Análisis del Ava Accessit y su enfoque metodológico, para enseñanza del inglés en nivel B1

Abstract

This article addresses the low level of English proficiency among virtual university students in Colombia, particularly at the National Open and Distance University (UNAD), attributed to the lack of virtual learning environments focusing on collaborative skills.

The main objective is to analyze the UNAD's virtual learning environment to understand its impact on the development of linguistic and collaborative skills in English students, intending to identify areas for improvement. Adopting a qualitative approach, the research focuses on the sociolinguistic, methodological, and pedagogical aspects of UNAD's Virtual Learning Environment (AVA), specifically at the B1 level of English, utilizing a qualitative descriptive approach.

The lack of clarity in the design and methodological approach of virtual learning environments is emphasized, along with the scarcity of strategies to promote collaborative learning.

In conclusion, the importance of a student-centered approach is underscored, emphasizing curricular strategies that foster active participation and interaction, thereby creating a dynamic and participatory environment. Additionally, it is concluded that effective communication in the second language and formative assessment are fundamental to strengthening linguistic and collaborative skills. The need for an adaptable curriculum, the design of meaningful and challenging activities, and the vital contribution of teachers to improving collaborative learning and English proficiency are highlighted.