Pregrado Licenciatura en Lengua Extranjera - Inglés

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

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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.
Analysing Sociocultural Identities through Creative Writing with Fifth Graders at San Isidro School in Pauna
(Universidad Santo Tomás, 2018) Pérez López, Yiceth Carolina; Universidad Santo Tomás
Written Translation as Mediation Between Academic Cultures: Semantic Faithfulness and Pragmatic Relevance
(Universidad Santo Tomás, 2025-10-19) Jiménez Romero, Nicolás; Albarracín Cordón, 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 monograph work presents an analysis of the challenges faced upon translating into English the use of language (morphosyntax, figures of speech, types of sentences, and stylistic choices) contained within a systematic review article. Different translation requirements such as the strict observation of cultural and linguistic contrasts and the adjustment of nuances and local cultural terminology to an international academic audience were identified; translation techniques theoretically supported by prominent authors were used; and literary analyses of morphosyntactic, semantic, and cultural order were conducted. It was established that the proper strategy to translate the selected text must effectively combine different translation techniques, which made possible a final rendition that observes semantic faithfulness and pragmatic relevance. The resulting text was obtained through the use of techniques including the adaptation, faithful, and semantic translation, and of micro-techniques that include transposition, modulation, and equivalence.
Task-Based Learning and Achievement Motivation among Sixth-Grade EFL Students in Neiva
(Universidad Santo Tomás, 2025) Rodríguez Monje, Daniela; Rubiano, Paola Andrea; Universidad Santo Tomás
This study addressed the research question: What was the impact of a Task-Based Learning (TBL) pedagogical intervention on the achievement motivation of sixth grade students at ÁngelMaría Paredes Public School in Neiva, Colombia? The general objective was to evaluate the impact of an intervention, supported by three specific aims: (a) To diagnose the initial levels and characteristics of achievement motivation prior to the TBL implementation, (b) To monitor students’ engagement and task performance, including collaborative work, during the teaching sequence, and (c) To assess post-intervention changes using both quantitative and qualitative measures. To this end, a mixed-methods design was employed; quantitative data were collected via a ten-item Likert questionnaire administered before and after the intervention, complemented by structured classroom observations and student artifacts. Quantitatively, the group mean shifted from 3.57 to 3.46, and the paired samples t-test did not indicate a statistically significant effect on achievement motivation (p > 0.05). However, qualitative analysis revealed consistent increases in situational interest, active participation, and communicative risk-taking during authentic, collaborative tasks. Based on triangulated evidence, it was concluded that TBL reliably elicited situational engagement and enhanced opportunities for peer interaction; nevertheless, it was proposed that longer interventions and explicit scaffolding in self-regulated learning (SRL) strategies were required to consolidate sustained persistence and measurable gains in achievement motivation. Furthermore, pedagogical implications for low-resource EFL classrooms were discussed, and recommendations for longitudinal and comparative follow-up studies were advanced
Developing Engagement of Writing Skills in Second-grade Students with PBL
(Universidad Santo Tomás, 2025-06-25) Vargas Díaz, Nelson Enrique; 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 qualitative action research study explored how Project-Based Learning (PBL) can foster the development of writing skills and engagement in second-grade English as a Foreign Language (EFL) learners at Newport School. Addressing a gap between oral and written production, the research implemented a PBL intervention focused on comparing butterfly and chicken life cycles, utilizing diverse data sources such as assessments, observations, and reflections. Findings revealed significant improvement in the mastery of comparative structures, demonstrating a progression from fragmented phrases to more grammatically accurate and complex constructions. Furthermore, scaffolding tools, particularly Venn diagrams, proved crucial for students' thought organization and written structuring. Crucially, the integration of real-world contexts through the life cycle's themes notably increased student engagement and intrinsic motivation. This study concludes that PBL is a holistic and transformative pedagogical framework, capable of nurturing cognitive development, specific linguistic skill acquisition, and the affective dimension of learning in young EFL students, offering practical implications for balancing oral and written instruction.
The Influence of Teaching Materials on Developing English Writing Skills in The New School Movement.
(Universidad Santo Tomás, 2025-06-29) Carreño Hernández, María Fernanda; Jaimes Sanguino, Rossmim Alexandra; Álvarez Idárraga, Nelly Johana; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001827245; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002288417; https://scholar.google.com/citations?user=SAQ9QHAAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-4581-3625
This study explored the influence of a specially designed Writing Workbook on the development of English writing skills in primary school students from the New School Movement in rural areas of Colombia, addressing the challenges posed by limited resources. A qualitative action research design guided the iterative development, implementation, and evaluation of the Workbook with four students, using triangulated data from field journals, a teacher survey, and student work. The findings reveal that the Workbook positively impacted sentence construction, vocabulary, and grammar. Contextualization, repetition, and Game-Based Learning significantly enhanced student engagement and motivation. Although progress in independent spelling was modest, the material supported familiarization with correct forms, and the teacher’s active mediating role was crucial to the Workbook’s overall effectiveness. The study concludes that a context-sensitive Writing Workbook, integrating engaging strategies and supported by active teacher guidance, is a valuable resource for fostering fundamental English writing skills and promoting positive learning attitudes in this setting.
A Case Study on Colombian Migrants` ESL Experience in English-Speaking Countries
(Universidad Santo Tomás, 2025-07-22) Cabrera Ramirez, Anlly Daniela; Albarracín Cordón, 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=0002091158; https://orcid.org/0000-0002-5408-0056
This study explores how contextual, personal, social, cultural, and economic factors influence the English language learning experiences of Colombian migrants living in English-speaking countries. A qualitative approach was adopted, framed within an interpretive paradigm and developed as an instrumental case study. The voices of nine adult migrants, former students of the researcher in the The Learning Path program; were gathered through semi-structured interviews. The narratives were analyzed using thematic analysis. Findings reveal that language learning abroad is neither linear nor solely academic; it is deeply shaped by migratory motivation and adaptation to life as a migrant, learning strategies and personal transformation through language, and social interaction and linguistic integration in intercultural contexts. This study highlights the need to understand English language learning as a human and contextual process, recognizing the transformative role of language in the construction of new identities.
Jugando a Prevenir: Estrategia Didáctica Lúdica para la Gestión de Riesgos en Estudiantes de Séptimo y Octavo Grado de la Ciudad Educadora Espíritu Santo, Villavicencio
(Universidad Santo Tomás, 2025-07-01) Hernández Ceballos, Juan Pablo; Schamoun Velásquez, Isabela; Laverdde, Gustavo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002069373
In Colombia, natural disasters represent a serious problem, as their consequences have caused deaths as well as financial, environmental, and social repercussions. The lack of attention is the main cause of this situation, since prevention can avoid human errors that lead to major tragedies and calamities. Therefore, there is a need to investigate this issue by designing educational strategies for risk and disaster management and prevention. This work aims to design an educational strategy that contributes to strengthening the competencies related to natural risk management and prevention in seventh and eighth grade students at Ciudad Educadora Espíritu Santo (CEES), located in the urban context of Villavicencio. The research is framed within the qualitative paradigm, from a social constructionist epistemological perspective, adopting a hermeneutic approach. The institution has made significant progress in integrating risk management into its school culture, as it has a School Risk Management Plan (PEGR) aligned with the Institutional Educational Project (PEI), the code of conduct, and Colombian regulations. However, despite these advances, the results of diagnostic and institutional observation show that the content related to prevention and emergency response has not yet been consolidated within classroom pedagogical practices. From a pedagogical perspective, play emerges as a transformative possibility, and the charades dynamic—adapted here as an educational tool based on mime—makes it possible to represent, practice, and reflect on emergency situations in a participatory and contextualized way.
Project Based Learning to Foster the Development of English Communicative Skills in Third Grade of Escuela Normal Superior de Santa Teresita
(Universidad Santo Tomás, 2025-06-30) Vizcaino Martínez, Milena Cecilia; Rodriguez Gonzalez, Danna Yailin; Alvarez Idarraga, Nelly Johana; Universidad Santo Tomás; 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 project explores the implementation of Project-Based Learning (PBL) as a pedagogical strategy to enhance the development of English communicative skills—specifically listening and speaking—in third-grade students at Escuela Normal Superior de Santa Teresita. The study was conducted with 31 students, whose initial diagnostic results on the Cambridge Movers test revealed significant difficulties in both oral production and listening comprehension. To address these challenges, a didactic proposal titled “My Community” was developed and implemented over 12 sessions, following the Type III project model of William Kilpatrick. The curriculum was designed using the PPP approach (Presentation, Practice, Production), allowing students to acquire vocabulary, interact in real communicative contexts, and produce meaningful language through the creation of a community map. The research employed a mixed-methods triangulation design, combining quantitative results from Cambridge tests and qualitative data from observation guides and academic rubrics. Findings showed substantial progress in students' oral interaction, vocabulary usage, and listening skills. Moreover, the PBL approach fostered motivation, autonomy, and collaborative learning. In conclusion, the PBL methodology proved to be an effective alternative to traditional grammar-focused instruction, supporting both language development and the holistic formation of students. The “My Community” project can serve as a replicable model for other educators seeking to integrate English language learning with meaningful, student-centered contexts.
Diseño de una Estrategia Comunicativa para Promover el Reconocimiento de los Riesgos Asociados al Cuidado del Agua, Dirigida a Estudiantes de Inglés Intermedio en un Centro Binacional
(Universidad Santo Tomás, 2025-07-03) Mejía Flórez, Miguel Ernesto; Laverde Sánchez, Gustavo; Universidad Santo Tomás
This paper aims at presenting a repertoire of class activities to raise awareness in students of intermediate English at a Binational center, regarding what risks community are, and how we can conserve water. The activities have been designed for students to encounter these concepts, as they practice linguistic skills such as speaking, critical reading, listening comprehension and delivering successful oral presentations. As for this Binational center which has English courses for young adults and adults, the activities will focus on protecting water and handling other resources, as a means to foster sustainability and take action to ease the negative impact that lack of water or its pollution might entail for the city in the future. The activities to be implemented will be presented through Google's Learning Management System (Google Classroom), using the communicative approach for teaching English. These activities are linked to a thematic unit that specifically includes topics such as natural disasters, sustainability, and water management. They are designed for an adult student population enrolled in intermediate English courses, with a proficiency level ranging from B1 to B2, according to the Common European Framework of Reference for Languages (CEFR).
El uso de juegos tradicionales en la enseñanza del inglés a estudiantes con TDAH : una mirada profesional desde la pedagogía y la fonoaudiología
(Universidad Santo Tomás, 2025-06-27) Amaya Garzón, Loreans Lizeth; Walteros Castillo, Tanya Katherine; Herrera Mateus, Catalina; Universidad Santo Tomás; https://orcid.org/0009-0008-7920-7819; https://orcid.org/0009-0006-2647-7722
This article analyzes effective strategies for teaching English to students with Attention Deficit Hyperactivity Disorder (ADHD), emphasizing the use of traditional games as an inclusive pedagogical tool. The research is based on a podcast that gathers the perspectives of two professionals in pedagogy and speech therapy, whose experiences and knowledge allow identifying relevant approaches for educational inclusion. It highlights the value of playful tools to understand the strengths and difficulties in the learning process of students with ADHD, facilitating accessible teaching in both rural and urban contexts. It also explores the possibilities offered by traditional games to capture attention and encourage active participation in the classroom.
A Gamified Environment to Enhance Motivation On 1st Graders in a Private School in Bucaramang
(Universidad Santo Tomás) Castañeda Villamizar, Jessica Ximena; Herrera Mateus, Catalina; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001490469; https://scholar.google.com/citations?user=4ah2ZUwAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-9703-8608
This research explores the impact of gamified environments on improving English language acquisition, especially on motivation and thus on the development of communication skills, among others. In the context of today's digital native learners, who are immersed in technology, traditional teaching methods no longer effectively maintain student engagement and motivation. First-gradeThe study was conducted at the Newport School in Floridablanca, Colombia, with a first grade class of 6-7 year olds. This project used action research and qualitative methods to determine how gamified environments improve motivation and engagement in learning English. The results contribute to broader efforts to innovate pedagogical practices and align English language instruction with the interests and needs of today's students.

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