Pregrado Licenciatura en Lengua Extranjera - Inglés

URI permanente para esta colecciónhttp://hdl.handle.net/11634/176

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Dynamics of interaction and participation in english classrooms with advanced students: a systematization of experiences at “alianza” foundation, 2026
(Universidad Santo Tomás, 2026-05-07) Giraldo Castañeda, Sebastián; Rubiano Arana, Paola Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://orcid.org/0000-0002-5583-4235; https://orcid.org/0009-0005-3399-6101
This study examines the dynamics of classroom interaction and their influence on student participation in English as a Foreign Language (EFL) contexts through the systematization of a pedagogical experience conducted at Fundación Alianza. The research involved primary-level students with advanced English proficiency who displayed heterogeneous participation patterns during classroom activities. Adopting a qualitative approach grounded in the systematization of experiences, the study draws on participant observation, field notes, and interaction analysis to critically reconstruct the teaching process. The findings reveal that student participation is not solely determined by linguistic competence but is significantly shaped by affective, relational, and contextual factors, including motivation, communicative confidence, and peer dynamics. Although active learning strategies such as gamification, collaborative tasks, and communicative activities increased overall engagement, they did not consistently ensure equitable participation. These results highlight the need for intentional pedagogical mediation to structure interaction and promote inclusion. The study contributes to EFL pedagogy by reconceptualizing participation as a socially constructed phenomenon and by providing context-sensitive insights that inform the design of more inclusive and reflective teaching practices.
La interculturalidad en contextos educativos para el reconocimiento, respeto y fortalecimiento de la diversidad cultural y lingüística en sexto grado del Colegio Abraham Lincoln en Tunja
(Universidad Santo Tomás, 2026-07-07) Sotelo Villamil, Jonathan Camilo; Acevedo, Gloria Constanza; Albarracín, Pablo Antonio; Universidad Santo Tomás
The objective of this pedagogical proposal was to strengthen interculturality and promote the recognition of the Muisca culture and the Muysccubun language among sixth-grade students at Abraham Lincoln School in Tunja. The research was conducted using a descriptive qualitative and action-research approach, involving 15 students, five of whom belonged to Indigenous communities. The proposal emerged from the identification of limited knowledge about the Muisca culture and the absence of pedagogical strategies aimed at recognizing ancestral knowledge within the school context. To address this need, an Intercultural Pedagogical Program was designed and structured into three phases: intercultural awareness through audiovisual materials, a dialogue of knowledge with Muisca representatives and knowledge keepers, and cultural production through the creation and presentation of posters. A semi-structured survey and a field diary were used as data collection instruments. The results showed an increase in students’ knowledge of the Muisca worldview, traditions, and cultural values. Likewise, a greater appreciation of the Muysccubun language was observed as a fundamental element of cultural identity and linguistic heritage. Interaction with Indigenous knowledge keepers fostered intercultural dialogue and enabled students to recognize ancestral knowledge as a legitimate form of understanding and learning. Similarly, collaborative activities strengthened communication, creativity, research, and teamwork skills. In conclusion, the proposal demonstrated that intercultural education is an effective strategy for promoting respect for cultural diversity, strengthening students’ cultural identity, and contributing to the preservation of ancestral knowledge and languages. Furthermore, it highlighted the role of the school as a space for inclusion, cultural recognition, and social transformation through the dialogue of knowledge, fostering the development of critical, participatory citizens committed to the protection of Colombia’s cultural heritage.
Meaning making in preschool english learning: systematizing a pedagogical experience based on intentional interaction and semiotic mediation.
(Universidad Santo Tomás, 2026-06-24) Suárez Pabón , Erika Daniela; Rubiano Arana, Paola Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; ,; https://orcid.org/0000-0002-5583-4235
This working paper analyzes how intentional pedagogical interaction, mediated by semiotic resources, enables meaning construction in English learning among preschool children through the systematization of a pedagogical experience developed in a preschool English as a Foreign Language (EFL) context. The paper emerges from the need to question traditional teaching practices centered on the memorization of isolated vocabulary and the use of translation into the mother tongue, which may limit the understanding of language as a system of communication in use. In response to this issue, the research adopts a qualitative approach based on the systematization of experiences, understood as a reflective and interpretative process that allows the reconstruction and critical analysis of pedagogical practice as a source of situated knowledge. The pedagogical experience was developed with preschool children in transition grade at Escuela Normal Superior de Piedecuesta, Santander, Colombia, where English was presented through complete expressions supported by gestures, images, objects, actions, and contextualized interaction. The findings indicate that meaning construction emerged through the articulation of interaction, context, and semiotic mediation. Students demonstrated comprehension through action-based responses, participation in communicative situations, and the interpretation of language in relation to concrete experience without relying on translation into the mother tongue or explicit grammatical explanation. In this sense, interaction functioned as the space in which language became comprehensible and meaningful, while semiotic resources operated as essential mediators that facilitated comprehension. The study concludes that English learning in preschool education can develop meaningfully when language is embedded in intentional interaction and supported by semiotic resources. These findings contribute to pedagogical reflection on early childhood English teaching by highlighting the need to design learning environments that prioritize contextualized language use, interaction, and meaning construction over memorization and translation.
Integrating content and language learning in a rural multigrade classroom: A CLIL experience
(Universidad Santo Tomás, 2026-07-17) Vidal Moscoso, Danna; Velandia López, Mayori; Vargas Lora, Manuela; Herrera Mateus, Catalina; Universidad Santo Tomás
This research aimed to analyze the contributions of Content and Language Integrated Learning (CLIL) to science knowledge and communicative competence among students in a multigrade classroom at a rural elementary school. The lack of specialized teacher training in language and content teaching in rural contexts is a significant factor that makes learning a foreign language and science knowledge in rural settings particularly challenging. This study adopted a qualitative approach with an action research design. The study population consisted of nine elementary school students in a multigrade classroom from a rural school in southwestern Antioquia, Colombia. The results obtained from tests, reflective journals, observation guides, and interviews showed that gradual progress was made in communicative competence, particularly in vocabulary acquisition, reading comprehension, listening comprehension, pronunciation, and basic oral production. Regarding science knowledge, understanding of scientific concepts related to plants, animals, and body parts was strengthened, and, as a result, observation and experimentation skills were enhanced. Furthermore, students perceived that resources applied in a contextualized manner and linked to their environment created more meaningful learning experiences in both Science and English, which reduced barriers to foreign language learning. This was reinforced by collaborative work and context-based activities, which fostered participation, motivation, and meaningful learning in the rural multigrade classroom.
Gamification as strategy strengthen motivation adult A1-level english learners
(Universidad Santo Tomás, 2026-07-09) Padilla Ramos, Paula Stefani; Rubiano, Paola; Universidad Santo Tomas
This working paper analyzes the influence of gamification as a pedagogical strategy on the motivation of adult A1-level students in the learning of English as a foreign language, within the context of Fundación Alianza Social Educativa, whose classes were held at Colegio Laureano Gómez during the 2025-1 and 2025-2 academic periods. The literature review highlights the importance of active methodologies, particularly gamification, in promoting student motivation, participation, and engagement in English language learning. It also identifies the need for more studies focused on adult learners and reflective analyses of real classroom experiences. The research followed a qualitative approach through the systematization of experiences proposed by Jara (2018), which allowed for the recovery, organization, and interpretation of pedagogical practice in the classroom. The conceptual framework draws on Vygotsky’s (1978) social constructivism, Pennycook’s (2010) critical perspective on language teaching, Kumaravadivelu’s (2006) contextualized approach to language learning, and Jara’s (2018) proposal for the systematization of experiences. Data collection was carried out through classroom observations, field journals, a needs analysis survey, and teacher reflective processes. The information was analyzed through categories related to students’ motivation, participation, and interaction. The results show that the implementation of gamification through mechanics such as challenges, points, immediate feedback, recognition, and rewards integrated into role-plays, vocabulary games, and collaborative speaking activities increased students’ oral participation and confidence when using English in the classroom. The study concludes that gamification enhances the motivation of adult beginner-level English learners by creating dynamic, supportive, and participatory learning environments that encourage confidence and meaningful language use. Keywords: Gamification; motivation; A1 English; adult education.
Exploring scaffolding strategies for teaching english to adhd learners in efl contexts
(Universidad Santo Tomás, 2026-07-09) Tapias Benítez, Laura Sofía; Wright Pérez, Paula Andrea; Dussan Pérez, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001684961; https://orcid.org/0009-0002-3883-8434
This study examines the impact of scaffolding strategies on the participation of a student diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) in a Level D English course at a private institution in Barranquilla. Using a qualitative action-research approach, classroom observations, a semi-structured interview, and a student survey were used to identify changes in the student's attention, participation, and autonomy. The results show that scaffolding strategies—such as breaking down instructions, modeling tasks, using visual supports, providing guided practice, and gradually fading assistance—improved the student’s attention, task initiation, and independence. These strategies also strengthened emotional regulation and academic self-confidence. However, social participation did not progress at the same pace; the student preferred working individually and showed low willingness to collaborate with peers, possibly due to limited class frequency and a lack of stable social bonds. Overall, the study demonstrates that scaffolding is an effective pedagogical tool for supporting students with ADHD in English as a Foreign Language (EFL) context, especially when adapted to their cognitive and emotional needs.
Continuity and change in EFL Policy: A comparative analysis of Bogota´s public education under Claudia Lopez’ and Carlos Galan’s administrations
(Universidad Santo Tomás, 2026-07-23) Blanco Borja, Kevin Alexis; Moreno Reina, Daniel; Universidad Santo Tomas
This study analyzes how the bilingual education policies in English as a Foreign Language proposed during the administrations of Claudia López (2020–2023) and Carlos Fernando Galán (2024–2027) focus on how the policies align in their conceptualization, strategic design, or intended impact on English learning. The research adopts a qualitative, descriptive case study approach based on documentary analysis of official educational policies, district development plans, MEN guidelines, and bilingual education reports. Through the use of comparative document analysis matrixes, the study examines key categories such as policy orientation, teacher development, curriculum support, technology integration, equity considerations, implementation strategies, and educational impact. The findings indicate that both administrations align structurally with national bilingual education frameworks and recognize English as a strategic component of educational quality and future opportunities. However, each administration frames bilingual education differently according to its political and educational priorities. While the López administration emphasizes inclusion, equity, and post-pandemic recovery, the Galán administration prioritizes modernization, innovation, and competitiveness. The study also identifies limitations regarding measurable EFL outcomes, localized implementation strategies, and evaluation mechanisms. Consequently, the research highlights the need for future bilingual education policies that respond more effectively to the contextual realities and educational inequalities present in Bogotá’s public education system.
Playful and dynamic strategies to foster oral participation and classroom management in 5th grade english classes with limited resources: a systematization of experiences.
(Universidad Santo Tomás, 2026-07-22) Pineda Rodríguez, Angie Carolina; Dussan Pérez, Andrés Felipe; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001684961; https://orcid.org/0009-0002-3883-8434; https://orcid.org/0009-0005-2167-8616
This working paper systematizes a pedagogical experience developed during teaching practicum in a 5th-grade primary school group within the framework of English as a Foreign Language (EFL) instruction. The experience took place in a context marked by significant structural constraints: large class sizes of over thirty to thirty-two students, limited access to technological resources, and low levels of oral participation. To address these challenges, dynamic and playful strategies were progressively introduced, including movement-based activities, communicative games, handmade visual materials, and short oral interaction routines. The axis of this systematization is not to confirm that the strategies "worked," but to understand why and how oral participation and classroom management were transformed, and what pedagogical knowledge this process produced for the student teacher. The experience was systematized following the methodological framework proposed by Óscar Jara (2018), which articulates five key stages: the starting point, the initial questions, the recovery of the lived process, the in-depth reflections, and the points of arrival. Findings indicate that the implementation of these strategies had a positive impact on students' oral participation and contributed to an improved classroom environment. These findings draw on the pedagogical documents produced during the teaching practicum, including the needs analysis, lesson plans, reflective practicum journals, and teaching materials designed for classroom activities. These documents served as the main sources of information for reconstructing and critically interpreting the experience. It is concluded that dynamic and playful teaching strategies represent a viable and relevant alternative for fostering oral participation and classroom management in resource-limited EFL contexts, and that experience systematization is a valuable tool for the reflective professional development of foreign language teachers.
Guided chatGPT use in personalized virtual english learning at Edu-K academy
(Universidad Santo Tomás, 2026-06-25) Barrera Caicedo, Karla Nicole; Milanés Ángel, Luis Miguel; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001619571
The increasing presence of artificial intelligence (AI) technologies in education has generated growing interest in their potential to support personalized learning experiences, particularly in virtual learning environments. Among these technologies, generative AI tools such as ChatGPT have emerged as accessible resources that may assist learners in practicing language skills, receiving feedback, and accessing language explanations in real time. However, understanding how students perceive the role of such tools in their learning process remains an important area of inquiry. This study analyzes the role of the guided use of ChatGPT in supporting personalized virtual English learning at Edu-K Academy, an online language academy located in Cúcuta, Colombia. The research adopts a qualitative approach to explore students’ perceptions regarding the use of ChatGPT as a learning support tool. Data were collected through semi-structured interviews, open-ended surveys, and the teacher-researcher’s reflective journal. The collected data were analyzed using thematic analysis in order to identify patterns related to students’ experiences with ChatGPT in their English learning process. The findings suggest that students perceive ChatGPT as a flexible learning support tool that may facilitate individualized and personalized language practice and immediate feedback. At the same time, the results highlight the importance of teacher guidance in helping students use AI tools more effectively for learning purposes. Based on these findings, the study proposes an illustrative pedagogical prototype showing how teachers may guide students in using ChatGPT to support personalized virtual English learning.
An english language teaching booklet for fifth-grade students at la hondita rural school
(Universidad Santo Tomás, 2026-07-10) Pineda Mora, Sandra Milena; Ruiz Peinado, Jeremy Andrea; Albarracin Cordon, Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001740424; https://orcid.org/0000-0002-5408-0056
This research project, entitled An English Language Teaching Booklet for Fifth-Grade Students at La Hondita Rural School, aimed to analyze the contribution of a contextualized English flipbook to the teaching and learning of English as a Foreign Language (EFL) in a rural multigrade classroom under the Escuela Nueva model. The project addressed the need for instructional materials adapted to rural contexts, where students have limited access to technology and few opportunities to practice English outside school. The flipbook was designed around topics related to students’ daily lives, including family members, daily routines, school supplies, classroom objects, and farm animals. This study followed a qualitative approach based on Action Research, allowing researchers to identify educational needs, implement a pedagogical intervention, and reflect on its outcomes. Data were collected through interviews, classroom observations, a materials checklist, and a student satisfaction survey. Findings showed that the flipbook increased students’ motivation, participation, and confidence in using English. It also improved vocabulary acquisition, basic grammar skills, collaborative work, autonomous learning, and active participation, demonstrating its effectiveness as a resource for rural primary education.
Immersion strategies and generational diversity in teaching english as a foreign language
(Universidad Santo Tomás, 2025-07-22) Estupiñan Amaya, Wendy Carolina; Rubiano Arana, Paola Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://scholar.google.com/citations?hl=es&user=ZSzJpb0AAAAJ; https://orcid.org/0000-0002-5583-4235; https://orcid.org/0009-0009-0946-7823
This study analyzes how total English immersion and collaborative support in multigenerational groups (ages 11 to 40) foster the development of communicative competence in English as a foreign language. The central thesis holds that continuous exposure to the language, combined with intergenerational collaboration and the use of active methodologies, fosters practical learning that transcends formal settings and traditional grammar-based approaches. The research adopts a qualitative approach with a case study design, articulated through the systematization of experiences framework proposed by Jara (2018), enabling a critical interpretation of pedagogical practice. The contexts examined include virtual classes at the Fundación Alianza Social Educativa and English immersion camps in the Caldas and Risaralda regions of Colombia. Data was collected through field diaries, session recordings, photographs, and observation notes. The main findings indicate that total immersion, supported by nonverbal resources, artistic expressions, and recreational activities, reduces language anxiety, increases spontaneous participation, and strengthens communicative confidence. Furthermore, generational diversity proved to be a valuable pedagogical resource: older participants contributed discipline and life experience, while younger ones brought dynamism and creativity, shaping a balanced and meaningful learning environment.
Rural children’s perceptions of pedagogical games for learning english grammar
(Universidad Santo Tomás, 2026-05-12) Rubiano Arana, Paola Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002018080; https://orcid.org/0000-0002-5583-4235
This research examines how young learners in a rural bilingual extracurricular program in Colombia perceive the use of games for learning English grammar. In rural contexts characterized by limited instructional hours, scarce resources, and restricted exposure to English outside school, grammar instruction often generates anxiety and low engagement among learners. These conditions highlight the need to explore learners’ emotional and cognitive experiences with alternative instructional strategies. Accordingly, the study addressed the following research question: What do young EFL learners’ reflections reveal about their perceptions of using games to learn English grammar in a rural bilingual program? Using a qualitative grounded theory approach, data were collected from six nine-year-old learners through semi-structured interviews, reflective journals, and focus group discussions. Data analysis through open, axial, and selective coding generated three core categories: Games as Contextual Grammar Practice Tools, Games as Motivational and Emotional Support Tools, and Games as Participatory and Interactive Pedagogical Strategies. The findings indicate that learners perceived games not as peripheral classroom activities, but as central learning spaces in which grammar became meaningful, emotionally safe, and socially shared. The emergent theory suggests that game-based tasks provide contextualized opportunities for grammatical practice, reduce anxiety, and foster collaborative participation. These insights offer pedagogical implications for rural EFL programs by emphasizing the importance of aligning game mechanics with linguistic objectives and promoting supportive, interactive learning environments.
Analysis of the feedback given in Lesson plans during pedagogical practicum
(Universidad Santo Tomás, 2026-02-11) Franco Aldana, Iván Mauricio; Albarracín Cordon , Pablo Antonio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001740424; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002041452; https://orcid.org/0000-0002-5408-0056
This study explores how written feedback on lesson plans shapes the pedagogical and emotional development of a preservice teacher during the teaching practicum. Using a qualitative narrative inquiry design, the research analyzes lesson plans, professor comments, and reflective journal entries to understand how the participant interprets feedback and how these interpretations influence instructional decision-making. The data analysis followed a cyclical triangulation process in which lesson plans, journals, and theoretical literature were repeatedly compared to validate emerging patterns and ensure analytical consistency. The findings show that feedback functions obtained in the Lesson plans both as a cognitive framework and an emotional catalyst. Clear and specific comments in the Lesson Plans, supported the refinement of instructional clarity, coherence, and alignment, while inconsistent or insufficient feedback generated frustration, insecurity, and uncertainty. Three main categories emerged from the analysis made by the professor feedback comments got from the Lesson plans: strengths, constructive feedback, and emotional reactions, revealing a nonlinear learning process shaped by cycles of challenge, reflection, and gradual improvement. Specifically, the study found recurrent comments on activity sequencing, unclear learning outcomes, as well as insufficient justification of instructional decisions and emotional responses such as frustration and insecurity generated by the feedback provided by the professor; subsequently, an increase in self-regulation and confidence. The study supports the pertinence of narrative inquiry for examining personal professional growth and demonstrates that the research objectives were fully achieved. While limitations include reliance on a single participant and exclusively written artifacts, the study highlights the importance of coherent, timely feedback in early professor development and offers insights for improving mentoring practices in professor education programs.
La enseñanza del inglés como lengua extranjera a través del método PET incorporando elementos visuales.
(Universidad Santo Tomás, 2026-01-22) Vanegas Gaitán, Bernardo; Zapata Fontecha, Diana Jineth; Milanés Ángel, Luis Miguel; Universidad Santo Tomás
Learning English has become an essential requirement in contemporary educational settings due to its relevance in global communication and the academic and personal opportunities it provides. In response to this need, the PET methodology is presented as an innovative approach that incorporates visual resources to enhance comprehension and motivation in children aged six to eight who are beginning their English learning process. To evaluate the relevance and potential of this proposal, the study adopts an exploratory and qualitative approach, allowing for a deeper understanding of students’ experiences, perceptions, and interactions during the design of the visual components that support the PET methodology. From a flexible perspective that acknowledges the school context, the research aims to establish a conceptual and methodological foundation that may guide future studies and encourage new pedagogical practices to strengthen English teaching and learning in primary education.
English language learning in a rural multigrade school: Challenges, strategies and opportunities
(Universidad Santo Tomás, 2026-01-23) Baena Moreno, Carlos Mario; Ruiz Martín, Maritza; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002206036; https://orcid.org/0000-0002-7166-0116
This study analyzes English language learning in the multigrade rural school of Cibeles in Betulia, Antioquia, focusing on the challenges, teaching practices, and learning outcomes in a context of limited resources and diverse student needs. This multigrade setting, in which English classes are taught to students of different ages and levels, presents unique pedagogical conditions that influence language acquisition. Through classroom observations, surveys, analysis of student work, and use of Duolingo, Worksheets, and Educaplay, the study examines how English is taught and learned in these environments. The results reveal that, while limitations such as insufficient materials and uneven student proficiency levels hinder effective teaching, multigrade settings also offer opportunities for peer learning, collaboration, and student autonomy. The study highlights the importance of context-sensitive teaching strategies and targeted professional development to improve English language learning in multigrade rural schools. These findings contribute to a better understanding of language teaching in marginalized contexts and offer practical implications for policymakers, teacher educators, and professionals working in similar educational settings.
Influence of storytelling on the development of oral competence in english transition students from Chester Palmer School in Barrancabermeja
(Universidad Santo Tomás, 2025-10-17) Martínez Núñez, Lesly Sainath; Cáceres Mendez, Maria Paula Camila; Barajas Solano, Valeria; Dussan Perez, Andres Felipe; Universidad Santo Tómas; 0009-0009-6637-5343; 0009-0003-5851-0687
This research seeks to analyze the influence of storytelling on the development of oral English proficiency among transition students at the Chester Palmer School (CHP) in Barrancabermeja. The observed problem lies in the difficulties students face in communicating orally due to various emotional factors, including the fear of making mistakes, which affects their motivation and performance. To answer the research question, a Participatory Action Research (PAR) methodology with a qualitative approach was designed. To implement the proposed methodology, a teaching sequence focused on the use of storytelling was designed and applied, with the goal of improving students' fluency, pronunciation, and active participation. After completing the ten sections of the sequence, a notable increase in the production of complete sentences was observed, as well as progress in pronunciation and fluency. Furthermore, a positive impact was evident on students' motivation, social interaction, and confidence when expressing themselves in English. This pedagogical approach facilitated the creation of a safe, dynamic, and collaborative learning environment, allowing children to overcome emotional and linguistic barriers. The research provides evidence of the effectiveness of storytelling as a tool for teaching English in early childhood, contributing to educational innovation in bilingual and socially diverse contexts. It is recommended that the study be expanded with longitudinal follow-up and that the application of this methodology be explored at other educational levels.
Teachers’ Inclusive knowledge and Its role in PIAR-Focused EFL Instruction
(Universidad Santo Tomás, 2025-12-19) Cepeda Escobar, Angie Alejandra; Rubiano Arana, Paola Andrea; Universidad Santo Tomás
This research explores the impact of teacher knowledge in inclusive education on the teaching and learning of English as a Foreign Language (EFL) for students with an Individualized Plan of Reasonable Adjustments (PIAR) at the Instituto Pedagógico Campestre in La Calera, Colombia. The study employs a qualitative case study methodology to analyze the experiences, perceptions, and pedagogical practices of an English teacher working with a fourth-grade PIAR student diagnosed with Down syndrome. Through field diaries, participant observations, and a semi-structured interview, the research identifies significant challenges faced by teachers due to insufficient knowledge in inclusive education. Findings reveal that the lack of knowledge about inclusive strategies leads to demotivation, limited participation, and poor adaptation of materials for PIAR student. The study emphasizes the importance of professional development in inclusive education to promote equitable learning environments, meaningful participation, and improved pedagogical practices. Ultimately, it advocates for the integration of inclusive knowledge into teacher education programs to enhance the quality of education and ensure equal opportunities for all learners.
Diseño de una estrategia pedagógica de gamificación para fortalecer la motivación de los alumnos de grado 5 del Colegio Farallones en la enseñanza-aprendizaje del inglés como segunda lengua.
(Universidad Santo Tomás, 2026-01-23) Cifuentes Motta, Edwin Manuel; Muñoz Jaramillo, Leidy Geoana; Godoy Acosta, Diana Carolina; Babosa Peréz, Cindy; Universidad Santo Tomás
This study employed a qualitative action research approach with an interpretive framework to identify the intrinsic and extrinsic characteristics of fifth-grade students at Colegio Bilingue Farallones de Cali. A self-designed survey and the Academic Measurement Survey were used to gather the information. This data was then compared with previously conducted documentary analysis, revealing similarities in their characteristics and, based on the principle of transferability, allowing for logical inferences to be drawn with the case of study. Based on this analysis, a gamified English class is proposed, using flow theory, divergent thinking, and situational motivation to enhance students' communicative skills and motivate them to achieve objectives and goals that strengthen their English communication abilities.
Fostering cultural awareness and learning english as a second language in first grade through gamification
(Universidad Santo Tomás, 2025-09-17) Montes Jimenez, Bianca Yisseth; Álvarez Idárraga, Nelly Johanna; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001827245; https://scholar.google.com/citations?user=SAQ9QHAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4581-3625
This research explores the teaching of English as a foreign language to first-grade students, emphasizing gamification as a methodology to foster cultural awareness and strengthen language learning. In a globalized context, it is essential that learners not only acquire linguistic skills but also develop cultural sensitivity, enabling them to participate effectively in multicultural environments. The study was carried out at the Luis Carlos Galán Sarmiento Educational Institution in Cúcuta with first graders aged five to eight. Its objective was to examine the contribution of gamification to the development of cultural awareness and the acquisition of English as a foreign language. For this purpose, a didactic sequence titled “The Magical World of English: Learning through Adventure” was designed and implemented, integrating playful gamified activities. A qualitative action-research design was adopted, employing semi-structured interviews, focus groups, and classroom observations. Findings revealed that gamification significantly enhanced students’ motivation, participation, and willingness to interact in English, creating a dynamic and meaningful classroom atmosphere. The results highlight gamification as a pedagogical strategy that goes beyond entertainment, becoming an effective tool to ensure language learning while fostering intercultural understanding. The study recommends the continuous integration of innovative methodologies to improve English proficiency and cultural awareness in similar educational contexts.
The Influence of the Korean Wave: Hallyu, in the Construction of Personal Identity
(Universidad Santo Tomás, 2025-07-29) Medina Cárdenas, Laura Valentina; Catalina, Herrera Mateus; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001763906; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-9703-8608
The observations of a group of young Colombians who are immersed in the Korean wave movement: Hallyu are the object of the study to determine which are those aspects that develop the construction of their personal identity and the influence that this Hallyu movement has on their lifestyles. It is important to address the issue of identity because it provides a sense of belonging to them, allowing people to understand who they are, what defines them and how they relate to the world around them. Through narrative inquiry as the research design, information was collected about their life experiences before and after immersion in the Korean wave: Hallyu; through interviews the participants were able to make a retrospective analysis of what has influenced their lives being in contact with Korean lifestyles and ways of living. Therefore, their constant interaction with this social movement was able to shape and modify the personal identity of the participants in terms of the way they dress, make up, express a message with their visuals as well as learn to live in community by relating with people who share the same tastes. The consumption of this movement modified their behaviors and thoughts that through memorable experiences found in the Korean wave, a help for the construction of their personal identity.

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