Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program

Este estudio investiga los retos que enfrentaron tres estudiantes de la universidad de Santo Tomas al cursar la licenciatura en Lengua Extranjera - Ingles a distancia. Se diseñaron tresinstrumentos de recolección de datos: en primer lugar, una narrativa escrita; en segundo lugar, uncuestionario (dir...

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Autores:: Toledo Ramírez, Paula Andrea

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
title	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
spellingShingle	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program Bachelor's Degree in Foreign Language - English by distance learning Foreign language at a distance Challenges Resilience Teacher identity Lenguas Extrajeras inglés Estudiantes Universitarios Inglés -- Aprendizaje Licenciatura en Lengua Extranjera - Ingles a distancia Lengua extranjera a distancia Retos Resiliencia Identidad del profesor
title_short	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
title_full	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
title_fullStr	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
title_full_unstemmed	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
title_sort	Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program
dc.creator.fl_str_mv	Toledo Ramírez, Paula Andrea
dc.contributor.advisor.none.fl_str_mv	Ruiz Martí, Maritza
dc.contributor.author.none.fl_str_mv	Toledo Ramírez, Paula Andrea
dc.contributor.orcid.spa.fl_str_mv	https://orcid.org/0000-0003-1186-8537
dc.contributor.cvlac.spa.fl_str_mv	https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002032978
dc.contributor.corporatename.spa.fl_str_mv	Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv	Bachelor's Degree in Foreign Language - English by distance learning Foreign language at a distance Challenges Resilience Teacher identity
topic	Bachelor's Degree in Foreign Language - English by distance learning Foreign language at a distance Challenges Resilience Teacher identity Lenguas Extrajeras inglés Estudiantes Universitarios Inglés -- Aprendizaje Licenciatura en Lengua Extranjera - Ingles a distancia Lengua extranjera a distancia Retos Resiliencia Identidad del profesor
dc.subject.lemb.spa.fl_str_mv	Lenguas Extrajeras inglés Estudiantes Universitarios Inglés -- Aprendizaje
dc.subject.proposal.spa.fl_str_mv	Licenciatura en Lengua Extranjera - Ingles a distancia Lengua extranjera a distancia Retos Resiliencia Identidad del profesor
description	Este estudio investiga los retos que enfrentaron tres estudiantes de la universidad de Santo Tomas al cursar la licenciatura en Lengua Extranjera - Ingles a distancia. Se diseñaron tresinstrumentos de recolección de datos: en primer lugar, una narrativa escrita; en segundo lugar, uncuestionario (dirigido por el investigador); y, en tercer lugar, una encuesta. El objetivo fue identificar los retos que encontraron mientras cursaban sus estudios, las estrategias que implementaron para superar las dificultades y cómo estas experiencias contribuyen a su perfil como docentes. Se utilizó el enfoque de investigación cualitativo para profundizar en los retos más relevantes enfrentados por los estudiantes. Los datos se recolectaron mediante una narración personal, un cuestionario con la intervención del investigador y otro cuestionario administrado autónomamente. El análisis revelo resultados significativos sobre las dificultades que enfrentan los estudiantes de la carrera y cómo, a través de la resiliencia, logran superar esas dificultades. Los resultados también proporcionan información importante para los estudiantes de la licenciatura y otras carreras profesionales con dificultades en la educación a distancia, y para losdocentes y coordinadores de estos programas, quienes pueden reconocer los desafíos y generar estrategias que ayuden a que los estudiantes superen los obstáculos y alcancen el éxito en la culminación de su carrera profesional
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-09-30T13:55:23Z
dc.date.available.none.fl_str_mv	2024-09-30T13:55:23Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Trabajo de grado
dc.type.version.none.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.coar.none.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv	info:eu-repo/semantics/bachelorThesis
format	http://purl.org/coar/resource_type/c_7a1f
status_str	acceptedVersion
dc.identifier.citation.spa.fl_str_mv	Toledo Ramírez, P. A. (2024). Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/11634/57992
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv	repourl:https://repository.usta.edu.co
identifier_str_mv	Toledo Ramírez, P. A. (2024). Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
url	http://hdl.handle.net/11634/57992
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.references.spa.fl_str_mv	Ahmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A., & Farheen, Z. (2019). Qualitative vs. quantitative research: A summarized review. Journal of Evidence Based Medicine and Healthcare, 6(43), 2828–2832. https://doi.org/10.18410/jebmh/2019/587 /jebmh/2019/587 Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394– 401. https://doi.org/10.1016/j.sbspro.2015.07.524 Altunay, D. (2019). EFL students’ views on distance English language learning in a public university in Turkey. Studies in English Language Teaching, 7(1), 121. https://doi.org/10.22158/selt.v7n1p121 Anthology. (n.d.). Anthology: Transforming the education experience. Anthology. https://www.anthology.com/ Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994 Berg, G. A., & Simonson, M. (2024, August 25). Distance learning: Education benefits & challenges. Encyclopedia Britannica. https://www.britannica.com/topic/distance learning/Modern-distance-learning Blackboard. (n.d.). Blackboard: The leading education technology company. Blackboard. https://www.blackboard.com/ Bonilla, M., Hernández, E., & Medina, M. (2017). Macroprojects as a new didactic proposal for teaching EFL research in distance education. ICERI Proceedings. https://doi.org/10.21125/iceri.2017.1944 Boon, H. J. (2020). Teachers’ resilience: Conceived, perceived, or lived-in. In Springer eBooks (pp. 263–278). https://doi.org/10.1007/978-981-15-5963-1_16 Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619 Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, Article 1781. https://doi.org/10.3389/fpsyg.2015.01781 Cecar. (n.d.). Licenciatura en inglés. Cecar. https://cecar.edu.co/programas/virtualidad/licenciatura-en-ingles Chbeir, S., & Carrión, V. (2023). Resilience by design: How nature, nurture, environment, and microbiome mitigate stress and allostatic load. World Journal of Psychiatry, 13(5), 144– 159. https://doi.org/10.5498/wjp.v13.i5.144 Cho, K., & Krashen, S. (2019). Pleasure reading in a foreign language and competence in speaking, listening, reading, and writing. TEFLIN Journal, 30(2), 231–236. https://doi.org/10.15639/teflinjournal.v30i2/231-236 Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications, Inc. Cross, P. K. (1981). Adults as learners. Jossey-Bass. Dynamic Learning Community. (2020, May 23). Professor Gary Barkhuizen on teacher identity [Video]. YouTube. https://www.youtube.com/watch?v=UdYKOO5XFCA Esquivel, K., Elam, E., Paris, J., & Tafoya, M. (2021). 4.2: Development of teachers’ identity. LibreTexts. https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/The_Role_of_E quity_and_Diversity_in_Early_Childhood_Education_(Esquivel_Elam_Paris_and_Tafo )/04%3A_Teachers_Professional_Identity_and_Becoming_Equity_Minded/4.02%3A_D evelopment_of_Teachers_Identity Fenton, W. (2018, January 12). The best LMS (learning management systems). PCMag. https://www.pcmag.com/picks/the-best-lms-learning-management-systems Goddard, R. D., & Villanova, P. (2006). Designing surveys and questionnaires for research. In J. F. L. Leong (Ed.), The psychology research handbook: A guide for graduate students and research assistants (pp. 114–124). Sage. González, Á. M. G., & Mateus, C. H. (2021). Pre-service teachers’ reflections in a virtual learning community: A praxeological study. Folios, 55. https://doi.org/10.17227/folios.55-11912 Guerrero, A. L. (2011). Narrative as a resource for the display of self and identity: The narrative construction of an oppositional identity. Colombian Applied Linguistics Journal, 13(2), 88. https://doi.org/10.14483/22487085.3771 Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155. Hibatullah, O. F. (2019). The challenges of international EFL students to learn English in a non English speaking country. Journal of Foreign Language Teaching and Learning, 4(2). https://doi.org/10.18196/ftl.424 National Open and Distance University. (2022, December 16). Historical Review (UNAD) - Virtual education. https://informacion.unad.edu.co/index.php/acerca-de-la-unad/resena historica Ingov, P. (n.d.). Storytelling. ingoStudio. https://ingostudio.com/storytelling/ Jain, M. (2023, July 20). Transforming education with LMSs: Enhancing learning experiences and outcomes. eLearning Industry. https://elearningindustry.com/transforming-education with-lmss-enhancing-learning-experiences-and-outcomes#google_vignett Johnson, B., Down, B., Cornu, R. L., Peters, J., Sullivan, A., Pearce, J., & Hunter, J. (2014). Teacher identity. In Springer briefs in education (pp. 103–121). https://doi.org/10.1007/978-981-287-173-2_6 Knott, R. (2024, May 30). What is distance learning? The complete guide. The TechSmith Blog. https://www.techsmith.com/blog/distance-learning/ Kirvan, P., & Brush, K. (2023, September 8). Learning management system (LMS). CIO. https://www.techtarget.com/searchcio/definition/learning-management-system Kitzinger, J. (1995). Qualitative research: Introducing focus groups. BMJ, 311(7000), 299–302. https://doi.org/10.1136/bmj.311.7000.299 Krakoff, S. (2019, November 22). The cost of online education vs. traditional education. Champlain College Online. https://online.champlain.edu/blog/cost-of-online-education vs-traditional education#:~:text=The%20Cost%20of%20Online%20College&text=Not%20only%20do es%20tuition%20tend,is%20still%20a%20significant%20investment. Le Cornu, R. (2013). Building early career teacher resilience: The role of relationships. Australian Journal of Teacher Education, 38(4), 1–16. https://doi.org/10.14221/ajte.2013v38n4a1 Manawis, R. (2023, December 13). 7 data collection methods and techniques. SafetyCulture. https://safetyculture.com/topics/data-collection/data-collection-techniques/ Masalimova, A. R., Khvatova, M. A., Chikileva, L. S., Zvyagintseva, E. P., Stepanova, V. V., & Melnik, M. V. (2022). Distance learning in higher education during COVID-19. Mateus, C. H., González, Á. M. G., Alzate, L. V. C., & De Los Ángeles Lalle, C. (2021). Exploring pre-service teachers’ beliefs about language teaching and learning: a Narrative study. MEXTESOL Journal, 45(1), 1–16. https://doi.org/10.61871/mj.v45n1-13 McCombes, S. (2020, August 18). Descriptive research. Scribbr. https://www.scribbr.com/methodology/descriptive-research/ Moodle. (n.d.). LMS solutions. Moodle. https://moodle.com/solutions/lms/ National Information System for Higher Education (SNIES). (n.d.). Consolidated bases. Retrieved August 25, 2024, from https://snies.mineducacion.gov.co/portal/ESTADISTICAS/Bases-consolidadas/ Ntinda, K. (2018). Narrative research. In Handbook of research methods in health social sciences (pp. 1–13). https://doi.org/10.1007/978-981-10-2779-6_79-1 Ntinda, K. (2019). Narrative research. In Springer eBooks (pp. 411–423). https://doi.org/10.1007/978-981-10-5251-4_79 Ogara, P. I. (2021). Which is better: Conventional education or distance education? ResearchGate. https://www.researchgate.net/publication/358199658_WHICH_IS_BETTER_CONVEN TIONAL_EDUCATION_OR_DISTANCE_EDUCATION Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. In SAGE Publications, Inc. eBooks (pp. 3–34). https://doi.org/10.4135/9781452226552.n1 Quimosing, A. B. (2022). Learning English as a foreign language (EFL): A narratology. SALTeL Journal (Southeast Asia Language Teaching and Learning), 5(2), 13–21. https://doi.org/10.35307/saltel.v5i2.85
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spelling	Ruiz Martí, MaritzaToledo Ramírez, Paula Andreahttps://orcid.org/0000-0003-1186-8537https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002032978Universidad Santo Tomás2024-09-30T13:55:23Z2024-09-30T13:55:23Z2024Toledo Ramírez, P. A. (2024). Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s Program. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucionalhttp://hdl.handle.net/11634/57992reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste estudio investiga los retos que enfrentaron tres estudiantes de la universidad de Santo Tomas al cursar la licenciatura en Lengua Extranjera - Ingles a distancia. Se diseñaron tresinstrumentos de recolección de datos: en primer lugar, una narrativa escrita; en segundo lugar, uncuestionario (dirigido por el investigador); y, en tercer lugar, una encuesta. El objetivo fue identificar los retos que encontraron mientras cursaban sus estudios, las estrategias que implementaron para superar las dificultades y cómo estas experiencias contribuyen a su perfil como docentes. Se utilizó el enfoque de investigación cualitativo para profundizar en los retos más relevantes enfrentados por los estudiantes. Los datos se recolectaron mediante una narración personal, un cuestionario con la intervención del investigador y otro cuestionario administrado autónomamente. El análisis revelo resultados significativos sobre las dificultades que enfrentan los estudiantes de la carrera y cómo, a través de la resiliencia, logran superar esas dificultades. Los resultados también proporcionan información importante para los estudiantes de la licenciatura y otras carreras profesionales con dificultades en la educación a distancia, y para losdocentes y coordinadores de estos programas, quienes pueden reconocer los desafíos y generar estrategias que ayuden a que los estudiantes superen los obstáculos y alcancen el éxito en la culminación de su carrera profesionalThis study looks into the challenges faced by three undergraduate students at Santo Tomas University while coursing the bachelor's degree in English Language Teaching (English as a Foreign Language) through distance education. Three data collection instruments designed were: firstly, a written narrative; secondly, a questionnaire (lead by the researcher); and finally, a survey. The study objective was to identify the challenges they encountered, and the strategies they implemented to overcome the difficulties along with how these experiences helped them constructing their identities as teachers. A qualitative research approach was employed to explore in depth the most relevant challenges faced by students. Data was collected through a personal narrative, a questionnaire with researcher intervention, and a self-administered questionnaire. The analysis revealed significant insights into the challenges faced by students in this field and how, through resilience, they were able to overcome these difficulties. The results also provide important information for both students of the bachelor's degree and those in other distance education programs, as well as for teachers and coordinators of these programs, who can use this information to recognize the challenges and develop strategies to help students overcome obstacles and achieve success in completing their professional careers.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Becoming an Efl Teacher: Challenges in a Distance Modality Bachelor’s ProgramBachelor's Degree in Foreign Language - English by distance learningForeign language at a distanceChallengesResilienceTeacher identityLenguas Extrajeras inglésEstudiantes UniversitariosInglés -- AprendizajeLicenciatura en Lengua Extranjera - Ingles a distanciaLengua extranjera a distanciaRetosResilienciaIdentidad del profesorTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAhmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A., & Farheen, Z. (2019). Qualitative vs. quantitative research: A summarized review. Journal of Evidence Based Medicine and Healthcare, 6(43), 2828–2832. https://doi.org/10.18410/jebmh/2019/587 /jebmh/2019/587Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394– 401. https://doi.org/10.1016/j.sbspro.2015.07.524Altunay, D. (2019). EFL students’ views on distance English language learning in a public university in Turkey. Studies in English Language Teaching, 7(1), 121. https://doi.org/10.22158/selt.v7n1p121Anthology. (n.d.). Anthology: Transforming the education experience. Anthology. https://www.anthology.com/Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. Routledge. https://doi.org/10.4324/9780203124994Berg, G. A., & Simonson, M. (2024, August 25). Distance learning: Education benefits & challenges. Encyclopedia Britannica. https://www.britannica.com/topic/distance learning/Modern-distance-learningBlackboard. (n.d.). Blackboard: The leading education technology company. Blackboard. https://www.blackboard.com/Bonilla, M., Hernández, E., & Medina, M. (2017). Macroprojects as a new didactic proposal for teaching EFL research in distance education. ICERI Proceedings. https://doi.org/10.21125/iceri.2017.1944Boon, H. J. (2020). Teachers’ resilience: Conceived, perceived, or lived-in. In Springer eBooks (pp. 263–278). https://doi.org/10.1007/978-981-15-5963-1_16Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21. https://doi.org/10.1086/448619Cassidy, S. (2015). Resilience building in students: The role of academic self-efficacy. Frontiers in Psychology, 6, Article 1781. https://doi.org/10.3389/fpsyg.2015.01781Cecar. (n.d.). Licenciatura en inglés. Cecar. https://cecar.edu.co/programas/virtualidad/licenciatura-en-inglesChbeir, S., & Carrión, V. (2023). Resilience by design: How nature, nurture, environment, and microbiome mitigate stress and allostatic load. World Journal of Psychiatry, 13(5), 144– 159. https://doi.org/10.5498/wjp.v13.i5.144Cho, K., & Krashen, S. (2019). Pleasure reading in a foreign language and competence in speaking, listening, reading, and writing. TEFLIN Journal, 30(2), 231–236. https://doi.org/10.15639/teflinjournal.v30i2/231-236Creswell, J. W. (2006). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications, Inc.Cross, P. K. (1981). Adults as learners. Jossey-Bass.Dynamic Learning Community. (2020, May 23). Professor Gary Barkhuizen on teacher identity [Video]. YouTube. https://www.youtube.com/watch?v=UdYKOO5XFCAEsquivel, K., Elam, E., Paris, J., & Tafoya, M. (2021). 4.2: Development of teachers’ identity. LibreTexts. https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/The_Role_of_E quity_and_Diversity_in_Early_Childhood_Education_(Esquivel_Elam_Paris_and_Tafo )/04%3A_Teachers_Professional_Identity_and_Becoming_Equity_Minded/4.02%3A_D evelopment_of_Teachers_IdentityFenton, W. (2018, January 12). The best LMS (learning management systems). PCMag. https://www.pcmag.com/picks/the-best-lms-learning-management-systemsGoddard, R. D., & Villanova, P. (2006). Designing surveys and questionnaires for research. In J. F. L. Leong (Ed.), The psychology research handbook: A guide for graduate students and research assistants (pp. 114–124). Sage.González, Á. M. G., & Mateus, C. H. (2021). Pre-service teachers’ reflections in a virtual learning community: A praxeological study. Folios, 55. https://doi.org/10.17227/folios.55-11912Guerrero, A. L. (2011). Narrative as a resource for the display of self and identity: The narrative construction of an oppositional identity. Colombian Applied Linguistics Journal, 13(2), 88. https://doi.org/10.14483/22487085.3771Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155.Hibatullah, O. F. (2019). The challenges of international EFL students to learn English in a non English speaking country. Journal of Foreign Language Teaching and Learning, 4(2). https://doi.org/10.18196/ftl.424National Open and Distance University. (2022, December 16). Historical Review (UNAD) - Virtual education. https://informacion.unad.edu.co/index.php/acerca-de-la-unad/resena historicaIngov, P. (n.d.). Storytelling. ingoStudio. https://ingostudio.com/storytelling/Jain, M. (2023, July 20). 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