Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages

ilustraciones, gráficos, tablas

Autores:
Manzano Pedraza, Juliana Andrea
Ortiz Abril, Valentina
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2024
Institución:
Unidad Central del Valle del Cauca
Repositorio:
Repositorio Institucional - Unidad Central del Valle del Cauca
Idioma:
eng
OAI Identifier:
oai:repositorio.uceva.edu.co:20.500.12993/4164
Acceso en línea:
http://hdl.handle.net/20.500.12993/4164
Palabra clave:
Filtro afectivo
Ansiedad
Motivación
Autoconfianza
Saber pedagógico docente
Affective filter
Anxiety
Motivation
Self-confidence
teacher content knowledge
Rights
openAccess
License
Derechos reservados - Unidad Central del Valle del Cauca
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dc.title.eng.fl_str_mv Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
title Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
spellingShingle Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
Filtro afectivo
Ansiedad
Motivación
Autoconfianza
Saber pedagógico docente
Affective filter
Anxiety
Motivation
Self-confidence
teacher content knowledge
title_short Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
title_full Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
title_fullStr Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
title_full_unstemmed Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
title_sort Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languages
dc.creator.fl_str_mv Manzano Pedraza, Juliana Andrea
Ortiz Abril, Valentina
dc.contributor.advisor.none.fl_str_mv Vargas Urrego, Walter
dc.contributor.author.none.fl_str_mv Manzano Pedraza, Juliana Andrea
Ortiz Abril, Valentina
dc.subject.proposal.spa.fl_str_mv Filtro afectivo
Ansiedad
Motivación
Autoconfianza
Saber pedagógico docente
topic Filtro afectivo
Ansiedad
Motivación
Autoconfianza
Saber pedagógico docente
Affective filter
Anxiety
Motivation
Self-confidence
teacher content knowledge
dc.subject.keywords.spa.fl_str_mv Affective filter
Anxiety
Motivation
Self-confidence
teacher content knowledge
description ilustraciones, gráficos, tablas
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-01-25T17:25:01Z
dc.date.available.none.fl_str_mv 2024-01-25T17:25:01Z
dc.date.issued.none.fl_str_mv 2024
dc.type.spa.fl_str_mv bachelor thesis
dc.type.local.spa.fl_str_mv Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.citation.eng.fl_str_mv Manzano, J., & Ortiz, V., (2024). Analyze English teachers' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom, Unidad Central del Valle del Cauca.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12993/4164
dc.identifier.instname.spa.fl_str_mv Instname:Unidad Central del Valle del Cauca
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Unidad Central del Valle del Cauca
dc.identifier.repourl.none.fl_str_mv repourl:https://repositorio.uceva.edu.co/
identifier_str_mv Manzano, J., & Ortiz, V., (2024). Analyze English teachers' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom, Unidad Central del Valle del Cauca.
Instname:Unidad Central del Valle del Cauca
reponame:Repositorio Institucional Unidad Central del Valle del Cauca
repourl:https://repositorio.uceva.edu.co/
url http://hdl.handle.net/20.500.12993/4164
dc.language.iso.spa.fl_str_mv eng
language eng
dc.relation.references.spa.fl_str_mv Alamer, A., and Almulhim, F. (2021) The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach. Front. Educ. 6:618655. doi:10.3389/feduc.2021.618655
Alcalá, F. R. (2004). La ansiedad en el aprendizaje de idiomas. Huelva: UHU.es Publicaciones.
Alegre, A. (2013). Ansiedad ante exámenes y estrategias de aprendizaje en estudiantes de secundaria de Lima metropolitana. Lima: Propósitos y representaciones.
Altinay, L., & Paraskevas, A. (2009). Planning research in hospitality & tourism. Routledge.
Bailey, F., & Fahad, A. K. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation, and Identity in Second Language Learning. Arab World English Journal, 12 (2) 540 -550. DOI: https://dx.doi.org/10.24093/awej/vol12no2.36
Ball, D. L. (2008). Content Knowledge for Teaching. Michigan: American Association of colleges for teacher education.
Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96. (N.d.). Edu. Do. Retrieved February 27, 2023, from https://cuaderno.pucmm.edu.do/index.php/cuadernodepedagogia/article/view/296
Bonetto, V. A., & Calderon, L. L. (2014). La importancia de atender a la Motivación en el aula. Argentina: CONICET.
Bonilla, j., et al. La Inclusión y Atención a la Diversidad en las Clases de Inglés a Través del Método LEBY en las Academias de Idiomas Ecuatorianas.
Cachran-Smith & Kenneth Zeichner (2005). Studying teacher education. London: American Educational Research Association.
Calvo, E. A. (2016). Relación entre autoestima y autoconfianza matemática en estudiantes de educación media costarricense. Costa Rica: SciELO
Callejas et al., (2022). Fortalecimiento del filtro afectivo a través de la implementación de secuencias didácticas interactivas (classroom) para desarrollar las habilidades de listening-speaking de la lengua extranjera: inglés en estudiantes de la I.E San Francisco de Bogotá. Bogotá: Universidad de cartagena.
Consultores, B. (2022). Online tesis. Obtenido de Online tesis: https://online-tesis.com/criterios-de-inclusion-y-exclusion/
David, M. K., & Kochappan, G. (2001). Reflection as a language Learning and Teaching Device. In Reflections, Visions & Dreams of Practice, Selected papers from the IEC 2001 International Education Conference.
Frutiger, M. (2018) "Adapting Tools To Measure Students' Affective Filter For The Elementary Dual Immersion Context". School of Education and Leadership Student Capstone Projects. 161. https://digitalcommons.hamline.edu/hse_cp/161
Gonzalez, H., Amparo, J., & and Ramos, L. (2018, March 24). The Education of an English Professor: The Biographical Narrative. Retrieved from Canadian Center of Science and Education: https://www.ccsenet.org/journal/index.php/elt/article/view/74348
Hung, B.P. (2019). Meaningful Learning and its Implications for Language Education in Vietnam. Journal of Language and Education, 5(1), 98-102. doi:10.17323/24117390-2019-5-1-98-102.
Lal, D. (2016, June 9-17). A Journey of Teacher Education…. Retrieved from International Journal of Peace, Education and Development: https://www.renupublishers.com/images/article/147376195002.pdf
Ling, Wang. (2020). Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching. Journal of Language Teaching and Research, 11(6):983-987. doi: 10.17507/JLTR.1106.16
Monteagudo, M. M. (2011). Perfiles de ansiedad escolar. Almeria, España: Electronic Journal of Research in Educational Psychology.
Rodríguez, K. I. (2017). FACTORES EMOCIONALES QUE INFLUYEN EN FILTRO AFECTIVO DE LOS ESTUDIANTES DE INGLES COMO IDIOMA EXTRANJERO, UNA REVISION SISTEMATICA. Guayaquil: Universidad de Guayaquil.
Ros, M. T. (2005). LA REDUCCIÓN DE LA ANSIEDAD EN EL APRENDIZAJE DE UNA LENGUA EXTRANJERA EN LA ENSEÑANZA SUPERIOR. Malaga: Interlingüisticas.
Rusu, C. (2011). Metodología de la Investigación. Colombia: FormaciónDocente.
SAVIGNON, S. J. (2002). Interpreting Communicative Language Teaching. London: Yale University Press.
Strauss, A., Corbin, J. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. New York : Qualitative Sociology
Schulte, A. K. (2009). SEEKING INTEGRITY IN TEACHER EDUCATION. California: Springer Science+Business Media B.V
Uquillas & Cordova. (2021). Influencia del filtro afectivo en el desarrollo de la producción. Quito, Ecuador: Uisrael Revista Cientifica.
Wondimu Ahmed et al., (2010). Students’ daily emotions in the classroom. Netherlands: The British Psychological Society.
Wilson-Fleming, L. (2012). POSITIVE CLASSROOM ENVIRONMENTS = POSITIVE ACADEMIC RESULTS. Misisipi: Alcorn State University
Yin, R. (1989). Case Study Research: Design and Methods. Londres: Sage.
Yin, R. K. (2014). Case study research: Design and methods. Sage.
Yin, R. (2016). Qualitative Research from Start to Finish. New York: The Guilford Press.
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spelling Vargas Urrego, WalterManzano Pedraza, Juliana AndreaOrtiz Abril, ValentinaTuluá, Valle del Cauca, ColombiaTuluá2024-01-25T17:25:01Z2024-01-25T17:25:01Z2024Manzano, J., & Ortiz, V., (2024). Analyze English teachers' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom, Unidad Central del Valle del Cauca.http://hdl.handle.net/20.500.12993/4164Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEmotions have been always part of learning and teaching processes. Even more, in foreign language classrooms where students can sometimes feel anxious, demotivated, or a low self-confidence to produce and communicate in a foreign language. In turn, professors try hard to promote language use, but sometimes without considering students’ feelings. Hence, this research aims to analyze the use of professors' knowledge about affective filter regulation in the English classroom for supporting students' language learning in the B.A. in Foreign Languages program at Unidad Central del Valle del Cauca. The study employed a qualitative research method, exactly a case study, and used instruments such as an interview and field diaries to register observations from professors’ classes. The analysis of the data revealed that students thrive in a positive classroom environment where professors actively encourage and motivate them to participate. Moreover, students felt nervousness and anxiety regularly in the English classroom but they managed the situation when professors supported them and provided feedback. To conclude, it could be shown that professors have a big influence on students’ motivation, self-confidence, and low anxiety, and thus, in their language development.Introduction / Chapter I Problem Statement / 1.1. Problem description / 1.2. Research question / 1.3. Objectives / 1.3.1. General objective / 1.3.2. Specific objectives / 1.4 Rationale / Chapter II: Referential Framework / 2.1. Literature Reveiw / 2.1.1. International Background / 2.1.2. National Background / 2.1.3. Local Background / 2.2. Theoretical Framework / 2.2.1. Pedagogical Knowledge / 2.2.2. Teacher Education / 2.2.3.Affective Filter / 2.2.3.1 Motivation / 2.2.3.2 Self-Confidence / 2.2.3.3 Anxiety / Chapter III: Methodological Design / 3.1. Research Approach / 3.2. Research design / 3.3. Research scope / 3.3.1. Data Collection Instruments / 3.3.1.2 Semi structure interview / 3.3.1.3 Field Diary / 3.3.2. Data Analysis Instruments / 3.3.2.1 Data Analysis Grid / 3.4. Population and Technique / Chapter IV: Analysis of Results / 4.1. Interviews / 4.1.1 Category #1 / 4.1.2 Category #2 / 4.1.3 Category #3 / 4.2. Field Diaries / 4.2.1 Category #1 / 4.2.2 Category #2 / 4.2.3 Category #3 / Discussion / Conclusions / Recomendations / References / AnnexesLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoPDF125 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2Analysis of English professors' content knowledge at the B. A. in Foreign Languages at Unidad Central del Valle to support students’ affective filter regulation in the classroom Research Line: Teaching Processes of Foreign Languagesbachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónFiltro afectivoAnsiedadMotivaciónAutoconfianzaSaber pedagógico docenteAffective filterAnxietyMotivationSelf-confidenceteacher content knowledgeAlamer, A., and Almulhim, F. (2021) The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach. Front. Educ. 6:618655. doi:10.3389/feduc.2021.618655Alcalá, F. R. (2004). La ansiedad en el aprendizaje de idiomas. Huelva: UHU.es Publicaciones.Alegre, A. (2013). Ansiedad ante exámenes y estrategias de aprendizaje en estudiantes de secundaria de Lima metropolitana. Lima: Propósitos y representaciones.Altinay, L., & Paraskevas, A. (2009). Planning research in hospitality & tourism. Routledge.Bailey, F., & Fahad, A. K. (2021). Krashen Revisited: Case Study of the Role of Input, Motivation, and Identity in Second Language Learning. Arab World English Journal, 12 (2) 540 -550. DOI: https://dx.doi.org/10.24093/awej/vol12no2.36Ball, D. L. (2008). Content Knowledge for Teaching. Michigan: American Association of colleges for teacher education.Beiter, R., Nash, R., McCrady, M., Rhoades, D., Linscomb, M., Clarahan, M., & Sammut, S. (2015). The prevalence and correlates of depression, anxiety, and stress in a sample of college students. Journal of affective disorders, 173, 90-96. (N.d.). Edu. Do. Retrieved February 27, 2023, from https://cuaderno.pucmm.edu.do/index.php/cuadernodepedagogia/article/view/296Bonetto, V. A., & Calderon, L. L. (2014). La importancia de atender a la Motivación en el aula. Argentina: CONICET.Bonilla, j., et al. La Inclusión y Atención a la Diversidad en las Clases de Inglés a Través del Método LEBY en las Academias de Idiomas Ecuatorianas.Cachran-Smith & Kenneth Zeichner (2005). Studying teacher education. London: American Educational Research Association.Calvo, E. A. (2016). Relación entre autoestima y autoconfianza matemática en estudiantes de educación media costarricense. Costa Rica: SciELOCallejas et al., (2022). Fortalecimiento del filtro afectivo a través de la implementación de secuencias didácticas interactivas (classroom) para desarrollar las habilidades de listening-speaking de la lengua extranjera: inglés en estudiantes de la I.E San Francisco de Bogotá. Bogotá: Universidad de cartagena.Consultores, B. (2022). Online tesis. Obtenido de Online tesis: https://online-tesis.com/criterios-de-inclusion-y-exclusion/David, M. K., & Kochappan, G. (2001). Reflection as a language Learning and Teaching Device. In Reflections, Visions & Dreams of Practice, Selected papers from the IEC 2001 International Education Conference.Frutiger, M. (2018) "Adapting Tools To Measure Students' Affective Filter For The Elementary Dual Immersion Context". School of Education and Leadership Student Capstone Projects. 161. https://digitalcommons.hamline.edu/hse_cp/161Gonzalez, H., Amparo, J., & and Ramos, L. (2018, March 24). The Education of an English Professor: The Biographical Narrative. Retrieved from Canadian Center of Science and Education: https://www.ccsenet.org/journal/index.php/elt/article/view/74348Hung, B.P. (2019). Meaningful Learning and its Implications for Language Education in Vietnam. Journal of Language and Education, 5(1), 98-102. doi:10.17323/24117390-2019-5-1-98-102.Lal, D. (2016, June 9-17). A Journey of Teacher Education…. Retrieved from International Journal of Peace, Education and Development: https://www.renupublishers.com/images/article/147376195002.pdfLing, Wang. (2020). Application of Affective Filter Hypothesis in Junior English Vocabulary Teaching. Journal of Language Teaching and Research, 11(6):983-987. doi: 10.17507/JLTR.1106.16Monteagudo, M. M. (2011). Perfiles de ansiedad escolar. Almeria, España: Electronic Journal of Research in Educational Psychology.Rodríguez, K. I. (2017). FACTORES EMOCIONALES QUE INFLUYEN EN FILTRO AFECTIVO DE LOS ESTUDIANTES DE INGLES COMO IDIOMA EXTRANJERO, UNA REVISION SISTEMATICA. Guayaquil: Universidad de Guayaquil.Ros, M. T. (2005). LA REDUCCIÓN DE LA ANSIEDAD EN EL APRENDIZAJE DE UNA LENGUA EXTRANJERA EN LA ENSEÑANZA SUPERIOR. Malaga: Interlingüisticas.Rusu, C. (2011). Metodología de la Investigación. Colombia: FormaciónDocente.SAVIGNON, S. J. (2002). Interpreting Communicative Language Teaching. London: Yale University Press.Strauss, A., Corbin, J. (1990). Grounded Theory Research: Procedures, Canons, and Evaluative Criteria. New York : Qualitative SociologySchulte, A. K. (2009). SEEKING INTEGRITY IN TEACHER EDUCATION. California: Springer Science+Business Media B.VUquillas & Cordova. (2021). Influencia del filtro afectivo en el desarrollo de la producción. Quito, Ecuador: Uisrael Revista Cientifica.Wondimu Ahmed et al., (2010). Students’ daily emotions in the classroom. Netherlands: The British Psychological Society.Wilson-Fleming, L. (2012). POSITIVE CLASSROOM ENVIRONMENTS = POSITIVE ACADEMIC RESULTS. Misisipi: Alcorn State UniversityYin, R. (1989). Case Study Research: Design and Methods. Londres: Sage.Yin, R. K. (2014). Case study research: Design and methods. Sage.Yin, R. (2016). Qualitative Research from Start to Finish. 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