Licenciatura en Lenguas Extranjeras Inglés-Francés
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Publicación Acceso abierto Propuesta curricular para niveles A1 y A2 de inglés como lengua extranjera para profesionales de Cali(Universidad del Valle, 2023) Hernández Bedoya, Stephany; Rodríguez Peñaranda, Richard Adrián; Faustino Ruiz, Carmen Cecilia; Faustino, Carmen CeciliaEl presente documento muestra los resultados de un estudio que derivó en el diseño de una propuesta curricular de inglés para niveles A1 y A2 dirigido a jóvenes profesionales. Esta propuesta busca el desarrollo de la competencia comunicativa intercultural con énfasis en las habilidades orales y está centrada en el estudiante como usuario activo del idioma a través de tareas que promuevan la exploración, comparación y reflexión sobre la relación entre lengua y cultura. El estudio se inscribe en la investigación-acción. Para la recolección de la información se aplicó un test de diagnóstico a los participantes; una encuesta y una entrevista sobre las necesidades de los aprendices y una entrevista posterior a la implementación del pilotaje de la propuesta curricular. Los resultados muestran que la articulación de la lengua y la cultura en las actividades permiten no solo comunicarse en la lengua sino también explorar prácticas y visiones de diferentes culturas.Publicación Acceso abierto EFL preservice teachers' written interlanguage : computer-based error analysis (CEA) and influencing sociocultural variables(Universidad del Valle, 2025) Villota Escobar, Karen Tatiana; Zapata Cruz, María Fernanda; Chaves, Orlando; Toro Pereira, Claudia del PilarEl proceso de escritura en aprendices de inglés como lengua extranjera (ILE) se desarrolla a través de un proceso gradual marcado por errores inevitables. A medida que el aprendiz exhibe errores idiosincrásicos, característicos de su proceso de adquisición de la segunda lengua (ASL), emerge un sistema lingüístico intermedio y transicional entre la primera lengua y la segunda: la interlengua. Su aparición durante el desarrollo de una segunda lengua es evidente, a través de errores de aprendizaje de transferencia de la L1. Investigar la interlengua escrita de futuros docentes de lenguas es relevante porque permite identificar los niveles de competencia de los estudiantes y las áreas que requieren intervención en el desarrollo de esta habilidad. A pesar de su importancia en ASL y la escritura en el ILE, esta área de investigación no ha sido ampliamente abordada en Colombia, particularmente en la Licenciatura en Lenguas Extranjeras de la Universidad del Valle. En vista de esta brecha, el presente estudio correlacional de análisis de errores asistido por computadora tiene como objetivo identificar los errores más frecuentes de estudiantes de cuarto semestre al producir textos escritos bajo condiciones evaluativas. Asimismo, se investiga si variables sociales e individuales (estrato social y gusto por la escritura) se relacionan con la frecuencia de errores. Para ello, se examina un corpus de 32 cartas formales donde los estudiantes expresen opiniones sobre un tema en el marco de una prueba de competencia lingüística. El análisis de errores se llevó a cabo utilizando el manual de etiquetado de errores de la Universidad de Lovaina.Publicación Acceso abierto El aprendizaje inmersivo por medio de simulaciones de realidad virtual. Un estado del arte con respecto a la enseñanza - aprendizaje de lenguas extranjeras(Universidad del Valle, 2020) Chaquea Mosquera, Camilo A; Valdiri Vinasco, VeronicaEste estudio es un estado del arte que pretende describir el creciente interés en la última década (2010-2019) de las grandes empresas e investigadores en el uso educativo de la realidad virtual (RV) para uso educativo, conocido como aprendizaje inmersivo, y con un interés especial en el uso de este método en la disciplina de la enseñanza de lenguas extranjeras (FLT). Para entender este fenómeno contemporáneo, que trata de vincular aprendizaje y tecnología, 22 estudios fueron tomados y examinados de revistas tecnológicas e interdisciplinarias con lenguas extranjeras como la base de datos CALICO, Google Scholar, LLT y JFLET. Para comenzar, se hace una descripción de los factores que hacen que el aprendizaje inmersivo sea considerado como una alternativa a los métodos tradicionales descritos en una primera sección. Luego en la segunda sección, se ilustra el potencial del aprendizaje inmersivo en diferentes disciplinas y también se examina si los mismos factores que lo convierten en una herramienta eficaz para la enseñanza / aprendizaje son igualmente eficaces en el campo disciplinario de las lenguas extranjeras. Los resultados muestran que el aprendizaje inmersivo tiene un impacto sustancial en el aprendizaje en comparación con los métodos tradicionales. Al mantener al estudiante involucrado e inmerso en su proceso de aprendizaje, los resultados del aprendizaje mejoran potencialmente cuando el estudiante está expuesto a un entorno de aprendizaje virtual (AVAI). El análisis de la bibliografía demuestra también que no importa en qué disciplina se pruebe, el aprendizaje inmersivo se destaca como el futuro de la enseñanza/aprendizaje asistido por tecnología. La tecnología hoy en día avanza de una manera tan rápida e impredecible que las futuras aplicaciones y los posibles aportes de este fenómeno van más allá de nuestra comprensión y del alcance de esta investigación.Publicación Acceso abierto Task-based language teaching to improve EFL tenth graders’ speaking skills at a public school in Cali(Universidad del Valle, 2023) Granada Sánchez, Lina Marcela; Realpe Polo, Lizeth; Chamorro, María EugeniaPrevious investigations have reported the effectiveness of Task-Based Language Teaching (TBLT) in enhancing EFL (English as a Foreign Language) students’ speaking performance. Although TBLT is a current and relevant communicative language teaching methodology, English language teaching in public schools still focuses on linguistic aspects and traditional teaching practices. As a result, EFL learners’ speaking skills are low. Most studies in our national and local contexts have predominantly used qualitative research to explore the TBLT impact on EFL learners’ performance. In contrast, very few have implemented both qualitative and quantitative approaches to report its effectiveness. To contribute pedagogically and methodologically to this area, this mixed-method study investigated the effectiveness of TBLT in improving tenth graders’ English oral skills in a public school in Cali. To this end, we implemented mixed-methods research with 23 students from an intact class. Qualitative data were collected through class observations, an initial student’s questionnaire, a teacher’s interview to identify the students’ needs and perceptions of oral performance, a journal, a final students’ questionnaire, and a final teacher’s interview to evidence TBLT usefulness. Content analysis was used to analyze qualitative data. Quantitative data were collected through a placement test, a pre-test, and a post-test to identify the students’ initial and final language levels and the impact of TBLT on their oral performance across several facets. Quantitative data were analyzed using a scoring rubric and paired-samples t-tests. We implemented one task cycle for over eight weeks (twenty-one hours of intervention), integrating all language skills with a focus on oral skills. The results revealed that TBLT helped the students improve vocabulary, grammar, and task fulfillment and to a lesser extent pronunciation, fluency and interaction and communication, which was expected because of the shortness of the intervention. As well, this methodology was also effective in improving EFL learners' motivation, participation, and engagement in the activities throughout the TBLT implementation. The students’ perceptions of oral proficiency also improved. Although TBLT can be implemented in a public-school context with teenagers, it requires adequate conditions for better results. These conditions include more hours assigned to the English class, continuity, and teachers’ training and enactment of TBLT. The results have implications for EFL teachers, particularly in public schools.Publicación Acceso abierto Una lectura desde la écfrasis : el espejo negro y la obra plástica(Universidad del Valle, 2024) Ramos Lizarralde, Oscar Fabián; Velasco, Luis AlfredoEl presente trabajo es un análisis literario basado en el estudio de la écfrasis en la novela El espejo negro de Alfonso Domingo. Utilizando la evolución histórica del concepto de écfrasis y teorías literarias contemporáneas, se examina cómo la novela entrelaza elementos pictóricos y narrativos para enriquecer su estructura y desarrollo. La investigación aborda la influencia de obras de arte tanto ficticias como reales en la construcción de los personajes, la trama y el ambiente narrativo.Publicación Acceso abierto Motivating and demotivating factors and self-efficacy of EFL university teachers after the Covid-19 pandemic : a case study at Universidad del Valle(Universidad del Valle, 2024) Muñoz Rangel, Juan Camilo; Pedroza Henao, Daniela; Chamorro, María EugeniaABSTRACT: Motivation has been considered as one of the factors that affect teachers’ practices, performance and self-efficacy. During the Covid-19 pandemic, many language teachers faced challenges that affected their motivation and language teaching practices, including the lack of technology, online teaching and the lack of academic and mental health support. However, little is known about teacher motivation after the Covid-19 pandemic. It is unclear how teachers overcame difficult situations or changed their practices and how their motivation and self-efficacy was affected by the new normality. Investigating teacher motivation after the pandemic is important to identify the factors that motivate and demotivate language teachers and their view of self-efficacy (i.e. performance and practices) after transitioning from virtual teaching to face-to-face and hybrid interactions. This qualitative case study, therefore, investigated the motivating and demotivating factors and self-efficacy of a group of 22 EFL teachers at Universidad del Valle after the Covid-19 Pandemic. The study adopted Dörnyei and Ushioda (2011) and Ryan and Deci’s (2000) model and categories of motivation to identify which factors influenced language teacher motivation at their workplaces after the Covid-19 pandemic. Data were collected through a closed-ended questionnaire administered online to 22 lecturers and a follow-up semi-structured interview with 10 lecturers. Qualitative data were analyzed using content analysis. Findings indicate that intrinsic factors, such as teaching vocation, interest in ongoing learning, self-esteem, and pleasure and satisfaction of teaching, along with extrinsic factors, such as face-to-face interactions, and flexibility in teaching methods, motivated these teachers after the pandemic. Conversely, extrinsic factors, such as heavy workloads, lack of mental health support, and limited support from and relationship with colleagues were demotivating. Student feedback and attitude towards the class appeared as being motivating for some teachers and demotivating for others. Additionally, teachers believe there is a strong relationship between motivation and self-efficacy, and that it can be positively or negatively affected by feedback and relationships with students and academic staff and the teachers’ critical view of their own work. However, this factor does not hinder the quality of education they provide, in their view. These findings suggest that social interactions and vocation during the post-pandemic helped EFL lecturers maintain their motivation. From these findings we can conclude that while intrinsic factors are crucial for sustaining motivation, supportive extrinsic conditions are also essential for an optimal teaching environment. These findings suggest that validation from colleagues and students, teachers’ self-perception, and motivation are important to be effective at work. Even though motivation has an important role in teachers’ perceptions of self-efficacy, it is not the only factor that affects their performance and the overall quality of education. The findings of this investigation are relevant to our context and other similar contexts because they contribute to our understanding of the intrinsic and extrinsic factors that influenced EFL university teachers after the Covid-19 pandemic, particularly in our research context. If teachers are motivated, they might have a positive impact on their teaching practices and their students’ learning. Implications of this study’s findings are discussed in regard to the strategies needed to increase teacher’s motivation at their workplace after the Covid-19 pandemic.Publicación Acceso abierto World of Warcraft : an autoethnography of an English language learner's foreign language acquisition through gaming(Universidad del Valle, 2024) Pulido Lopez, Alejandro; Areiza Restrepo, Hugo NelsonPlaying a digital video game, or gaming, has become a relevant topic in second and foreign language acquisition (SLA) because it represents an appealing way of acquiring knowledge and skills in relation to it. Different research methodologies have been used to investigate how language learners can learn a language through gaming, most of them carried out as qualitative research collecting data from focal groups through observation, field notes, surveys and interviews. However, there are limited studies on SLA and gaming developed from a learner’s introspective and retrospective point of view and with the employment of autoethnographic narrative as a data collection tool. Narratives are useful qualitative methods that help to reconstruct and reflect on experiences to critically comprehend the processes of learning and their impact on the student’s educational process (Bolivar et al., 2001). This qualitative study employs a narrative autoethnography to describe my experience acquiring English as a foreign language through the video game World of Warcraft and how it helped me develop an array of language skills and motivation towards English and contributed to shape my identity while I played it for about ten years. The study’s results demonstrate how I improved my English through this video game from A2 to B2 in accordance with the CEFR. It also provides insights into our understanding of online gaming as a tool for mastering English because of the role of interaction and the fostering of motivation that it brings due to its competitive nature. Finally, it highlights the impact it may have into the formation of the identity in young learners.Publicación Acceso abierto Enseñanza del inglés a través del arte : experiencia de diseño y aplicación con estudiantes de primero de un colegio bilingüe de élite.(Universidad del Valle, 2024) Herrera Ospina, Lissy Yuranny; Torres Casierra, Liana MercedesEste trabajo presenta el diseño e implementación de una unidad didáctica de enseñanza del inglés integrando las artes (pintura, música y teatro), en grado primero de primaria, de un colegio bilingüe de élite de la ciudad de Cali. El objetivo de este trabajo es favorecer el desarrollo de la lengua meta de los estudiantes de primer grado, mediante la creación de un cuento colectivo, a partir de la implementación de la secuencia didáctica, teniendo en cuenta los resultados encontrados en el diagnóstico inicial de necesidades, una encuesta, diario de campo, análisis de tareas y entrevista grupal. Para este trabajo se utilizó el método de investigación-acción, de corte cualitativo, en un aula de aprendizaje de lengua extranjera por inmersión, utilizando el método TBL. Los resultados evidenciaron que los estudiantes de primero incrementaron su vocabulario, presentaron mejoras en la estructura de la oración en presente simple, disfrutaron el proceso de aprendizaje y sintieron una mayor comodidad al expresarse en inglés a través de juegos y actividades artísticas vinculadas. Se logra evidenciar que la enseñanza de una lengua extranjera a través del arte incrementa la motivación en los niños, favoreciendo su producción oral y escrita en un entorno académico flexible donde los estudiantes se pueden expresar libremente, explorando y potenciando sus habilidades mientras aprenden inglés.Publicación Acceso abierto Examining the context and consequential validity of a high-stakes writing test in a Colombian Bachelor’s in foreign languages(Universidad del Valle, 2024) Cárdenas Marín, Bryamth; Cruz Lenis, Linda; Chamorro, María EugeniaWriting assessments must be valid and fair for test-takers, as assessments evaluate students’ performance and can impact their lives. To determine the validity and fairness of a writing test, it is essential to examine its context and consequential validity, aspects that can be examined through test-takers’ perceptions. Test-takers’ perceptions of a test provide valuable information to enhance assessment practices. While international studies on test validation have largely focused on the impact of EFL proficiency tests on test-takers to improve language assessments, little attention has been given to the validity and fairness of writing tests in Colombia, particularly by collecting context and consequential validity evidence from test-takers. Context validity refers to the appropriateness of the test’s features for test-takers, whereas consequential validity pertains to the test’s positive or negative impacts on test-takers. This study aims to shed light on the validity and fairness of writing assessments by examining the context and consequential validity of a high-stakes writing test in the Bachelor in Foreign Languages at Universidad del Valle. The study drew on Shaw and Weir’s (2007) sociocognitive framework for writing test validation, which includes context and consequential validity theory.Publicación Acceso abierto Desarrollo de la competencia comunicativa oral e intercultural en francés en estudiantes de undécimo grado de una institución pública de Cali(Universidad del Valle, 2024) Cortés Galvis, Valentina; Suárez Tuberquia, Favián Andrés; Faustino, Carmen CeciliaEste trabajo de investigación tuvo como principal objetivo el diseño y la implementación de una secuencia didáctica destinada al desarrollo de la producción oral en francés y la competencia intercultural en estudiantes de undécimo grado. Este proyecto es de corte cualitativo y corresponde a una investigación-acción realizada en una institución educativa de carácter oficial en Cali. Los instrumentos de recolección en la etapa de diagnóstico fueron registros de observación de clase, entrevista a la docente titular del curso y una encuesta a los estudiantes. Para el diseño y la implementación de la secuencia, revisamos documentos institucionales y se aplicó una encuesta final a los estudiantes para determinar el impacto de la secuencia en la producción oral y la competencia intercultural. Los resultados muestran que la secuencia didáctica tuvo un impacto positivo en la producción oral y la competencia intercultural.Publicación Acceso abierto Implementación y evaluación de una secuencia didáctica para el desarrollo de habilidades en inglés a partir de la lectura, en niños de grado cuarto y quinto de primaria de una institución pública de Cali.(Universidad del Valle, 2020) Motato Osorio, Juan Sebastián; Faustino, Carmen CeciliaEsta investigación presenta los resultados de la aplicación de una secuencia didáctica para desarrollar las habilidades comunicativas en inglés, basada en el enfoque por tareas integrando las ciencias sociales, las tecnologías de la información (TIC), la lectura y el libro álbum, así como el trabajo grupal. Este estudio se llevó a cabo con estudiantes de grados cuarto y quinto de una escuela pública de Cali. La investigación se desarrolló con el objetivo de promover la lectura en lengua extranjera como punto de partida para el desarrollo de las habilidades comunicativas en los estudiantes. La investigación-acción en el aula permitió hacer un diagnóstico, diseñar una unidad didáctica y evaluar constantemente los efectos de la implementación de la unidad en los cursos. Se adoptó el modelo de investigación-acción propuesto por Kemmis y McTaggart (1988). Las herramientas de recolección de datos fueron la encuesta aplicada en la fase diagnóstica, la observación de clase, el diario de campo, la entrevista y el grupo focal. Los resultados muestran el impacto positivo en el aprendizaje de la lengua meta y en el cambio de percepción del inglés por parte de los estudiantes. Las TIC favorecieron la interacción y participación en clase, ya que permitieron aplicar la lectura teniendo en cuenta las necesidades de los estudiantes.Publicación Acceso abierto Analysis of the translation problems and techniques of the English - Spanish translation of four chapters of the book how to be somebody by Mark Mendes(Universidad del Valle, 2024) Duque Aristizábal, Camila; Toro Pereira, Claudia del PilarThis qualitative descriptive research analyzes the translation problems and the techniques used to solve them in the process of translating, from English into Spanish, four chapters of the Catholic book How to Be Somebody by Mark Mendes, belonging to the personal growth and spirituality genres and the instructional text typology. These types of studies constitute a communicative tool for foreign language learners and pre-service teachers since translation serves as a bridge between languages and cultures, combining theoretical bases with professional practices. Also, translation works are helpful for the development of language skills, awareness of the differences between languages and cultures, and the recognition of the communicative situation of texts. The translation was carried out from a functional perspective. It started with the identification of the genre and text typology of the source text (ST) to then perform a textual analysis based on Nord’s model (2005) to determine the Skopos (i.e., the purpose, function or aims of the text). Finally, the problems encountered and the techniques applied during the process were recorded and categorized following Nord’s (2005) translation problems classification (pragmatic, convention-related, linguistic, and text-specific problems) and Molina and Hurtado’s (2001) eighteen revised translation techniques. Problems of all four categories were found, and eight different translation techniques were applied to solve them (established equivalent, reduction, amplification, adaptation, modulation, literal translation, borrowing, and linguistic amplification). The results suggest a link between text genre/text typology and the type of translation problems encountered, as well as between translation problems and the techniques applied to solve them. Also, the sociocultural context of the ST and TT plays a fundamental role in the translator’s decision- making process when facing such problems.Publicación Acceso abierto Albert Camus’ absurdity and rebellion in Kurt Vonnegut’s “The Sirens of Titan”(Universidad del Valle, 2024) Santamaría Hernández, Juan Pablo; Faustino, Carmen CeciliaAbstract: This literary analysis explores Kurt Vonnegut’s characters in the novel The Sirens of Titan through Albert Camus’ philosophy of absurdism. I analyze the four main characters’ journeys from absurd awareness to the facing of absurdism as well as focusing on the actions of the character Winston Niles Rumfoord. This analysis takes into account Camus’ absurdism and rebellion in The Myth of Sisyphus and The Rebel. The analysis shows the different ways and discrepancies in the evolution of the characters when accepting the absurd quality of life.Publicación Acceso abierto Propuesta de taller extracurricular en lengua extranjera desde la estrategia (TPR) total physical response para un grupo de estudiantes de la universidad del valle(Universidad del Valle, 2024) Hincapié Pacheco, Leidy Jhoana; Velasco, Luis AlfredoEste trabajo responde al paradigma cualitativo y hace uso de la investigación-acción como diseño de investigación; asimismo, aborda la enseñanza de lenguas extranjeras con énfasis en las habilidades orales (habla y escucha), en un grupo de estudiantes universitarios, desde la metodología de enseñanza Respuesta Física Total o, por sus siglas en inglés, TPR (Total Physical Response); la cual es una metodología alternativa que plantea el aprendizaje de las lenguas extranjeras desde el movimiento y la corporalidad. Esto se logró a través de la planeación e implementación de una secuencia didáctica. Para este propósito, el trabajo se dividió en tres etapas: evaluación inicial o diagnóstica, diseño e implementación de la secuencia didáctica y evaluación final. La primera etapa permitió reconocer el entorno educativo donde se llevó a cabo el proyecto a través de herramientas como observaciones de clase, análisis de documentos institucionales (malla curricular, plan de aula, etc), entrevista a un docente de inglés y breve encuesta demográfica de los estudiantes. En la segunda parte, se llevó a cabo el diseño de la secuencia didáctica en la cual se realizó una búsqueda de materiales auténticos y actividades que se ajustaran al contexto y metodología. Y, su implementación, la cual permitió ajustar el plan de clases de acuerdo a las observaciones de campo. Por último, a partir de los datos obtenidos en la etapa de implementación, se realizó un análisis entre las producciones orales iniciales y al finalizar la intervención; así como, sus percepciones frente a la metodología implementada. Los resultados de esta investigación ponen en evidencia que la metodología utilizada tiene un impacto positivo en el aprendizaje de lenguas extranjeras, del mismo modo, se corroboró que la estrategia TPR puede ser útil en la práctica y desarrollo de la habilidades orales (escucha y habla) y, que a su vez, aporta a las habilidades escritas (lectura y escritura).Publicación Acceso abierto El papel de la competencia literaria en el fortalecimiento de las habilidades comunicativas con estudiantes de grado Doce del Colegio Gimnasio La Colina de la ciudad de Cali - Colombia(Universidad del Valle, 2024) Becerra Pizarro, Karol Cristina; Ciro, LirianProporcionar un análisis detallado sobre el papel de la competencia literaria en el fortalecimiento de las habilidades comunicativas en estudiantes de grado Doce del Colegio Gimnasio La Colina de la ciudad de Cali, Colombia, año lectivo 2022-2023, fue el punto nodal en esta investigación. Cabe indicar que se partió de la preocupación por el bajo desempeño de los estudiantes nacionales, en el área de Lectura Crítica, tanto en las pruebas PISA y Saber, en comparación con estándares nacionales e internacionales. Ante esta problemática, la institución Gimnasio La Colina ha adoptado un enfoque pedagógico basado en la enseñanza para la comprensión (EpC) y en la promoción de la competencia literaria, con un marcado interés por potenciar las habilidades comunicativas de los estudiantes. Planteado este breve contexto, en este estudio se propuso analizar la incidencia del estudio de los textos literarios en el mejoramiento de las habilidades comunicativas y la influencia en los resultados de las Pruebas Saber. Para ello, se empleó una metodología mixta que combina métodos cuantitativos y cualitativos. Finalmente, se revisaron con detalle los resultados obtenidos en la Prueba Saber 11° 2022-2023 y estos revelaron que, pese a los puntajes relativamente bajos en simulacros iniciales, los estudiantes muestran una mejora significativa en los simulacros posteriores, lo que sugiere un progreso en su preparación. Por tanto, es viable afirmar que el enfoque adoptado por la institución ya aludida incidió favorablemente en la potenciación de las habilidades comunicativas.Publicación Acceso abierto Design and implementation experience of a didactic sequence based on the genre-based approach for the improvement of writing skills in a B2 level student group(Universidad del Valle, 2024) Rodriguez Carlosama, Emmanuel Antonio; Torres Casierra, Liana MercedesWriting stands as one of the most complex and demanding skills in the process of learning English as a second language. It is especially challenging for those seeking academic or professional opportunities. This research focuses on recounting the experience of designing and implementing a didactic sequence based on the genre-based approach, with the aim of improving the writing competence in a group of B2-level students at a language institute in Cali, Colombia. The information gathered came from two writing activities developed at the start (pre-test) and after the intervention with the sequence (post-test). These productions were analyzed using the same criteria to evaluate the students' progress in this skill. In summary, a substantial improvement in the students' ability to write in English was observed. This progress was attributed to the detailed conceptualization of the literary genre explored (personal statement), which sparked significant interest among the students considering its importance in academic and professional contexts, as well as a great deal of exposure to various practical writing activities within the didactic sequence contributing to the delivery of a final composition taskPublicación Acceso abierto How is ‘cooperation’ promoted in a 1st-semester English course in the Foreign Languages program at University of Valle?(Universidad del Valle, 2023) Muñoz J, Helen Dayana; Rodas L, Fabian Enrique; Colmenares Rodríguez, SolThis work investigates the promotion of cooperation in a 1st-semester English course within the Foreign Languages program at the University of Valle. The research questions explore the strategies employed to foster cooperation, the characteristics of cooperative learning conducive to communicative competence development, and the methodologies applied in the English as a Foreign Language (EFL) virtual classroom. The methodology involves a case study with class observations, student interviews, and document analysis, including the examination of the class syllabus. The findings reveal that students can also be engaged in group tasks and virtual discussions, demonstrated enhanced communicative competence. The teacher's use of familiar topics facilitated student connection, encouraging the expression of experiences and opinions. Task-based learning emerged as a methodology promoting cooperation, providing students the opportunity to collaborate and assist each other in task completion. Cooperation, conceptualized as small-group work involving knowledge exchange and idea sharing, resulted in the creation of language pieces, fostering constant communication and improving language skills. This study underscores the importance of cooperation in language learning, emphasizing its role in developing communicative competence and enriching the overall learning experience in the EFL virtual classroom.Publicación Acceso abierto Video games for increasing middle-aged adults’ English vocabulary and motivation(Universidad del Valle, 2023) Riascos Prieto, Sara; GUAPACHA, MARIAVideo games are considered relevant digital language learning tools for improving different language skills, particularly vocabulary. Previous studies have investigated video games predominantly with EFL young learners, teenagers and young adults in schools and universities. However, less research has focused on middle-aged EFL learners and their vocabulary increase. Investigating older learners’ vocabulary increase through video games-based learning is important because vocabulary is an essential set of building blocks for communication, and video games can become an adequate learning resource for this underexplored population. The present study, therefore, investigated whether video games are effective digital language learning tools to increase middle-aged learners’ vocabulary and to improve motivation. To do so, a case study was implemented with two beginner-level middle-aged adults to observe the acquisition and improvement of vocabulary when exploring the educational video game “Who is Oscar Lake?”. Data were collected through observations, interviews, questionnaires, and vocabulary tests and lists that both participants completed throughout ten game sessions. Data were analyzed through content analysis. The study revealed enhancement in participants’ vocabulary in the video game context, evident from pre- and post-test comparisons and vocabulary lists. For instance, María's vocabulary about the game increased from 12 to 110. Similarly, Luis increased from 13 to 136 new words in total. This progress spans varied linguistic categories, including verbs, adjectives, and nouns, signifying substantial vocabulary enrichment. The participants expanded their vocabulary in diverse communicative situations, including travelling, exploring a city, having persuasive conversations, and solving crimes. Furthermore, the research showcased a positive shift in middle-aged adults' motivation, with participants expressing engagement and enthusiasm. This change was attributed to the game's interactivity, contextual vocabulary practice, and an enjoyable learning experience. This not only enriched vocabulary but also positively influenced attitudes and motivation. These findings suggest that video games effectively enhance vocabulary and motivation for middle-aged learners, offering a meaningful learning experience rooted in relatability. It is concluded that video games are effective tools for vocabulary improvement and motivation among adult learners. The findings of this study have important implications for language educators.Publicación Acceso abierto The impact of the Covid-19 pandemic on the national saber 11 English test : results from a private school in Cali(Universidad del Valle, 2023) Viafara Idrobo, Edwin Nel; Chamorro, María EugeniaThe Covid-19 pandemic has impacted education, teachers and students in different ways. Previous studies focused on the impact of the pandemic on teaching and learning; however, few have focused on students’ performance in high-stakes tests. Notably, the effect of the pandemic on EFL students’ performance in the national Saber 11 English test in Colombia has not been fully explored. Investigating this matter is crucial to understanding the pandemic's effects on education and identifying possible solutions to improve student outcomes. Further research is necessary to determine the long-term consequences of the pandemic on education and devise effective strategies to mitigate its impact. This study investigated the impact of the Covid-19 pandemic on eleventh graders’ performance in the national Saber 11 English test and the school’s internal test results and their perceptions of performance during and after the pandemic in a private school in Cali. The study aimed to identify whether eleventh graders’ performance was affected or not by the pandemic in this important test. The study employed a mixed-methods approach. Quantitative data comprised the national Saber 11 English test scores from 2017 to 2022 to identify statistically significant differences in the performance of six cohorts before, during, and after the pandemic. Internal school test scores from 2020 to 2022 were used to compare students' performance during and after the pandemic and identify a relationship between the Saber 11 test and the school’s internal test results. The internal test is used to evaluate eleventh-grade students' English proficiency. Quantitative data were analyzed using a one-way independent measures ANOVA for the six cohorts (N = 166) and the three cohorts (N = 71) in the tests. Correlations were used to identify if the performance of three cohorts (2020-2022) on the national test was related to the internal test and if the latter had predictive validity (i.e. if the test predicts students' performance on a similar standardized test). Qualitative data consisted of a perception survey administered to a cohort of students who experienced learning during and after the pandemic. Qualitative data were analyzed using content analysis. All these data provide solid evidence of Covid-19's impact on students' English performance and perceptions. Results showed no statistically significant differences in the Saber 11 English test scores of eleventh graders before, during and after the pandemic, indicating no significant impact of Covid-19 on students’ performance on the test overall. In contrast, there were statistically significant differences in the students’ performance in the internal test. The 2022 cohort (after Covid) performed better than the 2020 and 2021 cohorts (during Covid). This result was attributed to the familiarity of 2 the 2022 students with the internal test. Correlations identified that the internal test does not have a strong predictive validity overall. Although the internal test is similar to the Saber 11 English test, it seems that students’ familiarity with the internal test makes them perform better than in the Saber 11 test, in which they do not have experience and whose conditions and stakes are different from the internal test. Although the internal test can help students familiarize with the national test, it does not predict students’ performance in this high-stakes test. The qualitative results revealed that the students perceived improvements in all language skills and preferences for face-to-face learning because social interaction and motivation are important factors in language learning. The students’ perceptions of improved performance are confirmed in the higher averages obtained in 2022, although this improvement was not statistically significant. The study highlights the need for institutions to better understand the influence of Covid-19 on students’ performance by analysing the students’ test results and taking action to deal with the phenomenon of virtuality in future emergencies. Some recommendations include improving infrastructure, access to digital resources, and reviewing curricula, contents and methodology to the needs and realities of students. From a methodological perspective, this research emphasizes the significance of exploring the impact of Covid-19 on eleventh-graders' performance through quantitative and qualitative approaches. This kind of research might enable language teachers and educational institutions to implement effective strategies for enhancing teaching and learning based on the students' experiences, perceptions, and performance.Publicación Acceso abierto On English loanwords in Pitjantjatjara(Universidad del Valle, 2024) Posso Arango, Emily; Álvarez González, José RamónThe language borrowing process is characterized by the adoption and adaptation of lexical items from one language into another, a widespread practice resulting from various forms of linguistic contact such as trade, migration, colonization, and cultural exchange. This process, termed loanword adaptation, involves incorporating foreign words into the lexicon of the borrowing language, often guided towards factors of prestige or necessity (Campbell:2004). The adaptation of loanwords involves phonetic, phonological, morphological, and semantic changes, facilitated by the substitution of foreign sounds with phonetically equivalent ones in the recipient language. This investigation contributes to the linguistic knowledge and reinforces the intention to strengthen the understanding of the Pitjantjatjara Aboriginal language and to studies on the revitalization and expansion of Australian Aboriginal languages; therefore, it stablishes basis for further investigations on Autochthonous indigenous languages. In this study, we analyze mainly phonological and also some of the morphological adaptations of English loanwords in Pitjantjatjara, an Australian Aboriginal language. Despite differences in phonetic inventories between English and Pitjantjatjara, the recipient language demonstrates noteworthy adaptability in loanwords pronunciation. Through this qualitative analysis, we aim to deepen our understanding of the mechanisms involved in the adaptation of loanwords and shed light on the linguistic dynamics between English and Pitjantjatjara. By exploring how loanwords are assimilated into the phonological and morphological structures of the recipient language, this study contributes to the broader discourse on language contact and evolution.