Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.

Este artículo presenta un informe de investigación cualitativa de estudio de caso que exploró la implementación de la evaluación dinámica en un grupo de quince estudiantes de inglés matriculados en una licenciatura en Educación Infantil de una universidad privada colombiana. La evaluación dinámica e...

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Autores:: Torres García, Andrea Paola
Trujillo Flórez, Erica Fernanda

Tipo de recurso:: Masters Thesis

Fecha de publicación:: 2024

Institución:: Universidad Santo Tomás

Repositorio:: Universidad Santo Tomás

Idioma:: spa

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dc.title.spa.fl_str_mv	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
title	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
spellingShingle	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá. Assessment Dynamic assessment Learning Process of English Ambientes Bilingües de Aprendizaje Investigación-Educación Idioma-inglés Evaluación Evaluación dinámica Bilingüismo Proceso de aprendizaje del inglés
title_short	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
title_full	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
title_fullStr	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
title_full_unstemmed	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
title_sort	Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.
dc.creator.fl_str_mv	Torres García, Andrea Paola Trujillo Flórez, Erica Fernanda
dc.contributor.advisor.none.fl_str_mv	Hernández Echavarría, Yonier
dc.contributor.author.none.fl_str_mv	Torres García, Andrea Paola Trujillo Flórez, Erica Fernanda
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dc.subject.keyword.spa.fl_str_mv	Assessment Dynamic assessment Learning Process of English
topic	Assessment Dynamic assessment Learning Process of English Ambientes Bilingües de Aprendizaje Investigación-Educación Idioma-inglés Evaluación Evaluación dinámica Bilingüismo Proceso de aprendizaje del inglés
dc.subject.lemb.spa.fl_str_mv	Ambientes Bilingües de Aprendizaje Investigación-Educación Idioma-inglés
dc.subject.proposal.spa.fl_str_mv	Evaluación Evaluación dinámica Bilingüismo Proceso de aprendizaje del inglés
description	Este artículo presenta un informe de investigación cualitativa de estudio de caso que exploró la implementación de la evaluación dinámica en un grupo de quince estudiantes de inglés matriculados en una licenciatura en Educación Infantil de una universidad privada colombiana. La evaluación dinámica es un enfoque mediante el cual los profesores evalúan el progreso de los alumnos prestando atención a sus errores, proporcionándoles indicaciones graduadas o mediaciones para ayudarles a corregirlos, considerando más importante el proceso que el producto. Los datos se recopilaron a través de observaciones en el aula, cuestionarios a los estudiantes, pruebas de entrada y salida y grupos focales. Los resultados indicaron que la evaluación dinámica sirve como método de evaluación complementario para que los estudiantes obtengan un mayor rendimiento en las habilidades de habla, escucha y escritura en el proceso de aprendizaje del inglés. Además, los estudiantes mostraron sentimientos y actitudes positivas hacia la evaluación dinámica y su proceso de aprendizaje, ya que les sirvió como una forma cómoda, estructurada, práctica y significativa de reconocer sus debilidades, fortalezas y necesidades en inglés como lengua extranjera. Por otro lado, los estudiantes se sintieron más motivados y seguros para aprender inglés debido a los objetivos que pudieron alcanzar durante y después de la implementación. El estudio tiene implicaciones para los administradores universitarios, profesores y estudiantes de inglés.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-01-17T15:06:13Z
dc.date.available.none.fl_str_mv	2024-01-17T15:06:13Z
dc.date.issued.none.fl_str_mv	2024-01-16
dc.type.local.spa.fl_str_mv	Tesis de maestría
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dc.identifier.citation.spa.fl_str_mv	Torres García, A. P. y Trujillo Flórez, E. F. (s.f.). Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá. [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Isntitiucional.
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dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Santo Tomás
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identifier_str_mv	Torres García, A. P. y Trujillo Flórez, E. F. (s.f.). Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá. [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Isntitiucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co
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dc.relation.references.spa.fl_str_mv	Abdullateef, S. T. & Muhammedzein, F. (2021). Dynamic Assessment: A Complementary Method to Promote EFL Learning. Arab World English Journal, 12 (2) 279-293. DOI: https://dx.doi.org/10.24093/awej/vol12no2.19 Ali, B. J., & Anwar, G. (2021). Anxiety and Foreign Language Learning: Analysis of students’ anxiety towards Foreign language learning. International Journal of English Literature and Social Sciences, 6(3), 234–244. https://dx.doi.org/10.22161/ijels.63.32 Amerian, Majid & Mehri, Ehsan. (2015). Transcendence of Cognitive Development: The Incorporation of Task-based Instruction into the Transfer Tasks of Dynamic Assessment. Journal of Language Teaching and Research. 6. 1311-1319. 10.17507/jltr.0606.19. Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annals, 42(3), pp. 576-598. https://eric.ed.gov/?id=EJ859067 Araque, D.M. y Rodríguez, S.M. (2020). Maestría en Ambientes Bilingües de Aprendizaje PEP. Universidad Santo Tomás. DOI https://doi.org/10.15332/dt.inv.2021.01750. Azizi, Z., Farid Khafaga, A. Scaffolding via Group-dynamic Assessment to Positively Affect Motivation, Learning Anxiety, and Willingness to Communicate: A Case Study of High School Students. J Psycholinguist Res 52, 831–851 (2023). https://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s10936-023-09935-6 Instituto Colombiano para la Evaluación de la Educación - ICFES (2022). Repositorio de datos ICFES. [Conjunto de datos]. DataIcfes. https://www2.icfes.gov.co/data-icfes Bavali, M., Yamini,M., Sadighi, F. (2011). Dynamic Assessment in Perspective: Demarcating Dynamic and Non-dynamic Boundaries. Journal of Language Teaching and Research, 2 (4), 895-902. From: https://www.academypublication.com/issues/past/jltr/vol02/04/23.pdf Benavides, J. E. (2021). Level of English in Colombian higher education: A decade of stagnation. Profile: Issues in Teachers’ Professional Development, 23(1), 57–73. https://doi.org/10.15446/profile.v23n1.83135 Bonilla, C. & Tejada, I. (2016). Unanswered Questions in Colombia's Foreign Language Education Policy. Profile Issues in Teachers` Professional Development. http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902016000100011 Cárdenas, R. & Miranda, N. (2014). Implementación del Programa Nacional de Bilingüismo: un balance intermedio. Educ. Vol. 17, No. 1, 51-67. Correa, D., & González, A. (2016). English in Public Primary Schools in Colombia: Achievements and Challenges Brought about by National Language Education Policies. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 24( ), 1-26. https://www.redalyc.org/articulo.oa?id=275043450124 Del Ángel, M. C., & Gallardo, K. E. (2014). Language learning strategies and academic success: A Mexican perspective. 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(2002) Doing Qualitative Research in Education Settings Albany: State University of New York Press. Herrera, L. & González,O. (2021). Perceptions and Beliefs of EFL Students Regarding Classroom Assessment at a Colombian University. Folios, (54). https//doi.org/10.17227/folios.54-11498 Herrera, L. & Macías, D. (2015). A call for language assessment literacy in the education and development of teachers of English as a foreign language. Colomb. Appl. Linguist. J., 17(2), pp. 302-312. https://doi.org/10.14483/udistrital.jour.calj.2015.2.a09 Huang Q. (2021) The Role of English as a Foreign Language Teachers’ and Learners’ Emotions and Language Achievement and Success. Front. Psychol. 12:756853. doi:10.3389/fpsyg.2021.756853 https://www.frontiersin.org/articles/10.3389/fpsyg.2021.756853/full Jaelani A. &Umam, A.,(2021) PreparingEFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration. Journal of English Educator Society. doi:10.21070/jees.v6i1.829 https://jees.umsida.ac.id/index.php/jees/article/view/829/1566 Kazemi, Akram & Bagheri, Mohammad & Rassaei, Ehsan. (2020). Dynamic assessment in English classrooms: Fostering learners’ reading comprehension and motivation. Cogent Psychology. https://doi.org/10.1080/23311908.2020.1788912 Lantolf, J., & Poehner, M. (2010). Dynamic assessment in the classroom: Vygotskian praxis for second language development.Language Teaching Research 15(1) 11–33. DOI: 10.1177/1362168810383328 Lantolf, J., & Poehner, M. (2011). Dynamic assessment in the foreign language classroom: A teacher’s guide (2nd ed.). CALPER Publications. Latham-Koenig, C., Oxenden, C., & Lambert, J. (2021). American English File (3rd ed.). Oxford University Press López, A. & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile Issues in Teachers` Professional Development. 11(2),55-70. https://revistas.unal.edu.co/index.php/profile/article/view/11442 Masrul, Masrul & Rasyidah, Ummi & Yuliani, Sri & Nurmalina, Nurmalina & Erliana, Santi & Wicaksono, Bayu. (2023). The Implementation of Dynamic Assessment in EFL Learners’ Writing. World Journal of English Language. 13. 191. 10.5430/wjel.v13n5p191. Matthews, B., & Ross, L. (2010). Research methods about the authors: A practical guide for the social sciences. Pearson Education Limited. www.pearsoned.co.uk/matthews Mauludin, L. (2018). Dynamic assessment to improve students’ summary writing skill in an ESP class. Southern African Linguistics and Applied Language Studies, 36(4), 355–364. doi:10.2989/16073614.2018.1548296 Miao, T. & Mian, L. (2013). Dynamic Assessment in ESL Writing Classroom. International Conference on Education Technology and Management Science (ICETMS 2013), 676-679. DOI: 10.2991/icetms.2013.1 https://www.atlantis-press.com/proceedings/icetms-13/6996 Ministry of education. (2014, July 10th). Programa Nacional de inglés. https://www.mineducacion.gov.co/1759/articles 343837_Programa_Nacional_Ingles.pdf Muñoz, A., Palacio, M. & Escobar, L. (2012). Teachers' Beliefs About Assessment in an EFL Context in Colombia. Profile Issues in Teachers` Professional Development, 14(1), 143-158.http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-0790201200 0100010&lng=en&tlng=en Naeini, J., & Duvall, E. (2012). Dynamic Assessment and the Impact on English Language Learners’ Reading Comprehension Performance. Language Testing in Asia, 2(2), 22. doi:10.1186/2229-0443-2-2-22 Nushi, Musa & Momeni, Ali. (2022). A Comparative Study of University and Private Language Institute EFL Teachers' Familiarity with and Classroom Practicality Perceptions of Dynamic Assessment. Education & Self Development. DOI: 173. 25-49. 10.26907/esd.17.3.04. Ortiz, A.,Arias, M.,& Pedrozo, Z. (2018). Decolonialidad de la educación: emergencia/urgencia de una pedagogía decolonial. Editorial Unimagdalena. Consult here https://www.researchgate.net/publication/325731644_Decolonialidad_de_la_educacion_ EmergenciaUrgencia_de_una_pedagogia_decolonial Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307.https://free.openeclass.org/modules/document/file.php/ENG257/Further%20Rea ding/otheguyreidgarcia.pdf Özdemir-Yılmazer, M., & Özkan, Y. (2023). Challenges and complexities in teacher conceptualization of dynamic assessment in the L2 classroom: A case study in Türkiye. Profile: Issues in Teachers’ Professional Development, 25(1), 83–96. https://doi.org/10.15446/profile.v25n1.101065 Poehner, M. E. (2007). Beyond the Test: L2 Dynamic Assessment and the Transcendence of Mediated Learning. 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(2018). an investigation into the effect of dynamic assessment on the EFL learners’ process writing development. SAGE Open, 1–14. https://doi.org/10.1177/ 2158244018784643 Rojas, J. (2017). Making sense of alternative assessment in a qualitative evaluation system. Profile Issues in Teachers’ Professional Development, 19(2), 73-85. http://dx.doi.org/10.15446/profile.v19n2.57178. Safdari, M., & Fathi, J. (2020). Investigating the role of dynamic assessment on speaking accuracy and fluency of pre-intermediate EFL learners. Cogent Education, 7(1), 1818924. doi:10.1080/2331186x.2020.1818924 Shohamy, E. (2007) Language tests as language policy tools, Assessment In Education, 14:1, 117-130, DOI: 10.1080/09695940701272948 Shrestha, P. & Coffin, C. (2011). Dynamic assessment, tutor mediation and academic writing development. Assessing Writing 17, 55–70. Sohrabi, S., Ahmadi Safa, M. (2020). Group Dynamic Assessment and EFL Learners’ Oral Production, Motivation, and Classroom Anxiety. English Teaching & Learning 44, 353–376 ttps://doi-org.crai-ustadigital.usantotomas.edu.co/10.1007/s42321-020-00054-2 Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1, 2 and 3 (2nd ed., TKT Course). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139062398 Vergara, L., Caraballo, J., Castellon, D., Vásquez, C, & Becker, E. (2019). Dynamic Assessment Approach in Language Teaching: A Review. Zona Proxima, 30, 82-99. https://doi.org/10.14482/zp.30.371.3 Wang, Peihui. (2015). The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study. Journal of Language Teaching and Research. DOI: http://dx.doi.org/10.17507/jltr.0606.14 Yin, R. K. (2002). Case study research: Design and methods. Thousand Oaks, CA: SAGE Publications. Chapter 2. Designing Case Studies: Identifying Your Case(s) and Establishing the Logic of Your Case Study. https://www.sagepub.com/sites/default/files/upm-binaries/24736_Chapter2.pdf Yin, R. K. (2011) Applications of Case Study Research. Third edition.. Chapter 1. A (Very) Brief Refresher on the Case Study Method.COSMOS Corporation. SAGE Publications.https://www.sagepub.com/sites/default/files/upm-binaries/41407_1.pdf Yu Q (2022) A Review of Foreign Language Learners’ Emotions. Front. Psychol. 12:827104. doi: 10.3389/fpsyg.2021.827104 https://www.frontiersin.org/articles/10.3389/fpsyg.2021.827104/full
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spelling	Hernández Echavarría, YonierTorres García, Andrea PaolaTrujillo Flórez, Erica Fernandahttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000780448https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=00015578582024-01-17T15:06:13Z2024-01-17T15:06:13Z2024-01-16Torres García, A. P. y Trujillo Flórez, E. F. (s.f.). Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá. [Trabajo de Maestría, Universidad Santo Tomás]. Repositorio Isntitiucional.http://hdl.handle.net/11634/53409reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste artículo presenta un informe de investigación cualitativa de estudio de caso que exploró la implementación de la evaluación dinámica en un grupo de quince estudiantes de inglés matriculados en una licenciatura en Educación Infantil de una universidad privada colombiana. La evaluación dinámica es un enfoque mediante el cual los profesores evalúan el progreso de los alumnos prestando atención a sus errores, proporcionándoles indicaciones graduadas o mediaciones para ayudarles a corregirlos, considerando más importante el proceso que el producto. Los datos se recopilaron a través de observaciones en el aula, cuestionarios a los estudiantes, pruebas de entrada y salida y grupos focales. Los resultados indicaron que la evaluación dinámica sirve como método de evaluación complementario para que los estudiantes obtengan un mayor rendimiento en las habilidades de habla, escucha y escritura en el proceso de aprendizaje del inglés. Además, los estudiantes mostraron sentimientos y actitudes positivas hacia la evaluación dinámica y su proceso de aprendizaje, ya que les sirvió como una forma cómoda, estructurada, práctica y significativa de reconocer sus debilidades, fortalezas y necesidades en inglés como lengua extranjera. Por otro lado, los estudiantes se sintieron más motivados y seguros para aprender inglés debido a los objetivos que pudieron alcanzar durante y después de la implementación. El estudio tiene implicaciones para los administradores universitarios, profesores y estudiantes de inglés.This paper presents a report of qualitative case study research that explored the implementation of dynamic assessment in a group of fifteen students of English enrolled in a bachelor program in Early Childhood Education of a Colombian private university. Dynamic assessment is an approach through which teachers assess learners’ progress by paying attention to students’ errors, providing graduated prompts or mediations to help them fix them, considering more important the process rather than the product. Data were gathered through classroom observations, students’ questionnaires, pretest and post-tests and focus group. The results indicated that dynamic assessment serves as a complementary assessment method for students to get higher performance in the speaking, listening, and writing skills in the learning process of English. Also, learners showed positive feelings and attitudes toward DA and their learning process since it served them as a comfortable, structured, practical, and meaningful way to recognize their weaknesses, strengths, and needs in English as a foreign language. Moreover, students felt more motivated and confident toward learning English due to the goals they were able to achieve during and after the implementation. The study bears implications for university administrators, English teachers and learners.Magíster en Ambientes Bilingües de AprendizajeMaestríaapplication/pdfspaUniversidad Santo TomásMaestría Ambientes Bilingües de AprendizajeFacultad 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_abf2Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.AssessmentDynamic assessmentLearning Process of EnglishAmbientes Bilingües de AprendizajeInvestigación-EducaciónIdioma-inglésEvaluaciónEvaluación dinámicaBilingüismoProceso de aprendizaje del inglésTesis de maestríainfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:eu-repo/semantics/masterThesisCRAI-USTA DuadAbdullateef, S. 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Psychol. 12:827104. doi: 10.3389/fpsyg.2021.827104 https://www.frontiersin.org/articles/10.3389/fpsyg.2021.827104/fullhttps://www.youtube.com/watch?v=xdppQpXEbN4CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/53409/4/license_rdf217700a34da79ed616c2feb68d4c5e06MD54open accessORIGINAL2024AndreaTorres-EricaTrujillo.pdf2024AndreaTorres-EricaTrujillo.pdfTrabajo de gradoapplication/pdf723495https://repository.usta.edu.co/bitstream/11634/53409/1/2024AndreaTorres-EricaTrujillo.pdf0e9d37710437c5a706b7bb3231f3e792MD51open accessCARTA AUTORIZACIÓN CRAI - ERICA TRUJILLO- ANDREA TORRES.pdfCARTA AUTORIZACIÓN CRAI - ERICA TRUJILLO- ANDREA TORRES.pdfCarta aprobación facultadapplication/pdf31986https://repository.usta.edu.co/bitstream/11634/53409/2/CARTA%20AUTORIZACI%c3%93N%20CRAI%20-%20ERICA%20TRUJILLO-%20ANDREA%20TORRES.pdfa5c43700e7bc98820927d6bc98844e1eMD52metadata only accessCarta derechos de autor.pdfCarta derechos de autor.pdfCarta derechos de autorapplication/pdf97057https://repository.usta.edu.co/bitstream/11634/53409/3/Carta%20derechos%20de%20autor.pdfa4b3896a66c6f294945e92f161d2a364MD53metadata only accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/53409/5/license.txtaedeaf396fcd827b537c73d23464fc27MD55open accessTHUMBNAIL2024AndreaTorres-EricaTrujillo.pdf.jpg2024AndreaTorres-EricaTrujillo.pdf.jpgIM Thumbnailimage/jpeg8157https://repository.usta.edu.co/bitstream/11634/53409/6/2024AndreaTorres-EricaTrujillo.pdf.jpg9c054079949352354310b8112577af78MD56open accessCARTA AUTORIZACIÓN CRAI - ERICA TRUJILLO- ANDREA TORRES.pdf.jpgCARTA AUTORIZACIÓN CRAI - ERICA TRUJILLO- ANDREA TORRES.pdf.jpgIM Thumbnailimage/jpeg6909https://repository.usta.edu.co/bitstream/11634/53409/7/CARTA%20AUTORIZACI%c3%93N%20CRAI%20-%20ERICA%20TRUJILLO-%20ANDREA%20TORRES.pdf.jpg0280d93b66b6d7aa59053de45d3b95f2MD57open accessCarta derechos de autor.pdf.jpgCarta derechos de autor.pdf.jpgIM Thumbnailimage/jpeg8248https://repository.usta.edu.co/bitstream/11634/53409/8/Carta%20derechos%20de%20autor.pdf.jpga6e5da23117d7abc942f5b17f74cb4f1MD58open access11634/53409oai:repository.usta.edu.co:11634/534092024-01-18 03:26:32.308open accessRepositorio Universidad Santo Tomásnoreply@usta.edu.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

Analysis of the effect of the dynamic assessment approach implementation in the English learning process: A case study of B.A. students in Early Childhood Education at a university in Bogotá.

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