Maestría en Enseñanza y Aprendizaje del Inglés
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Item Documental Analysis On Teaching English For Specific Porpuses (ESP) To Accounting University Students(Universidad Santiago de Cali, 2022) Mosquera Hinestroza, Robinson; Pinzón, María Fernanda; González Valencia, Heriberto (Director)Literature on ESP for accounting students has an important role in determining the methodologies and strategies students face during their learning process. The last statistics on English performance for accounting students reveal that the market demand for bilingual accountants is not met in the country. Therefore, the present documental analysis focuses on assessing the current literature on the matter and the given methodologies that are used in universities, including the strategies to deal with the different challenges students must acquire the language parting from their mother tongue, adapting to grammatical rules, error correction, and many other factors relevant to the learning process. This assessment is also seen from the strengths and weaknesses points to comprehend the contributions that the literature provides for English teachers. A qualitative approach was applied to get information which was analyzed through a deep documental review. Final conclusions evidenced the importance of using authentic material in the teaching and learning processesItem Sociocultural interactions into an EFL classroom on the speaking skills achievement(Universidad Santiago de Cali, 2022) Arango Cardona, Manuela https://orcid.org/0000-0003-1165-5435 ; Gordillo Muñoz, Greisy Andrea https://orcid.org/0000-0002-9826-2847This work proposes a literature review that examines the effect of sociocultural interactions in an English as a foreign language (EFL) classroom on the speaking skills achievement in Colombia. The purpose of this study is to trace the effect of sociocultural interactions that emerge in an EFL classroom on the speaking skills acquisition. Based on different key concepts such as learning process (Lanchman, 1996), speaking skills achievement (Burns 2019), classroom environment (Dorman, Aldridge & Fraser, 2006), sociocultural interactions (Meta Keumala, 2019) and classroom interactions (Meta Keumala, 2019). This study is qualitative and is done under the literature review method where the concepts and theory are interpreted to find the effect of sociocultural interactions in the EFL classroom that impact the speaking skills achievement, the sample will contain empirical and direct sources from 2000 to 2022 and the instrument used to present the information found will be an epistemological chartItem The Vision of Interculturality Influence on Learning English as a Foreign Language(Universidad Santiago de Cali, 2023) Rivera Santanilla, María Isabel; Mora Pedreros, María Paula (Director)The main vision of this study focuses on analyzing the current relationship between the teaching of a foreign language and the teaching of intercultural communicative competence. This study seeks to investigate how interculturality influences the vision of learning English as a foreign language in basic secondary education in the Latin American context. It is a qualitative study, carried out with a descriptive review and with a documentary sample of 71 empirical texts and research results, likewise 2 direct sources were used and which were treated in a methodological instrument called epistemological framework, to the documentary systematization of literature. The research seeks to highlight the present or absent literature on language teaching processes that require a greater presence of intercultural elements, in order to create in students an interest in cultures when learning English as a foreign language. In this study, it is intended to focus on the role of intercultural competence in the learning process of English as a foreign language, from the documentary reviewItem The influence of didactic materials on learners’ motivation towards learning EFL(Universidad Santiago de Cali, 2023) Grueso Casquete, Juan Carlos; Gordillo Muñoz, Greisy Andrea https://orcid.org/0000-0002-9826-2847Motivation is determinant for learning English as a foreign language. It arises from internal and external factors that surround the student and, although its measurement is complex given its subjectivity, since it is inherent to each individual, there is evidence to affirm that the use of didactic materials serves to increase the learner’s motivation in the classroom. Consequently, this review article seeks to describe the influence of teaching materials on the motivation towards the study of learning English as a Foreign Language (EFL). For this, the results of previous research from the last ten years related to the teaching of English as a foreign language were reviewed. The systematic review is the methodological tool used, accompanied by an epistemological framework for the analysis of the information. The categories to analyze implemented were the theory of self determination and its concepts of autonomy, competence and relatedness proposed by Ryan & Deci (2000). The exposed results open a discussion regarding the influence of physical and technological materials for learning English, as well as their relationship with motivation. As a conclusion, the review finds that intrinsic and extrinsic motivation are influenced by didactic materials in the classroom, making their use relevant to raising the motivation of students of English as a foreign languageItem 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 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 lessonsItem 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 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 influence