Licenciatura en Lenguas Extranjeras
Permanent URI for this collectionhttps://repositorio.uniagustiniana.edu.co/handle/123456789/3040
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Item Impacto del aprendizaje basado en tareas en la expresión del inglés en estudiantes de la Uniagustiniana: Un estudio de observación participativaPerilla Beltrán Luissa Maria; Prada Garcia Brayan Camilo; Munoz Mateus Jose GerardoThis research analyzes the impact of Task-Based Learning (TBL) on the English oral expression of Uniagustiniana students. Using a mixed-methods approach, it evaluates how TBL improves active participation and communicative skills.Item DUA como estrategia inclusiva en aulas de inglés a estudiante con TEAHuerfano-Cagua, Lina María ; Muñoz-Mateus, Jose GerardoThis research analyzes the implementation of strategies based on the fundamental principles of Universal Design for Learning (UDL) and how they promote the learning of English as a second language in students with Autism Spectrum Disorder (ASD). Taking into account the challenges and obstacles that students with ASD face, it also seeks to analyze the results reported in previous studies on the implementation of these strategies and to synthesize the pedagogical implications of the findings for teaching practice. After conducting a documentary review, it was evident that Universal Design for Learning constitutes a pertinent and necessary framework for teaching English as a foreign language to students with ASD since it promotes accessible, motivating, and equitable spaces. However, less limited and broader research designs are required, integrating the three principles. Additionally, many studies are limited to interviews and surveys with the stakeholders, so more specification is needed in the processes and results of the application of the strategies. In addition, greater teacher training is needed to make educational inclusion more effective.Item Professors' Perspectives on the Cultural Content of Textbooks for Teaching Spanish as a Foreign Language in a Higher Education Institution / Perspectivas De Los Profesores Sobre El Contenido Cultural De Los Libros De Texto Para La Enseñanza Del Español Como Lengua Extranjera En Una Institución De Educación SuperiorZuluaga-Suarez, Miguel Ángel; Prieto-Acosta, Michelle Camila; González-Fuentes, Laura Daniela; Linares-Nuñez, Diana RocíoThis research analyzes the perspectives of Spanish as a Foreign Language (ELE) professors at Uniagustiniana regarding the cultural content of Basic-level textbooks, with a focus on understanding the importance of including idiomatic expressions from Bogotá. The study is based on the identification of a tendency in educational materials to prioritize Peninsular Spanish while limiting the representation of Latin American varieties. The research used a phenomenological approach and used surveys, interviews, and classroom observations as data collection instruments. The findings show that, even when textbooks play an important role in organizing content, they present limitations in the inclusion of cultural elements and idiomatic expressions related to the Bogotá context. Additionally, professors claim that there is a need to incorporate more contextualized content that reflects real language use, since skipping these elements can affect learners’ communicative competence and cultural understanding in real life contexts.Item Estrategias docentes en la enseñanza de la habilidad de lectura en inglés a estudiantes con discapacidad visual en una institución de educación superior en BogotáMelibea Chaparro Becerra; Derly Asceneth Chamorro Cano; Pedro Alejandro González MesaThis research focuses on the challenges and strategies teachers at a higher education institution in Bogotá face when sharing knowledge and experiences in teaching reading in English to students with visual impairments. Although tools such as braille and assistive technologies are available in various contexts, their use remains limited, largely due to a lack of teacher training in aspects such as the implementation of activities focused on students with special educational needs. Thus, this research analyzes teachers' perspectives on their own teaching methods, also addressing the challenges that may arise and the impact of these approaches on creating an inclusive environment. The results highlight that, although teachers demonstrate creativity and commitment, the strategies they implement in the classroom do not achieve inclusive education due to a lack of resources and institutional support. However, this study emphasizes the importance of strengthening education and providing teachers with the necessary means to transform classrooms into equitable spaces accessible to all students.Item El método de traducción gramatical en el aprendizaje del inglés de una adulta mayor: un estudio de casoMesa-Mendivelso, Laura Valentina ; Castro, Ana LuisaThis research analyzes the impact of the Grammar Translation Method (GTM) on the English language learning of a 73-year-old Colombian woman, using a qualitative case study approach. In a context where English provides access to digital information, social media, and even medical instructions, older adults face difficulties understanding a language other than their native tongue, which generates a strong sense of exclusion. The study was conducted over six weeks, employing instruments such as participant observation, semi-structured interviews, analysis of written work, and the researcher's reflective journal. The results show progress in the comprehension of everyday words, the use of translation tools, and basic written production. Some variations in the participant's self-confidence are noteworthy, particularly in her interactions with others and in dialogues with people from another generation, where she demonstrated absolute confidence and the ability to contribute useful concepts and arguments. Furthermore, limitations were identified in mental retention and thought processing dynamics due to age-related cognitive changes in the participant. The conclusion shows that while the GTM (Global Teacher Training) presents limitations, particularly in oral communication skills, it stands out as an excellent teaching option ideal for older adults, adapting to their cognitive and affective profile and contributing to the certainty regarding the validity of traditional methodologies in specific contexts.Item La exposición frecuente a plataformas de videos de corta duración (TikTok) y su influencia en los procesos cognitivos involucrados en la comprensión lectora en inglés como lengua extranjera en estudiantes de secundariaDiaz Reyes Juan CamiloThis research analyzes the impact of short TikTok video exposure on English reading comprehension in high school students, emphasizing the role of sustained attention. It employs a qualitative case study with two students.Item English Teachers’ Mental Well-being Perspectives During English Instruction in a Public and a Private Bilingual SchoolJiménez Tabio Juana Valentina; Cortes Montaña Yeris Dayanna; Linares Nuñez Diana RocioThis research analyzes the factors that may affect the mental well-being of English teachers during instruction in two different educational settings: a public secondary school and a private bilingual school in Suba, Bogotá. First, by presenting studies that support our research on the mental well-being of English teachers during English classes, helping us identify common factors related to their mental health.Item Socio-cultural Aspects In The “English File” Teaching BookMariana de los Angeles Vanegas Valderrama; Loren Mariana Mesa Quintero; Juan Esteban Mayorga Alberto; Rodrigo Andrés Deemera AriasThis study analyzes the socio-cultural aspects present in the English File (Elementary and Pre-Intermediate, 4th edition) textbook and its influence on the English learning process from first and second semester students in the Foreign Languages Degree with Emphasis in English, at the Universitaria Agustiniana - Uniagustiniana in Bogotá, Colombia. Using a mixed-methods approach, with semi-structured interviews, and classroom observations. The information was collected from different perspectives. The analysis was organized in four categories: cultural representation, social aspects, cultural inclusivity, and teaching practices. As a result, the investigation of the textbook focuses mostly on British and American cultural references, with limited content related to Latin American and local Colombian culture. Some students reported feeling comfortable with the textbook's cultural content, however, 66.7% of them indicated that the book does not reflect the culture they are part of. About the teachers, It was mentioned that they are aware of the textbook's structural and communicative strengths, even though it is necessary to support it with local and relevant materials to connect cultural gaps and enhance student engagement. In conclusion, the teacher works as a cultural mediator, improving students' learning process by not only using books, but also restructuring it in order to have a better approach related to students' culture.