Examinando por Materia "Métodos mixtos"

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  • Miniatura
    PublicaciónAcceso abierto
    Micro-learning in fostering pre-service language teachers’ english writing skills
    (Universidad del Valle, 2025) Arias Grajalez, Santiago; Guapacha Chamorro, María Eugenia
    In the 21st century, individuals are frequently exposed to social media and streaming platforms that provide immediate access to digital content and information. Within this media landscape, micro-learning has emerged as a promising methodology to language teaching and learning, offering students learning opportunities through short, concise videos, podcasts, or interactive activities. However, there is a lack of research in this area in our educational context that sheds light on its use and effectiveness. Moreover, the persistent issue of low writing proficiency among pre-service language students from the B.A in Foreign Languages at Universidad del Valle, Cali, Colombia, represents a need to improve their academic writing. In order to fill these gaps and needs, the present study explored the effectiveness of micro-learning in improving a group of pre-service teachers’ English writing skills. The study employed a mixed methods approach and three phases. The diagnostic phase identified students’ writing strengths and weaknesses through a pre-writing test, surveys and classroom observations. The intervention phase utilized micro-learning-based activities and writing tasks designed to address key aspects of writing, such as organization, cohesion, clarity, grammar, and vocabulary. These activities were delivered through Telegram, a platform that facilitated the distribution of dynamic materials, including videos, infographics, and interactive tasks, allowing for real-time feedback and flexibility in learning. The evaluation phase included a post-writing test and surveys. Quantitative data in the form of students’ writing performance was assessed through an analytic scoring rubric and was analyzed through descriptive and inferential statistics.
  • Miniatura
    PublicaciónAcceso abierto
    The impact of the Covid-19 pandemic on the national saber 11 English test : results from a private school in Cali
    (Universidad del Valle, 2023) Viafara Idrobo, Edwin Nel; Chamorro, María Eugenia
    The Covid-19 pandemic has impacted education, teachers and students in different ways. Previous studies focused on the impact of the pandemic on teaching and learning; however, few have focused on students’ performance in high-stakes tests. Notably, the effect of the pandemic on EFL students’ performance in the national Saber 11 English test in Colombia has not been fully explored. Investigating this matter is crucial to understanding the pandemic's effects on education and identifying possible solutions to improve student outcomes. Further research is necessary to determine the long-term consequences of the pandemic on education and devise effective strategies to mitigate its impact. This study investigated the impact of the Covid-19 pandemic on eleventh graders’ performance in the national Saber 11 English test and the school’s internal test results and their perceptions of performance during and after the pandemic in a private school in Cali. The study aimed to identify whether eleventh graders’ performance was affected or not by the pandemic in this important test. The study employed a mixed-methods approach. Quantitative data comprised the national Saber 11 English test scores from 2017 to 2022 to identify statistically significant differences in the performance of six cohorts before, during, and after the pandemic. Internal school test scores from 2020 to 2022 were used to compare students' performance during and after the pandemic and identify a relationship between the Saber 11 test and the school’s internal test results. The internal test is used to evaluate eleventh-grade students' English proficiency. Quantitative data were analyzed using a one-way independent measures ANOVA for the six cohorts (N = 166) and the three cohorts (N = 71) in the tests. Correlations were used to identify if the performance of three cohorts (2020-2022) on the national test was related to the internal test and if the latter had predictive validity (i.e. if the test predicts students' performance on a similar standardized test). Qualitative data consisted of a perception survey administered to a cohort of students who experienced learning during and after the pandemic. Qualitative data were analyzed using content analysis. All these data provide solid evidence of Covid-19's impact on students' English performance and perceptions. Results showed no statistically significant differences in the Saber 11 English test scores of eleventh graders before, during and after the pandemic, indicating no significant impact of Covid-19 on students’ performance on the test overall. In contrast, there were statistically significant differences in the students’ performance in the internal test. The 2022 cohort (after Covid) performed better than the 2020 and 2021 cohorts (during Covid). This result was attributed to the familiarity of 2 the 2022 students with the internal test. Correlations identified that the internal test does not have a strong predictive validity overall. Although the internal test is similar to the Saber 11 English test, it seems that students’ familiarity with the internal test makes them perform better than in the Saber 11 test, in which they do not have experience and whose conditions and stakes are different from the internal test. Although the internal test can help students familiarize with the national test, it does not predict students’ performance in this high-stakes test. The qualitative results revealed that the students perceived improvements in all language skills and preferences for face-to-face learning because social interaction and motivation are important factors in language learning. The students’ perceptions of improved performance are confirmed in the higher averages obtained in 2022, although this improvement was not statistically significant. The study highlights the need for institutions to better understand the influence of Covid-19 on students’ performance by analysing the students’ test results and taking action to deal with the phenomenon of virtuality in future emergencies. Some recommendations include improving infrastructure, access to digital resources, and reviewing curricula, contents and methodology to the needs and realities of students. From a methodological perspective, this research emphasizes the significance of exploring the impact of Covid-19 on eleventh-graders' performance through quantitative and qualitative approaches. This kind of research might enable language teachers and educational institutions to implement effective strategies for enhancing teaching and learning based on the students' experiences, perceptions, and performance.