PROCEEDINGS

BOOK 2024
Escuela de Ciencias de la Educación
Maestría en Mediación Pedagógica en el Aprendizaje del Inglés
Grupo de Investigación VIRTUALEX.
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA (UNAD)

Jaime Alberto Leal Afanador

Rector
Constanza Abadía García
Vicerrectora académica y de investigación
Leonardo Yunda Perlaza
Vicerrector de medios y mediaciones pedagógicas
Édgar Guillermo Rodríguez Díaz
Vicerrector de servicios a aspirantes,
estudiantes y egresados
Leonardo Evemeleth Sánchez Torres
Vicerrector de relaciones intersistémicas e internacionales
Julialba Ángel Osorio
Vicerrectora de inclusión social para el
desarrollo regional y la proyección comunitaria
Myriam Leonor Torres
Decana Escuela de Ciencias de la Salud
Clara Esperanza Pedraza Goyeneche
Decana Escuela de Ciencias de la Educación
Alba Luz Serrano Rubiano
Decana Escuela de Ciencias Jurídicas y Políticas
Martha Viviana Vargas Galindo
Decana Escuela de Ciencias Sociales, Artes y Humanidades
Claudio Camilo González Clavijo
Decano Escuela de Ciencias Básicas, Tecnología e Ingeniería
Jordano Salamanca Bastidas
Decano Escuela de Ciencias Agrícolas,
Pecuarias y del Medio Ambiente
Sandra Rocío Mondragón
Decana Escuela de Ciencias Administrativas, Contables,
Económicas y de Negocios
3rd International Congress on Pedagogical
Mediation in Language Learning
“Cultural sensitivity and technological innovation
for language learning and acquisition”

Compiladores
Diana Liceth Martínez Verdugo
Juan Carlos Acosta López
 Organizadores
Grupo de Investigación VIRTUALEX

Adriana del Pilar Rojas Jenny Carolina Sandoval Rozo

Adriana Paola Bendek Rico Jesús Alberto Córdoba Mosquera
Ana Milena Morales Sossa John Freddy Cortés
Carlos Alberto Muñoz Gutiérrez Jonathan Alexander Delgado Ochoa
Cenaida Gómez Sáenz Jorge Andrés Parra Villalba
Ciro Alexander Rodríguez Fernández Josué Ignacio Ochoa Torres
David Santiago Pérez Juan Carlos Acosta López
Diana Liceth Martínez Verdugo Lader de Jesús García
Diana Milena Gómez Saavedra Linda Susan Regnier Cortés
Dina Esperanza Bonilla Gómez Lizeth Paola Trujillo
Edith Lorena Grande Triviño Marcela Díaz Ramírez
Edwin Andrés Londoño Alape Paola Andrea Cárdenas Henao
Franklin Ferney Rangel Grass Sandra Viviana Bayona
Eliana Constanza Cardona Tatiana Gómez
Héctor Julio Galeano Rodríguez Víctor Hugo Fonseca Jiménez
Ingrid Nathalie Contreras Viviana Andrea Ospina
Jasleydi Rincón Ximena Alexandra Rodríguez Bueno

Maestría en Pedagogía de los Idiomas Nacionales

y Extranjeros Mención Enseñanza de Inglés
Universidad Técnica Particular de Loja (Ecuador)
Gina Karina Camacho Minuche
Eva Ulehlova

Universidad Isabel I, España

Laura María Aliaga-Aguza Claudio Moyano
Valentina Yordanova Pavlova María de Gracia Rodríguez Fernández
Sergio Ruiz-Pérez Belén Ozarín

Moderadores
Tatiana Gómez MC Marcela Díaz
Viviana Andrea Ospina Giraldo Yinela Isabel Martínez García
Cenaida Gómez Guillermo Arenas
Edwin Londoño
ISSN: 2981-7986

©Editorial
Sello Editorial UNAD
Universidad Nacional Abierta y a Distancia
Calle 14 sur No. 14-23
Bogotá D.C

Número 2

Esta obra está bajo una licencia de Creative

Commons Reconocimiento-No Comercial-
Compartir Igual 4.0 Internacional.
CONTENTS
TABLE OF
Introduction 9

Welcome Speech 11

Keynote speaker 2024 14

The future of the past in language teaching
Jack C. Richards

PLENARY SPEAKERS 15

AI in language learning: opportunities and threats 16

Robert Godwin-Jones

Designing for complexity: curricular strategies

that can deepen cultural understanding 25
Stephanie Lain, Ph.D.

Interrupting the coloniality of English instruction–

putting ELT at the center of imagining alternative futures 35
Gabriela Alejandra Veronelli

Harnessing technology to build cultural

sensitivity in language education 45
Marisol Marcin

El humor como herramienta pedagógica

en la enseñanza de idiomas 53
Laura M. Aliaga-Aguza

Docentes inclusivos: el reto de la

interculturalidad en aula de idiomas 63
Sergio Ruiz Pérez
Valentina Yordanova Pavlova
 Flipped learning in L2 acquisition 71
CONTENTS
TABLE OF
Belén Ozarín García

La estrategia didáctica del club de lectura:

una propuesta de mediación educativa 80
Claudio Moyano Arellano

El aprendizaje de la lengua inglesa mediante

la aplicación de las TICs en el aula 88
María de Gracia Rodríguez Fernández

RESEARCH ORAL PRESENTATIONS –

CONCURRENT SESSIONS 97

El límite conversacional de la IA: una revisión

crítica sobre el diseño de chatbots educativos como
asistentes virtuales para el aprendizaje de la lengua 98
Hector Ariel Feruglio Ortiz

Enhancing language learning through

multimodal integration: a proposal for
curriculum development and evaluation 106
Inés Amaya Díaz
Johnny Xavier Bajaña Zajia
Vinicio Amaya Díaz

Análisis de estrategias didácticas de enseñanza

y aprendizaje usadas en el proceso de la enseñanza
del inglés en estudiantes de 3° de la IETAL de Luruaco 110
Kaljeinz Ricardo Soto Ortiz
 Narrative circles in English as a strategy
to strengthen civic competencies 120
CONTENTS
TABLE OF
Herberth Alfonso Mendieta Ramírez
Martha Isabel Díaz Ramírez
Katherin Johanna Rodríguez Silva
Yineth Alexandra Rodríguez Silva

Intercultural communication and the strengthening

of English as a foreign language in the BA in
communication studies and journalism at UNIMINUTO,
Bogotá Calle 80 Campus 130
Paola Ruiz-Rodríguez
Santiago Torres Sánchez

Impact of a practical course with a differential focus

on English language teaching to early childhood for
Licenciatura en lenguas extranjeras con énfasis en
inglés, at Universidad Nacional Abierta y a Distancia 139
Fredy Arley Molano Zambrano

Exploring the influence of artificial intelligence

on students’ academic achievements:
ChatGPT as a case study 150
Hind Ouquessou

Empowering EFL learners: exploring the role

of flipped instruction in nurturing metacognitive
abilities beyond traditional approaches 157
Fabián García Sarasty

Promoting assertive communication through

communicative language teaching and task-based
learning in sixth-grade students at Nuestra Señora
del Tránsito Departamental Educational Institution 168
Ana Paola Corredor Ruiz
 Electrifying English: an action research study
about the design and implementation of a
CONTENTS
TABLE OF
virtual learning object (VLO) to enhance the
inferential reading comprehension skill 180
Ángela Vanessa Duarte Infante

RESEARCH POSTERS -
CONCURRENT SESSIONS 186

Psychological Factors that Affect English Learning

in Ninth-Grade Students at Colegio Técnico
Jaime Pardo Leal IED in Bogotá 187
Cindy Aliseth Guatavita

Enhancing EFL speaking skills in young learners:

a literature review analysis of self-confidence
development strategies 196
Isabel Cristina Acevedo Tangarife

Students’ learning strategies in online

listening comprehension activities 204
Guillermo Alberto Arenas Aguilar

Canva application: an ally in the teaching practice

and an innovative tool in the learning process 213
Lisseth Tatiana Camacho Bueno
 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Introduction
The 3rd International Congress on Peda- at Universidad Isabel I (Spain) and the
gogical Mediation in Language Learning, Master’s in Maestría en Pedagogía de los
held virtually on June 11, 12, and 13, 2024, Idiomas Nacionales y Extranjeros, Mención,
served as a dynamic and inclusive platform Enseñanza de Inglés at Universidad Técnica
for academic dialogue and the exchange Particular de Loja (Ecuador).
of innovative pedagogical and research
experiences. With the theme “Cultural The congress unfolded over three days with
Sensitivity and Technological Innovation a well-structured program that combined
for Language Learning and Acquisition”, plenary sessions, concurrent presentations,
the congress aimed to explore how cultural one workshop, and poster exhibitions. On
awareness and technological advance- Day 1 (June 11), the event opened with a
ments can transform language teaching series of plenary sessions featuring expert
and learning. This event brought together speakers who provided a broad overview
researchers, educators, and students from of the central theme. A highlight of the day
nine countries—USA, Canada, Japan, New was the keynote lecture delivered by Dr.
Zealand, Argentina, Ecuador, Spain, Ukraine, Jack Richards, a globally renowned figure
and Morocco—, which demonstrates its in language education, who set the tone
global reach and commitment to fostering for the discussions that followed.
collaboration across diverse educational
and cultural contexts. On Days 2 and 3 (June 12 and 13), the
mornings were dedicated to additional
The congress was made possible through plenary sessions, addressing key topics
the collective efforts of four organizing and facilitating debates on critical issues
committees. These committees included related to pedagogical mediation, cultural
students from the Master’s Program in sensitivity, and technology in language
Pedagogical Mediation for English Learning learning. Additionally, in the afternoons,
at UNAD, professors from the VIRTUALEX concurrent sessions allowed national and
research group, and collaborators from the international researchers to present their
Master’s in “Formación del Profesorado” studies and share innovative practices.

3rd International Congress on Pedagogical PROCEEDINGS

Mediation in Language Learning BOOK 2024
 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

These sessions were complemented by awareness into educational practices

contributions from students of the Master’s to promote diversity and a deeper un-
Program in Pedagogical Mediation for derstanding of different cultures.
English Learning, who showcased their Technological Innovation for Language
academic work, enriching the event with Acquisition: Focusing on digital literacy,
diverse perspectives. A dedicated research artificial intelligence, and other technolo-
poster room was available on both days, gical tools that support language learning
creating opportunities for participants in diverse and multicultural contexts.
to display their projects and engage in
meaningful exchanges with peers working This congress offered a unique opportunity
in similar areas. for participants to engage in reflective
discussions, share best practices, and
The congress focused on five thematic axes, collaborate on cutting-edge research. Its
each addressing critical areas of interest: virtual format enabled broad accessibility,
allowing educators, researchers, and stu-
Pedagogical Mediation in Language dents from across the globe to connect
Learning: Examining the benefits and and contribute to the evolving fields of
challenges of mediation as a tool to pedagogical mediation and language
enhance language acquisition and education.
support learner autonomy.
Assessment and Curriculum in Language The proceedings presented in this volume
Teaching: Exploring advances in curricu- capture the richness and diversity of the
lum design, assessment strategies, and ideas and strategies shared during the
didactics for foreign language education, event. They represent the collective efforts
bilingual programs, and native language of contributors to address the complexities
instruction. of modern education, offering insights into
Linguistic Research in Educational Con- how cultural sensitivity and technological
texts: Investigating practical applications innovation can shape inclusive, effective,
of linguistic, sociolinguistic, and literary and transformative approaches to language
research to improve language teaching teaching and learning. The conferences,
and learning practices. oral presentations, and posters were con-
Cultural Sensitivity in Language Teaching: ducted virtually on ZOOM and the SIMULEL
Highlighting the integration of cultural platform and were broadcast on TV UNAD.

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Mediation in Language Learning BOOK 2024
 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Welcome Speech
Ladies and Gentlemen, esteemed collea- Professor Cenaida Gomez, who served as the
gues, honored guests, and distinguished General Chair for the previous editions of this
speakers, on behalf of the organizing com- event. Your guidance and experience have
mittee, it is my distinct honor and privilege been instrumental in shaping the success of
to welcome you all to the 3rd International this congress. Furthermore, our appreciation
Congress on Pedagogical Mediation in also goes to our colleagues from Universidad
Language Learning. As the General Chair of Isabel I, Universidad Técnica Particular de
the organizing committee, I am thrilled to Loja in Ecuador, and the Department of
see such a diverse and esteemed gathering Linguistics and Languages at Universidad
of educators, researchers, and practitioners de Nariño. Your collaboration has been
from around the world. pivotal in assembling this prestigious event.

First and foremost, I would like to extend my Can you all believe we’re here for the 3rd
deepest gratitude to all the individuals and version of the International Congress al-
teams who have worked tirelessly to make ready? It feels like just yesterday we were
this event possible. The scientific commit- brainstorming ideas for the first one. The
tee, the themes and guest committee, the time has flown by in a whirlwind of planning
marketing and publicity committee, and the sessions, late nights fueled by coffee, and
committee responsible for compiling the maybe a little too much passion! and count-
proceedings book have all played pivotal less emails exchanged across continents.
roles. Your dedication and hard work have Speaking of continents, putting this congress
been invaluable, and this congress would together has been a masterclass in cultural
not be possible without your efforts. sensitivity! Let me tell you that time zones
and preferred communication styles can
I would also like to offer special thanks to Dr. be a fascinating dance. But throughout the
Liceth Martinez, the Director of the Master’s process, technology has been our saving
in Pedagogical Mediation in English Learning, grace. Video conferencing platforms have
for her visionary leadership and unwavering bridged the physical distance, and commu-
support. A heartfelt acknowledgment goes to nication tools have helped us navigate the

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

nuances of language. Isn’t that what we’re researchers sharing groundbreaking theories
all about here – using technology to enhance alongside enthusiastic graduate students
communication and understanding? brimming with fresh ideas. It’s this dynamic
exchange that propels the field forward.
This very act of bringing all of you together,
from Colombia to Casablanca in Morocco As we come together for this congress, the
and Pasay City in the Philippines, serves as theme of “Cultural Sensitivity and Technolo-
a testament to the power of pedagogical gical Innovation” stands out as particularly
mediation in language learning. The world relevant and pressing. In a world that is
is getting smaller, and the need for effective becoming increasingly interconnected,
cross-cultural communication has never the ability to navigate and respect cultural
been greater. And guess what? We, as differences is essential. This is especially
educators and researchers, are right at the true in the field of language learning, where
forefront of this exciting transformation! understanding cultural contexts can signifi-
cantly enhance the educational experience.
Pedagogical mediation in language learning In Colombia, and Latin America as a whole,
is not just a theoretical concept; it is a these issues are of paramount importance.
practical necessity that can transform Our region’s diverse cultural landscapes and
the educational experiences of countless rapid technological advancements present
students across our country. By embracing both challenges, opportunities, and deep
cultural sensitivity, we can create learning transformations for educators.
environments that respect and celebrate
the diverse backgrounds of our students. By At Universidad Nacional Abierta y a Distancia
leveraging technological innovation, we can (UNAD), we are at the forefront of this
overcome barriers and provide high-quality transformative journey. Our metasystem,
education to even the most remote areas. grounded in the curricular evolution of an
innovative distance learning model, exem-
Think about it. Just a few decades ago, plifies our commitment to innovation and
language learning might have meant dusty inclusiveness. We are dedicated to reaching
textbooks and rote memorization. Today, every corner of our country and expanding
we’re talking about immersive virtual reality our presence internationally through UNAD
experiences, interactive online platforms, and Florida and our headquarters in Spain. Our
mobile apps that gamify the learning process. mission is to leverage teaching and learning
The presentations you’ll see over the next experiences to focus on communities and
few days showcase the incredible innovation diverse contexts, thereby advancing cultural
happening in our field. We have seasoned sensitivity in the language classroom.

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

This commitment is reflected in our received numerous proposals, but only the
efforts to integrate technological tools most innovative were selected for presen-
and platforms that enhance the teaching tation. I am particularly proud that students
and learning process. By doing so, we are from our Master’s Program in Pedagogical
not only making education more accessible Mediation in English Learning will also be
but also ensuring that it is relevant and presenting their research.
responsive to the needs of our students.
Our approach places teachers, curricular I want to thank each of you for your parti-
transformation, and local contexts at the cipation and engagement. Your presence
center of the educational experience, here today underscores the importance of
ensuring sustainability and accessibility our collective efforts to advance language
for all. education. Together, we are shaping the
future of pedagogical mediation in language
Today, as we officially open this congress, learning, making it more inclusive, innovative,
I am excited to share the layout of our and impactful.
event. Day 1 will feature plenary sessions,
including a keynote address by Dr. Jack Welcome to the 3rd International Congress
Richards, whom I profoundly admire. On on Pedagogical Mediation in Language
Days 2 and 3, we will have plenary sessions Learning. Let us embark on this journey of
in the mornings and concurrent sessions in knowledge, discovery, and collaboration.
the afternoons. These concurrent sessions Thank you!
will take place in three different rooms,
featuring oral presentations of completed Mgtr. Juan Carlos Acosta
and innovative research, as well as research Escuela de Ciencias de la Educación
posters showcasing ongoing studies. We Organizing Committee Chair

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Keynote
speaker
2024
The future of the past
in language teaching

Classroom-based teaching has traditio-

nally played a central role in how learners
develop their abilities in a second langua-
ge. However, the learning environment
of today’s learners has changed due to
the advent of the World Wide Web and as
a consequence of the advent of mobile
technology and Artificial Intelligence, or
AI. In this presentation, I want to look
back to the past, to review how language
teaching was carried out prior to the
digital age, and then to consider how the
new affordances provided by technology,
internet, and AI are influencing both
present and future practices in language
teaching.

Jack C. Richards

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

PLENARY
SPEAKERS

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Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

AI in language learning:
opportunities and threats
La IA en el aprendizaje de idiomas:
oportunidades y amenazas

Robert Godwin-Jones
Professor, Virginia Commonwealth University, USA
ORCID: 0000-0002-2377-3204
E-mail: rgjones@[Link]

Abstract

This paper discusses the benefits of generative AI such as ChatGPT for language
learning and teaching. Those include the availability of conversation practice with an
always-available chatbot who can be instructed to use a specific proficiency level, even
particular vocabulary or grammatical structures. Chatbots can take on particular roles
or identities, as well as provide corrective feedback. For both learners and teachers, AI
systems provide the ability to generate second language (L2) learning materials, such
as stories, exercises, and games. AI systems are of substantial potential use in assisting
in L2 writing in a variety of ways. But there are as well a good many downsides to AI
systems. Those include their cultural inauthenticity and their built-in linguistic and social
biases. AI systems use a statistical model of language which limits their understanding
of the texts they create as well as of the real world inhabited by humans. That can lead to
misinformation as well as to limitations in dealing with pragmatic aspects of language
use. Therefore, students and teachers will need to use AI with their eyes wide open to
both the opportunities and threats. Critical AI literacy is required.

Keywords: artificial intelligence; language learning; chatbots; L2 writing; digital literacy

Resumen

Esta ponencia analiza los beneficios de la IA generativa como ChatGPT para el aprendizaje
y la enseñanza de idiomas. Estos incluyen la disponibilidad de práctica de conversación
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Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

con un chatbot siempre disponible, que puede ser instruido para usar un nivel de
competencia específico, incluso un vocabulario o estructuras gramaticales particulares.
Los chatbots pueden asumir roles o identidades particulares, así como proporcionar
retroalimentación correctiva. Tanto para los alumnos como para los maestros, los
sistemas de IA ofrecen la capacidad de generar materiales de aprendizaje de segunda
lengua (L2), como historias, ejercicios y juegos. Los sistemas de IA tienen un potencial
sustancial en la asistencia a la escritura en L2 de varias maneras. Pero también hay
muchas desventajas en los sistemas de IA. Estas incluyen su falta de autenticidad
cultural y sus sesgos lingüísticos y sociales incorporados. Los sistemas de IA usan
un modelo estadístico del lenguaje que limita su comprensión de los textos que crean,
así como del mundo real habitado por humanos. Eso puede llevar a desinformación
y limitaciones al tratar con aspectos pragmáticos del uso del lenguaje. Por lo tanto,
los estudiantes y maestros necesitarán usar la IA con los ojos bien abiertos tanto a
las oportunidades como a las amenazas. Se requiere una alfabetización crítica en IA.

Palabras clave: inteligencia artificial, aprendizaje de idiomas, chatbots, escritura en L2.

Introduction

Artificial intelligence itself is not new, but It turns out to be too complex and vast a
generative AI represents a sharp break from task to program computers with enough
earlier efforts. While AI was initially designed rules and facts to deal adequately with
to function as an “expert system” within a realities as complex as human language
narrow range of functionality, ChatGPT and and human society.
other generative AI are general use systems
that work within a broad range of contexts A different approach has yielded incredibly
and can generate language in a wide variety better results, namely that used in gene-
of genres. Additionally, natural language rative AI. Generative AI is based on “large
processing was developed in traditional language models,” built from feeding the
AI by training systems in the rules of how system with a huge amount of data (digital
language works (i.e., syntax, morphology, texts taken from online sources) and having
etc.) as well as programming them with the system look for patterns and regularities
knowledge about the social and natural to be able to predict next items in a text
world in which humans live (something string (Godwin-Jones, 2021). That results
akin to humans’ common sense). Early AI not in a linguistic model of language, but a
systems met with only limited success. mathematical one, as the machine learning

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

process converts text into mathematical some of its capabilities, which they had not
symbols (see Wolfram, 2023, for a detailed expected, much less “programmed”. Some
account of the process). adjustments are possible to guide AI output
in particular directions, particularly through
This is very different from how humans human reinforcement training. Fundamen-
acquire language, through a gradual tally, however, generative AI remains largely
process of socialization. The statistical a “black box,” whose performance seems
model of language in AI is very effective at mysterious, almost magical. Tweaking AI
generating output that seems in its fluency, systems is more a matter of trial and error
flow, and idiomaticity to have come from a than it is of software engineering (Heaven,
human source. Yet, because AI has no real 2024).
understanding of the texts it generates and
no lived experience in our world to go by, Likewise, writing prompts for AI systems is
it can “hallucinate”, producing statements an unpredictable process, with sometimes
that are false. quite different outputs resulting from the
same or very similar prompts. From that
The way that generative AI produces output perspective, “prompt engineering” is a
is different from rule-based AI, and it is also misleading formulation; the process can
radically different from how computer sof- be better described as “incantation”, with
tware is created in traditional programming. users finding by iterative prompting just
Programmers use symbolic reasoning, the write sequence of words to generate
writing code that features sequencing, the desired output.
loops, and conditional logic; they unders-
tand what each line of code is intended to While AI output seems genuine (as if written
do and have a clear understanding of how by a human), and is certainly grammatically
a program’s output results from the written correct, studies have shown that the texts
code. Code can be edited and compiled to it produces tend to be bland and uninspired
change the behavior of the program. (Kramsch, 2023). They lack the spark of
human creativity, representing as they do
The machine learning process in large a repackaging of their textual training data.
language models does not have the same AI output is form without substance.
level of transparency. While AI engineers
understand the broad outlines of how Studies have shown also that, unsurpri-
AI systems work, that is, their basic ar- singly, AI systems lack social and cul-
chitecture, they do not comprehend just tural sensitivity (Cao et al., 2023). That
how the output comes about. In fact, the derives in part from their training data,
creators of ChatGPT were surprised by that represents the largely Western, “first

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

world”, male-oriented cultural orientation be informative and no more. ChatGPT tends

of the Internet, its principal training source to be overly verbose (Thorne, 2024) as well
(Atari et al., 2023). That training data is as repetitive and excessively apologetic
also overwhelmingly in English, resulting (Harnad, 2024).
in inferior performance in other languages
(Lai et al., 2023). Because AI systems have If AI systems are linguistically and cultura-
no lived social experience, their output is lly deficient in authenticity that limits their
often pragmatically challenged (Barattieri di usefulness as a substitute for humans in
San Pietro et al., 2023). From the dialogues practicing a second language, contrary to
in their dataset, they can learn appropriate studies that have advocated the integration
sociolinguistic practices (politeness formu- of AI as an “authentic” language partner
las, for example), but studies have shown in L2 education (Chiu et al., 2023), actual
that they have difficulty dealing with the experimentation with AI (and studies on
social nuances in speech acts and other AI pragmatics) demonstrates the infelicity
socially determined language use (Lee & of that idea. That, however, by no means
Wang, 2023). translates into AI being unusable in lan-
guage learning. On the contrary, AI can be
One approach that has been used in a highly useful addition or complement to
analyzing AI’s pragmatic abilities is to other L2 learning activities and practices
test the systems for alignment with Gri- – if implemented with an awareness of
ce’s cooperative principle (Grice, 1989), its limitations (Godwin-Jones, 2024). In
a frequently used concept in applied that process, the role of the teacher is
linguistics. The principle asserts that for essential, in guiding learners through the
conversational exchanges in social settings, use and discussion of AI’s benefits and
human interlocutors strive to cooperate to limitations.
be able to communicate effectively. Grice
outlined four maxims used to evaluate The development of critical AI literacy is
the degree of cooperation. Those point to needed to gain a “calibrated trust” (Ranalli,
the degree to which speakers are truthful, 2021, p. 14) in AI output. That includes, as in-
informative, relevant, and clear. Studies dicated above, an understanding of how the
of ChatGPT from this perspective have process used in creating AI systems limits
shown shortcomings in adhering to those substantially their ability to use language
maxims, showing obvious discrepancies in socially and culturally appropriate ways.
with the maxim of truthfulness (Chen et al., At the same time, AI systems are evolving
2024). Particularly troublesome as well is rapidly with improved functionality arriving
informativeness, as that maxim stipulates on a regular basis, so that current limitations
the speakers use just enough language to may change in the future. However efficient

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AI systems become, it will still be important and provide explanations for particular
in instructed language learning that any AI language constructions.
use be complemented by human-to-human
interactions, such as participation in virtual In contrast to traditional voice assistants
exchange, which builds interactional and like Siri, ChatGPT remembers conversations
pragmatic competence, not achievable and thus builds a personal profile of the
through AI. user. That allows AI chatbots potentially
to be pro-active in introducing topics of
Despite limitations, there have been many interest to the learner based on previous
ways explored in which AI systems can be encounters. That means that an AI system
integrated into second language (L2) lear- could function as a personal learning and
ning and teaching. Indeed, since the release living companion, adapting to the student’s
of ChatGPT in late 2022 there have been a interests and abilities progressing up the
multitude of blog posts, conference papers, educational and professional ladder (Dans,
and journal articles on AI and language 2024). The customizability of AI systems
learning. Many have suggested using AI can be used as well to target particular
as a chat partner to practice language use areas of language, as demonstrated in a
(Godwin-Jones et al., 2024). AI chatbots tailored GPT tutor for L2 storytelling (Lan
can serve as a conversation partner for & Chen, 2024).
practicing the target language in written or
spoken form, an especially useful feature AI could supply a study plan for learners, pro-
for learners in foreign language settings viding suggested topics and timetables as
who may not have good access to L2 well as creating learning materials including
conversational opportunities. texts for reading or listening practice, exerci-
ses and explanations for learning grammar,
In contrast to scripted, rule-based chatbots, and corrective feedback on writing. Those
AI systems are fully capable of conversing materials could be valuable for teachers
coherently on a wide range of subjects. An as well as for learners. Teachers have the
AI chatbot can take on different identities, additional option of using AI systems to
fulfilling, for example, the role of language assist in evaluating student written work,
tutor, or taking on the persona of the user’s something that is likely of considerable
favorite singer. It can be instructed to use interest to instructors with large numbers of
the targeted language at a particular level students, as providing corrective feedback
of proficiency (novice, intermediate, advan- individually is a time-consuming process.
ced), matching that of the learner. Before One of the important ways in which AI can
initiating a conversation with ChatGPT, the benefit language learning is in L2 writing. In
learner can direct the AI to correct errors fact, AI-powered tools have been available

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for some time (see Godwin-Jones, 2022, should involve discussion of ethics in AI use.
for an overview). Those include automated Optimally, guidelines for AI are developed
writing evaluation systems, like Criterion, cooperatively with students, so that there
and interactive text editors like Grammarly. is a degree of student buy-in. While some
These “narrow” AI tools (Schmidt & Stras- students are likely to use AI inappropriately,
ser, 2022), some of which can be quite it is helpful to look at studies of learner use
expensive, can potentially be replaced with of machine translation to anticipate how
systems like ChatGPT. A recent study found AI might be used. Those have shown that
that ChatGPT was more effective than students mostly use machine translation
Grammarly in providing helpful feedback to look up words and phrases and to check
(Mizumoto et al., 2024). Another found on the accuracy of individual sentences
that providing graded examples of student (Vinall & Hellmich, 2022). Early studies of
writing along with directions in the prompt AI suggest that patterns may hold for its
improved the quality of feedback (Poole & use as well (Baek et al., 2023).
Coss, 2023).
One of the options for integrating AI into
Using AI will involve learning how to write L2 writing that can be beneficial is to
prompts appropriately throughout the wri- assign written tasks to connect AI use to
ting process. Discussing that dynamic with real-world contexts. Poole and Polio (2023)
students can be helpful in moving views point out that doing that accords with
on writing from product to process. Jacob the use of AI for “functional authenticity”
et al. (2023) describe how ChatGPT was (Buendgens-Kosten, 2014) in that it aligns
used in multiple phases of L2 writing, from with actual use outside of educational
idea generation to evaluating a first draft, to settings. Suggestions from that article
suggesting improvements in grammar and include assigning students to write blog
style. The student writer in the case study posts, online reviews, or professionally
critically examined AI output, accepting oriented emails. The tasks could include
some, rejecting others, and insisting that the comparing AI text versions with those
final version reflect her voice and persona. written by students and then analyzing
Many teachers will likely be concerned and discussing differences. That can lead
that students will simply have AI complete to greater awareness of the nature of AI
writing assignments for them. That certainly output, contributing to AI literacy. Such tasks
can happen, although it is not new that emphasize the importance of audience in
students find means to avoid assigned writing, something often lost sight of in
work through cheating or plagiarism. Part classroom emphasis on academic writing.
of training for students in the use of AI — a Tasks that show real-world integration also
necessary practice in education today — demonstrate that AI skills will be useful

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not only for students’ academic careers, language learning, it is too early to tell what
but in the workplace as well. the learning benefits will be. However, it
is clear that AI will play a significant role
There have been many different reactions in our students’ current and future lives.
to the use of AI in education, ranging from Therefore, it behooves us to not ignore AI
asserting that AI has “no place in education” but to discuss and model its ethical and
(Caplan, 2023, April 30), to instructors fully effective use, as preparation for life after
integrating AI use in all assigned work. For graduation.

References

Atari, M., Xue, M. J., Park, P. S., Blasi, D., & Henrich, J. (2023). Which humans?
PsyArXiv. [Link]
Barattieri di San Pietro, C., Frau, F., Mangiaterra, V., & Bambini, V. (2023). The
pragmatic profile of ChatGPT: Assessing the communicative skills of
a conversational agent. Sistemi Intelligenti, 35(2), 379-399. [Link]
org/10.31234/[Link]/ckghw
Baek, C., Tate, T., & Warschauer, M. (2023). “ChatGPT seems too good to be true”:
College students’ use and perceptions of generative AI. OSFPreprints.
[Link]
Buendgens-Kosten, J. (2014). Authenticity. ELT journal, 68(4), 457-459. https://
[Link]/10.1093/elt/ccu034
Cao, Y., Zhou, L., Lee, S., Cabello, L., Chen, M., & Hershcovich, D. (2023). Assessing
cross-cultural alignment between ChatGPT and human societies: An
empirical study. arXiv preprint arXiv:2303.17466.
Caplan, N. (2023, April 30). Why I’m not excited by (or even using) generative AI.
Nigel Caplan. [Link]
by- or-even-using-generative-ai/
Chen, X., Li, J., & Ye, Y. (2024). A feasibility study for the application of AI-generated
conversations in pragmatic analysis. Journal of Pragmatics, 223, 14-30.
[Link]
Chiu, T.K.F., Xia, Q., Zhou, X., Chai, C.S., & Cheng, M. (2023). Systematic literature
review on opportunities, challenges, and future research recommendations
of artificial intelligence in education. Computers and Education: Artificial
Intelligence, 4, 100118. [Link]
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Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Dans, E. (2024, May 9). Let’s use AI to liberate students and create a personalized
learning process. Medium. [Link]
liberate-students-and-create-a-personalized-learning-process-1fb1228d9428
Godwin-Jones, R. (2021). Big data and language learning: Opportunities and
challenges. Language Learning & Technology, 25(1), 4–19. [Link]
net/10125/44747
Godwin-Jones, R. (2022). Partnering with AI: Intelligent writing assistance and
instructed language learning. Language Learning & Technology, 26(2),
5–24. [Link]
Godwin-Jones, R. (2024). Distributed agency in language learning and teaching
through generative AI. Language Learning & Technology, 28(2), 5–31.
[Link]
Godwin-Jones, R., O’Neill, E., & Ranalli, J. (2024). Integrating AI Tools into Instructed
Second Language Acquisition. In Chapelle, C. A., Beckett, G., & Ranalli,
J. (Eds.), Exploring artificial intelligence in applied linguistics. Iowa State
University Digital Press.
Grice, P. (1989). Studies in the way of words. Harvard University Press.
Harnad, S. (2024). Language Writ Large: LLMs, ChatGPT, Grounding, Meaning and
Understanding. arXiv preprint arXiv:2402.02243. [Link]
arXiv.2402.02243
Heaven, W. (2024, March 4). Large language models can do jaw-dropping things.
But nobody knows exactly why. MIT Technology Review. [Link]
[Link]/2024/03/04/1089403/large-language-models-
amazing-but-nobody-knows-why/
Jacob, S., Tate, T., & Warschauer, M. (2023). Emergent AI-assisted discourse: Case
study of a second language writer authoring with ChatGPT. arXiv. https://
[Link]/10.48550/arXiv.2310.10903
Kramsch, C. (2023). Global English: The indispensable bridge in intercultural
communication?. TEANGA: The Journal of the Irish Association for Applied
Linguistics, 30(1), 1-32. [Link]
view/6797
Lai, V. D., Ngo, N. T., Veyseh, A. P. B., Man, H., Dernoncourt, F., Bui, T., & Nguyen, T. H.
(2023). ChatGPT beyond English: Towards a comprehensive evaluation of
large language models in multilingual learning. arXiv preprint arXiv:2304.05613.
[Link]
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Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Lan, Y.-J., & Chen, N.-S. (2024). Teachers’ agency in the era of LLM and generative
AI: Designing pedagogical AI agents. Educational Technology & Society,
27(1), i-xviii. [Link]
Lee, S. H., & Wang, S. (2023). Do language models know how to be polite?
Proceedings of the Society for Computation in Linguistics, 6(1), 375-378.
[Link]
Poole, F. J., & Coss, M. (2023, December 19). Can ChatGPT reliably and accurately
apply a rubric to L2 writing assessments? The devil is in the prompt(s).
[Link]
Poole, F. J., & Polio, C. (2023). From sci-fi to the classroom: Implications of AI
in task-based writing. TASK, 3(2), 243-272. [Link]
[Link]
Ranalli, J. (2021). L2 student engagement with automated feedback on writing:
Potential for learning and issues of trust. Journal of Second Language
Writing, 52, Article 100816. [Link]
Schmidt, T. & Strasser, T. (2022). Artificial intelligence in foreign language learning
and teaching: A CALL for intelligent practice. Anglistik: International Journal
of English Studies, 33(1), 165–184. [Link]
Thorne, S. L. (2024). Generative artificial intelligence, co-evolution, and language
education. Modern Language Journal, 1–6. [Link]
modl.12932
Vinall, K., & Hellmich, E. (2022). Do you speak translate? Reflections on the nature
and role of translation. L2 Journal, 14(1), 4–25. [Link]
l214156150
Wolfram, S. (2023). What is ChatGPT doing... and why does it work? Stephen
Wolfram Writings. [Link]
is-chatgpt-doing-and-why-does-it-work/

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Designing for complexity: curricular strategies

that can deepen cultural understanding
Diseñando para la complejidad: Estrategias
curriculares para facilitar la comprensión cultural

Stephanie Lain, Ph.D.

Continuing Lecturer in Spanish,
The University of California Santa Cruz, U.S.A.
ORCID: 0009-0001-6846-080X
[Link]@[Link]

Abstract

One of the main ways that foreign language instruction differs from instruction in other
academic disciplines is that instructors are expected not only to teach the language itself
but also. Two main problems with such an expectation are: 1) it assumes “culture” is
monolithic (it is not), and 2) that because culture is ubiquitous, it is assumed language
instructors will know how to teach it without explicit instruction on how to do so (we do
not, any more than we would know how to teach language). Further complications arise
when the topics introduced (sometimes with the best intentions) perpetuate harmful
stereotypes or downplay important differences that can have real-world impact. For
these reasons, instructors may be tempted to skirt lightly around culture or to avoid
content that could be polarizing. And yet, it is vitally important that students learn about
the cultural underpinnings of the language they are studying. Crucially, students need to
develop language to talk about cultural differences in a respectful way. This short paper
on praxis discusses concrete design strategies that can strengthen the integration of
culture and language in the foreign language classroom.

Keywords: Content-Based Instruction, Foreign Language Instruction, Action Research,

Cultural Topics

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Resumen

Una de las principales maneras en las que la enseñanza de una lengua extranjera se
diferencia de la docencia de otras disciplinas académicas se debe a la doble expectativa
de enseñar conjuntamente la lengua y la cultura. De dicha expectativa surgen dos
problemas; por un lado, se asume que la ‘cultura’ es monolítica (no lo es) y que los
instructores sabrán enseñar temas culturales sin entrenamiento previo (no lo sabemos,
del mismo modo que no sabríamos cómo enseñar clases de lengua sin instrucción).

Surgen complicaciones adicionales cuando los temas que se introducen perpetúan

estereotipos dañinos o cuando se menosprecian diferencias importantes que sí repercuten
en la sociedad de manera impactante. Todo ello puede desencadenar una tendencia por
parte del docente de tratar temas culturales a la ligera o de evitar cualquier contenido
que pueda resultar polémico. Sin embargo, es preciso que los alumnos aprendan sobre
el tejido cultural del idioma que estudian y es de suma importancia que desarrollen un
lenguaje que les permita hablar sobre diferencias culturales de manera respetuosa. En
este breve trabajo se introducen estrategias concretas para un diseño curricular que se
presta a la integración de cultura y lengua en la enseñanza de una lengua extranjera.

Palabras clave: Instrucción basada en contenidos, enseñanza de una lengua extranjera,

investigación-acción, temas culturales.

Introduction

While Saussurean notions of language fa- incorporate cultural content into their les-
mously encompassed the duality of “form” sons. Unfortunately, language methodology
and “function”, today’s conceptualizations as it applies to culture is often unaddressed
recognize a third tenet: the importance of or underaddressed in teacher-training
cultural context. We know that language programs. Many textbook treatments of
does not take place in a vacuum, but rather culture focus on sweeping topics that
is spoken in the context of a community and gloss over nuance or present content that
that even within the same language, there lies is already familiar to the audience, thus
an astonishing amount of cultural diversity. cutting off possibilities for learning. With
overly broad topics, it is hard for students
This places a unique burden on foreign to establish a personal connection to the
language instructors, who are expected to material. However, being able to relate

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content back to one’s own experiences problem, using an action research focus to
is an essential component of learning highlight strategies for instructors as they
(Abrams, 2016; Brooks & Brooks, 2001). design curricula that thoughtfully explore
The current paper seeks to address this aspects of culture.

Methods

Action research is a practicum-oriented matically examining one’s own practice.

research protocol that has been emplo- However, the aims of action research go
yed across a wide range of disciplines. beyond the individual participant(s). As
In educational action research settings, a research paradigm, it is intended both
it is typically used to try out and evaluate to enact change at a local level and to
aspects of classroom practice for the contribute to knowledge creation in the
purposes of fostering teacher learning field (Cook, 2009; Crookes, 1993; Crookes
(Crookes & Chandler, 2001; McDonough, & Chandler, 2001).
2006) and increasing teacher ownership
of curriculum design (Banegas et al., 2013; In the next section, I will describe my pro-
Nunan, 1990). cess of incorporating cultural topics into
my Spanish language curricula using an
One key way in which action research sets action research framework. It is my hope
itself apart from other research paradigms that the strategies I enumerate, and the
is that in action research, the researcher action research methodology itself will be
and experimental participant are one helpful to instructors as they navigate the
and the same. That is, action research process of blending language and culture
is conducted for the purpose of syste- in the classroom.

Action cycles

Action research is characterized by cycles solution, implement it, and then evaluate
of inquiry, action, and reflection (Crookes the effectiveness of the intervention. This
& Chandler, 2001; Kemmis & McTaggart, process is repeated as necessary, with
2005; Lewin, 1946). In a typical action each iteration refining the design based
research project, the researcher or re- on feedback from previous cycles.
searchers identify a problem, develop a

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Cycle #1- Establishing a local focus content was a good one. The tools for
recording original audiovisual content
As a graduate student, I had the opportunity have improved greatly since the time
to work on a team with other students and when this project took place. Furthermore,
staff on a digital media project intended to anyone can now easily record video on
highlight the varieties of Spanish spoken their smartphone and a culture has grown
in our local community. To this end, we up around creating and sharing content.
conducted, filmed, and edited interviews I still value maintaining a local focus, but
with local people on many different topics. I have replaced the filmmaking strategy
The idea was that the videos would then be with using content created by others whose
housed on a website and made accessible talents lie more in this direction- for exam-
to instructors for use in our Spanish lan- ple, influencers. This adjustment has also
guage program. The video “¿Qué comida shifted the power of the storytelling back
te gusta mucho y qué comida te da asco?” to the people who live in the communities
(Stroehle, et al., 2009) is an example of one they are reporting on. As a companion
of our more successful videos that I still piece, students can be asked to create
use in my classes today. their own videos highlighting aspects of
the culture of the place where we live.
Critique This enables us to talk about contrast
while toggling back and forth between a
We went into the project with the intention global and local focus (see also Brooks
of producing videos that would be both & Brooks, 2001).
relatable to the students and usable for
instructional purposes. In my assessment, Cycle #2- Becoming a curator
the videos scored high on relatability, but of quality content
the quality was inconsistent. Only a few
members of our team had experience in Thinking about the problem of video quality
filmmaking and our lack of experience led me to focus more on becoming a curator
showed. Despite a lot of work and good will, of high-quality authentic language materials.
the value in terms of usability of the mate- I looked for materials that were not originally
rials did not match up to the investments intended for language instruction but could
of time and money dedicated to the project. be re-purposed for use in the classroom. As
mentioned in the previous section, there has
Takeaways been an explosion of such content in recent
years. In 2018, I created the Language and
Although the project was of mixed success, Applied Linguistics (LAAL) Videoteca (Lain,
the idea of recording and using local 2018a) for instructors in our program at the

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University of California Santa Cruz with the Takeaways

idea of housing and making easily accessible
high quality audiovisual materials that were The LAAL Videoteca has proven to be an
publically available: short videos, podcasts, important resource. However, the fact of
and film trailers. This Creative-Common its existence did not help integrate cultural
Licensed Open Educational Resource themes into the curriculum. Therefore,
originally began as a way for instructors in further strategies were needed.
our program to share materials amongst
ourselves. However, it has become a useful Cycle #3- Bending course objectives
resource for students, many of whom enjoy around the cultural content
receiving suggestions for music or films. In
addition to instructor recommendations, the The previous two strategies addressed
site now includes many recommendations ways that cultural materials can be added
I have received from students. In this way, to enrich existing content. However, with
students are able to contribute back to this kind of “drop in” approach, the materials
the program. The resources in the LAAL remain somewhat disembodied from the
Videoteca are grouped by topic, allowing rest of the course. With our Medical Spanish
the user to explore and choose content curriculum at UCSC, my aim was to shape
based on their interests. Materials are also a course that not only provided students
searchable by theme and content on the with basic vocabulary but also prepared
site is regularly updated. them to interact with patients who had
different cultural orientations, especially
Critique with regard to the practice of medicine. With
the help of funding from the UCSC Center
The creation of the LAAL Videoteca helped for Innovations in Teaching and Learning, I
solve the problem of recruiting high quality was able to hire an undergraduate research
audiovisual content for use in the classroom, assistant (a former student) to record
especially with the contributions from my interviews for use in the course. One of
colleagues and former students. However, these was with a faculty member who is
with the solving of one problem, I began to a Medical Anthropologist. Another was
notice another problem. I realized that I had with a practitioner of traditional medicine
been treating cultural topics or materials from Mexico. Additionally, students taking
as add-ons to help facilitate instruction on the course received training in the use of
linguistic objectives rather integrating them cameras, external microphones, and video
into the curriculum. In essence, the materials editing software. As part of their final
were being underutilized and up to this point project, they recorded video interviews with
I had failed to recognize their true value. local healthcare practitioners, asking about

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the interviewees’ job training, professional to me to look for other courses that could
responsibilities, and how they use Spanish benefit from a similar approach.
in their work.
Cycle #4- Using film to tie course
I created a separate site for the Medical objectives together
Spanish course (Lain, 2018b) based on the
model of the LAAL Videoteca. However, one The Spanish 4 course seemed like a good
key difference between the LAAL Videoteca candidate for incorporating a stronger
site and the Medical Spanish site is that cultural component. This course covers
the section of the course that deals with topics related to nutrition, wellbeing, and
traditional medicine and natural remedies the environment, and introduces language
has been greatly expanded as a result of related to expressing opinions and giving
the inclusion of these videos. Classroom commands- in other words, the language
assessments now include discussion of activism. I decided to introduce the
sessions in which the students explore documentary film “Dolores” (Bratt, 2017),
the topics in depth. The student-created about the labor activist and co-founder
work has been looped in to become part of the United Farmworkers Movement,
of the curriculum. Dolores Huerta. There are several local
connections to the film, which led me to
Critique believe the students would find it relevant.

The addition of student-created videos Critique

and interviews with specialists that speak
directly to the cultural practice of medicine The incorporation of the film “Dolores”
has changed the course for the better and gave the Spanish 4 course an internal
allowed students to come away with a more cohesion and meaningfulness that it was
nuanced understanding of the variety of lacking before. In addition to situating the
beliefs within our local community. The vocabulary and grammar objectives in a
hope is that this will be of tangible benefit real-world context, the film depicts aspects
to them as they begin (or continue) their of history that are unfamiliar to many Gen
healthcare careers and work with patients. Z students. In addition, the language of the
film is bilingual Spanish/English, reflecting
Takeaways the reality of many Spanish speakers in
California. While showing a bilingual film
With the success of the experiment on may be a controversial choice in some
bending curricula around cultural content language pedagogy circles, I believe the
in the Medical Spanish course, it occurred benefit of authentic language use outweighs

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any potential detriment (see also Salaberry, In the last weeks of the course, for the
2020). In class, I have taken examples of final project, the students participated
mixed language use as an opportunity in a Reacting to the Past (RTTP) game.
to comment on the phenomenon of co- RTTP is an active learning pedagogy where
de-switching. students reenact elements of a past event
through role play (Carnes, 2014). The cen-
Takeaways tral conflicts presented in “Negotiating a
Rainforest’s Ransom: Ecuador 2007-2013”
As occurred with the previous cycle, the (Lain, 2017) are familiar variations on the
success of using a cultural “set piece” course themes but in this case, the students
(in this case, a film) to connect course themselves determine the outcome of
concepts made me wonder if the idea could events through their words and actions in
be extended even further. the game.

Cycle #5- Drawing on the power Critique

of interpersonal connections
Bringing guest speakers in to talk about
A few years ago, I decided to propose their work, especially as it relates to topics
a “Spanish in the professions” course we have discussed in class, has been fun.
called Society and Sustainability in Latin I hope that, in addition to solidifying their
America. This Spanish language course knowledge around language and concepts,
(which focuses on the language around students can begin to see the different
environmental issues) uses a series of pathways that bridge undergraduate
films to address topics related to biodi- experience and professional endeavors.
versity, environmental stewardship, and The structure of the course (and especially
indigenous communities, among others. the final project) is less linear than what
The curriculum has been enhanced by students are used to, and they are asked
the inclusion of guest speakers- friends to fill in more of the content themselves.
who are writers, cinematographers, and Such a structure has potential benefits in
composers, all involved in some way with terms of student agency (see also Brooks
environmental issues in Latin America. It & Brooks, 2001; Carnes, 2014; Grabe &
has been very exciting to have them Zoom Stoller,1997). However, for students who
in and speak to the classes not only about have a lower tolerance for ambiguity,
their work, but also about how they became this curricular approach can present a
interested in their projects and were able challenge.
to carry them through to fruition.

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Takeaways course themes. The role-playing game in the

final project solidifies concepts and invites
Given that the course has only been taught students to try their hand at problem-solving
twice, it is still very much a work in pro- through language. The final project involves
gress. In Society and Sustainability in Latin active learning and requires scaffolding on
America, I extended the strategy described the part of the instructor for students to
in Cycle #4 by using films to illustrate the feel comfortable engaging.

Discussion

Action research provides a way for ins- trate concepts (see also Fuentes-George,
tructors and/or researchers to explore 2023, and Zambrano & Zambrano, 2022).
pedagogical innovations. The particular I have selected audiovisual media as the
strategies discussed here (listed as cycles primary source of cultural content by virtue
of inquiry/action) addressed the stated of its ubiquity and ease of access, both for
problem of how to integrate cultural topics creators and consumers. By presenting
in a way that is specific enough to account culture in an authentic milieu, audiovisual
for the wide range of diversity yet is rela- materials also serve as excellent models
table and stimulates critical thinking. The for pragmatic appropriateness (see also
strategies may be recapped as follows: Abrams, 2016 and Sawin, forthcoming).
Lastly, incorporating materials from a
Cycle #1- Establish a local focus wide variety of sources helps ensure the
Cycle #2- Become a curator of quality representation of both linguistic and cultural
content diversity (see also Sawin, forthcoming).
Cycle #3- Bend course objectives around As language instructors, we are in a
the cultural content unique position to further inter-cultural
Cycle #4- Use film to tie course objectives understanding. The strategies presented
together here are not intended to be exhaustive or
Cycle #5- Draw on the power of interper- universally applicable. They merely serve
sonal connections. as a launching pad for further discussion
and an invitation to re-mix and reuse ideas
Most of the strategies relate to the use of that may be of interest.
audiovisual materials and stories to illus-

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References

Abrams, Z. (2016). Creating a social context through film: Teaching L2 pragmatics

as a locally situated process. L2 Journal, 8(3). Retrieved May 06, 2024,
from [Link]
Banegas, D., Pavese, A., Velázquez, A., & Vélez, S.M. (2013). Teacher professional
development through collaborative action research: Impact on foreign
English language teaching and learning. Educational Action Research,
21(2), 185-201.
Bratt, P. (2017). Dolores [film]. 5 Stick Films.
Brooks, J.G., & Brooks, M. (2001). In search of understanding: The case for
constructivist classrooms. Upper Saddle River, NJ: Merrill/Prentice Hall.
Burns, A. (2011). Action Research in the Field of Second Language Teaching and
Learning. In Hinkel, E. (Ed.), Handbook of Research in Second Language
Teaching and Learning (Vol. II) (pp. 237-253). Routledge.
Carnes, M. (2014). Minds on Fire: How Role Immersion Games Transform College.
Harvard University Press.
Cook, T. (2009). The purpose of mess in action research: Building rigor through a
messy turn. Educational Action Research, 17(2), 27-91.
Crookes, G. (1993). Action research for SL teachers: Going beyond teacher research.
Applied Linguistics, 14(2), 130-144.
Crookes, G., & Chandler, P. (2001). Introducing action research into the education
of postsecondary foreign language teachers. Foreign Language Annals,
34(2), 131-140.
Fuentes-George, K. (2003). Protest music: Using music to challenge (environmental)
hegemony. In S. Jinnah, J., Dubreuil, J. Greene, & S. Foster, (Eds.),
Teaching Environmental Justice [Ebook edition]. 15-33. [Link]
org/10.4337/9781789905069
Grabe, W., & Stoller, F.L. (1997). Content-based instruction: Research foundations.
In M.A. Snow, & D.M. Brinton, (Eds.), The Content-Based Classroom:
Perspectives on Integrating Language and Content.. 5-21. Addison Wesley
Longman Publishing Company.

33

3rd International Congress on Pedagogical PROCEEDINGS

Mediation in Language Learning BOOK 2024
 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Kemmis, S., & McTaggert, R. (2005). Participatory action research: Communicative

action and the public sphere. In N.K. Denzin, & Y.S. Lincoln, (Eds.), The Sage
Handbook of Qualitative Research. 589-603. Sage.
Lain, S. (2017). Negotiating a Rainforest’s Ransom: Ecuador 2007-2013 [Unpublished
game].
Lain, S. (2018a). LAAL Videoteca. Retrieved from [Link]
edu/
Lain, S. (2018b). Videos por estudiantes de SPAN5M. Español Médico. Retrieved from
[Link]
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues,
2, 34-56.
McDonough, K. (2006). Action research and the professional development of
graduate teaching assistants. The Modern Language Journal, 90, 33-47.
Nunan, D. (1990). Action research in the language classroom. In J.C. Richards & D.
Nunan, (Eds.), Second Language Education. 87–105. Cambridge University
Press.
Salaberry, M.R. (2020). The “transformative” potential of translanguaging and other
heteroglossic educational practices. The Journal of Multilingual Theories
and Practices, 266-289.
Sawin, T. (forthcoming). Technology and the development of pragmatic and
intercultural competence. In N. Ziegler, (Ed.), Routledge Handbook of SLA
and Technology. Routledge.
Stroehle, N., Smith, J. & Salaberry, M.R. (2009). Entrevista, Pregunta número 3,
primera sesión. Spanish Video Index. Retrieved from [Link]
edu/spanvid/[Link]?n=e1v3&m=comida&t=ent
Zambrano, M.A., & Zambrano, M.G. (2022). Cine comunitario en el Ecuador: El
caso de La Poderosa Media Project. F-ILIA, 6, 149-165.

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
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Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Interrupting the coloniality of English instruction–

putting ELT at the center of imagining alternative futures
Interrumpiendo la colonialidad de la enseñanza
del inglés: situando la enseñanza del inglés en el
centro de la imaginación de futuros alternativos

Gabriela Alejandra Veronelli

Independent researcher, USA
Escuela Interdisciplinaria de Altos Estudios Sociales,
Argentina
[Link]
[Link]@[Link]

Abstract

Of the institutional educational spaces in the Global South, the English classroom has
become like no other a highly active contact zone where global and local educational
ideologies and practices meet, clash, and grapple with each other. Building on my work as
co-editor of a journal issue on decoloniality in the ELT field in Latin America (Ikala Revista
de Arte y Cultura, 27.3 (2022), and the increasing attention paid to my understanding of
the ‘coloniality of language’ and its historical and contemporary impact on the various
aspects of English instruction reflected in that literature, in my presentation I credit the
English classroom with a spatial and epistemic advantage for the construction of new
modes of social relations and greater democracy in our continent.

Keywords: Coloniality of language, Decolonial pedagogy, Linguistic justice, Social justice.

Introduction

The coloniality embedded in English Global South. The English classroom has
language education has become a focal become a highly active “contact zone” where
point in ELT theory and practice from the global and local educational ideologies
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and practices “meet, clash, and grapple The frameworks used in Ikala 27 include
with each other” (Pratt, 34). Knowing that decoloniality, engaged pedagogy (hooks),
education is political, many ELT Latin critical pedagogy and critical literacy (Frei-
American researchers have taken back the re), translanguaging (García & Wei), critical
classroom as site from where to propose interculturality (Walsh), epistemologies of
new modes of social relations and greater the South (Sousa Santos), critical applied
democracy. linguistics (Pennycook), raciolinguistics
(Rosa-Flores), and critical discourse analy-
For the last ten years, I have worked sis, among others.
at various universities in the Americas
teaching and developing research to What they all have in common is, on the one
address multifaceted preoccupations hand, that they conceive knowledge as a
with the coloniality of language and how social practice of meaning-making where
language is mobilized in the reproduction every subject is actively producing meaning.
of colonial power relations and social And, as a practice, knowledge is embodied,
inequalities (Veronelli 2015a, 2015b, interactional, procedural, and fluid. On the
2016, 2019, 2021, 2022). What follows other hand, the authors consistently point
encapsulates my reflection as coeditor for to the need for fundamental changes in
the issue on Decoloniality in the English the global discourse of English towards
Language Teaching field in Latin America reevaluating the foundational conditions by
published in Íkala, Revista de Lenguaje y which we have come to understand English
Cultura in 2022. language and English language teaching.
Such a shift requires more than a focus on
When Carmen Helena Guerrero Nieto and pedagogical techniques. Instead, it entails a
Clarissa Menezes Jordão invited me to reconceptualization of language and power
co-edit this special number I was honored at its very base. Concretely, it involves
by the invitation but also puzzled. I had no demystifying positivistic approaches that
expertise in the ELT field. However, as sub- presume English to be neutral and objective.
missions began to arrive, I was pleasantly And, attending to the complex dynamic of
surprised to see how my reflections on the power English is imbued with as it intersects
coloniality of language had proven useful to with extensive colonial histories, racism,
ELT practitioners across the Global South and the current phenomena of globalization
in framing the importance of questioning and neoliberalism.
the persistence of colonial legacies in the
field and making their voices, concerns, From these two lines of coincidences, a
anger, and alternative visions heard. third is derived. In their shared view, English

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teaching practice in the Global South is, of higher education as universities in the
consciously or unconsciously, a political Global North and the Global South have
act. To the authors, ELT should not be been gradually moving toward market-dri-
limited to the utilitarian transmission of ven models. Here is where the dilemma
scientific and academic knowledge; but shows its face. I’ve come to understand
chiseled as a mechanism for reflection and that this dilemma is not only not strange
interpretation of the educational reality they to you but even more abrasive.
and their students live in, so as to recognize
power relations and hierarchies within and In ascribing one’s professional identity
outside educational settings and making construction to the fact of responding
space for these to be questioned. to neoliberal practices of individualism,
assimilation, meritocracy, and competi-
The voiced suggestions for interrupting the tion, rooted on colonial notions of who
coloniality of English and building alternati- one is meant to be, English teachers face
ve and liberatory practices were broad and self-colonialism and fragmentation. Awa-
varied. They spanned multiple areas and reness of our related positionality within
levels of change. These include, broadly: the modernity/coloniality construct, and
language policies (and their implications the implications of our doings within the
for underserved communities), curriculum broader racialized capitalist enterprise.
and methods of teaching and assessing,
teaching materials; professional develop- How does one comply with neoliberal
ment, and theoretical reconceptualization agendas that require all students to learn
of English. This presentation won’t delve English to access education while attemp-
into each review. Instead, I’ll focus on a ting to protect the very same ancestral
singular topic: the dilemma surrounding languages English is oppressing? How does
the identity of English teachers. one traverse the precarious paths of English
instruction given the histories and realities
* of global empire and capitalist colonial
conquest fundamentally entrenched within
I am not a teacher of English, but I am a the field?
teacher. Like the authors in the Ikala issue, I
teach from a situated and embodied sense The practice of teaching English exists
of my endeavor, and with a preoccupation within an educational domain that serves
with questions and problems rooted in the the real and varied needs of students while
social-historical conditions and colonial also reproducing ideologies that have
legacies we inherited. A central preoccupa- marginalized many of the very students
tion is that of the ongoing corporatization it caters to.

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Just as English can be a mechanism of built by others in a language that we

empowerment, so can it be the instruction believe does not belong to us” (Haus &
of oppressive relations of power. Schmicheck, 772).

To experience a colonial language, such as In the following sections, I delve into

English, as alienating, lacking, oppressive the question of identity while examining
and limiting appears to be a common epistemic and ontological dimensions
experience across the literature on ELT. of language coloniality at work in ELT,
Needless to say, this is an experience not and some of the reconceptualizations of
exclusive of ELT agents. identity that challenge coloniality found in
the literature.
Historically, in the colonial and post-colonial
domains, the strongly oppressive nature of Reflections on how “coloniality manifests in
language –of the violently imposed colonial various ways in ELT through philosophies,
language– has been most keenly felt. The discourses, and principles that tend to
colonial language dominates not only in homogenize individuals and practices”
the school system and the administration, populated the Íkala issue (Carvajal-Medina
but it is also the language through which et al., 599).
the colonialized have been presented to
themselves, interpellated, and stripped of Homogenization is a tricky word or even
their humanity. a myth. Its dictionary meaning conveys
a process of making things uniform or
What would it be to teach and learn English similar. However, when one looks at the
motivated by an urgency to “dominate homogenizing project of modernity from
it”, “force it”, “agonize it”, and destroy its the perspective of coloniality, one sees that
coloniality (Arguedas)? To use English making things uniform is at the expense
against English’s hegemony? What would of the colonialized. From the receiving
it be to be that teacher, to be that student? ends of modern/colonial enterprises, ho-
These are not meant as rhetorical ques- mogenization means rendering invisible
tions. They express visceral concerns and worthless histories and cultures that
explicitly or implicitly addressed in the are fundamentals in the construction of
reviewed literature. As teachers “there is peoples’ identities and without which
more responsibility and emotion involved they are censured. Hence, this myth of
in the creative use of a language over homogenization veils the colonizing cha-
which we know we have ownership, than racter of neoliberal standards of English
in the supposed application of structures instruction. Generating a blind discourse

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that normalizes a denial of the existence goals, and also to define the qualification
and presence of colonialized communities of teachers.
in the classroom.
The unquestioned assumption that native
Faced with neoliberal standards rooted speakers provide the best linguistic models
in a colonial ideology of education that and therefore the best quality of teaching,
perpetuates idealized imaginaries of the generates in the non-native English teacher
English language and English speakers, a sense of inferiority, which I believe can
the teacher’s professional identity is re- be understood in terms of what social
duced to reproducing colonial knowledge justice theory calls “internalized oppression”
mechanically, blindly, and unquestionably (Pheterson). A recognized understanding in
(Mosquera-Pérez). A technician, who which the colonialized accepts the methods
executes predetermined recipes; and, and incorporates the oppressive message
importantly, who is not supposed to think of the colonizer against their own best
by herself but comply with the teaching of interest. Such is the case when pursuing
a powerful high-market language without native-like status and becoming a language
any consideration of its implications in expert blocks any possibility of thinking
rendering invisible the linguistic and epis- communally or enhancing local social
temic capital of Global South subjects. If justice agendas.
she doesn’t do so, she is labeled as a bad
teacher (Granados, 636; 632). In his ground-breaking book English and
the Discourses of Colonialism Alastair
An example of the manifestation of Pennycook (1988) points out that the
coloniality of knowledge in ELT occurs Native/Non-native distinction constitutes
when students who do not conform to the a translation of the civic/savage dichotomy
dominant norm or fail to meet idealized of the colonial period and hence it is an
expectations of behavior are subordinated, instrument of reproduction of unequal
inferiorized, and pathologized by an English relations between metropolitan centers
teacher, who herself is subordinated to the and postcolonial peripheries (19; 156).
role of language police. The framework of coloniality has further
problematized Pennycook’s understanding
* of the relationship between colonialism and
ELT by centering the realities of colonial
A second dimension of coloniality in ELT is conquest fundamentally entrenched within
ontological. It revolves around the loyalty the field through persisting structures of
to the idea of a native speaker as reference coloniality. That is, rather than translating or
to legitimize best models, norms, and echoing social categorizations of the past

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(evolutionary conception), native-speake- ELT agents from the Global South are
rism is fundamentally implicated in the opening new subjectivities for how we
continuous mobilization of race and racial can conceive of English teachers. In
inequality in contemporary capitalism. particular, there is an expressed urgency
to call into question the validity of dualistic
The literature I reviewed highlights that the and deterministic language identities
discussions about native and non-native such as Native/Non-native, expose the
speakers have focused mostly on linguistic fictive narrative of these dichotomies, and
aspects, disregarding the racialized aspect challenge the polarization they reproduce
of the issue. By placing the non-native (Costa Rosa & Dúboc, 852; Núñez Pardo,
deficit framing within the broad logic of 713-715; 720).
colonial power—at the center of which is the
invention of race as a key category of social Ideas and actions interrupting colonial tra-
classification, control, and hierarchization— ditions in Global South ELT also concentrate
the framework of coloniality has allowed on unlearning instrumental and uncritical
ELT researchers to criticize the mechanism language instruction as it blocks connec-
that sustains the invisibility of race in ELT tions with social and cultural dimensions.
and explore possibilities for agency. A major Against the grain of the normative episte-
contribution I found is precisely an urgency mology that constructs English language
to examine how racialization, white norms, teachers as technician and consumer of
and other racial meanings are reproduced knowledge, researchers Claudia Gutiérrez
in ELT Global South educational practices and Maure Aguirre Ortega who work on
(Granados; Costa Rosa & Duboc, Bonilla Afro-Colombian and indigenous students
& Finardi). of English, advocate for socially, politically,
ethically, and historically engaged teachers
* (789; 791-793).

Another identity aspect considered in the li- There is an onto-epistemic shift at work
terature departs from analyses of the mutual here, in line with Freire’s critical pedagogy
formation of race, conquest, and language (1987), away from the language teacher
instruction (Núñez Pardo, Mosquera-Pérez, whose professional identity revolves
Gutiérrez & Aguirre-Ortega, Castañeda-Peña around becoming a native-like speaker,
& Méndez-Rivera, Granados; Costa Rosa & a goal that is necessarily doomed to fail,
Duboc, Bonilla & Finardi). and towards a pedagogue who creates
spaces in their classroom and curriculum
In retheorizing the dominant position to critically analyze the power enacted
of the white speaker/listening subject, through neoliberal languages policies, and

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ELT practices that are mystified as neutral, Global South. As Lynn Mario Menezes de
colorblind, and meritocratic. Sousa puts it, this shift “brings back the
body into our pedagogies, with its memory,
Indeed, teachers are local players who experiences, history, and conflicts” (10-11).
understand local conditions. Therefore,
they have a central role in determining Geo- and bodypolitics highlight the local
what the teaching and learning of English body of instruction and the local context
means for multicultural and multilingual of instruction as legitimate spaces of
countries such as Colombia and the ways knowledge production for her own needs
how English should be taught in response to and desires and not merely in service of
these multicultural and multilingual realities capital. In giving more “centralidad a lo
that exist in their classrooms. Neither the propio” (Ortiz Medina et al.) al cuerpo propio,
‘what’ nor the ‘how’ can be generalized or la comunidad propia, la cultura propia, las
made universal. condiciones historicas propias, these ELT
pedagogies are owning and dominating
Changing the terms of the conversation on English, taking control of it, and, thus,
ELT requires going beyond the controversies interrupting its coloniality.
and conflicts of interpretations within the
field (Mignolo, 4). As long as these contro- ¿Por qué enseñamos? Because English
versies and interpretations remain within teachers, like all humanities teachers, have
the same rules of the game, the control responsibility in the disruption of colonial
over knowledge regarding what a Global power dynamics.
South English teacher is supposed to be is
not called into question. To challenge the We teach to contribute to the betterment
modern/colonial foundation that controls of communities, yes, but most importantly
ELT knowledge, it is necessary to focus on we teach to problematize how and from
the ‘knower’. In my view, this is what is at where “betterment” (“success”, etc.) is
stake in facing the dilemmatic identity of understood, and sought.
the English teacher trapped between tea-
ching for capitalism and teaching for social Imagining alternative futures happens
justice, and constituted by her devalued in the present, in the classrooms where
position of non-native speaker: A change and when linguistic agenda enters in
in the geo- and body-politics of knowledge conversation with other dimensions of
that both interrupts the one-way flow of life. When and where English, the object,
prescriptive knowledge from Global North is dominated and forced into English, the
institutions to English classrooms in the vehicle for the construction of humanizing

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practices of knowledge and recognition. the mediation to know the diverse other
When and where English, the gatekeeper, and to recognize oneself as a diverse
is agonized and transformed into English, individual (Granados, 640.)

References

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 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
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Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Granados Beltrán, C. (2022). Disrupting Colonial Tensions in Initial Language

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Rosa, J. & Flores J. (2017). Unsettling race and language: Toward a raciolinguistic
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Veronelli, G. (2019). La colonialidad del lenguaje y el monolenguajear como práctica
lingüística de racialización. Polifonía 26(44), 146-159.
Veronelli, G. (2021). Interview for Dossiê Decolonialidade, resistências, epistemes e
práxis: contribuições do hispanismo brasileiro. Revista Abehache, 19, 11-28.
Veronelli, G. (2022). Decoloniality in English Language Teaching: A political project.
Íkala, Revista de Lenguaje y Cultura 27(3), 574-582. [Link] org/10.17533/
[Link].v27n3a01
Walsh, C. E. (Ed.) (2017). Pedagogías decoloniales: Prácticas insurgentes de resistir,
(re)existir y (re)vivir. Ediciones Abya Yala.

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Harnessing technology to build cultural sensitivity

in language education
Aprovechamiento de tecnologías para fomentar
la sensibilidad cultural en la educación de idiomas

Marisol Marcin
Professor of Languages and Global Studies,
Binghamton University, United States
ORCID: [Link]
E-mail: mmarcin@[Link]

Abstract

In an increasingly interconnected world, the role of technology in language education

extends beyond mere tools for instruction to pivotal bridges connecting students with
global cultures. This document explores innovative technological strategies that bring
authentic cultural experiences into the classroom, enhancing language learning and
fostering cultural sensitivity. By leveraging digital platforms, virtual experiences, and
multimedia resources, educators can immerse students in the everyday realities of
different cultures, thereby enriching their understanding and appreciation of the world.

The insights shared in this paper aim to guide educators in integrating these technologies
into their curricula to create a more engaging, effective, and culturally sensitive language
learning experience. This approach not only supports the development of language skills
but also prepares students to be competent global citizens in a multicultural world. The
discussion highlights the importance of adapting pedagogical practices to harness the
full potential of technology, ultimately transforming language education into a dynamic
and immersive experience.

Keywords: language education, technology integration, cultural sensitivity, pedagogical

strategies, authentic learning environments, global citizenship.

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Resumen

En un mundo cada vez más interconectado, la tecnología en la educación de idiomas

va más allá de ser simples herramientas de instrucción, convirtiéndose en puentes que
conectan a los estudiantes con culturas globales. Este documento explora estrategias
tecnológicas innovadoras que traen experiencias culturales auténticas al aula, mejorando
el aprendizaje de idiomas y fomentando la sensibilidad cultural. Al utilizar plataformas
digitales, experiencias virtuales y recursos multimedia, los educadores pueden sumergir
a los estudiantes en las realidades cotidianas de diferentes culturas, enriqueciendo así
su comprensión y apreciación del mundo.

Las ideas compartidas aquí guían a los educadores en la integración de estas tecnologías
en sus currículos para crear una experiencia de aprendizaje más atractiva, efectiva y
culturalmente sensible. Este enfoque apoya el desarrollo de habilidades lingüísticas
y prepara a los estudiantes para ser ciudadanos globales competentes en un mundo
multicultural.

Palabras clave: educación de idiomas, integración tecnológica, sensibilidad cultural,

estrategias pedagógicas, ambientes auténticos de aprendizaje, ciudadanía global

Development of the paper

In an increasingly interconnected world, The advent of the internet and global inte-
the relevance of language education is raction makes a communicative approach
undeniable. While in the past, students to language learning more essential than
interacted with the target language only ever. Between 2010 and 2015, the demand
through teacher mediation, today, they for multilingual workers in the United
have unprecedented access to authentic States increased from around 240,000 to
contexts through music, video games, and 630,000 (New American Economy, 2017).
social media, just to name a few. While In 2020, 70% of the job opportunities in
technology can partially bridge content Germany required the command of a
access, language learning can enable language other than German (Brandt &
students to actively participate and benefit Lagemann, 2022). With similar trends in
from a globalized society. other regions of the world, the need to

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develop multilingual communicative skills century, reflecting broader changes in edu-

is increasingly evident. cational philosophies, methodologies, and
technological advancements. In the early
For students to reap the benefits of multi- 1900s, the dominant method of language
lingualism in the global context, language instruction was the Grammar-Translation
learning must go beyond the traditional Method. Rooted in studies of classical
methods. The language education of this languages, this approach emphasized
century requires learners to develop not only the rote memorization of vocabulary and
language skills but also cultural awareness grammatical rules (Piantaggini, L. 2020).
and critical thinking. This in turn transforms Language learning was largely a theoretical
the role of pedagogical mediation; while in exercise, with students translating texts
the past, teachers were silos of knowledge between the target language and their
working in isolation as the point of access to native language. While this method provided
the language, now that learners can access a strong foundation in grammar, it often
the language and culture in authentic con- lacked practical application and failed to
texts, educators must act as lighthouses, develop communicative competence.
guiding students to their language goals
and helping them develop the skills needed The mid-20th century saw the rise of
to navigate authentic situations. the Audiolingual Method, influenced by
behaviorist theories of learning and the
By leveraging current technologies, edu- needs of the military during World War II.
cators can create an environment where This method focused on repetition and
students are not only learning a language drills; aiming to create automatic language
but also engaging in the everyday realities responses, students practiced listening and
of different cultures. In doing so, they can speaking skills through recorded dialogues
develop cultural sensitivity and deepen and pattern drills (Brooks,1960). Despite
their understanding of the world through its emphasis on oral skills, the Audiolin-
critical thinking. The insights shared in gual Method was criticized for its lack of
this article seek to empower educators emphasis on meaningful communication
to implement some of these tools into and cultural context.
their own curricula to create an engaging,
effective, and culturally sensitive language By the 1970s and 1980s, the Audiolingual
learning experience. Method led to the emergence of Com-
municative Language Teaching (CLT).
Language education has undergone sig- This approach prioritized meaningful
nificant transformations over the past communication and practical language

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use. The goal was to develop students’ news articles, videos, and podcasts in their
ability to communicate effectively in real-life target language, facilitating exposure to
situations. CLT introduced activities like real-world usage and cultural nuances. The
role-plays, discussions, and problem-solving following decade saw the rise of mobile
tasks, promoting interaction and fluency technologies, further adding opportunities
over accuracy. It also began to integrate for language learning. Social media platfor-
cultural learning, although often in a limited ms like Facebook, Twitter, and Instagram
and stereotypical manner (Richards & provided new avenues for language practice
Rodgers, 2001). and cultural exchange. Learners could en-
gage in real-time conversations with native
The introduction of personal computers in speakers, participate in language learning
the 1980s brought about Computer-Assis- communities, and access user-generated
ted Language Learning (CALL). Early CALL content in various languages.
programs offered interactive exercises,
grammar tutorials, and vocabulary games. Although the new millennium provided
These tools provided immediate feedback the environment for a language learning
and allowed for self-paced learning (Ri- revolution, many classrooms remain largely
chards & Rodgers, 2001). Despite these the same. Despite decades of research
innovations, early CALL was often criticized on contextualized language learning and
for replicating traditional teaching methods learning through social activities (Stryker &
in a digital format without fully leveraging Leaver, Eds, 2001; Byram & Grundy, 2003),
the potential of technology. practical implementation has been slow.
Today, too many classrooms still plan
The proliferation of the internet in the their language curricula around isolated
2000s transformed the language education vocabulary and grammar topics.
landscape. Online learning platforms and
resources became widely accessible; To transform language education, we must
websites and software like Rosetta Stone, consider what this transformation should
Duolingo, and Babbel used multimedia look like and how to implement it effectively.
elements to enhance learning experiences. Given students’ access to technology, edu-
In the classrooms, teachers were using cators must plan learning experiences that
platforms like Quizlet and Conjuguemos harness their potential, anticipating that
for the same purpose. students will use technological tools to
complete their tasks. This means educators
By now, language learners could also access need to be more purposeful in their planning,
a vast array of authentic materials, including creating activities where students use the

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language in context and for real purposes, In other words, teachers need to challenge
and where they interact critically with the students to learn with, not in spite of, the
culture to develop cultural understanding. resources available to them.

Practical strategies for technology integration

Several strategies can help achieve this. content through a cultural lens. They can
Below are examples to inspire teachers’ also follow social media influencers from
own ideas. the target culture, paying attention to cul-
tural aspects of their interactions. These
First, language learning experiences should activities place students in the driver’s
be designed to push students to use the seat of their education, enabling them to
language in context. For instance, when expand their knowledge through language
learning about food, students can visit and culture, kindling their curiosity, and
restaurant websites in the target language encouraging them to continue learning
to see what is sold and how it is presented to beyond the classroom.
customers. This activity exposes students
to different currencies, ingredients, and Other related uses of technology include
other cultural elements naturally integrated the use of blogs, video clips, and other
into the site. Since many of these websites authentic materials for reading and listening
offer multilingual versions, rather than activities. Because teachers also want
discouraging students from using their students to develop critical thinking and
first language, educators can encourage research skills, learners can be asked to
them to use bilingual versions as needed research their own authentic resources on
to accomplish tasks in the target language. assigned topics to bring to class. Even if
This approach views the first language students use their first language to support
as an asset rather than a liability in the their research, the fact that they must locate
language-learning classroom. and evaluate resources pushes them to
develop skills that will serve them well in
Another effective strategy is to leverage other areas of their lives.
students’ own online activities to enhance
their second language skills. For example, While technology provides authentic con-
students can be asked to find videos in texts and scenarios, language learning is
the target language on topics of personal incomplete without human interaction.
interest, turning these into comprehen- Many learners experience language anxiety
sion activities or opportunities to analyze when using their second language, particu-

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larly when interacting with native speakers Educators will find themselves learning
or people from the culture (MacIntyre & alongside the students, doing their own
Gardner, 1994). It is crucial to use the research to keep up with students’ pro-
target language in the classroom to provide gress. This creates a dynamic classroom
students with authentic contexts and get environment where the learning process
them used to using the language. Further- is as valuable as the end product.
more, teachers can enhance immersion by
regularly inviting native speakers or locals In addition to providing access to authentic
into the classroom. This practice helps content, technology can help teachers
students develop communicative strategies enhance their practice by offering tools
that can only be learned through real-life to diversify their methods, strategies, and
interactions. perspectives.

In addition to using the language for com- Current Language Learning Models (LLMs)
munication in the classroom, teachers can such as ChatGPT and Gemini provide
leverage technology to introduce diverse teachers with robust tools for various
voices and perspectives into the learning teaching-related tasks. For instance, when
experience. Videoconferencing enables developing a lesson based on a text, tea-
educators to invite guest speakers from chers can use LLMs to create vocabulary
around the world, offering students ex- lists tailored to different language levels,
posure to different cultures and dialects. scaffold versions of the text, or generate
Group interactions through these platforms comprehension and critical thinking ques-
allow students to engage in low-stakes tions. The flexibility of these tools allows
communicative situations, helping them teachers to tailor their materials to meet
develop strategies to manage or reduce the specific needs of their learners.
language anxiety. Individual sessions
further enhance learning by highlighting LLMs also help teachers expand their
the human elements behind the language perspectives and access a wider range of
and culture. While teachers can use their resources for their students. When deve-
networks to find guest speakers, companies loping a unit on any given topic, educators
like Lenguas Club now offer virtual guest can use LLMs to explore cultural aspects,
services for schools, facilitating these brainstorm content delivery methods,
valuable cultural exchanges. assess students, and locate authentic
materials for classroom use.
One common thread in the ideas proposed
here is that students have some freedom Moreover, LLMs are valuable tools for
and flexibility in their learning journey. students as well. Teachers can ask stu-

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dents to use LLMs for critical feedback Language and communication intersect
on specific aspects of their work. For with most life experiences. Knowing that
example, students tasked with writing a students can now access languages and
paragraph in a specific style or practicing cultures through technology, it is vital to
particular language features can submit help them develop not only linguistic skills
their work to an LLM and receive detailed but also cultural understanding and critical
feedback. However, it is crucial that stu- thinking. The ability to communicate ideas
dents understand the value of the learning or understand messages is insufficient.
process and not rely solely on these tools To effectively engage with global society,
to complete assignments. Teachers must students need the knowledge and skills to
ensure that students see these tools as continually evaluate and learn.
aids in their learning journey.
The integration of technology in language
LLMs have countless applications, helping education has the potential to revolutionize
both teachers and students accomplish how students learn and engage with new
tasks efficiently and effectively. Instead languages and cultures. By incorporating
of viewing them as taboos, we should digital platforms, virtual experiences, and
integrate them into the classroom to explore multimedia resources, educators can create
their potential and determine their role in immersive and authentic learning environ-
future generations’ lives. It is important to ments that go beyond traditional methods.
remember that these tools are meant to This approach not only enhances language
enhance, not replace, our abilities. skills but also fosters cultural sensitivity,
critical thinking, and global awareness.

References

Brandt, H., Lagemann, M. (2022). Language Demands of the Labour Market: A

Predictor of Students’ Investments into Multilingual Skills? In: H. Brandt,
M. Krause, I. Usanova (Eds). Language development in diverse settings (Vol
11, pp. 67-84). Springer VS. [Link]
Brooks, N. (1960). Language and language learning: Theory and practice. Harcourt
Brace Jovanovich.
Byram, M., & Grundy, P. (2003). Context and culture in language teaching and learning
(1st ed.). Multilingual Matters. [Link]
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on

51

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Mediation in Language Learning BOOK 2024
 Welcome Keynote PLENARY RESEARCH ORAL PRESENTATIONS RESEARCH POSTERS
Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

cognitive processing in the second language. Language Learning, 44(2),

283–305. [Link]
New American Economy. (2017). Not lost in translation: The growing importance
of foreign language skills in the U.S. job market. [Link]
[Link]/wp-content/uploads/2017/03/NAE_Bilingual_
[Link]
Piantaggini, L. (2020). Grammar-Translation: What is it—really—for students? Journal of
Classics Teaching, 21(42), 92–94. [Link]
Richards, J. C., & Rodgers, T. S. (2001). A brief history of language teaching.
In Approaches and Methods in Language Teaching (pp. 3–17). Cambridge
University Press.
Stryker, S.B. & Leaver, B.L. (Eds). (1997). Content-based instruction in foreign
language education: Models and methods. Georgetown University Press

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El humor como herramienta pedagógica

en la enseñanza de idiomas
Humor as a pedagogical tool in language teaching

Laura M. Aliaga-Aguza
Director for the Master’s in Teacher Training for Compulsory
Secondary Education, Universidad Isabel I, Spain
ORCID: [Link]
E-mail: [Link]@[Link]

Abstract

The teacher’s work is not only based on transmitting knowledge but must ensure
that students internalize knowledge and obtain meaningful learning. Likewise, in the
current technological era, we must aspire to achieve the T-Pack model, which seeks
to integrate technology in education. Focusing on the teaching of second languages,
a few decades ago, this area acquired a pragmatic-communicative approach in which
“its ultimate goal is for the student to learn to function in all communicative situations
in which he is involved, both linguistically and socially. culturally (Aliaga-Aguza, 2000,
p. 637), since on many occasions there are errors in understanding that are linked to
socio-cultural aspects, instead of to grammatical problems (Galera and Galera, 2000).
This becomes complicated in the digital era, because not only the in-person context
must be taken into account, but the virtual context that new technologies bring with
them must be considered (Aliaga and Fernández, 2021). Currently, there are various
pedagogical tools that accompany the teacher, among them, humor. The use of humor
in the language classroom as a pedagogical tool is not something new. However, it has
not yet been exploited.

Keywords: Humor, Pedagogical tool, Language class.

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Resumen

La labor del docente no solo se basa en transmitir conocimientos, sino que ha de

conseguir que el alumnado interiorice conocimientos y obtenga un aprendizaje
significativo. Asimismo, en la era tecnológica actual, se ha de aspirar a alcanzar el
modelo T-Pack, que busca integrar la tecnología en educación. Centrándonos en la
enseñanza de segundas lenguas, desde hace unas décadas, esta área adquirió un
enfoque pragmático–comunicativo en el que “su último fin es que el estudiante aprenda
a desenvolverse en todas las situaciones comunicativas en las que se vea involucrado
tanto lingüística como socio-culturalmente (Aliaga-Aguza, 2000, p. 637), ya que en muchas
ocasiones hay errores de comprensión que se vinculan a aspectos socio-culturales,
en lugar de a problemas gramaticales (Galera y Galera, 2000). Esto se complica en la
era digital, porque no solo se ha de tener en cuenta el contexto presencial, sino que se
ha de considerar el contexto virtual que trae consigo las nuevas tecnologías (Aliaga
y Fernández, 2021). Actualmente, existen diversas herramientas pedagógicas que
acompañan al docente, entre ellas, el humor. El uso del humor en el aula de idiomas
como herramienta pedagógica no es algo nuevo; sin embargo, actualmente aún no se
ha explotado.

Palabras clave: humor, herramienta pedagógica, aula de idiomas.

Introducción

La labor de un docente se basa tanto en Conocimiento Técnico Pedagógico del

transmitir conocimientos como en con- Contenido), desarrollado por Punya Mishra
seguir que el alumnado interiorice dichos y Mattew J. Koehler entre 2006 y 2009, en
conocimientos. Lo que se espera de un el que se busca integrar la tecnología en la
docente es que sepa transmitir conoci- educación, es decir, junto al conocimiento
mientos de forma efectiva, de tal forma de contenidos y al conocimiento pedagó-
que el alumnado obtenga un aprendizaje gico, se ha de integrar el conocimiento
significativo. tecnológico. En palabras de Blanco “la
configuración del saber docente [se sus-
Asimismo, en la era tecnológica en la que tenta en] el conocimiento disciplinar, los
nos hallamos, un docente ha de aspirar a contenidos curriculares, el conocimiento
alcanzar el modelo T-Pack (Technological pedagógico y el conocimiento tecnológico”
Pedagogical Content Knowledge, en inglés; (2013, p. 151).

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Este modelo establece trabajar las tres Por otro lado, tenemos la combinación de
áreas de conocimiento mencionadas de dichos conocimientos: (4) conocimiento
manera interrelacionada. De este modo, se pedagógico del contenido, en el que el
consiguen siete conocimientos específicos docente adapta el contenido que ha de
que no solo integran las nuevas tecnologías llevar al aula con unas bases pedagógicas
en el aula, sino que lo hace de manera para que sea acorde al nivel de enseñanza,
efectiva, esto es, este modelo facilita la (5) conocimiento tecnológico del conte-
creación de espacios innovadores y crea- nido, en el que se buscan las tecnologías
tivos para el aprendizaje y la enseñanza más adecuadas para llevar ese contenido
(Salas-Rueda, 2019). De este modo, se al aula, (6) conocimiento tecnológico
usan las herramientas adecuadas para pedagógico, a través del cual el docente
que el alumnado alcance los resultados sabe si esas herramientas tecnológicas
de aprendizaje deseados. son las más adecuadas para el fin que se
está buscando.
A través de este modelo, por un lado, encon-
tramos los tres conocimientos base: (1) los Por último, la conjugación de todos estos
contenidos que cada docente imparte en su conocimientos nos lleva al modelo T-Pack,
aula, (2) la pedagogía, es decir, el modo en en el que el docente transmite contenido a
que cada docente lleva esos conocimientos través de la metodología y de las herramien-
al aula (metodología, métodos, etc.) y (3) la tas más adecuadas para que el alumnado
tecnología, las herramientas tecnológicas consiga un aprendizaje significativo.
que se usan para tal fin.

Figura 1. Modelo T-Pack.

Conocimiento Pedagogía
T-Pack

Tecnología

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Si nos centramos en la enseñanza de se han de crear situaciones comunicativas

segundas lenguas, desde hace unas reales en la que se cree “una interacción
décadas, esta área adquirió un enfoque activa entre el componente gramatical de
pragmático–comunicativo en el que “su la lengua, el sociolingüístico, el discursivo
último fin es que el estudiante aprenda a y las estrategias comunicativas” (Vez,
desenvolverse en todas las situaciones 1988, p. 44).
comunicativas en las que se vea involu-
crado tanto lingüística como socio-cultu- Asimismo, desde un punto de vista cognitivo,
ralmente (Aliaga-Aguza, 2000, p. 637), ya se puede entender la lengua como una face-
que en muchas ocasiones hay errores de ta integral de cognición, en la que se refleja
comprensión que se vinculan a aspectos la interacción entre condiciones sociales,
socio-culturales, en lugar de a problemas culturales, psicológicas, comunicativas y
con el sistema lingüístico (Galera y Galera, funcionales que solo puede entenderse
2000). Este enfoque comunicativo surgió en el contexto de una visión realista de
en los años 70, cuando, desde la Etnografía la adquisición, el desarrollo cognitivo y el
de la Comunicación, se empezó a consi- proceso mental (Brône et al., 2006). Esta
derar la enseñanza de idiomas como un idea vuelve a reflejar la importancia del
fenómeno social en el que se debe “saber componente pragmático (entendido como
cuándo hablar y cuándo permanecer en instrumento de comunicación) a la hora
silencio, qué código utilizar, cuándo, dónde de aprender una lengua. Este hecho se
y respecto a quién” (Hymes, 1967, p. 13). complica en la era digital, puesto que ya no
Gracias al componente pragmático, se solo se ha de tener en cuenta (y enseñar)
consiguen hablantes competentes, puesto en un contexto presencial, sino que se ha
que, ya sea desde la perspectiva de la de considerar el contexto virtual que trae
pragmática como comunicación lingüística consigo las nuevas tecnologías (Aliaga y
o como estudio del lenguaje en uso, esta Fernández, 2021). Actualmente, existen
disciplina se fundamenta en el enfoque diversas herramientas pedagógicas que
comunicativo, en el que se entiende el habla acompañan al docente. Una de ellas es
como actuación. De este modo, en el aula el humor.

El humor como herramienta pedagógica en el aula

El humor es un fenómeno metapragmático mentos difíciles o bien para establecer rela-

intrínseco al ser humano, que le acompaña ciones sociales. De hecho, dicho fenómeno
a lo largo de la vida, bien para atenuar mo- permite establecer diferentes vínculos con

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otras personas, independientemente de la el entorno de clase, fomenta el aprendizaje

edad o cultura, al mismo tiempo que nos y favorece la evaluación del profesorado
acerca y nos descubre como personas (Weems, 2015). Al mismo tiempo que
(Francia y Fernández, 2009). Además, se genera emociones positivas que benefician
ha de considerar también que el humor tanto al proceso de enseñanza–aprendizaje,
cambia dependiendo de la época, del lugar como a la salud. Además, el humor motiva
y de la cultura en el que se dé y no solo eso, al alumnado para estar más predispuesto a
sino también puede cambiar dentro de un asumir los contenidos curriculares (Aliaga
mismo grupo, puesto que un enunciado y Morán, 2022).
humorístico puede resultar ofensivo en
otro contexto, ya que la hilaridad se vincula Si se presta atención al valor pedagógico
a las creencias de las personas (Vorhaus, del humor, se puede comprobar que en
2005). los últimos años están proliferando las
propuestas didácticas que usan como
Dentro del aula, el humor presenta varios herramienta pedagógica el humor no solo
beneficios; por un lado, este fenómeno me- en el área de la enseñanza de lenguas,
tapragmático fomenta la relación existente sino en otras áreas de conocimiento,
entre el alumnado y el profesorado dentro por citar un ejemplo, en la propuesta
y fuera del aula (Morales, 1998, Fernández de Vargas y Ruiz (2020) se fomentó el
2003, 2009). Por otro lado, el humor pro- rendimiento académico en el aula de
mueve el buen desarrollo del proceso de historia, concretamente, a través del
enseñanza–aprendizaje (Fernández, 2012, meme humorístico, el alumnado aprendió
2016, 2017; Fernández y García, 2010; diferentes acontecimientos históricos.
Tamblyn, 2006) y, además, rompe “los
paradigmas tradicionales de la educción, y Ya en el aula de la enseñanza de idiomas,
crea el ambiente agradable de aprendizaje Aliaga–Aguza (2022) hizo una prueba con
y comprensión de los temas propios de dos grupos de B2 de español para extranje-
la educación formal” (Rodríguez y León, ros. Uno de los grupos, aprendió diferentes
2011, p. 139). Asimismo, por medio del figuras retóricas de forma tradicional,
humor, se consigue llevar al aula de idiomas mientras que el otro analizó estas mismas
ejercicios prácticos y dinámicos para que figuras retóricas por medio de publicidad
el alumnado desarrolle las competencias humorística impresa. Como resultado, se
que estemos trabajando en ese momento, comprobó que el grupo que había utilizado
puesto que este fenómeno estimula al el humor como herramienta pedagógica
alumnado, enriquece el proceso de ense- interiorizó de forma más efectiva dichos
ñanza–aprendizaje (Droin, 1993), mejora recursos retóricos.

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Centrándonos en el área de lengua caste- 2019) en el que se produce una incon-

llana, ya sea en su modalidad de lengua gruencia ya sea lingüística o contextual,
materna, como segunda lengua o lengua que hace que se tenga que reinterpretar
extranjera, merece la pena mencionar el enunciado desde un modo humorístico
diferentes trabajos en los que se ha para que se genere risa en el oyente. Dicha
utilizado el humor como herramienta incongruencia se entiende como aquel
pedagógica. aspecto social o cultural que sobrepasa
los límites establecidos socialmente y
1. El trabajo de Aliaga–Aguza y López Pena se usa para generar risa en el oyente
(2021) en el que se utiliza la publicidad (Aliaga-Aguza, 2020).
humorística para enseñar diferentes con-
tenidos en el aula de Lengua Castellana. El humor se apoya en mecanismos hu-
2. El trabajo de Horno–Chéliz (2022) morísticos como marcas (lingüísticas y
propone actividades para trabajar la no lingüísticas), indicadores lingüísticos
morfología de forma inductiva. (Ruiz-Gurillo y Padilla, 2009) y estrategias
3. El trabajo de Aliaga–Aguza y Morán propias (Aliaga-Aguza, 2020) que guían
(2022) se centra en la comedia de situa- al oyente hacia una reinterpretación del
ción para trabajar diferentes aspectos enunciado de forma humorística. Dichos
culturales y sociales divergentes en mecanismos, en palabras de Ruiz-Gurillo
diferentes culturas como pueden ser la “son recursos lingüísticos comunes que
moneda, el deporte, la comida o el juego aceptan, por lo general, una interpreta-
para integrar al alumnado inmigrante en ción recta, pero en contextos irónicos se
el aula. convierten en pistas fiables que ayudan al
4. El trabajo de Aliaga–Aguza y Morán oyente/lector en la interpretación” (2012,
(2023) ofrece herramientas didácticas p. 117). En otras palabras, estos recursos
con el humor como herramienta peda- poseen una doble función, pueden ser
gógica al futuro profesor del aula de componentes lingüísticos propios de la
Lengua Castellana. lengua que se quiera enseñar o pueden
5. El trabajo de Aliaga–Aguza (2024) tener una función humorística, como
enseña la formación de palabras por pueden ser las relaciones semánticas,
medio de recursos humorísticos. la formación de palabras o las figuras
retóricas, entre otros. Esta idiosincrasia
Desde un punto de vista lingüístico–prag- es la que se puede explotar en el aula de
mático podemos definir el humor como idiomas como herramienta pedagógica.
un proceso inferencial (Ruiz-Gurillo, 2012,

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Conclusiones

El uso del humor en el aula de idiomas se ha de comprender el funcionamiento

como herramienta pedagógica efectiva del recurso lingüístico que interviene en
no es algo nuevo. Sin embargo, a pesar el humor. Además, “relacionar el humor
de las diferentes propuestas que se han con el material aprendido resulta clave
presentado con el humor como herramienta porque mantiene la mente centrada. El
didáctica, actualmente no se ha explotado humor obliga a nuestra mente a trabajar
esta herramienta metapragmática. Como más que si las ideas se presentaran de una
se ha intentado demostrar, el humor no manera directa” (Weems, 2015, p. 217). Y
solo tiene valor pedagógico, sino que no solo eso, sino que también “al ilustrar
también posee una función motivadora, las nociones teóricas del lenguaje mediante
ya que despierta el interés y el entusiasmo ejemplos humorísticos superamos las
entre los estudiantes (Barrio y Fernández, dificultades experimentadas en clase,
2010). Asimismo, utilizar el humor en el donde estos conceptos suelen aparecer
aula de idiomas favorece el clima de aula, arduos e intricados de entender a los ojos
rompe con los paradigmas pedagógicos de los estudiantes” (Mura y Timofeeva,
tradicionales y crea un ambiente el cual 2015, p. 825).
favorece la comprensión de los contenidos
(Rodríguez y León, 2011). Además, el uso de Con el uso del humor como herramienta
material humorístico permite la adaptación pedagógica en el aula de idiomas, el
a las necesidades de cada momento y alumnado experimenta placer al mismo
consigue que el alumnado se implique tiempo que aprende, por lo que adquiere
más e, incluso, pierda esa timidez que se un aprendizaje significativo (González,
puede tener cuando se practica una lengua 2011), “y es que el humor es un ejercicio
(Iglesias-Casal, 2000). del cerebro, e igual que el ejercicio físico
beneficia el cuerpo; el humor hace lo propio
El humor posee múltiples funciones. No con la masa cerebral, la cual se utiliza, por
solo sirve para divertir, sino que también cierto, para el proceso educativo” (Fer-
“puede servir para transmitir ideas de nández, 2017, p. 4). Por todo lo expuesto
manera diferente, de modo que estas sean hasta el momento, el humor se convierte
aceptadas y entendidas por el colectivo” en una herramienta útil y necesaria en
(González, 2011, p. 244); además, con- el aula de idiomas, pues por medio del
sigue que el estudiante reflexione sobre humor se consigue que los estudiantes
el funcionamiento de la lengua, ya que, de idiomas interioricen y aprendan de
por medio de la incongruencia generada, manera significativa la lengua meta.

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Referencias

Aliaga-Aguza, L. M. (2020). Análisis lingüístico del humor en el medio audiovisual:

las estrategias humorísticas de la comedia de situación [tesis doctoral].
Universidad de Alicante.
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comunicativa, Opción: Revista de Ciencias Humanas y Sociales, ISSN 1012-
1587, Nº. 92, 2020, pp. 628-650.
Aliaga-Aguza, L. M. (2024). El aprendizaje de la formación de palabras en Secundaria
a través del humor, Encuentros, Revista de Ciencias Humanas, Teoría Social
y Pensamiento Crítico, 20, pp. 179–192.
Aliaga-Aguza, L. M. y López, Z. (2021). La publicidad humorística como herramienta
didáctica multimodal en la era digital. En A. Vico-Bosch, L. Vega y O.
Buzón – García (coord.). Entornos virtuales para la educación en tiempos
de pandemia: perspectivas metodológicas, Dykinson, pp. 279–295.
Aliaga-Aguza, L. M. y Morán, T. L. (2022). La comedia de situación como estrategia
lingüístico – discursiva para integrar al alumnado inmigrante en el aula de
Lengua Castellana y Literatura. En L. Mariottini y M. Palmerini, Estudios de
Lingüística Hispánica. Teorías, datos, contextos y aplicaciones, Dykinson,
pp. 1276–1295.
Aliaga-Aguza, L. M. y Morán, T. L. (2023). Recursos pedagógicos basa-dos en el
humor para el ámbito universitario. En D. Cobos, E. López, A. Martín, L.
Molina y A. Jaén (coord.) Educar para transformar: Innovación pedagógica,
calidad y TIC en con-textos formativos, Dykinson, pp. 2422–2430.
Barrio, J. y Fernández, J. (2020). Educación y Humor: Una experiencia pedagógica
en la Educación de Adultos, Revista Complutense de Educación, Vol. 21,
Núm. 2, pp. 365–385.
Blanco, P. (2013). Competencias profesionales del profesor en la escuela 2.0.
Mediterráneo. Revista de la Consejería de Educación en Italia, Grecia y
Albania, 5(3), pp. 147-156.
Brône, G., Feyaerts, K. y Veale, T. (2006). Introducction: Cognitive lingüistics
approaches to humor, Humor, 19(3), pp. 203–228.
Droin, R. (1993). La calidad con la sonrisa. Deusto.

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Fernández, J. M. (2003). El sentido del humor como recurso pedagógico: Hacia

una didáctica de las didácticas, Pulso, 26, pp. 143–157.
Fernández, J. M. (2009). El valor pedagógico del humor, Revista trimestral de la
Asociación Proyecto Hombre, p. 44, pp. 27–38.
Fernández, A. M. (2012). Riéndose aprende la gente. Humor, salud y enseñanza
aprendizaje, Revista Iberoamericana de Educación Superior (RIES),3 (8),
51–70.
Fernández, A. M. (2016). Humor en el aula, Trillas.
Fernández, A. M. (2017). El recurso didáctico del humor, Revista Educación, 41(1),
pp. 1–16.
Fernández, J. M. y García, J. (2010). El valor pedagógico del humor en la educación
social. Desclée.
Francia, A. y Fernández, J. D. (2009). Educar con humor. Aljibe.
Galera, F. y Galera, M. I. (2000). El enfoque comunicativo e interactivo de la Didáctica
de la Lengua, Tabanque, 15, pp. 209–222.
González, F. A. (2011). ¿El sentido del humor tiene sentido en el aula?, Revista
electrónica Educare, vol. 15, núm. 2, pp. 237–251.
Hymes, D. (1967). Models of the interaction of language and social stings, Journal
of Social Issues, 23(2).
Horno-Chéliz, M. C. (2022). Enseñar morfología en Educación Secundaria de un
modo inductivo. El humor como herramienta de análisis morfológico,
Tejuelo, 35.1, pp. 137–174.
Iglesias Casal, I. (2000). Sobre la anotomía de lo cómico: recursos lingüísticos
y extralingüísticos del humor verbal. Actas del XI Congreso Internacional
ASELE, pp. 439-450.
Morales, P. (1998). La relación profesor-alumno en el aula. PPC.
Mura, A. y Timofeeva, L. (2015). La lingüística a través del humor: propuestas
didácticas, XIII Jornadas de Redes de Investigación en Docencia Universitaria
[Recurso electrónico]: Nuevas estrategias organizativas y metodológicas
en la formación universitaria para responder a la necesidad de adaptación
y cambio, Mª Teresa Tortosa Ybáñez, José Daniel Álvarez Teruel, Neus
Pellín Buades, pp. 815-825, Alicante: Universidad de Alicante, 2015. ISBN
978-84-606-8636-1.

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Rodríguez, C. I. y León, A. P. (2011). El humor como estrategia pedagógica para el

aprendizaje significativo de tipología de textos: Descriptiva argumentativa,
en estudiantes de 2º grado de la educación media, Sinapsis, 3(3), pp.
137-161.
Ruiz Gurillo, L. (2012). La lingüística del humor en español. Arco Libros.
Ruiz Gurillo, L. (2019). Humor de género: del texto a la identidad en español, Madrid:
Iberoamericana Editorial Vervuert.
Ruiz Gurillo, L. y Padilla, X. (2009). Dime cómo ironizas y te diré quién eres. Una
aproximación pragmática a la ironía, Peter Lang.
Salas-Rueda, R. A. (2019). Modelo TPACK: ¿Medio para innovar el proceso
educativo considerando la ciencia de datos y el aprendizaje automático?
Entreciencias: diálogos en la sociedad del conocimiento, 7(19). [Link]
org/10.22201/ enesl.20078064e.2018.19.67511
Tamblyn, D. (2006). Reír y aprender. 95 técnicas para emplear el humor en la
formación. Desclée de Brouwer.
Vez, M. J. (1988). Aprendizaje y enseñanza de la lengua según las ciencias del
lenguaje. En J. García y A. Medina. Didáctica de la Lengua y la Literatura,
Anaya, pp. 32–51.
Vorhaus, J. (2005). Cómo orquestar una comedia. Los recursos más serios para crear
los gags, monólogos y textos cómicos más desternillantes. Alba Editorial.
Weems, S. (2015). Ja. La ciencia de cuándo reímos y por qué. Taurus.

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Inclusive teachers: the challenge of

interculturality in the language classroom
Docentes inclusivos: el reto de la
interculturalidad en aula de idiomas

Sergio Ruiz Pérez

Coordinator of the official Master of Spanish as a
Foreign Language program, Universidad Isabel I, Spain
ORCID: 0009-0004-3327-3862
[Link]@[Link]

Valentina Yordanova Pavlova

Coordinator of the Languages School,
Universidad Isabel I, Spain
ORCID: 0009-0000-0378-8575
[Link]@[Link]

Abstract

This paper describes a practical workshop in which the concepts of diversity, equity,
and interculturality and their importance in the foreign language classroom were
addressed. Tools were offered to develop these competencies as inclusive teachers
following the challenges set out in the Inclusive Higher Education Policy Guidelines
of the Colombian Ministry of National Education (2013), specifically the second
challenge, “having inclusive teachers”. The document Intercultural Competences:
Conceptual and Operational Framework of UNESCO (2017), which emphasizes the
link between diversity and intercultural dialogues, was also taken into consideration.
Finally, based on the Curricular Plan of the Cervantes Institute (2006), the importance
of valuing the diversity of learners of Spanish as a foreign language as social agents,
intercultural speakers, and autonomous learners is pointed out. During the workshop,
the participants first considered the meaning of the term “inclusive education”, then

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analyzed critically in groups the description of two teachers of Spanish as a second

language to decide whether their pedagogical practices were interculturally inclusive
or not, finally they designed an activity or strategy to promote diversity, equity, and
interculturality in their classrooms.

Keywords: Diversity; Inclusivity; Intercultural Competence; Foreign Languages; Teaching.

Resumen

Este artículo ofrece la descripción de un taller práctico mediante el cual se abordaron

los conceptos de diversidad, equidad e interculturalidad y su importancia en el aula
de lengua extranjera. El objetivo del taller fue presentar diferentes herramientas para
desarrollar estas competencias como docentes inclusivos siguiendo los retos recogidos
en los Lineamientos de Política de Educación Superior Inclusiva del Ministerio de
Educación Nacional de Colombia (2013), concretamente, el segundo reto: “contar con
profesores inclusivos”. Asimismo, se tuvo en consideración el documento Competencias
interculturales: marco conceptual y operativo de la UNESCO (2017), el cual enfatiza el
vínculo entre la diversidad y los diálogos interculturales. Por último, basado en el Plan
curricular del Instituto Cervantes (2006), se señala la importancia de valorar la diversidad
de los aprendientes de español como lengua extranjera viéndolos como agentes sociales,
hablantes interculturales y aprendientes autónomos. Durante el taller, los participantes
primero consideraron el significado del término “educación inclusiva”, luego analizaron
críticamente en grupos la descripción de dos docentes de español como segunda
lengua para decidir si sus prácticas pedagógicas eran interculturalmente inclusivas
o no; finalmente, diseñaron una actividad o estrategia para promover la diversidad, la
equidad y la interculturalidad en sus aulas.

Palabras clave: diversidad; inclusividad; competencia intercultural; lenguas extranjeras;

docencia.

Introducción

La práctica docente inclusiva en el aula de reto para muchos docentes, ya que, como
lenguas extranjeras no es una tarea sencilla educadores, debemos tener en consideración
de llevar a cabo e incluso puede resultar un una serie de realidades sociales existentes

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en el siglo XXI, tanto dentro como fuera de responda a las necesidades y diferencias
nuestras aulas. Como herramienta práctica de todos los estudiantes.
para el docente principiante o experimentado,
el presente artículo ofrece la descripción La participación implica que la educación
de un taller de naturaleza online centrado no solo forma ciudadanos democráticos,
en el concepto de interculturalidad para sino que también es clave para promover
docentes de ELE, el cual puede extrapolarse la justicia social. Involucra la interacción
a la enseñanza de cualquier otra lengua social dentro de una comunidad con objeti-
extranjera. El taller se enfoca en tres áreas vos comunes y destaca la importancia de la
pedagógicas principales: el trato a los estu- responsabilidad recíproca en el aprendizaje
diantes dentro del aula, la presentación de conjunto. La diversidad, considerada una
los contenidos lingüísticos y el trabajo con característica innata del ser humano, debe
conceptos culturales. ser valorada sin patologizar las diferencias.
La educación inclusiva debe reconocer y
La educación del siglo XXI tiene como proteger la identidad y particularidades
objetivo la creación de ambientes más de los estudiantes que requieren especial
inclusivos en las aulas, tanto desde un punto protección debido a factores sociales, eco-
de vista pedagógico como sociocultural. nómicos, políticos, culturales, lingüísticos,
En consonancia con esto, diferentes orga- físicos y geográficos.
nismos, como el Ministerio de Educación
Nacional de Colombia (MEN), la Organi- Más allá de la coexistencia de varias cultu-
zación de las Naciones Unidas para la ras (multiculturalidad), la interculturalidad
Educación, la Ciencia y la Cultura (UNESCO) promueve un diálogo abierto y crítico entre
o el Instituto Cervantes (IC) señalan la personas de diferentes culturas. Busca
importancia de valorar la diversidad de los aprender del otro y aprovechar la riqueza
estudiantes y tener presente la equidad e implícita en la diversidad, fomentando la ca-
interculturalidad en el aula. pacidad transformadora de las instituciones
educativas para asegurar una educación de
De acuerdo con los Lineamientos de calidad para todos. Por otro lado, equidad
Política de Educación Superior Inclusiva significa adaptar el sistema educativo a la
del Ministerio de Educación Nacional de diversidad estudiantil, proporcionando a
Colombia, las seis características de la cada estudiante lo que necesita según sus
educación inclusiva son “la participación, la diferencias y necesidades individuales; es
diversidad, la interculturalidad, la equidad, decir, va más allá de la igualdad, buscando
la pertinencia y la calidad” (2013, p. 27). identificar y superar las desigualdades
Todas relacionadas entre sí sirven como para alcanzar una igualdad sustantiva en
base para crear un sistema educativo que oportunidades y resultados.

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La pertinencia se refiere a la capacidad del primer orden para cualquier iniciativa rela-
sistema educativo para responder proac- cionada con el diseño y desarrollo curricular
tivamente a las necesidades concretas en el campo de la enseñanza del español
de su entorno social, económico, cultural como lengua extranjera– defiende que se
y político. Esto implica que la enseñanza debe tener una visión del español como una
sea relevante y adecuada para favorecer lengua plural y diversa, cuya diversidad no
a la comunidad, centrada tanto en los impide el mutuo entendimiento entre sus
procedimientos como en los fundamentos. hablantes y que su enseñanza y aprendizaje
Finalmente, y –aunque difícil de definir de puede llevarse a cabo con el fin de que sea
manera unánime– la calidad en la edu- posible una comunicación efectiva con
cación se relaciona con las condiciones cualquiera de ellos. Además, recomienda
óptimas que permiten el mejoramiento aprovechar, en medida de lo posible, la
continuo. En la educación superior co- variedad de acentos y procedencias de
lombiana, esto incluye la cualificación los hablantes de español para que sus
docente, el desarrollo de la investigación estudiantes puedan conocerlos.
y la relevancia de la proyección social,
junto con procesos de aseguramiento de Asimismo, este marco de referencia señala
la calidad y la acreditación. la importancia de que el propio docente,
si es nativo de la lengua, atienda y haga
De este modo, en un mundo interconectado referencia a los rasgos lingüísticos de su
y globalizado, “[e]l desarrollo de competen- propia variedad con el fin de que los apren-
cias interculturales facilita las relaciones dientes los comprendan. La dimensión
e interacciones entre personas de varios cultural de la lengua española también se
orígenes y culturas, así como dentro de caracteriza por su amplia variedad tanto
grupos heterogéneos” (p. 11). Al fomentar dentro de España como fuera, en los países
el desarrollo de estas competencias en las hispanoamericanos. Por ello, el IC subraya
aulas de lenguas extranjeras, los docentes la necesidad de incluir esta dimensión en
pueden ayudar a sus estudiantes a desarro- la enseñanza del español como lengua
llar “una conciencia de mismidad y otredad extranjera. Además, teniendo en cuenta al
con mucha más gente, evitando riesgos estudiante, se considera necesario tener
como la reproducción de estereotipos y la presente la gran diversidad cultural del
promoción de una perspectiva esencialista mundo contemporáneo y saber reconocer
de la cultura” (p. 11). las diferencias desde un punto de vista
equitativo, es decir, la necesidad de tratar
Por otro lado, el Plan curricular del Instituto a cada individuo de la manera más justa
Cervantes (2001) –una obra de referencia de de acuerdo con su singularidad.

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Tanto el Plan curricular del Instituto Cer- Por último, cabe mencionar que este ta-
vantes (2001) como el marco conceptual y ller se ha llevado a cabo tomando como
operativo de la UNESCO (2017) subrayan la referencia la enseñanza de español como
importancia de desarrollar la competencia lengua extranjera, pero se puede aplicar a
intercultural. Además, este segundo en la enseñanza de cualquier idioma. Dentro
concreto señala que es necesario convertir de Europa, el documento de referencia en
el propio comportamiento en intercultural- este campo es el Marco común europeo de
mente competente para sobrevivir en la referencia para las lenguas, volumen com-
sociedad global actual e indica que esta plementario (2020), con el que el Consejo
competencia se obtiene tanto a través de de Europa pretende que se desarrollen
la enseñanza como mediante la interacción áreas como la mediación, la competencia
con productos culturales. plurilingüe/pluricultural y la competencia
en lengua de signos.

Metodología

Esta sección describe los pasos que se Tras despertar su curiosidad y activar su
llevaron a cabo en un taller de 40 minutos participación, en la segunda parte del taller,
online ofrecido en un congreso internacional se presentaron dos casos de docentes
sobre mediación pedagógica y aprendizaje ficticios de ELE con el fin de que los par-
de lenguas. ticipantes los analizaran de forma crítica.

Una vez que los participantes se conec- Por un lado, se describió a Matilda:
taron a la plataforma online y tras una
cálida bienvenida con saludos y preguntas Matilda es una profesora de español
iniciales, se les pidió que reflexionaran como lengua extranjera en un centro para
sobre el término “educación inclusiva” y inmigrantes en Sevilla. Ella ha enseñado
cómo se aplica este concepto dentro del español a estudiantes adultos durante 25
aula de idiomas. En este momento los años y disfruta enseñando su ciudad a sus
diferentes docentes expresaron sus ideas estudiantes, llevándolos a espectáculos
a través del chat o de sus micrófonos y los flamencos y excursiones por la ciudad.
dos facilitadores fueron comentando las Dentro del aula de español, se caracteriza
respectivas respuestas, resumieron las por su seriedad y disciplina. Se centra en la
ideas principales y las conectaron con el cultura de su ciudad, Sevilla, y no conoce
tema del taller (5 minutos). las culturas de sus estudiantes. De hecho,

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ella espera que sus estudiantes se integren ella y ella aprende de sus experiencias
en la sociedad sevillana y abandonen sus personales. Sus alumnos hablan sobre
culturas de origen. Por ello, no permite sus diferentes culturas de origen y utilizan
a sus estudiantes el uso de sus lenguas las variedades de español u otras lenguas
maternas porque quiere que practiquen que utilizan en sus casas, además del
lo máximo posible la lengua que están español como lengua vehicular. De este
aprendiendo. No obstante, trata a todos los modo, la norma guía a sus estudiantes
alumnos por igual, sin tener en cuenta sus a comparar y contrastar las culturas que
diferencias. Sus clases son tradicionales conocen y las que están adquiriendo. Sus
y teóricas, enfocándose principalmente lecciones ponen al alumno en el centro del
en la gramática y la memorización de aprendizaje, con prácticas, la gramática
vocabulario. Sus lecciones suelen seguir se adquiere de forma inductiva y expone a
un formato de lección magistral, donde ella diferentes tipos de vocabulario a través de
es la principal fuente de información y los vídeos, podcasts, lecturas y actividades
alumnos son receptores pasivos. culturales externas como visitas al museo
o excursiones al mercado.
Por otro lado, se describió a Norma:
Tras esta presentación de 5 minutos, los
Norma es una profesora de español participantes se dividieron en pequeños
como segunda lengua en una universidad grupos para analizar cada caso. Se les pidió
de Bogotá. Ella ha enseñado español a que identificaran aspectos destacados
estudiantes adolescentes y adultos du- del trato al alumnado y la metodología
rante diez años y disfruta hablando sobre seguida por cada docente en la enseñanza
diferentes ciudades hispanohablantes de ELE. Una vez transcurrido el tiempo
a sus estudiantes, les enseña visitas permitido para este análisis (10 minutos),
virtuales sobre lugares emblemáticos cada grupo presentó sus análisis y se guío
como Machu Picchu o la Patagonia una discusión crítica sobre las observa-
argentina. Su aula de español está dis- ciones y aprendizajes clave, resaltando la
tribuida en diferentes rincones, donde importancia de la tolerancia y la empatía por
los estudiantes realizan actividades para parte de los docentes inclusivos. A través
trabajar la lectura (el rincón de lectura), de este trabajo de análisis, se pretendió
la escritura multimodal (el rincón digital) guiar a los participantes a la asimilación
o la dramatización (el rincón del teatro). de los conceptos clave de esta presenta-
La norma establece con sus estudiantes ción: diversidad, discriminación, prejuicio,
una relación de confianza entre iguales competencia intercultural, interacción
en la que los estudiantes se apoyan en intercultural y comunicación intercultural

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inclusiva. De esta manera se buscó, asi- su actividad o estrategia, para después

mismo, sensibilizar a los participantes de recibir retroalimentación constructiva
la importancia de la tolerancia y empatía del facilitador y otros participantes (5
dentro del aula. minutos).

Por último, los participantes trabajaron de El taller concluyó con un resumen de los
forma colaborativa durante 10 minutos para puntos clave abordados, una reflexión
poner en práctica los conceptos teóricos final sobre la importancia de aplicar
aprendidos dentro de sus propias aulas. estos conceptos en el aula de lenguas
Para ello, en la tercera parte, se propuso extranjeras y una invitación a seguir
una dinámica colaborativa. Los participan- explorando y practicando la inclusión (5
tes trabajaron en grupos para diseñar una minutos). Los facilitadores agradecieron
actividad o estrategia que promoviera la a los participantes por su participación y
diversidad, equidad e interculturalidad en se despidieron, habiendo ofrecido a los
sus aulas de lengua extranjera. Utilizando docentes participantes nuevas herramien-
la herramienta colaborativa de Google Docs tas para fomentar un ambiente inclusivo
en línea, desarrollaron sus propuestas y respetuoso en sus aulas.
y, posteriormente, cada grupo presentó

Conclusión

La práctica docente inclusiva en el aula de cionando herramientas prácticas para

lenguas extranjeras, aunque desafiante, es docentes de ELE y otros idiomas. Aborda
crucial para enfrentar las realidades socia- tres áreas pedagógicas fundamentales:
les del siglo XXI. Fomentar competencias trato a los estudiantes, presentación de
interculturales en las aulas de lenguas contenidos lingüísticos y trabajo con
extranjeras ayuda a evitar estereotipos y conceptos culturales para promover un
promueve una perspectiva amplia y diversa ambiente educativo inclusivo y equitativo.
de la cultura. Además, es crucial reconocer Este taller, aplicable a cualquier idioma,
y valorar la diversidad lingüística y cultural, espera contribuir a una educación inclusiva
tanto en el español como en otras lenguas. de calidad, promoviendo el plurilingüismo
El taller online descrito en este artículo y el pluriculturalismo, esenciales para la
se centra en la interculturalidad, propor- sociedad global actual.

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Referencias

Consejo de Europa. (2001). Marco común europeo de referencia para las lenguas
aprendizaje, enseñanza, evaluación. Traducción al español. MECDAnaya.
[Link]
Instituto Cervantes. (2006). Plan curricular del Instituto Cervantes. Niveles de
referencia para el español. Instituto Cervantes-Biblioteca Nueva. http://
[Link]/ensenanza/biblioteca_ele/plan_curricular/
Ministerio de Educación Nacional de Colombia. (2013). Lineamientos de Política
de Educación Superior Inclusiva. Ministerio de Educación Nacional. https://
[Link]/1759/articles-357277_recurso.pdf
UNESCO (2017). Competencias Interculturales: Marco Conceptual y Operativo.
Cátedra Unesco - Diálogo Intercultural. [Link]/ark:/48223/
pf0000251592/ PDF/[Link]

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Flipped learning in L2 acquisition

Aprendizaje invertido en la
adquisición de una segunda lengua

Belén Ozarín García

PhD Student – Isabel 1 de Castilla University
ORCID: [Link] 0009-0002-4352-6857
E-mail: [Link]@[Link]

Abstract

Traditionally, education has been seen as knowledge transfer from the instructor to
learners within the classroom. The eagerness to change this paradigm exists for some
decades. The traditional model has been changed by different domains which urge the
need of a shift in the teacher-centered instruction model, especially in the study and
acquisition of various languages (Mehring & Leis, 2017). It has been also colloquially
described as “the process of flipping what has traditionally been done inside the
classroom to independent homework activities preceding the lesson. Thus, the lesson
involves problem-solving and higher order thinking tasks traditionally assigned to
subsequent homework activities” (Vitta & Al-Hoorie, 2024, p.2). Systematic reviews and
meta-analyses are now becoming increasingly under research in the L2 field. Meta-analytic
work should be carried out due to the range of skills that underpin an L2 such as writing,
reading, listening, speaking, vocabulary and pragmatics, amongst others. There is a
multidimensional space to explore into the effectiveness of this methodology and the
implications for future research and findings. The aim of this paper is to provide with
a practical example for an intermediate level of English lesson.

Palabras clave: Flipped learning, L2 Language Acquisition, Methodological Approach,

Different Skills.

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Introduction

Flipped Learning is a type of strategy which creating different learning opportunities

aims at increasing learners´ engagement where new topics are introduced in order
through problem-solving group tasks in for the student to get further subjects in
class time and different types of lectures the matter.
or video instruction at home. In a flipped
classroom, those activities traditionally With the use of this method, “content
considered homework are moved into the delivery” takes a wide range of forms
class, and learners watch online videos such as video lessons, online collabora-
or participate in debates or do research tive discussions, text reading, and digital
at home whereas engaging in content in research. The ideal flipped classroom may
the class under the supervision of the last between 8 to 12 minutes (Abeysekera
instructor. & Dawson, 2015).

In the traditional classroom, the instructor In-class activities are also redefined as they
is the main focus and the information may contain innovative or more traditional
communicator and propagator during the homework problems to engage students
in-class time. Learners defer to instructors in the content. The type of activities may
for feedback and guidance while instructors depend on the subject, for example, in a
address the questions that arise. The lec- Math’s class, it would be convenient to
ture style is normally used in a traditional use emerging mathematical technologies,
approach through the content explanations current debates and discussions, concept
and, the in-time is devoted to the different practice, and laboratory experiments among
tasks designed by the instructor in small others (Bergmann & Sams, 2012).
groups or independently. The debates are
controlled by the instructor (Ryback and As the higher layers of Bloom´s taxonomy,
Sanders,1980). higher-order thinking skills are boosted
such as collaboration, work in groups,
Working on a concept through problem-sol- design, problem-solving, etc. (Bergmann
ving tasks and reading from textbooks & Sams, 2012).
are examples of teaching outside the
classroom in this model. Flipped learning The instructor-learner interaction is less
shifts instruction from the teacher-cen- didactic and personalized, and learners are
tered role to the student-centered role involved in their own learning which leads
in which in-time class is committed to to self-assessment (Urgiles et al, 2020).

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History and origins

The first work seen as an outline of a flipped “Peer Instruction” A User´s Manual em-
concept was in “From Sage on the Stage to phasizes this method as the information
Guide on the Side” published by Alison King is transferred out of the class and its
in 1993. She first outlined the importance assimilation is transferred to the class
of in-time classes for learning construction allowing students to acquire higher-order
rather than information transmission. King´s skills (Mazur & Crouch, 2001).
work is referred to as “an impetus for an
inversion to allow for the educational space “Inverting the Classroom: A Gateway to
for active learning” (King, 1993). Creating an Inclusive Learning Environ-
ment” (2000) is a paper published by Lage,
Eric Mazur, a Harvard professor played Platt, and Treglia, in which they assess the
a key role in the development of the results of flipped classrooms in tertiary
methodology as the developer of the education having the students meet their
“peer-instruction technology”. His book needs through a range of learning styles.

Foreign Language Classes

The magistral classes are taken at home literature in the target language. The videos
by viewing video-lectures so as to create and online assessment have freed the
spare time for practical tasks. This may teacher to undertake engaging activities
include debates, writing tasks, and reading in the classroom.

The role of the teacher

In their interesting analysis of Raul Santiago teacher must strengthen and modify their
and John Bergmann in their book “Flipped competences. Nowadays, the learning
Learning” (2018), they distinguish these process is claimed not to be reduced to a
key features of the teacher´s role and the mere transmission of data but has become
evolution throughout the years. an especially creative mission. How to
connect knowledge is now key rather than
With the arrival of the 21st century and its accumulating data. Education professionals
changes, the educational dynamic has are aware of the fact that schools, students,
been altered. To keep updated, the current and jobs have changed, and the teacher has

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no longer a preeminent role. The current help or if they are ready to progress, both
system of schools was built on the notion in the level and the extent of their learning
of a fixed amount of knowledge disclosed it is also important to know what content
by a single teacher in a physical classroom. could be practiced individually or in a team.
The teacher´s role becomes more flexible
However, the traditional teacher´s role would and creative. The pupil is guided to relevant
remain immutable since good teaching content through the information with tools
has not changed over the years. When that facilitate these: social networks, videos,
adopting Flipped Learning 3.0 these roles applications, etc.
can be improved. The authors Matthew
J-Koehler, Punya Mishra, and William Cain The teacher should also be a good planner,
(2013) identify these roles in their TPACK being able to design attractive material
model summarized in content knowledge, and a strategy is key to good teaching. All
pedagogical knowledge, and technological teachers must be able to design attractive
knowledge. The teacher´s field of spe- teaching units, regardless of the type of
cialization and pedagogical knowledge methodology or strategy they use. But we
are in some cases disassociated when could say that flipped teachers are even
they should merge in terms of subject, more obliged to do so considering that they
technology, and pedagogy. It is a unique will spend time creating content. Designing
combination that should be applied depen- is the process of filtering, grouping, and
ding on multiple factors such as culture, selecting the information. Teachers should
demography, course, etc. invest time in creating new content and
foresee the things that can function. He
The teacher needs to be a content expert should be a good conferee to prepare
who should dominate the subject. Mastering practical tasks in the individual space.
and updating the knowledge of chemistry,
history, languages, literature, mechanics, The teacher should be close and trustwor-
etc., is necessary. In fact, an effective flipped thy as students are claimed to succeed
teacher needs to be more adept at content when they feel they have the support of
than a traditional teacher. Since students their teachers. Personal abilities are more
will often be at different levels of learning important for teachers who apply Flipped
during a lesson, and this can happen even Learning, this leads to positive relationships
at the beginning, the teacher will have to and more efficient classrooms. Teachers
know their syllabus in such depth that it have more time to interact with students
allows them to move from one group to who, in turn, have more opportunities to
another or from one student to another participate in class. These connections
with agility and decide if a student needs between the student and the teacher could

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be cognitive, effective, or social. Personal questions in a lecture format, teachers

skills are essential to educators who in- can ask questions as they move around
corporate flipped learning. The relational the classroom, in this way, they quickly
aspect acquires greater importance and discover that not all students need the
leads to more efficient classrooms. same level of questioning. Asking quality
questions becomes vital in this method
The teacher should be a cognitive trainer. (Sams & Bergmann, 2013).
When a teacher applies flipped instruction,
they have more time to interact cognitively The teacher also becomes an active lear-
with students and this role is much more ning expert. Flipped learning does not only
amplified. The extra class time available consist of showing videos but of rethinking
enables teachers to understand the cog- class time. This raises a question for the
nitive strengths and individual challenges teacher: “What will I do in class if I am not
of each of their students. Teachers claim explaining the subject?” The answers to this
that using this method allows them to question are many and varied. Teachers
approach the students with greater clarity. must incorporate the best possible active
learning strategies to make the group space
The teacher as a differentiation expert, meaningful and attractive.
should be aware of the strengthens and
weaknesses of each student and guide Although flipped learning is not based on
him to the appropriate way of learning. technology, there is an important technical
Having more time to assist students gives component to this method. Unlike other
the teacher the possibility to use the best roles we’ve handled, we are saying “knowle-
differentiation strategies. More than training dgeable” and not “expert”. Teachers must
a student, there is an opportunity for teachers master the use of some of the technological
to apply the latest differentiation strategies. tools needed to change their classrooms.
The good news is that flipped learning The good news is that the tools that are
is based precisely on differentiation. As created today are mostly simple and intui-
teachers free extra time in class, it is possible tive. Some teachers turn their classrooms
for them to approach students individually around using video cameras on their mobile
using effective and creative strategies. phones and others use more elaborate
technological tools. The key is not to let
As it is essential for teachers to interact technology become a limiting factor and to
with students, they also become experts in use what is available. Make sure the tools
questioning them. Effective flipped teachers you choose are easy to adopt and easily
deepen the quality of interactions with accessible for both faculty and students
students. Instead of asking a series of (Sams & Bergmann, 2014).

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The creative function of the teacher is critically and train them to understand,
also key in this method. The teaching work optimize, deepen, and connect informa-
encompasses the design, application, and tion. They need to develop two essential
evaluation of each part of the learning competences: know how to manage
process. The educator aims to generate coherent methodologies that capture
a culture of innovation and at the same student learning as their essential core. On
time, they are responsible for making the other hand, it is essential to develop
knowledge effective for students. Their the technological training required by the
objective is to prepare students to think level of the course.

The role of the student

The students acquire an active role, they model in their courses or subjects. Finding
are responsible for their learning in an balance without overwhelming students
active, autonomous, communicative, requires careful planning, therefore, these
participative, and collaborative way. They roles involve self-regulation, organization,
can choose the type of material that and planning. (Montaner-Villalba, 2019).
fits best with the way they learn and at
their own pace. In a team, they have the This role also implies cooperation and
possibility of participating when making commitment. Most of the students des-
decisions, solving problems, and fostering cribe the flipped classroom as a space or
their critical thinking. place where they participate intensely in
group work both during class and outside
The students can build their own thin- of class. Working with others, teamwork,
king by searching and synthesizing the collaborative learning, etc., make students
information and integrating it with their feel like part of a collective, so they do
communicative skills, reflexive thinking, not want to disappoint their mates. They
and problem-solving. It is vital for them to recognize how much the success of their
become extremely organized. To achieve group depends on their individual success.
the goals, students must struggle with the Flipped does involve teams, but individual
fact that they have to be prepared for the work and responsibility will continue to be
classes, this is probably one of the most part of the learning experience.
important challenges for teachers who
perform the flipped model and for schools The students’ role also involves knowledge
or departments that wish to implement the of personal learning styles. As there are

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group discussions in this model, it leads them to support their peers and work
to the conclusion that people learn in together to be successful in the flipped
different ways, so we need to be aware of learning environment. (Ozdamli, 2016).
ourselves as learners. For these reasons,
teachers must know the different styles What makes flipped work is the teacher´s
and strategies as part of their present ability to engage and connect with the
and future teaching experience. The students. The teacher knows when the
students describe the differences in the students are struggling, when they need
way they approach problem-solving, study, extra time practicing, and when to move to
processing, and acquisition of content. As the next topic. This role also implies taking
soon as they recognize the strengths and risks, new responsibilities, and connection
challenges within their own learning style, between the teacher and the students
they can quickly explain how this enables (Yildirim & Kiray, 2016)

A practical example: Planning Sessions

Table 1. Flipped learning in teaching English model.

Feedback
Week Instruction Out-of-class phase (OCP) In-class-phase (ICP)
phase (FP)
Previous week Monday Wednesday
Submission of materials ICT tool
(Identify theoretical aspects (Choose
to be delivered before the most
class. Three options: 1. suitable
use coursebook materials, tool in each
2. find materials online or case)
3. design new materials if
needed)
1. Control Textbook Session 1 (140 min): Session 2 (140 min):
session OEF OEF
week 1 • 1 VOCABULARY (a, b, • 6 GRAMMAR (a, b)
c, d, e) (p. 6) (15 min). (p. 132) (50 min).
• 3 LISTENING AND • 1 VOCABULARY AND
SPEAKING (a, b, c, d) SPEAKING (a, b, c, d)
(pp. 6-7) (30 min). (10 min) (50 min).
• 4 READING (a, b, c, d, e) • 3 PRONUNTIATION
(p. 7) (50 min). AND SPEAKING (a, b,
• 6 GRAMMAR (a, b, c) c, d, e) (p.11) (40 min)
(p. 8) (30 min).
• 7 SPEAKING (a, b)
(p. 9) (15 min).

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Feedback
Week Instruction Out-of-class phase (OCP) In-class-phase (ICP)
phase (FP)
Previous week Monday Wednesday
1 Flipped • Flipped Edpuzzle 0. Pre- Textbook Session 1 (140 min): Session 2 (140 min):
Session sent simple and present and online OEF OCP time
Pre-week continuous. https:// resources • 3 LISTENING AND Time dedicated to resol-
Week [Link]/3rMXqBJ. The SPEAKING (a, b, c, d) ving doubts depending
1 instructors make instruc- (pp. 6-7) (30 min). on Ss understanding of
tional videos based on the • 4 READING (a, b, c, d, e) the grammar (Edpuzzle
grammar to be taught for (p. 7) (50 min). 0).
students to download and • 7 SPEAKING (a, b) (p. 9) • 1 VOCABULARY AND
watch. (session 1 & 2) (15 min). SPEAKING (a, b, c, d)
• Liveworksheets. Vocabu- Resources (p. 10) (50 min).
lary on food. (session 1) • Infographic. (30 min). • 3 PRONUNTIATION
In groups of four, Ss AND SPEAKING (a, b, c,
create an infographic d, e) (p. 11) (40 min).
taking this one as a Resources
model. The teacher • Gamification. Ss play
provides with constant the family game (50
feedback. min) and create their
• Gamification. Ss play own quiz in groups of
this food quiz (10 min). four.
• 1 VOCABULARY AND
SPEAKING (a, b, c,
d) (p. 10). Adapted
textbook material.
Refusing to talk about
something. In order
to create a warmer
atmosphere, Ss decide
whether to answer the
question through a
survey or in groups.

References

Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped
classroom: definition, rationale and a call for research. Higher education
research & development, 34(1), 1-14.
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every
class every day. International society for technology in education.
Crouch, C. H. & Mazur, E. (2001). Peer instruction: Ten years of experience and
results. American journal of physics, 69(9), 970-977.
Hiver, P., Al-Hoorie, A. H., Vitta, J. P. & Wu, J. (2024). Engagement in language
learning: A systematic review of 20 years of research methods and
definitions. Language teaching research, 28(1), 201-230.

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King, A. (1993). From sage on the stage to guide on the side. College teaching, 41(1),
30-35.
Mehring, J. & Leis, A. (Eds.). (2017). Innovations in flipping the language classroom:
Theories and practices. springer.
Montaner-Villalba, S. (2019). Recensión del libro: Santiago, R. y Bergmann, J.
(2018) Aprender al revés. Flipped Learning 3.0 y metodologías activas en
el aula. Barcelona: Paidós Educación, 240. RiiTE Revista Interuniversitaria
de Investigación en Tecnología Educativa.
Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on
Educational Technology: Current Issues, 8(2), 98-105.
Ryback, D., & Sanders, J. J. (1980). Humanistic versus traditional teaching styles
and student satisfaction. Journal of Humanistic Psychology, 20(1), 87-90.
Santiago, R., & Bergmann, J. (2018). Aprender al revés. Flipped Classroom 3.0 y
Metodologías activas en el aula.
Urgilés, J., Pinos-Vélez, V., Quinde-Herrera, K., Abril-Ulloa, V., Moscoso, B., Carrión,
G.(2020). Designing the pre-class and class to implement the flipped learning
model in a research methodology course. IEEE Revista Iberoamericana de
Tecnologias del Aprendizaje, 15(1), 43-49.
Yildirim, F. S., & Kiray, S. A. (2016). Flipped classroom model in education. Research
highlights in Education and Science, 2(6), 1-8.

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The didactic strategy of the book club:

a proposal for educational mediation
La estrategia didáctica del club de lectura:
una propuesta de mediación educativa

Claudio Moyano Arellano

Coordinator for the Specialization in Spanish Language
and Literature
Universidad Isabel I, Spain
ORCID: [Link]
E-mail: [Link]@[Link]

Abstract

In this paper, the book club is proposed as a way not only to improve students’ linguistic
and literary competence but also as a form of linguistic mediation. First of all, we
discuss what the book club is and how it is related to the school. It is assumed that it is
necessary to plan the readings well and to read collectively with a critical sense. Secondly,
co-teaching is proposed as the best way to develop the book club sessions. Thirdly, a
list of readings is proposed for a high school course, and the topics for choosing these
readings are explained, as well as the relationships that can be established between the
texts and how this list can help to remove the school’s literary canon. Finally, besides being
an educational experience, the book club is understood as a proposal for educational
mediation, which will help to solve the daily problems that happen in the classroom. In
conclusion, the book club strategy is considered an educational proposal and a way to
help teachers improve the learning climate.

Keywords: Book Club; Educational Mediation; Co-Teaching; Literary Competence;

Language Competence.

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Resumen

En este trabajo, se propone el club de lectura como una forma no solo de reforzar la
competencia lingüística y literaria de los alumnos, sino también como una forma de
mediación lingüística. En primer lugar, se aborda qué es el club de lectura y cómo se
relaciona con la escuela. Se parte de que es necesario una buena planificación de las
lecturas y una lectura en común con sentido crítico. En segundo lugar, se propone la
coenseñanza como la mejor forma de desarrollar las sesiones del club de lectura.

En tercer lugar, se realiza una propuesta de lecturas para un curso de Bachillerato, y

se explican los temas por los que se elige cada una de ellas, qué relaciones pueden
establecerse entre las lecturas y cómo dicha lista puede ayudar a remover el canon
literario escolar. Por último, además de una experiencia formativa, se entiende el club
de lectura como una propuesta de mediación educativa, que ayudará a solucionar los
problemas diarios que sucedan en el aula. En definitiva, se reivindica la estrategia del
club de lectura como propuesta educativa y como una manera de ayudar al docente a
mejorar el clima de su aula.

Palabras clave: club de lectura; mediación educativa; coenseñanza; competencia

literaria; competencia lingüística.

Introducción

En este trabajo se aborda la estrategia Como se ha señalado, el grupo destinata-

del club de lectura como un método rio de esta propuesta serían alumnos de
innovador para mejorar la competencia bachillerato, esto es, alumnos que cuentan
literaria y lingüística de los alumnos con una edad comprendida entre los 16
–potencialmente, uno de los dos cursos y los 18 años. Según el RD 243/2022, de
de bachillerato, según las enseñanzas 5 de abril –por el que se establecen la
oficiales de España–, ofrecer un programa ordenación y las enseñanzas mínimas del
de lecturas alternativo al currículo oficial bachillerato– entre los objetivos generales
y, además, entender que el club de lectura que debe pretender el bachillerato se en-
puede ser una estrategia perfecta de me- cuentran los siguientes:
diación educativa, esto es, una herramienta
que también le permita al docente mejorar 1. Afianzar los hábitos de lectura, estudio
el clima educativo de su aula. y disciplina, como condiciones necesa-

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rias para el eficaz aprovechamiento del No obstante, desde hace algún tiempo se
aprendizaje y como medio de desarrollo está alertando sobre el bajo rendimiento
personal. académico relacionado con graves caren-
2. Dominar, tanto en su expresión oral como cias en el aprendizaje de la lectoescritura,
escrita, la lengua castellana (p. 46051). deficiencia arrastrada desde la educación
primaria (González, Barba y González, 2010,
Dominar la lengua vehicular en la educación p. 1). En otro espacio, reflexionábamos
y ser un lector competente son, ambas, sobre otra cuestión interesante a la hora de
cuestiones de vital importancia no solo preguntarnos por qué es importante que los
para las asignaturas propias de Lengua y alumnos lean y por qué deciden alejarse de
Literatura, sino también para poder desa- la lectura, y es que “no se trata de que los
rrollar un aprendizaje óptimo en el resto de adolescentes no disfruten leyendo, sino de
las materias. Así lo ponen de manifiesto que existen muchas otras alternativas que
María José González, María José Barba compiten por ese tiempo que reservarían
y Alicia González: “el eje del currículo lo a la lectura” (Moyano-Arellano, 2024). La
constituyen las habilidades y estrategias reflexión personal del docente sobre el uso
lectoescritoras” (2010, p. 2). de las nuevas tecnologías por parte de su
alumnado es esencial.
No obstante, la importancia de esto no
radica, únicamente, en las cuestiones Una forma interesante de tratar de paliar la
educativas referentes a las etapas aludidas, situación descrita se encuentra en el club
sino que también determinarán el éxito de lectura. Según Silvia Paglieta, un club
futuro tanto en la enseñanza universitaria de lectura es “una experiencia de inclusión
posterior como en la inserción en el merca- para que quienes sean lectores o quieran
do laboral. El dominio de los registros de serlo puedan encontrar allí un espacio
la lengua, el conocimiento de la variante para estar con los libros”, pero también
estándar de esta y una buena competencia el club constituye un foro de discusión
lectora están, todos ellos, indudablemente donde los participantes puedan aportar
relacionados, en último término, con la distintos sentidos de la lectura –en contra
carta de ciudadanía de la persona y con de la interpretación unívoca que se suele
el desenvolvimiento del estudiante dentro dar desde las clases, que emana de la
de la plaza pública que constituye la pólis. voz autoritaria del maestro–, las variadas
estrategias de comprensión que se pueden
Parece evidente que una persona debe poner en juego e incluso la propia elección
adquirir este dominio al finalizar, cuando de las obras literarias (Paglieta, 2016, pp.
menos, la etapa de la Educación Secundaria 15-16), algo que entronca con claridad con
Obligatoria, previa al bachillerato. la cuestión del canon literario.

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A modo de conclusión para esta introduc- diálogo diferentes interpretaciones de las

ción, se destacan, de las palabras de Paglieta obras leídas. En este sentido, el club de
algunas ideas relacionadas con el club de lectura se antoja una herramienta idónea
lectura. En primer lugar, se trata de un otro para mejorar la comprensión lectora y las
espacio, distinto de las clases vinculadas al competencias literarias y lingüísticas, pero
currículo oficial, donde los lectores pueden también como un espacio de libertad en
reconocerse abiertamente como tales, o el que no se repitan los mismos conflictos
quienes aún no lo sean puedan acercarse que pueden darse en el aula convencional
a los libros. Sin embargo, el club también pero que, a su vez, redunde en la mejora
constituye un espacio de debate y discusión del clima en clase cuando los participantes
en el que los integrantes pueden poner en retomen sus lecciones.

Metodología

La metodología propuesta para esta más bien, en el modelo de “tutor” o “guía”,

experiencia del club de lectura se asienta o incluso de “asesor”, siguiendo siempre la
en dos pilares: el papel del docente como terminología de Juan Ignacio Pozo (2011),
guía y acompañante de los participantes y pues el docente debe acompañar al alumna-
la estrategia educativa de la coenseñanza. do en el proceso de su aprendizaje y ellos,
los alumnos, se convierten en protagonistas
En este trabajo se propone que el orga- y responsables de su propio aprendizaje. El
nizador sea un docente de los alumnos, guía orientará el debate, propondrá temas
presumiblemente, el responsable de la de reflexión y siempre velará por mantener
asignatura Lengua castellana y literatura. el buen clima de la sesión.
El espacio en el que se desarrolle la expe-
riencia del club también tiene que estar En relación con la práctica de la coense-
relacionado preferiblemente con dicha ñanza (término proveniente de co-teaching
asignatura y el docente tendrá que “ceder” y este, a su vez, de cooperative teaching),
su tiempo oficial. Esto es importante para que también se ha denominado “enseñanza
favorecer la implicación de los alumnos. colaborativa” o “enseñanza en equipo” se ha
entendido que podía ser un medio óptimo
No obstante, en el club de lectura no tiene en el que profesores generales y otros de
cabida un profesor que se relacione con educación especial se responsabilicen con-
el modelo de “proveedor”, entendido como juntamente dentro del aula para incentivar
aquel que posee los conocimientos y es una educación de calidad para todos los
quien se los proporciona al alumnado, sino alumnos (González-Laguillo y Carrascal,
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2022, p. 127). No obstante, creemos que algunos temas importantes relacionados

no es imprescindible reservar este método con la contemporaneidad y, además,
pedagógico únicamente a contextos en los cuestionar el canon literario vigente en las
que exista algún alumno con necesidades enseñanzas oficiales que protagonizan los
educativas especiales, sino que puede ser alumnos. El club de lectura debe ser una
una práctica apropiada para otros contextos experiencia compaginable y armonizable
y que puede beneficiar a todos los alumnos. con el currículo oficial, que supla también
las carencias de este, en aras de aportar
En este sentido, se suscribe la definición un panorama literario más completo a los
que aporta Felipe Rodríguez: participantes que redunde en la mejora de
su competencia literaria.
[La coenseñanza] se define como dos
o más personas que comparten la En esta experiencia concreta, se propone
responsabilidad de la enseñanza de la siguiente lista de obras, con tres claros
un grupo o de todos los estudiantes justificantes: 1) Todas estas obras quedan,
de una clase, otorgando ayuda y habitualmente, fuera de la enseñanza del
prestando servicios de forma cola- currículo oficial; 2) Son obras que repre-
borativa para las necesidades de los sentan todos los géneros literarios: lírico,
estudiantes con y sin discapacidades narrativo, dramático y ensayístico y 3)
(2014, pp. 220-221). Estas obras permiten la relación entre ellas
y plantear un recorrido temático-crítico a
Así, la propuesta de este club de lectura través de su lectura.
implicaría la presencia en las sesiones
de dos docentes, que organicen dialógi- Las obras elegidas son las siguientes: Las
camente el desarrollo de la sesión, como edades de Lulú (1989), de Almudena Grandes,
ilustración, también, de que existen otras Cicatriz (2015), de Sara Mesa, El don de la
voces más allá de la de un único profesor siesta (2020), de Miguel Ángel Hernández,
que marca el sentido correcto de la lectura. Mujer sin Edén (1947), de Carmen Conde,
Como se ha defendido, el papel del docente El tintero (1961), de Carlos Muñiz, Los niños
durante las sesiones debe ser el de un guía. tontos (1956) de Ana María Matute, Esperan-
No obstante, el organizador ha cumplido do a Godot (1952), de Samuel Beckett, Pedro
anteriormente un rol importante: elegir y Páramo (1955), de Juan Rulfo. Todas ellas
planificar las lecturas que van a trabajarse resultan pretendidamente breves, o cuando
en el club de lectura. Con esta estrategia, menos, asequibles, sin caer necesariamente
no solo se busca favorecer una relajada en las formas mínimas (microrrelato, poema
experiencia lectora para los integrantes, breve, cuento). La extensión reducida se
sino también reflexionar críticamente sobre busca, en todo caso, para que el alumnado

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no se sienta sobrepasado con la carga de reavivó, como es sabido, debido a la obra de

trabajo del club de lectura, que necesaria- Harold Bloom, El canon occidental (1994).
mente se le solapará con la propia de su
etapa educativa oficial. Además, en aras de Este intento de cuestionar el canon se
fomentar la participación y el diálogo con ve, también, por la inclusión visible de
los discentes, se reserva la última sesión mujeres dentro de la nómina de obras
para que sean ellos, en comunidad, los que trabajadas –y es sabido, como bien ha
decidan qué libro leer. trabajado Ana López-Navajas (2014), que
las mujeres constituyen una parte ínfima
En la elección de los libros, se observa del currículo de las etapas de educación
otra de las cuestiones importantes que obligatoria– y la inserción, también, de otros
se quiere trabajar con la experiencia del géneros y temáticas nuevas, que suelen ser
club de lectura y es el cuestionamiento extracanónicos; hablamos de temas como
del canon literario. Por poner un ejemplo: aquellos que cuestionan las condiciones
en las clases oficiales de literatura, es el materiales de los personajes y que, sin
de prever que los alumnos estudien, como duda, harán reflexionar al alumnado sobre
poesía de posguerra española, Hijos de la cuestiones de relevancia para ellos o de
ira (1944) de Dámaso Alonso y Sombra en géneros como el ensayo literario.
el paraíso (1944), de Vicente Aleixandre. Sin
embargo, en el club se propone la lectura Más allá de estas cuestiones, el club
de Mujer sin Edén, de Carmen Conde, obra de lectura se convierte, también, en una
coetánea a las anteriores y, sin embargo, herramienta de mediación educativa. El
normalmente apartada del canon literario. clima distendido que propicia el propio club,
favorecido tanto por la coenseñanza, que
Así, el club también ofrece una oportunidad ofrece desde el principio una guía dialógica
encomiable para que los alumnos debatan y no una imposición autoritaria del criterio
sobre por qué se eligen unas obras y no del profesor, como por el convencimiento
otras, o unos autores y no otros, y, sobre de que ninguna opinión vale más que otra,
todo, quién lo determina. La propuesta del tendrá su reflejo en las clases del día a día,
club de lectura se incardina, así, dentro y con seguridad ayudará a solucionar los
de la polémica del canon literario, que se problemas que surjan entre los discentes.

Conclusiones

En este trabajo, se propone la formación y objetivo de, en un ambiente más distendido

organización de un club de lectura con el que las clases oficiales, poder ofrecer una
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serie de lecturas que permitan al alumnado, literatura contribuye a formarnos una visión
protagonista de su propio aprendizaje, de nuestro mundo. Una literatura que se
entablar debates y discusiones críticas escapa de los cánones literarios que la
en aras de mejorar su competencia lec- educación oficial acostumbra a imponer
tora, su competencia literaria y, también, en los currículos y que también permitirá
su competencia lingüística, sobre cuyo la reflexión sobre quiénes escogen los
empeoramiento llevan tiempo llamando la libros que leemos.
atención algunos especialistas y docentes.
En último término, la propia metodología del
Para ello, se escoge una lista de obras club de lectura, cimentada en la coenseñaza
que el profesor –convertido en un guía e implicación de los docentes involucrados,
de los alumnos– entiende que pueden favorecerá que mejore el clima en las aulas
favorecer el surgimiento de interesantes en el día a día, convirtiendo el propio club
reflexiones sobre la propia actualidad en una herramienta interesante para la
de los participantes, mostrando cómo la mediación pedagógica.

Referencias

Bloom, H. ([1994] 2006). El canon occidental. Anagrama.

González, M. J., Barba, M. J. y González, A. (2010). La comprensión lectora en
educación secundaria. Revista Iberoamericana de Educación, 53(6), pp.
1-16. [Link]
González-Laguillo, B., Carrascal Domínguez, S. (2022). La co-enseñanza como
modelo de inclusión en el contexto educativo español. Revista Prisma Social,
37, pp. 123-147, [Link]
López-Navajas, A. (2014). Análisis de la ausencia de las mujeres en los manuales
de la ESO: una genealogía de conocimiento ocultada. Revista de Educación,
363, pp. 282-308. [Link]
Moyano Arellano, C. (2024). Lectura y escuela en la aldea global. Blog Universidad
Isabel I. (ISSN 2792-1859). [Link]
en-la-aldea-global
Paglieta, S. (s.f.). Clubes de lectura y de escritura: hacia la construcción de una
pedagogía del deseo de la palabra. Homo Sapiens Ediciones.

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Pozo, J. I. (2011). Aprendices y maestros. La psicología cognitiva del aprendizaje.

Alianza Editorial.
Real Decreto 243/2022, de 5 de abril. Por el que se establecen la ordenación y
las enseñanzas mínimas del Bachillerato. Boletín Oficial del Estado, 82,
de 6 de abril de 2022. [Link]
Rodríguez, F. (2014). La co-enseñanza, una estrategia para el mejoramiento
educativo y la inclusión. Revista Latinoamericana de Educación Inclusiva, 8
(2), pp.219-233. [Link]

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Learning the English language through the

application of ICT in the classroom
El aprendizaje de la lengua inglesa mediante
la aplicación de las TICs en el aula

María de Gracia Rodríguez Fernández

Profesora Universitaria, Universidad Isabel I, España
0000-0002-2655-6512
[Link]@[Link]

Abstract

Currently there are educational techniques within the field of digitalization that facilitate
any area of our academic life. This fact represents a digital revolution that has reached the
field of language teaching with force, where the objective is to determine the importance
that new information and communication technologies (hereinafter ICTs) acquire in the
teaching-learning process of the English language. Educational innovation transforms
the way of teaching and learning an L2, so a range of approaches will be used based
on the different active methodologies that exist today, where digital plurality will prevail
in the classroom. In this sense, we work with secondary school students, through the
design of exercises, activities, and projects where the group’s creativity and innovation
are strengthened. So those students will be provided with heterogeneous instruction
from immediacy. However, adolescents show deficiencies in their digital training, so,
despite the autonomy that ICTs provide them when working, teacher monitoring is
decisive during the total acquisition of English, as demonstrated in the following study.

Keywords: ICTs; Generation Z; Digitalization; Active Methodologies; L2.

Resumen

En la actualidad existen técnicas educativas dentro del campo de la digitalización que

facilitan cualquier ámbito de nuestra vida académica. Este hecho supone una revolución
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digital que ha llegado con fuerza al terreno de la enseñanza de idiomas, donde el objetivo
es determinar la importancia que adquieren las nuevas tecnologías de la información
y de la comunicación (en adelante TICs) en el proceso de enseñanza-aprendizaje de
la lengua inglesa. La innovación educativa transforma el modo de enseñar y aprender
una L2, por lo que se va a emplear una gama de enfoques basados en las distintas
metodologías activas que existen hoy en día, donde va a primar la pluralidad digital en
el aula. En este sentido, se trabaja con alumnado de secundaria, mediante el diseño de
ejercicios, actividades y proyectos donde se fortalezcan la creatividad e innovación del
grupo. De manera que se va a proporcionar al alumnado una instrucción heterogénea
desde la inmediatez; ahora bien, los adolescentes muestran carencias en su formación
digital, por lo que, a pesar de la autonomía que las TICs le proporcionan a la hora de
trabajar. El seguimiento del docente es determinante durante la adquisición del inglés,
como se demuestra en el siguiente estudio.

Palabras clave: TICs; generación Z; digitalización; metodologías activas; L2.

Introducción

En la actualidad existen técnicas dentro por qué es la lengua más utilizada en el

del campo de la información y de la co- campo de la ciencia?, ¿cuántos métodos
municación que transforman cualquier de enseñanza de una lengua extranjera
ámbito de nuestra vida a nivel social, existen?, ¿qué diferentes fuentes nos
académico y profesional. Esta revolución permiten construir el conocimiento del
digital ha llegado con fuerza al terreno de inglés a través de las nuevas tecnologías?,
la enseñanza de idiomas. Los diversos ¿qué entendemos por “entorno perso-
recursos digitales con los que conta- nal de aprendizaje”?, ¿de qué manera
mos nos permiten, en muchos casos de el “aprendizaje combinado” incrementa
manera gratuita, acceder a métodos de las aspiraciones de los estudiantes por
aprendizaje personalizados, que fomentan aprender de forma independiente una
el dominio de las cuatro destrezas de lengua extranjera?, ¿son realmente los
forma equilibrada. Sin embargo, esta adolescentes nativos digitales? Estas son
innovación pedagógica presenta un reto algunas de las preguntas que surgen al
para docentes y alumnos, lo que nos lleva abordar un asunto de tanta trascendencia
a plantearnos preguntas como: ¿qué grado educativa como este y a las que vamos a
de relevancia tiene el estudio del inglés y dar respuesta a lo largo de este estudio.

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El estudio del inglés como L2

La adquisición del inglés como una segunda de cualquier parte del mundo. En segundo
lengua es una de las mejores elecciones lugar, el inglés es la lengua empleada en los
que una persona puede hacer en su vida. negocios, la ciencia y la tecnología. Por ello,
Aprender inglés es útil a cualquier edad, los estudiantes que deseen desempeñar su
pero es fundamental para el alumnado labor en los sectores financieros tendrán
que pretende alcanzar una formación aca- que emplear el inglés para desarrollar
démica de alto nivel, puesto que dominar negociaciones efectivas, tomar parte en
esta lengua incrementa sus oportunidades reuniones de trabajo y escribir informes
desde un punto de vista educacional y de calidad. Es importante mencionar que
profesional. En este mundo global, el inglés un alto porcentaje de revistas de ciencia
es la clave para acceder a la tecnología y se publican exclusivamente en inglés,
a las ciencias aplicadas. En este sentido, como sucede con Wired, Digital Trends,
los estudiantes deberían ser conscientes Technowise, Mashable y ReadWrite. Y, por
de las ventajas que ofrece controlar las último, aprender una segunda lengua tiene
cuatro destrezas del inglés, especialmente beneficios en nuestro cerebro, pues saber
aquellos que se decantan por las carreras inglés pospone la aparición de enferme-
más prácticas como las ingenierías. En dades mentales como el Alzheimer, al
primer lugar, dominar un idioma implica mantener el cerebro activo, luchando contra
conocer la lengua estándar internacional, las consecuencias del envejecimiento. Por
al menos, en el mundo occidental donde tanto, es incuestionable el papel que el
se utiliza como medio de comunicación. inglés desempeña en el campo de la ciencia
Por esa razón, los alumnos que hablan y, por ende, tanto en el ámbito personal
inglés correctamente pueden entablar como profesional de la gente, expandiendo
una conversación sobre cualquier asunto, sus horizontes culturales y rompiendo las
siendo capaces de intercambiar informa- barreras que puedan dificultar su desarrollo
ción, expresando sus ideas con personas personal.

Los métodos de enseñanza de la lengua inglesa

Con el paso del tiempo, se han ido desa- Aptis, IELTS, TOEFL, TOEIC y Trinity. La ad-
rrollando distintos baremos para calcular quisición de estas acreditaciones resulta
el nivel de un alumno en una determinada clave para el desarrollo total de las habili-
lengua. En inglés existen muchos, como dades de comprensión y producción orales
son los exámenes oficiales de Cambridge, y escritas; las mismas que se alcanzan
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con los siete métodos de enseñanza que que las nuevas tecnologías tienen en el
expondremos a continuación, teniendo, aprendizaje de la lengua inglesa. Según el
además, en cuenta, como mostramos experto Francisco Luis Hernández (2000),
en el siguiente apartado, la influencia los siete métodos de enseñanza son:

Tabla 1. Los siete métodos de enseñanza de una lengua extranjera.

Método Fecha Descripción

Surge en Prusia en el siglo XVIII Pasa el contenido de la lengua
y adopta el sistema utilizado materna a la meta, focalizando la
Gramática-traducción
para la enseñanza del Latín y atención en la gramática, el vocabu-
del Griego. lario y la traducción.
Conocido como método Se basa en el desarrollo de las cua-
natural. Fue establecido en tro destrezas, clave en el desarrollo
Directo Alemania y Francia en el de una conversación en una L2.
siglo XX.

Surge a finales de los años Se concentra en las habilidades

Audio-lingual 50 y está influenciado por el lingüísticas para incrementar la
estructuralismo lingüístico. comprensión y producción oral.

Aparece en los años 70 como Se fundamenta en la funcionalidad

consecuencia de un cambio en del lenguaje, prestando la máxima
Comunicativo
la enseñanza de una L2. atención a la intención comunica-
tiva.
Fechado en 1978 como uno de Se centra en aprender sin esfuerzo
Sugestopedia los métodos más originales de mediante libros, revistas, documen-
la marea didáctica del siglo XX. tales y series en versión original.

Fue creado por Caleb Gattegno Desarrolla la independencia y

en 1972 en base a un innovador autonomía del aprendiz, siendo el
Silencioso de Gattegno
enfoque humanístico. silencio del profesor el principio de
este método.
Este método de respuesta físi- Se concentra en enseñar mediante
James Asher ca total (TPR) fue presentado respuestas físicas y acciones, apar-
por primera vez en 1977. tando las actividades de gramática.

Nota. Adaptado de “Los métodos de enseñanza de lenguas y las teorías de aprendizaje”, por F.L.
Hernández, 2000, Encuentro. Revista de investigación e innovación en la clase de idiomas, 11,
pp.141-153.

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Esos métodos de enseñanza de la lengua del inglés, adaptando los enfoques teóricos
han ido variando con los años hasta alcanzar y prácticos de la instrucción de un idioma a
los resultados más efectivos en el estudio las necesidades de nuestros estudiantes.

Las nuevas tecnologías en el aprendizaje del inglés

Sabemos que la lengua inglesa ha asu- Para empezar, nos centramos en el formato
mido una posición representativa en las video, como canales de YouTube, películas,
diferentes situaciones comunicativas documentales, series y videoclips en versión
de nuestro día a día en el mundo actual. original, video podcasts y videollamadas
En una clase de inglés de un colegio de que favorecen la destreza de comprensión
primaria o de un instituto de secundaria, auditiva y también la producción oral. En
por ejemplo, los principales componen- otras palabras, estas herramientas hacen
tes son el profesor, el alumnado y los posible que los alumnos de cualquier nivel
distintos recursos utilizados como el puedan mejorar su listening, al escuchar
libro de texto y de trabajo, que enfatizan las letras de canciones y la amplia gama
principalmente la enseñanza de contenido de conversaciones entre hablantes nativos
gramatical y el vocabulario específico del de la lengua inglesa que componen cada
nivel correspondiente, dejando de lado las una de las herramientas mencionadas,
habilidades lingüísticas; y, a estos, va unido pero también su speaking, ya que existen
un material complementario, como son numerosas aplicaciones para hacer video-
las diversas herramientas de las nuevas llamadas grupales como Skype, Hangouts,
tecnologías (De la Cruz y Tejedor, 2003). WhatsApp Messenger, Zoom, FaceTime,
En este sentido, todas ellas nos permiten Snapchat, Gruveo, Discord y Jitsi Meet que
elaborar el estudio del inglés a través de hacen posible la comunicación, fomentan-
fuentes muy variadas como canales de do, así, la comprensión y producción oral
video, películas, documentales, series y del inglés (Martínez, 2014).
videoclips en versión original, videolla-
madas, chats, foros, correos electrónicos, Dicho esto, es importante presentar las
redes sociales, video podcasts, blogs e herramientas que los estudiantes pueden
instrumentos de trabajo colaborativo. utilizar para practicar su reading y writing,
Estas nos posibilitan el análisis crítico de y lo cierto es que, mediante chats, blogs
la información que podemos encontrar o foros, envíos de correos electrónicos y
en ellas, facilitándonos el entendimiento participaciones en plataformas digitales
tanto oral como escrito. como Facebook, Twitter o Instagram, los

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alumnos pueden mejorar sus habilidades de Para terminar este apartado, incluimos las
lectura y escritura en inglés, favoreciendo diferentes opciones de almacenamiento en
el entendimiento y la creación de nueva la nube que han ido surgiendo en los últimos
información. No nos podemos olvidar de los años, proporcionándonos una manera
servicios web educativos y gratuitos como segura de conservar los datos y compartir
Google Classroom, Edmodo o Moodle, que todo tipo de archivos rápidamente. Por
se utilizan actualmente en los centros de esa razón, tanto los profesores como los
primaria y secundaria para gestionar el estudiantes utilizan los servicios de Google
aula de forma colaborativa a través de Drive y Dropbox, pues crean espacios de
internet. De hecho, estas herramientas educación común donde la autonomía
fueron fundamentales para llevar a cabo del alumno a la hora de trabajar adquiere
la formación desde casa durante el estado un papel clave durante el proceso de
pandémico de COVID-19 (Coromoto, 2020). aprendizaje.

El Entorno Personal de Aprendizaje (EPA)

El desarrollo de las nuevas tecnologías ha contamos con plataformas digitales que

convertido nuestros espacios personales nos proporcionan fuentes de información lo
de aprendizaje del inglés en entornos más suficientemente ricas como para aprender
complejos. Un EPA, según Linda Castañeda inglés al ritmo de cada alumno.
y Jordi Adell, no es más que el “conjunto
de fuentes de información, herramientas, Por ello, los profesores de idiomas se
conexiones y actividades que cada persona benefician de los muchos recursos que
utiliza de forma asidua para aprender” ofrece internet para explicar las cuatro
(2013, p. 388). Dicho de otro modo, el destrezas de la lengua inglesa, alentando
entorno personal de aprendizaje integra a los estudiantes a desarrollar su com-
las múltiples posibilidades que ofrecen las petencia digital y a explorar todas las
herramientas digitales para indagar, estruc- herramientas que les brinda la red para
turar, elaborar y distribuir la información. adquirir contenidos innovadores, pensados
El importante crecimiento de internet ha para optimizar su aprendizaje.
aumentado las posibilidades de aprender
una lengua extranjera. Antes nos servíamos El aprendizaje combinado
del contenido que hallábamos en las publi-
caciones en papel, como libros, periódicos En palabras del profesor Jaime García,
y revistas, o a través de medios como la el aprendizaje combinado “es el uso de
televisión y la radio. Sin embargo, ahora diferentes metodologías de enseñanza para

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aprender idiomas […] a través del uso de expresión acuñada por el norteamericano
recursos físicos y virtuales” (2012, p. 37). Marc Prensky en su artículo Digital natives
Es decir, combina estrategias de educación and digital immigrants escrito en 2001 y
tradicional con diferentes herramientas publicado en On the Horizon.
digitales que permiten el soporte dentro
y fuera del aula con la enseñanza virtual En efecto, estos adolescentes “digitales”
(semipresencial y a distancia). De manera utilizan todas las herramientas digitales
que integra la enseñanza de clase con el que tienen a su disposición y lo hacen de
estudio en línea, mediante módulos edu- manera natural. Son buenos conocedores
cativos interactivos, proporcionando una del papel que la tecnología juega en el
educación más agradable. De hecho, una ámbito educativo, personal y laboral hoy
de las ventajas del aprendizaje combinado en día. No obstante, en contra de lo que
es el alto grado de flexibilidad que aporta, podamos imaginar, nuestros jóvenes
pues los estudiantes pueden aprender a su están lejos de dominar las aplicaciones
propio ritmo. Por ello, brinda a los aprendices tecnológicas que tienen a su alcance; y esa
la oportunidad de acceder a una variedad es la principal razón por la que reclaman
considerable de recursos pedagógicos formación digital tanto en los centros de
que la enseñanza tradicional no puede primaria y secundaria como en los hogares,
proporcionar (Gómez y Galindo, 2018). pues las carencias en tecnología de esta
generación son especialmente llamativas.
Resultados y discusión
Por todos es conocido el uso de servicios
Al abordar un asunto tan complejo y actual web educativos como Google Classroom,
como es la presencia de las nuevas tec- Edmodo o Moodle y, por supuesto, de piza-
nologías en la enseñanza de una lengua rras digitales y ordenadores en los distintos
extranjera, es inevitable cuestionarse las centros, pero ¿están todos los profesores
habilidades de los adolescentes con la bien formados en el uso adecuado de los
competencia digital. Es cierto que aquellos mismos?, ¿son todos los alumnos capaces
pertenecientes a la década de los 80 y los de utilizar correctamente una herramienta
90 se consideran la generación pionera digital para trabajar? La respuesta a ambas
en la utilización de los recursos digitales. preguntas es “no”.
Sin embargo, son los jóvenes nacidos
entre 1995 y 2010, los de la llamada Por tanto, sería adecuado formar al profe-
Generación Z, los que han crecido con el sorado apropiadamente para que trabajase
acceso a Internet más desarrollado. Están con mayor confianza, obteniendo el máximo
etiquetados como “nativos digitales”, una rendimiento de estas herramientas en

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sus objetivos didácticos, y también sería sencilla como guardar de manera segura
conveniente potenciar el aprendizaje digital documentos en la nube. De manera que
tanto en el aula como en casa. Algunos estu- la generación más tecnológica tiene a la
diantes encuentran numerosos problemas mano una amplia gama de recursos que en
a la hora de utilizar programas de edición algunos casos no sabe utilizar y, en otros,
de video como Filmora o ActionDirector, ni siquiera sabe que existen. Así que la
de llevar a cabo presentaciones animadas formación es más que necesaria, tanto en
con plataformas online como Powtoon o los hogares, por parte de la familia, como
Make Beliefs Comix, de adjuntar un archivo en los centros, a través de los profesores
como documento en un correo electrónico, para, entre todos, enseñar a nuestros
de hacer una captura de pantalla de la tarea adolescentes las múltiples aplicaciones
realizada, de trabajar en grupo a través de que tienen a su alcance a la hora de crecer
Google Drive o de realizar una acción tan tecnológicamente hablando.

Conclusión
Después de responder rigurosamente conocimiento lingüístico y cultural de
a todas las preguntas planteadas al la L2.
principio de este artículo, podemos
concluir que son muchas las ventajas Por tanto, el uso adecuado de la tecnología
que se obtienen al incorporar las nuevas en el proceso de enseñanza y aprendizaje
tecnologías al estudio del inglés, puesto del inglés aporta unos beneficios incuestio-
que todas favorecen el planteamiento y nables que proporcionan al alumnado una
la preparación del material utilizado para instrucción heterogénea a todos los niveles
aprender una lengua extranjera. Y es que y desde la inmediatez; ahora bien, como
la digitalización en la enseñanza de un hemos demostrado en el último apartado
idioma no solo nos facilita una mayor de este análisis, los adolescentes muestran
atención personalizada en el alumnado, carencias llamativas en su formación digi-
sino que también incrementa su nivel tal, de modo que, a pesar de la autonomía
de motivación, al contar con un amplio que las nuevas tecnologías les proporciona
número de recursos digitales que los a la hora de trabajar, el seguimiento del
estudiantes estarán dispuestos a probar docente es fundamental durante el proceso
activamente, incrementando, así, su de enseñanza y aprendizaje.

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Referencias

Adell, J. y Castañeda, L. (2013). Entornos personales de aprendizaje: claves para

el ecosistema educativo en la red. Marfil.
Casamayor, G. (2008). La formación on-line: una mirada integral sobre el e-learning,
b-learning, Graó.
Coromoto, B. (2020). Aprendizaje del inglés a través de las TIC: una visión
hermenéutica desde la mirada de sus protagonistas. Prohominum: Revista
de Ciencias Sociales y Humanas, 2(2), pp. 26-47.
De la Cruz, I. y Tejedor, C. (2003). La aplicación de las nuevas tecnologías al
aprendizaje y enseñanza de lengua inglesa, Universidad de Alcalá.
García, J. (2012). Autonomía en el aprendizaje de lenguas extranjeras en contextos
de enseñanza mediatizado por la tecnología. Onomázein, 25, pp. 15-50.
Gómez, S. y Galindo, J. (2018). Aprendizaje en línea y combinado: dos oportunidades
para la educación global. Revista de la Universidad de La Salle, 18, pp.
181-215.
Hernández, F.L. (2000). Los métodos de enseñanza de lenguas y las teorías de
aprendizaje. Encuentro. Revista de investigación e innovación en la clase
de idiomas, 11, pp. 141-153.
Martínez, M. (2014). Propuesta de enseñanza multimodal en una asignatura de
lengua inglesa. Encuentro. Revista de investigación e innovación en la clase
de idiomas, 23, pp. 89-101.

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RESEARCH
ORAL
PRESENTATIONS
CONCURRENT
SESSIONS

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The conversational limit of AI:

a critical review of the design of educational chatbots
as virtual assistants for language learning
El límite conversacional de la IA: una revisión crítica
sobre el diseño de chatbots educativos como
asistentes virtuales para el aprendizaje de la lengua

Hector Ariel Feruglio Ortiz

Director de Investigación (Investigador, FH-UNCA, Argentina)
ORCID: [Link]
E-mail: hferuglioortiz@[Link]

Abstract

Advances in artificial intelligence have transformed various aspects of education,

including language teaching and learning. Conversational agents, also known as
chatbots, have emerged as innovative tools that facilitate interactive and personalized
learning. This paper explores the benefits and challenges when designing empathetic
conversational agents for language learning. Its objective is to evaluate the risks and
opportunities involved in redefining the human-machine link in educational practice
and the development of linguistic skills.

Keywords: Artificial Intelligence, Communication, Empathy, Language, Learning

Resumen

Los avances en inteligencia artificial han transformado diversos aspectos de la educación,

incluyendo la enseñanza y el aprendizaje de lenguas. Los agentes conversacionales,
también conocidos como chatbots, han emergido como herramientas innovadoras que
facilitan el aprendizaje interactivo y personalizado. Esta ponencia explora los beneficios
y desafíos a la hora de diseñar agentes conversacionales empáticos para el aprendizaje

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de la lengua. Su objetivo es evaluar los riesgos y las oportunidades que conlleva la

redefinición del vínculo humano-máquina en la práctica educativa y el desarrollo de
competencias lingüísticas.

Palabras clave: inteligencia artificial, comunicación, empatía, lenguaje, aprendizaje

1. Del conversar como límite de las máquinas al límite

conversacional de la inteligencia artificial (IA)

La discusión sobre las relaciones entre como la inteligencia. De este modo, se

humanos y máquinas no es un tema nove- establecía la conversación como límite.
doso. A lo largo de la historia encontramos Tomás Balmaceda, por su parte, señala
diversos ejemplos que pretende representar que fue el filósofo René Descartes quién
la posibilidad de crear máquinas capaces estableció la capacidad de dialogar como
de imitar la inteligencia humana. Esto se un atributo humano, que las máquinas
evidencia desde personajes como Talos no podrían superar (2024, p. 48). De este
–un gigante programado para expulsar modo, la conversación se vuelve un límite
extranjeros– de la mitología griega hasta en tanto implica no solo respuestas auto-
el mito del Gólem de la tradición judía –un matizadas sino capacidad de organizar
gigante de barro programado para defender a discursos de diversas maneras para dar
la comunidad– o desde personajes literarios respuestas apropiadas. Pero, desde su
como Frankenstein de Mary Shelley (1818) perspectiva, creaciones como el test de
hasta personajes cinematográficos como Turing reabrieron la posibilidad de atravesar
los replicantes de la película Blade Runner estas limitaciones mediante el desarrollo
(1982) o Samantha de la película Her (2013). de habilidades como el engaño que, para
algunas teorías de la mente, representa
La pretensión de señalar la existencia de un indicio de inteligencia.
seres no humanos dotados de inteligen-
cia con capacidad de relacionarse con En la actualidad, los avances en los chatbots
los seres humanos en forma simétrica basados en IA están moviendo la investi-
ha sido una inquietud permanente. Sin gación están redefiniendo los límites de la
embargo, esta posibilidad de establecer comunicación humano-máquina (HMC).
una relación simétrica siempre ha sido un “Para sorpresa de Descartes, ChatGPT y
tema controversial entorno a la posibilidad hoy sus numerosas inspiraciones y copias
de que las máquinas tiendan a emular (como LLaMA de Meta, Bard de Google,
ciertas capacidades humanas complejas Claude 2 de Antropic y GPT-J de EleutherAi)

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se basan en la conversación: plataformas de comunicación puede influir en cómo

cuya interfaz es la interacción en tiempo se trazan los límites de HMC.
real por texto, mediante lenguaje natural”
(Balmaceda, 2024, p. 51). Sin duda, este A medida que la investigación avanza,
tipo de desarrollos tecnológicos abre es crucial entender qué ocurre “detrás de
dilemas éticos que vienen de la mano escena” para teorizar sobre la comunicación
de la inteligencia artificial generativa que humano-máquina. No obstante, si los lími-
permite crear entidades con capacidades tes se trazan demasiado amplios, el campo
de interacción empática con resultados podría carecer de identidad coherente,
impredecibles que oscilan entre el opti- dificultando la teorización más amplia
mismo y el pesimismo. Guzmán y Lewis sobre HMC. Por lo tanto, conceptualizar
(2020) sugieren que las interacciones tales límites puede seguir una de dos vías:
con chatbots sociales no encajan en los idear límites duros en los que hay muy
paradigmas actuales de la teoría de la poca superposición entre HMC y líneas
comunicación, que se han centrado en la de investigación existentes, o establecer
comunicación humano-humano. parámetros porosos que tracen los objeti-
vos principales de la investigación en HMC,
Los humanos también pueden formar permitiendo al mismo tiempo una influencia
relaciones parasociales unilaterales con significativa de y contribución a otras
entidades no humanas o con la tecnología áreas. La investigación sobre tecnología
en general. Desde la perspectiva de estos durante el último medio siglo ha necesitado
autores la motivación para estudiar la este último enfoque, ya que los cambios
comunicación entre personas y máquinas sustanciales en la función de la tecnología
surge de un cambio fundamental en el han desafiado significativamente los ejes
diseño y función de la tecnología. Las fundamentales de la investigación en co-
explicaciones del alcance de HMC inclu- municación, colapsando lo que una vez
yen la comunicación con interlocutores se consideraron líneas divisorias firmes.
digitales, agentes virtuales e inteligencias
artificiales, y personas tecnológicamente Podemos observar que las IA comunicativas
aumentadas en entornos reales o virtuales también se están incorporando cada vez
y aumentados. Definir los límites de HMC más en la educación y cambiando la forma
implica decidir qué tecnologías y aplica- en que interactuamos con la tecnología.
ciones se deben incluir. Si se restringe a Las IA conversacionales enfrentan varios
interacciones más humanas, se lograría límites que afectan su capacidad para
una delimitación clara, pero podría limitar interactuar de manera efectiva y natural.
el potencial de investigación antes de Uno de los mayores desafíos para los
comprender su valor total. La definición chatbots es la comprensión del contexto,

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mientras que los humanos sí pueden estos sesgos en sus respuestas, lo cual no
interpretar el contexto de una conversa- solo puede llevar a respuestas inapropiadas
ción y entender las referencias implícitas. u ofensivas, sino que también plantea serias
Además, la ambigüedad en el lenguaje preocupaciones éticas. Es crucial que los
natural presenta un obstáculo significativo desarrolladores de IA trabajen para identifi-
y aunque los modelos de lenguaje como car y mitigar estos sesgos en los datos de
GPT-4 han avanzado considerablemente entrenamiento para garantizar que estos
en la generación de texto coherente y sean justos e inclusivos.
relevante, aún existen limitaciones.
La privacidad y la seguridad son preocu-
Los agentes conversacionales pueden paciones cruciales en la interacción. Los
producir respuestas que, aunque sean usuarios deben confiar en que sus datos
gramaticalmente correctas, carecen de están seguros y que sus conversaciones
sentido común o son inapropiadas en el no serán utilizadas indebidamente; pero,
contexto de la conversación; esto, en parte, garantizar esta seguridad es un desa-
debido a la forma en que los modelos son fío, especialmente cuando los agentes
entrenados, utilizando grandes conjuntos conversacionales manejan información
de datos textuales que no siempre captu- sensible o personal. Consideramos que
ran la complejidad de las interacciones una revisión crítica sobre el diseño de
humanas. Por ejemplo, en algunos casos chatbots educativos como asistentes
pueden tener dificultades para generar virtuales para el aprendizaje puede aportar
respuestas emocionalmente adecuadas. a los desarrolladores herramientas para
lograr esquemas de funcionamientos
Otro problema bien documentado es cómo pedagógicos que no reduzcan a un uso
el entrenamiento de los chatbots –con datos instrumental de la tecnología mediante
sesgados– pueden reproducir y amplificar procesos automatizados.

2. De la comunicación automatizada en el aprendizaje a la relación

comunicacional educativa en la enseñanza de lenguas

Según el documento elaborado por Centro los últimos años se advierte una creciente
de Innovación en Tecnología y Pedagogía presencia de la IA en procesos de digitaliza-
(Citep) de la Universidad de Buenos Aires, ción y automatización en la enseñanza, en
titulado Inteligencia Artificial y Educación. el aprendizaje, la gestión, la investigación
Un marco para el análisis y la creación de y la evaluación educativa. Esto incluye una
experiencias en el nivel superior (2022) en tendencia internacional hacia el aprendizaje
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personalizado, el uso de las tecnologías inteligente ni artificial, tampoco puede redu-

como la Realidad Virtual (RV) o la Realidad cirse a una explicación puramente técnica,
Aumentada (RA) y el auge del metaverso porque abarca dimensiones materiales
o multiverso. que dependen de un conjunto más amplio
de estructuras políticas y sociales. Esto
De otra parte, el devenir de estos avances implica ir más allá de redes neuronales y
tecnológicos vinculados con la transforma- reconocimiento de patrones estadísticos
ción digital que implica el uso de analíticas y preguntarnos: ¿qué se está optimizando,
de datos, la automatización y datificación de para quién y quién toma las decisiones?
los aprendizajes nos interpelan en relación
con las siguientes preguntas: ¿podrán En el campo educativo la incorporación
acelerar y transformar las innovaciones ya de IA encuentra sus lineamientos a nivel
en curso, en las prácticas de enseñanza?, internacional en el marco de la Conferencia
¿ofrecerán formas de mejorar la enseñanza Internacional sobre la Inteligencia Artificial
en el nivel superior y de enriquecer la y la Educación (16 al 18 de mayo de 2019),
experiencia de aprendizaje de las y los organizada por la UNESCO y el gobierno de
estudiantes? La incorporación de la IA la República Popular de China (Consenso de
en la educación implica desplegar una Beijing). Virginia Ithurburu (2023), plantea
tensión entre su gran potencial para la que entre los desafíos que se formularon en
resolución de problemas y los riesgos el marco del consenso y los documentos
relativos a la vulneración de derechos complementarios podemos referir una
humanos, el acceso a la educación y la visión de política pública de la Inteligencia
inclusión educativa. Según Kate Crawford Artificial que garantice inclusión y equidad,
(2022), si le preguntamos a los expertos en formación docente en habilidades digitales
aprendizaje profundo sobre el significado para el uso de IA en forma pedagógica y
de la IA, su respuesta técnica giraría en el desarrollo de sistema de datos para la
torno a procesos de redes neuronales que gestión de la educación. Otro eje importante
se organizan en capas receptoras de datos, refiere al fomento de la investigación sobre
etiquetados para clasificarlo de una forma IA en educación, concebido tanto para la
que todavía no podemos explicar del todo. práctica como para la política y también el
abordaje de la ética y la transparencia en la
Desde el punto de vista técnico, la IA se gestión de datos para su democratización
ocupa de la acción racional a partir del (UNESCO, 2021, p. 94).
uso de un agente inteligente que toma la
mejor decisión posible en una situación. De otra parte, Silvia Coicaud afirma que
Sin embargo, para Crawford la IA no es ni definir la inteligencia artificial es una tarea

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compleja debido a su constante cambio y Los chatbots, también conocidos como

su carácter interdisciplinar. Se desarrolla agentes conversacionales, son programas
dentro de un campo donde intervienen de software diseñados para simular con-
antropólogos, biólogos, informáticos, lin- versaciones humanas, los cuales surgieron
güistas, filósofos, geógrafos, arqueólogos en la década de 1960 con la creación de
y neurocientíficos. Desde un punto de ELIZA y, desde entonces, han evolucionado
vista técnico, puede ser definida como significativamente gracias a los avances en
sistemas informáticos diseñados para procesamiento del lenguaje natural (PLN) y
interactuar con el mundo usando diversas machine learning. En el ámbito educativo,
capacidades que van desde percepción los chatbots se utilizan para proporcionar
visual y reconocimiento del habla hasta tutorías, responder preguntas frecuentes
comportamientos inteligentes como: y facilitar el aprendizaje interactivo. Los
evaluar la información, tomar decisiones agentes conversacionales pueden ser
y realizar acciones a partir de un objetivo chatbots, orientados a la resolución de
específico (2019, p. 31). trámites, gestión y solicitudes de los es-
tudiantes o agentes virtuales, que operan
Desde la perspectiva de Coicaud, informes como un asistente personal inteligente con
como Inteligencias Artificial y Vida en el diversos niveles de autonomía, cooperación
2030, de la Universidad de Stanford (2016), y aprendizaje (p. 27).
anticipan una incorporación sustancial de
la IA en las actividades educativas. El uso El documento del Citep indica que los
de inteligencia artificial en la educación desarrollos de inteligencia artificial en
abarca procesos de asesoramiento sobre la educación podrían agruparse en tres ám-
base de datos de aprendizaje y asistentes bitos: enseñanza y aprendizaje, gestión e
de inteligencia artificial de acompaña- investigación. Dentro del primero, podemos
miento de los estudiantes. También abre encontrar aplicaciones vinculadas con la
la posibilidad de plataformas de aprendi- colaboración en las tareas docentes como
zaje adaptativo para otorgar experiencias el seguimiento de estudiantes, respuestas
educativas personalizadas y de tutores a demanda, supervisión de foros de debate,
multifuncionales virtuales capaces de ase- automatización de procesos evaluativos,
sorar a los alumnos. Esto permite pensar la personalización de itinerarios de apren-
posibilidad de diseñar sistemas de tutorías dizaje y acompañamiento a la actividad
inteligentes, aprendizaje colaborativo a de estudiantes. Los chatbots pueden
partir de patrones de colaboración y la hacer contribuciones significativas a la
participación de agentes conversacionales educación de lenguas de varias maneras;
en los procesos de aprendizaje. por ejemplo, permiten optimizar el apren-

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dizaje mediante práctica conversacional Del mismo modo se pueden adaptar sus
en el idioma que están aprendiendo en respuestas y recomendaciones basadas en
cualquier momento y lugar, sin necesidad el nivel de habilidad y las áreas de interés del
de un interlocutor humano. estudiante, proporcionando una experiencia
de aprendizaje más personalizada. Las
Esto es especialmente útil para mejorar tecnologías de “IA comunicativa” plantean
la fluidez y la confianza en el uso del la cuestión de si la comunicación debe
idioma. Ofrecen disponibilidad de aten- redefinirse para acomodar a las máqui-
ción en cualquier momento del día, lo nas en el rol previamente reservado para
que permite a los estudiantes practicar los humanos. Algunos estudios operan
y aprender según su propio horario, sin desde un modelo en el que la tecnología,
restricciones de tiempo. Producen una incluida la IA, sigue siendo un mediador
retroalimentación inmediata sobre el uso de la interacción humana, aunque con
del idioma, corrigiendo errores y ofreciendo mayor agencia. Desde esta perspectiva,
sugerencias para mejorar, lo que facilita la IA puede intercambiar mensajes con
un aprendizaje continuo y personalizado. personas, pero sus acciones están situadas
También permiten incorporar una varie- dentro del contexto más amplio de media-
dad de materiales de aprendizaje, como ción de interacciones humanas. Algunas
ejercicios de gramática, vocabulario y aproximaciones proponen una definición
comprensión lectora, adaptándose a las general de la comunicación que no depende
necesidades específicas de cada estudian- de quién o qué esté comunicando. La
te. Desde el punto de vista de la motivación comunicación se define como un proceso
y el compromiso estas tecnologías inte- de “creación de significado” logrado a través
ractivas y personalizadas pueden hacer del intercambio de mensajes con implica-
que el aprendizaje de idiomas sea más ciones para el individuo y la sociedad. La
atractivo y motivador para los estudiantes, comunicación puede ocurrir entre humanos
manteniendo su interés y compromiso. y entre humanos y máquinas, o comuni-
Esto lo podríamos ver en la posibilidad de cación humano-máquina. Reconociendo
simular conversaciones y situaciones de la que las máquinas pueden ocupar roles
vida real, lo que ayuda a los estudiantes a de comunicadores y mediadores, se evita
prepararse para interacciones auténticas calificar la comunicación humano-máquina
en el idioma que están aprendiendo. como inferior a la humana.

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Conclusión

Esta revisión crítica sobre el diseño de la interacción humano-IA. A medida que la

chatbots educativos como asistentes tecnología avanza, es importante que los
virtuales para el aprendizaje de la lengua desarrolladores para crear chatbots que
nos permitió evaluar los riesgos y las no solo sean técnicamente competentes,
oportunidades que conlleva la redefinición sino también éticamente responsables y
del vínculo humano-máquina en la práctica centrados en el usuario. Solo entonces
educativa. Aunque los chatbots y las IA podremos aprovechar plenamente el
conversacionales han recorrido un largo potencial de las IA conversacionales y
camino y ofrecen muchas ventajas, todavía mejorar la calidad de nuestras interaccio-
enfrentan límites significativos. Superar nes diarias con la tecnología.
estos desafíos es crucial para el futuro de

References

Andreoli, S., Batista, A., Fucksman, B., Gladkoff, L., Martínz, K. y Perillo, L. (2022).
Inteligencia artificial y Educación. Un marco para el análisis y la creación de
experiencias en el nivel superior [PDF]. Divulgación. Centro de Innovación
en Tecnología y Pedagogía (Citep). [Link]
Balmaceda, T. (2024). IA generativa y disrupciones. En OK, Pandora. Seis ensayos
sobre inteligencia artificial. El gato y la caja.
Ciesla, R. (2024). The books off chatbots. From Eliza to ChatGPT. Sprinter
Coicaud, S. (2019). Potencialidades didácticas de la inteligencia artificial. Videojuegos,
realidad extendida, robótica y plataformas. Mediaciones tecnológicas para
una enseñanza disruptiva. Noveduc Gestión.
Crawford, K. (2023). Atlas de la IA. Poder, política y costes planetarios de la
inteligencia artificial. NED Ediciones.
Guzman, A. McEwen, R. & Jones, S. The Sage Handbook of Human–Machine
Communication. Sage.

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Enhancing language learning through

multimodal integration: a proposal for
curriculum development and evaluation
Mejorando el aprendizaje de idiomas a través
de la integración multimodal: una propuesta para
el desarrollo y evaluación del currículo

Inés Amaya Díaz

EFL Teacher Researcher
Universidad Técnica de Babahoyo. Ecuador
ORCID: 0000-0001-6109-6470
E-mail: iamaya@[Link]

Johnny Xavier Bajaña Zajia

Professor & Researcher
Universidad Técnica de Cotopaxi. Ecuador
ORCID: 0000-0003-2983-2508
E-mail: [Link]@[Link]

Vinicio Amaya Díaz

Professor & Researcher
Universidad Técnica de Cotopaxi. Ecuador
ORCID: 0009-0000-4867-54350000-0003-2983-2508 0000-0003-2983-2508
E-mail: vinicio_amaya@[Link]

Abstract

In an increasingly interconnected world, communicating effectively in multiple languages

is paramount. This paper puts forward a comprehensive and innovative approach to
enhancing language learning by integrating multimodal techniques into curriculum

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development and evaluation processes. This approach, which is unique in its focus
on diverse sensory modalities and its potential to optimize language acquisition and
retention, has the potential to advance language education practices significantly.

This proposal advocates for a holistic curriculum design that leverages various multimodal
resources, including digital media, interactive activities, and real-world simulations.
These simulations could include virtual language exchanges, role-playing scenarios,
and immersion experiences. This approach aims to engage learners more profoundly
and sustainably by catering to diverse learning styles and preferences. Furthermore,
it emphasizes the importance of evaluating the effectiveness of these multimodal
strategies through rigorous assessment methods, such as pre-and and post-tests,
learner feedback, and performance assessments.

This proposal offers educators and curriculum developers a roadmap to create dynamic
and adaptive language learning programs through a combination of theoretical frameworks,
such as Vygotsky’s Zone of Proximal Development and the Cognitive Load Theory, empirical
research, and practical insights. By embracing multimodal integration, educators can
foster a more immersive and experiential learning environment, empowering learners
to become proficient communicators in diverse linguistic contexts.

Keywords: Language Learning, Multimodal Integration, Curriculum, Development,

Evaluation.

Introduction

Integrating Multimodal Resources into Lan- there is a growing interest in exploring

guage Curriculum: Examine how multimedia how these resources can be effectively
resources, such as videos, podcasts, and integrated into language curricula to
interactive simulations, can be incorpo- enhance learners’ comprehension, voca-
rated into language curricula to enhance bulary acquisition, and communicative
comprehension, vocabulary acquisition, competence. This research proposal
and communicative competence. investigates the potential benefits and
challenges of incorporating multimedia
Language acquisition is a complex process resources, including videos, podcasts,
that involves various learning modalities. and interactive simulations, into language
With the advent of multimedia resources, teaching and learning.

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Exploring EFL Learners’ Metaphorical Salamanti demonstrated the effectiveness

Conceptions of Language Learning: A of collaborative and multimodal learning
Multimodal Analysis, the study explores strategies in enhancing English language
Iranian EFL learners’ metaphors of English proficiency among ESL/EFL learners.
language learning experience. It examines Secondary school students from three
verbal and non-verbal metaphorical depic- UK schools participated in the study. Half
tions of the language. The study involved 11 of the students received collaborative and
learners at a non-profit language institute. multimodal instruction, while the other
Data was collected through questionnaires half received traditional instruction. The
and drawings. The results showed that results revealed significant improvement
learners shared common perspectives and in post-test scores, as well as higher
positive attitudes towards English lear- engagement and motivation levels in the
ning. Most visual and verbal metaphorical experimental group. These findings sug-
depictions depict language learning as a gest that integrating these strategies can
joyful, dynamic, and discovery process. enhance learning environments (Salamanti
The study concludes with implications for et al., 2023).
further research (Xu et al., 2022).

Methodology

This research employed a mixed-methods approach, combining quantitative and

qualitative data collection and analysis methods. The following techniques were utilised:

Surveys: To gather quantitative data on Interviews and focus groups: To explore

learners’ perceptions of the effectiveness in-depth the experiences and perspecti-
of multimedia resources. ves of learners and instructors regarding
Pre and post-tests: To measure lan- integrating multimedia resources.
guage comprehension and vocabulary Classroom observations: To observe the
acquisition changes. implementation of multimedia resources
in language teaching and learning.

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Expected Outcomes

The findings of this research contributed to comes. The study provided insights into the
understanding how multimedia resources benefits and challenges of using multimedia
can be effectively integrated into language resources and practical recommendations
curricula to enhance language learning out- for educators and curriculum developers.

References

Salamanti, E., Park, D., Ali, N., & Brown, S. (2023, May 8). Research Studies in
English Language Teaching and Learning. Research Studies in English
Language Teaching and Learning. Retrieved May 15, 2024, from https://
[Link]/[Link]/J/article/view/11
Xu, L., Naserpour, A., Rezai, A., Namaziandost, E., & Azizi, Z. (2022, 04). Exploring
EFL Learners’ Metaphorical Conceptions of Language Learning: A Multimodal
Analysis. Journal of Psycholinguistic Research. Retrieved May 15, 2024,
from [Link]

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Análisis de estrategias didácticas de enseñanza y

aprendizaje usadas en el proceso de la enseñanza del
inglés en estudiantes de 3° de la IETAL de Luruaco
Analysis of teaching and learning strategies used
in the English teaching process for 3rd grade
students at IETAL de Luruaco

Kaljeinz Ricardo Soto Ortiz

Universidad Nacional Abierta y/a Distancia UNAD
ORCID: 0000-0002-7212-6433
E-mail: krsotor@[Link]

Abstract

The research project, Analysis of didactic teaching and learning strategies used in the
process of teaching English to 3rd-grade students of the IETAL of Luruaco, focuses on
the didactic strategies used by teachers for teaching English to students. The objective is
to analyze these strategies and the role of Information and Communication Technologies
(ICT) in the process of teaching and learning English by inquiring about the pedagogical
practices and the strategies used. The concept of didactic strategies is defined and
characterized. The guidelines, principles, and orientations for teaching English as a
foreign language in Colombia, established by the Ministry of National Education (MEN),
are presented. ICT-mediated educational resources for teaching English in elementary
school and strengthening communicative skills are analyzed. The study is based on a
qualitative approach, using a case study design. Data were collected through characte-
rization surveys, classroom observations, and semi-structured interviews with teachers.
The data collected were analyzed in three categories of study. The results identified
the most common teaching strategies and the role of ICT in the English teaching and
learning process. Based on these findings, recommendations are proposed to improve
teaching practices and the use of ICTs in ELT within the educational context.

Keywords: Teaching strategies, English language teaching, English language learning,

ICTs.
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Resumen

El proyecto de investigación Análisis de estrategias didácticas de enseñanza y aprendizaje

usadas en el proceso de la enseñanza del inglés en estudiantes de 3° de la IETAL de
Luruaco, se centra en las estrategias didácticas que utilizan los docentes para enseñar
inglés a los estudiantes. El objetivo es analizar estas estrategias y el papel de las
Tecnologías de la Información y la Comunicación (TIC) en el proceso de enseñanza y
aprendizaje del inglés. Indaga sobre las prácticas pedagógicas y las estrategias que
se usan. Se define y caracteriza el concepto de estrategias didácticas. Se presentan
los lineamientos, principios y orientaciones para la enseñanza del inglés como lengua
extranjera en Colombia, establecidos por el Ministerio de Educación Nacional (MEN).
Se analizan los recursos educativos mediados por TIC para la enseñanza del inglés
en la básica primaria y el fortalecimiento de habilidades comunicativas. El estudio se
basa en un enfoque cualitativo, utilizando un diseño de estudio de caso. Se recopilaron
datos a través de encuestas de caracterización, observaciones en el aula y entrevistas
semiestructuradas a los docentes. Se analizaron los datos recogidos en tres categorías
de estudio. Los resultados identificaron las estrategias didácticas más comunes y el
papel de las TIC en el proceso de enseñanza y aprendizaje del inglés. A partir de estos
hallazgos, se proponen recomendaciones para mejorar las prácticas docentes y el uso
de las TIC en la enseñanza del inglés en este contexto educativo.

Palabras clave: estrategias didácticas, enseñanza del inglés, aprendizaje del inglés, TIC.

Introducción

El aprendizaje del inglés como lengua los niveles esperados de dominio de un

extranjera es una de las prioridades del sis- segundo idioma. De ahí que se deben
tema educativo colombiano (MEN, 2016). considerar estrategias didácticas que sean
Desde diferentes instrumentos como: los propicias para la enseñanza del inglés.
Derechos Básicos de Aprendizajes y el
Currículo Sugerido, se brinda a las y los Flores et al. define las estrategias didácticas
docentes un marco amplio sobre cómo como herramientas útiles que ayudan al
enseñar inglés en las escuelas públicas y docente a comunicar los contenidos y
privadas del país. Sin embargo, la realidad hacerlos más asequibles a la comprensión
le apunta a que el inglés se enseña de del estudiante (2017); sin embargo, pese
una manera insuficiente para alcanzar a disponer de recomendaciones para la

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enseñanza del inglés en algunas escuelas correcta pronunciación de palabras y

de Colombia es común encontrar en las sonidos. Para el caso de los estudiantes
aulas de clases momentos de la enseñanza de 3° de la Institución Educativa Técnica
del inglés donde el rol de los estudiantes es Agropecuaria de Luruaco (IETAL) este
muy pasivo y donde solo se da a conocer puede ser un buen momento para forta-
el vocabulario que deben memorizar sin lecer los aprendizajes en inglés.
un contexto de uso.
Por otro lado, a pesar de los avances
Es importante mencionar que los estudian- tecnológicos y del alto impacto que este
tes de tercer grado tienen en promedio ha tenido en la sociedad, muchas escue-
7 a 9 años y están en un punto del ciclo las carecen de recursos y algunos de los
escolar en el que ya saben leer y escribir docentes no se sienten capacitados para
en su lengua materna (Jiménez, 2010), proponer innovaciones desde este campo.
hacer distinción de fonemas y grafías Desde esta investigación se busca indagar
en español y diferenciar el inglés como en las estrategias que los docentes, utilizan
una lengua extranjera. En esta etapa en su práctica de aula para la enseñanza
de adquisición del lenguaje se logra un del inglés y cuáles son los resultados del
desarrollo fonológico, que permite una uso de estas estrategias.

Metodología

Enfoque de la investigación de investigación descriptiva con enfoque

cualitativo. De acuerdo con Guevara et al.
Este proyecto de investigación es de (2020), el objetivo de este tipo de investiga-
corte cualitativo, lo cual –de acuerdo con ción es conocer situaciones, costumbres y
Stake (2005)– se realiza en sus ambientes actitudes mediante la descripción exacta
naturales, de manera que el investigador de las actividades, los elementos que se
estudia los fenómenos en el contexto en el usan y las personas que participan.
que ocurren y, esta, en particular, se realiza
en el municipio de Luruaco, Atlántico, en Método de investigación
los espacios en que laboran los docentes,
quienes permitieron la obtención de datos Para esta investigación se seleccionó el
mediante observaciones y entrevistas para estudio de caso como método. De acuerdo
construir las unidades de análisis a partir con Durán (2012) el diseño de caso es una
de los casos. Esta se enmarca en el diseño forma de abordar un hecho o una situación

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de manera profunda y en su contexto. Para modelo pedagógico y con un contexto de

el desarrollo de este método de estudio de aprendizaje similar; y, es descriptivo, porque
caso, Soto y Escribano (2019) recomiendan se hace una descripción de como ocurre el
un procedimiento metodológico para ser proceso del uso de estrategias didácticas
seguido por los investigadores. Se inicia mediadas por las TIC para la enseñanza de
con un diseño del estudio de caso, después inglés, se apoya en la observación como
se recopila información teórica, se aplican una de las principales técnicas de recogida
los instrumentos, se hace un análisis de datos y a través de entrevistas con los
la información obtenida, se contrasta los mismos sujetos observados (Rodríguez,
resultados con la teoría base mediante Gil y García, 1999).
procedimientos de triangulación para
que se genere un conocimiento sólido y Instrumentos de investigación
profundo sobre la situación problema y,
finalmente, se redacta un informe, que Para el desarrollo de esta investigación
consiste en la publicación de las recomen- se usaron algunos instrumentos para
daciones generalizadas de las temáticas recopilar datos suficientes y responder a
o problemáticas analizadas. la pregunta de investigación: una encuesta
de caracterización, observaciones de las
En esta investigación se aplica un estudio acciones que realizan los docentes en
de caso único y descriptivo (Yin, 1994). clases de inglés y, finalmente, se realizaron
Es único porque se toma el caso de los entrevistas semiestructuradas para conocer
docentes que enseñan inglés en tercero de las apreciaciones de los docentes frente a
primaria en la IETAL, dentro de un mismo las estrategias para la enseñanza del inglés.

Resultados y discusión

En esta investigación se identificaron tres Estrategias para desarrollar el proceso

grandes temas mencionados desde la de enseñanza del inglés en 3°
pregunta de investigación, se empezó a
clasificar la información y se encontró que En el proceso de enseñanza del inglés
las respuestas y acciones de los docentes por parte de los docentes, se encontraron
permiten ampliar el conocimiento sobre algunas estrategias que hacen parte del
el tema. A continuación se abordan cada ejercicio pedagógico, el uso de juegos
uno de estos. en las clases de inglés, la utilización de

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herramientas como las imágenes y los para ayudar a que el aprendizaje sea activo
videos, las canciones y las dinámicas o y estratégico.
actividades para iniciar las clases, el uso del
tablero y la repetición para enseñar nuevo Frente al uso de los juegos de roles, Dos-
vocabulario en inglés, el uso de materiales so (2009) menciona que las estrategias
como fotocopias con actividades sobre el didácticas de enseñanza permiten una
tema, ejercicios de escritura, páginas de simulación de situaciones o contextos
los libros, el uso de los juegos de roles. Se reales que le dan valor y sentido a lo que
destaca la importancia de la evaluación están aprendiendo, de ahí que se reco-
durante todo el proceso de enseñanza y mienda usarlas con frecuencia cuando se
la preparación para las clases. está enseñando un segundo idioma por su
flexibilidad y potenciación de oportunidades
Se encuentran que los docentes al no de aplicación. Se evidencia la repetición y la
tener la formación para la enseñanza de memorización como aspecto constante en
este segundo idioma tienen la necesidad las clases y se resalta el uso de estrategias
de auto formarse para impartir la ense- como el juego de roles para motivar y
ñanza de habilidades comunicativas a los propiciar la utilización de lo enseñanza en
estudiantes. Lo anterior responde a lo que contextos reales y simulados.
Monereo (1997), incluye en su estudio
sobre la construcción del conocimiento Estrategias didácticas para lograr
estratégico, cuando sugiere que la pre- el aprendizaje del inglés
paración es fundamental para alcanzar
objetivos de enseñanza y de aprendizaje Para lograr el aprendizaje de un nuevo
y para que las estrategias den resultado y conocimiento en inglés por parte de los
que se hace necesario tener clara la forma estudiantes, se hicieron evidentes algunas
en cómo se enseñará, qué materiales son acciones y estrategias que usaron los
accesibles y qué tipo actividades son los docentes para cumplir con este propósito
más propicias. en sus clases y que mencionaron durante la
entrevista. El uso de juegos, acciones repeti-
Este análisis deja claro como las estrategias tivas y secuenciales, el uso de herramientas
de enseñanza incluyen el uso de materiales y recursos impresos y tecnológicos, las
como tableros, cuadernos, imágenes y actividades de refuerzo y complementarias
juegos para la enseñanza del vocabulario y y el apoyo desde casa, fueron propicias para
de la pronunciación de las nuevas palabras. promover el aprendizaje en sus entornos de
Chamot y Robbins (2007), hablan de la enseñanza. Se evidenció en la observación y
importancia de vincular contenidos gráficos en la entrevista que los docentes privilegian
en el desarrollo y enseñanza del vocabulario, el juego como una actividad didáctica para

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favorecer el aprendizaje, respondiendo Se encontró que los docentes atienden a

así a la idea de Monereo (1997), quien la recomendación de La malla de apren-
menciona que las actividades didácticas dizaje de inglés sugerida para por el MEN
y dinámicas favorecen el desarrollo de las (2016), en la cual se menciona que, en
estrategias de aprendizaje y que estas se la ruta metodológica para los grados de
deben considerar dentro de los aprendizajes primero a tercero, se debe trabajar un
a trabajar, siempre que tengan un objetivo aprendizaje basado en tareas, puesto que
pedagógico. estas se pueden usar para fortalecer la
competencia sea lingüística, pragmática
Por otro lado, se analizó que las canciones o sociolingüística.
pueden ser tanto estrategias didácticas
como de aprendizaje y que el uso estas La aplicación del modelo CALLA (2007)
permite que en las clases haya una in- se encontró en lo relacionado con el uso
teractividad con el idioma que se está de tareas de aprendizaje prácticas que
aprendiendo. Quintero (2016) habla de incluye la investigación y las tareas de coo-
esta estrategia como una forma dinámica peración, esto aumenta la motivación para
y como un recurso que permite el fortaleci- aprender y la confianza de los estudiantes
miento de la destreza auditiva, además que para usar las habilidades comunicativas
ayuda a memorizar a través lo que se está tanto escritas como orales en su contexto.
enseñando y se hace de forma atractiva, Finalmente, Gancino (2016) menciona que
en especial para los niños. la organización de los contenidos debe ser
de acuerdo con los niveles de aprendizaje
El uso de las preguntas, respaldadas por de los estudiantes. Y los docentes organi-
Bacca (2018), como una estrategia para zan parte de los contenidos para que los
permitir la comprobación de los aprendiza- estudiantes aprendan por niveles y que
jes fue evidente en algunas de las clases. vaya aumento la complejidad poco a poco,
El uso de materiales complementa el esto permite una mayor comprensión de
proceso de enseñanza y permite mantener los contenidos y que el aprendizaje sea
a los estudiantes ocupados y motivados a más significativo.
reforzar el aprendizaje (McDougald, 2009),
esto les permite practicar lo que se les va Estrategias y recursos mediados
enseñando. Smith menciona que el uso de por las TIC para el desarrollo de las
recursos complementarios, principalmente clases de inglés
los gráficos, permiten un mayor alcance
del aprendizaje cuando estos materiales Dentro del análisis en esta investigación,
están ilustrados con imágenes y dibujos se considera necesario involucrar el uso
de refuerzo (2006). de recursos y estrategias mediadas por

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las TIC para el desarrollo de las clases de y de esa forma usar recursos o actividades
inglés con los estudiantes de 3°. El uso mediadas por las TIC para sus clases.
de algunas estrategias y recursos tecno-
lógicos como las ayudas audiovisuales En este análisis se hace también una
fortalecer la comprensión, la disposición referencia los recursos que ofrece el Cu-
a la formación y los procesos interactivos rrículo Sugerido del MEN (2016), donde
con el aprendizaje de un segundo idioma. hay una serie de actividades y recursos
para llevar a escuelas con pocos disposi-
Se pudo encontrar algunos elementos tivos. Se encontró que los docentes están
mediados por las tecnologías que son dispuestos a mejorar en sus prácticas,
usados por los docentes para el desarro- pero que es necesaria una formación en
llo de sus clases. Se consideró como se uso de tecnologías y la conexión con la
pueden trabajar con algunas dinámicas en enseñanza de una segunda lengua. Y sus
inglés, gracias a la utilización de recursos propuestas de trabajo se articulan con lo
tecnológicos, lo que permite que haya un que Bacca (2018) explica al hablar de los
enfoque lúdico interactivo con el idioma procesos interactivos para trabajar con
mediante algunas ayudas audiovisuales. los estudiantes, que se pueda trabajar
con ellos de forma dinámica y pensando
Se encontró una situación que afecta de en su etapa de aprendizaje. Y, además,
cierta forma la implementación de estra- responde a las sugerencias de Rangel
tegias medidas por las TIC en las clases y (2015) sobre la importancia de que los
es la carencia de recursos o herramientas docentes posean recursos que les permita
tecnológicas en la escuela, los docentes diseñar e implementar estrategias con
comentan que se hace muy difícil tratar de materiales y recursos mediados por las TIC.
ser recursivos con pocos recursos, y que Todas estas estrategias y recursos encon-
esto puede hacer que no puedan hacer tanto tradas muestran cómo se está haciendo una
como quieran. Se encontró también como vinculación de la TIC como vehículo para
algunos docentes implementan estrategias fortalecer los procesos, que se dinamicen
de trabajo en casa, complementarias o las clases y que se puedan alcanzar los
sugeridas para trabajar fuera de la escuela objetivos de enseñanza y aprendizaje.

Conclusiones

En el desarrollo de esta investigación se de analizar las estrategias didácticas de

realizaron diversos procesos que permi- enseñanza, de aprendizaje, y mediadas
tieran el alcance del objetivo principal, por las TIC que usan los docentes de 3°

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de la IETAL para desarrollar y fortalecer el Del análisis de los datos, se puede concluir
aprendizaje del inglés de los estudiantes. que los docentes son muy recursivos en
la enseñanza del inglés a pesar de su
En primera instancia, una caracterización habilidad en este, además que entienden la
del problema permitió ver que la enseñanza importancia de enseñar un segundo idioma
del inglés requiere más acompañamiento y se esfuerzan porque los estudiantes
y apoyo para alcanzar los objetivos de disfruten el proceso y que aprendan. Los
aprendizaje que propone el MEN y que, docentes realizan dinámicas, aprovechan
aunque los docentes están dispuestos a algunos recursos mediados por las TIC
asumir la enseñanza de un área en el que para que los estudiantes refuercen en
no son expertos, sienten que faltan cosas casa y con equipos de sus padres algunos
por mejorar para que sea más significativo. contenidos en inglés.

Se concluye que al no contar con suficientes Finalmente, se concluye que los docentes
recursos o herramientas tecnológicas que están dispuestos a mejorar si reciben un
garanticen una enseñanza de calidad se acompañamiento desde la escuela en
convierte en un obstáculo para poder alcan- recursos tecnológicos y su vinculación de
zar las metas, así como para favorecer la estos en el aula para enseñar inglés. Esto
integración de la tecnología en el aula. No se sin duda es algo que se debe aprovechar
encuentran transformaciones significativas para empezar a transformar la práctica
en los procesos de enseñanza y que se educativa en la enseñanza de un segundo
requiere formar a los docentes en métodos idioma en la institución. Con lo anterior,
y estrategias para poder desarrollar mejores se podrá mostrar mejores resultados y
habilidades comunicativas en un segundo un avance en esa formación bilingüe en
idioma y alcanzar más calidad desde la el contexto educativo de Luruaco.
formación impartida.

References

Bacca, E. (2018). Estrategias para el fortalecimiento de la habilidad de comprensión

lectora para la lengua extranjera inglés, a través de ambientes de aprendizaje
mediado por las TIC. Universidad de la Sabana.
Chamot, A., & Robbins. (2007). The CALLA Model: Strategies for ELL Student
Success Workshop for Allentown City School District.

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Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Dosso, R. (2009). El juego de roles: una opción didáctica eficaz para la formación
en política y planificación turística. Red de Revistas Científicas de América
Latina, el Caribe, España y Portugal, 13(2), 11-28. [Link]
pdf/276/[Link].
Duran, M. (2012). El estudio de caso en la investigación cualitativa. Volumen 3
(1):121-134, enero-junio, 2012. Revista Nacional de administración.
Flores, J. Ávila, J. Rojas, C. Saéz, F. Acosta, R. Díaz, C. (2017). Estrategias didácticas
para el aprendizaje significativo en contextos universitarios.
Gancino, A. (2016). Objetos virtuales de aprendizaje (O.V.A.S) en el desarrollo de
las habilidades de reading y writing en niños y niñas de séptimo año de
Educación general básica media, del Colegio Santo Domingo de Guzmán
de Quito.
Guevara, G., Verdesoto, A. y Castro, N. (2020). Metodologías de investigación
educativa
Jiménez-Rodríguez, J. (2010). Adquisición y desarrollo del lenguaje. In A. Muñoz
García.
McDouglad, J. (2009). The State of Content and Language Instruction in Colombia.
Latin American Journal of Content & Language Integrated Learning.
Ministerio de Educación Nacional. (2016). Mallas de Aprendizaje de Inglés para
Transición a 5° de Primaria.
Ministerio de Educación Nacional. (2016). Orientaciones y principios pedagógicos
del currículo sugerido de inglés para instituciones educativas y secretarias
de educación.
Monereo, C. (1997). La construcción del conocimiento estratégico en el aula. (pp.
21-34).
Quintero, M. (2016). Los recursos digitales en el fortalecimiento de la destreza
auditiva en el aprendizaje del inglés en educación básica primaria.
Universidad Pontificia Bolivariana.
Rangel, A. (2015). Competencias docentes digitales: propuesta de un perfil Pixel-Bit.
Revista de Medios y Educación, núm. 46, enero-junio, 2015, pp. 235-248
Rodríguez, G., Gil, J. y García, E. (1999). Metodología de la investigación cualitativa.
Smith, A. (2006). Teaching with Comics: Everything you need to know to start
teaching with comics.

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Soto, E., y Escribano, E. (2019). El método estudio de caso y su significado en la

investigación educativa. Diálogos, reflexiones, convergencias y divergencias
(pp. 203-221).
Stake, R. (2005). Qualitative case studies. En N. K. Denzin y Y. S. Lincoln (Eds.),
The SA GE handbook of qualitative research (pp. 443-466).
Yin, R. (1994). Investigación sobre estudio de casos. Diseño y métodos. (2° ed.).
SAGE. [Link]

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Narrative circles in English as a strategy

to strengthen civic competencies
Círculos narrativos en inglés como estrategia para
fortalecer las competencias ciudadanas

Herberth Alfonso Mendieta Ramírez

Affiliation (English Teacher, Santo Tomás University, Colombia)
ORCID: [Link]
E-mail: herberthmendieta@[Link]

Martha Isabel Díaz Ramírez

Affiliation (English Teacher, Santo Tomás University, Colombia)
ORCID: [Link]
E-mail: marthadiazr@[Link]

Katherin Johanna Rodríguez Silva

Affiliation (English Teacher, Santo Tomás University, Colombia)
ORCID: [Link]
E-mail: katherinrodriguez@[Link]

Yineth Alexandra Rodríguez Silva

Affiliation (Professor, Area Andina University Foundation, Colombia)
ORCID: [Link]
E-mail: alrodriguez4@[Link]

Abstract

This study aimed to assess the effectiveness of narrative circles in improving civic
competencies among students at the Better Human Foundation in Bogotá, Colombia.
The project employed a qualitative participatory action research (PAR) approach with
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four phases: analysis, implementation, reflection, and evaluation. The initial assessments
focused on the students’ current achievement levels and areas for improvement. Six
narrative circles were conducted in Spanish and English to encourage collaborative
learning and enhance communication skills. The results showed that students improved
in emotional regulation, self-control, empathy, and social engagement. The analysis
conducted using the [Link] program, revealed significant findings. Visual and thematic
content analysis identified emotional and cognitive development, highlighting the
potential of narrative circles for reflective and metacognitive purposes. This research
suggests that narrative circles, supported by a bilingual pedagogical approach, provide a
platform for developing civic capabilities that are necessary for effective engagement in
a democratic society. The findings may contribute to shaping civic education practices
based on real-world experiences, showcasing the effectiveness of participatory and
reflective pedagogical strategies in fostering civic and intercultural competencies.

Keywords: Civic Competencies, Narrative Circles, Emotional Regulation, Reflective

Practices, Bilingual Education.

Resumen

Este estudio tuvo como objetivo evaluar la efectividad de los círculos narrativos en la
mejora de las competencias cívicas de los estudiantes de la Fundación Better Human
de Bogotá, Colombia. El proyecto utilizó un enfoque de investigación acción participativa
(PAR) cualitativa con cuatro fases: análisis, implementación, reflexión y evaluación. Las
evaluaciones iniciales se centraron en los niveles de rendimiento actuales del estudiante
y las áreas de mejora. Se llevaron a cabo seis círculos narrativos en español e inglés
para fomentar el aprendizaje colaborativo y mejorar las habilidades de comunicación.
Los resultados mostraron que los estudiantes mejoraron en regulación emocional,
autocontrol, empatía y compromiso social.

El análisis, realizado con el programa Atlas ti, arrojó hallazgos importantes. El análisis
de contenido visual y temático identificó el desarrollo emocional y cognitivo, destacando
el potencial de los círculos narrativos para propósitos reflexivos y metacognitivos. Esta
investigación sugiere que los círculos narrativos, respaldados por un enfoque pedagógico
bilingüe, brindan una plataforma para desarrollar las capacidades cívicas necesarias
para una participación efectiva en una sociedad democrática. Los hallazgos pueden
contribuir a dar forma a las prácticas de educación cívica basadas en experiencias del

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mundo real, mostrando la efectividad de las estrategias pedagógicas participativas y

reflexivas para fomentar competencias cívicas e interculturales.

Palabras clave: competencias cívicas, círculos narrativos, regulación emocional,

prácticas reflexivas, educación bilingüe.

Introduction

Nowadays, in a world heavily influenced values along with skills, such as empathy,
by media, the internet, and social media, conflict resolution, and active democratic
schools play an essential role in fostering participation cultivates engaged and
principles for healthy living. In this case, accountable citizens. Schools are tasked
schools help shape a generation of ethically with the job of shaping individuals who
aware and critically thinking citizens by do not uphold their rights and respect for
promoting quality education that enhances others while actively contributing to societal
skills. These individuals value fairness, well-being (Lonto, 2020). This guarantees
exercise their rights, respect others’ ri- performance in life and the establishment
ghts, fulfill responsibilities, and strive to of a united community (OECD, 2019). Civic
live harmoniously (Hämäläinen & Nivala, competencies cover a range of abilities
2023). For this reason, education should and values for individuals to be dedicated
go beyond teaching subjects to develop citizens. According to Lonto (2020), these
values and attitudes that contribute to a competencies offer a framework for com-
more equal society. Indeed, schools serve prehension and effective application in
as environments for fostering skills that different educational and social settings.
empower students to engage constructively Lonto (2020) highlights emotional, com-
in an interconnected and complex world. municative, and integrative elements as
components of civic competencies.
Consequently, civic competencies encom-
pass the knowledge, attitudes, and skills The cognitive aspect implies thinking skills
needed to navigate society effectively for grasping, analyzing, and assessing infor-
across settings such as family life, aca- mation related to civic engagement (OECD,
demia, and the workplace (Lonto, 2020). 2019). Emotional competence includes
Developing civic competencies helps skills, attitudes, and values linked to regu-
students adapt to and overcome challenges lation, empathy, and social responsibility
while promoting unity and respect. Teaching that foster respectful interactions (Tony,

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2020). Furthermore, the communicative life and cultivate civic competencies in an

component encompasses the skills for increasingly digital society. (Bishop, 2022).
respectful communication in civic realms, As a result, engaging in narrative circles en-
vital for active participation in democracy courages students to think about real-world
(Tony, 2020). Indeed, the global element scenarios, enabling them to gain abilities
denotes the capability to harmoniously for life and cultivate civic competencies in
integrate knowledge, skills, attitudes, and an increasingly digital society.
values to enhance unity and collective
welfare (UNESCO, 2015). Successful educational initiatives and
governmental policies have played a role
The OECD model (2019) classifies compe- in promoting skills. UNESCO (2016) and
tencies into knowledge, cognitive abilities, the European Union have created resources
and affective tendencies while undersco- for educators such as the Manual for the
ring the importance of striking a balance Development of Intercultural Competencies:
between theoretical understanding and Narrative Circles. This kind of education fo-
practical proficiencies. It also emphasizes cuses on the skills needed for participating
the significance of dialogue and deliberation in democratic societies. In this case, civic
in processes. Furthermore, the OECD model competencies are vital for strengthening
(2019) categorizes competencies into democracy, fostering unity, and promoting
knowledge, cognitive abilities, and affective understanding in today’s interconnected so-
tendencies. It emphasizes the importance ciety. These competencies enhance thinking
of balancing theoretical understanding and skills, effective communication, and ethical
practical proficiencies, and the significance decision-making. Embracing diversity and
of dialogue and deliberation in processes. bilingualism also play significant roles in
It is crucial to have teaching methods and developing intercultural competencies. As a
strategies to enhance skills (Bishop, 2022). conclusion, promoting these competencies
Engaging in narrative circles encourages is necessary for shaping individuals who
students to think about real-world sce- can contribute effectively and responsibly
narios, enabling them to gain abilities for to society in an interrelated world.

Methods

The project “The Use of Conversational Strengthening Students’ Ethnic and Cultural
Circles Supported by the Use of English Empowerment at the Better Human Foun-
as a Foreign Language and Its Effects on dation in Engativá, Bogotá, Colombia” uses

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a qualitative approach through research- included, to evaluate the impact on student

participatory action (PAR). This method is skills. Furthermore, reflection is another
useful for interpreting qualitative data to relevant constituent of PAR (Eisenhart,
understand social phenomena. PAR promo- 2019), enabling teaching strategies to be
tes collaboration between researchers and adapted to research results and community
participants, creates a sense of belonging, needs. In the evaluation phase, the results
and helps students become active learners are compared with the original study pro-
(Eisenhart, 2019). As a result, PAR highlights grams to determine the importance and
that this approach improves the student effectiveness of the intervention. Indeed,
experience and improves participants’ findings point out greater awareness of
engagement. emotional and psychological needs and
better communication skills in Spanish
There are three parts to research: analysis, and English when promoting collaborative
implementation, and evaluation. Firstly, awareness and improving students’ social
in the analysis phase, empirical methods and cultural engagement.
such as surveys, photographs, recordings,
and student activities were used to identify The project administration took place
the nature of students’ current abilities and in 4 stages such as planning, action,
show their interests and characteristics reflection, and evaluation, which began
(Visser & Kreemers, 2019). The implemen- with a diagnostic test about emotional,
tation phase has involved six discussion cognitive, and global integrative compe-
circles in the Spanish and English sections tencies assessment of students of primary
and promoting collaborative learning and secondary education. Furthermore,
among students, teachers, and resear- this evaluation was conducted by two
chers (Deardorff, 2020). These sessions groups of four researcher-teachers. The
have encouraged reflection, debate, and diagnostic results for secondary students
exchange of experiences to strengthen were empathy, emotional self-control,
students’ vocabulary and communication social, and critical thinking skills, diversity,
skills in English and improve their citizenship accountability, and participation (Roe,
competencies. 2020). In the field of primary education,
the vast majority of problems were found
Finally, the last phase emphasizes evaluating in the area of cognitive and communica-
the results using qualitative analysis me- tive competencies, especially auditory
thods, where information content analysis is knowledge and expression.

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Results

Figure 1. Self-regulation

Impulse Management
Empathy

Self-regulation

Reflection and
Metacognition Self-control

Note: Own elaboration

When applying narrative circles as a di- reflection and metacognition, self-control,

dactic means has demonstrated decidedly and empathy, (Carolei,2023). What is more,
effective in sponsoring civic and intercul- thematic and visual content analyses
tural competencies among participants at were used to assess participant drawings,
the “Better Human” Foundation in Bogotá, recordings, and reports written by a student
Colombia. For this reason, this analysis is representative. These qualitative methods
based on findings from the Atlas ti program, offer a comprehensive understanding
illustrated in Figure 1, which highlights of frequent themes and symbols, which
essential categories in students’ emotional facilitate human experiences and visual
and social development. Key categories representations comprehension (Silver-
identified denote impulse management, man, 1997).

Figure 2. Self-portrait 5

Note: Student production Narrative Circle 1

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Figure 2 depicts a self-portrait of a young This approach increases emotional regula-

boy divided into four scenes of how he tion, decreases stress, and encourages in-
has felt the participant before and after ner- self-thought. For this reason, this target
COVID-19 surrounded by withered and is treated in educational contexts, where the
blooming flowers that symbolize his technique is incorporated through explicit
individuality and emotions. According to instruction and practice, with the belief that
Fletcher (2021), the theory of symbolic it will lead to better social interactions for
expression. This self-portrait, drawn in a creating a suitable learning environment
narrative circle, reflects symbolic functio- (Johnson & Waller,2021). Consequently,
ning: dead flowers in the self-portrait are the turtle technique successfully promotes
synonymous with sadness, decline, and motional regulation and cognitive develo-
loss. Furthermore, they express a feeling of pment in children which has a supporting
rot, underutilization, or emotional pain while role in the welfare of children as a whole
blossoming flowers represent the process as well as their academic success.
of becoming, of your vitality, growth, and
the more positive aspects of emotions. Empathy is essential for living together
Likewise, they are often a symbol of fresh and for healthy interpersonal relationships
starts, hope, and the thriving parts of an (Costantini, 2019). Students have been less
individual (Fletcher, 2021). Indeed, these egotistical or egocentric where narrative
symbols demonstrate what the student is circles are concerned and have proven
emotionally going through and experiencing they can perceive and appreciate how
from the inside through his drawings. among them. One student reflected on the
importance of empathy during a workshop;
Regarding results from the Atlas Ti pro- “we have to feel empathy for others and
gram, students have learned how to control also together, that we must put ourselves in
their emotions when dealing with difficult the shoes of others and that no one should
situations. One student exemplified this exclude others.” (Bus Workshop, 2024, 5:2, ¶
by stating, “Stay silent so as not to answer 5). The power of empathy is instrumental in
wrong according to the turtle technique” this progression — empathy that generates
([Self-control Workshop], 2024, 2:1, ¶ 3). The care, compassion, and respect — fostering
turtle technique is another cognitive-beha- a classroom community that not only learns
vioral technique that assists children with together but also considers how to be
anger or frustration. In this case, children with one another in the world beyond the
and teenagers learn to see themselves as classroom.
turtles drawing up their self-portraits and
are taught to pause, take a deep breath, In such circumstances, reflection and
and think before they act impulsively. metacognition become crucial for students

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to understand their feelings and responses 2:4, ¶ 3). This metacognitive approach,
(Larkin, 2023). The Atlas program focused according to Minguet (2023), enhances
on these skills, inviting students to unders- emotional self-regulation and fosters a
tand their emotional lives and learn how continuous self-assessment attitude that
to cope with those feelings. One student is essential for personal and academic
reported, for example, “I think we should growth among students.
all imitate what the turtle did” (Self-control
Workshop, 2024, 1:1, ¶ 3). Larkin (2023) em- The implementation of narrative circles
phasizes that this metacognitive approach has shown that students have more
improves emotional self-regulation and developed emotional and social compe-
fosters a lifelong tendency for self-reflec- tencies. Narrative circles have opened up
tive self-assessment, which is crucial for avenues of inquiry about thinking, feeling,
students to be aware of while learning at and self-regulation. Thus it is feasible to
their institution. create a healthier environment in which
to interact. The implementation of this
Reflection and metacognition are critical project is structured phases that lead to a
processes that allow students to evaluate full assessment and intervention, allowing
their emotions and reactions (Larkin, 2023). for meaningful conversations and self-im-
The Atlas program has emphasized these provement among the students. Finally, this
skills by encouraging students to reflect on demonstrated that a narrative circle where
their emotional experiences and develop qualitative methods and participatory action
strategies for managing them. For instance, research are integrated promotes a suitable
a student noted, “ Stay silent so as not to and real environment for communicating
answer wrong” (Turtle Workshop, 2024, and learning.

References

Ämäläinen, J., & Nivala, E. (2023). Citizenship education. Education. [Link]

org/10.1093/obo/9780199756810-0298
Bishop, M. (2022). Learning Outcomes, Competencies, and their use in Genomics
Education. Genomic Medicine Skills and Competencies, 31–51. https://
[Link]/10.1016/b978-0-323-98383-9.00003-5
Carolei, D. (2023). NGO accountability, regulation, and self-regulation. Non-
Governmental Organisations and the Law, 21–41. [Link]
org/10.4324/9781003221838-2

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Introduction
Speech speaker 2024 SPEAKERS Concurrent sessions Concurrent sessions

Costantini, G. (2019). Empathy in education: The successful teacher. Empathy:

Emotional, Ethical and Epistemological Narratives, 73–81. [Link]
org/10.1163/9789004398122_007
Deardorff, D. K. (2020). Manual para el desarrollo de competencias interculturales:
círculos de narraciones. UNESCO Publishing.
Fletcher, A. (2021). Allegory: The theory of a symbolic mode. Princeton University
Press.
Eisenhart, M. (2019). The entanglements of ethnography and participatory
action research (PAR) in Educational Research in North America.
Oxford Research Encyclopedia of Education. [Link]
acrefore/9780190264093.013.324
Johnson, I., & Waller, G. (2021). The perceived importance of alliance and technique
adherence within cognitive behavioural therapy: A comparison of patients’
and therapists’ beliefs. Journal of Behavioral and Cognitive Therapy, 31(3),
239–247. [Link]
Larkin, S. (2023). Teacher metacognition. Metacognition and Education: Future
Trends, 167–186. [Link]
Lonto, A. L. (2020). Students’s civic disposition through learning civics and
pedagogical competences of high school teachers. International Journal of
Psychosocial Rehabilitation, 24(02), 2551–2560. [Link]
ijpr/v24i2/pr200551
Morales, M. P. (2019). Participatory Action Research (PAR) in Education. The
Wiley Handbook of Action Research in Education, 317–341. [Link]
org/10.1002/9781119399490.ch15
Minguet, P. A. (2023). Autocontrol y Aprendizaje. Revista Española de Pedagogía,
55(207). [Link]
OCDE. (2019). Estrategia de Competencias de la OCDE 2019, Competencias para
construir un futuro mejor. Fundación Santillana. [Link]
skills/[Link]
Roe, K. (2020). Emotional intelligence. Leadership. [Link]
hebz/9780198834304.003.0010
Silverman, D. (1997). The logics of qualitative research. Context and Method in
Qualitative Research, 13–25. [Link]

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Introduction
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UNESCO. (2015). Educación para la ciudadanía mundial: temas y objetivos

de aprendizaje. UNESCO. [Link]
pf0000233876
UNESCO. (2016). Educación para la ciudadanía mundial: preparar a los educandos
para los retos del siglo XXI. UNESCO. [Link]
pf0000244957
Visser, S. S., & Kreemers, D. (2019). Breaking through boundaries with par – or not?
A research project on the facilitation of participatory governance through
participatory action research (PAR). Educational Action Research, 28(3),
345–361. [Link]

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Intercultural communication and the strengthening

of English as a foreign language in the BA in
communication studies and journalism at UNIMINUTO,
Bogotá Calle 80 Campus
comunicación intercultural y fortalecimiento del inglés
como lengua extranjera, en el programa comunicación
social-periodismo de UNIMINUTO, Bogotá - calle 80

Paola Ruiz-Rodríguez
Affiliation: Assistant Professor, Corporación Universitaria Minuto de Dios, Colombia
ORCID: [Link]
E-mail: [Link]@[Link]

Santiago Torres Sánchez

Affiliation Assistant professor, Corporación Universitaria Minuto de Dios, Colombia
ORCID: [Link]
E-mail: storres@[Link]

Abstract

For the past 30 years, the B.A. in Communication Studies and Journalism at Uniminuto
has been preparing communicators to engage in social change. However, with the
introduction of internationalization plans, quality assurance systems, and new standards,
stakeholders have raised concerns about language policy and planning. They fear that
they may limit their freedom to teach, conduct research, and participate in social outreach.
The leaders of the internationalization plan at the B.A. have addressed the academic
community’s concerns. They have coherently taken a critical approach to English policy
by creating opportunities for intercultural communication to encourage the use of
English: they have carried out a COIL course in partnership with Michigan University;
they have led a formative research group that creates educational radio content; and
they are currently developing an EMI initiative with the journalism faculty.
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Over time, the consideration of language policy has become more common in faculty
discussions and curriculum planning. However, some stakeholders are still hesitant
due to concerns about linguistic imperialism. Others feel disinterested in learning
about the English language and/or its associated cultures. Nonetheless, the academic
community’s mindset is beginning to change by adopting a decolonial approach and
using English to understand global issues.

Keywords: Intercultural Communication, Language Policy and Planning, Bottom-Up

Approach, Linguistic Imperialism, COIL, EMI.

Resumen

Durante los últimos 30 años, el programa de Comunicación Social-Periodismo de

Uniminuto ha formado profesionales para el cambio social. Sin embargo, con la
introducción de los planes de internacionalización y nuevos estándares del sistema de
aseguramiento de calidad, los actores han expresado su preocupación por la política y
la planificación lingüística. Temen que pueda limitar su libertad para enseñar, investigar
y hacer proyección social.

Líderes y lideresas del plan de internacionalización del programa han respondido a estas
preocupaciones. Coherentemente, han adoptado un enfoque crítico hacia la política de
inglés: realizaron un curso COIL con la Universidad de Michigan; han liderado un semillero
de investigación que produce radio educativa y actualmente están desarrollando una
iniciativa EMI con las y los profesores de periodismo.

Con el tiempo, la política lingüística ha empezado a ser considerada de forma más

habitual en los debates del profesorado y en la planificación curricular. Sin embargo,
algunos actores continúan escépticos debido al temor al imperialismo lingüístico.
Otros no sienten interés por aprender inglés o sobre las culturas asociadas a esta
lengua. No obstante, al adoptar un enfoque decolonial y utilizar el inglés para la
comprensión de problemas globales, la mentalidad de la comunidad académica está
empezando a cambiar.

Palabras clave: comunicación intercultural, política y planeación lingüísticas, enfoque

ascendente, imperialismo lingüístico, COIL, EMI.

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The challenge of fostering the English

language and cultures in Higher Education

Zwisler (2018) states that the Colombian (HE) through the last decades. However,
Language Policy and Language Planning academic literacy, as an initiative to teach
(LPLP) has considered Spanish inferior general English to freshman students,
to English in terms of prestige. Therefore, has not produced the expected results.
it has reinforced an inferiority complex This situation makes it necessary for HE
and imposed a foreign language on the Institutions to come up with additional
population. In this context, rules have been strategies to strengthen English as a Foreign
established to configure the Colombian Language (EFL) in educational scenarios.
corpus LPLP. This contributes to dissemi- Consequently, the B.A. in Communication
nating the Common European Framework Studies and Journalism at Uniminuto,
of Reference (CEFR) for Languages as Bogotá’s Campus has conducted activities
the standard for determining rules and at different levels to encourage the use
boundaries for English teaching/learning of the English language. However, some
in the country. However, LPLP decisions stakeholders have expressed concerns
have not been enough to achieve the Co- about adopting language policy and plan-
lombian Government’s goal of becoming ning that undermines their autonomy to
the best-educated Latin-American country, teach, conduct research, and participate in
nor the objective of getting the highest social outreach. In this context, a group of
English level in the region (MEN, 2014). professors who have become the leaders
of the internationalization plan at the B.A.
Based on the above, the CEFR has been gui- have sought to respond coherently to the
ding curricular design in Higher Education academic community’s reluctance.

Formative Research as a scenario

to foster intercultural communication

Since 2016, the formative research group Uniminuto Bogotá’s Campus: The Education
Radio Voices in English (RAVEN) has served School and The Communication Sciences
as the initial platform for these activities. School. The participants, including three
RAVEN was originally established by pro- professors and a group of students1, came
fessors and students from two schools at together to create bilingual educational

1 RAVEN’s number of participants has varied from 3 to 20 during the different stages that this group has
experienced.
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radio. During the first stage, the B.A. in which switched to podcasting from that
English Teaching and the B.A. in Communi- moment on.
cation Studies and Journalism collaborated
to develop a communication/education The COVID-19 pandemic caused a setback,
experience, allowing the participants to slowing down RAVEN’s activities, but it
produce experimental bilingual educational also brought a new atmosphere to the
radio. As a result, some prerecorded radio formative research group work. The colla-
programs were made to broadcast them boration between the schools ended, and
on Uniminuto Radio (1430 A.M.)2. During the lockdown made the members come
that period, students’ topic choices were up with ideas to overcome difficult times.
related to practices and traditions usually For instance, technology became crucial in
associated with American culture, such as 2020 when teachers and students accepted
Halloween or San Valentine’s Day. an invitation to audit a Journalism and
Environment elective course at Michigan
Based on the valuable insights gained University (United States). Professor Emilia
from its first phase, RAVEN’s second Askari’s generous invitation led RAVEN’s
stage led its participants to reflect on their leaders to visualize a new path for their
understanding of culture. This resulted in journey. After that experience, they engaged
an agreement on parameters for students in a new procedure to promote intercultural
to choose their topics of interest. Given communication by fostering critical thinking
all that, an interest in what Hall (1976) about anglophone cultures. They began
called hidden culture emerged, permitting producing bilingual radio content to develop
participants to approach topics from a intercultural competencies by analyzing
more critical perspective. Students were global issues from a decolonial perspective.
allowed to select any topic but had to
approach it critically, leading to a wide Currently, the team is still facing challenges in
range of topics, including the Colom- attracting new members. Nevertheless, their
bian peace agreement, beauty patterns, methodology is consolidating. It consists
comics, and other subjects. This was of the initial selection of a topic of interest
especially relevant for the team because by every student, followed by a session in
RAVEN has always been dedicated to which they pitch their topic by presenting
student-centered processes and did not an audiovisual from which they can explain
want to undermine students’ control over the rationale of their choice. During that
the research and production processes, session, they must demonstrate that their

2 One of the main challenges the team faced was the inability to quickly produce the recorded material to
match the university radio station’s pace.

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topic is focused on a global problem and written from an intersectional perspective.

allow the team to learn how this issue This way, everyone contributes to script
works in English-speaking countries. In construction and the development of recor-
a second moment, every member must ding and editing processes. The episodes
find a research article about the chosen that have been produced so far are about
problem, read its abstract, and prepare gender-based economic violence, “bad hair”
to socialize the findings with the group3. or discrimination towards afro hair, and
Finally, an editorial board is conducted sports inequalities in women’s rugby. The
to share the research findings and agree content produced is published on Spotify
on the outline for the podcast episode, and promoted through Instagram4 posts.

International collaboration to analyze global issues

As a result of the experience in which some issues and poverty in Colombia and the
members of RAVEN were allowed to audit United States. The radio content produced
the course at Michigan University in 2020, during both versions of the course has been
the Uniminuto faculty team introduced published on Spotify, and an article on the
a significant English learning/teaching COIL experience has been published in the
practice to the B.A. program. Professors Society of Environmental Journalists (SEJ)
from both universities felt encouraged to Journal in 2022. Both publishing processes
create a Collaborative Online International were led by Professor Emilia Askari in colla-
Learning (COIL) experience. This fully online boration with the other faculty participants.
educational course was offered during the Further details on this experience can be
fall semesters of 2021 and 2022 and was found in Askari, Meechan, Ruiz-Rodríguez,
open to a dozen students from each uni- and Torres-Sanchez’s (2021) article.
versity. The students collaborated in mixed
groups to create informative podcasts The COIL experience was certainly an
about the intersection of environmental asset for all participants. However, it revea-

3 Although research about England, Canada, and the United States is welcome, students are encouraged
to explore studies from non-Western countries and learn about English-speaking cultures. This usually
permits the team to reach a more comprehensive understanding of the issue since most of the available
audiovisual material is produced by the cultural industry.
4 At some point there was an attempt to publish on Facebook and Twitter that did not get a successful
response due to the generation gap, which made evident the importance of considering the social network
consumer preferences of students’ age band.

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led the various management challenges styles, conceptual frameworks, educatio-

that arise with developing this type of nal policies, and institutional capacity. It
collaboration. For example, successful is worth reiterating that negotiating the
cooperation among students requires a required meaning to achieve common
high level of prior teamwork, and faculty goals is always possible. This optimistic
members also need to overcome the outlook should inspire scholars to engage
challenges of working with two different in this fulfilling process. However, it is
organizational models. Some areas of also crucial to remember the importance
discrepancy include credits, session of maintaining special conditions for the
length, time zones, teaching and learning sustainability of such projects.

Learnings reflected on English as a Medium of Instruction (EMI)

After seven years of working in the activities This initiative is not a course but a cross-cu-
mentioned, the faculty team has become rricular proposal that does not intend to
the leader of the internationalization plan replace the direct EFL instruction the uni-
for the B.A. program. Their experience has versity is offering to undergrad students.
permitted them to contribute to the creation It is meant to contribute a grain of sand to
of institutional language policy and planning students’ learning processes by allowing
and adapt it to the specific needs of the them to participate in meaningful educa-
academic community. However, many tional experiences where they can practice
faculty members are still hesitant due to the foreign language while learning why it
concerns about linguistic imperialism. could be useful in their professional future.
Therefore, the plan leaders have been In this vein, this design is based on a process
developing a bottom-up proposal to share approach to language curriculum. This is
responsibility for the language curriculum why the team first started by choosing the
within the undergrad program. To this methodology (kind of activities, materials,
end, the head of the internationalization type of instruction, among others), and
plan for the program and the journalism later, they started to co-create the lessons.
faculty have been collaborating to design This EMI initiative for journalist-to-be
an EMI instructional educational experience acknowledges that “it is not possible to
intended to promote the usage of English teach a language within the four walls of
among journalists-to-be while developing a classroom, and learners need help to
fact-checking skills. learn how to learn and to keep learning”

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(Finney, 2002). That’s why this design students’ motivation to learn English while
has been created as a progressive model, participating in meaningful educational
which is learner-centered and does not experiences for their professional develo-
pretend to measure any behavioral changes pment. Coherently, an inductive approach
in students. Furthermore, the purpose guides the creation of the lesson plans
of this instruction is not to put together to show participant undergrad students
any vocational training to transmit skills. the relevance of English as a medium to
On the contrary, it seeks to focus on the strengthen their fact-checking skills. It
affective aspects of learning by promoting also aims to provide them with hands-
the participation of students despite their on journalism activities that draw their
English levels. To achieve this, the BOPPPS attention to English usage. This way, their
lesson planning model, proposed by Biggs confidence is expected to be fostered
(in Mcdonald, 2020), has been the base through multiple and varied opportu-
of the educational experiences designed nities to practice the language despite
to foster motivation and critical thinking their performance, as well as enjoyable
while engaging students in active learning material and scenarios where they can
experiences. feel satisfaction while practicing English.
All this alignment is possible only by
An essential aspect of this instructional accepting, as Clark (in Richards, 2013) that
design is that it is also guided by Keller’s “Education as induction into knowledge
(in Pappas, 2015) ARCS model since its is successful to the extent that it makes
principal objective is to foster a B.A. in the behavioral outcomes of the students
Communication Studies and Journalism unpredictable” (p.15).

The growing acceptance of the proposal

The use of the English language and of anglophone cultures and understand
cultures is becoming more common in global issues is starting to change the
faculty discussions and curricular planning. mindset within the academic community.
However, many faculty members are still A point of departure has been the ack-
hesitant due to concerns about linguistic nowledgment that various stakeholders
imperialism. Additionally, many students in the B.A. Program have rejected the top-
feel frustrated or uninterested in learning down implementation of the Colombian
about English-speaking cultures. Neverthe- educational language policy and planning.
less, adopting a decolonial approach and No possible agreement will be reached
using English to explore a broader spectrum without validating their concerns about

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linguistic imperialism as a paramount English learning/teaching beyond Western

foundation for the internationalization plan interests. This is particularly important in a
and any institutional initiative to promote higher education institution like Uniminuto,
the usage of the English Language among where the apparent contradiction between
the community. Therefore, intercultural language policy and institutional values
communication must be established as the has made many teachers hesitant about
primary objective of English language and English language educational policies.
culture planning within the B.A. Program.
This leads to special complexity when it
The English language enables communica- is recognized that “over the past several
tion between people from different cultural decades, research in educational language
backgrounds, whether native or non-native policy has shown the important role that
speakers. This connection is crucial for teachers play as language policy actors”
fostering intercultural communication, (Hult, 2018, p.5). Therefore, it is accurate
helping the academic community combat to say that no management proposal
stereotypes, and promoting cooperation about language policy will succeed without
to build knowledge. Enhancing language understanding teachers’ beliefs regarding
policy and planning using bottom-up internationalization plans and guidelines,
approaches is important to address faculty such as using English as a medium of
and students’ concerns about linguistic instruction requirements and quality
imperialism and explore alternatives encou- assurance system publishing standards,
raging intercultural sensitivity, solidarity, and among others.

References

Askari, E., Meechan, P., Ruiz-Rodriguez, P., & Torres Sánchez, S. (2022, January
26). Society of Environmental Journalists. Retrieved from Society of
environmental journalists: [Link]
curso-intercambio-virtual-fomenta-competencia-global-para-estudiantes-
periodismo
Finney, D. (2002). The ELT Curriculum: A Flexible Model for a Changing World. In
J. Richards & W. Renandya (Eds.), Methodology in Language Teaching:
An Anthology of Current Practice (Approaches and Methods in Language
Teaching, 69-79). Cambridge: Cambridge University Press. [Link]
[Link]/10.1017/CBO9780511667190.012

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Hall, T. E. (1976). Beyond culture. New York, United States: Anchor Books.
Hult, F. M. (2018). Foreign language education policy on the horizon. Foreign Language
Annals. 51(1), 35-45 [Link]
flan.12315
McDonald, B. (2020). Improving Teaching and Learning Through Internationalisation.
New Castle: Cambridge Scholars Publishing.
MEN (2014). Colombia Very Well: Programa nacional de inglés 2015-2025. Documento
de Socialización. [Link]
Pappas, C. (2015, May 20). eLearning industry. Retrieved from eLearning industry:
[Link]
Richards, J. C. (2013). Curriculum Approaches in Language Teaching: Forward,
Central, and Backward Design. RELC Journal, 44(1), 5–33. [Link]
[Link]/publication/258183234_Curriculum_Approaches_in_
Language_Teaching_Forward_Central_and_Backward_Design
Zwisler, J. J. (2018). Language policy and the construction of national identity in
Colombia. Encuentros, 133-146.

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Impact of a practical course with a differential focus

on English language teaching to early childhood for
Licenciatura en lenguas extranjeras con énfasis en inglés,
at Universidad Nacional Abierta y a Distancia
Impacto de un curso práctico con enfoque diferencial
en la enseñanza del inglés a la primera infancia para la
licenciatura en lenguas extranjeras con énfasis en inglés
en la universidad nacional abierta y a distancia (UNAD)

Fredy Arley Molano Zambrano

Virtual Teacher at Smart Languages Academy, Colombia.
ORCID: [Link]
E-mail: famolanoz@[Link]

Abstract

This descriptive research studies the effect of a practical course in early childhood
English teaching for Universidad Nacional Abierta y a Distancia (UNAD). The study
aims to explore the significance of a specialized course for teaching English in early
childhood, examining it from local, regional, and international perspectives. Additionally,
it seeks perceptions from tutors and directors of practical route courses in Licenciatura
en Lenguas Extranjeras con Énfasis en Inglés (LiLEI), and information from English
programs akin to UNAD in Colombia, all this by contrasting collected data from the
official universities websites in Colombia in a contrast matrix, and the SWOT analysis
of the perspectives from directors and tutors from the practical route courses in LiLEI
at UNAD, concerning the impact of including an early childhood English teaching course
in LiLEI. The results indicate a potential for innovation in formally teaching English to
young children, along with resource barriers and insufficient research in early childhood
English teaching.

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In conclusion, implementing a differential practice course in English teaching for early

childhood represents a pathway toward innovation, inclusivity, and opportunities for
undergraduate students at UNAD. However, it is crucial to analyze the threats that
present challenges to the success of the proposal.

Keywords: Early Childhood, Practical Course, Differential, Inclusion.

Resumen

Esta investigación descriptiva estudia el efecto de un curso práctico en la enseñanza

del inglés en la primera infancia para la Universidad Nacional Abierta y a Distancia
(UNAD). El estudio tiene como objetivo explorar la importancia de un curso especializado
para enseñar inglés en la primera infancia, examinándolo desde perspectivas locales,
regionales e internacionales. Además, busca percepciones de tutores y directores de
cursos de ruta práctica en Licenciatura en Lenguas Extranjeras con Énfasis en Inglés
(LiLEI), e información de programas de inglés similares a UNAD en Colombia, todo
esto contrastando datos recopilados de los sitios web oficiales de las universidades
en Colombia en una matriz de contraste, y el análisis FODA de las perspectivas de
directores y tutores de los cursos de ruta práctica en LiLEI en UNAD, en relación con el
impacto de incluir un curso de enseñanza de inglés en la primera infancia en LiLEI. Los
resultados indican un potencial para la innovación en la enseñanza formal del inglés
a niños pequeños, junto con barreras de recursos e investigación insuficiente en la
enseñanza del inglés en la primera infancia.

En conclusión, implementar un curso de práctica diferencial en la enseñanza del

inglés para la primera infancia representa un camino hacia la innovación, la inclusión
y oportunidades para los estudiantes de pregrado en UNAD. Sin embargo, es crucial
analizar las amenazas que presentan desafíos para el éxito de la propuesta.

Palabras clave: primera infancia, curso práctico, diferencial, inclusión.

Introduction

This research highlights the absence teaching English to early childhood within
of a specialized preparation course for the Licenciatura en Lenguas Extranjeras

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con énfasis en inglés (LiLEI) program at from birth to eight years. National policies
Universidad Nacional Abierta y a Distan- in Colombia emphasize the importance of
cia-UNAD. Despite offering a course on early childhood in education, focusing on
“Teaching English to Children, Adolescents, integral development from birth to six years.
and Adults,” there is no focused training The study narrows its focus to preschool
for instructing very young children. Explo- education “transition” for children aged 4
ring potential institutional benefits and to 5 in Colombia. Additionally, government
implications associated with a practical initiatives like “Colombia Bilingüe” aim to
course featuring a differential focus on improve education quality, with suggested
English teaching for early childhood within curriculum structures supporting English
the LiLEI program at UNAD requires a teaching from transition to fifth grade.
clear understanding of the concept of
“differential focus.” This tailored approach The exploration of Early Childhood English
addresses the unique needs of very young teaching within the LiLEI program at UNAD
children and requires examining essential aims to introduce an innovative, practical
skills for future educators in early child- course and contribute to the pedagogical
hood education. The research aims to fill discourse in Colombia; gathering opinions
this gap by exploring the implications of from UNAD professors, particularly those
including a practical course specifically involved in teaching English immersion
targeting the early childhood population courses and obtaining feedback pose
in the LiLEI program. challenges due to time constraints and
potential biases. While some professors
English teaching in early childhood is exa- may recognize the innovation, others may
mined, comparing the LiLEI curriculum at question its necessity. Despite efforts to
UNAD with similar programs in Colombia. clarify the research purpose, misunders-
This analysis explores the implications of tandings may affect responses. These
training LiLEI students in early childhood challenges highlight the need for careful
pedagogy, considering the stages of cog- consideration and discussion within the
nitive development by Piaget (1960) and academic community to ensure the success
the definition of UNESCO of early childhood and relevance of the proposed course.

Theoretical Framework

According to Piaget (1960), the deve- four stages: sensorimotor (0-2 years old)
lopment of cognition is a process of exploration of the world through senses,
adaptation to the world, performed into preoperational (2-7 years old), holistic

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learning, concrete operational (7-11) called “Holistic Development in transition”

logical thinking, and formal operational (MEN, 2016, pag. 17) and among other
(11-beyond) concrete operations. Howe- instructions to schools; this methodology
ver, to delimitate early childhood, UNESCO makes a difference between teaching
(2022) considers it as between birth to English to early childhood “Transition”
eight years, and this period represents an and teaching English to children from 1st
opportunity for children to develop their to 5th grades of elementary school.
brains, which becomes a “window” for
education, which fits into the preopera- A suitable methodological design for the
tional stage mentioned by Piaget. early childhood population will ensure that
children at this age, 4 to 5, have a better
The national development plan in Colombia beginning in elementary school with a basis
(2010-2014) stated the called “Comisión in the target language L2 and an approach
intersectorial para la atención integral to learning strategies that are intended to
de primera infancia” (2011), its primary implement metacognitive strategies and
function was to “coordinate and harmonize indirect assimilation of similarities and
the policies, plans, programs, and actions assimilation of the L2 language compared
necessary for the comprehensive execution to the L1; and, as Galvão and Kawachi-Furlan
of early childhood.” (MEN, 2013, p.21), and (2021) mentioned, teaching English as a
more specifically the MEN (2019) states second language requires teachers with
that the initial education is conceived from both language and pedagogical skills
born to six years. Its purpose is not to essential to this group of learners, which
prepare children for elementary school but means that undergraduate students can
to boost their integral development. capitalize on this critical period by including
the instruction of activities and coursework
The mentioned curriculum, based on Con- in an undergraduate program and gaining
tent and Language integrated learning for knowledge and skills in teaching English
the above levels, proposes the methodology to young learners.

Research Method

This research has two focuses. On the one Maryam, & Pathik. (2014) describes this type
hand, as its object is collecting primary data, of research as “being more concerned with
“opinions from teachers regarding the state the individual’s personal experiences of the
of the problem at UNAD,” it is considered problem under study.” (p. 9). It refers to the
under a qualitative methodology. Habib, collection, analysis, and interpretation of data.

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On the other hand, it is considered quanti- without biases, this method describes
tative and descriptive; according to Habib the current situation associated with the
et al. (2014), a descriptive design “Is used English program and Early childhood, and
to identify and obtain information on the the average of academic credits among
characteristics of a particular problem the studied programs as the starting point.
or issue.” (p.8). As the data are collected

Population and Sampling Procedures

Considering the research is focused on the inferential goals scientific peers will
the impact of a course to teach English have.” (P.2)
in early childhood at UNAD, the popu-
lation in this research are the certified In this research, the sample is organized
Bachelor of English programs in Colombia into two groups:
and the English professors in charge of
practice courses “immersion” to prepare Group 1. 41 certified English programs
students at UNAD. Lakens (2022) states, similar to LiLEI in Colombia.
“The informativeness of the data that Group 2. Voluntary directors and tutors
is collected depends on the inferential from the practice courses stage in LiLEI
goals a researcher has, or in some cases, where the new course is expected to fit.

Data Collection Techniques

The chosen instruments for this primary proposal, and a contrast matrix based on a
data collection are a SWOT matrix fed by documental revision regarding the situation
an online form with the generalities of the in other Colombian universities with English
research, instructions with an informed programs (41) and their academic credits,
consent format that intends to diagnose and compared to UNAD.
posteriorly determine strategies for the final

Stages of the Study

The initial phase included designing the course, curriculum enhancement, and pro-
Hypothetical construct, which explores gram innovation within the LiLEI framework
the multifaceted impacts of the practical (Table 1).
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Table 1. Research Hypotheses

Hypotetical Construct Description

A practical course in teaching English to early childwood will enhance
Hypothesis 1 the pedagogical competencies of undergraduate students in LiLEI
as they gain practical knowledge and skills relevant to teaching
The design of this course with a differential focus on early childhood
Hypothesis 2 will refine the curriculum within the LiLEI program, aligning closely
with the evolving needs and demands of English language education.
This course focused on very young learners will contribute to the
attractiveness of the LiLEI program, thereby enhancing its appeal
Hypothesis 3
to prospective undergraduate students interested in pursuing a
career in English language teaching.
The number of credits and a fixed practice route could affect
Hypothesis 4
implementing a differential course on early childhood

Note. Own elaboration.

The second stage includes sending the ses at UNAD, and 2. Practical scenarios for
informed consent to the national leader, students from LiLEI-UNAD to experience
tutors, and directors from UNAD courses teaching English in early childhood, as well
from the immersion practice; after presenting as the contrast matrix design.
the research in the consent, professors were
sent the link to the form with the SWOT Finally, the third stage includes designing
matrix components: Strengths, Weaknesses, results categories, considering the data
Opportunities, and Threats, concerning: 1. collection tools and hypotheses, discus-
Training in specific didactics of teaching sing the results, and drawing the research
English in early childhood in practical cour- conclusions.

Results

Miles et al. (2019) state that data analysis empirical data from the SWOT analysis
involves systematically labeling and cate- and exposing several key themes. These
gorizing data to show essential patterns. themes are systematically categorized to
The subsequent paragraphs reveal three ensure a comprehensive understanding of
distinct categories and their subcategories, the subject matter.
contrasting the data analysis with the

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Discussion of Categories

Once the results and the hypothetical cons- however, these practical courses tend to
truct are contrasted, three main categories be boring, and students drop out.”
are designed as follows: 2. Perceptions of UNAD as a leader
in early childhood English language
1. Perceived Implications of the Differential education.
Practical Course
P.7” Which means UNAD will contribute to
1. Fostering inclusivity in language the education of everybody with pedagogi-
instruction. cal mediation, research, social projection,
and pedagogical innovation and didactics.
From the SWOT analysis, participants named
P and its respective numbers One to Seven 2. Impact on Qualifications of LiLEI
expressed the following opinions: Undergraduate Students

“P2. Students have virtual and face-to-face 1. Gaining a competitive edge

scenarios to practice with all kinds of in the job market.
populations, including early childhood;
the problem is that there are too many “P7. There is a course called Teaching
students and few practical scenarios, and English to children, adolescents, and
personalized support is difficult. Regarding adults, which leads to strategies for early
opportunities, it would be valuable to have childhood; the problem is the delay in
more scenarios for early childhood practice assigning practical scenarios to students.
where the students could strengthen their Regarding opportunities, the course can be
strategies with that specific population; designed with a virtual focus and applied;
however, it involves redesigning courses”. however, the absence of didactics for this
population makes the task challenging”.
“P4. Students have flexible schedules
from scenarios, but the implementation “P8. Students and teachers have all the
of strategies in early childhood requires support and flexibility for a perfect perfor-
complex work from students, so they are mance in practice. Regarding opportunities,
very young, and reading and writing are a course for that population offers more
not an option. Regarding opportunities, the opportunities to students and could affect
students can participate in virtual scenarios; the competitiveness in the environment.”

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2. Ability to apply knowledge and skills in didactics for specific populations like early
different teaching environments. childhood”.

“P1. students have personalized support “P2. Students have virtual and face-to-face
during the practical work in the schools scenarios to practice with all kinds of
associated with UNAD; however, too many population including early childhood;
practical courses have increased the load of the problem is that there are too many
work in students. Regarding opportunities, students, and few practical scenarios and
it would be better to have just two practical personalized support is difficult. Regarding
courses to focus on more strategies and to opportunities, it would be valuable to
didactics for specific populations like early have more scenarios for early childhood
childhood”. practice where the students could strength
their strategies with that specific population;
“P2. Students have virtual and face-to-face however, it involves redesigning courses”.
scenarios to practice with all kinds of
populations including early childhood; 2. Concerns voiced by LiLEI tutors regarding
the problem is that there are too many the course.
students, and few practical scenarios, and
personalized support is difficult. Regarding “P4. Students have flexible schedules
opportunities, it would be valuable to have from scenarios but the implementation
more scenarios for early childhood practice of strategies to early childhood requires
where the students could strengthen their complex work from students, so they are
strategies with that specific population; very young and reading and writing is not
however, it involves redesigning courses”. an option. Regarding opportunities, the
students can participate in virtual scenarios;
3. Challenges and Barriers however, these practical courses tend to
be boring, and students drop out”.
[Link] limitations and constraints.
“P5. Students have support from directors,
“P1. students have personalized support and tutors, but more staff are required for
during the practical work in the schools more personalized support. Regarding
associated with UNAD; however, too many opportunities, students could innovate
practical courses have increased the load of with this population in virtual environ-
work in students. Regarding opportunities, ments; however, lack of didactics for early
it would be better to have just two practical childhood, can create chaos in practical
courses to focus on more strategies and scenarios.”

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Discussion: Pedagogical Challenges and Recommendations

As previously mentioned, the Contrast demand careful consideration. However,

Matrix has underscored an opportunity Mykhailyshyn et al. (2018) declare that the
to contemplate the development of the “Limits of growth of modern civilization are
early childhood course. This assertion determined by education, its quality, and
finds reinforcement in existing literature accessibility”, (p. 10); this idea emphasizes
and prior research. Nevertheless, the the essential of planned challenges in
SWOT analysis has highlighted potential the scope of early childhood language
obstacles and challenges, as indicated by education.
directors and tutors in the practice courses
at UNAD. They emphasize the imperative These challenges are indispensable for
nature of recognizing the difficulties of extending inclusion to very young learners
the practice route and the associated while simultaneously fostering the qualifi-
challenges of integrating a new course cations of future teachers. In doing so, we
into this curricular route. shape their pedagogical competence and
contribute to developing their professional
Despite its potential benefits, this edition identities, ensuring they are well-equipped
introduces a set of variables, including to meet the multifaceted demands of the
resource allocation, practice scenarios, educational landscape.
and the design’s engagement factor, which

Conclusions
This research aiming to explore the im- and from voluntary professors from the
pact of a differentiated practical course practice route in LiLEI at UNAD, allowing
on English language education for early its analysis into the following categories:
childhood at UNAD was aligned with the
following questions: Perceived Implications of the Differentiated
Practical Course:
What are the potential benefits of introducing
a differential practical course for teaching • Fostering inclusivity in language instruc-
English in early childhood at Universidad tion.
Nacional Abierta y a Distancia (UNAD)? • Tutors and directors’ perceptions of
UNAD as an early childhood English
It was conducted through the collection of language education leader.
primary data from 41 certified Universities
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• Tutors and directors’ perceptions of landscape, requiring the preparation of

the impact on Qualifications of LiLEI professionals equipped to tackle con-
Undergraduate Students: temporary educational challenges. This
• Gaining a competitive edge in the job attempt holds the potential for future
market. institutional accreditation of the English
• Ability to apply knowledge and skills in Program at UNAD.
different teaching environments.
Challenges and Barriers: However, the identified challenges and
• Resource limitations and constraints. barriers present potential threats. These
• Concerns voiced by LiLEI tutors regarding include resource allocation, the recruitment
the course. of new professors, the identification of
additional practice scenarios, course
The findings revealed a promising possi- design considerations, and the seamless
bility for cultivating inclusion, leadership integration into the existing practice route in
and innovation within the professional LiLEI, which deserve a profound analysis of
landscape of Undergraduate studies in viability and review of options to design and
teaching English as a foreign language implement a course that can be mandatory,
to early childhood. This pertains to the elective, or part of the practice route of
qualifications of undergraduate students both LiLEI and LiPI.
who confront a dynamic educational

References

Cummins, J. (2007). Promoting Literacy in Multilingual Contexts. What

Works? [Link]
Promoting_Literacy_in_Multilingual_Contexts?enrichId=rgreq-
4c83d05eacfb0c89c093b606d7292d07-XXX&enrichSource=Y292ZXJQ
YWdlOzIzNzQyNjc0NztBUzoxMDM2NjIyNTI3MjQyMzhAMTQwMTcyNjQ
xNTgzNQ%3D%3D&el=1_x_2&_esc=publicationCoverPdf
Galvão, A. & Kawachi-Furlan, C. (2021). English teacher education and early
childhood education: Curricular strategies in Brazilian federal universities.
Revista Horizontes de Linguistica Aplicada. Año 20, n. 2, p. AG5. https://
[Link]/10.26512/rhla.v20i2.38982
Gómez-Díaz de León, C. & León de la Garza, E. (2014). Método comparativo. In:
Métodos y técnicas cualitativas y cuantitativas aplicables a la investigación
en ciencias sociales. Tirant Humanidades Mexico, pp. 223-251. ISBN
9788416062324
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Habib, Md. M., & Maryam, H. & Pathik, B. (2014). Research Methodology Contemporary
Practices: Guidelines for Academic Researchers. Cambridge Scholars
Publishing, pp.1-30. ISBN (10): 1-4438-6461-7, ISBN (13): 978-1-4438-6461-9
Jaramillo, Ramírez, & Quintero (2017). Conocimiento de la didáctica del inglés en
docentes de educación preescolar. Infancias Imágenes, 16(1), pp. 72-82.
DOI: 10.14483/16579089.9757
Kabir, Syed M. (2016). Introduction to research. [Link]
publication/325846733
Lakens, D. (2022). Sample Size Justification. Collabra: Psychology, 8(1).
[Link]
MEN. (2016). Mallas de aprendizaje de inglés: para transición a 5° de Primaria.
[Link]
de-ingles-para-transicion-a-5-de-primaria/
MEN. (2016). Orientaciones y principios pedagógicos. [Link]
[Link]/wp-content/uploads/2021/09/Orientaciones-Docentes_RevMEN.pdf
Penchev, D. (2021). Swot analysis as a research method in pedagogy.
Pedagogy/ Pedagogika (0861-3982). EBSCOHost. https://
[Link]/ EPDB%3Agcd%3A6%3A28539462/
detailv2?sid=ebsco%3Aplink%3Ascholar&id
=ebsco%3Agcd%3A151388969&crl=f
Prosic-Santovac, D., & Radović, D. (2018). Children’s vs. teachers’ and parents’
agency: a case of a Serbian-English bilingual preschool model. Language,
Culture and Curriculum. 31. 1-14. 10.1080/07908318.2018.1504401.
UNESCO. (2022. April 27th.). Early childhood care and education. [Link]
[Link]/en/education/early-childhood

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Exploring the influence of artificial intelligence

on students’ academic achievements:
ChatGPT as a case study
Explorando la influencia de la inteligencia artificial
en los logros académicos de los estudiantes:
ChatGPT como estudio de caso

Hind Ouquessou
Phd student researcher, Sultan Moulay Slimane University: Beni Mellal, Morocco
[Link]
Oqshind@[Link]

Abstract

The study examines into the impact of Artificial Intelligence (AI), particularly ChatGPT,
on students’ academic performance. ChatGPT is an advanced language model known
for its ability to engage in human-like conversations and provide educational assistance.
The primary objective is to examine how the adoption of ChatGPT affects students’
academic outcomes, engagement levels, and overall success in their studies.

To achieve this, a mixed-methods approach is employed, blending a quantitative analysis

of academic performance data with a qualitative investigation of student experiences
and perceptions. Academic indicators such as grades, test results, and completion
rates are compared between students who have used ChatGPT and those who haven’t.
Additionally, surveys and interviews are conducted to gather insights into students’
interactions with ChatGPT, including their perceived benefits, challenges, and preferences.
Preliminary results suggest that students who interact with ChatGPT show improvements
in their academic performance, including improved grades and better comprehension
of course content. The interactive nature of ChatGPT enables students to receive
personalized assistance, clarification on difficult topics, and prompt feedback, enhancing
their learning journey. Moreover, ChatGPT is a valuable tool for students to complement
traditional classroom instruction, providing instant support beyond regular school hours.

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Nevertheless, there are certain hurdles such as overreliance on technology and ethical
concerns regarding AI’s role in education. Ethical considerations encompass issues like
privacy, data security, and ensuring equal access to AI-driven educational resources.

In summary, this research contributes to the expanding literature on AI integration in

education, shedding light on its implications for student academic performance. The
study concludes with recommendations for educators, policymakers, and developers to
harness the benefits of AI while mitigating potential challenges within its implementation
in educational settings.

Keywords: (AI), chat GPT, education, academic performance.

Introduction

Throughout history, humans have reve- often seen by scientists from other fields as
red their intelligence, often referring to an exciting and promising area to work in.
themselves as Homo sapiens, or “man For instance, a physics student might think
the wise.” This reverence stems from our that all the major discoveries have already
relentless pursuit of comprehending the been made by pioneers like Galileo, Newton,
inner workings of our minds—how a finite and Einstein. In contrast, AI is still wide open
collection of matter can grasp, interpret, for groundbreaking discoveries, offering
anticipate, and influence a vast and intricate opportunities for innovative thinkers like
world. However, the ambition of AI extends Einstein and Edison.
beyond mere understanding; it endeavors to
create intelligent beings. AI delves into the AI covers a wide range of topics, from broad
realm of constructing entities that possess concepts like learning and perception to
the ability to perceive, reason, and act in specific tasks like playing chess, proving
ways that mimic or even surpass human mathematical theorems, writing poetry,
intelligence. driving cars in traffic, and diagnosing
diseases. AI applies to any intellectual
AI is a relatively new area in science and challenge, making it a truly universal field.
engineering. Serious work on AI began In recent years, AI has become a bigger part
shortly after World War II, and the term of our everyday lives, affecting many areas,
“artificial intelligence” was first used in including education. AI has brought about
1956. Similar to molecular biology, AI is a lot of changes in education, offering

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new ways to transform and improve how as the data they are trained on. If this
teaching and learning happen. AI tools can data is biased, the AI can produce biased
look at student data and create learning ex- responses, perpetuating stereotypes and
periences tailored to each student’s needs, social inequalities. For instance, biased AI
offering a more customized approach to tools used for grading could unfairly affect
education. This can potentially improve students based on their race or gender.
how well students learn, keep them more Additionally, AI can generate errors and mi-
engaged, and reduce dropout rates. AI sinformation. The data AI relies on may be
can also make assessments better by outdated, incorrect, or misleading, meaning
giving instant feedback and allowing for students and teachers cannot always trust
more accurate evaluations of student the accuracy of AI-provided information.
performance. AI programs like ChatGPT Cheating is another issue; students might
offer prompt guidance, bridging gaps use AI to write essays, complete quizzes,
in understanding and promoting conti- or do homework, leading to academic
nuous learning. Moreover, AI facilitates dishonesty. Although there are AI tools
individualization in learning by tailoring designed to detect AI-generated work,
materials to suit students’ diverse needs they are not foolproof and can sometimes
and preferences. For instance, ChatGPT mistakenly label a student’s original work
can translate content into different lan- as plagiarism. Furthermore, the increased
guages, adapt materials to varying grade use of AI in education can lead to student
levels, and customize projects to align isolation. Excessive interaction with AI
with students’ skills and interests. software instead of human teachers can
make students feel disconnected and less
Finally, AI-driven tools enable personalized motivated, potentially increasing dropout
learning experiences by analyzing student rates. Lastly, the rise of AI in education
performance data to identify areas for has raised fears among some educators
improvement and tailor interventions about job security. They worry that AI could
accordingly. Through these capabilities, eventually replace teachers, even though AI
AI empowers educators and learners alike, is meant to be a supplementary tool rather
revolutionizing education and paving the than a replacement.
way for more effective and inclusive learning
environments. Ensuring a balanced approach to integrating
artificial intelligence into education involves
While AI holds great promise for enhancing thoughtful deliberation and continuous
education, it also brings several significant assessment. While AI can support edu-
drawbacks. One major concern is bias. AI cators, expedite learning processes, and
systems, like ChatGPT, are only as good tailor educational journeys efficiently, it also

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presents risks such as bias, dissemination need to thoroughly assess AI’s potential,
of inaccurate information, and potential becoming knowledgeable advocates for
isolation among students. Thus, educators both their students and them.

Research Objectives and Methodology

Research methodology refers to a syste- generally used for confirmatory research

matic and scientific framework utilized aims and questions, such as examining the
for gathering, analyzing, and interpreting relationship between two variables (e.g.,
either quantitative or qualitative data in personality type and likelihood to commit
order to address research inquiries or a crime) or testing specific hypotheses.
examine hypotheses. It functions akin to a
roadmap, guiding researchers throughout Mixed-methods research combines ele-
the research process and ensuring focus ments of both qualitative and quantitative
by defining the scope of the investigation. approaches to integrate multiple perspec-
Prior to selecting a suitable research tives and provide a more comprehensive
methodology, factors like research cons- understanding of the research topic. This
traints and ethical considerations must be methodology aims to leverage the strengths
thoroughly evaluated for their potential of both qualitative and quantitative data to
impact on the study. create a richer and more nuanced picture.
The primary objective of this study is to
Qualitative, quantitative, and mixed-me- delve into how the adoption of ChatGPT
thods designs are distinct methodological influences various facets of students’ edu-
approaches, each defined by their emphasis cational experiences, particularly focusing
on either words, numbers, or a combina- on their academic outcomes, engagement
tion of both. Qualitative research involves levels, and overall success in their studies.
gathering and analyzing verbal (written or With the growing integration of AI into
spoken), textual, or visual data, often inclu- education, it’s imperative to understand
ding softer data points like body language or the specific impact of ChatGPT, a promi-
visual elements. This approach is typically nent AI-driven conversational agent, on
used for exploratory research aims and student learning. To achieve this objective,
questions, such as understanding people’s a mixed-methods approach is employed,
perceptions of an event or opinions about a which combines quantitative analysis of
political candidate. In contrast, quantitative academic performance data with qualitative
research focuses on numerical data for investigation of student experiences and
measurement and testing purposes. It is perceptions. This approach allows for a

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comprehensive understanding of the effects consisted of several sections aimed at

of ChatGPT adoption from both numerical gathering demographic information, and
metrics and qualitative insights. Ultimately, details about the participants’ usage of
this approach allows for a comprehensive ChatGPT, its impact on academic perfor-
assessment of the role of ChatGPT in mance, student engagement, experiences,
shaping students’ educational journeys. ethical considerations, and preferences.
The survey was anonymous to ensure
Participants were recruited through confidentiality and encourage honest
an online survey distributed via email responses. Data collection took place
and social media platforms. The survey over a two-week period.

Results
1. Demographic Information: followed by weekly (7 participants) and
daily (5 participants).
Age: The majority of respondents fell within
the age range of 25-34 (10 participants) Duration of Use: A significant portion of
and 35-44 (10 participants), with smaller respondents (11 participants) reported
numbers in other age brackets. using ChatGPT for more than 6 months.

Gender: There were more male respondents Purposes: The primary purposes for using
(18 participants) compared to female ChatGPT were clarification of difficult topics
respondents (9 participants). (17 participants), research assistance
(15 participants), and study planning (11
Education Level: Most participants held participants).
either a B.A. degree (10 participants) or a
Master’s degree (14 participants). 3. Impact on Academic Performance:

Field of Study: The largest proportion Improvement: Most respondents reported

of participants studied humanities (11 either a slight improvement (12 participants)
participants), followed by social sciences or a significant improvement (9 participants)
(6 participants). in their academic performance.
Academic Indicators: The majority of
2. Usage of ChatGPT: participants reported improvements in
understanding of course material (18
Frequency: The most common usage participants) and assignment completion
frequency was seasonal (8 participants), rates (6 participants).
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4. Student Engagement and Experiences: 5. Ethical Considerations and Preferences:

Engagement Levels: Responses varied, with Concerns: Participants showed varying

the majority of participants reporting either degrees of concern regarding ethical con-
moderate engagement (12 participants) or siderations related to AI-driven educational
high engagement (5 participants). resources.

Enjoyment: A significant number of respon- Equal Access: The majority of participants

dents (16 participants) agreed or strongly (18 participants) agreed or strongly agreed
agreed that ChatGPT made learning more that all students should have equal access
enjoyable for them. to AI-driven educational resources like
ChatGPT.

Discussion

The survey findings indicate that ChatGPT, ChatGPT. However, alongside its benefits,
an AI-driven educational tool, is widely used there are ethical concerns regarding issues
among individuals of diverse demographic such as data privacy and algorithmic bias.
backgrounds, including different age Despite these concerns, the majority of
groups, genders, and educational levels. participants advocate for equal access
Participants reported various benefits to AI-driven educational resources like
from using ChatGPT, including improved ChatGPT, recognizing their potential
understanding of course material and to revolutionize education. Overall, the
enhanced assignment completion rates, findings underscore the significance of
suggesting its positive impact on academic AI-driven educational tools in enhancing
performance. Moreover, many respondents learning experiences but also emphasize
expressed increased engagement and the importance of addressing ethical
enjoyment in learning, highlighting the considerations to ensure responsible and
interactive and personalized nature of equitable use.

Conclusion and Recommendations:

In conclusion, the research findings un- aspects of education, including academic

derscore the significant potential of AI, support, engagement, and learning outco-
particularly ChatGPT, to enhance various mes. The data highlights the positive impact

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of ChatGPT on students’ understanding, tors, policymakers, and developers must

engagement levels, and confidence in their collaborate to establish clear guidelines for
studies. However, it’s essential to address AI usage, provide adequate training for all
challenges such as overreliance on tech- stakeholders, and prioritize student privacy
nology, ethical concerns regarding privacy and equity. By adopting a thoughtful and
and data security, and ensuring equitable responsible approach to AI integration, we
access to AI-driven educational resources. can create inclusive and effective learning
To harness the benefits of AI in education environments that empower all students
while mitigating these challenges, educa- to succeed.

References

Russell, S., & Norvig, P. (2016). Artificial Intelligence. [Link]

books?id=XS9CjwEACAAJ&dq= Artificial+Intelligence+A+Modern+
Approach+Third+Edition&hl=&cd=1&source=gbs_api
Ayala-Pazmiño, M. (2023). Artificial Intelligence in Education: Exploring the Potential
Benefits and Risks. 593 Digital Publisher CEIT, 8(3), 892–899. [Link]
org/10.33386/593dp.2023.3.1827
5 Pros and Cons of AI in the Education Sector. (2024, March 25). Walden University.
[Link]
cons-of-ai-in-the-education-sector
Sreekumar, D., & Sreekumar, D. (2024, February 22). What is the Research
Methodology? Definition, Types, and Examples. Paperpal Blog. https://
[Link]/blog/academic-writing-guides/what-is-research-methodology

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Empowering EFL learners: exploring the role of

flipped instruction in nurturing metacognitive
abilities beyond traditional approaches*

Empoderando a los estudiantes de EFL:

explorando el papel de la instrucción invertida
en el fomento de las habilidades metacognitivas
más allá de los enfoques tradicionales

Fabián García Sarasty

Master’s Degree sudent, Universidad Nacional Abierta y a Distancia-UNAD, Colombia
ORCID: [Link]
E-mail: fabgcias74@[Link]

Abstract

This action research addresses challenges of technology integration within the Colombian
educational context, by investigating the impact of implementing the flipped learning
approach on the development of metacognitive skills among sixth-grade English as a Foreign
Language (EFL) students in a private bilingual school in Cali, Colombia. This study focuses
on delivering instructional content online through the Flipped Learning methodology before
class and utilizing in-class time for active learning activities. By leveraging technology,
the researcher aims to gain insight into how flipped learning influences metacognitive
skills development, offering valuable contributions to educational research. Additionally,
aiming to overcome barriers to authentic language exposure and meaningful language
practice for 6th-grade students. The study acknowledges limitations in generalizability
to other contexts and highlights the importance of future research exploring additional
dimensions of flipped learning. The researcher expects the findings could encourage
fellow educators to consider integrating flipped learning approaches into their teaching
practices, potentially enhancing education quality in EFL classrooms.

Keywords: Flipped Learning, Metacognitive Skills, EFL Education, Technology Integration,

Active Learning, Student Engagement.

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.
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Resumen

Esta propuesta de investigación acción aborda los desafíos en la integración de

la tecnología dentro del contexto educativo colombiano, investigando el impacto
de implementar el enfoque de aprendizaje invertido en el desarrollo de habilidades
metacognitivas entre estudiantes de sexto grado de inglés como lengua extranjera (EFL)
en una escuela bilingüe privada en Cali, Colombia. Este estudio se enfoca en entregar
contenido instructivo en línea a través de la metodología de aprendizaje invertido antes
de la clase y utilizando el tiempo en clase para actividades de aprendizaje activo. Al
aprovechar la tecnología, el investigador tiene como objetivo obtener información sobre
cómo el aprendizaje invertido influye en el desarrollo de habilidades metacognitivas,
ofreciendo contribuciones valiosas a la investigación educativa. Además, se busca
superar las barreras para la exposición auténtica al idioma y la práctica significativa
del idioma para estudiantes de sexto grado. El estudio reconoce limitaciones en la
generalización a otros contextos y destaca la importancia de futuras investigaciones
que exploren dimensiones adicionales del aprendizaje invertido. El investigador espera
que los hallazgos puedan alentar a otros educadores a considerar la integración de
enfoques de aprendizaje invertido en sus prácticas de enseñanza, potencialmente
mejorando la calidad de la educación en aulas de EFL.

Palabras clave: aprendizaje invertido, habilidades metacognitivas, educación de inglés

como lengua extranjera, integración de tecnología, aprendizaje activo, participación
del estudiante.

Introduction

Educational investigation has been guided Though this approach has shown promise
by the search for creative pedagogical in various educational contexts, it faces
methods that increase student engagement unique challenges in the Colombian
and encourage deeper learning achieve- setting, particularly in language teaching
ments. One approach that has gained classes. By focusing on the nexus be-
prominence is flipped learning, which aims tween flipped learning and metacognitive
to restructure the traditional classroom development, this research seeks to
model by providing instructional content inform effective instructional strategies
online before class and using in-class time and promote deeper learning outcomes
for active learning activities. in EFL education.

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Grounded in constructivist theory, this this study aims to contribute valuable

research proposes that active learning insights to EFL pedagogy.
experiences enable students to construct
their own knowledge by building upon Understanding the role of flipped learning in
existing cognitive frameworks. Flipped enhancing students’ metacognitive abilities
learning, pioneered by Bergmann and is crucial for teachers seeking innovative
Sams (2012), has revolutionized traditional strategies to promote deeper learning
teaching methodologies by restructuring outcomes and lifelong learning. Therefore,
the learning process. this research holds the potential to inform
pedagogical practices in EFL education,
By shifting instructional content delivery ultimately contributing to the advancement
outside the classroom, this approach of effective language teaching methods
allows for more interactive and engaging and student academic success.
in-class activities. According to Ertmer and
Newby (2013), flipped learning provides By investigating the principles of peer inte-
opportunities for students to create mea- raction, task interdependence, and group
ningful connections, reflect on their learning dynamics, the researcher plans to design
processes, and develop metacognitive a comprehensive research methodology
awareness. that involves data collection, along with the
implementation of a didactic proposal. Data
This research proposal aims to answer the analysis will explore the impact of flipped
question: What are the effects of implemen- learning on metacognitive skill development.
ting flipped learning on the development This analysis will elucidate the broader
of metacognitive skills in sixth-grade EFL implications of flipped learning in enhancing
students at a private bilingual school in students’ overall language learning abilities.
Cali, Colombia? The general objective is to
assess the impact of flipped learning on Adhering to ethical principles guarantees
strengthening metacognitive skills in this that this research can provide valuable
specific educational context. insights to the educational community
and support the advancement of effec-
Through specific objectives including tive language teaching practices while
the identification of perceptions among ensuring the well-being and rights of the
students and teachers, the design of a di- participants. This research attempts to
dactic proposal integrating flipped learning elucidate effective pedagogical practices
principles, and analysis of metacognitive in EFL education, specifically focusing on
skill transfer to other language domains, metacognitive skill development.

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Literature review

The literature review presented here adopts performance and student perceptions.
a thematic organization to facilitate a com- Instructors are crucial in creating dynamic,
prehensive understanding of the research interactive learning environments conducive
panorama surrounding flipped learning to higher-order activities. Additionally, Nagel
and its implications for metacognition in (2013), suggests that the alignment of the
modern language education. The thematic flipped classroom with Bloom’s taxonomy
structure assists in exploring various as- fosters higher-order thinking skills, while
pects related to flipped learning, integration Chen (2018) argues for its promotion of
of ICT strategies for metacognitive skill student self-regulation through independent
development, and language acquisition. study and effective resource management.

As described by Vygotsky, Metacognition The research by Lim (2016) investigated

plays a key role in active learning through the application of flipped learning to en-
cognitive process reflection. It comprises hance the communicative competence of
three components: knowledge, experien- Korean college students, offering practical
ce, and strategies. According to Negretti guidance for teachers in incorporating this
(2017), metacognitive knowledge involves approach into language education. Similarly,
an awareness of cognitive processes, while Bbas et al. (2022), explored the impact of
metacognitive experience encompasses collaborative flipped learning strategies
cognitive or affective states during tasks, on metacognitive skills in primary school
and metacognitive strategies entail plan- pre-service teachers, emphasizing the
ning, monitoring, and evaluating. Also, positive influence of collaborative activities
Lee and Mak (2018), advocate for the on metacognitive development.
integration of quantitative and qualitative
methodologies to comprehensively un- These findings underscore the potential
derstand metacognitive processes in the benefits of flipped learning for language
flipped classroom. education and highlight the importance of
socio-cognitive abilities in metacognitive
The flipped classroom, pioneered by skill enhancement.
Bergmann and Sams (2012), shifts from
traditional lecture-centered pedagogies to Additionally, research by Benites (2018),
learner-centered instruction. This approach focused on the effects of flipped classroom
fosters active learning, supported by empi- methodology on student competencies
rical evidence showing improved academic in an industrial electricity and electronics

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course, indicating favorable outcomes enhancing reading comprehension among

in learning outcomes, engagement, and young learners, emphasizing the importan-
skill performance compared to traditional ce of self-regulated learning and strategic
lecture-based approaches. Bakke (2019) thinking in improving comprehension skills.
investigated the relationship between
self-assessment, motivation, and language Echavarria (2016), employed a qua-
learning, highlighting the role of self-paced si-experimental design to examine the
online content in increasing student motiva- development of listening comprehension
tion and engagement. The study conducted through metacognitive strategies and
by Hui-chia and Sheng-hui (2012), examined podcast materials, highlighting the role of
the development of EFL learners’ metacog- technology-enhanced resources in fostering
nition in a flipped classroom environment, metacognitive skills and engagement. Also,
revealing improvements in metacognitive Prieto (2017) explored the effectiveness of
awareness and skills such as goal-setting direct instruction in metacognitive strate-
and self-evaluation. Similarly, Carter (2019) gies within a blended learning environment,
investigated the connection between me- demonstrating improvements in reading
tacognition and academic writing skills comprehension skills and metacognitive
among pre-service teachers, demonstrating reflection among eighth-grade students. The
a positive correlation between metacog- thematic organization allows researchers
nitive strategies and writing proficiency. to explore the interconnectedness between
Al-Jarrah et al. (2018), explored the impact flipped learning, metacognition, and other
of metacognitive strategies on the writing relevant factors such as student engage-
performance of Jordanian EFL learners, ment, motivation, and ICT integration. In
revealing improvements in overall writing conclusion, by investigating the findings
proficiency and metacognitive awareness of numerous studies, researchers can gain
among participants who received explicit insights into the potential benefits of flipped
instruction in metacognition. Chapman learning, its underlying mechanisms, and
and Pushpalalitha (2022), investigated the its implications for student learning and
effectiveness of metacognitive strategies in development.

Methodology

As articulated by Kemmis (2009), action approach emphasizes active collaboration

research serves to advance theoretical with participants, ensuring that research is
understanding and to carry out positive meaningful and relevant to their needs and
changes in educational practice. This challenges. In this study, action research

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was considered optimal for empowering of participants based on specific charac-

students with metacognitive skills and equi- teristics relevant to the research objective.
pping teachers with effective pedagogical The population of high school students in
strategies tailored to the demands of the the chosen school comprised individuals
21st-century learning environment. The from medium to high socioeconomic
research design, drawing upon insights backgrounds, fostering an environment
from Hernández and Baptista (2014), in- conducive to academic excellence and
tegrated both quantitative and qualitative critical thinking. The sample consisted of 24
methodologies to examine the impact of sixth-grade students and 2 English teachers,
flipped learning on metacognitive skills. representing the participants dedicated to
Quantitative data was collected through improving the teaching methodology and
pre and post-assessments, while quali- enhancing students’ metacognitive skills
tative information was obtained through in English.
interviews, observations, and student
reflections. Through statistical and thematic Aligning with Yin’s (1994), categorization of
analysis, this research achieved a holistic information-gathering methods, data collec-
understanding of the research question, tion techniques for this study, encompassed
aligning with the study’s objectives to surveys, class observations, interviews,
investigate the effects of flipped learning and document analysis, Likert-type scale
on metacognition. surveys measured participants’ perceptions,
while class observations provided qualita-
In agreement with Neuman’s (2013), tive insights into students’ metacognitive
approach to exploratory research, this behaviors during flipped learning sessions.
research adopted an exploratory approach Pre and post-assessments quantitatively
to gain insights into the relationship be- measured metacognitive skill development,
tween flipped learning and metacognitive ensuring a comprehensive evaluation of the
skill development. By identifying patterns flipped learning intervention. The success
and associations, the research evaluated of the study depended on the accuracy and
the impact of implementing a Flipped consistency of the data collection tools.
Learning-based didactic proposal on Ethical considerations were paramount
sixth-grade students’ metacognitive skills to safeguarding participants’ rights and
in an EFL course. privacy. Additionally, by addressing validity
and reliability concerns, this study provided
According to Patton (2002), purposive accurate insights into the impact of flipped
sampling is selected to ensure the selection learning on metacognitive development.

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Data analysis techniques encompassed Positive findings supported the efficacy of

both quantitative and qualitative approa- flipped learning in enhancing metacognitive
ches, as recommended by Hernández et awareness, while negative results highlighted
al. (2014). Triangulation of data sources areas for improvement or alternative factors
enhanced the credibility and validity of the influencing metacognitive growth.
findings, contributing to a comprehensive
understanding of the research problem. The To sum it up, the methodological framework
analysis compared research findings with outlined in this research provided a syste-
existing literature and theories, validating the matic approach to investigating the effects
theoretical assumptions regarding flipped of flipped learning on metacognitive skills
learning and metacognition in EFL education. in an EFL context.

Discussion on the Findings

The results of this research study will be impact of flipped learning on metacog-
used to improve the teaching methodology nitive skill development in sixth-grade
of teachers. And, to identify those activities EFL students. Data analysis showed a
that teachers need to promote and imple- significant improvement in metacognitive
ment in their classes, to strengthen the skills among sixth-grade EFL students
metacognitive skills of students in English. after implementing the flipped learning
The researcher carried out this research proposal. This supported the theoretical
based on a problematic situation of the assumptions that active learning expe-
educational reality, in order to transform riences offered in flipped classrooms can
it. To obtain and analyze the results that enhance metacognitive awareness.
emerged from this project, the researcher
was required to do so by researching from The qualitative analysis showed that
his practices and with the implementation of students and teachers perceived flipped
a pedagogical proposal “Flipped Learning” learning positively and recognized its im-
in the sixth-grade students at a Private pact on metacognitive skill development,
Bilingual School in Cali, Colombia, as its which provided additional support for
main actors. the theoretical framework. The research
highlighted potential areas of improvement
The research findings were closely related for the flipped learning approach or shed
to the proposed objectives, which allows light on other factors that influenced
for a comprehensive evaluation of the metacognitive growth.

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Conclusions

This paper describes the innovative peda- The methodological framework outlined
gogical approach of Flipped Learning and in the research design underscored the
its potential to enhance metacognitive skills importance of action research in facilitating
among sixth-grade EFL learners in a private positive changes in educational practice.
bilingual school in Cali, Colombia. Through a As the study progressed, it was prepared
detailed exploration of the research problem, to contribute valuable insights to the field of
objectives, and rationale, the study elucidated EFL education, particularly in the context of
the pressing need to bridge the gap between metacognitive skill enhancement. The findings
traditional teaching methods and the evolving of this study hold promise for empowering
demands of 21st-century education. learners with essential cognitive tools for
academic success and lifelong learning in
an increasingly globalized world.

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Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods

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Sampieri, R., Fernández, C. y Baptista, P. (2014). Metodología de la investigación. 6a. ed.

McGraw-Hill. [Link]
[Link]. [Link]
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. International
Journal of Instructional Technology and distance learning. [Link]
[Link] /jotamacs_weblog/files/[Link]
Sternberg, R.J. (1998). Styles of Thinking and Learning. [Link]
com/doi/ 10.1177/082957359801300204

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Promoting assertive communication through

communicative language teaching and task-based learning
in sixth-grade students at Nuestra Señora del Tránsito
Departamental Educational Institution*
Promoción de la comunicación asertiva a través de la enseñanza
del lenguaje comunicativo y el aprendizaje basado en tareas
en estudiantes de sexto grado de la Institución Educativa
Departamental Nuestra Señora del Tránsito

Ana Paola Corredor Ruiz

Estudiante de la Escuela de Ciencias de la Educación,
Universidad Nacional Abierta y a Distancia UNAD.
apcorredorr@[Link]
Carrera 10 N°12-143 INT 1, Ubaté, Cundinamarca.
ORCID: [Link]

Abstract

Assertive communication is essential for creating a safe learning environment and expressing
their ideas to others. The project aims to identify the effects of applying Communicative
Language Teaching (CLT) and Task-Based Learning (TBL) in sixth graders’ Assertive
Communication in a Public School. The starting point was the needs analysis, which
showed the lack of good communication among students was evident. Based on this, the
creation of different communicative activities and tasks were designed and implemented,
considering the principles of CLT and TBL. The project was a qualitative action research and
data were collected through Triangulation using three different instruments: semi-structured
interviews, field notes, and video recordings. Thanks to this, the three main categories of
the project were respect, group, work, and confidence when speaking in public.

Keywords: Assertive Communication, Respect, Group Work, Confidence Speaking in

Public, Confidence, Communicative Activities, Tasks.

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.

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Resumen

La comunicación asertiva es esencial para crear un ambiente de aprendizaje seguro y

expresar sus ideas a los demás. El proyecto tiene como objetivo identificar los efectos
de la aplicación de la Enseñanza Comunicativa del Lenguaje (CLT) y el Aprendizaje
Basado en Tareas (TBL) en la comunicación asertiva de estudiantes de sexto grado en
una escuela pública. El punto de partida fue el análisis de necesidades, el cual demostró
que era evidente la falta de buena comunicación entre los estudiantes. Con base en esto,
se diseñó e implementó la creación de diferentes actividades y tareas comunicativas,
considerando los principios de CLT y TBL. El proyecto fue una investigación acción
cualitativa y los datos fueron recolectados mediante triangulación utilizando tres
instrumentos diferentes: entrevistas semiestructuradas, notas de campo y grabaciones
de video. Gracias a esto, las tres categorías principales del proyecto fueron respeto,
grupo, trabajo y confianza al hablar en público.

Palabras clave: comunicación, asertividad, respeto, trabajo en grupo, confianza hablando

en público, actividades comunicativas y tareas.

Introduction

Promoting the learning of a second langua- Guacheta Colombia is an issue that has
ge through assertive communication is a become more necessary to get a solution,
fundamental element of language learning. taking into account the fact that students
With this, it is possible to carry out pro- hardly interact with each other inside the
cesses of qualification of communicative classroom in a respectful way. Hence,
competence and skills for communicative fostering an environment where students
interaction. can talk openly about their opinions as
well as respecting and tolerating other
That´s why promoting Assertive Commu- points of view has become indispensable
nication among sixth-grade students of for creating a better learning environment.
a non-bilingual public school located in With this situation in mind, this research
Guacheta Colombia, is an issue that has project attempts to identify the possible
become very necessary to achieve a solution effects of Communicative Language
as soon as possible, Boosting Assertive Teaching and Task-Based Learning on
Communication among sixth graders from sixth graders to foster students’ Assertive
a non-bilingual public school located in Communication. Taking into account that

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students find it difficult to interact with Teachers must take advantage of the
each other in the classroom in an assertive resources they have and focus on using
and respectful way. In this way, fostering various techniques and strategies to foster
a class environment in which students active interaction, promoting the use of
can speak openly about their opinions, as assertive communication in the classroom.
well as respect and tolerate other points For this reason, it is truly important that
of view, has become essential to creating teachers provide part of their time towards
a safe learning environment. With this building a safe and interactive environment
situation found, this research proposal in which students can actively participate
will try to identify the possible effects with more confidence. Students can im-
of Communicative Language Teaching prove assertive communication by using
and Task-Based learning in sixth-grade communicative language teaching (CLT)
students to promote assertive communi- and task-based learning (TBL) approaches.
cation through communicative language As for CLT, its main focus is linguistic
teaching and task-based learning to reduce competence, which allows students to
difficulties in English learning in sixth-grade interact and use the target language in
students at the Nuestra Señora del Tránsito a specific context. According to Banciu
Departamental Educational Institution. and Jireghie “Communicative language
teaching places great emphasis on helping
Bearing in mind the situation above, it is students to use the target language in a
important to clarify what assertive com- variety of contexts and on learning language
munication is. Pfeiffer (2010) affirms that: functions” (2012, p.1).
“Assertive communication implies clearly
expressing your needs; how you feel and On the other hand, TBL encourages learners
what you want without violating the rights to use the language and communicate
of your partner’’ (p. 1). In addition, Assertive with each other through tasks, which in
Communication is part of the social skills most cases are carried out in groups. As
that people must acquire through coexisten- a result, students are challenged to use
ce in society; Hofstadt (2003) explains that assertive communication to agree and
social skills are learned as a consequence complete the task. Following this, Ellis
of experience. Bearing this in mind, they states that “the work plan requires that
thought about implementing CLT and TBL learners use cognitive processes such as
activities to encourage students’ Assertive selecting, classifying, ordering, reasoning
Communication, since the lack of this skill and evaluating information to carry out
considerably hinders the learning process the task” (2003, p.10). Consequently, this
of the students and even more complicates proposal establishes; first the context of
the performance of the teacher. the problem identified there. Secondly, the

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theoretical framework and the literature focuses on the social context and research
review are presented. Third, the proposal on observation and systematic analysis
created for this specific topic is explained to identify the action plan that requires
in detail. Likewise, the methodology chosen inquiry (Burns, 2009). Taking into account
for the implementation of the proposal. the approach to the research problem, it
Then some possible methods of analysis can be said that it has been shown that
and collection on the assertive communi- students have difficulties expressing their
cation of the students. And, finally, possible feelings, ideas, thoughts, and opinions
conclusions of this proposal. and accept those of others in a respec-
tful way. Based on this, it is possible to
This research project focuses on promoting recognize that students have a lack of
assertive communication in a group of assertiveness and consequently a lack
sixth-grade students. Students present of assertive communication, since they
difficulties when it comes to respecting do not have the necessary basic aspects
their peers and teachers in the learning to be able to listen to others and respect
environment, which makes it difficult for the opinions of others. Phillips (2002)
them to express their ideas, feelings, and stated that assertiveness allows people
opinions. For this reason, this project to take control of the situation, listen,
proposes to identify the effects of two ask questions, accept advice, and then
approaches, Task-Based Learning (TBL) and act. According to Bishop “people with
Communicative Language Teaching (CLT) good assertiveness will also have greater
on students’ assertive communication. self-awareness, greater self-confidence
According to this, it is necessary to explain and self-esteem, and powerful and effec-
that this proposal is developed through tive communication skills” (2013, p. 15).
Action Research and Qualitative Research. Based on these definitions, assertiveness
helps people improve their social skills to
The first combines the interaction of two develop good relationships.
models: Action and Research, where action

Methodology

This project is based on the qualitative systematic process. As Herr and Anderson
research paradigm using action research claim: “Action research is oriented to some
methodology. Action research helps action or cycle actions that organizational
to identify a problem within a specific or community members have taken, are
population and find solutions through a taking, or wish to address a particularly

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problematic situation’’ (2005, p. 3). It is the participants’ views about the activities
important to mention that action research and how they may have an impact on
is developed as a cycle, following a pro- their assertive communication. Also, a
cess that starts by recognizing a problem, characteristic of qualitative research is to
implementing an action research plan to analyze data and interpret different mea-
improve the issue, and reflecting on the nings (Creswell, 2012). Besides, Creswell
results. Thus, my project is based on a claims that “Qualitative approaches use
process, involving the recognition of a more open-ended approaches in which
problem and the alternative to improve this the inquirer asks general questions of
difficulty inside the classroom. participants, and the participants shape
the response possibilities” (2012, p. 19).
The project involves practical Action Re- In order to collect data, it is important to
search design, focusing on a local issue that use the Qualitative method because it
is assertive communication. As Creswell is necessary to understand and analyze
states, “Practical action research involves the students’ insights about the activities
a small-scale research project, narrowly fo- and observe their behavior. From this,
cuses on a specific problem or issue, and is through the three instruments to collect
undertaken by individual teachers or teams data explained below, researchers will
within a school or school district.” (2012, p. explain the impact that CLT and TBL have on
580). The purpose of this design is to focus students’ assertive communication. Bearing
on a problem in the school environment, this in mind, Qualitative research allows
the description of the problem based on the researchers to explore participants’
data collection, provide a literature review insights and perspectives.
about the problem, analyze the theories or
approaches regarding the issue, and finally The population selected for the project is
make a plan of action to improve the inquiry sixth graders who present difficulties in their
(Creswell, 2012). According to the above, assertive communication. The research
practical action research is a series of steps project takes place in a non-bilingual public
to follow, to help me as the researcher to school located in Guachetá; participants
improve my practices and learning from are from 10 to 14 years old. The needs
students. Hence, practical action research analysis revealed a significant problem: a
is the design chosen to follow the project in lack of assertive communication among
order to improve assertive communication. students. Sixth graders struggle to express
themselves respectfully in the classroom.
Qualitative research asks the researcher to Therefore, investigating this issue of as-
understand the participants’ perspectives. sertive communication is essential for
For this project, it is important to understand understanding and addressing their needs.

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This research project used the process of interviews help me to analyze the students’
triangulation by applying three instruments perceptions about the activities.
to collect data, taking into account ethical
matters in order to protect participants’ Through field notes, the researcher was
rights. According to Turner and Turner “data able to observe participants’ behavior and
triangulation entails obtaining data from attitudes and write down their perceptions
different sources, or different times or under about the class. According to Bryman, field
different conditions” (2009, p. 2). From notes “should be fairly detailed summaries
this, triangulation is applied in our project, of events and behavior and the researchers’
because we use three different instruments initial reflection on them. The notes need
to collect data: unstructured interviews, field to specify key dimensions of whatever is
notes, and video recordings. Moreover, in observed or heard”. (2012, p. 447). There-
order to collect data, researchers created fore, this instrument was applied in each
two consent forms to ask permission from session to collect students’ attitudes, the
the school and the participants’ parents way that they speak in front of the classes,
where the researchers explained to them explaining how they interact with others,
the project and the type of research in which and how they feel regarding the activities
they were involved to protect students’ and their partners. With this in mind, field
identities. Hence, triangulation contributes notes allow me to write what was important
to developing the project in order to gather in the learning environment.
data using three instruments.
Finally, video recordings are very useful
Unstructured interviews allow participants for teachers to have more information
to express their insights into the activities about a specific aspect that happens du-
proposed. This allowed participants to ring the application of the investigation.
answer the questions according to their Video recordings allow teachers to have
perspectives and feelings. Bryman states a detailed view of the interaction between
that in qualitative interviews, “the emphasis student-students and teacher-students.
must be on how the interviewee frames and Besides, Hopkins claims that: “three uses of
understands issues and events” (2012, p, videotape recorders in classroom research
471). Bearing this in mind, this instrument are: for obtaining visual material of the
helps me to examine if the participants total teaching situation; acting as an aid to
respond in a good way to the activities, the diagnosis; and as a means of examining in
type of activities they prefer, and how they detail a specific teaching episode’’ (2008,
feel during the research sessions, analyzing p.116). The transcription of the class videos
the activities’ impact on participants’ as- helped me to identify specific aspects of
sertive communication. Thus, unstructured the project that in the class we were not

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able to perceive, for instance: gestures, through different activities that involve
students’ interaction, students’ behavior, interaction.
body language, and their development in
the activities, aspects that are captured on The implementation of 10 lesson plans
the videos. This instrument supports the applied in 20 hours is developed through
diagnosis and analyzes specific aspects the four stages of Willis and Willis’ Model
that the researcher does not perceive during of Task-Based Learning which are pre-task,
the implementation of the project. task cycle, language focus, and evaluation.
The implementation is focused on Willis
Implementation: Taking into account the and Willis model (1996) which has the
main issue that this population has regarding following stages: the first stage is Pre-
assertive communication, it is necessary task where the teacher gives students
to use approaches that allow me to boost instructions and shows them the grammar
interaction and Communication inside the that must be used in the task development
classroom. For this reason, Task-Based and highlights new vocabulary and phrases.
Learning (TBL) and Communicative Lan- Also, showing an example of the task, at
guage Teaching (CLT) were selected to this stage, the teacher can use activities
create a proposal for the project. TBL allows such as brainstorming, listing, memory,
me to promote real communication among and guessing games. The second is called
interaction in my students through tasks. the task cycle, which is divided into three
Also, by applying TBL in an educational moments: the first one is called the task
environment, language learning becomes where students are organized in groups;
more meaningful and natural (Rodríguez they have some minutes to think about the
and Rodríguez, 2010). On the other hand, vocabulary and brainstorm what they are
CLT has an important role in this project, going to perform, also teachers monitor
because its focus is on meaning rather the process and help students when they
than structure and it requires the use of oral need it.
communication in the activities. Banciu and
Jireghie “emphasize the idea of effective The third stage is called planning where
communication between the teacher and the students prepare to report the task;
students and focus on language as a there are several types of tasks, which are
medium of communication” (2012, p. 97). projects, newspapers, posters, storytelling,
These approaches also require group work and anecdotes among others. Besides,
and collaboration among students which the teacher makes sure that everybody
fosters their relationships involving respect is involved with the task, and the final
for each other. Accordingly, CLT and TBL moment is called a report where students
pretend to foster assertive communication decorate, and present the task, and the

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teacher gives some feedback to them (as expose their comments to their partners
cited Rodríguez and Rodríguez, 2010). With and the teacher. This stage is also divided
this in mind, Willis and Willis suggest that into two parts; the first is called analysis
the TBL model allows students to interact where students review vocabulary, and the
and communicate with each other through second is called practice, where students
the stages presented before because it practice the words or structures learned in
involves moments where students have the task. The final stage is Evaluation; in
to prepare and plan their activities and at this section, students complete the task
the end share ideas with their partners and teachers evaluate them based on a
respectfully, for these reasons, these type rubric where the aspects to assess are;
of activities allow the researcher to boost the sequence of tasks, group participation,
the assertive communication on students. outcomes, and language target used when
they are performing the task (Rodriguez and
Following the description of Willis and Rodríguez, 2010) Taking this into account,
Willis’ model the next stages are Language developed the project through 10 lesson
Focus and Evaluation, from this model, plans of 20 hours each one, based on Willis
researchers created 10 lesson plans. Lan- and Willis’ model which main focus are
guage focus takes place when students can Tasks and Communication.

Discussion and results

To present my conclusions based on the find three main categories in my data

results of the project application and answer analysis process: respect, group work and
the research question. The purpose of the self-confidence when speaking in public.
investigation was to analyze the impact of These categories helped the researcher to
Communicative Language Teaching (CLT) find the answers to my question based on
and Task-Based Learning (TBL) on sixth-gra- the data presented above. It is organized
de students’ assertive communication. based on the answers found in each one
To achieve this purpose, we managed to of the categories, my reflection about the
implement the project in a non-bilingual challenges during the project application,
public school located in Guacheta Town, and finally a general conclusion.
Colombia, through activities that allowed
me to see how students interacted with Through the implementation of the com-
each other, and thus gather data based municative activities, it was observed that
on my instruments: field notes, interviews, students presented an improvement at the
and video recordings, which helped me moment of interacting respectfully with

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their partners. Along with the sessions, tion. In the first session, observed that
students did some tasks that challenged students were not interested in working
them to work in groups and collaborate in groups, or with people that they did
among them. During these activities, the not know well. For these reasons, the
researcher analyzed the learners’ attitudes activities proposed had the intention of
in terms of respecting others. Keeping in challenging the participants to organize
mind that at the beginning of the process, themselves, take roles, and agree with
the participants presented disrespectful others to present the tasks, because
attitudes towards the others, through the being an assertive communicator implies
communicative activities, they demons- giving arguments as well as listening to
trated an improvement in this aspect; they others and tolerating each other. Along
started respecting their partners’ ideas the different sessions implemented, it
and working with them collaboratively, was observed students started feeling
incrementing the good relationships inside comfortable working with others, learning
the classroom. Thanks to the implemen- about their classmates, and creating a
tation of the project, it was possible to kind learning environment. With this in
notice that the communicative tasks had mind, each member of the group had been
a positive impact on students’ attitudes assigned a role to achieve a main goal. For
because they could express and listen to these reasons, based on the data analysis
ideas respectfully to get to an agreement. presented, it was concluded that com-
The improvement evidenced through this municative tasks allowed students to be
category was evident in the participants involved in the classes, they collaborated
while they interacted with the tasks; res- among themselves and somehow, they
pecting others’ ideas and collaborating changed their perceptions about working
without being rude with their partners. with others. Group work was important
For this reason, this aspect was crucial because being an assertive communica-
in answering the research question, as tor involves working collaboratively and
being an assertive communicator involves sharing with people, also it helped create
actively listening to those around them, connections among students when they
while also conveying their own ideas with were interacting with others.
tolerance and respect.
After the analysis, students improved their
Secondly, the participants were involved assertive communication skills when spea-
in the activities and took different roles king in public, expressing their ideas both
in order to present the tasks which made in their mother tongue and in English. In the
evident the use of assertive communica- beginning, participants showed difficulties

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at the moment of expressing ideas and did not have access to electronic resources
feelings in public in the second language at the school, and had to change some
as well as in their mother tongue; they of the lesson plans and activities to suit
seemed nervous and uncomfortable when students’ level and create physical material
they were asked to speak in front of others. for them. According to this, the challenges
Since the first session, students had to presented alongside the project require me
perform in front of others, they expressed to look for different resources and activities
that they did not feel comfortable speaking more appropriate for the students’ level,
in public even more if they had to do it with the purpose of achieving the aim of
individually. However, through the sessions, the investigation.
they started to participate on their own and
expressed their ideas individually thanks The analysis presented highlights an
to communicative activities; they improved improvement in the population’s asser-
their tone of voice in both languages even tive communication through the use of
though they did not know how to pronounce Communicative Language Teaching (CLT)
some words. This category answers the and Task-Based Learning (TBL) approa-
research question because the activities ches. Since implementing the program,
gave the students confidence enough to it has become evident that participants’
speak in front of other people, and because interpersonal relationships have streng-
they seemed more comfortable at the thened. They have started to respect one
moment of expressing their ideas and another while listening and expressing
perceptions in front of their classmates their opinions and ideas. Also, they could
and teachers. According to the above, discuss their ideas properly, especially in
self-confidence when speaking in public their mother tongue, and it was evident
is essential to enhance students’ assertive their intention to communicate in English
communication because participants need with their limited language appropriation.
to express themselves with security and From this, the researcher could notice
feel comfortable. that CLT and TBL approaches helped this
population’s assertive communication.
During the project implementation, we Now it would be interesting to apply this
faced different challenges which led me project to other types of participants with
to implement some changes regarding the different backgrounds such as vulnerable
lessons and activities to achieve the project people. This project helped me to reflect
goal. One of the main challenges that had on students’ needs and create a proposal
was that students did not have a good that benefits their assertive communi-
English level; for this reason, they did not cation through different communicative
want to participate in the tasks, in addition, I activities.

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References

Baines, E.D, Blatchford. P., & Kutnick, P. (2009). Promoting Effective Group Work
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=onepage&q=action%20research&f=false
Richards, J., & Rodgers, T. (2014). Approaches and Methods in Language Teaching.
(3rd ed.). United Kingdom, Cambridge: Cambridge University Press.

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Rodríguez, M., & Rodríguez, J. (2010). Task-Based Language Learning: Old Approach,
New Style. A New Lesson to Learn. Profile: Issues in Teachers’ Professional
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The World Bank. (2016). Colombia: Winning the War on Poverty and Inequality
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Electrifying English: an action research study about the design and

implementation of a virtual learning object (VLO) to enhance the
inferential reading comprehension skill*
Inglés electrizante: un estudio de investigación acción sobre el diseño
e implementación de un objeto virtual de aprendizaje (OVA) para
fortalecer la habilidad de lectura inferencial

Ángela Vanessa Duarte Infante

Universidad Nacional Abierta y a Distancia (UNAD). Boyacá, Colombia.
Ángela Vanessa Duarte Infante (0000-0002-4331-2368) - ORCID
vanessaduartein19@[Link]

Abstract

This paper reports an Action Research study based on the design and implementation
of a VLO based on electricity to strengthen inferential reading comprehension skills in
online English classes with 14 undergraduate distance students at a public Colombian
University, aged between 18 and 38 years old. The implications of this study include not
only the benefits of the student’s academic process but due to the reusable nature of the
VLO, it will enrich the educational community, especially the distance learning one. In the
development of the VLO the teacher-researcher implemented a series of one-hour reading
cycles focused on electricity content, based on Solé’s (1992) three-phase strategies made
up of before, during, and after the reading activities and Barret’s Taxonomy’s third level of
reading comprehension strategies. In each reading cycle with the VLO, data was collected
through direct observation, field notes, online qualitative surveys, and pre and post-tests to
understand the impact of the pedagogical intervention. The findings suggest an increase
in the participants’ inferential reading comprehension skills; however, it is recommended
that the educational institution holds workshops across various subjects aimed to the
development of this specific skill so that students continue to improve in this regard.

Keywords: Virtual Learning Object; Reading; Inferential Reading Comprehension Skills;

E-learning; Electricity.

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.
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Resumen

El presente artículo describe un estudio basado en la investigación-acción fundamentado

en el diseño e implementación de un OVA basado en la electricidad que busca fortalecer
la habilidad de lectura inferencial en las clases virtuales de inglés con 14 estudiantes de
pregrado de la facultad de estudios a distancia de una universidad pública colombiana,
entre los 18 y 38 años. Las implicaciones de este estudio incluyen no solamente
un beneficio al proceso académico del estudiante, sino que, debido a la naturaleza
reutilizable del OVA, este enriquecerá a la comunidad educativa, especialmente la
comunidad de la educación a distancia. Se implementaron, con este OVA, una serie de
ciclos de lectura relacionados con la electricidad, basados en las estrategias de tres
fases de Solé (1992), las cuales se conformaban por actividades de antes, durante y
después de la lectura y por el tercer nivel de las estrategias de comprensión de lectura
de la taxonomía de Barret. En cada ciclo de lectura se recolectó información a través
de la observación directa, notas de campo, encuestas cualitativas en línea y pre y post
test para así comprender el impacto de la intervención pedagógica. Los resultados
sugieren un aumento en la habilidad de lectura inferencial de los estudiantes gracias
a la implementación del OVA; sin embargo, se recomienda que la Universidad realice
talleres de manera transversal con las otras asignaturas del programa dirigidas al
desarrollo de esta habilidad específica para evidenciar más mejoría en los estudiantes.

Palabras clave: objeto virtual de aprendizaje (OVA); lectura; habilidad de lectura

inferencial; E-learning; electricidad.

Development of the paper

In the educational context where the obser- classes, which directly affected not only the
vation process was carried out, a group of interpretation of the information that they
fourteen male students aged 8 to 38 years read but the understanding of the target
old in the Technology in Industrial Electricity language they seek to learn, thus hindering
program of a public Colombian university its direct relationship with reading.
who were enrolled in the second level of
an English course, showed low levels of The teacher that conducted this research
reading comprehension skills, especially applied a test at the end of the first half of
difficulties in making inferences related the semester in the English course where
to the texts proposed in the synchronous students presented deficiencies in reading

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comprehension, especially when making in Colombia. The main objective of this

inferences about elements that are not project was to design and develop a Virtual
visible and specific in the corresponding Learning Object (VLO) based on electricity
text, likewise a digital survey was applied content to strengthen inferential reading
to the students in which they affirmed that comprehension skills in online English
they do not have the culture of reading, but classes with undergraduate distance
they really see the need to improve their students at a public University. The specific
performance in this particular skill and read objectives were to identify the level of
more in English, especially about topics of inferential reading comprehension skills
their interest. among undergraduate distance students
at a public university, to develop a VLO
The research question of this study focu- based on electricity content that incor-
sed on how designing and developing a porates activities and tasks that promote
Virtual Learning Object (VLO) centered on inferential reading comprehension skills,
electricity content can enhance inferential and to evaluate the effectiveness of the
reading comprehension skills among un- VLO in improving inferential reading com-
dergraduate distance students in online prehension skills among undergraduate
English classes at a public university distance students at the Public University.

Methods

research (AR), which followed a cycle reading cycles had a one-hour duration
of planning, action, observation, and re- and, based on Sole’s (1992) three-phase
flection. During the planning phase, the strategies, they were conducted before,
teacher-researcher meticulously designed during, and after the reading activities (in
the Virtual Learning Object (VLO) focused addition to a previous knowledge activity
on electricity content to enhance students’ that the students completed before starting
inferential reading comprehension skills. the reading cycles).
Given that the Technology in Industrial Elec-
tricity program at the Faculty of Distance This VLO was divided into an introduc-
Learning at the public university met once tion, learning objectives, pre-knowledge
every two weeks, it was decided that the activity, guidelines, three reading cycles,
VLO, created using Google Sites, would their corresponding feedback section,
consist of three reading cycles: “History conclusions, references, and credits. In
of Electricity,” “Clean Electricity,” and “Care the action and observation sections of
in the Use of Electricity.” Each of these the action cycle, the teacher-researcher

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implemented the VLO with the students Data Analysis

and applied some of the data collection
tools (the direct observation process, In the reflection part of the cycle, the
field notes, the implementation of online researcher analyzed the data collection
qualitative surveys, and a pre and post- instruments following the steps proposed
test) to further analyze the information by the thematic analysis as can be seen in
collected. the table below:

Table 1. Thematic Analysis

Research question: How the design and development of a Virtual Learning Object (VLO) based
on electricity content can strengthen the inferential reading comprehension skill in online English
classes of a group of undergraduate distance students of a Public University?
Themes Codes
Read between the lines VLO Inferential reading strategies.
Electricity and Reading Motivation, autonomy.
Students inferential reading skills From the VLO to the practice.

Results

The various inferential reading com- personal interests. This prompted them to
prehension strategies suggested in the engage with the reading cycles diligently
VLO (Virtual Learning Online) allowed and to use the proposed inferential reading
distance learners to gradually enhance comprehension strategies effectively in
their inferential reading skills. However, their VLO activities. Finally, an unexpected
the success of these strategies relied finding was that the design of the VLO
on the individual student, their learning significantly boosted student motivation
style, and the context of their learning and autonomy. This demonstrated their
environment. Additionally, it became clear interest not only in their own learning
that students recognized the purpose of processes but also in actively participa-
implementing the VLO strategies, seeing ting in the learning experiences of their
them as beneficial for their career and classmates.

Discussion

This study will significantly assist future design and implementation of a Virtual
teachers and researchers interested in the Learning Object (VLO) aimed at enhancing

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inferential reading comprehension skills interests. However, to further enhance

within an English distance learning context. this skill among students, it is essential to
This contribution is valuable to the academic implement more extensive reading cycles
community. The implementation of the VLO using the virtual learning object focused on
not only promoted and strengthened these electricity content in the English curriculum.
skills but also helped students recognize Additionally, this skill should be developed
the importance of reading and learning across other learning areas, and students
English as a means to acquire knowledge must be committed to attending distance
relevant to their fields of study and personal classes and reviewing the study materials.

References

Al-Rawashdeh, A. Z., et al. (2021). Advantages and Disadvantages of Using e-Learning

in University Education: Analyzing Students’ Perspectives. The Electronic
Journal of e-Learning, 19(2), 107-117, available online at [Link]
Amiti, F. (2020). Synchronous and Asynchronous E-Learning. European Journal of
Open Education and E-learning Studies. DOI: [Link]
ejoe.v5i2.3313
Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-Learning Theoretical Framework.
Educational Technology & Society, 19 (1), 292–307.
Araujo, L., & Martínez, E. (2022). Diseño e implementación de estrategia didáctica
a través de objeto virtual de aprendizaje para fortalecer los procesos de
lectura en los estudiantes del grado octavo B de la Institución Educativa No
6 Sede Jorge Arrieta de Maicao - La Guajira. [Link]
co/bitstream/handle/10596/49461/[Link]?sequence=1&isAllowed=y
Avendaño, Y. (2019). Influence of the Reading Strategies of Isabel Solé in The Reading
Understanding Ofthe Educandes of Fifth Grade of Primary. Universidad Mayor
de San Marcos, Facultad Educación, Lima, Perú.
Banditvilai, C. (2020). The Effectiveness of Reading Strategies on Reading
Comprehension. International Journal of Social Science and Humanity,
Vol. 10, No. 2, May 2020.
Bedle. S. (2017). Reading Strategies in an EFL Context: A Mixed Methods Research
Synthesis. [Link]
steven_bedle_university_of_glasgow_dissertation.pdf

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Durán, N. (2018). Estrategias pedagógicas para el desarrollo de la lectura inferencial.

Educación y Ciencia. Núm 23. Año 2019. 367-382
Hernandéz, S. (2019). A Virtual Learning Object (VLO) to Promote Reading Strategies
in an English for Specific Purposes Environment. HOW Journal. Vol. 26,
Number 2, 106-122. [Link]

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RESEARCH
POSTERS
CONCURRENT
SESSIONS

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Psychological factors that affect

English learning in ninth-grade students at
Colegio Técnico Jaime Pardo Leal IED in Bogotá*

Factores psicológicos que afectan el aprendizaje

del inglés en estudiantes de noveno grado del
Colegio Técnico Jaime Pardo Leal IED en Bogotá

Cindy Aliseth Guatavita

Student in Master of Pedagogical Mediation in English Learning, UNAD
ORCID
caguatavita@[Link]

Abstract

English language learning is an aspect of great relevance in a world that demands its use.
Thus, in recent years, various strategies have been implemented in public educational
policies to improve it. However, to strengthen these strategies, it is necessary to understand
which factors affect English learning in adolescents at a public school in Bogotá. To
address this need, the present study aimed to identify the psychological factors that
affect the learning of English in ninth-grade students of Colegio técnico Jaime Pardo
Leal IED, Bogotá. This was achieved by analyzing the students’ and teachers’ perceptions
and experiences collected through a mixed approach to develop an explanatory data
analysis. Based on this analysis, the study recommends suggestions to consider in
the curriculum to implement future strategies in the ninth-grade English curriculum
according to the current needs of the context.

Keywords: English Language Learning; Adolescents; Psychological Factors; Motivation;

Teacher’s Perspective.

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.

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Resumen

El aprendizaje del idioma inglés es un aspecto de gran relevancia para un mundo que
demanda su uso; por ello, en las políticas públicas educativas de los últimos años
se han implementado diferentes estrategias para su mejoramiento. Sin embargo,
para fortalecer estas estrategias es necesario conocer cuáles son los factores que
afectan el aprendizaje del inglés en adolescentes de un colegio público de Bogotá.
Para responder a esta necesidad, el presente estudio tuvo como objetivo identificar los
factores psicológicos que afectan el aprendizaje del inglés en los estudiantes de grado
noveno del colegio técnico Jaime Pardo Leal IED de Bogotá, mediante el análisis de las
percepciones y experiencias de los estudiantes y sus docentes recolectadas a través
de un enfoque mixto. Este análisis explicativo de datos permitió recomendar algunas
sugerencias a tener en cuenta en el currículo de este colegio para implementar futuras
estrategias en el currículo de inglés de grado noveno, de acuerdo a las necesidades
actuales del contexto.

Palabras clave: aprendizaje del inglés; adolescentes; factores psicológicos; motivación;

perspectiva del profesor.

Introduction

In recent years, the Colombian government necessary to fulfill the goals of this national
has made a significant effort to strengthen bilingualism plan and reach the anticipated
English learning at the national level in levels in this ambitious proposal. Therefore,
public institutions through the National it is imperative to continue providing tools
Bilingualism Program (PNB) in preschool, to identify improvements according to the
elementary, and secondary education, laun- needs of each school in the field of English
ched by the Ministry of National Education language acquisition.
(MEN) in 2004. According to a progress
report published in 2021, some of the most It is important to highlight that according to
recent strategies, implemented between the results obtained in external tests at the
2020 and 2021 focused on strengthening national level in recent years, public schools
communicative skills in English among tea- have achieved significant advancements.
chers and students. Despite these efforts, According to the SMECE (Multidimensional
additional strategies that consider the Evaluation System for Education Quality)
factors influencing English learning are still report in 2021, a higher percentage of

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students reached a B+ level compared to Thus, this research study intends to identify
previous years, which shows a remarkable the main psychological factors that affect
improvement at the national level. English learning in ninth-grade students at
Colegio Técnico Jaime Pardo Leal IED in
Considering the Antonio Nariño locality, Bogotá to contribute to the English learning
students at Colegio Técnico Jaime Pardo process and respond to the educational
Leal in recent years have shown consistent current needs arising from the context. One
performance on the ICFES tests in English of these is the development of alternatives
compared to other schools in this sector. that allow students to learn effectively while
An increase in the percentage of students enabling teachers to create an adequate
achieving higher proficiency levels in English learning environment considering all fac-
stands out. These data, also obtained from tors that are affecting students’ learning
the SMECE report (2019-2023), suggest processes at school.
that Colegio Técnico Jaime Pardo Leal
has implemented effective strategies to Additionally, providing teachers with sug-
improve students’ performance in English. gestions to design and apply more effective
teaching strategies. This research seeks to
The improvement in proficiency levels understand some aspects that affect the
suggests that educational efforts are having English learning process in ninth graders
a positive impact. Colegio Técnico Jaime at Colegio Técnico Jaime Pardo Leal IED
Pardo Leal’s Humanities project has con- to address the main issues observed
tributed significantly to the progress made during English classes, such as decreasing
in these tests with constant improvement participation in class, low quality in the
every year and the identification of diverse development of the proposed activities,
needs that arise annually according to these and the low and basic results obtained in
external test results. the English subject during 2023. This may
contribute to the educational languages
Despite these advances, it is evident that field by identifying the variables affecting
there is still a need to improve several students with similar characteristics in
aspects of English classes. In daily prac- public schools. This can be useful for
tice, some situations highlight the need other teachers in the same area in this
to continue identifying aspects that may school to design other alternatives to
be impacting students’ performance in facilitate students’ learning processes
English learning to continue improving in the English subject and to restructure
and supporting students to maintain and the English study plan.
increase these proficiency levels.

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Literature Review

This section provides a summarized review Key studies, such as those by Erlam, Philp,
of existing research on psychological and Feick (2021), and Wang, Abdullah,
factors affecting English language lear- and Leong (2022), highlight the interplay
ning among adolescents, emphasizing between adolescent brain development and
both internal and external influences. The effective pedagogical strategies, unders-
analysis integrates cognitive, motivational, coring the need for a supportive learning
and affective dimensions, offering insights environment tailored to the cognitive and
from international and Colombian research. emotional needs of adolescents.

Learning English in Adolescence

Adolescence is a critical period for langua- roles. High levels of motivation and
ge learning due to significant cognitive, positive self-esteem enhance learning
emotional, and social changes. During outcomes, while anxiety can hinder
this stage, adolescents develop abstract performance (Ellis, 1994; Brown, 2007).
thinking and metalinguistic awareness, External Factors: Teaching strategies,
enhancing their ability to understand and classroom environment, and commu-
use complex language constructs such as nity support significantly influence
figurative language and sarcasm. Research, learning. Effective teaching methods
including the “Adolescence and Learning and a supportive classroom environment
– The Teenage Brain” study by Cambridge facilitate better learning outcomes.
English (2021), emphasizes the importance
of addressing cognitive factors in teaching Psychological Factors
strategies to improve English learning
outcomes in adolescents. The acquisition of English is influenced
by psychological factors influencing mo-
Factors Affecting English Learning tivation, attitude, and autonomy. Research
highlights the importance of understanding
Learning a foreign language involves a these aspects to improve educational
combination of internal and external factors. practices. Studies such as those by Wang,
Abdullah, and Leong (2022) and Ahmed
Internal Factors: Cognitive abilities, et al. (2022) provide insights into how
motivation, and affective factors like factors like motivation and anxiety impact
anxiety and self-efficacy play crucial language learning and suggest strategies to

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foster autonomous and reflective learning. autonomy helps students manage

According to Bastidas and Muñoz G. (2020), their learning processes independently,
the most influential internal factors are enhancing long-term engagement and
cognitive and linguistic; however, internal progress.
factors related to attitude, attention, and
motivation of students have a significant Implications for Teaching
impact on student learning, as well as other
sociocultural factors. According to Figueroa Teachers play a pivotal role in shaping the
H. M. (2022), motivation affects student psychological environment for learning. By
learning, and there is a need to implement understanding the cognitive and emotional
strategies that contribute to rethinking the needs of adolescents, educators can tailor
curriculum and integrating the needs of their teaching strategies to support langua-
students and the context. ge acquisition. The research underscores
the importance of creating structured
Conceptual Framework yet flexible learning environments that
encourage self-regulation and independent
Motivation and Effort: Motivation, both learning. Understanding the psychological
intrinsic and extrinsic, is critical for en- factors affecting English learning among
gagement in learning tasks. Effective ninth graders at Colegio Técnico Jaime
teaching strategies and a supportive Pardo Leal IED provides valuable insights
learning environment can boost students’ for developing effective teaching strategies.
motivation and effort. Addressing these factors can enhance
Confidence and Autonomy: Confidence students’ language learning experiences
in language use is often influenced by and outcomes, contributing significantly to
fear of making mistakes. Promoting the field of adolescent language education.

Method

This section outlines the methodological mixed-methods approach, incorporating

design to achieve the research objectives, both qualitative and quantitative data,
focusing on understanding the psycholin- is employed to provide a comprehensi-
guistic factors affecting English language ve understanding and exploratory data
learning in ninth-grade students at Co- analysis of these factors. As suggested
legio Técnico Jaime Pardo Leal IED. A by Creswell and Plano Clark (2018), this

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method combines detailed qualitative data 3, aged 13 to 16 years. A stratified sample

with quantitative statistical analysis for of 24 students was selected to represent
a thorough exploration of the research different levels of English performance,
problem. ensuring a comprehensive understanding
of the psychological factors affecting
The study is conducted in three phases: language learning.

1. Quantitative Phase: A questionnaire Both qualitative and quantitative data are

administered to a representative sample collected to gain a complete understanding
of ninth-grade students gathers data on of the psycholinguistic factors influencing
their motivation, attitudes, and percep- English learning. Qualitative data provides
tions towards learning English. detailed insights into participants’ expe-
2. Qualitative Phase: Semi-structured riences, while quantitative data identifies
interviews with two English teachers patterns and correlations.
and a focus group of seven students
explore their experiences and percep- Semi-Structured Interviews: These
tions regarding the psychological factors interviews explore students’ and tea-
affecting English learning. chers’ perceptions, experiences, and
3. Data Triangulation and Explanatory opinions about English learning. They
Analysis Phase: The integration of are designed to address key issues
qualitative and quantitative data ensures and provide a rich understanding of
the validity and reliability of the findings the cognitive, effective, and social
by comparing information from various processes involved.
sources. Questionnaires: Likert scales and mul-
tiple-choice questions measure specific
This research adopts a combined quantita- variables related to English learning,
tive and qualitative explanatory approach providing an overview of trends and
to understand the psycholinguistic factors patterns in participants’ responses.
influencing English learning among nin-
th-grade students. Structured question- Validation Procedures
naires and semi-structured interviews are
used to gather comprehensive data on the Informed Consent: Consent forms are
participants’ experiences and opinions. distributed and signed by parents, tutors,
and participating teachers, ensuring
The target population consists of ninth their understanding and approval of the
graders from socioeconomic strata 1, 2, and research procedures.

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Piloting of Instruments: Instruments were Research Implications for the Field of Study
applied with a small group of students to
ensure clarity and accuracy. Adjustments The findings emphasize the need to
are made based on feedback to optimize incorporate psychological factors into
the questionnaires and interviews. educational strategies. Addressing issues
related to motivation, effort, confidence,
Data Management and autonomy can help educators create
more supportive and effective learning
Questionnaire Administration: The environments. This study enhances the
last version of the questionnaire was understanding of how psychological factors
administered to students digitally at the influence language acquisition and provides
school, overcoming technical issues to practical recommendations for improving
ensure successful completion. English education in secondary schools.
Focus Group and Teacher Interviews:
Interviews were conducted and recorded Research Limitations
at the school, providing clear and infor-
mative responses from participants. This The study’s limitations include a limited sam-
rigorous approach ensured the reliability ple size and a specific focus on ninth-grade
and validity of the data collected for the students from a particular educational
research, leading to comprehensive and context. The reliance on self-reported data
accurate findings. may also introduce bias. Future research
should consider a larger, more diverse
Conclusion and Discussion sample and include objective measures
of language proficiency.
The triangulation of qualitative and quan-
titative data revealed key psychological Recommendations for Further Research
factors affecting English learning among
ninth-grade students, specifically moti- Future studies should examine the long-term
vation, effort, confidence, and autonomy. effects of the recommended strategies on
The interaction between these factors students’ English proficiency. Additionally,
and the learning environment, teaching research should explore the impact of te-
methods, and available resources highli- chnological interventions and personalized
ghts the necessity for a multifaceted learning plans to improve motivation, effort,
approach to address the challenges confidence, and autonomy in language
students face. learning.

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Conclusions

The study identified key psychological outcomes. The findings and recommenda-
factors affecting English language learning tions provide a basis for developing more
among ninth graders such as motivation, effective English language programs that
effort, confidence, and autonomy. By ad- address students’ psychological needs, an
dressing these factors through specific aspect of great relevance to the students’
strategies, educators could improve stu- learning process.
dents’ language learning experiences and

References

Bastidas, J., & Muñoz, G. (2020). Factores que influyen en el aprendizaje del inglés
de los bachilleres de Pasto, Colombia. Folios, 51, 163–181. [Link]
[Link]/[Link]/RF/article/view/8676
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.).
Pearson Education.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed
methods research (3rd ed.). SAGE Publications. [Link]
view/236051966444369258/9781483344379-Designing-and-Conducting-
[Link]
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in
second language acquisition. Lawrence Erlbaum Associates. [Link]
[Link]/2009/11/the-psychology-of-the-language-learner-
[Link]
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford University Press.
Erlam, R., Philp, J., & Feick, D. (2021). Adolescent Language Learning: The Impact
of Cognition and Motivation. Journal of Language Education Research,
12(3), 45-62.
Figueroa, H. M. (2022). Factores que inciden en la motivación hacia el aprendizaje
de inglés en el Centro de Idiomas de la Universidad de Nariño extensión
de Ipiales. Hechos y Proyecciones del Lenguaje, 28, 5–19.
Hernández Sampieri, R., Fernández Collado, C., & Baptista Lucio, M. del P. (2014).
Metodología de la investigación (6th ed.). McGraw Hill Interamericana
Editores S.A. de C.V.
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Ministerio de Educación Nacional [MEN]. (2004-2029). Plan Nacional de Bilingüismo.

[Link]
programa_nacional_bilinguismo.pdf
Ministerio de Educación Nacional [MEN]. (2021). Programa Nacional de Bilingüismo.
[Link]
de-calidad/programa-nacional-de-bilinguismo/
Wang, J., Abdullah, R., & Leong, L. M. (2022). Studies of teaching and learning
English-speaking skills: A review and bibliometric analysis. Frontiers in
Education, 7. [Link]

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Enhancing EFL speaking skills in young learners: a literature

review analysis of self-confidence development strategies*
Fortaleciendo las habilidades orales de inglés como lengua extranjera
en estudiantes jóvenes: un análisis de revisión de la literatura sobre
estrategias de desarrollo de la confianza en uno mismo

Isabel Cristina Acevedo Tangarife

Student of Master of Pedagogical Mediation in English Language Learning.
ORCID: [Link]
E-mail: icacevedot@[Link]

Abstract

This document presents a literature review investigating the development of self-confidence

strategies to enhance oral skills in young students. Its primary objective is to analyze
studies conducted on this topic from 2000 to 2023 in our context, Colombia. The method
employed is documentary analysis, which facilitates exploration of the subject, and
inclusion criteria were utilized to manage the data on different databases. The results
reveal a substantial body of literature addressing the topic, with a significant contribution
from psychology to the teaching field and speaking skills and knowledge about young
learners. Nevertheless, further progress is necessary in the quest for authentic learning
environments for adolescents, which are crossed by pedagogical elements from the
methods and approaches that are the key to developing this type of strategy.

Keywords: Self-esteem; English instruction; Learning methods; Affective strategies;

Public speaking, self-confidence.

Resumen

Este documento presenta una revisión de la literatura que investiga el desarrollo de estrategias
de confianza en uno mismo para mejorar las habilidades orales en estudiantes jóvenes. Su

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.
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objetivo principal es analizar los estudios realizados sobre este tema desde el año 2000
al 2023 en nuestro contexto, Colombia. El método empleado es el análisis documental,
que facilita la exploración del tema y ​​se utilizaron criterios de inclusión para gestionar
los datos en diferentes bases de datos. Los resultados revelan un cuerpo sustancial de
literatura que aborda el tema, con una contribución significativa de la psicología al campo
de la enseñanza y las habilidades y conocimientos del habla sobre los jóvenes estudiantes.
Sin embargo, es necesario seguir avanzando en la búsqueda de entornos de aprendizaje
auténticos para los adolescentes, que estén atravesados ​​por elementos pedagógicos
desde los métodos y enfoques que son la clave para desarrollar este tipo de estrategias.

Palabras clave: autoestima; enseñanza del inglés; métodos de aprendizaje; estrategias

afectivas; hablar en público.

Introduction

Nowadays, young learners must learn at each grade level from elementary to
English for different reasons, such as high school in Colombia. These standards
new realities about interchange culture aim to ensure that all students have the
and globalization. Colombian language opportunity to develop a strong foundation
institutions have the Common European in English language proficiency, enabling
Framework of Reference of Language them to communicate effectively in various
for its curricular development to guide contexts and prepare for further education
curriculums and bilingual programs. Ac- and professional opportunities.
cording to General Education Law, one
of its objectives is acquiring elements of In addition, this document was developed
conversation and the capability to express for the national government and distin-
in a foreign language (1994, p. 8). This law guishes three essential concepts from
started the government’s commitment linguistic knowledge: bilingualism, second
to engage the institutions to teach English language, and foreign language. It also
as a foreign language. concluded that, for our context, applying
a foreign language. The aim is to improve
Therefore, the schools that consider Basic students’ performance when they finish
Learning Rights (DBA), as a suggested curri- the school cycle. The whole knowledge set,
culum, are essentially learning standards that which an individual can create actions in
outline the expected English language skills a context, is defined through communica-
and knowledge students should acquire tive competence. This included linguistic

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competence, sociolinguistic competence, this process in natural environments with

and pragmatic competence (MEN, 2006). meaningful and functional contexts. For
that, teachers in Colombian classrooms
In accordance with the international Context, interact with students and have seen the
the Colombian government took steps that need to advance strategies that allow
Colombian schools needed to intervene in students to feel more confident, especially
teaching foreign languages, which generated when communicating in a foreign language.
a linguist law called National Bilingual Co-
lombian Program (NBP) (Law 651 of 2013). In embarking on this exploration, I invite
According to Fandiño-Parra et al. (2012), this readers to delve into the nuanced world
law gave institutions significant challenges, of language learning and teaching, un-
starting with its initiative as a strategy for covering the transformative impact that
promoting the competitiveness of Colom- self-confidence can have on young learners.
bians. The main objective of the PNB is to This propels them towards greater fluency
have citizens capable of communicating and proficiency in English speaking. By
in English, with internationally comparable understanding and implementing these
standards, which insert the country into insights, we unlock the true potential of
universal communication processes, the young learners, enabling them to confidently
global economy, and cultural openness. navigate the global linguistic landscape.
Among the specific objectives, the NBP
seeks that starting in 2019; all students finish Brown, H. D. (2001), discusses the main
their secondary education at an intermediate themes and the principles of learning
level (B1 according to the Basic Foreign English, such as automation, meaningful
Language Proficiency Standards: English. learning, anticipation reward, intrinsic
(p. 366) motivation, strategic investment, and,
affective principles, which are the core
However, difficulties have arisen regarding of the issue, and they are main tool about
developing students’ skills in the classroom, self- confidence strategies, and in this
especially in oral skills. Some Colombian document, fundamental elements are
researchers, such as Roble Ruiz (2021), cite discussed to implement these strategies
Richards (2008), who explains that speaking in classrooms.
skills are a priority for foreign language
learners, it becomes a priority. In addition, One of these elements is communicative
Barbosa, A.P. (2022) cites as “Colombia very competence; the classroom must not lose
well.” It is pointed out that oral competence its essence in the pursuit of this type of
is a prime concern for innovative education. competence. Therefore, all tasks implemen-
Nevertheless, teachers have not guided ted should focus on this aspect and be as

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authentic as possible, enabling students to skills in young learners, through reviewing

become independent learners. Therefore, papers from 2000 to 2022. (Around 60),
this document aims, first, to analyze the and second, to provide recommendations
research conducted about the contribution for improving the development of self-con-
of self-confidence strategies to EFL speaking fidence in EFL speaking skills.

Methodology

Due to the nature of the research, it has helps us not only to contrast information
been necessary to use inclusion and but also to verify findings.
selection criteria as search parameters
to account for the studies. These criteria Stern. Et al. (2014) point out that inclusion
have been applied across databases such criteria refer to specific characteristics or
as EBSCO eBooks, ERIC, Dialnet, Scielo, attributes that individuals or subjects must
and Scopus, as well as search engines possess to be eligible to participate in a
like Google Scholar. Parameters such as study. These criteria are determined by the
author names and keywords were used researchers based on the objectives and
during the search process. Consequently, requirements of the study. Inclusion criteria
the keywords and descriptors include help ensure that the study participants
self-confidence strategies, speaking are representative of the population being
performance, communicative approach, studied and that the results of the research
young learners, and self-esteem. are valid and applicable to the intended
target group (p. 54).
According to Bowen’s method (2009), do-
cument analysis is a process of reviewing In this case, the inclusion is based on research
documents and sources that requires being that includes keywords as filters that are within
examined and evaluated to understand a the year range from 2000 to 2023, in addition
phenomenon to be studied. This can include to having full access to the scientific article,
several studies about the issue which to obtain greater knowledge. Another aspect
describe and analyze a phenomenon. Ano- is reliability. Ahmed et al. (2012) refer to the
ther crucial element within this method is consistency, stability, and dependability of
triangulation since the issues or phenomena measurements or findings obtained through
are analyzed from different points of view a research study. It indicates the extent to
and theories of the authors. In general, the which a particular instrument, method, or
author concludes that this method provides procedure yields consistent results when
background about the phenomenon and applied repeatedly under the same conditions.

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Literature review

Self-confidence strategies, through effec- Naveed (2015), describe speaking skills

tive methods, can generally be defined as a complex process wherein involves
as Sisquiarco et al. (2018) cited Oxford constructing meaning, receiving, and pro-
(1990), stating, ‘Affective strategies are cessing information (p.9). However, this
related to the learners’ emotional needs research highlights several aspects that limit
such as identifying one’s mood and anxiety students, such as nervousness, insecurity,
level, talking about feelings, or rewarding family pressure, academic challenges, and
oneself for a good performance’ (p. 38). self-doubt. When teachers design activities
These strategies contribute significantly to encourage speaking, students encounter
to students’ emotional well-being and aid obstacles, with self-confidence being a
in achieving their goals. significant one due to their discomfort
with themselves.
Indeed, in Colombia, some researchers
have worried about the issues of self-con- Several studies have focused on this topic
fidence and self-efficacy in their English over the years. Nunan (2010), as cited by
classrooms, considering some students Pinter (2017), distinguishes two stages
who try to assimilate English can find regarding young learners. He collects
some obstacles in themselves. Some of viewpoints from various authors who
them could be afraid to speak, insecure, acknowledge two chronological intervals.
or even lacking self-confidence. Many of Therefore, it is revealed that young learners
those suggest the use of the method of are classified into two categories: young
project-based learning because it involves learners and older learners. Thus, there
students constructing solutions and increa- is a field called TELY (Teaching English
sing their creative capacity. Becerra-Posada, Language to Young Learners), which em-
T et al. (2022), deny “PBL also promoted the phasizes the main challenges with this
students’ self-confidence. Results showed type of student: cognitive development,
that the PBL lessons created an enjoyable motivation, attention, multi-level groups,
and low-pressure learning environment and assessment (p. 5).
that helped the students to engage and
participate in the different tasks. (p.15). Undoubtedly, there is an important connec-
tion between speaking performance and
The speaking skill is one of the most crucial affective strategies, since it is important
skills in the Communicative Approach. to characterize the development of the
Caceres and Vega (2017) as cited by first one, it has to do with different varia-

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bles, including the strategies used by the breaking down obstacles in learning a
teacher in the classroom. Some of them, second language. Sison (2022) concludes
as indicated by Sison, N. R. M. (2022), that teachers should strengthen the use of
cited in Fotokian (2015), involve affective effective strategies in the classroom and
learning strategies aimed at managing incorporate such in all language activities
behavioral aspects such as anxiety and they prepare for their students. They should
motivation (p. 78). increase their use of effective strategies in
language classrooms to develop students’
The implementation of these strategies language skills. Since students use effec-
significantly assists students in taking tive strategies in language learning, they
important steps in developing their skills, must be included in the language course
making them more easily shared and materials. (p.89).

Discussion and conclusion

The search strategy was conducted in Furthermore, researchers demonstrate a

the mentioned databases, considering clear concern for creating genuine and
the following keywords from the UNESCO positive learning environments conducive
thesaurus in combination with Booleans, to the utilization of such strategies.
as well as descriptors in databases. In this
manner, 62 articles were identified, followed Furthermore, some researchers have utili-
by a data-cleaning process involving 20 zed qualitative research tools such as the
articles. self-confidence questionnaire (Horwitz, E.K.,
1986), and the Rosenberd Self-esteem scale
The obtained results indicate a wealth of (Rosenberg, 1965), to measure aspects of
academic works focusing on the relations- self-confidence and self-esteem. This is
hip between the development of self-confi- exemplified in the research conducted by
dence strategies and oral skills in English Arango, H.P. (2015), who combined these
teaching. In fact, thanks to advancements tools with interview techniques and a SO-
in the field of psychology, considerable LOM matrix. From his study, he concluded
progress has been made; many studies that teachers must foster a framework for
have even employed quantitative methods building self-confidence among students
to measure aspects related to this field. who are hesitant to speak English.

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References

Ahmed, I., & Ishtiaq, S. (2021). Reliability and Validity: Importance in medical
research. Methods, 12(1), 2401-2406.
Arango, H.P. (2015). Students’ self-confidence as a way to improve English oral
Production in 5th cycle at Ricaurte School. [Link]
Barbosa, A. P. (2022). Collaborative intercultural activities to enhance speaking
skills. [Link]
Becerra-Posada, T., García-Montes, P., Sagre-Barbosa, A., Carcamo-Espitia, M. I.,
& Herazo-Rivera, J. D. (2022). Project-based Learning: The Promotion of
Communicative Competence and Self-confidence at a State High School
in Colombia. HOW, 29(2), 13–31. [Link]
Brown, H. D. (2001). Teaching by principle: An interactive approach to language
pedagogy (2nd ed.). Pearson Education.
Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative
Research Journal, 9(2), 27-40. [Link]
Cáceres-Andratta, G. A., & Vega-Jiménez, B. K. (2017). Influence of activities focused
on information gap task in the development of speaking skill (Bachelor’s
thesis Universidad de Guayaquil Facultad de Filosofía, Letras y Ciencias
de la Educación).
Congreso de la República de Colombia. (8 de febrero de 1994). Ley General de
Educación. [Ley 115 de 1994].
Fandiño-Parra, Y. J., Bermúdez-Jiménez, J. R., Lugo-Vásquez, V. E. (2012). Retos
del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. Educ.
Vol. 15, No. 3, 363-381.
Gobierno de Colombia. (2013, 25 de julio). Ley 1651 de 2013 por la cual se establece
un marco general para la formulación e implementación de la política
pública de bilingüismo y se dictan otras disposiciones. Diario Oficial de
la República de Colombia, No. 48.714.
Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias
en Lenguas Extranjeras: inglés. Bogotá: Imprenta Nacional.
Pinter, A. (2017). Teaching young language learners. Oxford University Press.
Roble Ruiz, S. R. (2021). EFL teacher’s beliefs about teaching/developing speaking
skills and their effect on classroom practices: a case study

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Stern, Cindy PhD; Jordan, Zoe PhD; McArthur, Alexa MPHC, MClinSc. Developing the
Review Question and Inclusion Criteria. AJN, American Journal of Nursing
114(4):p 53-56, April 2014. | DOI: 10.1097/[Link].0000445689.67800.86
Sison, N. R. M. (2022). Affective strategies in teaching and learning English as
a Second Language (ESL). International Research Journal of Science,
Technology, Education, & Management (IRJSTEM), 2(2), 79–90. https://
[Link]/10.5281/zenodo.6951410
Sisquiarco, A., Sánchez Rojas, S., & Abad, J. V. (2018). Influence of Strategies-Based
Feedback in Students’ Oral Performance. HOW Journal, 25(1), 93-113.
[Link]

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Students’ learning strategies in online listening

comprehension activities*
Estrategias de aprendizaje de los estudiantes en
actividades de comprensión auditiva en línea

Guillermo Alberto Arenas Aguilar

Maestrante en Mediación Pedagógica en el Aprendizaje del Inglés, UNAD
ORCID_0009-0000-2427-1663
[Link]@[Link].

Abstract

This research investigates the learning strategies used by A1 English-level students at

UNAD in online listening comprehension activities. The primary objective is to categorize
the learning strategies used and understand the factors influencing their application.
Through qualitative methods, including semi-structured interviews, the study categorizes
strategies into cognitive, metacognitive, and socio-affective domains, as outlined by O’Malley
and Chamot (1990) and Oxford (1990). These strategies incorporate techniques such as
prediction, planning, feedback, and collaboration. Significantly, the research revealed that
the adoption of these strategies is influenced by factors such as the students’ language
proficiency level, their prior experience with listening comprehension, and the complexity
of the auditory material. These findings corroborate previous studies emphasizing the
impact of proficiency (Vandergrift, 2003), and background knowledge (Goh, 2000), on
listening strategy use.

Keywords: Learning Strategies, Online Listening Comprehension, Cognitive Strategies,

Metacognitive Strategies, Socio-affective Strategies, Listening Comprehension Experience.

Resumen

Esta investigación examina las estrategias de aprendizaje utilizadas por estudiantes

de nivel A1 de inglés en UNAD durante actividades de comprensión oral en línea. El

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.

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objetivo principal es categorizar las estrategias de aprendizaje empleadas y comprender

los factores que influyen en su aplicación. A través de métodos cualitativos, incluidas
entrevistas semiestructuradas, el estudio clasifica las estrategias en dominios cognitivos,
metacognitivos y socio-afectivos, según lo establecido por O’Malley y Chamot (1990) y
Oxford (1990). Estas estrategias incorporan técnicas como la predicción, la planificación,
la retroalimentación y la colaboración.

De manera significativa, la investigación revela que la adopción de estas estrategias está

influenciada por factores como el nivel de competencia lingüística de los estudiantes,
su experiencia previa con la comprensión oral y la complejidad del material auditivo.
Estos hallazgos respaldan estudios previos que destacan el impacto de la competencia
(Vandergrift, 2003) y el conocimiento previo (Goh, 2000) en el uso de estrategias de
comprensión oral. Son esenciales para los educadores de inglés, ya que apoyan el
diseño de actividades de comprensión oral en línea más personalizadas que se adapten
a las diversas necesidades de los estudiantes y promuevan la aplicación de diversas
estrategias de aprendizaje.

Palabras clave: estrategias de aprendizaje, comprensión auditiva en línea, estrategias

cognitivas, estrategias metacognitivas, estrategias socioafectivas, experiencia en
comprensión auditiva.

Introduction

The acquisition of language skills in foreign is an essential skill for language learning,
language learning has evolved alongside particularly in virtual environments where
technological advances and the adaptation auditory input may be the primary mode
to virtual education. In this context, online of instruction.
listening comprehension remains funda-
mental for teaching and learning English. Listening comprehension, a complex
For A1-level English students at Universidad cognitive skill involving assigning meaning
Nacional Abierta y a Distancia (UNAD), it to spoken language, is further defined
constitutes a crucial component that plays by its focus on recognizing linguistic
a vital role in their learning process. As units alongside listener expectations,
emphasized by Hoven (1999) and Cubilo context, and prior knowledge. Unlike other
and Winke (2013), listening comprehension language skills, listening typically occurs

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in real-time with limited opportunity to Developing and improving listening skills,

process information, presenting a unique whether in a digital or face-to-face envi-
challenge for educators in both virtual and ronment, involves specific strategies that
physical environments. beginner language learners can employ.
Listening is an important topic to study
While research suggests that listening because it happens in social situations.
comprehension can be developed through In classrooms, educators should look for
practice and learning strategies, virtual the best ways to help students learn and
environments introduce additional challen- get better results. In this context, the use
ges, such as lack of physical contact with of strategies designed for digital learning
instructors and classmates, and the need becomes essential for effective listening skill
for self-regulated learning. Metacognitive acquisition. Understanding how students in a
strategies are essential for effective online virtual course at UNAD develop their learning
learning management. exercises is crucial to analyzing and sharing
effective learning methods with students
This study focuses on characterizing who are not aware of these strategies.
the learning strategies used by UNAD’s
English A1 students during online listening Through the identification and description
activities, an essential skill to analyze of these strategies, the goal is to provide a
in the context of online learning, where comprehensive overview that not only allows
technology introduces new challenges us to understand how students develop in
and opportunities. The aim of this study this context but also to discern the influence
is to answer the question: What learning of different contextual and personal factors
strategies do students in the English A1 in their application. This research seeks
course at UNAD use during online listening to provide educators, program designers,
comprehension activities? The primary and the student body at UNAD with a solid
objective is to understand the strategies frame of reference that will contribute
employed by these students and to identify to the enrichment and optimization of
the factors that influence their choices and teaching-learning practices in the field of
application during virtual listening tasks. English listening comprehension.

Literature Review

The literature review presented here pro- listening comprehension skills, particu-
vides valuable insights into the role of larly in the context of online and distance
metacognitive strategies in enhancing language learning environments. Several
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studies are highly relevant to the on-going processes experienced during training to
research project on characterizing the lear- other listening tasks.
ning strategies used by UNAD’s English A1
students in online listening comprehension Campo. J.P., (2016) investigated how im-
activities. plementing a metacognitive pedagogical
sequence could improve the listening
Deregözü’s (2021) study investigated skills of 9th-grade EFL students in a
the listening comprehension strategies rural Colombian school. By employing
employed by university students taking the metacognitive cycle of pre-listening
online English and German courses in preparation, cyclical practice with com-
Turkey. The findings revealed a moderate prehension monitoring strategies, and
use of strategies, with active listening and post-listening reflection, the author aimed
interpreting nonverbal cues being the most at scaffolding lower-proficiency learners in
common, and word-oriented strategies developing awareness and using strategies
being the least employed. Significant gender to self-regulate and improve their listening
differences were observed, with females ability.
reporting greater strategy use compared to
males. Deregözü highlights the importance Barbosa’s (2012) study explored the
of strategy instruction, especially when application of the Metacognitive Model
adapting to online learning environments, of Strategic Learning (MMSL) to enhance
and provides a point of comparison for the the selective listening comprehension skills
current research project. of A2-level English learners through onli-
ne-based activities. The findings suggested
Lye and Goh (2018) explored the effects that the MMSL helped learners improve
of metacognitive strategy instruction on their listening comprehension by applying
metacognitive awareness and listening direct attention strategies and following
comprehension performance among Malay- a disciplined listening process. Learners
sian ESL learners. While both instructional experienced emotional responses, but
approaches (Metacognitive Pedagogical as they identified and applied effective
Sequence and Cognitive Academic Langua- strategies, they became more comfortable
ge Learning Approach) led to improvements and improved their concentration.
in listening comprehension, the results for
metacognitive awareness were mixed. De La Roche (2016) researched the effects
The study suggests that developing me- of metacognitive strategy instruction on the
tacognitive awareness through strategy development of listening comprehension
instruction may be challenging, as learners skills in A1-level English students at a
may struggle to transfer the metacognitive private university in Colombia. The didactic

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intervention explicitly taught planning, These studies highlight the potential bene-
monitoring, and evaluation strategies fits of metacognitive strategy instruction
integrated with regular English lessons. and online activities for developing listening
Post-intervention evaluation revealed that skills, particularly for lower-level language
the metacognitive strategy instruction had learners like those in UNAD’s online English
a positive impact on students’ listening A1 courses. The findings align with the
comprehension performance, motivation, importance of metacognition in language
commitment, and confidence. learning and self-regulation.

Methodology

This study used a quantitative, non-ex- Data was collected via a structured vir-
perimental, cross-sectional, exploratory, tual survey titled “Encuesta sobre uso de
and descriptive design to investigate the estrategias para la habilidad de escucha
learning strategies used by UNAD’s English en inglés”. The survey contained closed
A1 students in online listening compre- and open-ended questions designed to
hension exercises. This methodological elicit quantitative and qualitative data on
approach is consistent with research aimed students’ perceptions and practices rela-
at describing phenomena and strategies ted to listening strategies in their English
in specific educational contexts (Dörnyei, course. It was administered electronically,
2007; Mackey & Gass, 2015). and responses were recorded and tabulated
using a spreadsheet tool for organization
The research was guided by the question: and analysis. This allowed an exploration
What learning strategies do UNAD’s English of the strategies used by students as well
A1 students use in online listening compre- as factors influencing their strategy use
hension exercises? And the sample for this during online listening activities.
research were 35 A1-level English students
aged between 26 to 33 years, enrolled across The methodological approach aligns with
different UNAD programs and regions of the objective of describing students’ lear-
Colombia. They were selected based on ning strategy use in a specific educational
their frequent activity in the English course context without variable manipulation.
hosted on the Moodle platform. The cross-sectional design enables a
comprehensive view at one point in time.

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Findings and Discussions

While the results and discussion sections lack of awareness regarding metacognitive
are pending based on data analysis, some strategies. Nonetheless, students are likely
potential findings can be expected. It is to report employing strategies such as
expected that the three broad categories of replaying audio for better comprehension,
cognitive, metacognitive, and socio-affec- taking notes on understood content and
tive strategies will emerge, aligning with phonetically spelling unfamiliar words,
established theoretical frameworks. Spe- then associating and finding the correct
cific strategies like prediction, planning, word through audio repetition, listening for
monitoring, collaboration, and effective keywords, repeated and paced listening
techniques may be identified. to identify familiar words or phrases to
comprehend the topic, and word translation
Although students may lack formal while listening. These anticipated findings
knowledge of the theoretical foundations may serve as evidence suggesting that a
of these strategies, a considerable number significant number of students employ
are expected to report employing them and some of the metacognitive strategies
provide detailed descriptions. The adoption described by Vandergrift et al. (2006) in
of metacognitive strategies is likely to be the Metacognitive Awareness Listening
influenced by variables such as students’ Questionnaire (MALQ).
proficiency levels, prior listening experience,
and task characteristics. These factors Another crucial point expected to arise from
could play a determining role in learners’ the surveys is that students will recognize
strategic approach to online listening. For the necessity for the English program to
instance, beginners may rely heavily on incorporate strategy instruction to more
cognitive strategies to address linguistic effectively develop listening exercises,
complexities, while more advanced students enhance listening skills, and improve other
may employ metacognitive strategies for language skills. While students are likely to
self-regulation. acknowledge that current course materials
and resources aid them in their learning
In addressing the research question regar- journey, there may be an anticipated need
ding the strategies used by UNAD English for a curriculum that instructs students in
students to enhance their listening skills, it the use of strategies to guide them through
is expected that while a significant number the listening process, motivate them, and
of students may describe their strategy empower them with control over their online
use effectively, there may be a prevalent English learning journey.

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Conclusion

The present study aims to investigate the The study’s insights have significant
learning strategies used by A1 English implications for pedagogical practices in
students at UNAD during online listening virtual language learning environments,
comprehension activities. Through a quan- particularly for listening instruction. By
titative, non-experimental design utilizing understanding students’ strategy invento-
surveys, the research explores strategy ries and the elements that shape strategy
use and influencing factors within this choice, educators can design personalized
particular educational context. activities, materials, and mediations. Trai-
ning on specific strategies could empower
While the results and discussion sections learners to manage effective techniques,
are pending based on data analysis, some promoting self-regulated, autonomous
potential findings can be anticipated. It is listening development.
expected that the three broad categories of
cognitive, metacognitive, and socio-affec- The outcomes could also have an impact
tive strategies will appear, aligning with on teacher training programs, curriculum
established frameworks. Specific strategies development, and material development
like prediction, planning, monitoring, colla- in the UNAD English program and other
boration, and effective techniques may be distance learning settings. Learning expe-
identified. riences and results could be maximized by
adapting methodologies and resources to
Remarkably, the adoption of these strate- the strategy profiles of individual students.
gies is likely influenced by variables such as
students’ proficiency levels, prior listening In general, this research contributes to
experience, and task characteristics. These the growing group of information on
factors could play a determining role in online language learning by highlighting
learners’ strategic approach to online the strategic processes involved in virtual
listening. For instance, beginners may listening comprehension. Its implications
rely strongly on cognitive strategies to extend beyond the immediate context, as
face linguistic complexities, while more knowledge about learner strategies can
advanced students use metacognitive guide the development of best practices for
strategies for self-regulation. technology-mediated language instruction
in a variety of educational contexts.

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References

Anderson, J. R. (1976). Language, memory, and thought. Hillsdale, NJ: Erlbaum.

Azmi Bingol, M., Celik, B., Yildiz, N., & Tugrul Mart, C. (2014). Listening comprehension
difficulties encountered by students in second language learning class.
Journal of Educational and Instructional Studies in the World, 4(4), 1-6.
Barbosa Hernández, S. P. (2012). Applying a metacognitive model of strategic
learning for listening comprehension, by means of online-based activities,
in a college course (master’s thesis, Universidad de La Sabana). https://
[Link]/ bitstream/handle/10818/3931/Sandra%20
Patricia%20Barbosa%20Hern%[Link]?sequence=3
Brown, H. D. (2007). Teaching by principles: An interactive approach to language
pedagogy. White Plains, NY: Pearson Education.
Campo, J. P. (2016). Metacognitive Strategies for the Development of Listening
Skills in a Beginner EFL State Class 2016. [Link]
bitstream/ handle/10584/9742/[Link]?sequence=1&isAllowed=yCohen,
A. D. (1998). Strategies in learning and using a second language. Longman.
Cubilo, J., & Winke, P. (2013). Redefining the L2 listening construct within
an integrated writing task. TOEFL Research Report No. RR-13-13.
DOI:10.1002/j.2333-8504.2013.tb02325.x
Deregözü, A. (2021). The effect of web-based distance education on foreign
language learning process. Open Praxis, 13(1), 23-40.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Griffiths, C. (2004). Language learning strategies: Theory and research. Occasional
Paper No. 1.
Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening
comprehension problems. System, 28(1), 55-75. DOI: 10.1016/S0346-
251X(99)00060-3
Hernández, R., Fernández, C., & Baptista, P. (2003). Metodología de la Investigación
(5th ed.). Bogotá: McGraw Hill.
Hoven, D. (1999). A model for listening and viewing comprehension in multimedia
environments. Language Learning & Technology, 3(1), 88-103.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language
learning: From content delivery to supported collaboration and interaction.
ReCALL, 20(3), 271-289.
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Lye, S. E., & Goh, L. H. (2018). Embedded and direct metacognitive strategy
instruction and its effects on the metacognitive awareness of tertiary
level Malaysian ESL listeners. International Journal of English Language
and Translation Studies, 5(04), 172-180. [Link]
value5%20issue4/[Link]
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and
design. Routledge.
Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the
second-language learner. Dominie Press.
Molano de la Roche, M. (2016). Instrucción en estrategias metacognitivas para el
desarrollo de la comprensión auditiva en nivel universitario. Universidad
del Valle, Escuela de Ciencias del Lenguaje, Maestría en Lingüística y
español, Santiago de Cali.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language
acquisition. Cambridge University Press.
Oxford, R. L. (1990). Language learning strategies: What every teacher should
know. New York: Newbury House Publishers.
Pourhosein Gilakjani, A., & Ahmadi, S. M. (2011). A study of factors affecting
EFL learners’ English listening comprehension and the strategies for
improvement. Journal of Language Teaching and Research, 2(5), 977-988.
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McGraw Hill México.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled
second language listener. Language Learning, 53(3), 463-496. DOI:
10.1111/0023-8333.00244
Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening:
Metacognition in action. New York, NY: Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.

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Canva application: an ally in the teaching practice

and an innovative tool in the learning process*
Canva aplicación: un aliado en la práctica docente,
y una herramienta innovativa en el proceso de aprendizaje

Lisseth Tatiana Camacho Bueno

Master’s degree student, Universidad Nacional Abierta y a Distancia, Colombia.
ORCID: [Link]
E-mail: ltcamachob@[Link]

Abstract

This paper aims to report a qualitative research study within the English language teaching
field at a technical and technological institution in Colombia. The main purpose is to identify
those perceptions that students have in terms of practicing writing skills with the application
Canva to create infographics during face-to-face and online sessions. The possible results
are going to be collected through an online survey from a group of apprentices, where the
conceptions they have of this technological resource are exposed and analyzed. Anticipated
results, discussions, and conclusions are going to be shown as a drawing of the possible
findings having in mind the similarities found in the literature review of this study.

Keywords: Canva; writing; Information and Communication Technology (ICT); learning

environments; perceptions.

Resumen

Este documento pretende reportar una investigación cualitativa en el campo de la

enseñanza del inglés en una institución colombiana que se enfoca en los programas
técnicos y tecnológicos. El propósito principal es el de identificar aquellas percepciones
que los estudiantes tienen relacionados a la práctica de la habilidad de escritura con la
aplicación Canva para crear infografías durante las sesiones presenciales y en línea.

* Este artículo es producto del proceso formativo en el Curso International Congress de la Maestría en Mediación
Pedagógica en el Aprendizaje del Inglés de la UNAD. Por lo tanto, se encuentra en el repositorio institucional. Se
aclara que este trabajo no constituye autoplagio, ya que es parte del proceso formativo propio del programa.

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Los posibles resultados serán recogidos a través de una encuesta en línea de un grupo
de aprendices, donde las creencias que ellos tienen de este recurso tecnológico serán
presentadas y analizadas. Una anticipación de los resultados, discusiones y conclusiones
serán presentados como un bosquejo de los posibles hallazgos teniendo en cuenta
las similitudes encontradas en el resumen de la literatura empleada en este estudio.

Palabras clave: Canva; escritura; tecnologías de la información y las comunicaciones;

ambientes de aprendizaje; percepciones.

Introduction

Research gives the opportunity to inquire The question to be solved in the develo-
into those gaps that catch our attention or pment of this study is what are students’
that are considered important to analyze perceptions regarding the use of the Canva
to find solutions that benefit a community application when creating infographics
or population, that is the reason that during the development of writing skills in
after having in mind several research face-to-face and online sessions? followed
topics; there was one that I wanted to by the main research objective of how to
focus: technology but based on what recognize students’ conceptions concer-
occurred during the COVID-19, and it is ning the use of CANVA as a writing strategy
here that I proposed to work on learning during face-to-face and online sessions.
English pointing the writing skill but with
a spotlight that marked the difference, During the literature review several theories
this one to direct the attention into wri- are found, such as that today it is more
ting activities with a specific ICT tool common to get institutions where both
that is called Canva, and its use during learning modes are established, others
face-to-face and online classes, the main where just face-to-face or online classes
objective is to compare and distinguish are accepted and preferred not only by
the differences and effectiveness of this students but also by teachers, which some
application in both learning environments, of them claim the lack of knowledge using
this related to students’ perceptions at technological tools, or just state that there
the moment of using this technological is nothing better than having classes in a
source. classroom.

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Literature Review

The goal of reviewing the following studies rences among the papers. With these
relies on determining the probable findings studies, I desire to collect the multiple
that will be found along the research, and opinions that authors have pointed out
also recognizing the different perceptions related to basic concepts that will be ma-
that students will have towards the topic of nipulated alongside the implementation;
learning EFL writing skills in two teaching assumptions such as ICT tools, students’
modes, the face-to-face and online classes. attitudes, preferences about face-to-face
and online sessions, or higher education
Theoretical concepts are required to teaching modes.
create comparisons or establish diffe-

The Role of the Canva App in Enhancing Writing Skills

in English Language Teaching

Today both language teaching modalities, A correlation between their study and the
face-to-face and online modes of delivering one I want to pursue gives attention to
instructions are present, especially in the higher education because this one was
distance education department. Here, conducted in a university and the one,
Ananga and Kofi (2017) want to present I intend to work with is in the national
an overview of the two modes to ascertain institution that trains people for working in
the strengths and weaknesses and how special technical and technological fields.
the two can complement each other for
effective delivery of instruction to cater Following the review of the literature, Ra-
to a large number of students. In their mírez-Mera et al. (2022) want to identify
review there is mentioned that blended how educational modality contributes to
or hybrid modes of teaching and learning the development of a Personal Learning
should be adopted in higher education, Environment (PLE) in higher education. For
where institutions are faced with many this, two case studies were carried out in
challenges such as inadequate facilities, the online and face-to-face contexts, based on
choice of mode and use of ICT in distance quantitative methods giving emphasis and
learning, teaching, and learning strategies analysis on five categories: self-perception,
and more important, how face to face and management of information, management
online learning modes of instruction are of the learning process, communication,
compared. and learning experience. The findings

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were about differences related to social Now it is significant to mention how a

interaction and learning aims. specific application works in the learning
of English as a Foreign Language, mainly in
Young and Bruce’s (2020) study is directed the development or improvement of writing
at perceptions and satisfaction regarding skills, in this sense the following authors are
several modes of course delivery, among brought into context because of their findings
higher education undergraduate students, about the relation of writing and the CANVA
graduate students, and teachers. The re- app. Larasati et al. (2022) show the findings
sults collected through an online survey of their project, and some of these results
say that face-to-face and online courses recall the importance of why this particular
were the preferred delivery modes, and application is analyzed in this research, in
between these two face-to-face had the one of the instruments they applied they
most satisfaction. Taking into account mentioned that 68% of the students agree
the necessity of using online resources that writing with Canva as media helps
during COVID-19 and its impact, Zoom, them to remember information better than
and hybrid courses are rated as the main traditional methods, and based on this the
tools for distance enrollment. writers assumed that mostly student think
that writing on Canva is enjoyable and fun;
Consolidating the previous literature there is nothing more enriching for a teacher
review about ICT tools and preferences that a learner can learn new concepts while
with both teaching and learning modalities, they are having a good experience through
it is essential to bring into consideration meaningful resources.
how the acquisition of writing skills works
in both environments the face-to-face and For some this application may be new
online courses, Kulzhova and Rodrigo or they do not have knowledge of its
(2020) affirm that there are several aspects functions and purposes in use, therefore
to analyze regarding both methodologies I want to remark on what this source is, and
such as that there is not a clear difference according to Candra et al. (2022) Canva
that demonstrates both learning modes are is a visual design tool that makes it easy
not entirely equal, also that the face-to-fa- to create graphics. Canva is an all-in-one
ce courses tend to be more persistent, design app that allows for creating and
and the need of determining the online modifying visually appealing visuals. This
students’ needs and responses in deeper app is ideal for improving writing skills.
depth to suggest new implementations Canva is used as a hitch instrument for
to existing online platforms or propose students, they find it useful, innovative,
better teaching solutions. and easy to work, which lets them explore

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their creativity and at the same to put into use of entertainment tasks and options
practice some writing skills, through the that the application offers.

Methodology

The methodological design is intended to this application in their writing activities,

mention, explain, and describe the type of The population that will be considered are
research this study will be using, the techni- two English courses that worked with the
que that will be taken into consideration to application that is the object of this study,
carry out the research project, the sample these people will be interviewed to gather
instrument, and the population to whom their perceptions of the moment of using
this procedure will be applied. Canva software for their infographic acti-
vities. Factors such as expense, time, and
This research aims to explore students’ accessibility frequently prevent researchers
perceptions of using the application Canva from gaining information from the whole
to create infographics while practicing population (Cohen et al., 2007). It is going
writing skills in both face-to-face and to be sent to the participants and the most
online sessions. Qualitative techniques suitable online platform to develop it is
will be employed in this study to enhance through Google form.
understanding and description, as well
as to generate insights and uncover phe- Once the applied instrument is collected
nomena related to the research topic. and organized, an analysis will be held to
Walliman (2011) points out that qualitative recognize the different perceptions and
data cannot be accurately measured and beliefs learners have about the components
counted, and are generally expressed in the research is focused on, such as the use
words rather than numbers, that is why of ICT tools, the writing skill, the application
the instrument that is going to be analyzed Canva and the creation of content, and
is an online survey (questionnaire) about the learning modes students prefer when
the perceptions learners have when using practicing a foreign language.

Instrument to collect data

Online Survey attachments of the questionnaire itself, to

emails directing potential respondents to
Internet-based surveys have moved from a website, or simply to websites (Cohen et
being in the form of emails to emails- plus al., 2007). The factor why this technique is
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adopted is because it is easy to apply, and conceptions they have when using an ICT
taking into account that the access to the tool, or in general the opinions and beliefs
population is better through online resour- they have about research topic but in terms
ces; therefore, it is simpler to apply with of their learning process.
the learners. Also, when an online survey is
implemented, it gives more confidence to The design of the survey is based on some
the participants because they do not feel sections that cover the main topics of the
the pressure of answering the questions research and that are pointed to work with
in a limited time or the presence of the the Likert scale and some open-ended
researcher or teacher. They can express questions, where they can express their
themselves freely and can think and create perceptions, opinions, or recommendations
answers from their point of view, being about every component that will be asked;
honest and concise. a number of eleven concrete questions
(Likert scale) and four open questions are
When a survey is conducted, several purpo- found in the questionnaire. Hence the survey
ses must be noticed, such as evaluating a respondent will need little time; some of the
person’s opinion or gathering specific data considerations to follow at the moment of
with a focal point. According to Tuckman creating the online survey is that it could
(1972), by providing access to what is ‘inside be answered quickly, learners do not have
a person’s head, it makes it possible to to think what to write since the majority of
measure what a person knows (knowledge them is just to choose one of the proposed
or information), what a person likes or options, and the open questions are few.
dislikes (values and preferences), and what
a person thinks (attitudes and beliefs). From the whole methodological process
at this point, an expert judgment protocol
To start a survey, it is necessary to know has been realized. The first step to getting
or have in mind what the purpose of the the acceptance of the instrument was
research is, the different theoretical basis the creation of a document that contains
that has been found alongside the study, the a participation consent form, and the
objectives to develop, and how practical it instructions to take into account at the
can be; with these steps, a clear and specific moment of evaluating the questionnaire,
interview is designed to cover every aspect after several corrections it was established
needed in the research, for instance, with this a final expert judgment protocol. After
study some concepts that are expected to this, a research expert was contacted to
treat are the ones about how they perceive check and verify that the instrument met
their learning process with the use of a tool the required conditions to advance in the
they do not use as often as they should, the piloting trial.

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The research expert remarked on two Possible Findings

aspects that caught her attention and
that were essential to modify in the The most recurrent finding I could track
questionnaire, they are related to the is a positive perception of the use of the
category that belongs to learning modes; application, and it is because, during the
she suggested the necessity not only to learning practices, I have noticed learners
provide the following choices: “presencial, enjoy creating infographics on this plat-
virtual, a distancia”, she mentioned the form, which is why it is a different learning
importance of giving a hybrid option for strategy from the ones they use constantly
letting participants the possibility of pic- while working on their tasks, therefore I
king the categories that they consider are can anticipate by saying they will mention
relevant in terms of their learning modes; positive comments about it, and also due
the second aspect she noticed it was that to this attitude they will ensure to continue
the personal information question about using the application for their following
name was repeated, both comments were activities, since SENA vision is to prepare
taken and the instrument was improved people for the working field, infographics
with these recommendations. are necessary to create resources for their
companies or workplace.

References

Ananga, P., & Kofi, I. (2017). Comparing Face-to-Face and Online Teaching and
Learning in Higher Education. MIER Journal of Educational Studies, Trends
& Practices. 7(2). 165–179.
Candra, R., Chandra, N., & Hidayat, F. (2022). The Use of Canva Application in
Creative Writing Course: Students’ Perceptions. Published by Universitas
PGRI Adi Buana Surabaya.
Cohen, L., Lawrence, M., & Morrison, K. (2007). Research Methods in Education.
Sixth edition. Published by Routledge.
Kulzhova, Z., & Rodrigo, R. (2020). Online vs Face-to-face Learning Environments:
A Comparison of Effectiveness in the Aspects of Writing Skill Acquisition
and Student Satisfaction in Teaching Academic Writing Courses. Published
by Research Gate.

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Larasati, M., Rustandi, & A. Friatin, L.Y. (2022). Empowering student’s creative
writing ability by using Canva (case study research in one Junior High
School in Ciamis). Journal of English Education Program (JEEP), 9(2), 1-11.
Ramírez-Mera, U., Tur, G., Marin, V. (2022). Personal Learning Environments in
Online and Face-to-Face Contexts in Mexican Higher Education. Published
by De Gruyter.
Tuckman, B. W. (1972). Conducting Educational Research. New York: Harcourt
Brace Jovanovich.
Walliman, N. (2011). Research Methods: the basics. London: Routledge https://
[Link]/research-methods-thebasics0bfb411546ccfefb5d7e08530142
fd 7994 [Link]
Young, S., & Bruce, M. A. (2020). Student and Faculty Satisfaction: Can Distance
Course Delivery Measure Up to Face-to-Face Courses? Educational Research:
Theory and Practice, 31(3), 36-48.

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