Factors affecting participants’ willingness to learn in an english didactic unit

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dc.contributor.advisorEstrada Restrepo, Margarita Lucelly
dc.contributor.authorGonzález Prieto, Cesar David
dc.contributor.authorDíaz Rincón, Santiago Alejandro
dc.contributor.authorRestrepo Moreno, Daniel Alejandro
dc.contributor.authorOrtiz Ríos, Diane Stephania
dc.contributor.authorPáez Martínez, Natalia
dc.date.accessioned2024-11-09T02:08:41Z
dc.date.available2024-11-09T02:08:41Z
dc.date.issued2024-10
dc.description.abstractLa enseñanza y el aprendizaje del inglés han sido un tema de gran importancia y han ido ganando cada vez más atención en diferentes campos. Sin embargo, los estudios que se han llevado a cabo están dirigidos principalmente a la población joven, como lo pone de manifiesto el informe Prácticas globales en la enseñanza del inglés a jóvenes alumnos, más países han introducido el inglés en sus planes de estudio escolares primarios. El informe de investigación contrasta datos de estudios de caso relativos a 2010 y 2020, mostrando que la enseñanza del inglés a los jóvenes se ha convertido en un foco predominante de las políticas educativas en todo el mundo, especialmente en países asiáticos, latinoamericanos y europeos (Copland, Carton y Barnett, 2024). Por lo tanto, este estudio se centra en investigar los factores que influyen en la disposición del alumno adulto a participar en una unidad didáctica de inglés de aprendizaje mixto en un grupo de adultos de entre dieciocho y cincuenta años en Colombia. La investigación examina cómo la motivación, experiencia previa, uso del idioma, oportunidades para el uso del idioma y compromiso impactaron su progreso en adquirir las bases en inglés. Utilizando un método mixto, se obtuvieron datos a través de entrevistas, notas de campo y una rúbrica de comportamiento. Los resultados del estudio indicaban que la motivación intrínseca, junto con escenarios reales adaptados y probables, proporcionaban un entorno de aprendizaje adecuado que promovía el compromiso y la voluntad. Los participantes con experiencia previa en el idioma pudieron adaptarse más rápidamente, mientras que los que tuvieron una exposición limitada se beneficiaron del apoyo y de la retroalimentación. El estudio destaca la importancia de fomentar entornos de aprendizaje flexibles e interactivos que aborden las necesidades y los retos específicos de los alumnos adultos. Los resultados obtenidos de este artículo proporcionan información para mejorar los programas de enseñanza del inglés para alumnos adultos en contextos relacionados.
dc.description.abstractenglishEnglish language teaching and learning has been a topic of great importance and has increasingly gained attention from different fields. However, the studies that have been carried out are mostly directed towards the young demographic, as the report Global Practices in Teaching English to Young Learners highlights, more countries have introduced English into their primary school curriculum. The research report contrasts data from case studies pertaining to 2010 and 2020, showing that English teaching to young learners has become a predominant focus of educational policies across the world, especially in Asian, Latin American and European countries (Copland, Carton, & Barnett, 2024). Therefore, this study focuses on researching the factors that influence adult learner’s willingness to engage in a blended learning English didactic unit in a group of adults ranging eighteen to fifty years in Colombia. The research examines how motivation, prior experience, language use, opportunities for language use and commitment impacted their progress in acquiring foundations in the English language. By using a mixed-method approach, data was obtained through interviews, field notes and a behavioral rubric. The findings of the study pointed out that intrinsic motivation along with tailored and likely real world scenarios provided a suitable learning environment that promoted engagement and willingness. Participants with prior experience with the language were able to adapt faster, whereas the ones with limited exposure benefited from support and feedback. The study highlights the value of fostering flexible, and interactive learning settings that tackle adult learners’ specific needs and learning challenges. The findings obtained from this paper provide insight for improving English language teaching programs for adult learners in related contexts.
dc.description.degreePregradospa
dc.description.degreenameLicenciado en Bilingüismo con Énfasis en la Enseñanza del Inglésspa
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/13173
dc.language.isoen_US
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.grantorUniversidad El Bosquespa
dc.publisher.programLicenciatura en Bilingüismo con Énfasis en la Enseñanza del Inglésspa
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dc.rightsAtribución-NoComercial-CompartirIgual 4.0 Internacionalen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightshttp:/purl.org/coar/access_right/c_abf2/
dc.rights.localAcceso abiertospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectDisposición al aprendizaje
dc.subjectAprendizaje Mixto
dc.subjectAlumnos adultos
dc.subjectJuego de roles
dc.subjectAdquisición del idioma inglés
dc.subject.ddc370.1175
dc.subject.keywordsWillingness to learn
dc.subject.keywordsBlended learning
dc.subject.keywordsAdult learners
dc.subject.keywordsRole-plays
dc.subject.keywordsEnglish language acquisition
dc.titleFactors affecting participants’ willingness to learn in an english didactic unit
dc.title.translatedFactores que afectan a la disposición de los participantes a aprender en una unidad didáctica de inglés
dc.type.coarhttps://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttps://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Pregradospa

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Licenciatura en Educación Bilingüe con Énfasis en la Enseñanza del Inglés