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Point 4 -> https://canva.link/fmfwnl6rc64786n

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Improving EFL Communicative Skills through Strategy-Based Instruction and Accessible Digital Resources in a Blended Learning Context

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Diego Portal - Stiven Torres

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Project EFL Stiven Torres - Diego Portal

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Laura Aguilar, Daniel Cano, Maria Serna 

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Action Research Workshop

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Laura Aguilar, María Serna and Daniel Cano

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Is English really neccesary to understand other cultures in our university?: a study focused on cultures like skaters, gabbers and metalheads of fourth semester from the Universidad Distrital Francisco José de Caldas.

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Santiago Pedraza, Santiago Matallana, Alan Ladino and Sharon Araque

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1. Title: Our project is "Exploring Identity Expression in Primary School Learners through English Learning: A study focused on students of 5th grade".

2. General and specific objetives:

1. General Objective:

To analyze how 5th grade primary school students express their identity, emotions, and personal experiences through English learning activities in a public school context.

2. Specific Objectives:

1). To identify 5th grade students’ attitudes toward using English to talk about their daily lives (family, hobbies, school).

2). To examine emotional factors such as confidence, anxiety, and motivation when students speak English in class.

3). To explore how classroom activities (e.g., personal topics, creative tasks) support identity expression in young learners.

4). To determine how basic vocabulary helps students communicate personal information in English.

3. Problem statement:

In many 5th grade classrooms in public primary schools, English teaching is often limited to basic vocabulary and grammar exercises, with little emphasis on meaningful communication. As a result, students have few opportunities to use English to talk about their own lives, such as their family, interests, and personal experiences. This can lead to low motivation, limited participation, and feelings of insecurity when speaking. At this age, learners are developing their identity and need opportunities to express themselves; however, classroom practices do not always support this process. Therefore, it is necessary to explore how English learning can be connected to students’ identity and everyday experiences to promote more engaging and meaningful learning.

4. Research design graphic 5 parts:

5. Mention the theoretical framework 3 concepts:

1. Identity: McKay y Wong and Sabine Pfleger.

2. Expression: Lev Vygotsky

3. Reading: Stephen Krashen

6. Mention and explain briefly A/R 2

categories.

In display, there are three categories that should be considered here:

Self-confidence: Addressing to how comfortable the students feel in relation to participate in English, taking into account aspects as motivation and their perspectives on it

Familiarity: Seen as the approaches that have been made from the students to the language and their comprehension from who they are

Closeness: Considering the frequency and quality of the interaction with the second language, seen as the process from the inputs to the outputs

7. What are the 3 strategies-based

instructions developed in the

project?

Pre-reading: Students started by activating previous knowledge by using the title and the images; second, making predictions and inferences to find out what the reading could be about; and third, skimming to get familiar with the general idea of the text.

While reading: Students implemented the following strategies: making inferences from the context to solve meaning problems; deducing general information through reading images; and skimming to get the general idea of ​​the text.

After reading: Students used the re-reading technique to confirm their answers and understanding. Additionally, they practiced scanning to get specific details of the text and identify the authors' intention.

In conclusion, The strategies adopt an integrative approach that includes the explicit and implicit understanding of the texts.

8. Explain how does this project

support yours and what are your

projects 3 main topics.

It serves as a methodogical guide for Action Research, us as educators can replicate the process of identifiying learning gaps and designing specific intervetions. Also it gives us innovation in materials, it provides a standard for creating contextualized teaching resources, instead of using generic books, it help us to know how to design work shops (reading, listening, writing). Help to students to be autonomous by focusing on metacognition and help to the teachers to be process facilitators and not just transmitters of information. And as last support, it facilitates the integration between language learning and technical content, which is key for bilingualism projects in some careers. The three main topics in our project are: linguistic attitudes, emotional factors, means of expression.

9. Other aspects you consider:

Time limitation for applying it

The influence of other social factors such as exposure to the language

Identify the influence of motivation and appropriation on students behavior.

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Complete the chart by groups of 3 or 4 ss and articulate the main ideas socialized about (SBI)Strategies Based Instruction Project Universidad Externado.

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Complete the chart by groups of 3 or 4 ss and articulate the main ideas socialized about (SBI)Strategies Based Instruction Project Universidad Externado.

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Include a logo about your mini-project