This qualitative case study aims at describing the process followed by ninth grade students at a private religious school when using and analyzing literary language. The instruments used to carry out this study were: students’ artifacts to identify and analyze the literary language used, field notes, and interviews. During this process, the learners as authors generated the construction of meaning and developed their competence in writing. The results show that students used metaphors and similes (literary features) to express ideas and details about their contexts in written production. In turn, students profited from the poetic function of the language where their voices as authors describe their perceptions and experiences as writers.
{"title":"Writing short stories to describe literary language use and perceptions as writer","authors":"José Alonso Hernández Martín","doi":"10.19053/2011835x.8691","DOIUrl":"https://doi.org/10.19053/2011835x.8691","url":null,"abstract":"This qualitative case study aims at describing the process followed by ninth grade students at a private religious school when using and analyzing literary language. The instruments used to carry out this study were: students’ artifacts to identify and analyze the literary language used, field notes, and interviews. During this process, the learners as authors generated the construction of meaning and developed their competence in writing. The results show that students used metaphors and similes (literary features) to express ideas and details about their contexts in written production. In turn, students profited from the poetic function of the language where their voices as authors describe their perceptions and experiences as writers.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84721015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wendy Gorena Becerra Carvajal, Daniela Lucia Alfonso Colmenares, Brayan José Forero Gómez, Lina Katherine Barón Beltrán
Over the past few years, learning English has gained significant importance throughout Colombia. In order for students to accomplish proficiency in this language, different strategies and methodologies are used to help improve their basic language skills. This article explores the use of drama as a strategy to develop two basic English language skills: reading and speaking. Additionally, social relationships among eleventh graders at a public institution are examined. Values, such as leadership, and the use of voice, body language, concentration, and shyness displayed during the activities were analyzed among the students. The most relevant findings form this experience are presented and described as a way to encourage teachers and students to think of drama as a useful pedagogical strategy applicable not only in linguistics, but in social and personal fields as well.
{"title":"Lights, Camera, Action! English learning through drama","authors":"Wendy Gorena Becerra Carvajal, Daniela Lucia Alfonso Colmenares, Brayan José Forero Gómez, Lina Katherine Barón Beltrán","doi":"10.19053/2011835x.8694","DOIUrl":"https://doi.org/10.19053/2011835x.8694","url":null,"abstract":"Over the past few years, learning English has gained significant importance throughout Colombia. In order for students to accomplish proficiency in this language, different strategies and methodologies are used to help improve their basic language skills. This article explores the use of drama as a strategy to develop two basic English language skills: reading and speaking. Additionally, social relationships among eleventh graders at a public institution are examined. Values, such as leadership, and the use of voice, body language, concentration, and shyness displayed during the activities were analyzed among the students. The most relevant findings form this experience are presented and described as a way to encourage teachers and students to think of drama as a useful pedagogical strategy applicable not only in linguistics, but in social and personal fields as well.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85441578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Blanca Ximena Pedraza Hernández, Heidy Liliana Castiblanco Gil
This article aims at presenting the experiences acquired from the project titled “Aesop’s Fables Adaptation: An Alternative for Fostering Values, Oral Production and Listening Comprehension”, carried out at a public school in Tunja with fourth graders. The project related to the adaptation of Aesop´s fables, which were included in the school´s curriculum topics and implemented through different workshops. This was done in order to develop values awareness and English skills. Throughout this project, most of the students participated, were very attentive class after class, and enjoyed the activities. The students began to use the vocabulary they learnt from the fables for communicative purposes. In the same way, students were aware of moral aspects, the implicit values in each story, and the fables’ importance in their own lives
{"title":"Aesop's fables adaptation: an alternative for fostering values, oral production and listening comprehension","authors":"Blanca Ximena Pedraza Hernández, Heidy Liliana Castiblanco Gil","doi":"10.19053/2011835x.8693","DOIUrl":"https://doi.org/10.19053/2011835x.8693","url":null,"abstract":"This article aims at presenting the experiences acquired from the project titled “Aesop’s Fables Adaptation: An Alternative for Fostering Values, Oral Production and Listening Comprehension”, carried out at a public school in Tunja with fourth graders. The project related to the adaptation of Aesop´s fables, which were included in the school´s curriculum topics and implemented through different workshops. This was done in order to develop values awareness and English skills. Throughout this project, most of the students participated, were very attentive class after class, and enjoyed the activities. The students began to use the vocabulary they learnt from the fables for communicative purposes. In the same way, students were aware of moral aspects, the implicit values in each story, and the fables’ importance in their own lives \u0000 \u0000 ","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76164734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Enletawa Journal is an academic publication of the Masters in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia. The Journal provides a means of dissemination of academic research, pedagogical innovation, and theoretical discussion articles. Enletawa Journal is a biannual publication that receives articles in English, French and/or Spanish. For comments, contributions or journal exchanges please write to Maestría en Docencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central, office C-224; PBX: (+57) 8 7405626 Ext. 2470. http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20
Enletawa Journal是哥伦比亚大学Pedagógica y Tecnológica语言教学硕士的学术出版物。该期刊提供了学术研究、教学创新和理论讨论文章的传播手段。《恩莱塔瓦杂志》一年出版两期，接收英语、法语和/或西班牙语的文章。如有意见、投稿或期刊交流，请致信Maestría en doccencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central，办公室C-224;PBX:(+57) 8 7405626分机2470。http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20
{"title":"Preliminares Enletawa 10.2","authors":"Yuranny Marcela Romero Archila","doi":"10.19053/2011835x.8680","DOIUrl":"https://doi.org/10.19053/2011835x.8680","url":null,"abstract":"Enletawa Journal is an academic publication of the Masters in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia. The Journal provides a means of dissemination of academic research, pedagogical innovation, and theoretical discussion articles. Enletawa Journal is a biannual publication that receives articles in English, French and/or Spanish. For comments, contributions or journal exchanges please write to Maestría en Docencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central, office C-224; PBX: (+57) 8 7405626 Ext. 2470. http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83582987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This new edition of ENLETAWA JOURNAL includes articles on how communication is carried out in the EFL classroom, as well as the use of literature to foster foreign language learning. Additionally, we have included a special section on creative writing at the end. This segment is an enticing complement to this volume, and it provides a space in which the author shares one of his historical fiction stories with the community.
{"title":"Editorial Enletawa Journal 10.2","authors":"Yuranny Marcela Romero Archila","doi":"10.19053/2011835x.8683","DOIUrl":"https://doi.org/10.19053/2011835x.8683","url":null,"abstract":"This new edition of ENLETAWA JOURNAL includes articles on how communication is carried out in the EFL classroom, as well as the use of literature to foster foreign language learning. Additionally, we have included a special section on creative writing at the end. This segment is an enticing complement to this volume, and it provides a space in which the author shares one of his historical fiction stories with the community.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81221508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Enletawa Journal is an academic publication of the Masters in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia. The Journal provides a means of dissemination of academic research, pedagogical innovation, and theoretical discussion articles. Enletawa Journal is a biannual publication that receives articles in English, French and/or Spanish. For comments, contributions or journal exchanges please write to Maestría en Docencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central, office C-224; PBX: (+57) 8 7405626 Ext. 2470. http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20
Enletawa Journal是哥伦比亚大学Pedagógica y Tecnológica语言教学硕士的学术出版物。该期刊提供了学术研究、教学创新和理论讨论文章的传播手段。《恩莱塔瓦杂志》一年出版两期，接收英语、法语和/或西班牙语的文章。如有意见、投稿或期刊交流，请致信Maestría en doccencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central，办公室C-224;PBX:(+57) 8 7405626分机2470。http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20
{"title":"Enletawa Journal 10.1.pdf","authors":"Yuranny Marcela Romero Archila","doi":"10.19053/2011835x.8678","DOIUrl":"https://doi.org/10.19053/2011835x.8678","url":null,"abstract":"Enletawa Journal is an academic publication of the Masters in Language Teaching at Universidad Pedagógica y Tecnológica de Colombia. The Journal provides a means of dissemination of academic research, pedagogical innovation, and theoretical discussion articles. Enletawa Journal is a biannual publication that receives articles in English, French and/or Spanish. For comments, contributions or journal exchanges please write to Maestría en Docencia de Idiomas, UPTC Avenida Central del Norte 39 - 115 Edificio Central, office C-224; PBX: (+57) 8 7405626 Ext. 2470. http://revista.uptc.edu.co/revista/revistas/index.php/enletawa_journal1%20","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86283522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sulma Patricia Fonseca Cely, Leidy Girleza Cano García
This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language.
{"title":"Reflections on student-centered learning: An alternative to traditional English classes","authors":"Sulma Patricia Fonseca Cely, Leidy Girleza Cano García","doi":"10.19053/2011835x.8677","DOIUrl":"https://doi.org/10.19053/2011835x.8677","url":null,"abstract":"This article presents some methodological reflections about student-centered learning in order to achieve the Colombian National Standards for Bilingual Education in English classes in an elementary school context. It also discusses the need to raise teacher awareness, understanding of these methodologies, and the need to change teachers´ beliefs and behaviors in the classroom. Findings show that student-centered learning is an alternative for teachers, and it should be included in schools’ Proyecto Educativo Institucional (PEI) in order to achieve bilingualism. Furthermore, it allows students to explore, practice and increase their autonomy and self-confidence in using a foreign language. \u0000 ","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79001408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angélica María Carvajal Téllez, Yolanda Duarte Medina
This article is the result of a small-scale research study aimed to enhance pre-service teachers’ participation in distance education tutoring sessions at the Universidad Santo Tomas, CAU (University Assistance Centre) in Chiquinquirá. The study was carried out by implementing mobile learning, specifically a mobile learning application called Kahoot. When carrying out online activities, in particular grammar games and oral discussions that involved the use of smart phones in tutorial sessions, the pre- service students were more engaged, and their participation increased greatly. Moreover, it is meaningful for students to improve their English language competence by activating their use of digital skills. Some of the benefits of mobile learning are flexibility and personalized learning activities, which try to address the needs of individual learners. This study showed that mobile learning promotes active participation, as well as knowledge construction and collaborative learning. It also creates a positive atmosphere and exposes students to innovative learning environments.
{"title":"Using Mobile Learning to Enhance Pre-Service Teachers’ Participation in Distance Education English Tutoring Sessions","authors":"Angélica María Carvajal Téllez, Yolanda Duarte Medina","doi":"10.19053/2011835x.8676","DOIUrl":"https://doi.org/10.19053/2011835x.8676","url":null,"abstract":"This article is the result of a small-scale research study aimed to enhance pre-service teachers’ participation in distance education tutoring sessions at the Universidad Santo Tomas, CAU (University Assistance Centre) in Chiquinquirá. The study was carried out by implementing mobile learning, specifically a mobile learning application called Kahoot. When carrying out online activities, in particular grammar games and oral discussions that involved the use of smart phones in tutorial sessions, the pre- service students were more engaged, and their participation increased greatly. Moreover, it is meaningful for students to improve their English language competence by activating their use of digital skills. Some of the benefits of mobile learning are flexibility and personalized learning activities, which try to address the needs of individual learners. This study showed that mobile learning promotes active participation, as well as knowledge construction and collaborative learning. It also creates a positive atmosphere and exposes students to innovative learning environments.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81838811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Critical media literacy is a competence that promotes the analysis of messages and strategies used by mass media through the enhancement and implementation of critical skills. This research report describes what a process of critical analysis of advertisements revealed about a group of twenty-one tenth graders’ identity construction at a private institution in Duitama (Boyacá – Colombia). The implementation of eight task- based workshops led them to reflect about the role of advertising in their contexts and its relationship with their identity construction process. As a result, the tasks developed during the workshops guided students in understanding the role advertising plays in their daily life.
{"title":"Critical Analysis of Advertising: Enhancing Identity Construction in EFL Classrooms","authors":"Mónica Yohanna Lara Páez","doi":"10.19053/2011835x.8668","DOIUrl":"https://doi.org/10.19053/2011835x.8668","url":null,"abstract":"Critical media literacy is a competence that promotes the analysis of messages and strategies used by mass media through the enhancement and implementation of critical skills. This research report describes what a process of critical analysis of advertisements revealed about a group of twenty-one tenth graders’ identity construction at a private institution in Duitama (Boyacá – Colombia). The implementation of eight task- based workshops led them to reflect about the role of advertising in their contexts and its relationship with their identity construction process. As a result, the tasks developed during the workshops guided students in understanding the role advertising plays in their daily life. \u0000 ","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77424707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
David Felipe Espinosa Torres, Iván Camilo González Bejarano, Juliana Moreno Restrepo
Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.
{"title":"Feedback: understanding strategies and impact on EFL learning and teaching contexts","authors":"David Felipe Espinosa Torres, Iván Camilo González Bejarano, Juliana Moreno Restrepo","doi":"10.19053/2011835x.8669","DOIUrl":"https://doi.org/10.19053/2011835x.8669","url":null,"abstract":"Feedback is a powerful tool that has a significant influence on student success. Its meaningful impact on learning and teaching processes has been well-documented. However, there is minimal research concerning the impact of feedback strategies on foreign language learning. This article seeks to provide a theoretical and practical understanding of the impact of feedback on foreign language teaching and learning processes. This is done through a case study research conducted in a private institution in Bogotá, Colombia. The evidence demonstrates that the feedback strategies used and the manner in which they are administered influence their effectiveness. Three main strategies were observed and analyzed: corrective, motivational, and developmental. This article concludes with a suggestion to make feedback an explicit policy of teachers’ education programs in the country.","PeriodicalId":11697,"journal":{"name":"Enletawa Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84578940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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