Impact of speaking strategies on the oral performance of music students in an EFL online class

Ilustraciones, gráficas, fotografías

Autores:
Madrid Gómez, Jair David
Tipo de recurso:
Masters Thesis
Fecha de publicación:
2021
Institución:
Universidad de Caldas
Repositorio:
Repositorio U. de Caldas
Idioma:
eng
spa
OAI Identifier:
oai:repositorio.ucaldas.edu.co:ucaldas/17119
Acceso en línea:
https://repositorio.ucaldas.edu.co/handle/ucaldas/17119
https://repositorio.ucaldas.edu.co/
Palabra clave:
Tecnología
Idiomas
Aprendizaje
Vocabulary
Grammar
Accuracy
ICT
Rights
closedAccess
License
http://purl.org/coar/access_right/c_14cb
id UCALDAS2_ac0407a0bf68e4173a82d1a63ac7c323
oai_identifier_str oai:repositorio.ucaldas.edu.co:ucaldas/17119
network_acronym_str UCALDAS2
network_name_str Repositorio U. de Caldas
repository_id_str
dc.title.eng.fl_str_mv Impact of speaking strategies on the oral performance of music students in an EFL online class
title Impact of speaking strategies on the oral performance of music students in an EFL online class
spellingShingle Impact of speaking strategies on the oral performance of music students in an EFL online class
Tecnología
Idiomas
Aprendizaje
Vocabulary
Grammar
Accuracy
ICT
title_short Impact of speaking strategies on the oral performance of music students in an EFL online class
title_full Impact of speaking strategies on the oral performance of music students in an EFL online class
title_fullStr Impact of speaking strategies on the oral performance of music students in an EFL online class
title_full_unstemmed Impact of speaking strategies on the oral performance of music students in an EFL online class
title_sort Impact of speaking strategies on the oral performance of music students in an EFL online class
dc.creator.fl_str_mv Madrid Gómez, Jair David
dc.contributor.advisor.none.fl_str_mv Ramírez Contreras, Odilia
dc.contributor.author.none.fl_str_mv Madrid Gómez, Jair David
dc.subject.lem.none.fl_str_mv Tecnología
topic Tecnología
Idiomas
Aprendizaje
Vocabulary
Grammar
Accuracy
ICT
dc.subject.lemb.none.fl_str_mv Idiomas
Aprendizaje
dc.subject.proposal.eng.fl_str_mv Vocabulary
Grammar
Accuracy
ICT
description Ilustraciones, gráficas, fotografías
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-09-14T21:28:02Z
dc.date.available.none.fl_str_mv 2021-09-14
2021-09-14T21:28:02Z
dc.date.issued.none.fl_str_mv 2021-09-14
dc.type.spa.fl_str_mv Trabajo de grado - Maestría
dc.type.coarversion.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_bdcc
dc.type.content.spa.fl_str_mv Text
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/masterThesis
dc.type.redcol.spa.fl_str_mv https://purl.org/redcol/resource_type/TM
format http://purl.org/coar/resource_type/c_bdcc
dc.identifier.uri.none.fl_str_mv https://repositorio.ucaldas.edu.co/handle/ucaldas/17119
dc.identifier.instname.spa.fl_str_mv Universidad de Caldas
dc.identifier.reponame.spa.fl_str_mv Repositorio institucional Universidad de Caldas
dc.identifier.repourl.spa.fl_str_mv https://repositorio.ucaldas.edu.co/
url https://repositorio.ucaldas.edu.co/handle/ucaldas/17119
https://repositorio.ucaldas.edu.co/
identifier_str_mv Universidad de Caldas
Repositorio institucional Universidad de Caldas
dc.language.iso.spa.fl_str_mv eng
spa
language eng
spa
dc.relation.references.spa.fl_str_mv Allen, E. D., & Valette, R. M. (1977). Classroom Techniques: Foreign Languages and English as a Second Language. Harcourt Brace Jovanovich, Inc.
Allen, W., & Waugh, S. (1986). Dealing with Accuracy in Communicative Language Teaching. TESL Canada Journal, 3, 193-205. https://doi.org/10.18806/tesl.v3i0.1005
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. IJoTE, III(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002
Anggraini, D. (2018). Chain Drill Technique in Teaching Speaking. Channing: Journal of English Language Education and Literature, 3(1), 51-59. https://doi.org/10.30599/channing.v3i1.263
Aznar. I., Romero, J.M., & Rodríguez, A.M. (2018). La tecnología móvil de Realidad Virtual en educación: una revisión del estado de la literatura científica en España. EDMETIC, Revista de Educación Mediática y TIC, 7(1), 256-274. https://doi.org/10.21071/edmetic.v7i1.10139
Bachman, L. (1990). Fundamentals of Language Testing. Oxford: Oxford University Press
Bailey, K. M. (2005). Practical English Language Teaching- PELT: Vol. 1st Edition. McGrawHill ESL/ELT.
Boyle, S. (2011). Teaching Toolkit: and introduction to games based learning. https://bit.ly/307gsW0
Bravo, F.A. & Forero, A. (2012). La robótica como un recurso para facilitar el aprendizaje y desarrollo de competencias generales. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 13(2), 120-136. https://bit.ly/2A34QbL
Brown, H. Douglas. (2003). Language Assessment Principles and Classroom Practices. New York: Longman
Burns, A. (2001). Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press.
Burns, E. (2017, March 23). What is Adobe Reader? https://techmonitor.ai/what-is/what-isadobe-reader-4951565.
Bygate, M. (1987). Speaking: The Cambridge guide to teaching English to speakers of other Language. Cambridge: Cambridge University Press.
Byrne, D. (1986). Teaching Oral English. Cambridge: Cambridge University Press.
Cabero, J. (2001). Tecnología Educativa. Diseño y utilización de medios en la enseñanza. Paidós.
CallApp. (2020, March 7). https://callapp.com/what-is-callapp. https://callapp.com/what-iscallapp
Canale, M., and M. Swain, (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1:1-47.
Céspedes, R. (2017). La integración de las tecnologías de la información y la comunicación (TIC) en los centros de Educación Primaria de la Región de Murcia. (Tesis doctoral, Universidad de Murcia). Universidad de Murcia. https://bit.ly/2U9anVk
Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Revista Tecnología y Prácticas Educativas(25), 17-19.
Concejo Distrital de Cartagena de Indias. (2020) Proyecto de acuerdo por medio del cuál se establecen los lineamientos para la creación de una política pública de bilingüismo, para el Distrito de Cartagena de Indias – Retrived from: http://concejodistritaldecartagena.gov.co/wp-content/uploads/2020/02/P.A.-011- BILINGUISMO.pdf
Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.
Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367−383.
Cuasialpud, R. (2010). Indigenous Students' Attitudes towards Learning English through a Virtual Program: A Study in a Colombian Public University. 12, 133–152. https://biblat.unam.mx/hevila/ProfileBogota/2010/vol12/no2/8.pdf
Curtis, A. and K.M. Bailey. 2001. Picture Your Students Talking: Using Pictures in the Language Classroom. ESL Magazine, July/August: 10-12
Denzin, N. K. (2007). The Landscape of Qualitative Research (3rd ed., p. 4). SAGE.
Douglas, D. 2000. Assessing Languages for Specific Purposes. Cambridge: Cambridge University Press
Dove, J. (2020, October 1) What is WhatsApp? Retrieved from https://www.digitaltrends.com/mobile/what-is-whatsapp/
Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.
Escobar, F. (2016). El uso de las TIC como herramienta pedagógica, para la motivación de los docentes en el proceso de aprendizaje y enseñanza en la asignatura de inglés (R. Fabregat, Ed.).
Eskey, D. (1983). Meanwhile, Back in the Real World...: Accuracy and Fluency in Second Language Teaching. TESOL Quarterly, 17(2), 315-323. doi:10.2307/3586663
Espitia Cruz, M. I., & Kwinta, A. (2013). "Buddy System": A Pedagogical Innovation to Promote Online Interaction. Profile: Issues in Teachers' Professional Development, 15(1), 207- 221. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37880
Espitia, M., Clavijo, A. (2011) Virtual Forums: A Pedagogical Tool for Collaboration and Learning in Teacher Education. Colomb. Appl. Linguist. J. ISSN 0123-4641 • July - December 2011. Vol. 13 • Number 2 • Bogotá, Colombia. p. 29-42
Fals Borda, O. 1991. Algunos ingredientes básicos. En Acción y Conocimiento. Como romper el monopolio con investigaciónacción participativa CINEP; Santafé de Bogotá. Pp. 7-19.
Florez, M. C. (1999). Improving Adult English Language Learners' Speaking Skills. Retrieved from https://files.eric.ed.gov/fulltext/ED435204.pdf
Freeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. NY : Heinle and Hainle Publisher.
Fuentes, J., Albertos, J. & Torrano, F. (2019). Towards the Mobile-Learning in the School: Analysis of Critical Factors on the Use of Tablets in Spanish. Education in the Knowledge Society, 20. https://doi.org/10.14201/eks2019_20_a3
Gairín, J. (2010). Gestión del conocimiento y escuela 2.0. Revista DIM-UAB, 16 (http://dim.pangea.org/-revistaDIM16/revistanew.htm) (04-09-2010).
Garcia, S., Díaz, R. & Artunduaga, M. (2017). Skype sessions as a way to provide additional oral practice of English university students. Colomb. appl. linguist. j., 20(1), pp. 62-78.
González, E. & Zariquiey, F. (2012). Las TIC y el aprendizaje cooperativo. En J.C. Torrego y A. Negro (Coords.), Aprendizaje cooperativo en las aulas. Fundamentos y recursos para su implantación (pp.207-238). Alianza Editorial.
Google Drive. (2020). New Features, Benefits & Advantages Of Google Cloud Storage - Google Drive. Google.Com. https://www.google.com/intl/en_rw/drive/features/
Google Forms: Docs Editor's Help. Google Forms (2020, September 13) retrieved from https://support.google.com/docs/topic/9055404?hl=en&ref_topic=1382883&dark=0
Google Maps Platform. (n.d.). Google Maps APIs Terms Of Service | Google Maps Platform. Google Developers. Retrieved September 13, 2020, from https://developers.google.com/maps/terms-20180207
Google Workspace Admin. (2020). Deploy Google Drive for desktop - Google Workspace Admin Help. Google.Com. https://support.google.com/a/answer/7491144?hl=en
Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: MacMillan Education.
Grbich, C. 2013. Qualitative Data Analysis: An Introduction. Thousand Oaks, California: SAGE
Gu, Y. (2003). Vocabulary learning in second Language: person, task, context and strategies.Electronic Journal. TESL-EJ, 7, 2, 1-26.
Guay, M (2016, July 13). Google Forms Guide: Everything You Need to Make Great Forms for Free. Retrieved from https://zapier.com/learn/google-sheets/how-to-use-googleforms/#infographic
Hammerly, H. (1991). Fluency and Accuracy: Toward Balance in Language Teaching and Learning. Clevedon, UK: Multilingual Matters, Ltd.
Harmer, J. (1983). The Practice of English Language Teaching. London: Longman
Herman, P. A., & Dole, J. (1988). Theory and practice in vocabulary learning and instruction. The Elementary School Journal, 89(1), 43–54. https://doi.org/10.1086/461561
Herrera Díaz, L. E., & González Miy, D. (2017). Developing the oral skill in online English courses framed by the community of inquiry. PROFILE Issues in Teachers' Professional Development, 19(1), 73-88. http://dx.doi.org/10.15446/profile.v19n1.55957.
Herrera Mosquera, L. (2017). Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom. Íkala, 22(3), 479–498. https://doi.org/10.17533/udea.ikala.v22n03a07
Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30 (4), 461-473.
Jhon, S. (2020, May 18). 'What is Google Meet?': A guide to Google's video-chatting service, including pricing options and how to join a meeting. Retrieved from https://www.businessinsider.com/what-is-google-meet
Karimy, S., & Pishkar, K. (2017). The Relationship among ELT Students‘ Speaking Accuracy and Fluency and Teachers’ Oral Skill Class Presentation. Issue 2, 2017, pp. 47–56.
Kawauchi, C. (2005). Pre-task planning in L2 oral performance: Quantitative and qualitative approaches. Tokyo: Kinseido
Kemmis, S., McTaggart, R. (1988). The Action research planner. Waurn Ponds, Vic.: Deakin University
Laínez S, B., Álvarez G, J. J., Vilchez A, M. d., Álvarez J, J. M., & Palomar S, M. J. (s.f.). Las TIC en la educación. 2-9.
Lam, W. Y. K. (2010). Metacognitive strategy teaching in the ESL oral classroom. ARAL, 33(1), 2.1-2.19. 10.1075/aral.33.1.01lam
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press
Laufer, B. & P. Nation. (1999). A vocabulary size test of controlled productive ability. Language Testing 16, 33- 51.
Lazaraton, A. 2001. Teaching Oral Skills. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (3rd ed.). Boston, MA: Heinle & Heinle, 103-115
Lemos, N. (2012). "On Air": Participation in an Online Radio Show to Foster Speaking Confidence. A Cooperative Learning-Based Strategies Study. PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá, Colombia. Pages 91-112
Ley 115 de 1994. República de Colombia. Modified by Ley 1651 del 12 de Julio de 2013. Bogotá, Colombia.
López, J., Pozo, S. & Fuentes, A. (2020). La realidad de la aplicación de las redes sociales en el entorno educativo. El caso de una cooperativa de enseñanza de Ceuta. Revista Electrónica Educare, 24(1), 1-22. https://doi.org/10.15359/ree.24-1.17
Mackey, A. & Gass, S. (2012). Research Methods in Second Language Acquisition. Oxford: Blackwell Publishing Ltd.
Marqués G, D. (2006). Impacto de las TIC en la Educación:Funciones y limitaciones. Revista de Investigación. Departamento de Pedagogía Aplicada - Facultad de Educación Universidad Autónoma, 2(1), 6
Martínez, F., & Prendes, M. P. (2004). Nuevas Tecnologías y Educación. Madrid España: Editorial.
Maximo, R. (2000). Effects of rote, context, keyword, and context/ keyword method on retention of vocabulary in EFL classroom, Language Learning, 50, 2, 385-412
Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.
Medina, R. (2009). Interaction in Online Tutoring Sessions: An Opportunity to Knit English Language Learning in a Blended Program. PROFILE Vol. 11, No. 2, 2009. ISSN 1657- 0790. Bogotá, Colombia. Pages 117-134.
Nation, I. S. P. (2001).Learning vocabulary in another language. Cambridge: Cambridge University Press
Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 109–148.
Palomo, R., Ruiz, J., & José, S. (2006). Las TIC como agentes de innovación educativa. Sevilla: Junta de Andalucía, Consejería de Educación, Dirección General de Innovación Educativa y Formación profesorado.
Pérez, S. (2017, February 28) Google quietly launches Meet: an enterprise-friendly version of Hangouts. Retrieved from https://techcrunch.com/2017/02/28/google-quietly-launchesmeet-an-enterprise-friendly-version-of-hangouts/?guccounter=1
Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.
Recio, S. (2019). Experiencias robóticas en Infantil. Revista Interuniversitaria de Investigación en Tecnología Educativa, 7, 73-84. https://doi.org/10.6018/riite.399641
Rekalde, I. & García, J. (2015). El Aprendizaje Basado en Proyectos: un constante desafío. Innovación educativa, 25, 219-234. https://doi.org/10.15304/ie.25.2304
Richards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman
Robinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45, 99-140.
Rouse, M. (2013, February 1). Google Map: Definition. Retrieved from https://whatis.techtarget.com/definition/Google-Maps
Sánchez N. & Chavarro S. (2017). EFL Oral Skills Behavior when Implementing Blended Learning in a Content-Subject Teachers' Professional Development Course. Colomb. Appl. Linguist. J., 19(2), pp. 263-276
Sánchez, J. M. (2014, March 3) ¿Cómo funciona WhatsApp? ABC.es Retrieved from https://www.abc.es/tecnologia/moviles-aplicaciones/20140302/abci-como-funcionawhatsapp-201402281956.html
Sánchez, J., Ruíz, J. & Sánchez, E. (2017). Flipped classroom: claves para su puesta en práctica. EDMETIC, Revista de Educación Mediática y TIC, 6(2), 336-358. https://doi.org/10.21071/edmetic.v6i2.5832
Savignon, S.J. 1991. Communicative Language Teaching: The State of the Art. TESOL Quarterly, 25(2): 261-277.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press
Sebastian, R., Olanda, R. & Orduña, J.M. (2013). Introducción de metodologías de aprendizaje basado en problemas en el marco de las TIC. En M. Marqués, J.M. Badía y S. Barrachina (Eds.), Actas de las XIX Jornadas sobre la Enseñanza Universitaria de la Informática (pp.153-160). Publicacions de la Universitat Jaume I. http://doi.org/10.6035/eTIiT.2013.13
Skehan, P. (1996). Second-language acquisition research and task-based instruction. In J. Willis, & D. Willis (Eds.), Challenge and change in language teaching (pp.17-30). Oxford: Heinemann
Skehan, P., & Foster, P. (1999). The influence of planning and post-task activities on accuracy and complexity in task based learning. Language Teaching Research, 1, 185-211.
Stuart, C. (1989). Be an effective speaker. Chicago: NTC/Contemporary Publishing Company.
Tarone, E. (1983). Teaching Strategic Competence in the Foreign Language Classroom. https://files.eric.ed.gov/fulltext/ED278234.pdf
What does Adobe Reader do? (2020). Retrieved September 12, 2020 from https://pc.net/helpcenter/answers/purpose_of_adobe_reader
WhatsApp. (2020). WhatsApp Features Root Page. WhatsApp.Com. https://www.whatsapp.com/features/
Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85−106.
Wingate, M. E. (1984). Fluency, disfluency, dysfluency, and stuttering. Journal of Fluency Disorders, 9(2), 163–168. https://doi.org/10.1016/0094-730X(84)90033-0
Zapier. (2020, January 12). Google Hangouts Chat Integrations | Connect Your Apps With Zapier. Zapier. https://zapier.com/apps/google-hangouts-chat/integrations
Zuluaga Corrales, C., González Vásquez, F., Infante Castaño, G., Quintero Corso, J., Gallego Castaño, L., López Pinzón, M. y Buitrago Bonilla, S. (2004). Investigación acción en la práctica educativa: un enfoque comprensivo narrativo. Manizales, Colombia: Universidad de Caldas
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_14cb
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/closedAccess
eu_rights_str_mv closedAccess
rights_invalid_str_mv http://purl.org/coar/access_right/c_14cb
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.faculty.spa.fl_str_mv Facultad de Artes y Humanidades
dc.publisher.place.spa.fl_str_mv Manizales
dc.publisher.program.spa.fl_str_mv Maestría en Didáctica del Inglés - Cartagena
institution Universidad de Caldas
bitstream.url.fl_str_mv https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/1/JairDavid_MadridGomez_2021.pdf
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/3/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/6/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/7/license.txt
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/8/JairDavid_MadridGomez_2021.pdf.txt
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/10/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf.txt
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/12/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.txt
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/9/JairDavid_MadridGomez_2021.pdf.jpg
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/11/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf.jpg
https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/13/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.jpg
bitstream.checksum.fl_str_mv f88a188c15a0ed2436dfba1510fdb039
105b0f9cf2be0bba31f5a37efda3a8cc
868436ea130ff4014b5090c04bc83976
2f9959eaf5b71fae44bbf9ec84150c7a
ee781638f0f6dcc4e2e298599bc1a26c
fbe481b4c95650c9d25c4343a56b4a58
d5d17d45fae2485da46d630a6b65416d
8219d06ced2f988b7e7b60c1b108201e
fe1082d2feec3cc4416f30ddcc7791b7
caee54c28deb4accdb7a51f03b935719
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Digital de la Universidad de Caldas
repository.mail.fl_str_mv bdigital@metabiblioteca.com
_version_ 1800543102416453632
spelling Ramírez Contreras, Odilia74524646e8432da13c13a91406906148600Madrid Gómez, Jair Davidaf89cd46770bc71867cf3196ffaef2fe2021-09-14T21:28:02Z2021-09-142021-09-14T21:28:02Z2021-09-14https://repositorio.ucaldas.edu.co/handle/ucaldas/17119Universidad de CaldasRepositorio institucional Universidad de Caldashttps://repositorio.ucaldas.edu.co/Ilustraciones, gráficas, fotografíasspa: Esta investigación tiene como objetivo determinar el impacto de la aplicación de estrategias de Speaking en un aula virtual de una universidad pública de la ciudad de Cartagena, Colombia. Los participantes fueron 23 estudiantes del tercer semestre. Para identificar el problema, los datos se recopilaron a través de entrevistas, encuestas, análisis de documentos, revistas, lista de verificación de observación por pares y prueba oral. Basándose en la metodología de investigación-acción, el autor seleccionó seis estrategias de speaking (Guided-Conversations, Interviews, Role-Play, Picture-Based activities, Chain-Drills, Interpersonal Exchange) y un conjunto de aplicaciones (WhatsApp, CallApp, Adobe Acrobat y Google Suite Platform) dentro de la clase para identificar, examinar y explorar cómo afectan el desempeño oral de los participantes. Se realizó una triangulación mediante encuestas, protocolo de observación por pares, anotaciones en diarios, rúbricas que midieron los componentes de Fluency, Accuracy y vocabulario al final de cada taller, y una prueba final. Los hallazgos revelan que los estudiantes se sintieron seguros para hablar con fluidez y precisión cuando el vocabulario está asociado a su contexto. El uso de las TIC como contextos reales asociados a los estudiantes mejoró las habilidades de expresión oral. Asimismo, el uso de herramientas virtuales contribuyó positivamente a la presentación de los temas. Los estudiantes informaron que el uso de aplicaciones facilitó su aprendizaje de idiomas. Sin embargo, los problemas de hardware, la mala conexión a Internet y los problemas técnicos limitaron el proceso de aprendizaje y redujeron la motivación de los estudiantes.eng: This research aims to determine the impact of the application of Speaking strategies in a virtual classroom at a public university in the city of Cartagena, Colombia. The participants were 23 students from third semester. To identify the problem, the data was collected through interviews, surveys, documents analysis, journals, peer-observation checklist, and oral test. Based on the action-research methodology, the author selected six speaking strategies (Guided conversations, interviews, role-play, picture-based activities, chain drills, interpersonal exchange) and a set of applications (WhatsApp, CallApp, Adobe Acrobat and the Google Suite Platform) within the class to identify, examine, and explore how they impact the oral performance of the participants. A triangulation was made using surveys, peer-observation protocol, journals entries, rubrics measured the subskills accuracy, fluency and vocabulary at the end of each workshop, and a final test. Findings reveal that students felt confident to speak fluently and accurate when the vocabulary is associated to their context. Using ICT as real contexts associated with the students improved the speaking skills. Also, the use of virtual tools contributed positively to the presentation of the topics. Students reported that the use of applications facilitated their language learning. However, hardware problems, poor internet connection, and technical problems limited the learning process and lowered student’s motivation.Introduction / 1. Research problema/1.1 Purpose of the research/ 1.2 Description of the Context and setting/ 1.3 Description of the problema/ 1.4 Research Question and Objectives/ 1.4.1 Research question / 1.4.2 Objectives / 2. Theoretical framework / 2.1 Speaking/ 2.1.1 How to teach speaking / 2.1.2 How to Assess Speaking/ 2.2 Subskills related to speaking / 2.2.1 Fluency/2.2.2 Accuracy / 2.2.3 Vocabulary/2.3 Speaking Strategies/2.3.1 Guided conversations/ 2.3.2 Interviews/2.3.3 Role play / 2.3.4 Picture-based activities (picture pescription)/ IMPACT OF SPEAKING STRATEGIES IN AN ONLINE CLASS/ 2.3.5 Chain drills/ 2.3.6 Interpersonal exchange / 2.4 ICTs/ 2.4.1 Virtual learning / 2.4.2 ICT teaching and learning resources/ 2.5 Previous Research Studies / 3. Methodology / 3.1 Type of study/ 3.2 Participants and Samping Procedures/ 3.3 Data collection instruments and data analysis procedures/ 4. Research stages / 4.1 Diagnostic Stage/4.2 Instructional design / 4.3 Action stage/ 4.3.1 Workshop 1. Locations: Where is the rehearsal?/ 4.3.2 Workshop 2. My music day / 4.3.3 Workshop 3. Who is your friend?/ 4.3.4 Workshop 4. Where’s the gig?/75 4.3.5 Workshop 5. This is my band’s uniform / 4.3.6 Workshop 6. Food and Dishes/ 4.4 Evaluation stage / 4.4.1 Triangulation of codes in the six workshops / Impact of speaking strategies in an online class/ 4.4.2 Results of the Strategies in the Evaluation Rubric/ 4.4.3 Results of the students in the final evaluation test/ 4.4.4 Final Survey Results/ 5. Findings/ 6. Conclusions, Limitations and Recomendations. / REFERENCES/ APPENDIX A. / APPENDIX B. / APPENDIX C. / APPENDIX D / APPENDIX E/ APPENDIX F/ APPENDIX G / APPENDIX H.MaestríaEsta tesis esta en proceso de envío a revista indexada para aprobación y publicaciónMagister en Didáctica del Inglés - Cartagenaapplication/pdfengspaImpact of speaking strategies on the oral performance of music students in an EFL online classTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttps://purl.org/redcol/resource_type/TMhttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesManizalesMaestría en Didáctica del Inglés - CartagenaAllen, E. D., & Valette, R. M. (1977). Classroom Techniques: Foreign Languages and English as a Second Language. Harcourt Brace Jovanovich, Inc.Allen, W., & Waugh, S. (1986). Dealing with Accuracy in Communicative Language Teaching. TESL Canada Journal, 3, 193-205. https://doi.org/10.18806/tesl.v3i0.1005Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. IJoTE, III(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002Anggraini, D. (2018). Chain Drill Technique in Teaching Speaking. Channing: Journal of English Language Education and Literature, 3(1), 51-59. https://doi.org/10.30599/channing.v3i1.263Aznar. I., Romero, J.M., & Rodríguez, A.M. (2018). La tecnología móvil de Realidad Virtual en educación: una revisión del estado de la literatura científica en España. EDMETIC, Revista de Educación Mediática y TIC, 7(1), 256-274. https://doi.org/10.21071/edmetic.v7i1.10139Bachman, L. (1990). Fundamentals of Language Testing. Oxford: Oxford University PressBailey, K. M. (2005). Practical English Language Teaching- PELT: Vol. 1st Edition. McGrawHill ESL/ELT.Boyle, S. (2011). Teaching Toolkit: and introduction to games based learning. https://bit.ly/307gsW0Bravo, F.A. & Forero, A. (2012). La robótica como un recurso para facilitar el aprendizaje y desarrollo de competencias generales. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 13(2), 120-136. https://bit.ly/2A34QbLBrown, H. Douglas. (2003). Language Assessment Principles and Classroom Practices. New York: LongmanBurns, A. (2001). Collaborative Action Research for English Language Teacher. Cambridge: Cambridge University Press.Burns, E. (2017, March 23). What is Adobe Reader? https://techmonitor.ai/what-is/what-isadobe-reader-4951565.Bygate, M. (1987). Speaking: The Cambridge guide to teaching English to speakers of other Language. Cambridge: Cambridge University Press.Byrne, D. (1986). Teaching Oral English. Cambridge: Cambridge University Press.Cabero, J. (2001). Tecnología Educativa. Diseño y utilización de medios en la enseñanza. Paidós.CallApp. (2020, March 7). https://callapp.com/what-is-callapp. https://callapp.com/what-iscallappCanale, M., and M. Swain, (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1:1-47.Céspedes, R. (2017). La integración de las tecnologías de la información y la comunicación (TIC) en los centros de Educación Primaria de la Región de Murcia. (Tesis doctoral, Universidad de Murcia). Universidad de Murcia. https://bit.ly/2U9anVkColl, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación. Revista Tecnología y Prácticas Educativas(25), 17-19.Concejo Distrital de Cartagena de Indias. (2020) Proyecto de acuerdo por medio del cuál se establecen los lineamientos para la creación de una política pública de bilingüismo, para el Distrito de Cartagena de Indias – Retrived from: http://concejodistritaldecartagena.gov.co/wp-content/uploads/2020/02/P.A.-011- BILINGUISMO.pdfCouncil of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge, U.K: Press Syndicate of the University of Cambridge.Crookes, G. (1989). Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 367−383.Cuasialpud, R. (2010). Indigenous Students' Attitudes towards Learning English through a Virtual Program: A Study in a Colombian Public University. 12, 133–152. https://biblat.unam.mx/hevila/ProfileBogota/2010/vol12/no2/8.pdfCurtis, A. and K.M. Bailey. 2001. Picture Your Students Talking: Using Pictures in the Language Classroom. ESL Magazine, July/August: 10-12Denzin, N. K. (2007). The Landscape of Qualitative Research (3rd ed., p. 4). SAGE.Douglas, D. 2000. Assessing Languages for Specific Purposes. Cambridge: Cambridge University PressDove, J. (2020, October 1) What is WhatsApp? Retrieved from https://www.digitaltrends.com/mobile/what-is-whatsapp/Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press.Escobar, F. (2016). El uso de las TIC como herramienta pedagógica, para la motivación de los docentes en el proceso de aprendizaje y enseñanza en la asignatura de inglés (R. Fabregat, Ed.).Eskey, D. (1983). Meanwhile, Back in the Real World...: Accuracy and Fluency in Second Language Teaching. TESOL Quarterly, 17(2), 315-323. doi:10.2307/3586663Espitia Cruz, M. I., & Kwinta, A. (2013). "Buddy System": A Pedagogical Innovation to Promote Online Interaction. Profile: Issues in Teachers' Professional Development, 15(1), 207- 221. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/37880Espitia, M., Clavijo, A. (2011) Virtual Forums: A Pedagogical Tool for Collaboration and Learning in Teacher Education. Colomb. Appl. Linguist. J. ISSN 0123-4641 • July - December 2011. Vol. 13 • Number 2 • Bogotá, Colombia. p. 29-42Fals Borda, O. 1991. Algunos ingredientes básicos. En Acción y Conocimiento. Como romper el monopolio con investigaciónacción participativa CINEP; Santafé de Bogotá. Pp. 7-19.Florez, M. C. (1999). Improving Adult English Language Learners' Speaking Skills. Retrieved from https://files.eric.ed.gov/fulltext/ED435204.pdfFreeman, D. (1998). Doing Teacher-Research: From Inquiry to Understanding. NY : Heinle and Hainle Publisher.Fuentes, J., Albertos, J. & Torrano, F. (2019). Towards the Mobile-Learning in the School: Analysis of Critical Factors on the Use of Tablets in Spanish. Education in the Knowledge Society, 20. https://doi.org/10.14201/eks2019_20_a3Gairín, J. (2010). Gestión del conocimiento y escuela 2.0. Revista DIM-UAB, 16 (http://dim.pangea.org/-revistaDIM16/revistanew.htm) (04-09-2010).Garcia, S., Díaz, R. & Artunduaga, M. (2017). Skype sessions as a way to provide additional oral practice of English university students. Colomb. appl. linguist. j., 20(1), pp. 62-78.González, E. & Zariquiey, F. (2012). Las TIC y el aprendizaje cooperativo. En J.C. Torrego y A. Negro (Coords.), Aprendizaje cooperativo en las aulas. Fundamentos y recursos para su implantación (pp.207-238). Alianza Editorial.Google Drive. (2020). New Features, Benefits & Advantages Of Google Cloud Storage - Google Drive. Google.Com. https://www.google.com/intl/en_rw/drive/features/Google Forms: Docs Editor's Help. Google Forms (2020, September 13) retrieved from https://support.google.com/docs/topic/9055404?hl=en&ref_topic=1382883&dark=0Google Maps Platform. (n.d.). Google Maps APIs Terms Of Service | Google Maps Platform. Google Developers. Retrieved September 13, 2020, from https://developers.google.com/maps/terms-20180207Google Workspace Admin. (2020). Deploy Google Drive for desktop - Google Workspace Admin Help. Google.Com. https://support.google.com/a/answer/7491144?hl=enGower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Oxford: MacMillan Education.Grbich, C. 2013. Qualitative Data Analysis: An Introduction. Thousand Oaks, California: SAGEGu, Y. (2003). Vocabulary learning in second Language: person, task, context and strategies.Electronic Journal. TESL-EJ, 7, 2, 1-26.Guay, M (2016, July 13). Google Forms Guide: Everything You Need to Make Great Forms for Free. Retrieved from https://zapier.com/learn/google-sheets/how-to-use-googleforms/#infographicHammerly, H. (1991). Fluency and Accuracy: Toward Balance in Language Teaching and Learning. Clevedon, UK: Multilingual Matters, Ltd.Harmer, J. (1983). The Practice of English Language Teaching. London: LongmanHerman, P. A., & Dole, J. (1988). Theory and practice in vocabulary learning and instruction. The Elementary School Journal, 89(1), 43–54. https://doi.org/10.1086/461561Herrera Díaz, L. E., & González Miy, D. (2017). Developing the oral skill in online English courses framed by the community of inquiry. PROFILE Issues in Teachers' Professional Development, 19(1), 73-88. http://dx.doi.org/10.15446/profile.v19n1.55957.Herrera Mosquera, L. (2017). Impact of Implementing a Virtual Learning Environment (VLE) in the EFL Classroom. Íkala, 22(3), 479–498. https://doi.org/10.17533/udea.ikala.v22n03a07Housen, A., & Kuiken, F. (2009). Complexity, accuracy, and fluency in second language acquisition. Applied Linguistics, 30 (4), 461-473.Jhon, S. (2020, May 18). 'What is Google Meet?': A guide to Google's video-chatting service, including pricing options and how to join a meeting. Retrieved from https://www.businessinsider.com/what-is-google-meetKarimy, S., & Pishkar, K. (2017). The Relationship among ELT Students‘ Speaking Accuracy and Fluency and Teachers’ Oral Skill Class Presentation. Issue 2, 2017, pp. 47–56.Kawauchi, C. (2005). Pre-task planning in L2 oral performance: Quantitative and qualitative approaches. Tokyo: KinseidoKemmis, S., McTaggart, R. (1988). The Action research planner. Waurn Ponds, Vic.: Deakin UniversityLaínez S, B., Álvarez G, J. J., Vilchez A, M. d., Álvarez J, J. M., & Palomar S, M. J. (s.f.). Las TIC en la educación. 2-9.Lam, W. Y. K. (2010). Metacognitive strategy teaching in the ESL oral classroom. ARAL, 33(1), 2.1-2.19. 10.1075/aral.33.1.01lamLarsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University PressLaufer, B. & P. Nation. (1999). A vocabulary size test of controlled productive ability. Language Testing 16, 33- 51.Lazaraton, A. 2001. Teaching Oral Skills. In M. Celce-Murcia (ed.), Teaching English as a Second or Foreign Language (3rd ed.). Boston, MA: Heinle & Heinle, 103-115Lemos, N. (2012). "On Air": Participation in an Online Radio Show to Foster Speaking Confidence. A Cooperative Learning-Based Strategies Study. PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. Bogotá, Colombia. Pages 91-112Ley 115 de 1994. República de Colombia. Modified by Ley 1651 del 12 de Julio de 2013. Bogotá, Colombia.López, J., Pozo, S. & Fuentes, A. (2020). La realidad de la aplicación de las redes sociales en el entorno educativo. El caso de una cooperativa de enseñanza de Ceuta. Revista Electrónica Educare, 24(1), 1-22. https://doi.org/10.15359/ree.24-1.17Mackey, A. & Gass, S. (2012). Research Methods in Second Language Acquisition. Oxford: Blackwell Publishing Ltd.Marqués G, D. (2006). Impacto de las TIC en la Educación:Funciones y limitaciones. Revista de Investigación. Departamento de Pedagogía Aplicada - Facultad de Educación Universidad Autónoma, 2(1), 6Martínez, F., & Prendes, M. P. (2004). Nuevas Tecnologías y Educación. Madrid España: Editorial.Maximo, R. (2000). Effects of rote, context, keyword, and context/ keyword method on retention of vocabulary in EFL classroom, Language Learning, 50, 2, 385-412Meara, P. (1980). Vocabulary acquisition: A neglected aspect of language learning. Language Teaching and Linguistics Abstracts, 13, 221-246.Medina, R. (2009). Interaction in Online Tutoring Sessions: An Opportunity to Knit English Language Learning in a Blended Program. PROFILE Vol. 11, No. 2, 2009. ISSN 1657- 0790. Bogotá, Colombia. Pages 117-134.Nation, I. S. P. (2001).Learning vocabulary in another language. Cambridge: Cambridge University PressOrtega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21(1), 109–148.Palomo, R., Ruiz, J., & José, S. (2006). Las TIC como agentes de innovación educativa. Sevilla: Junta de Andalucía, Consejería de Educación, Dirección General de Innovación Educativa y Formación profesorado.Pérez, S. (2017, February 28) Google quietly launches Meet: an enterprise-friendly version of Hangouts. Retrieved from https://techcrunch.com/2017/02/28/google-quietly-launchesmeet-an-enterprise-friendly-version-of-hangouts/?guccounter=1Read, J. (2000). Assessing vocabulary. United Kingdom: Cambridge University Press.Recio, S. (2019). Experiencias robóticas en Infantil. Revista Interuniversitaria de Investigación en Tecnología Educativa, 7, 73-84. https://doi.org/10.6018/riite.399641Rekalde, I. & García, J. (2015). El Aprendizaje Basado en Proyectos: un constante desafío. Innovación educativa, 25, 219-234. https://doi.org/10.15304/ie.25.2304Richards, J. C., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: LongmanRobinson, P. (1995). Task complexity and second language narrative discourse. Language Learning, 45, 99-140.Rouse, M. (2013, February 1). Google Map: Definition. Retrieved from https://whatis.techtarget.com/definition/Google-MapsSánchez N. & Chavarro S. (2017). EFL Oral Skills Behavior when Implementing Blended Learning in a Content-Subject Teachers' Professional Development Course. Colomb. Appl. Linguist. J., 19(2), pp. 263-276Sánchez, J. M. (2014, March 3) ¿Cómo funciona WhatsApp? ABC.es Retrieved from https://www.abc.es/tecnologia/moviles-aplicaciones/20140302/abci-como-funcionawhatsapp-201402281956.htmlSánchez, J., Ruíz, J. & Sánchez, E. (2017). Flipped classroom: claves para su puesta en práctica. EDMETIC, Revista de Educación Mediática y TIC, 6(2), 336-358. https://doi.org/10.21071/edmetic.v6i2.5832Savignon, S.J. 1991. Communicative Language Teaching: The State of the Art. TESOL Quarterly, 25(2): 261-277.Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University PressSebastian, R., Olanda, R. & Orduña, J.M. (2013). Introducción de metodologías de aprendizaje basado en problemas en el marco de las TIC. En M. Marqués, J.M. Badía y S. Barrachina (Eds.), Actas de las XIX Jornadas sobre la Enseñanza Universitaria de la Informática (pp.153-160). Publicacions de la Universitat Jaume I. http://doi.org/10.6035/eTIiT.2013.13Skehan, P. (1996). Second-language acquisition research and task-based instruction. In J. Willis, & D. Willis (Eds.), Challenge and change in language teaching (pp.17-30). Oxford: HeinemannSkehan, P., & Foster, P. (1999). The influence of planning and post-task activities on accuracy and complexity in task based learning. Language Teaching Research, 1, 185-211.Stuart, C. (1989). Be an effective speaker. Chicago: NTC/Contemporary Publishing Company.Tarone, E. (1983). Teaching Strategic Competence in the Foreign Language Classroom. https://files.eric.ed.gov/fulltext/ED278234.pdfWhat does Adobe Reader do? (2020). Retrieved September 12, 2020 from https://pc.net/helpcenter/answers/purpose_of_adobe_readerWhatsApp. (2020). WhatsApp Features Root Page. WhatsApp.Com. https://www.whatsapp.com/features/Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse. Language Testing, 14, 85−106.Wingate, M. E. (1984). Fluency, disfluency, dysfluency, and stuttering. Journal of Fluency Disorders, 9(2), 163–168. https://doi.org/10.1016/0094-730X(84)90033-0Zapier. (2020, January 12). Google Hangouts Chat Integrations | Connect Your Apps With Zapier. Zapier. https://zapier.com/apps/google-hangouts-chat/integrationsZuluaga Corrales, C., González Vásquez, F., Infante Castaño, G., Quintero Corso, J., Gallego Castaño, L., López Pinzón, M. y Buitrago Bonilla, S. (2004). Investigación acción en la práctica educativa: un enfoque comprensivo narrativo. Manizales, Colombia: Universidad de Caldasinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbTecnologíaIdiomasAprendizajeVocabularyGrammarAccuracyICTORIGINALJairDavid_MadridGomez_2021.pdfJairDavid_MadridGomez_2021.pdfJairDavid_MadridGomez_2021.pdfapplication/pdf2949676https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/1/JairDavid_MadridGomez_2021.pdff88a188c15a0ed2436dfba1510fdb039MD51ACTA DE SUSTENTACION JAIR MADRID.pdfACTA DE SUSTENTACION JAIR MADRID.pdfActa de sustentaciónapplication/pdf78502https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/3/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf105b0f9cf2be0bba31f5a37efda3a8ccMD53carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdfcarta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdfCarta de autorizaciónapplication/pdf289917https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/6/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf868436ea130ff4014b5090c04bc83976MD56LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/7/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD57TEXTJairDavid_MadridGomez_2021.pdf.txtJairDavid_MadridGomez_2021.pdf.txtExtracted texttext/plain284489https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/8/JairDavid_MadridGomez_2021.pdf.txtee781638f0f6dcc4e2e298599bc1a26cMD58ACTA DE SUSTENTACION JAIR MADRID.pdf.txtACTA DE SUSTENTACION JAIR MADRID.pdf.txtExtracted texttext/plain2663https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/10/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf.txtfbe481b4c95650c9d25c4343a56b4a58MD510carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.txtcarta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.txtExtracted texttext/plain5828https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/12/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.txtd5d17d45fae2485da46d630a6b65416dMD512THUMBNAILJairDavid_MadridGomez_2021.pdf.jpgJairDavid_MadridGomez_2021.pdf.jpgGenerated Thumbnailimage/jpeg6101https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/9/JairDavid_MadridGomez_2021.pdf.jpg8219d06ced2f988b7e7b60c1b108201eMD59ACTA DE SUSTENTACION JAIR MADRID.pdf.jpgACTA DE SUSTENTACION JAIR MADRID.pdf.jpgGenerated Thumbnailimage/jpeg10221https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/11/ACTA%20DE%20SUSTENTACION%20JAIR%20MADRID.pdf.jpgfe1082d2feec3cc4416f30ddcc7791b7MD511carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.jpgcarta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.jpgGenerated Thumbnailimage/jpeg10517https://repositorio.ucaldas.edu.co/bitstream/ucaldas/17119/13/carta-autorizacion-publicacion-contenidos-repositorioinstitucional-despues-08-2020.pdf.jpgcaee54c28deb4accdb7a51f03b935719MD513ucaldas/17119oai:repositorio.ucaldas.edu.co:ucaldas/171192021-09-15 03:00:47.227Repositorio Digital de la Universidad de Caldasbdigital@metabiblioteca.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

Publicaciones similares