11th symposium on foreign language research

7/25/2019 11th Symposium on Foreign Language Research

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Aware of the need tostrengthen the area offoreign language training inColombia and theimportance of theColombian South region inthis process; In 2016, theResearch Groups:

COMUNIQUEMONOS andAPRENAP, in associationwith ILESEARCH andILEUSCO, as well as theMasters in Teaching

English, decided todevelop the eleventhSymposium on ForeigLanguage Research held oMay 19thand 20th, 2016

This academic meeting ian initiative to provid

spaces that allow thexchange of researcexperiences and likewiscontribute to the challengof training teachers anresearchers in the area oforeign languages iColombia.

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SYMPOSIUM AGENDA

DAY 01

Thursday - May 19th, 2016

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Multiliteracies: ReconcilingCommunicative Competenceand Text-Centered Instructionin the Elementary and

Intermediate ForeignLanguage Classroom Beatrice Dupuy, Ph.D.

[email protected]

University of Arizona

Literacy-based approaches to FL teaching and learningrepresent an important paradigm shift from the predominantapproach of communicative language teaching (CLT).

While communicative competence focuses on interpersonalinteractions through the linguistic mode with an emphasis onaccuracy, literacy- based approaches foreground an ability toengage in meaning construction not only through linguisticinteractions, but also across a range of semiotic modes andgenres and call on students to engage critically with thesubjective dimensions of texts which are constructed, circulated,and negotiated through particular social roles. Consequently,foreign language teaching need to move beyond communicative

and language-centered approaches and embrace morecomprehensive and integrated ones, which teachlearners FL literacies and guide them to becomeeffective producers of a range of multimodal texts.

In this keynote, I will consider a pedagogy ofmultiliteracies as a framework which can

provide:

1) the link between content and language and allow students tnot only develop the ability to produce and interpret multimodatexts but also a critical awareness of the relationship betweemodes of meaning, discourse conventions, and social ancultural contexts that our times demand ;

2) an organizing principle for instructors that potentially promotemore principled curricular and pedagogical decision making and


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3) a way to overcome the pedagogical dichotomies often foundbetween elementary/intermediate and advanced courses.

Accordingly, I will begin by briefly reviewing key aspects of apedagogy of multiliteracies framework. Drawing from my own

work and from that of peers, I will next focus my attention on howit translates in the concrete realities of the language classroom.

Finally, I will examine the implications that adopting such aframework has for teacher education.

Teaching English to DeaPeople: a ChallengingTaskCatalina Molina Ramrez

[email protected]

Universidad el Bosque

In Colombia deafcommunity has a fewopportunities to learn English, mostschools avoid this topic and someEnglish teachers consider this processunviable. I am developing my research

project for my doctoral program on thispopulation.

I am going to recount my experience as a Deaf English teacheIn this presentation I am going to explain the reasons why decided to teach English to deaf people, reactions in theducational community, deaf students responses, and thprocess I followed to develop my classes.

Likewise, I am going to provide a brief historical background ohearing impaired people education in Colombia. The main goal


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to encourage teachers to focus their educational projects onpopulation with different disabilities, I would also like to showsome of the ideas I have been developing for my thesis project.

Intercultural Manifestations inthe Bilingual OralPractices of Studentsfrom the English

Degree Program at aPublic University inColombiaAnglica Mara Rojas [email protected]

Universidad de la Amazonia

Cultural Conceptualizations is a multidisciplinary concep

proposed by Farzad Sharifian (2000), on which this study habeen based. This concept has aroused different types oresearch and discussions around the globe, especially in relatioto the concept of World Englishes.

In this vain, and thanks to the insertion of Colombian degree(licenciaturas) into the new tendencies and demands both fromGlobalization and the governmental rules, the researcherinterest has been directed towards the analysis of the differenimageries pertaining to students and teachers of an EnglisDegree program in relation to their teaching-learning practicesBesides, intercultural competence and intercultural relations aralso current topics and tendencies that have been of the interes


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of many researchers, given that the respect and tolerancetowards other cultures without losing the proper roots of thelanguage user is a demand from todays globalized world.

This project was presented and approved to obtain the title ofMasters at Universidad del Quindo, Colombia.

Impacto del Programa deLengua ExtranjeraInstitucional Interlingua enel Desarrollo de la

Competencia Comunicativaen Lengua Extranjera Inglsde los Estudiantes dePregrado de la UniversidadSurcolombiana.Marco Tulio Artunduaga

[email protected]

Universidad Surcolombiana

El presente informe del trabajo investigativo llevado a cabo eao anterior por el grupo de investigacin APRENAP tiene compropsito fundamental presentar el diagnstico de las fortalezay debilidades de los Cursos de Ingls Institucional de lUniversidad Surcolombiana (INTERLINGUA) teniendo en cuentaspectos como el desarrollo de la competencia comunicativa dlos estudiantes y las percepciones de los docentes y estudianterespecto al impacto de dicho programa.


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TELF Using Cellphones inClassMaggie Rafet

[email protected]

Universidad Santiago de Cali

Jorge David Snchez

[email protected]

Universidad de San Buenaventura

Our country does not have infrastructure that allows studentsand teachers to take advantage of technology; many schools donot have Wi-Fi connections in every classroom, nor severalstudents have tablets or touch phones.

However, the trend in education is towards tech-based training inalmost any field and institutions, organizations and nations areinvesting resources in order to provide proper conditions toeducate new generations through technology, especially appsfrom mobile devices.

Currently, students lack of attention in class, whether it is atschool or university level, and regardless the subject, hasbecome in a major concern for many educators.

The presentation intends throughpositive experiences with theMOODLE platform and Apps toturn mobile devices into usefuland interesting tools, so that

classroom practice andlearning becomes a moreproductive and positiveexperience for bothteachers and studentswhen using ICT.


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The Empowerment of EnglishTeaching and LearningProcesses and the Use ofICTs in Neivas Public

SchoolsCarlos A. Muoz Hernndez, Ph. D.

[email protected]

Research Assistant


This paper will report on an outreach macro project whose main

objective was to empower the teaching and learning processesof English as a foreign language and the use of ICTs of theschool communities of ten public schools in Neiva. Faculty,students and members of the alumni from the UniversidadSurcolombiana accompanied the process acting as mentors forthe teachers and the students at the schools.

On one hand, English teachers and students with support fromtheir mentors planned, prepared, and presented some project-based works in which they used English for real communication.On the other hand, the school administrators assisted by media

specialists planned and designed a website for each school iwhich they regularly posted the work that they had done itheir schools as evidence of their progress in theprocess.

This macro project contributed to both theenhancement of classroom pedagogical

practices for English teaching and an efficientincorporation of ICT tools to get all the schoolcommunity fully involved.

The active role of all members of theschool community including students,parents, school administrators and teacherswas crucial to the success of the project. This projecthopes that the empowerment generated throughout theprocess will be long lasting and sustained.


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Global Tendencies in theTeaching of Academic WritingCarol Yadira Pimiento Jaimes

[email protected]

Aldair Daz Gmez

[email protected]

Universidad Industrial de Santander

English academic writing (AW) is anissue that has been studied andadopted by many universities all aroundthe world since the fact that the vastmajority of written publications require

of written academic skills in all thedisciplines there exist in the world.

The main target of this study was to find out those leadintendencies with respect to the teaching of AW; that is, thcontent, methodology, assessment and learningobjectives of the subject so to understand what,how, and why to teach it.

For this purpose, it was conducted this mixed-method descriptive study which focused

specifically on the discipline of ESL and EFL. 45AW syllabi from different worldwide universitieswere gathered and analyzed in a detailedmatrix made out of the information thesyllabi showed, and then the maintendencies taken from this tool weresorted out; 10 online questionnaires wereapplied to have AW teachers perspectives intoaccount and match them to the tendencies.


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The Development of ListeningComprehension Skillsthrough VLEs for Second

Graders in Aspaen GimnasioLa FraguaArthur Tovar Cruz

[email protected]

Aspaen Gimnasio La Fragua School

This research project was aimed at exploring the use of a VirtualLearning Environment (VLE) to develop listening skills inelementary school students.

It was developed at Aspaen Gimnasio La Fragua School, whichis located in Neiva - Colombia, with nine elementary secondgrade students. The sections of this research study will providean organized presentation of the problem and the researchquestions that emerged from it, then the literature review with themain tenets and constructs that were selected to support thisproject such the communicative competence, the major listeningskills and subsequent skills second graders should develop, andthe characteristics and benefits of the VLE chosen to developthis project will be outlined.

In a subsequent section, the methodological design and thresearch mechanics will be explained as well as thpedagogical-instructional design. Then, a qualitativedescription of the findings and is made so tocontinue with the discussion section.

Finally, the main conclusions and pedagogicalimplications are presented.


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Locus of Control and itsImplications on ForeignLanguage Teaching

Carlos Alberto [email protected]

Universidad del Valle

People differ on their perceptions of the degree of control theexert over the events in their lives. Some people believe thaexternal forces such as fate, luck or other peopleexert determine the degree of success of failure theyhave; others, conversely, believe they themselvesdetermine such events.

In psychology, these perceptions are labeled

locus of control (LOC) and it is usuallyconsidered a personality trait. Althoughresearch on the impact of individualdifferences and personality traits onforeign/second language (L2) learning isextensive, few studies have investigatedthe relationship of LOC in this area.

The current paper discusses the implication of LOC in L2learning and why more research in this field should beconducted. The process of learning an L2is related to learnersbeliefs and attitudes in many ways. A better understanding oLOC will enable teachers and administrators design pedagogicastrategies in order to empower L2 learners by assuming a morself-regulated stance towards the learning process.


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La Intersubjetividad o elComponente Fenomenolgicode la Interculturalidad en laDidctica de las Lenguas-

CulturasJorge Hernn Herrera Pineda

Universidad del Quindo

La ponencia condensa el informe final de la investigacin Lahermenutica crtica y el aprendizaje colaborativo en eldesarrollo de la competencia comunicativa intercultural enestudiantes de francs de la Universidad del Quindo.

La implementacin multidisciplinaria de la hermenutica crticacomo fundamento epistemolgico y el aprendizaje colaborativocomo fundamento metodolgico conduce a encontrarse con laintersubjetividad como un elemento esencial en la didctica delas lenguas-culturas, concretamente en la perspectiva accionalque otorga al sujeto (estudiante, usuario de la lengua) el rol deactor social.

La didactizacin de la intersubjetividad se hace desde lafenomenologa husserliana, Merleau-pontiana y heideggeriana atravs de siete avatares que corresponden a siete metforas demundo que se constituyen mediante el aprendizaje colaborativo.

Cada equipo decide libremente darle una identidafenomenolgica a su avatar de nacionalidad colombianapara que posteriormente se adentre por un tiempodeterminado en una cultura francfona vindoseobligado a establecer relaciones intersubjetivas enesa metfora de mundo.


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English and BilingualismTeaching Students: IdealExpectations vs Reality

Gabriel [email protected]

Luis Miguel Martnez

[email protected]

Fundacin Universitaria UNIPANAMERICANA

This research is conducted to the undergraduate programBachelor in English and Bilingualism students ofUnipanamericana Compensar. This case study means to answerthe relation between the learning content of students with their

former performance as professionals of English teaching.Students were interviewed in focus groups covering the wholepopulation: morning and night shifts and participants of all thesemesters; labor options published during a week span, andinterviews with human resources directors or coordinators incharge of hiring teachers from institutions. The categoriesconsidered to be analyzed were teaching competences, teacherperformances, class environment and language skills (languagefunctions).

Recent thinking on teachers in advanced; it is relevant to poinout some aspects in which this case study is being adapted. Firsof all we would like to state that the learners desireshad a clear tendency on the real context of theirprofessions and the expectations they have hadthrough all the process.

Nevertheless, universities face the request of

preparing students for opportunities that wehave not considered at the moment. It is wellnoticed they look forward to finishing theprofession in order to start their laboractivities since they are challenge andparticipating people.


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School English Project: TeenPregnancy PreventionRosario Valenzuela Vidal

Atanasio Girardot High School

In spite of the fact that teenagers being provided with largeamounts of information regarding "Sexual Education" given tothem by their schools and through the media, as teachershowever, we continue to face an increasing number of teenpregnancy each year.

As part of the program in 11th grade "INTENSIFICACIN enINGLS", it was proposed that the topic should be TeenPregnancy Prevention in order to raise awareness among the

students about not just the risks, but the number oconsequences this would have on their futures.

With the slogan No yet!, the11 graders will study, analyze,discuss, present findings,

learn, role play and evaluatethe topic, warning othersabout the high challenge ofbeing parents at an earlyage, using English as amean of communication.


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Exploring Parents andStudents Roles in EFLLiteracy Learning

Sergio Aldemar Hurtado [email protected]


There is little scholarly informationabout parents involvement in theirchildrens EFL literacy learning in theColombian context. This exploratory-qualitative study looks into possible

roles of parents and children in EFLliteracy learning at home with anespecial emphasis on parents roles andcontributions.

The research study has a three-fold purpose:

(1) to describe parents and students behavior when developingEFL literacy tasks at home

(2) to explore parents and students feelings and thought(perceptions) about themselves working together in EFL literactasks at home

(3) to identify ways in which parents contribute to students EFlearning. 16 ninth grade students of a state school and theparents or relatives in charge carried out a series of EFL literactasks in their respective homes.

Video recordings, field notes, qualitative interviews, and surveywere implemented as data collection tools. Partial resultdemonstrate that even though parents do not have a commanof the English language, they have proven to have the potentiato help in EFL learning from a non-linguistic focus (e.gmonitoring children's homework, providing learning conditionsadvising for EFL success, giving feedback on organizationcoherency and presentation, and shaping their minds towarEFL by giving advice).


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The Stoa in the EFLClassroom: Human BeautyStandards and their

Influences

Yuranny Marcela Romero Archila

Daniel Elias Prez Daz

Universidad Pedaggica y Tecnolgica de Colombia (UPTC)

In the ancient Greek some philosophers used to make debateswith pupils for making them reflect. The Agora was a popularlocation for these debates, but there was another place calledthe Stoa. It was a suitable place for the social life and forteaching.

The purpose of the Stoa project is toenhance first semester students to usethe argumentative competence inEnglish through discussions where theparticipants reflect, analyze, have aposition regarding the topic andexpress it in English.

Social networks and its effects; Oscar Wilde and the sexuaintolerance; the beauty stereotypes in South Korea andColombia are some of the controversial topics usedfor this project. Authors such as Paul and Elder(2006) and Anderson & Krathwohl (2001) weresome of the references taken for the developmentof this project.


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Im Missing Something:(Non) Nativeness inColombian ProspectiveEnglish TeachersJhon Vifara Gonzlez, Ph.D.

[email protected]

Universidad Pedaggica y Tecnolgica de Colombia

Studies in the field of critical applied linguistics, emergingperspectives about the teaching of English, namely, English asan International Language, English as a Lingua Franca andWorld Englishes, as well as research on non-native Englishspeaker teachers, have revealed the influence that the myth ofthe native speaker, the native speaker fallacy and associated

ideologies have on EFL teachers professional and personallives.

Rooted in the need to confront the harmful effect of theaforementioned pervasive language ideologies, this plenarysession shares the findings of a research study conducted in twopublic Colombian universities.

The study examined prospective English teachers self-perceived(non) nativeness. Using surveys and interviews within a mixed-

method approach, the study found that participants perceivethemselves as over-empowered in their being nativeSpanish speakers.

Conversely, though they did not regard theirnonnativeness as a potential problem in theirfuture careers, they perceived themselves to be

in an unfavorable position compared to nativespeaker teachers concerning their non-ideallanguage ability and cultural knowledge.Pedagogical implications regarding the

education of non-native English speaker teachers will also baddressed in the end of the talk.


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Promoting EFL Oral Skills inContent-Subject Teachersthrough the Implementationof a Blended Learning

Approach in a TeacherDevelopment CourseNatalia Snchez Narvez

[email protected]

Colombus American School

Sergio Alberto Chavarro Vargas

[email protected]

SED Huila

Todays world demands the use of the English language indifferent areas of knowledge. Besides, the increasing use oftechnology in educational settings (Zandi, Thang, & Krish, 2014)encourages teachers to restate their professional development(Chen, Chen, & Tsai, 2009).

This qualitative action research projecseeks to identify the EFL oralskills that are promoted when ablended learning approach isimplemented in a professional

development course.The participants were seven content- subjectteachers from a private school in Huila,Colombia. Data were gathered during theimplementation of an English blendedcourse in which twelve lessons were divided intosix face-to-face session and six online meetings.

Via in-depth interviews, class observations, video recordinanalysis, teachers reflection, students artifacts and a survey thdata were collected. The provisional findings suggest that th

EFL oral skills promoted are connected with use of vocabularyuse of body language, pronunciation and intonation patternsmotivation and engagement, production of chunks of languagand monitoring oral production.


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Exploring Social Discoursesabout Bullying in the EFLClassroomBlanca Inhirida Trujillo Gonzlez

[email protected]

Angel Mara Paredes School

Noryda Len Cordoba

[email protected]

San Antonio de Anaconia School

This presentation intends to give an account of the impact of aqualitative research on EFL learning at a local context. This

action research study aimed to explore the social discourses thatstudents from Angel Mara Paredes school had about conflicts(bullying), as well as the reflection on this social issue thatimproved the school climate that contributed to develop EFLreading and writing skills.

This study involved 32 eighth graders, who took part in a projectcalled "bringing my thoughts to paper" which lasted four months.During that time, data were collected through the application oftools such as: students artifacts, survey, interviews and classrecordings.

Overall, the findings point to students reflection through thexploration of social discourses on the issue of bullying inthe classroom, such as social awareness, recognitionof the conflict, recognition of singularities andbuilding social relationships. Such discourses makeforeign language learning more meaningfulthrough the use of themes that are attractive to

them, facilitating the development of readingand writing skills as well.


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Enhancing Language whileProducing Digital StoriesMara Teresa Esteban Nez

[email protected]

Mara Huertas

[email protected]

Universidad Pedaggica y Tecnolgica de Colombia

Nowadays, it is mandatory to take into account our studentsworld into the teaching and learning practices. Due to theinformation revolution, our learners are more exposed totechnological devices and most of the times those devices arenot approached into the language classroom.

One rich field to be explored in the language classroom is digitalstorytelling. This strategy has been used across the world as wellas in Colombia. We, as second level language teachers wantedto explore this new field with our students in order to see if ourstudents could benefit from that experience and how theyperceived this teaching strategy in their learning process.

Some preliminary findings have shown that these studentsconsidered that digital storytelling was a very useful experienceto improve not only their language skills but also their

technological skills.


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Incidencia del Bilingismo enel Desarrollo Psicosocial deNios de 5 de Primaria enuna Institucin Educativa

Pblica del Quindo

Clara Patricia Vargas Jamioy

[email protected]

Universidad del Quindo

En el presente proyecto de investigacin se analiza la incidenciadel bilingismo en el desempeo psicosocial de nios de 5deprimaria en una Institucin Educativa Pblica de Departamento

del Quindo.Por tanto, se examina el desempeo de variablespsicosociales tales como la motivacin, la actitud hacia elingls como lengua extranjera, el auto concepto, la actitud dela familia y los pares hacia ingls en sujetos de 5de primariaen un programa de educacin bilinge pblica y sushomlogos escolarizados convencionalmente con el fin dedeterminar las diferencias y similitudes que existen entre dosgrupos de estudiantes.

Por lo que, segn nuestros resultados parciales se puedevidenciar que los estudiantes de quinto grado deprimaria inmersos en un programa de educacinbilinge pblica en comparacin con sushomlogos en contexto convencional, presentanmejores resultados en las pruebas de medicinen cuanto a su desempeo psicosocial.


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The Role of UniversityEnglish Teachers and theEFL/Bilingual CurriculumDevelopmentAlexander Saray

[email protected]

Luis Miguel Martnez

[email protected]

Universidad ECCI

This research presents some characteristics of effective Englishlanguage teachers based on four categories:

English proficiency, pedagogical knowledge, organizationand communication skills, and socio-affective skills and toget some characteristics of effective English language teachersviewed by different groups of students e.g. groups with differentgenders, English courses taken, fields of study, and levels ofEnglish proficiency.

Also, apart from the content in the text, we as University EnglisTeachers want to provide many more activities orexercises in order to improve students learningprocess. One of the most powerful skills that is seton universities is reading. For this, we would like toexpress the importance of Reading strategies atUniversity level, we keep in mind the studentslevel and we have identified plenty of issues toclear up this skill at academic process.


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Promotion of DifferentiatedInstruction Through an EFLVirtual LearningJavier Armando Rodrguez Orjuela

[email protected]

Marolly Andrea Vargas Parra

[email protected]


As traditional instruction has been equated with teachers whoteach to the middle or use the one-size-fits-all approach, thisqualitative action research tries to have a complete view of theeffects of differentiated instruction (DI) through an EFL virtuallearning environment (VLE).

Differentiated instruction was understood as an approach thataims to foster every students potential by taking into accounttheir level of readiness, learning styles, multiple intelligences andinterests. A group of 29 students from a private schoolparticipated in this research study. The process of data analysiswas carried out following the content analysis techniques. Datawas gathered through surveys, tests, field notes, groupinterviews and teachers journals.

Findings avowed DI through a VLE had a positive impact ostudents learning process, meeting their needs and increasintheir motivation.

This study suggests that teachers should havecomputer skills to fix technical problems and thatDI requires time to adapt the different activitiesaccording to the students learning needs.


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Issues and Options inContemporary ELTEducation: Reflections for theColombian contextHarold Castaeda, Ph.D.

[email protected]

Universidad Distrital

In the last decade, Colombian scholars have claimed that for pre-service and in-service English language teachers initial

education and professional development to become relevanthey should be based on in situ research andinnovation.

In that sense, there seems to be an emergentunderstanding of an applied pragmatics ofpedagogy in L2 teacher education gearing

towards a post-method perspective. Whilstthere is great acknowledgement to thisprincipled social turn in our localscholarship, a systematic approach toestablish a shared research agenda isneeded. This talk introduces themes that mightbe missing in such agenda and that could potentiallycontribute to strengthening pre-service English languageteachers base knowledge and in-service teachers researccapacity. Implications for policy making will be addressed withithis framework.


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Learning English through Customized EFL Materials

with Cultural Content

Hans Humberto Oviedo [email protected] Alberto lvarez [email protected] Surcolombiana

Cultural Conceptualizations in Oral and Written Practicesamong Bilingual Students from Upper Courses of the ELTProgram at Universidad de la Amazonia

Adriana Sofa Rodriguez Sotelo

[email protected] Alexandra Silva [email protected] de la Amazonia

El Aprendizaje por Proyectos basado en el EnfoquComunicativo en el Desarrollo de la Produccin Oral eIngls.

Briam Steven Rojas [email protected] Correa [email protected] Central del Valle

Authentic materials in English Language Teaching in thSchool of Foreign Languages at Universidad Surcolombian(ILEUSCO): Assessing Alternative Ways to Enhance thCommunicative Competence

Diego Fernando Quintero [email protected] Perdomo [email protected] Surcolombiana

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Breaching the Limits Creative and Innovative Mentality: AReport from the British Council's Event on Innovation andCreativity in ELT

Jetzelly [email protected] [email protected]

Edison [email protected] Surcolombiana

Designing Contextualized Didactic Material for TeachingEnglish as a Third Language to First Grade Huitoto ChildrenCommunity from High School Campo Elias Marulanda(Solano, Caquet)

Jhon Fredy Bolvar [email protected] de la Amazonia

Creation of English Training Material for Basic MusicInitiation in the Embera-Cham Community in San Antoniode Canelo - Caquet.

Ricardo Orlando Hernndez [email protected] de la Amazonia

Developing Learners Oral English Language Performancthrough Games in an EFL Setting

Mara Goretti [email protected] Roco [email protected] Surcolombiana

Didactic Proposal in order to Consolidate the ReadinCompetence of Undergraduate Students from the SpanisProgram (Spanish Degree) of the Surcolombiana University

Laura Molina [email protected] Surcolombiana

Video Games as Language Learning Environments foEnhancing Reading in Low EFL Learners

Mauro Gustavo [email protected] Surcolombiana


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Impact of Implementing a Virtual Learning Environment onStudents Perceptions, Attitudes and Language LearningAwareness in Surcolombiana University InstitutionalEnglish Courses

Andrea Gonzlez [email protected] David Gonzalez [email protected] Lorena Rubiano [email protected] Surcolombiana

Video Games in the EFL Classroom: A view into StudentsPerceptions towards Video Game Based InstructionPractices in Neiva

Miller Zamora [email protected] del Pilar Muoz [email protected]

Universidad SurcolombianaTask Based Approach: A Pedagogical Proposal to DeveloOral Production

Liliana Paola Calderon [email protected] Diana [email protected] Surcolombiana


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Using Role-Plays to Promote Spontaneous Oral Interactionin Third Semester Students in English Education Program ofUniversity of Amazonia

Rubn Daro OlayaSilva [email protected] Mauricio Murcia Bolaos

[email protected] de la Amazonia

Enhancing Listening Comprehension through theImplementation of Extensive Listening Exercises in the ELTProgram at the University of Amazonia

Leidy Vanessa JimnezSabi [email protected] Crdoba [email protected] de la Amazonia

Using Skype to Promote the Significant Use of the Languagout of the Classroom and its Effects on Oral Production

Sergio Ramiro Garca [email protected] Leonardo Daz [email protected]

Universidad SurcolombianaDesarrollo de la Habilidad Oral a travs del Juego eEstudiantes de Cuarto Grado de Educacin Bsica Primaria

Yudier Morales [email protected] Quintero [email protected] Carolina Franco [email protected] Alejandra Cubillos [email protected] Vanessa Tovar [email protected] Surcolombiana


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Impacto de los Materiales del Programa de InglsInstitucional INTERLINGUA de la UniversidadSurcolombiana para el Desarrollo de la Competencia Oral enlos Estudiantes de Pregrado

Yuri Vanessa Tovar [email protected] Eduardo Verjan Obando

[email protected] Surcolombiana

The Impact on the Learning of Contextual Vocabularythrough the Use of ICT Activities in 4th Grade Students

Emily Dayany Hernandez [email protected] Javier Gonzlez [email protected] Lorey Tovar [email protected]

Tatiana Snchez [email protected] Fernando Perdomo [email protected] Surcolombiana

Analysis of the Development of investigative competence

in the Pedagogical practice of seven academic programs ithe Faculty of Education

Juan Camilo Ramirez [email protected] Maria de Aranza Trivio [email protected] Fernando Garca [email protected] Camilo Rojas VasquezCarlos Hernn Cuesta [email protected] Mara Salomn [email protected] Surcolombiana


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Characterization of ICT Skills of Student Teachers fromPreschool, Elementary, Secondary and University Cycles ofthe 7 Degree Programs of the Faculty of Education atSurcolombiana University

Ludy Alejandra Rengifo [email protected] Vanessa Moreno [email protected] Surcolombiana

Exploring the Skills of Non-EFL Primary School Teachers

Ana Milena Rojas [email protected] Cecilia Ziga [email protected] Surcolombiana


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11th symposium on foreign language research

Documents