close relationship between metacognition, motivation, and language learning strategies. Therefore, one of the main purposes of this review article is to analyze the effects of metacognitive knowledge, metacognitive experiences, and metacognitive strategies on students' motivation during the process of learning English as a foreign language in higher education. A qualitative approach under the epistemological paradigm allowed its interpretation while analyzing the information in a semi-systematic way with the help of an epistemological chart. In conclusion, the impact of knowledge, experiences and strategies on students' motivation can be both positive and negative. Several factors such as age, attitude towards learning and past interactions with the language (including relationships with teachers or impactful experiences) influence the shaping of this influenceItem Perceptions about the limitation of creativity in the EFL primary school(Universidad Santiago de Cali, 2024) Castillo Palacios, Stefany; Gordillo Muñoz, Greisy AndreaEmbarking on an exploration into the intricacies of perceptions about the limitation of creativity in the EFL primary school, the journey commences by asking the following question. Have you ever wondered what are the factors that limit creativity? Some factors limit creativity in EFL primary school. Firstly, teachers have class control, proposing activities that include the way they are going to be developed. Likewise, previous studies suggest teachers should structure their classes keeping in mind their students' different ways of learning (Miller, 2015). Secondly, teachers’ attitude toward students, that is, using unsuitable words and gestures to let students know what they are doing has no value. There has also been increasing research to support that education must consider the application of creativity, especially in the 21st century (Henriksen, Mishra, Fisser, 2016) since the new societies demand creative and innovative workers (Saebø., McCammon & O’Farrell, 2007)Item The effects of denaturalization and authentication on Colombian elementary students' English learning processes(Universidad Santiago de Cali, 2024) García Ruiz, Carlos Eduardo Orcid: https://orcid.org/0009-0009-5793-5142; Gordillo Muñoz, Greisy AndreaThis review article analyses different readings that aim to explain how denaturalization and authentication play an important role in the classroom as those 2 concepts take part in most of the exchange’s students have among themselves and also with teachers. It also attempts, through a qualitative approach under the epistemological paradigm, to explain the different processes that happen among those interactions, and the way students take stances, make allegiances, learn but also imitate others who surround them and can either be more knowledgeable than them or just people who they must interact with. This review concludes that denaturalization and authentication may change the course of a class either in a negative or a positive way, so, the impact of these two concepts is undeniable inside a social context where the children have interactions with others and take stances towards their classmates or teachers during conversations or even lessons