Facultad de Educación
Permanent URI for this community
Browse
Browsing Facultad de Educación by Author "Arenas Reyes, Julio Cesar"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
Item Reading Comprehension in Pragmatic Competence: Is it transferable from L1 to L2?(Universidad Santiago de Cali, 2019) Calero Silva, Vanessa; Gutiérrez Estrada, Laura Alejandra; Arenas Reyes, Julio CesarThe hypothesis established by the group was that according to the standardized national testing system, students at 3rd grade group under scored in the Instituto Técnico Comercial e Industrial Providencia’s percentage based on the Pruebas Saber 2016 in their reading comprehension in the mother tongue (Spanish), and that the same presumably happens in their foreign language (English). Based on this, the objective is set, which is to look for an answer of the hypothesis presented. This objective is to test whether the problems that students have in their mother tongue in the reading comprehension are resembled in their foreign language. In addition, the group created 3 tests to be applied in three different moments, in all the three groups of third grade; firstly, because of the problems shown in the Pruebas Saber, and secondly, to basically know if there is a correlation between the difficulties in both languages.Item The Effect of Implementing Pictures as a Didactic Writing Descriptive Tool in Eighth-Graders(Universidad Santiago de Cali, 2019) Ortega Chagüezá, Julie Marcela; Vallejo Moreno, Daniela María; Arenas Reyes, Julio CesarThis research focuses on writing skill considering the parameters set by the government to make students develop a B1 level of proficiency in English as a Foreign Language (EFL). One of those parameters, regarding eighth- grade learners is that they are to produce descriptive paragraphs; nevertheless, they present difficulties when writing descriptive texts because they do not know how to structure them due to several factors that affect this process of learning and they are discussed throughout the research. Therefore, implementing pictures as a didactic writing descriptive tool could be a guide for developing writing skills and enriching students’ written production based on four categories which are considered specific features of descriptive paragraphs. Consequently, this document intends to evaluate the effect of implementing pictures as a didactic writing descriptive paragraph tool in eighth-graders in a public high school in Cali through a classroom research. Finally, the paper ends with some implications for education and research that could be considering for further investigations.