CB. Maestría en Lingüística Aplicada y Educación Bilingüe

URI permanente para esta colecciónhttps://dspace7-corpas.metacatalogo.org/handle/001/27

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Examinando CB. Maestría en Lingüística Aplicada y Educación Bilingüe por Autor "Cely Betancourt, Blanca Lucia"

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  • Miniatura
    Publicación Acceso abierto
    Local culture to encourage intercultural communicative competence in young learners in the EFL classroom at a rural school in Choachí Cundinamarca.
    (Fundación Universitaria Juan N. Corpas, 2023-12) Vargas Hernández, Lida Yasmín; Cely Betancourt, Blanca Lucia; Grupo de Investigación: Cibeles
    The challenge for teachers in the face of the new dynamics of education is to respond to a society immersed in a process of globalization and influenced by technological change. The dynamics of today's world require citizens with intercultural and foreign language communication skills, as well as skills in new technologies, among others. However, when examining the reality of rural educational contexts, we see that teachers in rural schools face great challenges to carry out this type of training due to the lack of technological resources. However, in the case of the implementation of intercultural skills, it is traditionally taught in the English class from the perspective of knowledge of the foreign language, leaving aside the recognition of one's own culture, given the cultural richness of these communities.
  • Miniatura
    Publicación Acceso abierto
    Octalysis framework : a favorable environment to increase successful practices in English as a foreign language (EFL) classrooms
    (Fundación Universitaria Juan N. Corpas, 2023) Medina Gómez, Diana Carolina; Cely Betancourt, Blanca Lucia; Grupo de Investigación: Cibeles
    Gamification has become a concept that is permeating the new classroom dynamics. Children from today will learn through different ways in which games and technology are the means. This study shows the contributions of gamification to the specific educational processes of teaching English as a foreign language by using the Octalysis Framework method in fourth-grade students at Colegio Rosario de Santo Domingo. To find the outcomes of this study a qualitative paradigm will be used, and an action-research approach will lead the research. The investigation methods of the study will be semi-structured interviews, interaction workshops, field journals, ethnographic and participatory observations, start and exit workshops, and focus groups. These techniques will help to understand better the teaching-learning processes from the teachers’ and students’ points of view. Results will show that gamified settings improve students’ performance during their class lessons and pupils will be successful while learning a foreign language. Data collected showed that the implementation of Octalysis in teaching English as a foreign language not only improves communicative competencies in the target language, but also social relations among participants, creating a peaceable and a more relaxed learning environment. Finally, this strategy was proven to greatly increase motivation and engagement in the learning process.