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Decide which group to add this trinket below. Teachers often use brief written and oral quizzes and classroom discussions to determine if students have learned course material and can apply the skills they have been taught. I had a quick question which I’d like to ask if you do not mind. After looking over a number of the blog posts on your web page, I truly like your way of writing a blog. According to the mentioned authors a VLE demonstrates to be a very useful tool when developing learning strategies and competences.

 

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Their skills in languages are puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies , manipulating images, , interpreting visual images.

Learners with this intelligence are usually good at listening, writing, reading, memorizing, explaining, teaching, using humor, storytelling, understanding meaning and word formation, analyzing language usage, persuading, etc. They also have high auditory skills. Applied to languages, these students are more focused on the rational use of the language. They easily learn patterns, structures and grammar rules. They classify and categorize information, and they also understand abstract concepts.

Students learn through movement. They are good at physical activities, competitions, acting out, dancing, physical co-ordination, hands-on experimentation, body language, crafts, miming, using their hands to create or build, and expressing emotions through the body. They have the ability to relate and understand others. They have skills self-assessment, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others.

They enjoy individual work, and understand themselves well enough to take advantage of their strengths. They enjoy field trips and outdoor activities. Individuals learn through spiritual experiences. After analyzing thoroughly the MITs, we can glimpse the answer to the question stated in the title of this workshop. Are my students intelligent? Undoubtedly, many teachers evaluate students intelligence based on their exams results, even in different and often unrelated subjects or maybe because the get good grades in all subjects, but what happens to those who are not brilliant at languages?

Keeping in mind that we do not have homogenous classes, considering that even if we have same average age learners, each individual has different background, interests, learning style, type of motivation, attitude, behavior, communication strategies, and of course intelligence, the more we use these characteristics to plan learner-centered classes, the more interested they are going to be in learning the foreign language we are teaching.

The workshop is divided into an introduction of what MI are, explanation of the type of activities suitable for each MIT, a MI test to identify teachers predominant intelligence, and finally the demonstration of how those activities function in the real-life classroom. These activities are: – Musical- Rhythmic: choo choo pronunciation games , invent songs, listening activities with songs, audio taped presentations, musical performances, music recitals.

Activity: Listening Activity: Drawing the Monster. The facilitator F describes a monster orally, with its body parts and special face and hair features. Teachers draw it and color it according to the description they heard.

Lastly, they will check who drew all the features. One person comes to the front and draws a card. He has one minute to explain that word to his group members. If they guess right, he can draw another word and explain that as well, until his minute is over.

The group gets as many points as the number of words they have guessed right. Logical- Mathematical: crosswords, treasure hunts, riddles, hidden message, who am I? One will lead a hint to the next one, and so on so at the end there is a treasure. Activity: Interview: With their cellphones students can record short interviews to their classmates or professors to improve not only linguistic skills but also to foster their interpersonal intelligence.

Activity: Self-assessment: MIT Test: Attendees take a test to identify their dominant intelligence s by reflecting about their own learning. In addition, we can also plan lessons attractive enough to engage students into language learning and increase their motivation as we are using their own characteristics to capture them and attract them into knowledge. To further the discussion on this topic, this workshop also encourages attendees to think on an effective way of fostering the 9 intelligences into each class.

Besides, despite the fact that the activities on this workshop are focused on foreign language learning, it is evident that they can be used in any subject in order to approach and help students to understand the new knowledge taught in their own way. However, in order to continue centering the learning process on learners, it would be meaningful to find out the type of activities that a content area teacher does in order to enhance the inclusion of MIT into lesson planning and to engage students into the learning process.

Strategies for effective teaching a handbook for teaching assistants. Gardner, H. New York: Basic Books, Inc. Herzberg, Frederick et Al. The Motivation to Work 2nd ed. New York: John Wiley.

Hasbro Pictionary : Instruction manual. SAGE Publications, P and Spada, N. How Languages are Learned. Oxford: Oxford University Press. Rules for the game of charades. Three basic english language games to use in teaching ESL. One aspect that represents a determinant and very important aspect is evaluation. Evaluation is not always used to measure how much the student has learned, but how something was taught and what needs to be improved and sometimes it is necessary to do some activities in classes that are required to find that information.

Evaluation helps the teacher teach and helps the student learn but only if they are mature enough to see that and if they are aware of what that means in the process of learning. The worst thing is that some language programs contribute to this perception as evaluation has been established as the way of following or keeping institutional policies rather than looking at the pedagogical side, so teachers and students participate in this process according to their beliefs and leave out the importance of carrying out a successful evaluation plan.

Key words: evaluation, assessment formative and summative , tests, culture, feedback, teaching, learning. Culturally, in most cases, evaluation is seen by the students as a way of getting a grade no matter what you get to learn in the learning process or what you do to obtain a passing grade.

On the other hand the evaluative procedures have not been carried out in the way they should have and the students focus their attention on the activity they could do to get the grade they need to pass the subject. The way a student is assessed differs a lot considering some factors. Nonetheless, it is said that the more a process is assessed the more success is evidenced in learning.

Ongoing assessment of student learning in the classroom is an essential aspect in effective teaching. Students need to know that having a grade is not the only way we can do to evaluate somebody, and there are some other procedures and strategies that could have the same and sometimes better benefits that the traditional evaluative methods.

This is something that needs to be taken tactfully as students might misunderstand the purpose of this way of evaluating and have a wrong perception about it. The primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select a student, or to justify a grade. McTighe, J. In other words, assessment helps the teacher teach and helps the student learn but only if they are mature enough to see that and if they are aware of what that means in the process of learning.

For these authors, the terms assessment, testing, and evaluation are used in different moments during the teaching process, but their meanings are completely different from one another. Assessment is a very wide term that makes reference to the process of collecting and analyzing information to better understand and describe characteristics of people.

Testing is one type of assessment. Tests are usually given with a pen and paper format and taken within established time limits, often with a limited range of acceptable responses.

From another author, the term assessment refers to “any systematic basis for making inferences about characteristics of people. Usually based on various sources of evidence; the global process of synthesizing information about individuals in order to understand and describe them better” Brown While considering this definition, it is interesting to note that the term assessment is derived from the Latin root assidere meaning “to sit beside.

Types Of Assessment In assessment literature there are two widely used terms; summative assessment and formative assessment. Summative assessment refers to any culminating assessment that provides a summary report on the degree of knowledge or proficiency attained at the conclusion of a unit, course or program of study. A final exam, senior exhibition, or dissertation defense are examples of summative assessments. On the other hand, they refer to formative assessment as any ongoing diagnostic assessment that provides information to help teachers adjust instruction and improve student performance.

For instance, teachers might ask their students about any particular topic prior to the start of a unit to show what they already know about theme as a mean of obtaining information about students’ prior knowledge. Teachers often use brief written and oral quizzes and classroom discussions to determine if students have learned course material and can apply the skills they have been taught. Such activities provide teachers with valuable information that allows them to adjust instruction to improve student learning.

In other words, formative refers to progress information and summative to a final decision. A process to determine quality can both be accomplished either as a performance is being created or after it is completed, so other words should be used to distinguish the two processes. Formative assessment, often referred to as assessment for learning, is the assessment that is done before and during teaching to inform instruction.

Though these assessments might be standardized, they often are not. To be formative, an assessment must affect instruction. It is the gathering of information about the student learning during the progression of a course or program and usually repeatedly, to improve the learning of those students. Example: reading the first report of a class to assess whether some oral students in the group need a lesson on how to make them such succinct and informative. These assessments are likely to uniform or standardized.

The purpose of summative assessment is to create a mark or grade. Baehr, Marzano states that the terms summative and formative have been used a lot in discussions of educational assessments. Actually, the concepts of summative and formative when first developed had no little to do with classroom assessment or even with learning. He says that the difference between formative and summative was first introduced by Michael Scriven in as part of the American Educational Research Association monographs series on evaluation.

Consequently, evaluation takes on different characteristics and is interpreted differently in formative versus summative situations. Apart from that, in some cases it is used as a measure of punishment due to discipline problems, low performance, negative attitude toward the language, and personal conflicts between the teacher and the students, among others. It is then when teachers play an important role in the language learning process as it is strictly convenient to make students believe how important and necessary evaluation is in their process and how to manage emotions regarding this topic is a key to success in language leaning.

The concept teachers, including me, have had about this term is that evaluation is given at the end of one, two, or any number of units or sometimes a period to check students learning outcomes.

The most common instrument for this process is a written test in which students in most cases do not have the practice in classes to work with. The results of these tests are not used to take actions to improve the evaluation system or anything similar just a way to see who passed or who did not.

Teacher questioning, reviews of student work folders, and paper-and-pencil tests are commonly used assessment methods for gathering information about student learning. Scoring a student essay and assigning report card grades are examples of evaluation, among others.

On the other hand, Crooks defines classroom evaluation as evaluation based on activities that students have during the period they are enrolled in a particular course. These activities may involve time spent both inside and outside the classroom. This definition includes tasks such as formal teacher-made tests, curriculum-embedded tests including adjunct questions and other exercises intended to be an integral part of learning materials , oral questions asked of students, and a wide variety of other performance activities cognitive and psychomotor.

It is important to offer a variety of evaluation methods to give the students the opportunity to find his strengths and see what he needs to improve or change. Parsons, also established a chart that is going to help us see the difference between summative and formative evaluation. The student needs to be aware of how well he is doing in the process of learning and what should be changed during and before the end of the course, not because a grade or a final judgment is important but learning.

In that kind of environment, where the student is faced with the concepts such us risk taking, the benefit of trial and error, revision, collaboration, program modification, self-evaluation, and personal growth, are weak, underappreciated, and bad.

Nevertheless, when the student feels that their effort is not taken into account with a grade, students feel discourage and loose interest in studying and participating as there is the attitude of giving and getting something in return. Considering this aspect, the goal of evaluation is when teachers need to make decisions about who achieved the learning goals and who did not or who should pass to the next level or should repeat. Revision upon the instruments used is necessary and immediate to check what the problems is and avoid having students pass without the learning level.

Some students believe that feedback occurs only after written tests and not during any other moment due to the way it is presented in the class, but do students really know what feedback is?

In most cases students respond to teaching styles that show when feedback usually happens and the particular way it happens. But how effective do we consider feedback in our classes and how productive do students consider it?

All depends on the perception and interests the students have about the subject they are taking. Black and William and Kluger and DeNisi have done numerous reviews of the effects of feedback on learning.

Although on average, feedback does improve learning outcomes, Kluger and DeNisi found that one third of effect sizes were negative. The authors were able to explain some of the variation in study findings using a theoretical hierarchy linked to the motivation literature that distinguished between task-oriented feedback, which tended to enhance learning, and self-oriented evaluation, which was more likely to be ineffective or debilitating.

Feedback given as part of formative assessment, or in other words, the one given during class instruction, helps learners become aware of any gaps that exist between their desired goal and their current knowledge, understanding, or skill and guides them through actions necessary to obtain the goal Ramaprasad, ; Sadler, This type of feedback may be particularly helpful to lower achieving students because it emphasizes that students can improve as a result of effort rather than be doomed to low achievement due to some presumed lack of innate ability.

There is very little evidence that such knowledge of correct response, and indeed feedback on correct responses has very little effect on subsequent performance, except perhaps in the special case where the student has grave doubts about the correctness of the initial answer. This point of view is what happens in most cases in classes where students just receive the correct answer without knowing the origin of the problem.

It is very possible that the mistake is due to lack of knowledge rather than any other reason for instance personality problems. The biggest benefit from feedback reported by kulhavy is the identification of errors of knowledge and understanding, and assistance with correcting those errors. As a teacher is our duty to let the student know when he makes a mistake and students need to know the dimension of it in the language and the relevance of its correctness.

In most studies, such feedback clearly improved subsequent performance on similar questions. He states that feedback on incorrect responses has been shown to be most effective where the initial was made with high confidence, probably because the students attend more to the feedback in such cases due to the element of surprise and the initial desire to defend the correctness of the response.

This clearly demonstrates that feedback given at initial points might have better results than feedback given when the mistake has been rooted due to lack of correctness. It is important the role or position of the student at the moment of making the mistake.

If the answer is correct, simply confirmation of its correctness is sufficient. If the question was factual and the answer is incorrect, the most efficient form of feedback is probably simply to give the correct answer Phye, Students need to be aware that feedback is a useful strategy for learning if they understand the real value in the teaching and evaluation process. Tests can be oral and written and they both have different goals. Tests can have different features that might be negotiated with the students at the moment of imparting the rules, usually at the beginning of a period or could be taken into account at the moment of designing the course.

For Brown the first thing to do when exploring the classroom is to understand what assessment and a test are and how they differ from one another. You might be tempted to think of them as synonymous terms, but they are not. He defines a test as an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of specified criteria. Tests are almost always identifiable time periods in a curriculum when learners muster all their faculties to offer peak performance, knowing that their responses are being measured and evaluated.

Test can be useful devices among other procedures and tasks designed to assess students. Brown states that assessment encompasses a much wider domain than tests. Written work — from jotted down phrase to formal essays to journals — is performance that ultimately is assessed by self, teacher, and possibly other students. Reading and listening activities usually require some sort of productive performance that the teacher then assesses.

A good teacher never ceases to assess students, whether those assessments are incidental or intended. He believes that a teacher must involve assessment every time he teaches something as there must be the environment for the students feel free to make mistakes and see how the learning takes place in their process.

That information will help the teacher take correctives in his teaching and improve what is giving results to make of the process a successful one. The instructional effect of feedback in test-like events. Review of Educational Research, 61 2 : Black, P. Assessment in education. Volume 5, issue 1. Baehr, M. Program assessment handbook.

Pacific crest. Principles of educational and psychological testing. New York: Holt, Rinehart and Winston. Brown, D. Teaching by principles: an interactive approach to language pedagogy. Second ed. Pearson education publishing. Brown, S. London: Kogan Crooks, T. The impact of classroom evaluation practices on students. Review of Educational Research, 58, Ferrara, S. Assessment: A thoughtful process. In if minds matter a foreword to the future.

Palatine, 1II: Skylight Publishing. The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, , Kulhavy, R. Feedback in written instruction. Review of Educational Research, 47, Leskes, A.

Beyond confusion: an assessment glossary. Marzano, R. Association for supervision for curriculum development. The classroom troubleshooter: strategies for marking and paperwork, discipline, evaluation, and learning trough language. Pembroke publishers. Phye, G. The processing of informative feedback about multiple-choice test performance. Contemporary Educational Psychology, 4, Ramaprasad, A. On the definition of feedback. Behavioral Science, 28 1 : Scriven, M. The methodology of evaluation.

It aims at analyzing the critical thinking effectiveness in the English teaching and learning process with students of English one in a virtual module, by designing and applying English learning strategies with a critical thinking approach and assessing the relevance of the same one when developing the four skills in a virtual module.

Then a post test will be applied to compare the initial and the final knowledge and the scores. Observations and surveys will be used as techniques of collection. It is a non -experimental quantitative study and it is expected to facilitate the students learning and that they perform well in the English subject.

To begin with, our students who are enrolled in different programs at a private university and taking English one as part of their curriculum evidence limitations in their English proficiency.

Based on the above several concerns emerged, such as the Language Department started working in the platform in with a virtual module that connects English, health and technology made by one of the teachers of the department, but there were no more virtual modules for teaching English until Additionally English academic mortality rate has been high in last years and there is not a languages laboratory; therefore the need to create a virtual module that eventually can become a virtual language lab.

Bearing the previous considerations in mind, the study was led towards a non- experimental research. First, a diagnostic survey was applied in order to know the opinions of the university community about virtual environments and thus to consolidate the research problem. In these results corroborated information given by authors as Graham , who states that access to internet has increased in the last two decades; besides, it is possible to evidence a high percentage in the use of computers, which is useful since most of them has experience with computers and certain software.

The information collected in the diagnostic stage revealed that the participants have started virtual English courses but not all have finished and they perceive learning English as something mechanical where they do not have the need of reflecting and analyzing different issues.

As a consequence of the evidence, it was decided to design a pretest in order to measure not only the English skills but the ability to infer and analyze, to think critically. Then, to design and implement a virtual module for Basic English students based on activities with critical thinking competences and apply a posttest to corroborate and analyze the advance.

In the forthcoming sections, besides providing more details about the investigation process to be carried out, I will discuss the main pillar underlying this study from both theory and research experiences. Furthermore, I will include a description of the research design to be implemented to answer the question of this study. Starting from these considerations, the principles of these two topics will be discussed.

Finally relevant research experiences in regard to the areas being studied will be commented on. On the other hand, McLoughlin as cited by Salazar, proposes that: A virtual learning environment is formed by the means to lead or transport the didactic resources and a communication strategy that allows the relationship between learners-teachers and learners-learners. The learning environment design on the web is a task surpassing the creation of learning materials for a given target, since it is supported infrastructure to conduct the resources and sustain the communication process.

On the other hand Gisbert, et. According to the mentioned authors a VLE demonstrates to be a very useful tool when developing learning strategies and competences. In that way this study searches to achieve integration between the foreign language skills acquisition by stimulating the development of critical thinking as well as strengthen knowledge and versatility when signing in a virtual module. They found that the use of podcasting has the potential to improve learning when giving the students remote access to the activities of the course at any moment.

Bearing in mind the previous research about VLE and English teaching-learning, in the XXI century technology has become a priority and internet is a wide resource where everybody can find information about teaching and learning a foreign language and an ocean of knowledge.

In the next section the reader can probe about research related to computer assistant language learning CALL. There are several articles that describe the use of technology as a mean for teaching English and other languages as a foreign or second language. One of these articles is very interesting since it is related to this study. This is a study which aimed to identify the characteristics that the multimedia material should have to promote the developing of the intercultural competence.

It was used a qualitative approach, with a case study design and the authors used two interviews with 2 students and one teacher, they made 6 observations to the teacher about the pre and post lectures and assessed the multimedia material at the institution. Based on the above, the contents to be implemented in the virtual module will be related to interculturality, personal and academic context, which allow the students to reflect and relate the topics with their reality and previous knowledge by doing learning more meaningful for them.

Finally, at the institution, Romero made an investigation about the interaction when working in B-learning through the virtual platform.

She design a virtual module that connects health, English and of course, technology. She concluded that the platform served as a tool for a higher interaction between students and teacher and students and foreign language. Instead it was not evidenced student-student interaction because they could meet in the classroom. All these articles give tips about how to design and implement a Virtual Learning environment for teaching and learning English where interaction is a strong point, by following an E-learning model.

In the next section, I will reflect on the concept about critical thinking, its characteristics and the research made about this. Especially when the development of the human thinking depends on external factors such as the context and the intrinsic and the extrinsic stimulus as well as the development of basic cognitive abilities, from the thinking development will become more complex. From this point of view the development of critical thinking is presented as a process that happens during years and years; so the current research does not have as aim to reach a final process, but encouraging the initial stage or progressive development and giving to the participants tools which help them to ascend to high states of critical thinking.

The aim of this study was to analyze what critical thinking level is being promoted in the English teaching activities. For this purpose, researchers re designed the didactic units taking into account cultural as political and social aspects. Such study was carried out with an unknown number of students in English I, IV and VII levels at the Faculty of Economy at Universidad Externado de Colombia; the data collection instruments were direct observations, video and cassette transcriptions.

From Data analysis seven categories emerged and it was concluded that feedback and interaction contributed to a better performance by students. Similarly, though the use of activities involving critical thinking potentiated interaction with the teacher by using the foreign language, one must be cautious when using low levels of language proficiency. The previous study has some similar aspects to this one; however, there are some differences such as the use of a VLE as a tool through which the activities will be worked in order to develop critical thinking and at the same time improving the language level.

There are also quantitative studies which analyze critical thinking and the relationship with the English proficiency and they also give us interesting definitions.

The most important of these tests is the WGCTA since it examines five abilities: the ability to draw inferences, the ability to recognize assumptions, the ability to make deductions, the ability to interpret evidence and the ability to evaluate arguments. Most of the studies cited by Hashemi and Zabihi concluded that there is a relationship between Critical Thinking abilities and the proficiency of students when getting high scores; just one said that there was no relationship.

In other words Critical Thinking is a great approach when students learn a language and to become a Critical thinker requires different levels or stages, and there are many processes and factors that a learner can follow. I will mention the context and participants of the study. And finally, possible instruments and procedures will be described as well as collection data techniques during the design.

Kind of research As I mentioned in the presentation, this is a quantitative study with a non- experimental approach.

And from this information, to classify the results statistically and explain these results in a general way. The study method is non-experimental, since it is intended to obtain an approximation of experimental research results, by following the stages of this kind of research. Notwithstanding, it is not possible control and absolute manipulation of the variables, instead the subjects are assigned to the groups by bearing in mind common characteristics, it means that a purposive sample is done about the general population, by taking into account some inclusion and exclusion criteria.

This institution has six faculties, features twenty undergraduate programs and 15 post graduate programs. And also, it has a good physical infrastructure. This institution has internet server, computer classrooms, and a virtual platform with several modules of different areas. Finally, I can say that although the university has not got recent technology resource there are sufficient resources in order to make the project work.

Participants In this study three teachers of the Languages Department are taking part. Besides, virtual education staff is collaborating and advising about using the appropriate tools and the virtual platform.

In order to apply the methodology, a group of 10 students will be chosen; according to a purposive sample with students who are taking English 1 a second time. From people with this criterion we will make a call for participation in order to select these10 students, those who wish to participate voluntarily for collecting data and under their consent.

In relation to the consent form, there are some formats that as researchers we have to fill in and give to the Bioethical committee of the university and one format for the participants. Finally, I also want to talk about the inclusion and exclusion criteria for selecting the participants. Some of the inclusion criteria are: the students who are taking English 1 a second time must have lost by scores or lack of knowledge, the students who are taking English 1 a second time must have a low score during the semester.

And an exclusion criterion is that students who are taking English 1 a second time must not have lost by failures. In the next section I will describe the techniques, instruments and procedures to follow. Techniques, instruments and procedures This section shows the techniques, instruments and procedure to be implemented when collecting data.

Second, observation will be used as a technique in order to get concrete descriptions about what happens in the VLE. Finally, a semi-structure interview will be applied in order to corroborate and validate the results of the study. In this case, the purpose of the study is to know the initial level and achievement.

In this study a pretest and a post test will be designed and applied with an experimental group. The non-experimental research follows the same steps that the experimental research but there is not control of variables. There are independent variables and dependent variables. Variables of the study By bearing the previous considerations in mind, the selection of the participants will be randomly; 10 participants from 20 students who will form the experimental group where they will interact with the new method.

Then, the pretest will be applied to the group in order to establish the initial results and analyze them. After that, the experimental group will be subject in the VLE, and finally the post test will be applied by them in order to compare the results with the pretest and analyze the performance.

The pretest and the posttest will have different topics but the same structure. Next, you can observe a figure showing the process described before. Research design In the next section you can read about my personal experience along the process of this study.

Regarding this study, the first phase that I followed was to revise the literature and make a diagnostic test in order to identify and define the problem. Once the problem was identified the research question was posed. After identifying the problem, I did a new revision of the literature research and theories around the research components: Language Teaching and Learning, Virtual Learning Environments and Critical Thinking. Reading different research and theories can gave us a lot of ideas and information about how to justify the topic of the study and determine if the research topic is relevant and innovative.

One of the fundamental axes of the study is the VLE and the units to be developed in this one. Source: original The second survey aimed at identifying possible topics and interests of the participants, the virtual tools they use the most, their experiences in relation to technology and English, weaknesses and strengths; some of these are shown in the next figure.

Source original Taking into account the previous information, the literature, methodology and objective the virtual units will be designed and implemented with the participants. And during this experience I have learned a lot, by putting into practice what I have learned from university in both undergraduate and post graduate program and from my colleagues at my workplace.

And in relation to interdisciplinary research in foreign languages I can say that there are so many fields of study for a researcher on languages, since we can interact and analyze different factors that affect learning and language progress. Finally, although this research is still in a process I would like to suggest different topics for research; for example: to analyze the level of autonomy that a learner can achieve by developing their critical thinking skills in a VLE; an action and participative research whereas researchers as participants design the VLE and analyze the strategy; and an evaluative research where a new methodology is implemented and assessed.

Elder, L. Critical Thinking: Why we must transform our teaching. Journal of Developmental Education, 18 1 , Critical thinking: what it is and why it counts.

Virtual Learning Environments. Gutierrez, R. El modelo de Ausebel. Hansen, J. The relationship of field dependent-independent cognitive styles to foreign language achievement. ED Hashemi, M. Characteristics of effective intercultural multimedia material in the English Language Class.

How: a Colombian Journal for Teachers of English, 13 , Johnson, B. Educational research, quantitative, qualitative, and mixed methods. New York: Pearson Kumaravadivelu, B. Lau, R. Retrieved on from ProQuest Computing. Document ID: Teaching Critical Thinking through Online Discussions. Documentos Institucionales. It all connects up. Tunja: UPTC. Salazar, J. Promoting Critical Pedagogy in Language Education.

Fonctionnelle 3 Correction de la part du professeur 3. Vol 34, No. En Fatemeh Mirza- Ebrahim-Tehrani Lettres et Sciences Humaines.

Meta : Journal des traducteurs Vol. En : Saint-Pierre, Lise E-mail: edlsanchez unisalle. Collaborative action reserach for english language teachers. UK: Cambridge University Press. Canelas-Trevisi, S. Didactique de la Grammaire. Latorre, A. Barcelona: Octaedro. Ikala, revista de lenguaje y cultura. El uso de libros de texto en el aula tiene una larga historia en el sistema educativo.

Palabras Claves: libros de texto, validez de constructo, validez de contenido, objetivos de aprendizaje, test, profesores EFL, factores internos y externos. Practicum advisor and English teacher. The use of course books in the classroom has a long history in the education system. Key Words: course books, construct validity, content validity, learning goals, test, EFL teachers, internal and external factors. Teachers select course books randomly for their classes without paying too much attention to the linguistic and pedagogical aspects.

Instead, their attention is focused on the presentation of the book, such as the cover, the images, the color and other characteristics that are not highly relevant in the teaching-learning process, and much less in the way tests are elaborated. By tradition, the course books have been used as one of the main resources in the education system and for the EFL teaching-learning process. Teaching and Learning a foreign language is a complex process that demands different teaching and learning strategies that help the learner to become competent and proficient in the new language, and at the same time, teachers and learners gain the enough tools to be skilled in different educational and non-educational contexts.

In relation to internal factors, these refer to learner personality, attitude, age, anxiety, and intrinsic motivation among others.

These factors come from inside the learner. There are some other internal factors that may influence the success of that goal, such as: age, anxiety, negotiation, intrinsic motivation, experiences, cognition, and native language. As EFL teachers and pre-service teachers, considering the intrinsic motivation as one of the most important internal factors is a must, because students who enjoy language learning and take pride in their progress will do better than those who do not.

I have seen how students block themselves because they do not understand a topic or they do not make significant progress when developing tests. Intrinsically motivating activities are those in which people will engage for no reward other than the interest and enjoyment that accompanies them. In relation to external factors, extrinsic motivation, curriculum, instruction, culture and status are considered relevant when teaching and learning a foreign language.

Here, the extrinsic motivation is perhaps one of the most important factors, from both internal and extrinsic, because students who receive a positive approach, encouragement and rewards inspire the learning process and will generally fare better than those who are not. From this perspective, validity focused on the accuracy of a test. Regarding validity Brown, , there are different types of validity which must be relevant for all test writers as a way to guarantee that the tests have credibility.

The first type relates to the concepts, topics, tasks or activities that have been covered up to that time, and on which learners must account for on the test. The second one relates to the mental ability that human beings have to create thoughts that are not observable. This validity happens in the classroom when students have some drills to learn and reinforce the topic. Course books Course books represent one of the most applicable materials for the school community: teachers, students, parents, and even the administrators.

Not all the course books are appropriate for any educational setting, and even more the tests. Based on this fact, a check list needs to be created and adjusted by the school community where teachers and students become active agents and leaders in the decision-making related to those course books and tests.

During this process a piloting and evaluation stages should be implemented to evaluate both, the process and the product, and this process should be done with groups of similar characteristics in order to get a deeper understanding on how meaningful, valid, feasible and appropriate are those tests for our students. The elaboration of tests requires a lot time, so it is required to create a check list to help you as a teacher or pre-service teacher make the necessary adjustments for each test.

At the same time, to be aware of the internal and external factors and encourage them as future teachers to take advantage of those factors and help students to be competent and develop reflective-critical thinking skills. These pre-service teachers are between 22 and 24 years old; they are two females and three males, they are in the final semester of the Modern Languages Academic Program at the UPTC in Tunja.

They have already had teaching experience in their previous practices. All of them are developing their practices on high school levels. Three of them are in upper levels 9th to 11th and two with lower levels 6th and 7th. The context is divided in two settings: a public school and a private school. In the public school, the teachers do not follow a course book; they have to put together some guides for students to work with during the school year, so it means teachers have more flexibility.

In relation to the private school teachers have to follow a course book. This first instrument is a questionnaire, this will be applied to the five pre-service teachers with the main purpose of ascertaining whether or not they have any knowledge related to the research topic and if they reflect the process that they follow when doing or applying tests to their students in the two contexts. The questionnaire is divided in two stages: stage number one is about background information, and the second stage about the characteristics or criteria all tests must have in order to have credibility.

As a second instrument, a check list will be used to help participants analyze in depth the two principles of validity. The data analysis of this mini-scale ongoing research project will be explained once the instruments are applied and the collected data will be analyzed. The principles of validity are criteria that must be taken into account when selecting course books, and when putting into practice the tests as a strategy to help learners feel confidence and successful when evaluating their learning process.

As a language teacher I know it is a long process, but at least we are aware of the changes and modifications that need to be done in relation to materials as course books and test, if we want to create an assertive learning environment for all learners. Fundamental considerations in language testing.

Byrd, P. Textbooks: Evaluation and selection and analysis for implementation. In Celce-Murcia, M. Teaching English as a second or foreign language, 3rd ed.

Brown, J. Testing in Language Programs. Cohen, J. Assessing language ability in the classroom. Boston, Mass: Newbury House. Freeman, D. Teacher training, development, and decision making: A model of teaching and related strategies for language teacher education. Tesol Quarterly, 23 1 , Harris, D.

Testing English as a second language. New York: McGraw-Hill. Hitotuzi, N. Profile No. Unidad de Publicaciones. Consumer decision making. Handbook of consumer behavior, Krashen, S. The Input Hypothesis: Issues and Implications. New York: Longman. Lachat, M. What policymakers and school administrators need to know about assessment reform for English language learners.

Malone, T. A Taxonomy of Intrinsic Motivations for Learning. New York: Prima publishing. Wong, H. How to be an effective teacher. North Shoreline Boulevard: Wong publications. Abstract: The purpose of this research was to compare the mathematical logical thinking in terms of solving application problems that involve the four fundamental operations of fifth grade students in a public elementary bilingual education and a conventional one.

CASD de Armenia. Key words: bilingualism, mathematical logical thinking, application problems of addition and subtraction, application problems of multiplication and division.

El ser humano como ser social, inmerso en un mundo globalizante se ha visto en la imperiosa necesidad de ampliar su espectro comunicativo. El grupo de estudios de St. Cada uno de los instrumentos fue aplicado en sesiones separadas con el fin de no hacer estas jornadas extenuantes para los participantes.

Rendimiento general frente a la prueba Tabla 1. Se comparan los rendimientos de los estudiantes de cada grupo y se puede observar que los resultados de los estudiantes del G2 son notablemente mayores que los de los estudiantes del G1. Debido a que el valor calculado para R. Ver Anexo A. Foundations of bilingual education and bilingualism. Third ed. Multilingual Matters. Bialystok, E. Trends in CognitiveSciences. Universidad de Alberta. Cummins, J.

Interdependence of first and second language proficiency in bilingual children; en Bialystock, E ed : Language processing in bilingual children. Cambridge UniversityPress. Language, power and pedagogy: bilingual children in the crossfire. Ernest, P. The philosophy of mathematics education.

Falmer Press. Fishman, J. Bilingual education and the future of language teaching and language learning in the United States. New York.

NY UniversitytPress. Galindo, A. Infancia y Aprendizaje 33, , Quebec. Universidad de McGill. Graddol, D. English next: why global English may mean the end of English as a foreign language. British council. Hammers, J. Cambridge University Press.

McGraw Hill. Hoffman, Ch. An introduction to bilingualism. Lambert, W. Bilingual education of children: the St. Lambert experiment. Siglo veintiuno editores. Romaine, S. Signoret Dorcasberro, A. Titone, R. Buenos Aires. Proyecto en desarrollo desde el 15 de febrero de Abstract The origin of academic events such as conferences, seminars, proofs that research is a process with full activity within academia, particularly within teaching. However, with great concern we see that research is conceived as a space which draws people with experience in the field and probably the bulk of the student population is not interested in actively participating because of the lack of knowledge.

That is why we propose a view from the perspective of the student and teacher openness towards research attractive to everyone and encouraging them to share this great experience. In a timely manner, “Promoting teacher training approaches to developing research in students” is a call to the education community to demonstrate the benefits of active participation in researching processes that arise through interdisciplinary academic training of teachers, involving knowledge teaching in everyday contexts.

It also aims to demonstrate in practice how an embryonic research process, emerged from the teacher-student interaction, search to involve the knowledge of foreign languages with the challenges articulated in the Colombian rural context proposed.

Key words: Investigation, training, Interdisciplinarity, culture. Tal como lo enuncia G. Demostrar que lengua materna y lengua extranjera pueden estar en igualdad una al servicio de la otra. Favorecer los diferentes tipos de documento audio, audiovisual, escrito, etc.

Briones G. Show code and output side-by-side smaller screens will only show one at a time Only show output hide the code Only show code or output let users toggle between them Auto run trinket when loaded Show instructions first when loaded.

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Usajobs resume builder or upload better synonyme de entreprendre essayer. Un projet incohérent avec la politique de mobilité

 
 
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