DRIE - Doing Research to Improve Education
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Tipo de ítem: Ítem , USTA SPEAKS ISSUE 3(2015-10-03) González Robayo, Lucimaver; Giraldo Sánchez, Eduar Ferney; Rincón Jurado, María Alejandra; Mendoza Parrado, Daniel Fernando; Torres Acero, Zuly Yasmin; Novoa, Daniel Felipe; Celis Turriago, Diana Carolina; Higuera Celi, Bernardo; Pinzón Morales, Junior Lorenzo; Solano Perilla, Erick Daniel; Mendoza Ruiz, Isaac Manuel; Cubillos Corredor, Deicy Adriana; Aristizábal Bossa, Willian Alejandro; Vargas Toloza, Lorena Esperanza; Fernández Rodríguez, Alexander; Sáenz Guerrero, David; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000013774; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001856868; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001744302; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001559976; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001697906; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001594042; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000031794; https://scholar.google.es/citations?user=MLge0skAAAAJ&hl=es; https://scholar.google.com/citations?authuser=4&user=FFFBzmIAAAAJ; https://scholar.google.com/citations?hl=es&user=a5HI1gQAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-9417-4962; https://orcid.org/0000-0002-0129-1773; https://orcid.org/0000-0002-6822-0558; https://orcid.org/0000-0002-3001-7554; https://orcid.org/0000-0002-0784-3858; https://orcid.org/0000-0002-4422-4159Tipo de ítem: Ítem , USTASPEAKS issue 2(2023-07-31) González Robayo, Lucimaver; Annicchiarico, Sara; Contreras Castro, Daniel Alejandro; Blanco Méndez, María Paula; Gutiérrez Rúa, Malory; Mahecha Pereira, Oscar David; Olarte León, Daniel Felipe; Loboa, Camila; Huerfano Daza, Jessica Daniela; Silva Pico, Diana Patricia; Huertas Torres, Jhonathan A; Elasri, Nabila; Saray Rodriguez, Julieth Natalia; León Barreto, Diego Fernando; Forero Trujillo, Anderson Libardo; Céspedes Velásquez, Leonel Steven; Higuera Celi, Bernardo; Pinzón Morales, Junior Lorenzo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000013774; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000031500; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001692778; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001688493; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001625324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001601899; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001559974; Herreño Contreras, Yomaira Angélica; https://scholar.google.com/citations?hl=es&user=1yGVzq0AAAAJ; https://scholar.google.com/citations?hl=es&user=dow7nSQAAAAJ; https://scholar.google.com/citations?hl=es&user=Ml1zid0AAAAJ; https://orcid.org/0000-0002-9417-4962; https://orcid.org/0000-0001-6466-2802; https://orcid.org/0000-0003-1525-8023; https://orcid.org/0000-0001-9201-7106Nowadays, getting into the foreign learning environment is essential and a need for most teachers, students, professionals, and people in general that are committed to ensure successful results in any field of knowledge. There has been a continuous growing interest in learning and developing communicative skills in a foreign language, an interest that has led to an expansion of English Language Teaching and has acknowledged English as the “global language” (Crystal, 1997). To keep up with the ever-changing world, as language teachers, we must cultivate students‟ awareness of their own learning process and challenge them to be engaged in university dynamics where stories and narratives take place. In this spirit, USTA SPEAKS represents additional inputs to encourage learners to take on the role of effective and ethical producers of information. This is a real channel of communication that allows them to become increasingly conscious of local realities and assume a critical position. The second issue of USTA SPEAKS has been organized in three sections:The first one deals with the students‟ creative and academic contributions. There, you will find poetry and reflective articles on current issues. The second one has to do with pedagogical reflections made by teachers at USTA. Finally, you will have the chance to have fun with some games and entertaining activities designed by our students. Hope you enjoy it and get motivated to be part of the upcoming USTA SPEAKS issue.Tipo de ítem: Ítem , USTA SPEAKS issue 5(2023-07-31) González Robayo, Lucimaver; Álvarez Rojas, Juan Carlos; Level, Beatriz; Segura, Nelson; Prieto Torres, Jaime Andrés; Moreno Rodriguez, Fabian; Aristizábal, Willian; Reyes Pardo, Daniel; Bolaños Biceño, Jorge Arturo; Vizcaíno, Daniel; Aguilar Sánchez, Magdalena; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000013774; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001697632; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001215213; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000601500; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001559976; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001492787; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000860131; Herreño Contreras, Yomaira Angélica; https://scholar.google.com/citations?hl=es&user=-CmJbkIAAAAJ; https://scholar.google.com/citations?authuser=4&user=FFFBzmIAAAAJ; https://scholar.google.com/citations?user=SmJxlw4AAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-9417-4962; https://orcid.org/0000-0003-4448-3369; https://orcid.org/0000-0003-2148-2187; https://orcid.org/0000-0002-4768-3860; https://orcid.org/0000-0002-6822-0558; https://orcid.org/0000-0003-2343-6774USTA SPEAKS welcome you to our fifth edition – an edition inspired by teaching experiences. The main purpose of this publication is to share the vast knowledge of the USTA community and encourage others to become interested in writing. Being immersed in a teaching community implies that one is aware of their own teaching and learning environments, which can encourage both students and educators to reflect on teaching dynamics in a variety of settings. Therefore, students and teachers can examine their beliefs about teachers’ views on effective motivational strategies, and build positive and academic contexts. One way to think about meaningful teaching practices is to contrast it with day-to-day surroundings. In this sense, this bulletin allows readers to feel identified with teaching patterns that emerge spontaneously while interacting inside an academic environment. We open this edition with: (Brief description of the sections included in this edition) The FLI thanks all teachers, students, and writers who helped make this bulletin possible. All your inspirational papers are meaningful and relevant insights to our teaching context. We encourage the community to contribute to future editions and make all teaching and classroom experiences more visible in our daily lives. On behalf of USTA SPEAKS, I want to thank to the Editorial Committee for their effort and hard work. Your participation has been essential in meeting the academic standards of each edition.Tipo de ítem: Ítem , USTA SPEAKS ISSUE 7(2017-11-07) Eslava, Pedro; Avellaneda, Alexander; Rey, Nadine; Rojas, Daniela; Rincón Grosso, Anderson; Granados, Andrea; Casallas Reinel, Juan Sebastian; Muñoz, Ruben Mauricio; Hall, Louisa; Lilly, Marie; Zhuravleva, Anna; Spildooren, Katlein; Toborikova, Aneta; Welhousen, Mckenna; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001538326; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001639698; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000119282; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001455884; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001698771; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000160996; https://scholar.google.com/citations?hl=es&user=OoozgdUAAAAJ; https://scholar.google.com/citations?hl=es&user=Bx8b4eUAAAAJ; https://scholar.google.com/citations?hl=es&user=gdCmXZsAAAAJ&sortby=pubdate&authuser=1&scilu=&scisig=AMD79ooAAAAAYUo9MfhvbJfIzAxwhk_yfvraDaCW2w_x&gmla=AJsN-F4uZAGsIxpoXbk55yc-14V8vvMw4AobcxL0APIJm6Xn9ylHt13cchEyFhLv9c5eLUEIpAQZ0fjumK4z8ifdsKIxGNRUopgAO7ZCKlHQW1wcO-bxunsefRF7Yk-7p9d4_m0JmDLO&sciund=3171103184706785360; https://scholar.google.com/citations?user=bB8qpCgAAAAJ&hl=nlhttps://scholar.google.com/citations?user=bB8qpCgAAAAJ&hl=nl; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-0690-8189; https://orcid.org/0000-0002-0122-516X; https://orcid.org/0000-0002-7426-7803; https://orcid.org/0000-0002-7253-6555; https://orcid.org/0000-0003-2446-9391; https://orcid.org/0000-0003-0093-8712; https://orcid.org/0000-0002-9046-7215; https://orcid.org/0000-0001-9471-4108; https://orcid.org/0000-0001-6157-257X; https://orcid.org/0000-0003-4500-6724; https://orcid.org/0000-0001-7530-5480Tipo de ítem: Ítem , Working Paper - Prácticas desde la pedagogía experiencial para motivar en el aprendizaje estudiantil de inglés de la Universidad Santo Tomás(2023-07-17) Ruiz, Claudia Bibiana; Toro, Andrés; Velosa López, Jacqueline; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001482897; https://scholar.google.es/citations?hl=es&user=SKlDGw0AAAAJ&view_op=list_works&gmla=AJsN-F6gAgeqNYpFtJdubyDMaAkgInWMtE2cgpt1rJFdrOltowdFqXzPyxlmxWrmT2FQ3ziHHIiwBrNz33KLErma9gMnmavkrbCdt3DBdniUjWwKh5dnSY4; https://orcid.org/0000-0002-2587-9088Tipo de ítem: Ítem , Aprendizaje de inglés en los hijos del personal de aseo y vigilancia de la USTA(2022-12-12) Universidad Santo Tomás; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502Tipo de ítem: Ítem , Constructing Critical Thinking Scenarios in Online Legal English Classes(2022-09-28) Herreño Contreras, Yomaira Angélica; Arias Rodríguez, Gladis Leonor; Roberto Flórez, Eliana Edith; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000971626; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000665274; https://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scholar.google.es/citations?user=LRBDCrkAAAAJ&hl=es; https://scholar.google.com/citations?hl=en&user=Ck5Q9PoAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222; https://orcid.org/0000-0001-7739-3103; https://orcid.org/0000-0003-2586-2670This paper reports qualitative research on constructing critical thinking scenarios in online legal English classes at a private university in Colombia. This study aimed to enhance law students’ critical thinking skills development in EFL (English as a Foreign Language) classroom through virtual tools by implementing a descriptive case analysis. Data were gathered through a journal, a survey and a focus group. It was demonstrated that when students are trained in critical thinking, they learn to develop specific abilities such as reasoning, making proposals, identifying and solving problems, making inferences, making decisions according to their prior knowledge and the context needs. Furthermore, the strategies contributed to improving students’ communication skills in the foreign language.Tipo de ítem: Ítem , La investigación en la USTA, Sede Villavicencio: capacidades CTeI desde los grupos de investigación - Grupo de Investigación Doing Research to Improve Education - DRIE(2021-08-18) Salamanca González, Fredy Orlando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000674494; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001416879; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000164605; Ramírez Martínez, Jorge Enrique; Suárez Sandoval, María Carolina; https://scholar.google.com/citations?user=AJenaYYAAAAJ&hl=es&oi=sra; https://scholar.google.com/citations?hl=es&user=-15EFuMAAAAJ; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-1171-9710; https://orcid.org/0000-0001-9327-6089; https://orcid.org/0000-0002-4669-9465Tipo de ítem: Ítem , Narratives: Portraying Students’ Identity As Writers(2019-11) Salamanca González, Fredy Orlando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000164605; https://scholar.google.com/citations?user=-QVuDDIAAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0003-2438-8604The objective of this research study was to analyze B.A. students' writers' identity based on their narratives. The theory for this research was based on the poststructuralist perspective of identity and on theoretical concepts for personal narratives. For the methodology, the Case Study approach was taken into account. Students argued that a writer creates stories and contexts. Hence, students see themselves as apprentices that like to write, but not as writers. For the participants, there is a difference between a teacher that writes and a writer, and also none of the participants mentioned academic texts as writing. For them, writing is related to tales, poetry, and fiction.Tipo de ítem: Ítem , Subjective Needs Analysis: A Vital Resource to Assess Language Teaching(2020-05-10) Salamanca González, Fredy Orlando; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000164605; https://scholar.google.com/citations?user=-QVuDDIAAAAJ&hl=es; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0003-2438-8604The present research paper reports the results of a subjective needs analysis applied in a foreign languages institute at a private university in Colombia. For these students, it is mandatory to take English classes and to pass all the required English courses. In that sense, and after some years of teaching English, the foreign languages institute (FLI) needed to be assessed. Thus the objectives of this research were to: Apply a subjective needs analysis in a foreign languages institute of a private university in Colombia in relation to their English classes; assess teachers’ current roles and performances; and determine the students’ needs and wants in relation to their classes. The methodology was based on qualitative research approach and on grounded theory. To collect data three instruments were utilized: A survey, a journal and an interview. The data analysis revealed that the subjective needs analysis was centered on class methodology, materials, and students’ needs and wants. In general, the findings revealed that students felt comfortable in their English classes and with the way they were taught. Also they did not think that using textbooks was useful because the virtual work implied more work. They felt the need to enhance their speaking and listening and that improvement could be done by means of more communicative activitiesTipo de ítem: Ítem , Inglés con Propósitos Específicos: Escenarios para el Desarrollo de la Competencia Argumentativa(2021-07-12) Herreño-Contreras, Yomaira Angélica; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; https://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222This article displays a methodological proposal aimed at the development of the argumentative competence in English as a foreign language. It consists of three stages and was implemented in subjects such as English 6, 7, legal English 1 and legal English 2 at the law faculty from Universidad Santo Tomás in Villavicencio (Colombia). It was developed under the framework of the qualitative research approach, and sought to respond to students’ needs in terms of the development of the oral production and the strengthening of Higher Order Thinking Skills, autonomy and self-regulation. Consequently, a legal argumentation cycle was designed and implemented over the course of the three pedagogical stages. It was enriched with various methodological strategies, such as digital storytelling, news storytelling, debate, SMART goals and Bloom’s taxonomy. The instruments to collect data were students’ journals, a speaking rubric and a survey. The results suggest that English for Specific Purposes is a suitable learning scenario for the person’s integral education as a historical subject committed to transforming his context.Tipo de ítem: Ítem , Implementing SMART goals to foster HOTS in speaking lessons.Herreño-Contreras, Yomaira Angélica; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; http://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222Tipo de ítem: Ítem , Argumentation as as path to foster critical thinking in Legal English courses(2021-07-07) Herreño-Contreras, Yomaira Angélica; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; https://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222Learning a foreign language implies the development of a wide range of communicative skills which somehow make the individual capable of managing different daily situations in diverse foreign language contexts. However, interaction and communication aiso comprise vital processes related to critical thinking, argumentation and subsequently, problem-solving. Daily life presupposes problematic situations mainly pervaded by something beyond features such as vocabulary, pronunciation or accuracy. In regard to argumentation, Nuñez & Tellez (2012: 17) assert that "developing students' argumentative competence will enable them to become active, reflective and critical agents in the development of their societies". Thus, the innerrelationship between language learning and teaching practices, criticism, reflection and creativity arises as a must to overeóme teaching methodologies which do not derive in meaningful and lifelong learning experiences. At Universidad Santo Tomás in Víllavicencio, Colombia, argumentation in Legal Engiish courses has become a key element to enhance critical thinking and problem-solving skills which are aiso conceived as pillars of the See, Judge and Act Method by Saint Thomas Aquinas (Universidad Santo Tomás [USTA], 2015a). This method focuses mainly on the observation of the reality, in other words, the problematic situations, and is aimed at fostering the generation of perceptions, stances and viewpoints that could emerge from solutions to problematic scenarios. , As a result. Legal Engiish courses''áÍ|^^ likely to turn into more dynamic learning^' encounters in which students are not only devoted to improving their language skills, but aiso to appiying their legal background knowledge while they are arguing about law-related subject matters, events or issues. In this way, Engiish learning and law branches merge with the main purpose of broadening minds and educating citizens who are aware of their surrounding reality and the contributions they may have over its betterment.Tipo de ítem: Ítem , From newstelling to news debating: a path to foster EFL argumentation skills(2021-07-07) Herreño-Contreras, Yomaira Angélica; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; https://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222This article depicts the findings of an action research project intended to describe the impact of news debat- ing founded on newstelling as a pedagogical strategy to enhance argumentation and transcend the common- place news report in EFL. The participants were 20 Law students enrolled in a Legal English course at a Colombian university. The research was theoretically supported on EFL newstelling, debate and argumentation. The data collecting instruments were: students’ journals, a survey and a debate rubric. Data analysis was done applying the grounded theory. The results suggest that the embedment of newstelling with debate contributes to students’ social engagement, legal vocabulary acquisition and argumentation skills.Tipo de ítem: Ítem , English Classes as Scenarios for Higher Thinking and Autonomy(2020) Herreño Contreras, Yomaira Angélica; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001615980; https://scholar.google.es/citations?user=rUi9OoAAAAAJ&hl=en; https://scienti.minciencias.gov.co/gruplac/jsp/visualiza/visualizagr.jsp?nro=00000000020502; https://orcid.org/0000-0002-2132-9222This paper outlines the preliminary findings of a research Project on the implementation of SMART (Specific, Measurable, Achievable, Realistic, and Time-bases) goals in TEFL (Teaching English as a Foreign Language) sttings in order to Foster Higher Order Thinking Skills (HOTS). This study was carried out at Universidad Santo Tomás (Villavicencio-Colombia) under the framework of the qualitative research approach, and the action research cycle was implemented. Thus, the instruments used to collect data were student’ journals, a speaking rubric and a survey. The results show that the simple population (sixth semester law students) became quite skilled in analyzing, evaluating and creating base don the study of current problematics Furthermore, ther took the first steps toward a more elaborate speaking performance, and advanced along the path toward autonomy.