https://repositorio.unicauca.edu.co/xmlui/handle/123456789/2673 Thu, 14 May 2026 18:25:15 GMT 2026-05-14T18:25:15Z https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11056 Differences in the English level of the I.E. Tecnica Industrial España Urban School and I.E. José Antonio Galán Rural School in the Department of Valle del Cauca Bolaños Pisso, Juan Manuel; Fuentes Quintero, Carlos Alejandro; Vásquez Álvarez, Maira Alejandra This research deals with the analysis and comparison of English proficiency levels from two secondary schools in the Valle del Cauca region, Colombia—one urban, I.E. Técnica Industrial España, located in Jamundí, and one rural, I.E. José Antonio Galán, located in Yumbo. This research was based on the Qualitative Comparative Analysis methodology and includes three steps which cover the diagnosis of the English level of both schools, the differences and similarities of the results of the standardized exam Pruebas Saber, and the determination of existing differences in the English level of these institutions. This was done through socio demographic surveys, diagnostic tests, semi-structured interviews, observations, and a field diary that showed the difference in the level of English in these rural and urban areas. The results showed that although it was to be expected that the urban school would outperform the rural school, the difference was very minimal, with each having its strengths and aspects to improve in each one. Mon, 01 Jan 2024 00:00:00 GMT https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11056 2024-01-01T00:00:00Z https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11055 The effects of Task-Based Language Teaching on 5th-grade students at the Institución Educativa Agropecuaria Las Aves, Sede “Nasa Kiwe Tkh Ksxaw” in Santander de Quilichao – Cauca Motato Trochez, Natalia; Sánchez Melo, Nathalia Giselle The present action research in the educational area aims to strengthen the process of developing competencies through the learning of basic vocabulary and some communicative skills such as speaking and listening in the subject of English in fifth-grade students of a rural school in Santander de Quilichao – Cauca. The Task-Based Language Teaching methodology is relevant in the development of competencies through learning because it contributes to improve their learning and the classroom environment in a real context of teaching English as a foreign language (EFL), allowing students to share personal experiences and develop their interpersonal skills.; La presente investigación-acción en el área educativa tiene como objetivo fortalecer el proceso de desarrollo de competencias mediante el aprendizaje de vocabulario básico y el de algunas habilidades comunicativas como hablar y escuchar en la asignatura de inglés en estudiantes de grado quinto de una escuela rural de Santander de Quilichao – Cauca. La metodología Task-Based Language Teaching es pertinente en el desarrollo de competencias mediante el aprendizaje porque contribuye a mejorar su aprendizaje y el ambiente del aula en un contexto real de la enseñanza del inglés como lengua extranjera (EFL), permitiendo a los estudiantes compartir experiencias personales y desarrollar sus habilidades interpersonales. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11055 2025-01-01T00:00:00Z https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11054 Significado de las prácticas observacional, formativa y educativa para los docentes en formación de la primera cohorte del Programa de Licenciatura en Lenguas Modernas con Énfasis en Inglés y Francés de la Universidad del Cauca; The significance of the observational, formative, and educational practices for pre-service language teachers in the first cohort of the bachelor´s degree Program in Modern Languages with Emphasis in English and French at the University of Cauca Medina Riascos, Natalia Andrea; Calderón Moreno, Santiago Las prácticas observacional, formativa y educativa del Programa de Licenciatura en Lenguas Modernas con Énfasis en Inglés y Francés (PLLMEIF) de la Universidad del Cauca son etapas fundamentales en la formación de los futuros docentes. Ellas ofrecen la oportunidad de adquirir experiencia en el aula y aplicar conocimientos teóricos en un entorno académico real. Esta investigación busca comprender el significado de dichas prácticas para los docentes en formación de la primera cohorte del PLLMEIF. Este estudio es una investigación narrativa con enfoque cualitativo, desarrollada mediante entrevistas semiestructuradas realizadas a seis estudiantes de último semestre que aceptaron una invitación para participar en el estudio. Mediante el análisis del discurso se interpretaron las narrativas de los participantes y se construyó una narrativa global que conecte las experiencias individuales. Se espera que los resultados de este estudio proporcionen una comprensión profunda de la percepción de los estudiantes sobre estas prácticas en su proceso de formación docente. También se espera que este estudio impacte la planificación y ejecución de las prácticas docentes del Programa y su correspondiente formación de futuros docentes.; The observational, formative, and educational practices of the Bachelor's Degree Program in Modern Languages with Emphasis in English and French at the University of Cauca are fundamental stages in the training of future teachers. They offer the opportunity to gain classroom experience and apply theoretical knowledge in a real academic setting. This research aims to understand the significance of these practices for the trainee teachers in the first cohort of the Program. This study is a narrative research with a qualitative approach, conducted through semi-structured interviews with six final semester students who willingly agreed to participate in the study. Through discourse analysis, the narratives of the participants will be interpreted, and a comprehensive narrative will be constructed to link individual experiences. It is expected that the results of this study will provide a comprehensive understanding of students' perceptions of these practices in their teacher training process. It is also anticipated that this study will have an impact on the planning and implementation of the Program's teaching practices, as well as the training of future teachers. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.unicauca.edu.co/xmlui/handle/123456789/11054 2025-01-01T00:00:00Z https://repositorio.unicauca.edu.co/xmlui/handle/123456789/10812 Perceptions of a group of students from the Modern Languages Program at the Universidad del Cauca regarding the integration of digital comics into their English reading process : An experience from a multiliteracies approach Angulo Araujo, Andrea Alejandra; Apráez Gómez, Lina María; Sánchez Restrepo, Luisa Fernanda The reading of digital comics, from the field of multiliteracies, allows us to study this type of texts as multimodal. Multimodal texts merge verbal, visual, sound, gestural and distributive language, providing a complete experience for readers to find the overall meaning of the comic. This paper reports an action research study about the perceptions of a group of higher education students on the insertion of digital comics in their English reading process. The study aims to foster the reading experience from the perspective of multiliteracies. The participants were a group of students belonging to the bachelor’s degree Program in Modern Languages with Emphasis in English and French of the Universidad del Cauca. These students participated in a reading workshop that makes use of digital comics as multimodal texts. These comics can be found in the Webtoon platform. The instruments that were used to collect data were surveys, focus group interviews and digital journals of participants and researchers. This study allowed us to understand and describe the perceptions of the insertion of digital comics in the participants' English reading process. Wed, 01 Jan 2025 00:00:00 GMT https://repositorio.unicauca.edu.co/xmlui/handle/123456789/10812 2025-01-01T00:00:00Z