Utilizar inteligencia emocional para apoyar las competencias de estudiantes bilingües en entornos virtuales

Vista sencilla de ítem
dc.contributor.advisorBernal González, Christian Camilo
dc.contributor.authorRomero Arroyo, Fredy Alejandro
dc.contributor.orcidBernal González Christian Camilo [0000-0002-6705-7920]
dc.date.accessioned2025-11-06T20:31:49Z
dc.date.available2025-11-06T20:31:49Z
dc.date.created2025-09-14
dc.descriptionEste documento presenta la experiencia de la pasantía “Start Travelers” en ILUD, centrada en el desarrollo de un curso en línea para principiantes en inglés (MOOC) y en la implementación de la inteligencia emocional a la par de los contenidos del ingles. La inteligencia emocional se presenta como una herramienta pasiva de apoyo en el proceso de aprendizaje, fundamentado en investigaciones que evidencian su impacto en la salud mental y el aprendizaje de idiomas. El trabajo propone estrategias para incorporar la inteligencia emocional en cursos virtuales de inglés, considerando contenidos y metodologías disponibles durante la pasantia.
dc.description.abstractThis document presents the experience conducted during the "Start Travelers" internship at ILUD, focused on the development of a massive open online course (MOOC) and the implementation of Emotional Intelligence side by side with the English topics. Emotional intelligence is implemented as a passive tool that aids the participants in their learning processes, based on previous investigations that show its impact on mental health and language learning. This project proposes strategies to implement emotional intelligence within virtual courses, considering content and methodologies available during the internship.
dc.format.mimetypepdf
dc.identifier.urihttp://hdl.handle.net/11349/99783
dc.language.isospa
dc.publisherUniversidad Distrital Francisco José de Caldas
dc.relation.referencesAcosta, P. (2022). Arranca con paso firme la Red Nacional de apoyo en Salud Mental. Camara de Representantes. https://www.camara.gov.co/arranca-con-paso-firme-la-red-nacional-de-apoyo-en-salud-mental
dc.relation.referencesAlbani, A., Ambrosini, F., Mancini, G., Passini, S., & Biolcati, R. (2023). Trait Emotional Intelligence and self-regulated learning in university students during the COVID-19 pandemic: The mediation role of intolerance of uncertainty and covid-19 perceived stress. Personality and Individual Differences, 203, 111999. https://doi.org/10.1016/j.paid.2022.111999
dc.relation.referencesBar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13–25. Retrieved March 25, 2023, from https://www.psicothema.com/pdf/3271.pdf.
dc.relation.referencesBastian, V. A., Burns, N. R., & Nettelbeck, T. (2005). Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities. Personality and Individual Differences, 39(6), 1135–1145. https://doi.org/10.1016/j.paid.2005.04.006
dc.relation.referencesBehl, A., Jayawardena, N., Pereira, V., Islam, N., Giudice, M. D., & Choudrie, J. (2022). Gamification and e-learning for young learners: A systematic literature review, Bibliometric Analysis, and future research agenda. Technological Forecasting and Social Change, 176, 1–24. https://doi.org/10.1016/j.techfore.2021.121445
dc.relation.referencesChang, Y.-C., & Tsai, Y.-T. (2022). The effect of university students’ emotional intelligence, learning motivation and self-efficacy on their academic achievement—online english courses. Frontiers in Psychology, 13, 1–11. https://doi.org/10.3389/fpsyg.2022.818929
dc.relation.referencesDehganzadeh, H., & Dehganzadeh, H. (2020). Investigating effects of digital gamification-based language learning: a systematic review. Journal of English Language Teaching and Learning, 12(25), 53-93. doi: 10.22034/elt.2020.10676
dc.relation.referencesDehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2019). Using gamification to support learning English as a Second language: A systematic review. Computer Assisted Language Learning, 34(7), 934–957. https://doi.org/10.1080/09588221.2019.1648298
dc.relation.referencesDel Peral Pérez, J. J. (2019). Patrones temporales de Participación en mooc. Estudio de un MOOC de Lenguas. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 287. https://doi.org/10.5944/ried.22.2.23109
dc.relation.referencesDing, Y., & Shen, H. (2020). English language moocs in China: Learners’ perspective. The EuroCALL Review, 28(2), 13–22. https://doi.org/10.4995/eurocall.2020.13090
dc.relation.referencesEF English Proficiency Index. (2023). Education First. Retrieved April 10, 2024, from https://www.ef.com/wwen/epi/
dc.relation.referencesFranco, Lauren.(2023). Estudio revela deterioro de la salud mental de niños y adolescentes en Bogotá, ¿qué está pasando?. Periódico UNAL. https://periodico.unal.edu.co/uploads/2023/noviembre/PeriodicoUNAL-230.pdf
dc.relation.referencesGafaro, B. C. (2022). First steps towards self-regulated learning. Open World Learning, 1, 63–75. https://doi.org/10.4324/9781003177098-6
dc.relation.referencesGalindo-Domínguez, H., & Losada Iglesias, D. (2022). Importance of Emotional Intelligence in Order to Reduce Suicidal Ideation in Adolescents’ Bullying Victims: A Mediation and Moderation Model. Journal of School Violence, 22(1), 89–104. https://doi.org/10.1080/15388220.2022.2146126
dc.relation.referencesGarcía, S., Ortega, A., Gómez, E., & Villagrá, S. (2019). Reflexiones para la Introducción de Colaboración y Gamificación en Mooc. Revista Latinoamericana de Tecnología Educativa - RELATEC, 18(1), 163–174. https://doi.org/10.17398/1695-288x.18.1.163
dc.relation.referencesGoleman, D. (1997). Emotional intelligence: Why it can matter more than Iq. Bloomsbury.
dc.relation.referencesGroening, C., & Binnewies, C. (2019). “Achievement unlocked!” - the impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151–166. https://doi.org/10.1016/j.chb.2019.02.026
dc.relation.referencesHaugsbakken, H. (2020). Five learning design principles to create active learning for engaging with research in a MOOC. European Journal of Open, Distance and E-Learning, 23(1), 32–45. https://doi.org/10.2478/eurodl-2020-0003
dc.relation.referencesJalilzadeh, K., & Yeganehpour, P. (2021). The Relationship between Intermediate EFL Students’ Oral Performance, Communicative Willingness, as well as Emotional Intelligence. Reading Matrix: An International Online Journal, 21(2), 165–179.
dc.relation.referencesJarnac de Freitas, M., & Mira da Silva, M. (2020). Systematic literature review about gamification in MOOCs. Open Learning: The Journal of Open, Distance and e-Learning, 38(1), 73–95. https://doi.org/10.1080/02680513.2020.1798221
dc.relation.referencesKuo, T. M., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in moocs: The role of online academic hardiness. The Internet and Higher Education, 51, 1–15. https://doi.org/10.1016/j.iheduc.2021.100819
dc.relation.referencesLi, N., Li, S., & Fan, L. (2021). Risk factors of psychological disorders after the COVID-19 outbreak: The mediating role of social support and emotional intelligence. Journal of Adolescent Health, 69(5), 696–704. https://doi.org/10.1016/j.jadohealth.2021.07.018
dc.relation.referencesMayer, J. D. (2004). What is Emotional Intelligence? The University of Hampshire. Retrieved March 2023, from https://scholars.unh.edu/personality_lab/8/?utm_source=scholars.unh.edu%2Fpersonality_lab%2F8&utm_medium=PDF&utm_campaign=PDFCoverPages
dc.relation.referencesMojica, D.(2023) Relación entre la salud mental y rendimiento académico de población estudiantil de Colombia [Postgraduate thesis, El Bosque University]. Institutional repository of El Bosque University https://repositorio.unbosque.edu.co/items/385fe233-02fa-499e-b1cd-83a5379f079c
dc.relation.referencesMontemitro, C., D'Andrea, G., Cesa, F., Martinotti, G., Pettorruso, M., Di Giannantonio, M., Muratori, R., & Tarricone, I. (2021). Language proficiency and mental disorders among migrants: A systematic review. European psychiatry : the journal of the Association of European Psychiatrists, 64(1), e49. https://doi.org/10.1192/j.eurpsy.2021.2224
dc.relation.referencesMoreno, Maria. (2023). Los gobiernos deben aumentar los presupuestos para atender la salud mental. Periódico UNAL. https://periodico.unal.edu.co/uploads/2023/noviembre/PeriodicoUNAL-230.pdf
dc.relation.referencesNieto-Carracedo, A., Gómez-Iñiguez, C., Tamayo, L. A., & Igartua, J.-J. (2024). Emotional intelligence and academic achievement relationship:Emotional well-being, motivation, and learning strategies as mediating factors. Psicología Educativa, 30(2), 67-74. https://doi.org/10.5093/psed2024a7
dc.relation.referencesNyarko, F., Peltonen, K., Kangaslampi, S., & Punamäki, R. L. (2020). Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth. Heliyon, 6, 1–9. https://doi.org/10.1016/j.heliyon.2020.e03878
dc.relation.referencesPuertas Molero, P., Zurita-Ortega, F., Chacón-Cuberos, R., Castro-Sánchez, M., Ramírez-Granizo, I., & González Valero, G. (2020). La inteligencia emocional en el ámbito educativo: un meta-análisis. Anales de Psicología / Annals of Psychology, 36(1), 84–91. https://doi.org/10.6018/analesps.345901
dc.relation.referencesPutu Wulantari, N., Rachman, A., Nurmalia Sari, M., Jola Uktolseja, L., & Rofi’i, A. (2023). The Role Of Gamification In English Language Teaching: A Literature Review. Journal on Education, 6(1), 2847-2856. https://doi.org/10.31004/joe.v6i1.3328
dc.relation.referencesRodríguez, C., Becerra, J. A., Gil, G., & Rodríguez, F. J. (2022). Influence of gamification and cooperative work in peer, mixed and interdisciplinary teams on emotional intelligence, learning strategies and life goals that motivate university students to study. International Journal of Environmental Research and Public Health, 20(1), 547. https://doi.org/10.3390/ijerph20010547
dc.relation.referencesRohan, R., Pal, D., Funilkul, S., Chutimaskul, W., & Eamsinvattana, W. (2021). How gamification leads to continued usage of moocs? A theoretical perspective. IEEE Access, 9, 108144–108161. https://doi.org/10.1109/access.2021.3102293
dc.relation.referencesRojas-Bernal, L. Á., Castaño-Pérez, G. A., & Restrepo-Bernal, D. P. (2018). Salud mental en Colombia. un análisis crítico. Ces Medicina, 32(2), 129–140. https://doi.org/10.21615/cesmedicina.32.2.6
dc.relation.referencesSalovey, P., & Mayer, D,. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
dc.relation.referencesTam, H., Kwok, S., Hui, A., Chan, D., Leung, C., Leung, J., Lo, H., & Lai, S. (2021). The significance of emotional intelligence to students’ learning motivation and academic achievement: A study in Hong Kong with a Confucian heritage. Children and Youth Services Review, 121. https://doi.org/10.1016/j.childyouth.2020.105847
dc.relation.referencesWorld Health Organization, (2022). World mental health report: Transforming mental health for all. World Health Organization, 25-26. https://www.who.int/publications/i/item/9789240049338
dc.relation.referencesYang, L., & Duan, M. (2023). The role of Emotional Intelligence in EFL learners’ academic literacy development. Heliyon, 9(1), 2–7. https://doi.org/10.1016/j.heliyon.2023.e13110
dc.relation.referencesZhao, T., Ye, L., Hu, Z., & Lian, X. (2024). Exploring the impact of positive reappraisal on self-regulated learning in moocs: The mediating roles of control and value appraisals and positive emotion. Computers in Human Behavior, 152, 1–15. https://doi.org/10.1016/j.chb.2023.108070
dc.rights.accesoAbierto (Texto Completo)
dc.rights.accessrightsOpenAccess
dc.subjectInteligencia Emocional
dc.subjectAprendizaje de inglés
dc.subjectSalud mental
dc.subjectMOOC
dc.subject.keywordEmotional intelligence
dc.subject.keywordEnglish learning
dc.subject.keywordSalud mental
dc.subject.keywordMOOC
dc.subject.lembLicenciatura en Educación Básica con Énfasis en Inglés -- Tesis y disertaciones académicas
dc.titleUtilizar inteligencia emocional para apoyar las competencias de estudiantes bilingües en entornos virtuales
dc.title.alternativeEmotional intelligence and mental health concerning academic environments
dc.title.titleenglishUsing emotional intelligence to aid bilingual students’ language competence in virtual environments
dc.typebachelorThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.degreePasantía
dc.type.driverinfo:eu-repo/semantics/bachelorThesis

Archivos

Bloque original

Mostrando 1 - 2 de 2
Miniatura
Nombre:
FedyAlejandroRomeroArroyo2025.pdf
Tamaño:
1.43 MB
Formato:
Adobe Portable Document Format
Descargar
No hay miniatura disponible
Nombre:
Licencia de uso y publicacion.pdf
Tamaño:
254.23 KB
Formato:
Adobe Portable Document Format
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
7 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Licenciatura en Educación Básica con Énfasis en Inglés
Universidad Distrital Francisco José de Caldas - Biblioteca UDFJC

Institución de Educación Superior sujeta a inspección y vigilancia por el Ministerio de Educación Nacional | Acuerdo de creación N° 10 de 1948 del Concejo de Bogotá | Acreditación Institucional de Alta Calidad - Resolución N° 23096 del 15 de diciembre del 2016.

Contáctenos
  • Calle 13 No. 31 - 75 Bogotá D.C. - República de Colombia
  • (+57 601) 3239300
  • Lunes a viernes de 8 a.m. a 5 p.m.
  • repositorio@udistrital.edu.co
Síguenos en redes sociales

Software DSpace copyright © 2002-2026 LYRASIS