Integración de estrategias neurodidácticas en la producción oral en L2: Un umbral para el desarrollo de la regulación emocional
| dc.contributor.advisor | Garzón Duarte, Eliana | |
| dc.contributor.author | Hernández Castañeda, Cristian David | |
| dc.contributor.author | Mantilla Mora, Angie Nathali | |
| dc.contributor.orcid | Garzón Duarte, Eliana [0000-0001-5920-1550] | |
| dc.date.accessioned | 2025-10-02T17:44:02Z | |
| dc.date.available | 2025-10-02T17:44:02Z | |
| dc.date.created | 2025-05-21 | |
| dc.description | Esta investigación se centra en las estrategias neurodidácticas y las emociones para descubrir cómo responden los estudiantes a ellas. Desde un punto de vista educativo, esta investigación explora cómo la implementación de estrategias neurodidácticas en el aula de inglés como lengua extranjera (EFL) influye en la confianza de los estudiantes a la hora de hablar en la segunda lengua (L2). Este estudio se llevó a cabo en una escuela pública de Bogotá con 22 participantes y utilizó pre-test y post-test, preguntas abiertas y notas de campo como instrumentos para recopilar pruebas del rendimiento oral en el aula. Los datos recopilados se analizaron con un enfoque de método mixto para combinar datos cuantitativos y cualitativos; los resultados mostraron un aumento del 31 % en el nivel de comodidad de los estudiantes al preparar presentaciones en inglés y un aumento del 20 % en la participación en el aula en actividades de expresión oral después de la intervención. Además, se observó un aumento del 38 % en la aplicación de estrategias de inteligencia emocional por parte de los estudiantes. Estos resultados indican que las estrategias neurodidácticas mejoran la autoestima y la regulación emocional de los estudiantes y promueven una mayor fluidez y motivación en la expresión oral. La introducción de técnicas de regulación emocional en el aula ayudó a los estudiantes a superar su miedo a hablar en público, mejorando significativamente la participación en la clase de inglés. | |
| dc.description.abstract | This research focuses on neuro-didactic strategies and emotions to discover how students respond to them. From an educational view, this research explores how implementing neuro-didactic strategies in the EFL classroom impacts students’ confidence in speaking in L2. This study was conducted in a public school in Bogotá with 22 participants, it utilizes pre and post-tests, open-ended questions, and field notes as instruments to gather evidence of classroom speaking performance. The data gathered was analyzed with a mixed-method approach to combine both quantitative and qualitative data; the results showed a 31% increase in students’ comfort level in preparing English presentations and a 20% increase in classroom participation in speaking activities after the intervention. Additionally, there was a 38% increase in students’ application of emotional intelligence strategies. These results indicate that neuro-didactic strategies improve students’ self-esteem and emotional regulation and promote greater fluency and motivation in speaking. Introducing emotional regulation techniques into the classroom helped students overcome their fear of public speaking, significantly improving participation in English class. | |
| dc.format.mimetype | ||
| dc.identifier.uri | http://hdl.handle.net/11349/99428 | |
| dc.language.iso | spa | |
| dc.publisher | Universidad Distrital Francisco José de Caldas | |
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| dc.rights.acceso | Abierto (Texto Completo) | |
| dc.rights.accessrights | OpenAccess | |
| dc.subject | Emociones | |
| dc.subject | Proceso de aprendizaje | |
| dc.subject | Temor | |
| dc.subject | Neuroeducación | |
| dc.subject | Desarrollo del habla | |
| dc.subject | Estrategias neurodidácticas | |
| dc.subject.keyword | Emotions | |
| dc.subject.keyword | Fear | |
| dc.subject.keyword | Learning process | |
| dc.subject.keyword | Neuroeducation | |
| dc.subject.keyword | Neuro-didactic strategies | |
| dc.subject.keyword | Speaking development | |
| dc.subject.lemb | Licenciatura en Educación Básica con Énfasis en Inglés -- Tesis y disertaciones académicas | |
| dc.subject.lemb | Lenguas -- Estudio y enseñanza | |
| dc.subject.lemb | Fluidez (Aprendizaje de lenguas) | |
| dc.subject.lemb | Aprendizaje | |
| dc.title | Integración de estrategias neurodidácticas en la producción oral en L2: Un umbral para el desarrollo de la regulación emocional | |
| dc.title.titleenglish | Integrating neuro-didactic strategies into L2 speaking: A threshold for emotional regulation development. | |
| dc.type | bachelorThesis | |
| dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type.degree | Monografía | |
| dc.type.driver | info:eu-repo/semantics/bachelorThesis |
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