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

La enseñanza y el aprendizaje del inglés han sido un tema de gran importancia y han ido ganando cada vez más atención en diferentes campos. Sin embargo, los estudios que se han llevado a cabo están dirigidos principalmente a la población joven, como lo pone de manifiesto el informe Prácticas globale...

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Autores:: González Prieto, Cesar David
Díaz Rincón, Santiago Alejandro
Restrepo Moreno, Daniel Alejandro
Ortiz Ríos, Diane Stephania
Páez Martínez, Natalia

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2024

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Factors affecting participants’ willingness to learn in an english didactic unit
dc.title.translated.none.fl_str_mv	Factores que afectan a la disposición de los participantes a aprender en una unidad didáctica de inglés
title	Factors affecting participants’ willingness to learn in an english didactic unit
spellingShingle	Factors affecting participants’ willingness to learn in an english didactic unit Disposición al aprendizaje Aprendizaje Mixto Alumnos adultos Juego de roles Adquisición del idioma inglés 370.1175 Willingness to learn Blended learning Adult learners Role-plays English language acquisition
title_short	Factors affecting participants’ willingness to learn in an english didactic unit
title_full	Factors affecting participants’ willingness to learn in an english didactic unit
title_fullStr	Factors affecting participants’ willingness to learn in an english didactic unit
title_full_unstemmed	Factors affecting participants’ willingness to learn in an english didactic unit
title_sort	Factors affecting participants’ willingness to learn in an english didactic unit
dc.creator.fl_str_mv	González Prieto, Cesar David Díaz Rincón, Santiago Alejandro Restrepo Moreno, Daniel Alejandro Ortiz Ríos, Diane Stephania Páez Martínez, Natalia
dc.contributor.advisor.none.fl_str_mv	Estrada Restrepo, Margarita Lucelly
dc.contributor.author.none.fl_str_mv	González Prieto, Cesar David Díaz Rincón, Santiago Alejandro Restrepo Moreno, Daniel Alejandro Ortiz Ríos, Diane Stephania Páez Martínez, Natalia
dc.subject.none.fl_str_mv	Disposición al aprendizaje Aprendizaje Mixto Alumnos adultos Juego de roles Adquisición del idioma inglés
topic	Disposición al aprendizaje Aprendizaje Mixto Alumnos adultos Juego de roles Adquisición del idioma inglés 370.1175 Willingness to learn Blended learning Adult learners Role-plays English language acquisition
dc.subject.ddc.none.fl_str_mv	370.1175
dc.subject.keywords.none.fl_str_mv	Willingness to learn Blended learning Adult learners Role-plays English language acquisition
description	La enseñanza y el aprendizaje del inglés han sido un tema de gran importancia y han ido ganando cada vez más atención en diferentes campos. Sin embargo, los estudios que se han llevado a cabo están dirigidos principalmente a la población joven, como lo pone de manifiesto el informe Prácticas globales en la enseñanza del inglés a jóvenes alumnos, más países han introducido el inglés en sus planes de estudio escolares primarios. El informe de investigación contrasta datos de estudios de caso relativos a 2010 y 2020, mostrando que la enseñanza del inglés a los jóvenes se ha convertido en un foco predominante de las políticas educativas en todo el mundo, especialmente en países asiáticos, latinoamericanos y europeos (Copland, Carton y Barnett, 2024). Por lo tanto, este estudio se centra en investigar los factores que influyen en la disposición del alumno adulto a participar en una unidad didáctica de inglés de aprendizaje mixto en un grupo de adultos de entre dieciocho y cincuenta años en Colombia. La investigación examina cómo la motivación, experiencia previa, uso del idioma, oportunidades para el uso del idioma y compromiso impactaron su progreso en adquirir las bases en inglés. Utilizando un método mixto, se obtuvieron datos a través de entrevistas, notas de campo y una rúbrica de comportamiento. Los resultados del estudio indicaban que la motivación intrínseca, junto con escenarios reales adaptados y probables, proporcionaban un entorno de aprendizaje adecuado que promovía el compromiso y la voluntad. Los participantes con experiencia previa en el idioma pudieron adaptarse más rápidamente, mientras que los que tuvieron una exposición limitada se beneficiaron del apoyo y de la retroalimentación. El estudio destaca la importancia de fomentar entornos de aprendizaje flexibles e interactivos que aborden las necesidades y los retos específicos de los alumnos adultos. Los resultados obtenidos de este artículo proporcionan información para mejorar los programas de enseñanza del inglés para alumnos adultos en contextos relacionados.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-11-09T02:08:41Z
dc.date.available.none.fl_str_mv	2024-11-09T02:08:41Z
dc.date.issued.none.fl_str_mv	2024-10
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dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12495/13173
dc.identifier.instname.spa.fl_str_mv	instname:Universidad El Bosque
dc.identifier.reponame.spa.fl_str_mv	reponame:Repositorio Institucional Universidad El Bosque
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dc.language.iso.fl_str_mv	eng
language	eng
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spelling	Estrada Restrepo, Margarita LucellyGonzález Prieto, Cesar DavidDíaz Rincón, Santiago AlejandroRestrepo Moreno, Daniel AlejandroOrtiz Ríos, Diane StephaniaPáez Martínez, Natalia2024-11-09T02:08:41Z2024-11-09T02:08:41Z2024-10https://hdl.handle.net/20.500.12495/13173instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coLa enseñanza y el aprendizaje del inglés han sido un tema de gran importancia y han ido ganando cada vez más atención en diferentes campos. Sin embargo, los estudios que se han llevado a cabo están dirigidos principalmente a la población joven, como lo pone de manifiesto el informe Prácticas globales en la enseñanza del inglés a jóvenes alumnos, más países han introducido el inglés en sus planes de estudio escolares primarios. El informe de investigación contrasta datos de estudios de caso relativos a 2010 y 2020, mostrando que la enseñanza del inglés a los jóvenes se ha convertido en un foco predominante de las políticas educativas en todo el mundo, especialmente en países asiáticos, latinoamericanos y europeos (Copland, Carton y Barnett, 2024). Por lo tanto, este estudio se centra en investigar los factores que influyen en la disposición del alumno adulto a participar en una unidad didáctica de inglés de aprendizaje mixto en un grupo de adultos de entre dieciocho y cincuenta años en Colombia. La investigación examina cómo la motivación, experiencia previa, uso del idioma, oportunidades para el uso del idioma y compromiso impactaron su progreso en adquirir las bases en inglés. Utilizando un método mixto, se obtuvieron datos a través de entrevistas, notas de campo y una rúbrica de comportamiento. Los resultados del estudio indicaban que la motivación intrínseca, junto con escenarios reales adaptados y probables, proporcionaban un entorno de aprendizaje adecuado que promovía el compromiso y la voluntad. Los participantes con experiencia previa en el idioma pudieron adaptarse más rápidamente, mientras que los que tuvieron una exposición limitada se beneficiaron del apoyo y de la retroalimentación. El estudio destaca la importancia de fomentar entornos de aprendizaje flexibles e interactivos que aborden las necesidades y los retos específicos de los alumnos adultos. Los resultados obtenidos de este artículo proporcionan información para mejorar los programas de enseñanza del inglés para alumnos adultos en contextos relacionados.PregradoLicenciado en Bilingüismo con Énfasis en la Enseñanza del InglésEnglish language teaching and learning has been a topic of great importance and has increasingly gained attention from different fields. However, the studies that have been carried out are mostly directed towards the young demographic, as the report Global Practices in Teaching English to Young Learners highlights, more countries have introduced English into their primary school curriculum. The research report contrasts data from case studies pertaining to 2010 and 2020, showing that English teaching to young learners has become a predominant focus of educational policies across the world, especially in Asian, Latin American and European countries (Copland, Carton, & Barnett, 2024). Therefore, this study focuses on researching the factors that influence adult learner’s willingness to engage in a blended learning English didactic unit in a group of adults ranging eighteen to fifty years in Colombia. The research examines how motivation, prior experience, language use, opportunities for language use and commitment impacted their progress in acquiring foundations in the English language. By using a mixed-method approach, data was obtained through interviews, field notes and a behavioral rubric. The findings of the study pointed out that intrinsic motivation along with tailored and likely real world scenarios provided a suitable learning environment that promoted engagement and willingness. Participants with prior experience with the language were able to adapt faster, whereas the ones with limited exposure benefited from support and feedback. The study highlights the value of fostering flexible, and interactive learning settings that tackle adult learners’ specific needs and learning challenges. The findings obtained from this paper provide insight for improving English language teaching programs for adult learners in related contexts.application/pdfAtribución-NoComercial-CompartirIgual 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertohttp:/purl.org/coar/access_right/c_abf2/http://purl.org/coar/access_right/c_abf2Disposición al aprendizajeAprendizaje MixtoAlumnos adultosJuego de rolesAdquisición del idioma inglés370.1175Willingness to learnBlended learningAdult learnersRole-playsEnglish language acquisitionFactors affecting participants’ willingness to learn in an english didactic unitFactores que afectan a la disposición de los participantes a aprender en una unidad didáctica de inglésLicenciatura en Bilingüismo con Énfasis en la Enseñanza del InglésUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Pregradohttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAbdullah, S. 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Factors affecting participants’ willingness to learn in an english didactic unit

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