Generación de actividades novedosas para el aprendizaje y la enseñanza del inglés: un enfoque de estilos de aprendizaje

Abstract

Given that each student’s learning style is different, the activities used in the foreign language (hereinafter FL) classroom must be adapted to the various ways in which they learn. Likewise, the basic standards of competences in English must be the basis of these, in such a way that the instruction offered in the national education system is coherently unified, as reflected by the objectives of the Ministry of National Education. For this reason, the learning activities generated within this research attempt to meet these criteria for the basic secondary and middle school in Colombia, taking into account the students’ learning styles as expressed in Richard M. Felder and Barbara A. Soloman’s Index of Learning Styles. To this end, the approach is qualitative and quantitative (based on the expert judgment and validation forms results), and the study is interpretive in nature (based on the results of the aforementioned forms to improve the learning activities). The learning activities, at the core of this thesis, are supported by the Google Classroom platform with the help of techno-pedagogical resources such as Hot Potatoes and Padlet. They aim to meet the basic standards of competences in English from the sixth to 11th grade. Likewise, they mesh with the assessment paths proposed in the book Suggested Curriculum Structure, conditions which resulted in the generation of two activities per grade—that is, one package totaling six activities. The estimated time necessary to complete each activity and the suggested level of proficiency in the FL as per Guide 22 and the Common European Framework of Reference for Languages are indicated. Furthermore, they provide interactive scenarios where technology is the main axis of FL education and, as such, stand a greater chance of being perceived by the students as responding to their personal needs and expectations.