AC. Programa de Licenciatura Lenguas Extranjeras

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Using emotional intelligence to promote students’ oral skill development in english class in 8th graders at a public school in Sincelejo- Sucre.

Amell, María | 2018

Students, in the secondary schools use English as a spoken language less frequently inside the classroom and this has become one of the major challenge for most foreign language teachers. This project describes a research experience carried out in the public-school Policarpa Salavarrieta, in 2018. The study was conducted in one classroom of 35th students, but with a sample of 11 students over 8 months. The data was collected through video recordings of the projects performed by the students, rubrics, journals and field notes after each project. The results of the research allowed us to analyze the different implications of student’s emotional intelligence through interactive and environmental projects among young students who are considered as novice English speakers. It can also be considered as an attempt to understand the influence of emotions on students speaking skill development taking into account the project-based Learning.

Teachers’ uses of feedback on students’ oral production in basic English courses

Atencia, Rodrigo | 2017

This study attempts to characterize EFL teachers’ uses of feedback on students within the context of oral production, with the use of interviews, surveys, class observations, and field notes. The subjects of the study were two English teachers at a public Colombian university in a foreign language program. The importance of communicative competence has increased among the field of teaching a foreign language, In this sense, oral production has become the skill that students need to develop more immediately. (Bañuelos & Dominguez, 2006). In the foreign language program of the public university of this study, teachers mostly pay attention to this skill, and students are always demanding good performance. Here it is where the relevance to implement better pedagogical practices, and promote improvement in students is required.

Exploring the relation between Teachers’ Beliefs and Classroom Practices: A Case Study

Flórez Sequeda, Daniela Paola | 2017

This study aims at exploring the relation between teachers’ beliefs and their practices in an EFL and FLE classroom at a state university in Colombia. It was carried out through a qualitative design using four different instruments for collecting data: a semi structured interview, a drawing, observations and a structured interview. The exploration of the data demonstrated that there are certain aspects of the teaching process of two foreign languages highly related to the beliefs teachers hold and the conclusions showed that those relations have different degrees depending on the aspects of the teaching process and the teachers’ perception of how a language should be taught.