Trabajos de grado Maestría en Enseñanza del Inglés

URI permanente para esta colecciónhttps://repositorio.uninorte.edu.co/handle/10584/5827

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Exploring AI-mediated speaking development in efl distance learning: a case study of A1-level learners' practices and perceptions
(Universidad del Norte, 2026) Reyes Polo, Nadia; Villalba Ramos, Karen
This study explores how A1-level learners in an English as a Foreign Language (EFL) distance-learning context engage with AI-driven technologies to support speaking development, and how they perceive these tools’ usefulness, limitations, and implications. Guided by an interpretive, exploratory qualitative case study design, the research integrates survey tendencies with qualitative evidence drawn from semi-structured interviews and an artifacts protocol to produce a contextualized account of AI-mediated speaking practice among adult learners in an online program. Data were analyzed thematically through a sociocultural and constructivist lens, informed by the Technology Acceptance Model (TAM), with attention to mediation, engagement, and perceived usefulness. Findings indicate that learners’ engagement is primarily intermittent and self-regulated, with institutional platform use concentrated around two to three days per week (n = 50) and weekends (n = 41) rather than daily routines. Learners reported a heterogeneous ecosystem of tools, most frequently Duolingo (33 mentions; 27.5%) and ChatGPT (25 mentions; 20.8%), alongside translation and pronunciation supports such as Google Translate (8; 6.7%) and ELSA Speak (3; 2.5%), suggesting complementary tool repertoires targeting distinct speaking sub-skills. Qualitative patterns revealed three interrelated modes of engagement: practice-oriented use (rehearsing basic dialogues and pronunciation), support-oriented use (translation and idea generation to enable participation), and confidence-regulation use (low-stakes rehearsal before live interactions). Perception indicators were largely positive: 87.5% found AI tools engaging, 88.3% easy to use, 80.0% associated them with increased independence, and 80.7% with greater speaking confidence (with item-level denominators varying). While learners valued the immediacy and accessibility of feedback, they also expressed concerns about contextual accuracy, lack of human nuance, overreliance, and uneven digital awareness, with sociocultural and infrastructural factors ( connectivity, linguistic proficiency, and digital literacy) mediating adoption and sustained use. Overall, the study concludes that AI can expand beginner learners’ speaking opportunities in distance education, but its educational value depends on intentional pedagogical mediation, critical digital literacy, and culturally responsible integration preferably through structured hybrid tasks that combine AI-mediated rehearsal with teacher-guided feedback and collaborative meaning-making. Keywords: AI-assisted language learning (AIALL); EFL distance learning; speaking development; A1-level learners; Technology Acceptance Model (TAM)
AI conversation partners and speaking confidence: learners perspectives
(Universidad del Norte, 2026) Rivera Escorcia, Heinner Enrique; Robles Noriega, Heidy
This study explores the potential of AI conversational models (Chat GPT) as a tool to support self-perceived speaking confidence in tenth-grade learners during classroom tasks at a public school in Barranquilla, Colombia, where affective barriers such as anxiety and low confidence limit oral participation. Through a three-week intervention consisting of six AImediated conversational sessions grounded in Communicative Language Teaching and TaskBased Learning, learners engaged in meaningful speaking activities with instant AI feedback. Data collected from pre- and post-intervention surveys and focus groups revealed increased speaking confidence, especially in private practice, alongside improved fluency and vocabulary use. Thematic analysis highlighted key benefits of AI as a non-judgmental partner that reduces peer pressure and anxiety, promotes self-regulation, and fosters greater willingness to communicate. However, students also noted challenges like internet connectivity and illogical responses. These findings suggest that AI tools offer valuable, accessible support for speaking skill development in low-resource EFL contexts by reshaping social and affective dynamics in the classroom. The study contributes to understanding how integrating AI can complement traditional methods, encourage learner autonomy and bridge gaps in participation, however; hybrid models combining human and AI interaction may be necessary to fully address cultural and infrastructural constraints. This research emphasizes the need for continued exploration of AI’s pedagogical role and its impact on learner emotions and performance in language education.
Efl teaching in Barranquilla’s public schools: a multi-case study on teacher’s self-efficacy during and after Covid-19
(Universidad del Norte, 2024) Pérez Suárez, Verónica; Robles Noriega, Heidy
This abstract summarizes a longitudinal multi-case study conducted from 2021 to 2024, examining the self-efficacy and pedagogical delivery of 36 English teachers from low-income public schools in Barranquilla, who participated in the "Soy Bilingüe" program. The study utilized interviews, questionnaires, and document analysis to explore how these educators perceived their roles and challenges during and after the COVID-19 pandemic, particularly in socio-affective aspects, technological integration, and the challenges faced. Results were analyzed using thematic analysis and survey rate analysis revealing a general dissatisfaction with emergency remote teaching, highlighting increased planning demands, technical difficulties, and perceived ineffectiveness of teaching outcomes. Despite these challenges, there remains a strong inclination among teachers to integrate technology into their teaching practices post-pandemic.
Reading aloud as a strategy for the development of reading fluency in 8th grade students of the I. E. Liceo Panamericano Campestre
(Universidad del Norte, 2024) Gamarra Betín, Adriana Graciela; Rodríguez Fuentes, Rodrigo Armando
The purpose of this thesis was to explore how reading aloud as a strategy might affect the reading fluency of L2 in 7 students from 8th grade of a school in the Colombia Caribbean. This case study was developed under a mixed methods paradigm, using speed as a quantitative variable and prosodic aspects of fluency as the qualitative variable, which were assessed with the CBM/ORF format and rubrics from Rasinski respectively. For this study, reading aloud activities were implemented through a series of didactic guides that acted as protocols. The design was a creation of the researcher following the school’s specific directions on guides and the protocol used in the reading platforms Read Naturally and MyOn. Among the findings, it was established that all participants showed progress in terms of speed and prosodic aspects of reading fluency but it was more notorious in lower students, who did not reach an advanced level but presented the highest variation in pre and post-intervention.
Exploring the development of intercultural competence through a virtual exchange in efl university students
(Universidad del Norte, 2024) Carvajal Yépez, Narhen Alberto; Corrales Wade, Kathleen
This paper reports on an exploratory case study focused on the development of intercultural competence in university English as a Foreign Language students at a Colombian University. The aim of this study was to identify the impact of implementing a virtual exchange on the development of intercultural competence on university students. Eleven Colombian students participated in four activities (two synchronous and two asynchronous) with peers at a university in the U.S. to discuss university life, social movements, and other cultural aspects with their peers. Utilizing a mixed methods convergent parallel design, this research combined the use of reflective journals and pre-post survey to collect the data. The quantitative data (pre-/post-survey) was analyzed through statistical processes and the qualitative learning journal was analyzed through thematic analysis. The findings reveal that the virtual exchange contributed to fostering intercultural competence, enhancing the possibility for participants to reflect on others’ and own culture dynamics and develop knowledge, as well as allowing them to develop skills such as good listening and attitude as openness, curiosity, and discovery. However, although there was clear evidence of development of IC in both the learning journals and the pre-/post-survey, much of it was not statistically significant, allowing one to conclude that maybe more time and activities might be necessary for more pronounced shifts in participants’ IC. Yet, the results show that VEs provide the possibility for students to explore foreign dynamics firsthand to develop their intercultural competence and expand their world vision without having to travel abroad.
The effect of explicit vs implicit grammar instruction on the acquisition of the structures "be going to" and present progressive to express intentions of plans and arrangements among efl learners with spanish as L1
(Universidad del Norte, 2024) Morón Montes, Rachid; Concu, Valentina
This quasi-experimental study investigates the effectiveness of different grammar instruction methods (implicit and explicit) to teach the grammar structures “be going to” and present progressive to express intention of plans and fixed arrangements among EFL students with Spanish as L1 in Colombia. Thirty-four high school-students from a private non-bilingual school participated in this study, divided into two groups (implicit and explicit). The investigation consisted of five sessions. In the first session, the participants took the pre-test. From session two to four, the researcher presented the grammar structures explicitly in the explicit group and implicitly in the implicit group, with the participants engaging in various activities to practice the use of the structures in different language skills. In the fifth session, the participants took the post-test where they finally applied the knowledge acquired during the intervention. The outcomes of this research indicate that implicit and explicit grammar instruction positively impact the teaching of “be going to” and present progressive among EFL learners with Spanish as L1. Paired t-tests comparing pre-test and post-test scores within each group demonstrated significant improvement in both groups. Cohen’s d was calculated to measure the effect size, revealing a large improvement and indicating that the intervention had a substantial impact on both groups. Furthermore. the Mann-Whitney U test and an independent t-test were implemented to make a comparative analysis of the improvement distribution between both groups. The outcomes shows that, while both groups experienced substantial and statistically significant improvements, the magnitude of these improvements did not differ significantly between both groups. The absence of a significant difference in improvement distributions suggests that the intervention's impact was uniform across both instructional methods.
Effects of project-based learning on students’ perceived motivation and engagement in level six english students at Universidad Simón Bolívar
(Universidad del Norte, 2024) Río Vega, Marcela Margarita del; Corrales Wade, Kathleen
Motivation and engagement in English as a foreign language (EFL) instruction have been recurrent concerns within language education. As a response to this, Project-based learning (PBL) has emerged as a prominent pedagogical approach for teaching English in higher education. This study aims to investigate the effects of implementing PBL on students’ perceived motivation and engagement in a level six English class at Universidad Simón Bolívar. Employing an exploratory mixed methods research design, specifically a convergent parallel mixed method approach, data was collected though a pre-/post-questionnaire and a student focus group. The quantitative data was statistically analyzed in three ways using: 1) a Likert-type bar chart, 2) a Dumbbell Plot chart, and 3) a Wilcoxon signed rank test. Qualitative content analysis was used to analyze the focus group data. The results of the study reveal positive effects following the implementation of PBL in various dimensions, including autonomy, recognition of the advantages of PBL, intrinsic motivation, and emotional and cognitive engagement. Additionally, other aspects such as interest in class materials, participation in class activities related to PBL, enhanced student confidence, reshaped perceptions of the English teacher, and a more positive view towards English and its importance were also found. While the study does not find evidence supporting a growth in either extrinsic or integrative motivation while analyzing the qualitative data, there were slight changes in these aspects in the quantitative data. This research contributes to the ongoing discourse on effective pedagogical strategies in EFL contexts, offering insight into the impact of the use of PBL on student motivation and engagement in the Colombian context.
Using persuasive monologue recording tasks as a means to improve students’ speech rate at a public university in Colombia: a case study
(Universidad del Norte, 2024) Coronado Vargas, Andrés Felipe; Aldous, Daniel Lawrence; Utami Heru, Dewi Mayanthi
Developing fluency in English as a Foreign Language (EFL) is critical to language proficiency. This case study investigation explores the effectiveness of Task-Based Language Teaching (TBLT) approach through Persuasive Monologue Recording Tasks (PMRTs) as a means to improve utterance fluency of 38 EFL students across three B1 CEFR general English classes over a semester at a public university in Colombia. This investigation also looks at some of the factors that can influence the effectiveness of this approach and examines the student’s perceptions. The Praat speech analysis software was used to measure speech rate in syllables per second in students PMRT recordings for five tasks during the semester to see if the implementation of the TBLT through PMRTs syllabus led to an improvement in speech rate. The analysis of the audio recordings did not show statistically significant improvements in speech rate. Possible explanations for this could be intermediate plateauing, an insufficient number of tasks, or time between first and final task. The findings from the surveys and the interviews do however suggest the students felt positively about the PMRTs. Results from the questionnaires indicate a reduction in the affective filter, and findings from the interviews suggest that authenticity was an important factor in motivation and willingness to speak in the L2.
Exploring aspects of global citizenship in undergraduate students at Universidad del Norte
(Universidad del Norte, 2023) Bustamante Sánchez, Juan Ignacio; Corrales Wade, Kathleen
Exploring the potential contribution to global citizenship in an EFL learning environment may help university students, teachers, and administrators to better understand the meaning of global citizenship and identify more meaningful ways to exploit it in the language classroom as well as help other researchers to identify global citizenship topics of interest and their future applications in higher education. This paper reports a qualitative study on global citizenship education at Universidad del Norte, which aimed at exploring whether 21 undergraduate students showed aspects of global citizenship while involved in an English as a Foreign Language course based on intercultural communication. The study combined critical ethnography, document research, and qualitative content analysis. Participants kept a learning journal during the course and they answered a 15-question questionnaire at the end of the course. The data was interpreted and analyzed using qualitative content analysis in search of themes relevant to the interrelated cognitive, socioemotional, and behavioral global citizenship core dimensions. Results evidenced that knowledge, skills, values, and attitudes observed in students’ performance corresponded largely to the cognitive and socioemotional domain rather than the behavioral one and identified social connectedness and respect for diversity as the most prominent attribute among participants. Further research may be needed to explore if similar attributes can be found in other participants, provide a better understanding of the nature and development of such aspects, and assess citizenship levels more accurately.
Project- based learning methodology and its implementation within an existing curriculum at a bilingual private school: a research project in the midst of the Covid19 pandemic
(Universidad del Norte, 2023) Saldarriaga Fragozo, Mairilis Esthefan; Ferrer Ariza, Erica
The purpose of this case study is to analyze how teachers implemented Project-Based Learning within an existing curriculum in an International bilingual school on the Caribbean Coast of Colombia. The initial focus of this study changed due to constraints imposed by the COVID-19 pandemic, so the focus moved from an interest in observing PBL implemented in the classroom to PBL implemented in the design of classroom projects. This qualitative research study identified the characteristics of projects designed by teachers, characterized teachers’ decision-making process in incorporating and designing the projects, and identified the challenges teachers may face when implementing PBL. I used a checklist in order to analyze five teacher-designed projects in science and English as well as interviews to gather information from five of these teacher designers. Findings revealed that the methodology implemented in the school is more similar to Thematic Teaching taking into account PBL and Thematic Teaching similarities and differences. Additionally, adopting a Thematic Teaching basis rather than the intended target PBL teaching and learning methodology might have occurred due to a lack of sufficient training provided to teachers and teacher-designers. Finally, some of the implications resulting from this study include strategic teachers' development and curriculum planning, as well as a consideration of the current methodology described by the school in their current Institutional Educational Project (PEI).
Social representations on remote teaching during covid-19 pandemic in teenage students in a non-bilingual public school in Barranquilla, Colombia
(Universidad del Norte, 2022) Pereira, Juan Marcelo; Rosado Mendinueta, Nayibe
This article presents the results of a research aimed at understanding the social representations of secondary school students about English classes during the Covid-19 pandemic in an educational institution in Barranquilla. The process of digital adoption of methodologies and tools in the pandemic lead to new conditions and dynamics for the development of classes which in turn, trigger changes in school achievement, performance and learning experiences. The present research involved 8th grade students who had experienced the temporary change from face-to-face to remote English classes. The method used was the structural approach of social representations, along free association techniques to describe its contents, and hierarchization techniques complemented to Likert-type scales to create a hypothesis about the central core. The results show that the most salient element is attitudes, significantly polarized between approval and disapproval of remote English classes, with "Learning", "Fun", "Easy", as well as "Difficult", "Complicated" or "Stressful" being central terms. The findings point to the need to explore further the heterogeneity of students' conditions of access to technology, and their personal experiences, which would merit future studies based on such experiences.
Understanding listening assessment in a Colombian EFL context
(Universidad del Norte, 2022) Gutiérrez Rojas, Ana Mayerly; Rosado Mendinueta, Nayibe
Even though listening research has come to the fore; from the cognitive, affective, and behavioral perspectives, there is still a lack of understanding of what indeed happens when assessing listening inside the classroom. Examining how listening is assessed and the influence of said practices on learners could be beneficial for the academic community. In this study, I aimed at analyzing the characteristics of the listening assessment used in B1 level classes at a private language institution. To do so, a total of fourteen tasks were analyzed. These tasks come from six tests, from the course curriculum testing package (CCTP) and from an external testing package (ETP). Three aspects were identified: the type of knowledge targeted in each listening task, the forms of listening assessment and the type of communicative listening activities students, as listeners, are exposed to in each test from the CCTP and the ETP. The findings indicate: a) CCTP and ETP assess different types of listening knowledge, b) the most recurrent type of knowledge assessed in the CCTP is the phonological knowledge while ETP focused on integrating not only the phonological but also the lexical, pragmatic and general knowledge, c) there is a lack of variety in the forms of listening assessment used in CCTP: 80% of the listening tasks in the tests are dictation tasks in audio media and recordings assessing mostly phonological knowledge. This study concluded that the inclusion of an external examination to the course curriculum examination does not seem to align to the holistic view of listening development proposed by the course curriculum. The results could inform curricular alignment and listening assessment literacy decisions for EFL teachers in the institution.
Enhancing reading comprehension for L2 learners of english :insights from a comparison of mobile applications based on current theoretical standpoints
(Universidad del Norte, 2023) Giraldo Berrío, Luz Adriana; Bailey, Angela Christine
The purpose of this thesis was to determine the functionality of mobile applications to improve reading comprehension skills in L2 students university students belonging to a language institute in Colombia. This research was developed from the interpretative paradigm. The instruments that were used were: a multiple-choice survey, in a population of ninety-four students who take English as a foreign language at the university level also participated in the study. Additionally, documentary data to understand the functionality of mobile applications was collected from the Google Play app store, which describes the features of the apps in terms of functionality and purpose. A qualitative analysis was carried out through the categorization, labeling and coding of data recurrences. Among the main findings, they converged that the Duolingo, Wlingua and Beelinguapp applications, which were the most complete in terms of the teaching and learning process, and academic performance, were also the most recognized by the population, which should motivate the student to continue using the applications, and in a later period, evaluate how it has impacted the development of English. It should be considered that applications should continue to grow as a tool to learn English. However, these apps must evolve, allowing students to interact with other users, in chat rooms, online classes with student participation, and evaluations with native teachers, among others. In conclusion, paid or free applications do not guarantee learning; Payment only enables app content, but it will depend on the app user.
Language learning beliefs and intercultural communicative competence development through a virtual exchange project: a case study
(Universidad del Norte, 2022) Berrío Mejía, Carlos Andrés; Bailey, Angela Christine
Several studies on learners’ beliefs about language learning, the development of intercultural communicative competence (ICC) and virtual exchange (VE) have highlighted the positive effect they have on language learning success in many contexts of instruction; however, little is known about how the integration of the three develop effectiveness in language learning in rural classrooms in Colombia. By making use of virtual exchange project, this exploratory case study aimed to explore English language learners’ beliefs about language learning and their ICCs to determine whether such exchange could positively affect said ideas and competencies for Colombian rural learners of English. This exploratory case study was carried out with a group of young students of a public, rural secondary school on the north coast of Colombia. Data was collected through the BALLI pre- and post-questionnaire for the virtual exchange program and used descriptive analysis, semi-structured interviews, and e-mail exchanges were analyzed following thematic analysis before, during and after the 14-week VE program. Findings indicate that learners’ beliefs about language learning had a positive shift. Furthermore, integration of cross-cultural interaction developed most of the dimensions of ICC: Attitudes, Knowledge, Skills of Interpreting and Relating, and Skills of Discovery and Interaction; however, the fundamental Critical Cultural Awareness was not featured on the students’ performance. Virtual Exchange proved to be beneficial to language learning achievement, experience and for language learning in rural environment in Colombia.
Metacognitive Strategies to Improve Reading Comprehension
(Universidad del Norte, 2022) Guerrero Charris, Juliana; Rey Paba, Lourdes
This qualitative research aims to describe the metacognitive reading strategies used by students of ninth grade level, and how the implementation of these and other strategies are associated to their reading comprehension level, and English learning as a foreign language likewise. The participants with age between 14 and 18 years old, and from LMS (Liceo Moderno del Sur), a public school in Ciénaga, Magdalena. This research study was conducted as a qualitative research through a case study design. The data were obtained from the participant observation, questionnaire, tests and interviews applied. The research findings indicate that the metacognitive strategies are important elements in reading comprehension process. Furthermore, participants know and apply some skills and metacognitive strategies to understand reading tests, but this process results hard and difficult for them because of their low English level. As result, the application of metacognitive reading strategies improves students reading comprehension level in English as a foreign language.
Analysis of the perceptions of efl teachers towards the transition to emergency remote teaching due to a pandemic: a case study in a private university in Cartagena, Colombia
(Universidad del Norte, 2022) Galindo Diago, Victoria Carolina; Rey Paba, Lourdes
The COVID-19 pandemic has marked recent human history due to the effects of isolation, which led to significant changes in diverse areas of life, including work and education, which had to move from face-to-face to remote modalities. This research intends to study the perceptions of a group of English teachers from a higher education institution in the Colombian Caribbean region about the change from face-to-face to emergency remote teaching (ERT) during the pandemic, in terms of three aspects: the challenges faced after the change, the strategies implemented to face these challenges, and finally, the lessons learned from the experience of this transition in the global educational environment. This research, which employs the case study method, follows the interpretive paradigm and mixed methods approach, and the data for this study was obtained through the application of an online questionnaire with three questions related to the three aforementioned aspects. The results were organized into three categories: home as a workplace, teacher's pedagogy, and human approach. This research attempts to provide information that helps to study more rigorously and deeply various strategies for teachers’ work, especially those of English and foreign languages, in future emergency scenarios in which it is necessary to shift modalities.
Exploring factors of english language program designs for aircraft maintenance technicians (AMTs) in Colombia: a case study
(Universidad del Norte, 2022) Torres Orozco, Steven Rafael; Bailey, Angela Christine
The current qualitative case study explores the factors of English language programs curriculum designs for Aircraft Maintenance Technicians (AMTs) in Colombia that might suggest adjusting or standardizing. The notion is extremely relevant since AMTs will almost always have to cope with aviation documentation in English at their workplaces, as more Colombian airline companies and airports require the ability to communicate clearly and effectively in English. Fifty-nine aviation students, 71 professionals, and five language teachers participated. Moreover, 15 different aviation programs were analyzed. Student and professional questionnaires, teacher interviews, and a comparison matrix were used to collect data for this study. Results indicate program curricular discrepancies, a need for multiple approaches for students, and a necessity for coordination between language and aviation professionals. The findings highlight the importance of customizing the English curriculum for AMTs students. Future implications include presenting and channeling the findings through the aviation authority in Colombia, Aerocivil, to establish new linguistic guidelines for all aviation schools that offer maintenance programs promoting better communication in English.
Developing oral skills through collaborative tasks in a group of pre-service english teachers
(Universidad del Norte, 2022) Barandica Fontalvo, Anyelyn Julieth; Rey Paba, Lourdes
Becoming an efficient English teacher requires developing a communicative capacity to express ideas with coherence, cohesion, and above all fluency both orally and in writing. Hence, the importance of the development of these communicative skills contributes to facilitating the language teaching process. Future foreign language teachers must develop effective speaking skills during their pre-service studies. Teacher educators, then, need to be aware of the importance of providing future language teachers with opportunities to develop these skills. This study aims to determine the extent to which the implementation of collaborative tasks promotes the development of speaking skills in a group of pre-service English teachers. This interpretivist action research was carried out in a public university in Valledupar (Colombia) with 12 students at the intermediate English level. Data was collected through the application, before and after the intervention, of two instruments: a survey and an observation process. The survey helped to identify information about the student's perspectives regarding the development of their speaking skills. While class observation was used to characterize the way, speaking was taught in the classroom. The finding showed that the implementation of collaborative speaking tasks affected positively students’ perceptions about the development of their speaking skills while the survey showed that, after the intervention, students were more motivated, more confident, and had a better self-perception of their oral capacity. Some areas like vocabulary development and the use of Spanish in class should be more deeply explored in classes in terms of the development of speaking.
Relation between the teaching practices and the material used with the development of the communicative competence in higher education students
(Universidad del Norte, 2022) Palacios Torres, Diana del Carmen; Rey Paba, Lourdes
Colombia’s general Law of Education enacted as mandatory the learning of a foreign language. To serve this purpose, several initiatives have been established by the Ministry of Education, related to curriculum redefinition, material development, and teachers’ development programs. These initiatives have mainly been addressed to elementary, middle and high school levels. No explicit directions have been drawn to orientate foreign language teaching at tertiary education level. Since 2004, The government has released several macro-plans to meet the 1994 mandate regarding foreign language learning. These plans have positively affected foreign language teaching in elementary, middle and high school levels. Therefore, it may be assumed that orientations addressing tertiary education would also benefit language learning and teaching processes. Therefore, this study intends to characterize the existing relationship between teaching practices displayed inside 6th level classrooms, and the type of activities the textbook promotes, to determinie the influence these elements have on learners’ communicative competence development, in the absence of quality indicators, in a private university in the northern part of Colombia. To meet the research purpose, lesson observations, questionnaires, and checklists were devised and applied. Results obtained show both teachers and the textbook approach teaching and learning from a very traditional grammar-oriented method, which does not promote learners’ communicative competence development. In addition, in the absence of general guidelines from Macro-plans designers, each institution makes isolated curricular decisions, which affect the method English is taught like in the case of this study. These findings are expected to contribute to raise awareness about the English language teaching processes that are carried out at university level and how they affect the attainment of the goals established by the government.
The Implementation of An Adapted Model of Balanced and Critical Literacy in a Non-Bilingual Public School in Colombia
(Universidad del Norte, 2022) Jiménez Arias, Liseth Patricia; Mora Silva, Deliana Karin; Calle Díaz, Luzkarime
The purpose of this study is to analyze the influence of the implementation of an Adapted Model of a Balanced Critical Literacy Approach on students’ perceptions about reading and the development of criticality in a group of tenth graders from a non-bilingual public school in Colombia. The methodology combined the teaching of reading strategies with the awareness of the power that a written text can hold. To carry out this project, three lessons were planned, each one with a topic to enhance the critical part of the approach: discrimination, bullying and inequality. An action research design was used, which involved surveys, observations, teacher/researcher’s journal and document review. After the implementation of this research project, the main findings suggested that the Adapted Model helped most students to change their perceptions towards reading in English. The results also demonstrated that by learning reading strategies students felt that they improved their reading comprehension skills. In addition, it was found that students developed critical skills and they could share their opinions, relate the topic to their personal experiences, challenge social realities, judge and evaluate behaviors, propose solutions and express personal behavioral change. Finally, it was noticed that the perceptions towards the Adapted Model of Balanced Critical Literacy were mostly positive and also contributed to enhancing students’ confidence and reduced the level of frustration that some students felt towards reading in English.

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