Sustentación de Tesis Magisterial

Investigador:  Milton Jobany Santos Cruz

Título investigación: Blended language learning courses: A narrative inquiry into teachers' beliefs and practices

Director: Dra Clelia Pineda

Examinadores: Luz Maribel Galindo Ramìrez, MA y Sindy Moya, MA

Línea(s) de investigación: Discourse studies within Educational Studies y Processes of Teacher Education and Development

Fecha sustentación: 13 de marzo de 2015

Resumen

The purpose of the present research study was to implement a narrative inquiry in order to unveil a teacher's experiences and beliefs in regards to the implementation of blended language learning courses in a university context. I considered of paramount importance to explore teachers' beliefs in this specific setting as these tend to regulate the practices teachers carry out in the language classroom and as such, they may have an impact on students' learning outcomes.

I decided to develop a narrative inquiry as this type of qualitative research method can provide valuable insights on teachers' lived stories and experiences. These experiences in turn, permeate and shape people's beliefs and perceptions of the world and the things in it (Halbach, 2000; Pajares, 1992). Accordingly, the first goal of the present research study was to identify teacher's beliefs and experiences in regards to the implementation of a blended language learning course in a higher education setting. Significant understandings on these matters were obtained as teacher's strong beliefs in regards to language learning devised the path for students' purposeful interaction both in the face-to-face and online sessions.

The second main goal aimed at describing the possible impact of such beliefs on teachers' practices and students' learning outcomes. The findings in this regard evidenced that, as students engaged and participated actively in the different tasks proposed by the teacher, not only they were able to develop the linguistic competences required for the course but also, to collaboratively construct knowledge by exploring, evaluating, and reifying their own meanings and those of their peers'.

Key words: Narrative inquiry, teachers' beliefs, blended learning, learning outcomes.

Galería

Foto 1. Milton Santos y Dra Clelia Pineda

 

Foto 2. Milton Santos, Luz Maribel Ramirez y Sindy Moya (Izq a dere)

Sustentación de Tesis Magisterial

Investigadora:  Rosmery León Garzón

Título investigación: Exploring students' social skills through storytelling in L2

Director: Dr Harold Castañeda-Peña

Examinadores: Bertha Ramos, MA y Judith Castellanos, MA

Línea(s) de investigación: Discourse Studies within Educational Studies y Literacy Processes in Two Languages

Fecha sustentación: 12 de mayo de 2015

Resumen

This research started from the need of looking at ways to improve social relationships among seventh graders of a public school in the EFL classroom. Through a pedagogical intervention with storytelling that was an essential strategy in this study as it allowed participants to read, write, understand and reflect upon the stories presented in four didactic units. This action research study explored social skills as a framework to foster social relationships, and the aim of contributing to the student's language learning. In addition, with this project the students had the opportunity to use the foreign language to express their ideas, feelings and points of view related to the activities proposed in the intervention.  Themes that emerged from the students' reflections were gathered via interviews, artefacts, transcriptions, evaluation of the research project and the teacher's field notes. These instruments were used in order to reveal students' social skills in their classroom. The results demonstrate that participants worked collaboratively to reflect on social skills in their English classes; at the same time, they improved their knowledge of the foreign language.

Key words: Social relationships, social skills, L2 storytelling.

Galería

Foto 1. Exhibit

Foto 2. Rosmery Leòn y Bertha Ramos  (Al centro)

Foto 3. Doctor Harold Castañeda-Peña, Rosmery Leòn y Bertha Ramos

 

Sustentación de Tesis Magisterial

Investigador: Andrés Guillermo Moreno Cuervo

Título investigación: EFL learning and analysis of social issues: The use of songs and critical thinking

Director: Dra Clelia Pineda Báez

Examinadores: Eliana Garzón Duarte, MA y Harold Castañeda-Peña, PhD

Línea(s) de investigación: Discourse Studies within Educational Studies y Literacy Processes in Two Languages

Fecha sustentación: 12 de mayo de 2015

Resumen

This study attempts to analyze social issues within lyrics of songs using a critical thinking framework. This qualitative study was carried out with eleventh graders at a public school in Bogota. The main objectives were to characterize students' responses to the songs selected and to identify traces of critical thinking in their responses. The experience was implemented through the application of three workshops based on different songs, in which students were encouraged to apply the skills that Peter Facione (2013) proposes in his taxonomy of critical thinking. Data was collected using recordings, logs, field notes and artefacts and the analysis was done using the grounded theory method. The results show that students tended to use the target language much more; especially in their written production, and that they applied some cognitive skills such as analysis and argumentation considering multiple points of view. Their responses to the tasks proposed indicate that there are gender differences in the ways they approach the analysis of certain social issues, which constitutes a field for further research.

Key words: Critical thinking, social issues, music in EFL

Galería

Foto 1.  Dra Clelia Pineda y Andrés Guillermo Moreno

Foto 2. Dr Harold Castañeda-Peña, Dra Clelia Pineda, Andrés Guillermo Moreno y Eliana Garzòn Duarte (Izq a dere)

Foto 3. Andrés Guillermo Moreno y familiares

Sustentación de Tesis Magisterial

Investigadora: Gissell Andrea Espitia Pereira

Título investigación: Fostering students' intercultural communicative competence (ICC) using materials based on Colombia`s indigenous cultures

Director: Dr Alberto Abouchaar

Examinadores: Carlos Rico Troncoso, PhD y William Sánchez Amézquita, MA

Línea(s) de investigación: Discourse Studies within Educational Studies y Literacy Processes in Two Languages

Fecha sustentación: 12 de mayo de 2015

Resumen

This project describes a qualitative research experience carried out in an intermediate English classroom with young-adult students at a binational ELT center in Bogotá, Colombia. The study was conducted to foster students' intercultural communicative competence through the inclusion of texts based on Colombian indigenous groups.  The pedagogical intervention consisted of reading circles sessions developed with 20 young-adult learners, who worked collaboratively to read and discuss the texts while learning the target language.

Data collected with field notes, students' artefacts and one interview were analyzed using the principles of grounded theory. One category and three subcategories emerged from the analysis portraying that students started to develop their intercultural communicative competence when reading, discussing and reflecting upon different cultures.

To conclude, this research shows how significant it was for the students to learn about Colombian indigenous cultures while developing proficiency in the target language. In this sense, a humanistic goal was also attempted: to give students the opportunity to see themselves through an intercultural experience.

Key words: Intercultural Communicative Competence, Cultural Awareness and Reading Circles

Galería

Foto 1. Gissell Espitia, Andrès Moreno y Rosmery Leòn