Micro-learning in fostering pre-service language teachers’ english writing skills
| dc.contributor.advisor | Guapacha Chamorro, María Eugenia | |
| dc.contributor.author | Arias Grajalez, Santiago | |
| dc.date.accessioned | 2025-07-04T22:32:20Z | |
| dc.date.available | 2025-07-04T22:32:20Z | |
| dc.date.issued | 2025 | |
| dc.description.abstract | 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. | eng |
| dc.description.degreelevel | Pregrado | spa |
| dc.description.degreename | LICENCIADO(A) EN LENGUAS EXTRANJERAS INGLÉS - FRANCÉS | spa |
| dc.format.extent | 1 recurso en línea (119 páginas) | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/10893/35374 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad del Valle | spa |
| dc.publisher.branch | Sede Cali | |
| dc.publisher.faculty | FACULTAD DE HUMANIDADES | spa |
| dc.publisher.place | Colombia | spa |
| dc.publisher.program | LICENCIATURA EN LENGUAS EXTRANJERAS INGLÉS - FRANCÉS | spa |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |
| dc.rights.license | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | spa |
| dc.subject.lemb | Micro-learning | |
| dc.subject.lemb | EFL | |
| dc.subject.lemb | Pre-service learners | |
| dc.subject.lemb | Mixed methods | |
| dc.subject.lemb | Habilidades de escritura | |
| dc.subject.lemb | Métodos mixtos | |
| dc.title | Micro-learning in fostering pre-service language teachers’ english writing skills | eng |
| dc.type | Trabajo de grado - Pregrado | spa |
| dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
| dc.type.content | Text | |
| dc.type.driver | info:eu-repo/semantics/bachelorThesis | |
| dc.type.redcol | http://purl.org/redcol/resource_type/TP | |
| dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
| dspace.entity.type | Publication |