Jot down below the names of the participants, and if you already have a very appealing title for your project, leave it in here too.

Key Ideas

Learn English vocabulary about places in the town.

Recognize important places in San Onofre (park, school, church, beach, stores).

Develop basic English speaking and writing skills.

Use games, drawings, and simple activities to learn.

Encourage students to talk about their town in English.

Strengthen the sense of belonging to their community.

Value the culture and environment of San Onofre.

Promote teamwork and participation in class.

Participants:

Nagive Melissa Monsalve Pabón

Daniel Caicedo Palacios

Identification of learning barriers in students with significantly below-average linguistic competence, seeking leveling strategies within the same methodology.

Ideas for the Approach

·       Implementation of a new English teaching methodology in a class with a mostly positive response.

·       Identification of learning gaps in two students with a level significantly below the group average.

·       Analysis and adaptation of the method for a student with specific learning difficulties.

·       Design differentiation strategies within the new method to ensure that pedagogical innovation is inclusive and for all students with different learning paces.

Neidy Tatiana Molina Villamil

Prepare an educational booklet in English that includes cultural elements of both municipalities.

Luisa Fernanda Sierra Ramos - Manuel de Jesus Macea Chamorro

·       Federer Jesús Vanegas Pedraza

·       Julieth marcela bohorquez mantilla

·       Wendy tatiana montaño Valverde

Research proposal:

This project focuses on the use of role play as a communicative teaching strategy to improve fluency in fifth-grade students at Colegio Integrado Madre de la Esperanza. It aims to analyze the impact on oral discourse.

Paula Andre Rossi

Project Description: This research project will focus on analyzing how the use of flashcards can strengthen English vocabulary learning and retention in third-grade students at the Hector Jaramillo Duque Educational Institution. The research seeks to identify whether this teaching strategy facilitates the comprehension of new words and improves student participation in reading

activities.

Students:

Daniela Pérez Campos

Diego Fernando Roa Ariza

Our group proposes the use of analog gamification strategies as a way to strengthen students’ oral and written English skills.

Shirley Mendoza

Sindy Paola Navarro Sierra

Juliana Landinez Moreno

From on our experience in comprehensive teaching practice, we identified a common research topic in each of the institutions where we worked: "Design of dynamic strategies to strengthen English conversation for tenth-grade students at the Luis Carlos Galán Sarmiento Educational Institution." This problem arises because, in many educational contexts in Colombia, English learning has focused on grammar and writing, completely neglecting oral communication. As a result, students exhibit insecurity, blocks, and a lack of fluency when expressing themselves in real-life situations in English.

This proposal aims to design and implement dynamic strategies that foster student motivation, confidence, and active participation in class. We hope that these young people will achieve more natural and confident interactions in English, thereby strengthening their communicative skills and improving their academic performance.

Maira Vanessa Martinez Restrepo

Ledys Maria Ternera serpa

Carlos Eduardo Garcia Arrieta

Carlos plaza Daza

Paula Andrea Rossi

STIMULATE MOTIVATION IN LEARNING ENGLISH (FOREIGN LANGUAGE) IN

STUDENTS FROM 10TH TO 11RD GRADE AT DAVID SÁNCHEZ JULIAO

EDUCATIONAL INSTITUTION IN THE MUNICIPALITY OF LORICA,

CÓRDOBA?

The mastery of a foreign language, especially English, has established itself as an

essential skill in the globalized world of the 21st century. Its mastery enables access to

opportunities in the academic, professional, cultural, and social spheres, facilitating

intercultural communication and access to a wide spectrum of information and knowledge

(Crystal, 2003). In Colombia, the Ministry of National Education (MEN) has defined

guidelines and fundamental standards for foreign language skills, recognizing the relevance of

English in the holistic development of students and the country's competitiveness on a global

scale (MEN, 2006).

However, despite the increased perception of the importance of English, students'

motivation in the learning process frequently poses a considerable challenge.Elements such as

the feeling of difficulty, the lack of connection with their interests, and the conventional

teaching method can have a negative impact on their dedication and academic performance

(Gardner, 1985).In this scenario, it is vital to investigate and implement innovative

pedagogical tactics that promote relevant learning and, above all, stimulate students' intrinsic

motivation towards English as a foreign language.

In the vast array of active methodologies, theater emerges as a didactic resource with

enormous potential to stimulate the English classroom. The intrinsically participatory,

creative, and communicative nature of theatrical performances can modify the educational

experience, providing an environment where students can interact with the language in a fun

way, adopt roles, express emotions, and construct meanings cooperatively (Schewe, 2010). By

involving students in the interpretation of characters and contexts, theater can make learning

English more meaningful, memorable, and fun, positively influencing their motivation and

attitude towards the language.

Influence of Socio-Demographic Environment on Low-Income Students’ Interest in Learning English

Research Problem

Low-income students in rural schools often show low motivation to learn English due to limited resources, socioeconomic barriers, and little exposure to real opportunities where English is useful.

Research Question

How does the socio-demographic environment influence low-income students’ interest in learning English?

General Objective

Analyze how socio-demographic factors influence students’ interest in learning English.

Specific Objectives

• Identify socio-demographic barriers that affect motivation.
• Propose strategies to increase students’ interest in learning English.
• Evaluate the effectiveness of these strategies.

Methodology

Mixed-method approach using surveys and interviews with 10th grade students in a rural public school.

Diana Doria

Vincenzo Olivieri

The significant lexical deficiency observed among sixth-grade students at Colegio Almirante Colón acts as a critical barrier to their academic development, severely restricting both their reading comprehension and writing proficiency. By lacking a robust vocabulary, students struggle to transition from literal interpretation to the deeper, inferential analysis required at the secondary level, which manifests in repetitive, underdeveloped compositions and a diminished ability to grasp complex texts. This linguistic gap not only impedes academic success across all subjects but also fosters a cycle of frustration and insecurity, ultimately preventing students from effectively articulating their ideas and participating meaningfully in their own learning process during this crucial transition to secondary education.

Group:

Maria monica Cardozo Berrocal

Juan Carlos Solano Gomez

Wilfredy Sierra Polo

Gina Marcela Gomez Quitian

Learning deficiency related to low English vocabulary in 6th grade at the I.E. Comunidad Boca Grande in López de Micay

Abstract

The study presents a systematic review of more than fifty empirical studies conducted in the last decade on vocabulary teaching for students learning English as a foreign language. The analysis identifies effective strategies to promote vocabulary growth and language comprehension, highlighting the importance of combining explicit instruction, continuous practice, and the meaningful use of words in communicative and academic contexts. It also emphasizes the influence of the sociocultural context, teacher support, and contextualized learning tasks in improving vocabulary retention. In addition, the use of multimodal strategies such as digital resources, guided reading, oral interaction, and collaborative activities helps increase students’ motivation and participation. Finally, the authors conclude that vocabulary teaching should be a planned and progressive process, supported by constant exposure to language and the repeated use of key words, and they propose an integrative framework that combines cognitive, linguistic, and pedagogical principles to guide future educational interventions.

Students

Lisbeth Jaimes Pérez

Estefani Ospina

Nicolas Riascos

Eulicer Argote

This project can be conceived as an innovative educational proposal that seeks to harness the potential of technological tools to strengthen English learning. The central idea is to design creative methodologies that integrate digital resources such as interactive applications, oral practice platforms, and assisted writing programs in order to improve two key competencies: pronunciation and written production.

The approach is not limited to using technology as mere support, but rather to turning it into a means of transforming the learning experience. For example:

• Pronunciation: employing voice recognition software that provides immediate feedback, helping students correct mistakes and gain confidence.

• Writing: using intelligent editors that suggest vocabulary and grammatical structures, fostering autonomy and creativity.

• Innovative methodology: combining online collaborative activities, educational games, and multimedia projects that encourage active participation.

It is conceived as a strategy for students to develop their language skills in a dynamic, inclusive way, aligned with the technological advances of today’s society.

Jhon Fredy Guzmán Reyes

María de Jesús Mercado Morales

Dayana Alejandra caicedo león

Marcela Maria Alzate Bolaños