Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies

This report outlines a virtual internship within the University of Córdoba’s Internship Mentoring Program, aimed at supporting five second-semester Foreign Languages students struggling with English proficiency. The internship focused on overcoming challenges like limited vocabulary, fragmented oral...

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Autores:
Ávila Sánchez, Jose Antonio
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2025
Institución:
Universidad de Córdoba
Repositorio:
Repositorio Institucional Unicórdoba
Idioma:
eng
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oai:repositorio.unicordoba.edu.co:ucordoba/9258
Acceso en línea:
https://repositorio.unicordoba.edu.co/handle/ucordoba/9258
https://repositorio.unicordoba.edu.co/
Palabra clave:
Andamiaje
Fluidez comunicativa
Confianza estudiantil
Apoyo
Estudiantes de inglés
Estrategias pedagógicas
Confianza
Scaffolding
Confidence
Pedagogical strategies
English language learners
Support
Student confidence
Communicative fluency
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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repository_id_str
dc.title.eng.fl_str_mv Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
title Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
spellingShingle Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
Andamiaje
Fluidez comunicativa
Confianza estudiantil
Apoyo
Estudiantes de inglés
Estrategias pedagógicas
Confianza
Scaffolding
Confidence
Pedagogical strategies
English language learners
Support
Student confidence
Communicative fluency
title_short Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
title_full Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
title_fullStr Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
title_full_unstemmed Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
title_sort Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategies
dc.creator.fl_str_mv Ávila Sánchez, Jose Antonio
dc.contributor.advisor.none.fl_str_mv Romero, Yanilis
dc.contributor.author.none.fl_str_mv Ávila Sánchez, Jose Antonio
dc.contributor.jury.none.fl_str_mv Lozano Hoyos, Levis Leonardo
dc.subject.proposal.spa.fl_str_mv Andamiaje
Fluidez comunicativa
Confianza estudiantil
Apoyo
Estudiantes de inglés
Estrategias pedagógicas
Confianza
topic Andamiaje
Fluidez comunicativa
Confianza estudiantil
Apoyo
Estudiantes de inglés
Estrategias pedagógicas
Confianza
Scaffolding
Confidence
Pedagogical strategies
English language learners
Support
Student confidence
Communicative fluency
dc.subject.keywords.eng.fl_str_mv Scaffolding
Confidence
Pedagogical strategies
English language learners
Support
Student confidence
Communicative fluency
description This report outlines a virtual internship within the University of Córdoba’s Internship Mentoring Program, aimed at supporting five second-semester Foreign Languages students struggling with English proficiency. The internship focused on overcoming challenges like limited vocabulary, fragmented oral communication, lack of confidence, and reliance on mental translation through tailored mentoring. As a mentor, I conducted virtual sessions (60 180 minutes) using scaffolding, immediate feedback, and tools such as Postcards, Worlds, and Quizlet. Activities like role-plays, vocabulary extraction from authentic media, and guided grammar exercises promoted autonomy and fluency. Students showed marked improvement in vocabulary retention, communicative fluency, and confidence, while reducing mental translation and speaking anxiety. I developed skills in diagnostic assessment, lesson planning, empathetic communication, and virtual classroom management. The internship also highlighted the value of personalized virtual interventions within the university’s academic support system. This experience enhanced my adaptability, deepened my grasp of English language pedagogy, and strengthened my dedication to student-centered teaching, laying a robust foundation for my future as an educator.
publishDate 2025
dc.date.accessioned.none.fl_str_mv 2025-07-03T11:55:27Z
dc.date.available.none.fl_str_mv 2025-07-03T11:55:27Z
dc.date.issued.none.fl_str_mv 2025-06-28
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dc.language.iso.none.fl_str_mv eng
language eng
dc.relation.references.none.fl_str_mv Espinar, J. (2024). Scaffold, un andamio para construir tus formaciones. Aprendizajes Innovadores. Retreieved from https://espinarplay.com/2024/03/31/scaffold-un-andamio-para-construir-tus-formaciones/
Bruner, J. S., Wood, D., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://www.scirp.org/reference/referencespapers?referenceid=1412344
Cedec. (2018). Los diarios de aprendizaje, una herramienta para reflexionar sobre el propio aprendizaje. Retrieved from https://cedec.intef.es/los-diarios-de-aprendizaje-una-herramienta-para-reflexionar-sobre-el-propio-aprendizaje/
Moll, L. C. (s.f.). La zona de desarrollo próximo de Vygotski: Una reconsideración de sus implicaciones para la enseñanza. Revista de Educación, 248-254. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=48359
Molina-García, P. F., Molina-García, A. R., & Gentry-Jones, J. (2021). La gamificación como estrategia didáctica para el aprendizaje del idioma inglés. Dominio de las Ciencias, 7 (1), Retrieved from 722-730. https://doi.org/10.23857/dc.v7i1.1672
Brooks, L., & Coronado, C. (2023). 8 formas de aprender inglés con realidad virtual para los estudiantes del futuro. Retrieved from https://www.fluentu.com/blog/english-esp/aprender-ingles-con-realidad-virtual/
Guerrero, I. (2022). Diario de aprendizaje ¿qué es y cómo hacerlo?. Retrieved from https://isaacguerrerop.com/diario-aprendizaje/
Pérez, I. (s.f.). Andamiaje (scaffolding) en CLIL / AICLE. Retrieved from http://www.isabelperez.com/clil/clil_m_2_scaffolding.htm
Pistas Educativas. (s.f.). USO DEL MÉTODO "THINK ALOUD" EN LA INVESTIGACIÓN CUALITATIVA. Retrieved from https://pistaseducativas.celaya.tecnm.mx/index.php/pistas/article/view/1078
Redalyc. (s.f.). Modelo colaborativo de construcción de objetos de aprendizaje para e-learning mediante esquema rapid e. Retrieved from https://www.redalyc.org/pdf/1341/134129256009.pdf
Rojas Nunura, S. N., & Nunura Reyes, G. I. (2025). Andamiaje como método de estudio-aprendizaje para el idioma inglés en los estudiantes de la Unidad Educativa Fiscal “Alejo Lascano”: Scaffolding as a study-learning method for the English language in students of the “Alejo Lascano” Fiscal Educational Unit. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(3), 256–264. Retrieved from https://doi.org/10.56712/latam.v6i3.3944
Hurtado Gómez, S. G., & Jaimes Suárez, R. J. (2022). La importancia de la gamificación como estrategia didáctica para despertar la motivación en el aprendizaje del inglés. Fundación Universitaria Los Libertadores. Retrieved from http://hdl.handle.net/11371/6167
González López, A. D., Rodríguez Matos, A. de los Á., & Hernández García, D. (2011). El concepto zona de desarrollo próximo y su manifestación en la educación médica superior cubana. Educación Médica Superior, 25 (4). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000400013
Luy-Montejo, C. (2019). El Aprendizaje Basado en Problemas (ABP) en el desarrollo de la inteligencia emocional de estudiantes universitarios. Propósitos y Representaciones, 7(2). Retrieved from https://doi.org/10.20511/pyr2019.v7n2.288
UNIR Revista. (2020). Teorías del andamiaje de Bruner y Vigotsky: características y aplicación. Retrieved from https://www.unir.net/revista/educacion/andamiaje-bruner-vigotsky/
García Salinas, J. (2025). Entrenamiento en estrategias de aprendizaje de inglés como lengua extranjera en un contexto de aprendizaje combinado. Retrieved from https://www.nebrija.com/revista-linguistica/entrenamiento-en-estrategias-de-aprendizaje-de-ingles-como-lengua-extranjera-en-un-contexto-de-aprendizaje-combinado.html
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Retrieved from Harvard University Press. https://www.hup.harvard.edu/books/9780674576292
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spelling Romero, Yanilis42b641a6-99a8-483f-8e98-94b37f302da8-1Ávila Sánchez, Jose Antonio3503937d-05d0-41d6-87c3-8e47c0db331f-1Lozano Hoyos, Levis Leonardo3d8ee90e-7ad8-4fca-87e0-5943749d01a3-12025-07-03T11:55:27Z2025-07-03T11:55:27Z2025-06-28https://repositorio.unicordoba.edu.co/handle/ucordoba/9258Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/This report outlines a virtual internship within the University of Córdoba’s Internship Mentoring Program, aimed at supporting five second-semester Foreign Languages students struggling with English proficiency. The internship focused on overcoming challenges like limited vocabulary, fragmented oral communication, lack of confidence, and reliance on mental translation through tailored mentoring. As a mentor, I conducted virtual sessions (60 180 minutes) using scaffolding, immediate feedback, and tools such as Postcards, Worlds, and Quizlet. Activities like role-plays, vocabulary extraction from authentic media, and guided grammar exercises promoted autonomy and fluency. Students showed marked improvement in vocabulary retention, communicative fluency, and confidence, while reducing mental translation and speaking anxiety. I developed skills in diagnostic assessment, lesson planning, empathetic communication, and virtual classroom management. The internship also highlighted the value of personalized virtual interventions within the university’s academic support system. This experience enhanced my adaptability, deepened my grasp of English language pedagogy, and strengthened my dedication to student-centered teaching, laying a robust foundation for my future as an educator.AbstractIntroduction2. Underlying Theories2.1 Scaffolding as a Pedagogical Pillar2.2 Complementary Pedagogical Strategies in conversation environment In addition to scaffolding and ZPD, various pedagogical strategies were implemented and adapted to enhance learning in the virtual environment, leveraging digital tools and promoting student autonomy.2.3.3 Virtual Simulations and Real-Life Scenarios2.3.4 Learning Journals or Digital Reflective Logs2.3.5 "Think-Aloud Protocols" Virtually2.3.6 Gamification with Digital Tools3. Teaching Methods and Strategies4. Internship Findings and Achievements4.1 Mentor's Professional Growth and Transformation4.2 Impact on Student Learning and Resolution of Addressed Situations4.2.1 Analysis of Individual Challenges, Pertinent Strategies, and Expected GainsTable 1. Weekly Activity Schedule5. Discussion of Results, Conclusions, and RecommendationsConclusionsReferencesPregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésPasantíasapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en Ingléshttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Supporting english language learners at University of Cordoba to deal with Llack of vocabulary and confidence through meaningful mentoring strategiesTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextEspinar, J. (2024). Scaffold, un andamio para construir tus formaciones. Aprendizajes Innovadores. Retreieved from https://espinarplay.com/2024/03/31/scaffold-un-andamio-para-construir-tus-formaciones/Bruner, J. S., Wood, D., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://www.scirp.org/reference/referencespapers?referenceid=1412344Cedec. (2018). Los diarios de aprendizaje, una herramienta para reflexionar sobre el propio aprendizaje. Retrieved from https://cedec.intef.es/los-diarios-de-aprendizaje-una-herramienta-para-reflexionar-sobre-el-propio-aprendizaje/Moll, L. C. (s.f.). La zona de desarrollo próximo de Vygotski: Una reconsideración de sus implicaciones para la enseñanza. Revista de Educación, 248-254. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=48359Molina-García, P. F., Molina-García, A. R., & Gentry-Jones, J. (2021). La gamificación como estrategia didáctica para el aprendizaje del idioma inglés. Dominio de las Ciencias, 7 (1), Retrieved from 722-730. https://doi.org/10.23857/dc.v7i1.1672Brooks, L., & Coronado, C. (2023). 8 formas de aprender inglés con realidad virtual para los estudiantes del futuro. Retrieved from https://www.fluentu.com/blog/english-esp/aprender-ingles-con-realidad-virtual/Guerrero, I. (2022). Diario de aprendizaje ¿qué es y cómo hacerlo?. Retrieved from https://isaacguerrerop.com/diario-aprendizaje/Pérez, I. (s.f.). Andamiaje (scaffolding) en CLIL / AICLE. Retrieved from http://www.isabelperez.com/clil/clil_m_2_scaffolding.htmPistas Educativas. (s.f.). USO DEL MÉTODO "THINK ALOUD" EN LA INVESTIGACIÓN CUALITATIVA. Retrieved from https://pistaseducativas.celaya.tecnm.mx/index.php/pistas/article/view/1078Redalyc. (s.f.). Modelo colaborativo de construcción de objetos de aprendizaje para e-learning mediante esquema rapid e. Retrieved from https://www.redalyc.org/pdf/1341/134129256009.pdfRojas Nunura, S. N., & Nunura Reyes, G. I. (2025). Andamiaje como método de estudio-aprendizaje para el idioma inglés en los estudiantes de la Unidad Educativa Fiscal “Alejo Lascano”: Scaffolding as a study-learning method for the English language in students of the “Alejo Lascano” Fiscal Educational Unit. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(3), 256–264. Retrieved from https://doi.org/10.56712/latam.v6i3.3944Hurtado Gómez, S. G., & Jaimes Suárez, R. J. (2022). La importancia de la gamificación como estrategia didáctica para despertar la motivación en el aprendizaje del inglés. Fundación Universitaria Los Libertadores. Retrieved from http://hdl.handle.net/11371/6167González López, A. D., Rodríguez Matos, A. de los Á., & Hernández García, D. (2011). El concepto zona de desarrollo próximo y su manifestación en la educación médica superior cubana. Educación Médica Superior, 25 (4). http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21412011000400013Luy-Montejo, C. (2019). El Aprendizaje Basado en Problemas (ABP) en el desarrollo de la inteligencia emocional de estudiantes universitarios. Propósitos y Representaciones, 7(2). Retrieved from https://doi.org/10.20511/pyr2019.v7n2.288UNIR Revista. (2020). Teorías del andamiaje de Bruner y Vigotsky: características y aplicación. Retrieved from https://www.unir.net/revista/educacion/andamiaje-bruner-vigotsky/García Salinas, J. (2025). Entrenamiento en estrategias de aprendizaje de inglés como lengua extranjera en un contexto de aprendizaje combinado. Retrieved from https://www.nebrija.com/revista-linguistica/entrenamiento-en-estrategias-de-aprendizaje-de-ingles-como-lengua-extranjera-en-un-contexto-de-aprendizaje-combinado.htmlVygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Retrieved from Harvard University Press. https://www.hup.harvard.edu/books/9780674576292AndamiajeFluidez comunicativaConfianza estudiantilApoyoEstudiantes de inglésEstrategias pedagógicasConfianzaScaffoldingConfidencePedagogical strategiesEnglish language learnersSupportStudent confidenceCommunicative fluencyPublicationLICENSElicense.txtlicense.txttext/plain; charset=utf-815543https://repositorio.unicordoba.edu.co/bitstreams/06efd6c8-a601-4e4f-89b3-b3e4ed07c148/download73a5432e0b76442b22b026844140d683MD51ORIGINALÁvilaSánchezJoseAntonio.pdfÁvilaSánchezJoseAntonio.pdfapplication/pdf1141407https://repositorio.unicordoba.edu.co/bitstreams/bc50cb65-1e34-4dae-bbab-8c513a524705/download7d47f0dfcfdd9754096c1797df30765dMD54Formato de autorización.pdfFormato de 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