Especialización en Enseñanza de Inglés
Permanent URI for this collection
Browse
Browsing Especialización en Enseñanza de Inglés by Issue Date
Now showing 1 - 5 of 5
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.Item The impact of reading strategies in the performance on the reading comprehension in fifth graders(Universidad Santiago de Cali, 2020) Mitis Angulo, Kathleen Stefanía; Rozo Chicué, Juan Pablo; Blanco Betancourt, Francisco JavierThis research study is conducted in a private school in the city of Cali in which the participants are 15 female students cursing fifth grade between the ages 10 and 11 years old. The aim of this study is to inquire the relation between skimming and scanning reading strategies and the performance on the reading comprehension. This qualitative research also adopts a quantitative data collection instruments and utilize a descriptive design. The instruments for collecting data were a pretest, a posttest and interviews. This study implements 5 interventions to train students in the use of skimming and scanning strategies to answer literal reading comprehension questions. After implementing this study can be concluded that exist a positive relation between the skimming- scanning reading strategies and the students’ reading performance. To conclude, it can be demonstrated the effectiveness of these strategies to improve the students’ reading comprehension performance.Item Afro-english classroom project, as an alternative to improve the speaking skill of ninth graders, from Institución Educativa Técnico el Ortigal (I.E.T.O) school(Universidad Santiago de Cali, 2020) Cruz Mosquera, Andrea María; Castrillón Valderrama, Catalina; Fernández Benavides, AlejandroThe need to learn a foreign language has grown significantly today because the phenomenon of globalization has allowed communication and cultural exchange between people from different places. In Colombia, through the bilingualism program of the Ministry of Education (MEN), alternatives have been sought to integrate English teaching in public schools. Therefore, this study aims to evaluate the impact of an Afro-English classroom project as an alternative to improve speaking skills from an intercultural perspective of ninth graders from a public school. Subsequently, the purpose of this research is to diagnose students’ speaking skill level through the assessment of the effectiveness of the Afro-English classroom project in order to determine learners’ improvement on oral production and their reflection on learning the target language from a cultural point of view. Furthermore, this is a qualitative action research study. Likewise, the data collection instruments were a pre-test, a post-test, a survey, an interview, and observations. Moreover, regarding the oral production, the results indicate that in in terms of the linguistic competence this study showed that students faced difficulties in the use of some grammatical structures, such as syntax, verb forms, lexical morphemes construction, omission of words, past tense coherence, prepositions of time, and the accordance with the third person singular. Subsequently, the results illustrate that the Afro-English classroom project implementation had a positive effect on different components of the speaking skill, such as pronunciation, vocabulary, and interaction. Likewise, the findings showed that integrating cultural topics in the language classroom is effective for students’ learning process because they were interested and motivated to participate in the class’s activities. Besides, the experience of integrating Afro-culture in class was positive because the students became aware of the value of their own culture and significant things such as not being racist or discriminatory. On this basis, it is recommended to include cultural topics in the English classroom to make the language learning process more interesting for the students. Besides, this research has benefits for other English teachers at public schools because they can use cultural activities within their lessons in order to help their students to improve their English skills.Item Afro-English classroom project, as an alternative to improve the speaking skill of ninth graders(Universidad Santiago de Cali, 2020) Cruz Mosquera, Andrea María; Castrillón Valderrama, Catalina; Fernández Benavides. AlejandroThe need to learn a foreign language has grown significantly today because the phenomenon of globalization has allowed communication and cultural exchange between people from different places. In Colombia, through the bilingualism program of the Ministry of Education (MEN), alternatives have been sought to integrate English teaching in public schools. Therefore, this study aims to evaluate the impact of an Afro-English classroom project as an alternative to improve speaking skills from an intercultural perspective of ninth graders from a public school. Subsequently, the purpose of this research is to diagnose students’ speaking skill level through the assessment of the effectiveness of the Afro-English classroom project in order to determine learners’ improvement on oral production and their reflection on learning the target language from a cultural point of view. Furthermore, this is a qualitative action research study. Likewise, the data collection instruments were a pre-test, a post-test, a survey, an interview, and observations. Moreover, regarding the oral production, the results indicate that in in terms of the linguistic competence this study showed that students faced difficulties in the use of some grammatical structures, such as syntax, verb forms, lexical morphemes construction, omission of words, past tense coherence, prepositions of time, and the accordance with the third person singular. Subsequently, the results illustrate that the Afro-English classroom project implementation had a positive effect on different components of the speaking skill, such as pronunciation, vocabulary, and interaction. Likewise, the findings showed that integrating cultural topics in the language classroom is effective for students’ learning process because they were interested and motivated to participate in the class’s activities. Besides, the experience of integrating Afro-culture in class was positive because the students became aware of the value of their own culture and significant things such as not being racist or discriminatory. On this basis, it is recommended to include cultural topics in the English classroom to make the language learning process more interesting for the students. Besides, this research has benefits for other English teachers at public schools because they can use cultural activities within their lessons in order to help their students to improve their English skills.