Examinando por Materia "Estudiantes de lenguas extranjeras"

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    Effects of watching the subtitled tv series ‘Modern Family’ in the development of listening comprehension skills in colombian EFL adult learners
    (Universidad del Valle, 2025) Gamboa Franco, Isabella; Torres Casierra, Liana Mercedes
    Watching TV series has become a popular leisure activity worldwide, facilitated by streaming services that offer a vast catalog of audiovisual productions. This trend has strengthened the belief that watching series can contribute to foreign language learning, since TV series provide learners with authentic material, offering exposure to the language in real-life contexts and tools like subtitles to support comprehension. However, debates persist about the best subtitle modality to use for learning purposes: target language subtitles (intralingual), native language subtitles (interlingual), or no subtitles at all. Due to the academic gap exploring this material, the objective of this study was to identify how different types of subtitles presented in a TV series influence learners' listening comprehension of the material, and to know the perceptions learners can get when using TV series as a learning strategy with different types of subtitles. Following a descriptive study research design, the study included the participation of seven Colombian EFL adult learners from a private language institute in Cali, for watching the series 'Modern Family' in three different modalities of subtitling. Additionally, the data was collected by using mixed questionnaires, and the obtained results were analyzed by using descriptive statistics and non parametric methods that showed that the use of subtitles during the viewing of a series can help to better understand the material including that learners might feel more confident while having them as a support tool. These findings could work as a guide for further studies and to learn more about the use of these materials within the classroom.
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    English beats and talks : a creative DIY musical instrument experience in Red CAAL’s english conversation clubs
    (Universidad del Valle, 2025) Ospina Pillimue, Juan Camilo; Castellanos Olmedo, Marcela del Pilar
    This study explores the use of DIY (Do-It-Yourself) methodology for musical instrument-making as a creative strategy to enhance student motivation and engagement in English language learning within the English Beats and Talks conversation club at Red CAAL (Red de Centros de Apoyo al Aprendizaje de Lenguas), Universidad del Valle. Adopting an ethnographic approach, the study researches how students experience and perceive the integration of self-made instruments in a collaborative English-speaking environment to foster speaking skills Data were collected through participant observation, surveys, field notes, and student reflections. The analysis examines how this artistic and multimodal pedagogy influences learners’ motivation, peer interaction, and perceptions of the learning atmosphere, addressing a gap in both academic literature and local practice regarding the intersection of hands-on creation, music, and language learning in educational spaces. Findings indicate that incorporating DIY instruments fosters creativity, autonomy, and socially engaging opportunities for English use. Participants reported increased motivation, enjoyment, and a stronger connection between music, language, and collaboration. These outcomes highlight the value of arts-based and culturally responsive methodologies in EFL instruction. This study provides insights for educators and institutions interested in enhancing language learning through creative, inclusive, and sustainable practices. It concludes with recommendations for future implementation of experiential approaches in extracurricular EFL contexts.
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    Exploration of the attitude towards African American vernacular English and its speakers by students of foreign languages
    (Universidad del Valle, 2021) Torres Angulo, Noemi; Faustino Ruiz, Carmen Cecilia
    This study aimed to find out what perceptions about AAVE (African American Vernacular English) and its speakers were upheld by Foreign Languages students at Universidad del Valle. Students from all of the English courses and some students that were not taking the English course anymore were presented with a survey where they had to distinguish four sentences containing AAVE features. In a Likert scale, they had to rate the dialect on its proximity to standard English and the speakers on personality and demographic characteristics. According to the results, students were not able to recognize the dialect and they see it as different to the standard. When it comes to their opinions about the speakers it was found that they are mostly neutral to positive although it was noted that students in the lowest levels are more likely to give negative ratings.
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    Human raters vs Chat GPT : how do their scorings of EFL learners’ academic writing differ?
    (Universidad del Valle, 2025) Zapata Villano, Valentina; Guapacha Chamorro, María Eugenia
    Artificial Intelligence (AI) in language assessment has gained attention due to its potential to minimize teachers’ complex task of assessing students’ writing. Although previous research has explored the use of technological tools to assess EFL learners’ writing, there is a need to further investigate how AI, particularly ChatGPT, can be used as an assessment tool in high-stakes writing assessment, and whether the scores provided by the AI are similar to those assigned by human raters. In the context of a high-stakes writing test at Universidad del Valle, this quantitative research investigated how the scorings of EFL university teachers differed from those given by ChatGPT when assessing EFL university learners’ written productions (personal opinion essay and data explanatory essay). Two argumentative writing tasks from two cohorts of ninth-semester EFL learners (N= 208) were used to compare the global and analytic ratings awarded by a pool of 20 human raters with those of ChatGPT using an analytic scoring rubric. The analytic dimensions included content, coherence and cohesion, sentence structure, grammar, and vocabulary. A total of 7072 scores were analyzed, including 416 global (208 human and 208 ChatGPT) and 6656 analytic scores across two writing tasks. Analytic scoring covered seven criteria for Task 1 and nine for Task 2, with both human raters and ChatGPT providing an equal number of ratings (3328 each). Data were analyzed on JASP, by using correlations and paired-samples t-test. According to the results, ChatGPT showed moderate agreement with human raters in surface-level dimensions such as grammar, vocabulary, and sentence structure.
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    Validación por expertos de materiales de comprensión de lectura generados por ChatGPT para aprendices de nivel B1 de inglés como lengua extranjera en Colombia
    (Universidad del Valle, 2026) Castaño Díaz, Miguel Angel; Nogales Camacho, Valeria; Chaves Varón, Orlando
    La aparición de herramientas de inteligencia artificial (IA), como ChatGPT, ha impulsado innovaciones significativas en la enseñanza de lenguas extranjeras, en particular en el área de diseño de materiales. Sin embargo, los materiales generados con estas herramientas requieren procesos de validación por parte de expertos para garantizar su adecuación pedagógica a contextos educativos específicos. De este modo, este estudio, adoptando un enfoque cualitativo, tiene como objetivo validar materiales de comprensión lectora generados con IA para estudiantes colombianos de nivel B1 mediante el juicio de expertos en el campo del inglés como lengua extranjera. Se generaron cuatro materiales de comprensión lectora con el apoyo de ChatGPT, que fueron validados por un panel de seis expertos con experiencia en educación universitaria y secundaria. Los materiales se diseñaron con base en los Derechos Básicos de Aprendizaje de Inglés (MEN, 2016), el Esquema Curricular Sugerido (MEN, 2016) y los lineamientos del MCER (2020) para el nivel B1. Se utilizó una rúbrica de validación, cuyos datos se analizaron descriptivamente y se llevaron a cabo entrevistas semiestructuradas, examinadas mediante análisis temático. Los resultados mostraron que los expertos consideraron que los materiales estaban alineados con los estándares para el nivel B1 e incluían una variedad de ejercicios y temas relevantes. Igualmente reconocieron el potencial de la IA en los procesos de enseñanza y aprendizaje, especialmente para fomentar la autonomía en el estudiante, optimizar el tiempo del docente y ayudar en la creación de instrumentos de evaluación. No obstante, los expertos indicaron que los materiales tienen limitaciones relacionadas con su correspondencia al contexto colombiano, la disparidad entre el nivel B1 y la realidad escolar, la falta de recursos multimodales y posibles ambigüedades en ciertas preguntas.