04. Agora: Creative Minds: Ideasthat Drive English Language Teaching

Buenos created minds ideas that drive English language teaching. Jessica Garcia. Cardona. Hello everybody. Angie Gracias. Hello everyone, welcome. Thank you. to you. Okay, thank you so much Viviana. So, hi Everyone and welcome to this event that is the Agura. Uh the name of this event is creative minds ideas that drive English language teaching. It is a pleasure to share this academic space with all of you today. We are very excited to explore innovative ideas, creative projects and meaningful teaching experiences developed by our students. So um yep. >> Okay everybody welcome to this agora Session. uh

this agura is designed as a collaborative and reflective space where we can learn and form each other's experiences and perspectives. Throughout this event, we will discover how creativity, pedagogy, technology, and research can transform English language teaching into more engaging and contextualized experiences. Yep, that's right. So before we begin, we would like to briefly explain how Today's event will work. So um in this case um during this session selected students from different courses will present their projects, teaching experiences and educational proposals. As audience me members you are invited to actively participate by sharing comments, reflections and

questions. At different moments, we will also introduce some guiding questions to encourage discussion and critical reflection about the presentations. So, um we encourage everyone to maintain a respectful and supportive environment during the presentations. Remember that Agura is not only about presenting ideas but also about building knowledge collab collaboratively and please feel free to participate in the chat react to the ideas presented and reflect on how those proposals could be adaptated to our own teaching the context and remember that all the reactions can give a boost uh to the Mood of our presenters for today. Now

let's begin exploring the creative projects prepared by our selected participants. That's right. So for today we have selected uh some students that are going to represent uh the different courses in the pedagogical uh route. So for teaching English uh to children, adolescence and adults, we have Sandra Milina Amaja Fernandez. For testing and evaluation in ELT, we have Gabriela Stean Ferrell Rodriguez. For teaching development, we have Camila Troll Gonzalez. In the course technology in foreign language teaching, we have Sebastian David Montiel Torsin. For integral pedagogical practice, we have Angie Karolina Torres Gavara. For research pedagogical practice,

we have Edwin Lon Alban. For educational research, we have Lorena Rinkon Ortiz. And finally, but not least, for pedagogical practice in online Environments, we have Talal Amujin. So, welcome on board and let's start. So, we're going to start with uh the student Sandra Milena Aaja in the course teaching English to children, adolesccents, and adults. Sandra, please introduce yourself and uh when you're ready. >> Hello everyone. Nice to meet you. I'm studying yes this this course and I'm studying for um Lelay program. Today I'm going to show you the educational Digital resource that we as a

group developed in order to drive the knowledge for I'm sorry Jessica I think that the presentation is not okay thank you so much in order for the students from A to level young learners have the opportunity to go h deeper in an interactive way erh for erh routine. Specifically, the name of the resource is daily life explorer. H the purpose of this resource is to improve the ability for the students in order for them to be Able to use present simple structures properly than expressions and adverse of frequency. students usually when they are like starting

their learning process they struggle with expressing their routines in a fluently and accurate way. So we wanted to like straighten these grammar and these gaps through an interactive presentation which is the educational resource. So as you see the target audience is A2 English proficiency level Students young John learners of course you are going to see in the presentation that everything is so cartoony so it is pretty focused in young learners the presentation or the educational resource has a vocabulary for daily routines the different grammar for present simple time expressions and adverse of frequency that is

The main focus of this educational resource, the pedagog the pedagogical basis here is a communicative language teaching with a Multimedia based learning approach and the activities the interactive part is based on drag and drop activities, matching games, question speakings. We really wanted to do this pre-interactive for the students to be engaged in the different activities. Um, we wanted to also activate the prior language in in the at the beginning indirectly in order for them to to after the initial activities to be involved in direct Grammar through games and and everything. The students will require definitely

a computer, a internet connection and access to generally which is the platform where we develop the presentation. Here the teacher is going to be a facilitator at guiding the process and it is going to he going or she is going to encourage participation from the students for them to be engaged. The activity is expected to last 60 Minutes and it can be implemented both in classroom and virtually. So Jessica I'm going to show you the the presentation the educational resource. So Jessica if you if you please you can access the educational resource for for you

to see. Okay. Thank you so much. So this is the the educational resource itself. It is pretty interactive. It has buttons. It has sound. I don't know if you are like able to listen but by the Time that they are like going a further in the resource they're going to find the activities the students. You can see that it is pretty cartoony that it is a very basic like English for A2 young learners. We can continue please. Here they are going like they have like the this prior knowledge assessment let's say for them to enter

the the information and for them to have like an indirect learning of the of the topic. We can go h to the to the next slide please. Thank you. Here we added some audio and all of the images matches like with the concept. So if they click I don't think that you are going to listen to the audio but if they click there >> wake up >> they're going wake up at 7 a.m. >> Awesome. So they are going to find the the pronunciation of the of the word and also they are going to find

an example And if they click on the on the like popping up images they are going to see the the the example also for it to be visual for it to have like different like ways of of having the the vocabulary like by listening to it by like associating the vocabulary with an example and by reading to We can go to the next H slide please. We are not going to play the video but we wanted to do something pretty audio Visual. So here is a video that introduces the topic. And if they click in

presence, simple time expressions and adverse of frequency, they are going to find like the the grammar concepts and all of the information that they will require for them to h go like deeper in in the in the explanations and to be able to develop the activities. If you if you like to you can click on for example present simple and they're going to find like all of the Information there for for them to have like all of these foundations and we can go to the next if you like to we can do it a little

bit quicker in order for me to not like take that that that long. This is a drop and drag activity as we said. Erh, for example, if we drag go to bed to the to the to the first, it is going to go back. But if we drag wake up to the to the first number, they are going to and they like correct Or something like that and they're like in the in a mission. So that's the idea that Alex is a person that is a little bit confused. So the students are going to to

help Alex like to find out the best way to to organize themselves. So that way like a little bit like playful. They are going to to to be like more like into the topic. We can continue. Jessica please those are matching activities. No like pretty simple they match the image with The with the action. So we can move to to the other to the other. We have like different activities like that. So if you like to we can go ahead with the next ones. If they click for example in one of the correct for example

here take a shower the one in the middle. Could you please click on it? Yeah. Take a shower. I don't know if it allows you. >> Okay. Possibly it is not like Yes. Nice work. And if we wait like a moment, it is going to show like some some some is going to tell them like, "Hey, good work." Or it's going to celebrate. We can go to the next ones. This Yeah, you did it well. if they completely if they have it correct and I don't know if if I'm like having like extending myself and

please let me know and here this is a a fill in the gap Activity as well they select the the correct one and it is pretty focused like in the A2 young learners as you see yeah she go to school see goals. Yes. If it if they select goals and then they click set, nice work. If they don't do it like it's going to appear like check again. For example, thank you so much. If we go To the next one. Yes. Fill in the blanks. This is also a drag and and drop but mixed with

filling the the blanks. >> Yeah. They listen to an audio and then they choose the the option. This is a listening activity. We f we try to focus in listening in speaking and writing. and listening, speaking, writing, and reading. In order for us to to to have all of all of the different skills collected in this activity, we can continue please because we are not going to do the different exercises. I I wish we had time. Yeah. For example, this is a speaking activity. they are going to have like the prompt and then they are

going to speak with their classmates and tell their own routine. I I'm afraid that throughout all of this presentation They've had like all the foundations for them to develop the this kind of of tasks of or or of activities. The idea is to be increasing like a little bit the the level for it to be like a little bit scaffolding as well. We can continue please. Yeah, here this is like the final activity. As you see, we're combining everything like so adverbs of frequency, present simple and grammar structures and they're going to To have like

a requirement for them to test if they get to the expected goal. And the next one, please. No. Great job. Correct answer. Continue. And here they are going to assess h this is a self assessment. So they are going to assess their own knowledge like by answering if they use present simple correctly, if they used five eight verbs, if they included time expressions and so and then the this is the the Final because we wanted to do it also reflective for the students to to be empowered about their own knowledge. And the I'm afraid that

this is the the next one is the last one. Yeah, you're not a daily life explorer. As I said, we wanted to do like a kind of mission. So, they're like graduating after after completing this presentation. So, that's it. That's what we did as a group for the for the course and thank you so much for paying Attention to it. I hope you liked it. >> Thank you so much, Sandra. This is a great resource. So uh before I keep giving the feedback about this this great presentation, I would like to share with you guys

three questions that we will love to have your answers in the chat. So the first one is um what did you find useful or interesting in this proposal resource experience? So in this case it's a resource. So what did you find useful or interesting? Um So we want to know your your comments in the chat. The second one is um how could this work create an impact in your own teaching practice context. So let's imagine that we are teaching to teenagers or um even to kids. we can use this resource. Um what is the impact

that this will have in your teaching context? Um and then we have the other question which is what would you improve, adapt or add to these ideas. So remember that All the time we are trying to give feedback, we are trying to build. So if we are able to adapt improve what we are seeing today that means that we're going to have a very rich bank of ideas of resources um that you can take for you in your practice. Okay. So please give me your answers in the chat um leave your comment and uh regarding

this resource I find it very useful. Thank you so much, Sandra. Uh, I like the way everything Has a path. Please remember that it's so so important to think uh from the students mind. So, sometimes we want them to learn something and we just throw concepts, we we just throw uh material or even just vocabulary and we are hoping them to just get it right away. But we need to have a path of learning. So they need to start by exploring. They need to go to the face of getting to know the concept and finally

making a practice. That is so Important. Thank you because I saw this in in these results. Um okay. So we will be reading um we will be reading some of your comments uh later and for now I think that we can go with the with the next um participant or today. So here will be um Gabriel Steer Rodriguez from testing and evaluation in ELT. Okay. So welcome to this uh space. Gabrielle, the floor is yours. Hi teachers and classmates. Okay. So, give me one second. We're going to give me one second. We're going to present

your um we are going to show your presentation. >> It is it's not Jessica the one who who will share my presentation. it. >> Jessica, >> do you have your presentation ready to Go? >> Okay. So, hold on one minute. No worries. Are you Are you there, Jessica? >> Yes. Yes, I'm here. Um, just give me one second. Uh, because I have a technical issue here. And if we want to, we can continue with Camila Troll that I have her presentation ready and then we can uh adjust what is happening with your presentation. Okay. So

if Camila is ready, we can do my Presentation. >> You don't have >> Yes, I'm ready. >> Okay, Camila, go ahead. >> Thank you very much. Uh, good morning everyone. My name is Camila to Gonzalez and I am currently a student in the bachelor's degree in English as a foreign language at UNAT and at the same time I work as an English and literature teacher at Ko Jefferson in in Kali Colombia. So today I would like to share One of the most meaningful educational experiences I have had both as a teacher and as a teacher

in training. Um, this year I had the opportunity to accompany 22 students to New York City to participate in the National High School Model United Nations. Uh, this experience showed me how language learning becomes much more meaningful when students use English uh, in authentic realw world contexts. Uh, next slide please Jessica. So a little bit of context on what uh what is model United Nations. So it is an academic simulation of the United Nations where students present I mean they represent countries and debate global issues such as climate change, human rights and international security. For

example, students research, negotiate, debate, and uh propose solutions while developing critical thinking, leadership, uh public speaking and diplomacy skills. One important Connection with our teacher development course this semester is experience, experiential learning because students learn actively through participation and communication instead of uh passive instruction. You can go to the next slide please. So at Kleio Jefferson obviously I mean this process didn't begin um in New York. It it began long before our students participate in local conferences in Kali And we also created our own conference called Jeff Moon. Um this means that they've been preparing

uh for years. Let's say the preparation is interd disciplinary because both the English and social studies departments uh work together to train students in debate, research, negotiation and also public speaking. From an English teaching perspective, um this is extremely valuable because the students use English authentically and They see that it I mean they use it with a purpose. Uh next please. Thank you. So participating in this conference was unforgettable for students and teachers as well. The students interacted with delegates from many countries and participated in debates inspired by real UN procedures. uh for many students

this was their first experience communicating academically let's say in English with People from around the world uh for many of them this was also the first time they they they went out of outside of Colombia they that they traveled abroad so this experience helps students understand that English is not only a school subject uh but it is a bridge that connects them with global opportunities and also international communication because as I told you uh they were um sharing with kids from all the world. You can go to the next slide please. Okay. Um for me

as an English teacher this was probably the most valuable aspect of the experience and is the connection to English teaching. Students were not memorizing grammar or completing isolated exercises. uh instead they were debating, negotiating, defending ideas and collaborating internationally. Let's say this reflects communicative language teaching because students are I mean They use language for authentic communication. Through the conference students developed speaking fluency, listening comprehension and of course academic vocabulary and writing also and confidence. Next slide. Perfect. One of the most important outcomes uh was the development of intercultural competence. Uh students interacted with people from

different cultures and Perspectives which helped them de develop let's say empathy uh openmindness and global awareness. I also observed a significant personal growth in the kids. Many students became more confident, independent, and willing to express their ideas publicly. This experience reminded me that education is not only academic, but it's also personal and and social. It's a social tool. What did I learn? Uh, as a teacher, this Experience confirmed that learning becomes meaningful when students experience the knowledge in authentic contexts. I also reflected on how language teaching should go beyond the textbooks and create opportunities for

communication, collaboration, and real interaction. This um NSH Moon showed me that when students are given authentic opportunities, they can grow both academically Uh socially well and personal. You can go to the well in conclusion I believe that model United Nations is much more than extracurricular activity and it combines language learning, leadership, critical thinking, intercultural competence and global citizenship into a single and authentic experience. And most importantly, students do not only learn English, they learn to to use their voice. Thank you very much. >> Awesome. Thank you so much, Camila. That was a great presentation. Um

and and also again uh we have the three questions for you guys. So please remember the first one. I think that you are going to memorize this question after the event. So the first one is what did you find useful or interesting in this proposal and also I I love this topic of global citizenship and then we have the second question which is how could this work or experience create an Impact in your own teaching practice context and also what would you improve adapt or add to this idea. So global citizenship focus is very important

for all of our of our teaching practices because if it gives a the whole perspective of different cultures around the world. So when we use these type of um concepts in the classroom, that means that I'm able to to build a bridge for my students to try to see what's happening around the World, where are the issues that other cultures and communities have. And that way I can develop what Camila mentioned this empathy with the others. This way to see um from the others perspective and trying to remember that it's not only about concepts. Remember

that all the practice that we do as teachers is not only about the concept. It's beyond that. We need to teach how to build the being. Okay. So remember you can take this example to answer these questions Through the chat. We're going to take into account those participations. Um and now we can move on. Um so so we have Gabrielle with us. We have his presentation finally. Gabrielle, welcome to the to the space again and the floor is yours. Um so now we are going to start with this presentation and the name is um can

you give us the name of your presentation Yeah. >> Okay. She's going So Jessica is going to share the screen. Okay, please confirm you can see the presentation. >> God bless you 20 and classmates. My name is Gabriel Fer and together with my classmates Kenya Bulas Andre Harava and Yadis. We are group eight from the testing and evaluation in Yeli cause. Want to thank our teacher and direct and director and Suarez and the professional practice network for allowing us to share the product of our work during this semester. Today we will present our digital educational

resource created with the UNAD babova platform. The title of our resource is imagining change fostering writing through comic creation. Let's start. The creation of our resource emerged from observing a real class conducted during phase two of the course. During this observation, we identify difficulties in providing equitable feedback due to the large number of students and limited time. And then next please. In addition, an assessment instrument designed and applied using during phase three revealed significant weaknesses in students writing skills. As you can see On this slide, most students answer the writing questions with short responses. little

no reflection isolated words and even in the native language in Spanish in the previous place. This problem is concerning because writing and critical thinking are fundamental competences in English language learning. Moreover, these are key skills assessed in standardized texts tests such as the the So a pro exam which are essential for students academic and professional performance. Yes. Furthermore, the group showed great difficulty in the contextual use of verb tenses such as the simple future. In this image, you can see that more than the fifth more than the fifth part of the students were unable to

answer this question correctly, which required them to choose between will, I'm going to Based on the sentences context. This demonstrates difficulties not only in recognizing grammatical structures, but also in understanding communicative use in real life situations. Next, please. These exercises highlighted the need to the need to design a resource that ensures equitable participation and feedback for all students while strengthening writing skills through interactive engaging Tools such as comics that increase students intrinsic and exttrinsic motivation. en enabling them enabling them to achieve meaningful and lasting learning. Next, please. This is demonstrated by numerous research papers online

including dos Santos at al 2023, busari at al 2025 and kazuma at al 2025 Among others. And previous please. For this purpose we based our resource on the following theoretical foundations. Next please. Now the previous does and I was talking. Yes I I was confused for this purpose. Will we basic in the following theoretical foundations? Project based learning. Students will create a comic as a meaningful final product. Gamification rewards and interactive activities increase motivation. Collaborative learning. Teacher and peer feedback strengthen learning. Formative assessment. Continuous feedback improves the writing process. Communicative language teaching students use English

in meaningful contexts. IC meditated mediated learning digital tools promote interactive learning. Next, please. In addition, our resource integrates the four stages of writing, pling, operating, drafting, revising, and editing for guiding students step by step through a scaffolding process and strengthen their writing skills, creativity, and critical thinking. Next, please. Now, let's watch a short overview. video of our resource. Hey, Hey, Heat. Hey, Heat. Well, these are all biblioraphical references. Let's see them. Those are Oh, biographical references. Next one please. Thank you once again for all our participation and we hope that our welcome and final product

will be useful in strengthening assessment, evaluation, feedback and learning processes in the English language area. God bless you. >> Thank you so much Gabrielle for sharing that amazing experience. Definitely learning how to properly evaluate students in different elements and different aspects in the in the use of technology definitely helps h our teach proficiency. So thank you so much for the uh participants. we have a set of questions that would lead you to uh adapt or to learn better how to use this experiences we have learning so far in Your own teaching practices. So first question

is what did you find most useful or interesting in this proposal? A how could you this work or experience create an impact in your own teaching practices? Do you think uh this way to test and evaluate uh different resources and allow students to produce and and evidence their improvement? Can you adapt it to your own teaching scenario? Let's think on that and please write all your comments through the chat. Finally, I will ask you guys what would you improve, adapt or add to this amazing idea. Remember that we are taking all your impressions and all

your comments through the YouTube channel chat and at the end of the session we're going to share all your impressions uh from this experiences and if you have a question for Gabrielle please keep it it there and then at the end we're going to ask them the questions. All right so Gabrielle once again thank you so much For sharing your experience. Now we are going to go with the course EU pedological practice with Angie Karolina Torres. So Angie welcome on board. Uh this scenario it's yours. Thank you teacher. Good morning everyone. My name is Anikarolina

Torres and today I am going to be presenting a research proposal created from the course of integral pedagogical practice. So let's wait a little bit while uh Tutotor Jessica shares my presentation. All right. Okay, thank you so much. Okay, so the title of our research is called UDLbased technological strategies on the development of English pro skills in in second grade EFL students. When I say pro skills, I mean all the aspects that has to do with speaking skills for example intonation, stress, fluency, etc. We can continue please. Thank you. Okay. So I am going to

talk a little bit about the contextualization. How did we identify this this problem the objectives that we pretend that our research proposal can achieve? H some support from authors that can uh we can use to defend our position. The methodology the expected results and finally uh conclusion as a form of reflection. You can continue please. Thank you. Okay. So, regarding the Contextualization, when we were developing our practices in each one of our scenarios, h we were asked to identify a difficulty a problem within the second language acquisition. So, with my team, we all agreed that

the major difficulty that we identified was the lack of speaking skills. you know and this uh problem was triggered by another aspects for example the limited opportunities of interaction in my case there was not like a proper immersion or Adequate uh for the second language also the lack of confidence this was very important and it was very evident the students were very shy to talk so and the other one is the insufficient materials there were there was not like the proper materials that we can use to properly and truly guarantee a second language acquisition process

full of inclusivity which is what we are looking forward to achieve and let's continue please okay so um taking into account This problematic we started thinking in the main objective or what do we want to truly achieve or accomplish with this problematic so the main objective Ive is to truly enhance English person skills through the use of implementation of UDL based technological strategies in second grade EFL students. Throughout this course we have been working on the use of the universal design for learning. Let's continue this. So erh regarding the specific objectives let's say that We

are working like in a process you know the first one is to identify properly the needs the learning styles the learning pages the rhythms in the students uh who we are working with then implement those strategies based on the UDL principles and technology and lastly to evaluate the impact of these strategies their effectiveness and if they could be useful or if we can improve in certain parts. Okay. So to support our our idea in our Research project there are plenty of authors and scholars that have studied these views of UDL and in technology within education

and let's say that some of the ones I chose was for example Joseph Entoro who talk that UDL is a flexible and inclusive approach to education that caters to the diverse needs of learning. I like to h summarize or let's say compare these principles with the word inclusion. And regarding the ICT in education, Tao says I am going to quote the phrase that he says. It says the use of technology in teaching speaking is one of the changes in how languages are taught in schools which focuses on the use of language communication rather than just

passing the examination. I think that we all here or the majority of us have the mindset that learning a language is just sitting in a chair and listen to your teacher and perhaps develop certain Activities in your notebook. But throughout this course we have um we have seen we have studied that this process goes beyond and as future teachers we have the advantage to continue with this um path towards inclusion and providing properly good and guarantee the integral education for all learners especially within the second language field. Thank you. Okay. So regarding the methodology the

instruments that we Apply to identify the problem was first observation a field journal and also a teacher interview. So now um the instruments or the strategies that we can use to study properly the problem would be through chants songs, tongue twisters, funny videos, pronunciation games, stress awareness, listening and repeat, storytelling, presentations, animated dialogues and all the strategies that you consider that can guarantee that all students can be part Of the process. Okay know and now how can you do that in internet there are plenty of resources platforms or even apps that you can use some

of them and the most common ones and the ones with free access are that I think we all have worked on that vocaro speak and improve padlet the British console lyrics training etc now the expected results In the first part, I mentioned that one of the aspects that trigger the lack of Uh speaking skills is that students lack of confidence. So the main objective of this research proposal is to truly guarantee that all students have that confidence and lose the shame or fear of using the second language. then to promote promote inclusion within the EFL

process because that's the main goal of UDL and technology that's the main thing that these principles and frameworks stand for and also strengthen oral Communication because that is why we learn properly a language to be able to communicate effectively to be able to understand and also be understood. So I am going to my conclusion is a little phrase that says inclusive education is not about placing yourself and the the case of teachers in the center of attention but students. I mean I think that this is key because um well I have realized a lot about

this. I have been I have reflected a lot about this aspect And that sometimes many teachers just focus on their about what they need they think that is better for them and this process of teaching and it doesn't matter if it's a second language or any subject is about um creating the proper environments for students because they are the beneficiaries from these processes. And thank you so much for listening to this interview. >> Thank you Angie for sharing that beautiful experience and definitely uh The universal design for learning. It's a matter more than talking about

disabilities or talking about uh different environments. It's more about how can I provide learning experiences that are truly meaningful for all students no matter conditions no matter uh the situation it's just that either I understand or as a teacher I know for beforehand that I have a students with multiple h special needs um I just try to guarantee a proper learning Environment uh regardless every situation that might happen. So, thank you for sharing that experience because definitely show us an example of how can we adjust different materials and different activities into the language acquisition process.

Okay. So, now let's move on to the course technology informing language teaching with the student Sebastian Davidid Montiel. Sebastian, welcome on board and the scenario is all yours. Hello everyone, good morning and I'm Sia Montela. I'm a student in the course technology for language teaching and during my pedagogical practice my teaching context was a school called institution. Thus is not a traditional school. Instead, it is an edno educational institution where both his students and teachers they maintain a strong connection with their AfroColian roots and their ancestors. Also, there are Many activities at the school aimed

at preserving traditional knowledge and cultural heritage. In this setting, I had the opportunity to teach high school students between 13 and 16 years old. All of them were at A1 level of English, which means that they do not usually use English in their everyday classroom interactions. I also remember that they also talked that English was something extremely difficult at the beginning. The topic for this lesson I prepared was Countries and nationalities. This choice was based on the students academic project for this academic term in which each student was assigned to a country. Instead of giving

them the traditional options like Venezuela, the United States or Colombia, students were given less familiar countries such as maybe Andor, Papua, New Guinea or Sudan, African countries. As a result, they had to prepare a full presentation about their assigned country. The main Objective for this lesson was to engage students in an intercultural experience. This was a meaningful experience that I would like to share with you. So let's see the video in which I explain this experience. Hi there, my name is Sio and today I'm going to be presenting to you a class I designed and

implemented in my pedagogical practices scenario in the course technology and for language teacher. Today uh I designed this class Uh using a flip classroom strategy aligned with the inter taskbased intercultural learning approach. So the first part of the class was this pre-class component using a padlet activity. Here the students had to watch this video and then answer these three question. After writing them down on their notebooks, they have to record an audio reading the answers and post that audio here in the Padlet. This is one example of the student's audio. >> Hello, my name is

Nicole. Julia is from England. She is English. Kato is from Japan. He is Japanese. I am from Colia. I am Colombian. Goodbye. >> The purpose of this was allowing them to take the risk of speaking English without the pressure of being listened by their classmate because this is something that constantly affects the student participation. uh but I after doing so in the class I presented this Padlet to them and they Did not have any problem of being listened by their classmates but the audio was fully recorded. So yeah that's a good part of the class

and that was the pre-class component. Now for the in-class component I started the class with a survey activity. The students used this survey based on the countries that they had researched because as I mentioned it before they were preparing a presentation based on a country that was assigned to each one of Them. They all had a different country. Uh so the goal for them was to ask around in the classroom uh for the other countries using this survey. So first they had to fill their own info in the first row and they ask around in

the classroom to their classmates about the the others countries uh talking about what is your country for example what is the capital of your country or what languages are spoken in your country. The first student to complete five Surveys earned 0.5 extra points toward their final grade in this project. I really like this part of the class listening to my students speaking in English. It was really fun and they enjoy this activity. Following the instructions of the head teacher in the school, I designed a digital educational resource for my students which is this one. And

in the objective here was to show them the diversity of the African continent First. So I included here a lot of important information about the country and then I show to them these three Tik Toks I found on the internet. I showed them these videos because I wanted them to discover the diversity of Africa. Here you can see some African choirs preparing a presentation and preparing some music and I wanted to show them the diversity of this. And finally I showed to them how that same group presented that song they were Preparing in the city

center of in South Africa. And here it is as a clip when I presented this to my students in the classroom. doing so I included here an additional resource because uh we wanted to make a model presentation for our students. So I designed this resource talking about Cameroon a selected country like modeling what they could do in their own presentations. Thanks to that I presented to them like okay you can say Like hey welcome to my country my country is Cameroon. In my country people speak English and French and so on. So thanks to that

presentation uh uh our students really got engaged with activity and they got a lot of ideas like teacher can I include in my presentation Tik Toks and videos and I said yes of course you can do so. The head teacher allow you to do that. So it seems that my modeling presentation inspired them to to ask questions and be More creative with their own presentations. So yeah that was a implementation of this technological tool. Well all this class was aimed with a single purpose. We wanted to give our students an intercultural experience using what we

have technology. Through this class they learn the difference between a country and a nationality a noun and an adjective but not through the grammar explanation but in a fun way Using all of these resources. The students enjoy the class. We have them speaking in English. I think this is the more important part. Um here technology was not only a tool for entertaining students. It was a tool for actually teaching them and they learn thanks to those resources. So yeah, I think that's all. Thank you so much for watching this video and see you next time.

Well, it was all for my presentation. Thank you so much. Okay, Sebastian, thank you so much for sharing such an amazing experience uh showing how technology can improve our teaching practices and how can we promote communicative language purposes in learning uh English as a foreign language. It's very important uh for you uh as English teachers to provide those kind of environments that allow students to communicate properly to participate to feel more comfortable but uh at the same time to promote that intercultural Awareness process which I think that honestly that uh um experience give us like

some ideas we can adjust and we can implement in our own teaching practices. So based on that remember our questions that all students can um work on the idea is that we share our experiences that we think how can we adjust that into our own teaching practices. So one of the first questions is uh what did you find most useful or interesting into This proposal? How could you this work create or an impact in your own teaching practice context? And finally, what would you improve, adapt or add to this idea? The idea of this Agora

event is that uh you can collaborate, you can get some ideas and and you can adapt all this uh meaningful learning teaching experiences into your own teaching practices and at the end become better teachers. So, Sebastian, thank you so much once again For your presentation. Um, >> okay. So, what we want to do is a little break here. Um, and we have a couple of your comments, guys. So, I'm going to share um here you you said a couple of things based on the on the presentation that we have seen today. Um, so regarding Sandra

Milena's work, we have it is a very creative resource. it must be very useful in the classroom. Thank you for that comment. And also something That I would change is to focus more on communicative skills rather than grammar. I like that. Yeah, that is a focus that we are always seeking and for Camila's work uh we have this comment. I believe technology and innovation can create more inclusive, interactive and meaningful learning experiences that prepares students for the challenges of future. Awesome. Thank you for that. And for Gabrielle, um we have it's a really well Structured

resource that fulfills each of its objectives. It's truly engaging, creative, and dynamic. Congratulations on your creativity and talent. That's right. And we have this comment. I must say this agora is helping us reflect on how create creativity experiencing meaningful methodologies can improve English teaching in real learning context. Excellent presentation so far. Oh, I love those type of comments. And Finally for Angie's work we have um this experience proves that we can create a high pedagogical impact even with limited resources like using a single screen to ensure inclusion for the whole class. I love to see

you guys reflecting on this. Um this is so meaningful just in the way we all meet um like all what is happening right now between presentations comments and of course please keep going with your questions with the comments so we can just enrich This space. Um now we have the next um presentation from Edwin Lavon Alvan. Uh and this will be from the research pedagogical practice course. So Edin Edwin welcome to this space and the floor is yours. >> Hello everyone. How are you? Thank you for thank you for inviting me to this event. I

want to show you my the topic I going to cover right now. Okay, this is my presentation is is Something simple but I want to explain a little by little about this because it's so important for you to understand to understand it. Okay. Okay. For now we have the the topic for today is about um how interactive activities can help to gain confidence and fluency in English in English by speaking it right okay let's go we have population that the first page we have right now um the population I was covering during all these stages

was In a CN in a CN course that is a program that is um coined in the university as well. So the the population that I covered in the in those um in those stages were ages from 17 to 60 years old. Commonly they are they were um they were we we taught to beginners EFL students from A1 or A2 level right. Um well what is it the the principal purpose for this cap as well? The principal purpose of this CNEP is to cover and to achieve the goal to obtain A degree and be shelter

as well to have a a highest high school degree and to have the for this in this case they have to gain confidence in English as well to get that skills right. So what is the research research problem here? The research problem uh where I can see in this speaking um topic as well is that limited vocabulary there are difficulties with the limited vocabulary in the classes. teachers cannot implement Erh don't implement as well the good interactive activities in order to gain experience by uh getting all this information to the memory and then h go

and apply this vocabulary as well in the future. Yes. Then we have the other one that is the key that is the key and principle hint to understand what is happening in the classes right now that is fear fear of making mistakes. Yes in the classroom we are in the past years in the past in the previous years we Have not noticed that teachers and students say I have fear to speak English because someone else will tell me that I am silly or I what I'm talking about is some Yes. Uh that the principal fear

of making mistakes to judge or to criticize others because I am committing mistake by well I am speaking in English that medible is considered a a low confident consequence right so h can you go back back a little back Yes and then we have few opportunities to practice that is the other consequence. Yes, the the cast for the consequence we are talking about the few opportunities is for example the teacher doesn't let the student to participate with different activities to put one in in order and to mix them. Yes. Um other than is traditional method

focus on grammar limited real communication right we normally say that traditional methods are okay it's good but if you implement In a bad way you implement these traditional method every single day with the same topic with the same activities a student will get will get bored you know and that's we as a new teachers at the modern era we have to implement what we have been enhanced that is a technological tool tools like Cahoot or maybe Educa Play or Word or the different tools that are in loc are located in the web page as well.

So, can you go ahead please? Okay, this is a research question uh that I I have brought to you. How do interactive classroom activities influence the developing h of a speaking skill participation and confidence in beginner EFL students within a communic communic communicative learning environment? That is the question that I I have done in order to find out the the important things that we have to know in order to go ahead with this research. Okay, the interactive classroom Activities that the kid that we have take into account h what happen if we don't implement interactive

classroom activities in the classroom in for instance yes what we happen is the student get bored get anxiety get frustrated because you you are implementing you are imple you are being implemented all the time traditional traditional method for example I have written here a paper look this is a paper I I don't know if you can see that Paper right now but if you put in practice this just mix the papers with the gamifications and you mix them you repeat you you don't have to repeat them you have to mix them little by little and

to gradually increase the level of difficulty that will effectively show a good motivation in the students because they know the level they are. If they are in a low labor, you have to implement gradually the level of difficulties and you have to meet the Paper sheet with the technology. Right? You can go ahead with this. The next piece please okay I cannot see the um race one the the specific. Okay. Objective of the research project. The general objective is to determine the effectiveness of interactive classroom activities in improving speaking skills in beginner EFL students. Right.

Okay. The specific number one is to identify students difficulties in speaking English. H the um the specific objective number two is interactive speaking to implement interactive activities I as you before to promote oral participation and the number three is analyze the students improvement and perception after this yes that the tree objective that I I give you in order to conscious that to interact that and to get knowledge about that. Gabe, can you go ahead please? Okay. How I can um do this research? How can I go ahead with this research in order to find out

the things that we have to know about the solution for this research? Okay, we have h the methodological proposal is the data collection that is the first place is field diaries. The field diaries you use it in order to observe the class and take note of every single thing that is going that is happening in the class and that did you Have to improve because of that class. Yes, if I do something in my class that is not accorded to the progress of the students. So I take note that and I reflect that and and

try to find out the ways to solve that issue. Okay. And then we have classroom observations that is according to field diaries because you do a classroom observation in order to do the fi the field diaries and to know what are the difficulties That you are having in the class and then you have to solve it. Yes. The interviews also is you can do it at the beginning or at the end of the class. Yes. H the interview you can do in order to know what are the uh things that the students feel in the

classroom. Did the student feel that the classroom is a little tricky, a little difficult, they don't understand as well what you are telling or what you're explaining. So in that way you can know how to improve Your English classes, how to improve your methodologies, what methodology you can apply, what methodology you can mix it. Yes. something like that. And then we have a student reflection. The student reflections is about is is what I normally do in my in the in the in the place I were on. It is called learn English that is an institute

here in in Kali. I normally when I finish a unit you know a topic a different topics and then I go into a reflection as well. We Go to reflect the students what we have learned during this unit what we have interest interized during this unit. Right. So in that way we can manifest all the difficulties all the things that we learn all the things that we have to improve in the classroom. Okay. So can you pull the screen? I cannot see the the screen as well. And then audio video recordings about this. This principle

data collection is how a student could h do the progress to H apply all the methodologies by the teachers and the material design all the lesson plans all all the things that are related to the the professor h classes you can get in together and how you can go ahead with the next uh class and to improve the class to apply new methodologies and to do our research in order to go ahead with next classes. Okay, let's go with the next one please. Okay, number two that is a procedure. How we are going to proceed

By doing this? We have the plan interactive activities you have to plan what activities you have to plan in the classroom with what methodologies with what approaches. Yes. And then we have to implement a speaking task. The speaking task is about in this case what the topic or the skill I'm covering right now is a speaking skill you have to say uh you have to mention that the the task are not only physical papers You can implement tools interactive tools uh from the internet like word or like the the the the tool that my partner

told you that is um I don't remember the this there was uh something that you put you write on and you talk about and you can you can upload a video and do your doing doing your reflection as well. Okay. And then we have observed participation. Observed participation is by taking into account that a student have to h the Student exposure is what you have to take into account because that the key for understanding what is happening in the environment as well and how what actions we can take in order to go ahead with the

classes. Yes. And then with the reflect and improve. The reflection is what are the things that I have to do in order to eliminate the things that I normally I did in the past or I did in the private in the previous classes. What I have to do, I Have to implement other strategies according to the uh personal student because there are personal there are different personalities in in a classroom, different h cultures as well. Why I could be manage that in a good way? How could I implement strategies based on the requirements of every

single student and the personalities and the way of learning? Yes. Okay. Thank you. Ahead, please. Okay. Number three, this design, this Research um is according to the quality research that I apply. This is not quantitative. I I'm not going to numbers because numbers I didn't are okay. But we are just qualitative research. Okay. uh research results. With this uh with this research results, we have inter interactive classroom activities significantly improve speaking skills in beginner EFL student. They are going to increase participation in a speaking class in in A speaking task. Reduce an speaking anxiety, improve

use of basic vocabulary, better use of simple grammar instructors, longer and more fluent responses and more interaction in activities and ready confidence when speaking and higher motivation and engagement. Yes, that are are the results we're going to have during this research appliance. Okay, can you go ahead please? Okay, we are going to the conclusions. Okay, the best part of this Um presentation. Okay, we know that my is different in every single student. The student have for example one student can learn English in through images. Other other student can learn English to speaking or interacting physical

like this object I have in my hands. Yes, you can open this. You can close it. You can do a physical movement with your hands, with your leg, with your body, with everything you have in your hands. And then you can know by knowing that that There are different personality different kind of way different way of learning you can go to the strategies h what strategy you want to use in order to go ahead with your classes. strategy like to applying like content learning content language integrated learning other many strategy you can apply in order

to go ahead with the personalized class in your in your classes in order in order to go ahead with the speaking skills right it's notable thing that you Are thinking that it's just skills your speaking skills no it's about how you can mix all the skills in order to complement the basic thing that you want to need that is a speaking skill. For example, what is the problem here? The problem is that vocabulary is is a problem here. If you don't have vocabulary, you you if you don't memorize any vocabulary in your mind, what is

going to happen? The student will not speak fluently because they Don't have the words to express it. Yes. And the idea is to mix all the activities in every single way. You have to mix physical paper. Just do it. But don't focus on phys physical papers. focus in every single thing that are important physical papers to interactive tools AI and you have to speak fluently you use your body yes and focus on pronunciation because at the first place when you don't pronounce very well to your students the student will Accustomed to that pronunciation and that

is the was that is a other other difficulty that is happen in the class because when they got go to a n label they go with a background decision And that's so bad in the future. Yes. Okay. Thank you so much for this uh presentation and I hope that you could understand this topic and thank you so much. I will see you in next in next time. Thank you so much. >> Thank you Edwin. That was a great Presentation. Thank you for that structure. We can see how you plan everything to share with um with

your audience. That's great. That's something that we really need to work on all the time like making everything um like digestible for our audience. Um, now I would like to give a little comment regarding the whole work that you did and I really appreciate that you took the time to use interactive tools that you use AI that you were worried about The the speaking skills of your students. That's great. Um I will also invite you to do like a further research by putting like maybe making it a little bit narrow um in the sense of

the question but because you have like different um concepts there that for further re research could be a little entangling somehow if uh you mix like everything. So I'll go I'll go with just speaking skills and interactive activities. So that way you can focus Your your research in like in those in in the interaction of those tools. Um, and also I will say that it's really important to remember that the focus that we have on our students is it's um not always as a lack of something. It's not always as the difficulty of something. We

try to value what they already got, what they already know and that they are able to do right now. and we work from that to keep building. That's something that you can take for Further research. I really appreciate everything that you have done for this work. I can see that you are a very applied student and um thank you so much. So now we're going to continue with the next presentation uh from Lorena Rinkonis. She's from the course educational research and Lorena the floor is yours. >> Good morning everyone. Can you hear me well? >>

Yes, we can go ahead. Okay. Um, okay. My name is Lonar Portis. I am a preserve teacher studying foreign languages teaching without emphasis in English. And today I would like to share my research project titled pre-ereading and guide reading strategies to improve A1 nth grade EFO reading comprehension. This study was developed in institutional aura school in San with ninth grade students at the A1 level. The project emerged from my own Pedagogical practice and from the observation that many students were reading English text word by word depending heavily on translation on struggling to identify main ideas

and supporting details. To begin with the problem that motivate this research was not simply that the students could not decode the words that deeper issue was that the coding was not becoming comprehension. Um in class I observe it limit vocabulary weak Activation of broad knowledge and low confidence when students face a short affected for for that reason I asked there is a question how do repeating strategies and guide reading activities affect nine grade A1 EFO students reading comprehension. The purpose of the study of the studies was to determine whether a a a structured sequence of

pre-ereading vocabulary, A prior knowledge activation, guide reading, and graphic organizers could make reading more accessible and meaningful for these learners. More specifically, I am to activate vocabulary and background knowledge before reading. use um guide reading and visual organizers to support comprehension and document progress through lesson plans, checklist, worksheets, and field diary reports. The theoretical foundation of the study Is rooted in reading comprehension as a meaning making process. First of all, um the reference Good Good Goodman's psych psych view of reading explains reading as an active process of prediction and verifications. Um Roma horror schema theory

shows that readers understand new information by connecting to pion knowledge rather in turn emphasize strategic reading structure automaticity and the use of visual support um such a Graphic organizers together this perspective justify as a whole approach in which learners pre knowledge activate context with with support and third record understand vision. >> From a methodological perspective, this is a qualitative classroom based action research study. That means the research is rooted in a real classroom problems and seeks to improve practice through reflection, adjust adjustment and systematic observation. The intervention was planned over approximately six weeks and three

hours. Um it followed a cycle of topic selection, literary review, instrument design, implementation, reflection and adjustment. The data source include lesson plans, field diary promps, pre and post reading checklist, short comprehension quizzes, self assessment forms, and graphic organizers. Um in addition ethical considerations were central to to research following Vera Guidelines. The project was designed with respect inform and consent confidentially and the possibility of wardrobe uh any time because the participants are miners or minors excuse me. The process include a concept from parents or guardians in this case and the data were planned to be stored

securely and anonymized. This was important to to me because research in a real classroom must be both academically rigorous and ethically Responsible. Now regarding the classroom implementation, the interpretation began with prereadient activities. In the field diary, I documented I documented sessions in which I used images, title analysis, brainstorming and prediction task to activate prior knowledge. Um, in one session, students were asked to predict the content of a narrative text from the title and visual cues. At first, many students gave it isolate Words or short phrases and some need clarification in Spanish, but the activity still

helped them access the text more confidently. Another key element was vocabulary work. I found that the students often needed direct support with high frequency verbs and simple lexical items before reading. Um for example in one session they restored past simple verbs matched verbs with their meanings and then tried to create sample sentences. This sequence Rebel that vocabulary knowledge was fragile. But it also showed that repetition for support and guide feedback helped the students begin to internalize the forms. A third component was the use of graphic organizers. Um, I introduce them to help students predict characters,

events, and setting and to structure the ideas before interacting with the text. At first, students were uncertain because the organizer required them to organize Out rather than simply answering fragments. However, after modeling and guide practice, they became more capable of shaping their predictions and moving beyond isolate words. This was this was one of the greatest signs that visual scaffolding was working comprehension. What did I observe? Overall, the preliminary reflections from the field diary suggest that the students engage more readily when they receive visual prompts. Vocabulary previous and guiding questions before reading. Without that support, they

tend to translate mechanically and lose the global meaning of the text. In other words, comprehension improve when the strategy used was explicit, brief and repeated. This process also changed shut me as as a teacher information. One of the strongest lessons I learned was the planning is not enough by itself. I need to become more attentive to how students Respond in a real time, how much support they actually needed and how instruction could be adjust from one session to the next. returning to a rural institution where I now come as a practitioner. I feel that I

am not only teaching English but also learning learning how to teach with regist to the concept um rhythm and student experience that for me is one of the most valuable outcomes for this research. To conclude, Um this research shows that for A1 EFL learners reading comprehension can be strengthened when instruction begins before reading 12. Pre-ereading strategies guide reading and graphic organizers do not replace reading. They make reading possible, more understandable and more meaningful. My final position is that in context like Wales, comprehension grows when students are not left alone with the text but are instit

guide through it Proposable scaffolding and reflected dish. Thank you very much. >> Okay, thank you Lorena for that intervention. Thank you for showing us um the work that you have done and I really like that you worked on this topic of reading. Um and this is also important because well we have we have a challenge here and is you know like getting to a certain level where we can of course Communicate um between teachers students um but if we are not going from the point of reading if we are not getting into the culture by

reading that would be so hard to accomplish. English. >> So that's great and thank you for having the courage to present in this event. Um I know that you are an applied student and I know that you prepare everything so well. So I just want to say um you need to keep going. you you need to keep presenting and showing yourself in these Spaces because that's the way we can impact with what with the things that we have found in the teaching practice. I love to see you guys um doing this exercise um beyond the

the task of presenting something or just you know accomplish with what it's required. I really like to see you having the courage of sharing, of using your voice because this is the only way we can change things. If we're just teaching and Teaching and um you know like sharing concepts, giving vocabulary here and there and structures here and there that won't be meaningful. that if you guys share, if you guys take the risk of showing yourself, of feeling uncomfortable, of putting yourself on the spot, that's the real change. So, I'll invite you all to do

this exercise, I don't know, once in your life and of course, um, many times if you if you want to. Um so now I have the honor to Uh present my student. So he is Tal Amuin and um for the course pedagogical practice in online environments. I'm so pleased to have you here um okay so the floor is yours. >> Thank you so much. The honor is mine. Thank you teacher Angie. It's pleasure to be here. First of all, my mom always said, "Save the best for the last." It looks like you saved me for

the last. Anyways, uh let's start our presentation for today. Thank you Gabrielle because Gabrielle started some uh advanced step and he talks about comics but today we are going to talk about something similar than comics and it will be storytelling. One more time, my name is Tala and uh this presentation will be explain the main aspects of my research uh articled uh titled the use of visual storytelling and investigation digital activities and improve speaking fluency and grammar accuracy in English students in virtual Environments. So let's start from here. Why I started this idea? I think

I think I started thinking about it because we always improve when we do what we like and I think in the pandemic we learn how to improve our online classes. So I asked myself how can we begin and bring fun to our English classes but on screen. The problems and the goals was that our research focus on improving speaking fluency and grammatical accuracy in English learners For uh level B1 and B2 in virtual learning environment at UNAD. The main problem it's that online classes often reduce spontaneous interactions and increases student anxiety that hurts oral performance.

To fix this, we use virtual storytelling strategies like digital comics like our friend Gabrielle, animated videos and role play as well. So, we also use interactive tools like flip, game Boarding, and breakout rooms. These activities help students practice grammar structures such as uh conditionals, reported speech and past models in an more engaging and meaningful way. Now our analysis is supported by key studies. For example, I use Hickley and I use Junk. Hickley in two 2015 said that online speaking tasks must be structured and scaffolding. While Jung said in 2021 he explains that Virtual and uh

multimodal input improve comprehensions and reduce cognitive load. Other researchers shows that collaborative engaging activities post motivating and participation. So yes, visual storytelling and interactive tools are theoretically sounds good. So how we did it? In fact, we used mixed methodology uh in virtual learning context. uh participants were English level four students in at onat B1 and B2 level. So we collect some data through Recording speaking tasks, survey on student conference, semi structures, interviews and observation logs from breakout rooms. The intervention include eight online session over four week each session followed by some structures. First one introduction

with a short animated video or digital comic. The second group of work breakout rooms task using film use Design gave students both a synchronic and synchronic practice. And what we found was amazing. What we found was our findings showed that virtual storytelling and interactive digital activities positively impact speaking fluency and student confidence. Students showed better fluency and less hesitation. Improved engagement during speaking tasks. Increasing confidence and as in asynchronic and synchronic especially on flipping classes. But we also found some challenges technical issues during live session two difficulty meaningful breakout rooms limited immediate correction in grammatical

errors. You know that most of these kind of things happen because of or lack of knowledge or from the internet itself. But we passed it. We did it very well. Despite these Problems, as synchronic activities helps reduce anxiety and that's the the point and allowed student to improve their fluency over time. This research shows that visual storytelling and interactive digital activities are effective strong uh strategies for improving speaking fluency and grammatical accuracy. in virtual English class and burn English learning environment. They help Students to understand grammar, reduce anxiety and help increase participation. However, success required

clear instructions, structured tasks and good classroom management. For future researcher, I think we could compare different types of visual input like comics videos and we can watch one help speaking development more. At the end, we hope that this research provides some useful information that the next students or next researchers Are going to have it in wider and better way. Thank you so much for all of you for listening to my humble research. Thank you so much. >> Thank you for sharing. >> Thank you for sharing that amazing experience. Um it's such a nice experience to

see you here again presenting. as teacher. >> You remember me? >> Yes, I do. I definitely do. Um, what I can say about this experience in this Proposal is that definitely using storytelling and that type of strategies help students improve uh different cognitive processes. Not only just in the language acquisition itself but also in in the cognitive processes while they are training the eyes to follow instructions to keep and research for certain specific information but also those critical thinking skills which are so important not only in the process of language Acquisition but at the same

time in the process of uh being like a citizen of this global world. Um so the use of of reading strategies in in this h storytellings helps get uh the inference the the prediction um provide perspectives and helps the students to get like different opinions based on the information they get. No matter if we are using comics or we are using mangas uh or magazines for h reading processes. Uh sometimes uh People tend to think that this type of reading resources are less valuable than academic papers. But there is there is a process behind the

creation and the designing of these type of materials and it's a way we can read the whole environment because comics uh not only the short interventions the short bubble speeches and the narrator comments the written part it it's important also the pictures drawn there communicate uh every picture every image, every Movement, everything communicates. So I think this type of of of experiences or or better of of research proposals help us to understand and to get like a wider scope into how we can h create different materials and different elements to get like a integrity into

the learning process and not just including one single element into the language acquisition process. So Tala, thank you so much for sharing your experience. >> It was to hear me here >> and invite me. Thank you so much. It was scary just to to be honest. It was scary. >> But you did perfectly as all your classmates did today. >> All right. Yes. Sure. Sure. Sure. I'm so proud being on in this community to be honest. >> Thank you so much and we are so proud to have you as our student here. Um guys before

we continue uh please check the attendance format that has been sharing Through the YouTube channel. Uh we updated the that attendance form um to get h the be possible to register your assistance to this event. Remember that it's an agura event that uh belongs to the practical component of the bachelor but we are working with the cedra Orlando falsa which uh also integrates the the purpose of allowing us to get a better impact in our students research processes. So, it's time again to think if you uh Could make some changes in this proposal. If you

think this proposal is relevant to our h to your own teaching processes, it's time to think what did you find useful or interesting in this proposal. is also time to think if you could uh adapt this experience to your own practice context. Do you think it will provide a better impact in your own teaching practices? And if you will think it will be pro appropriate to use these type of Activities in your own uh scenarios, what would you improve improve, adapt or add to this idea? Okay, so it's time to read some comments that some

of you have been doing through the chat. Um, and to also read some questions for our students that share the presentations and experiences today. So, Angie, please go ahead and help us read some beautiful comments about these meaningful experiences. >> For sure. Uh can you hear me? >> Yes, loud and clear. >> Perfect. So a couple of comments that we have for the other presentations that we had today. Uh for Edwin's presentation using create uh creative and technological resources demonstrates that educational innovation and strengthen learning and spark greater interest in the language. Great comment and

they also said this proposal influencing my ideas to change the way I Teach. Oh, I love to read this. In fact, for my PEP, my practicum, I have implemented interactive activities and this information gave me suggestions and important ideas to improve. Um, for Lorena's presentation, how can playfulness in paragogy waken the shortcomings of students when speaking in English? That's a great question and this is very interesting and enriching as it allows us to reflect on new strategies to strengthen the Teaching of the English language. And for Talal presentation we have congratulations dear Talal. The use

of technology to present our students storytelling improves a confident environment lets students to interact spontaneously. And another comment for this uh work is these proposals have been very interesting and innovative as they encourage reflection on the importance of transforming teaching through Creative resources and strategies that promote active learning. So I just want to congratulate you guys on all these presentations first because you made the reflection about what was happening in your context of teaching. That's a that's a huge exercise that we need to do always always guys that we don't have like another option. And

uh also I wanted to say that um this this work that you have done during the practicum is very Meaningful because as the starting point um to just to see the other options that you will face in the different context for the teaching um practice out there. So thank you so much for sharing. Um I think that we are done with presentations and professor Jessica. Perfect. We have a question for um Sandra. Okay Sandra, how can digital resource be used? Is to be used at the classroom or at home. It can be used individually or

collaboratively. >> Okay. H the good thing or the great thing of this resource is that it is flexible. It depends on the approach that the teacher wants to give it. H it can be used virtually. It can be used in a face-to-face environment and also it can be used individually, correctively, collaboratively. I'm sorry. So it depends like on the kind of targeted Audience that the teacher has in order to implement the resource. So it is it is a pretty flexible one. >> Thank you Sandra Amaja for that answer. Let's go with Camila. Camila we have

a question for you. What were the biggest challenges encountered in your teaching experience? Okay, let's say that one of the biggest challenges was helping students feel uh confident using English in a formal and spontaneous situation. Uh many students Were initially nervous about debating and and speaking publicly and of course interacting with international delegates. Uh another important challenge was preparing students beyond the academic aspect. uh they needed to develop responsibility, teamwork um and confidence to participate successfully and um at the same time coordinating the preparation process. It required constant guidance and collaboration uh between the let's

say the the two Different areas that we're working together. >> Perfect. Thank you so much for that answer, Camila. Uh let's go with Gabriella Ste. We have a question for you. What is the most significant impact of integrating comics in your lessons? Well, as I mentioned in my presentation, I believe that the most significant aspect of interacting comics is the motivation that they generate in Students. Comics make the learning process more engaging, creative, and interactive. It also allows students to express their ideas meaningful contexts and they can include real communicative situations in the comic scripts

with which helps them practice English in a truly meaningful way. Additionally, regarding writing skills, with the comic creation process, students can go through different stages such as Planning, drafting, revising, and editing while creating their stories. This helps them improve not only their creativity, but also their writing accuracy and organization skills. >> All right, thank you so much, Gabrielle, for that wonderful answer. Um let's move on with Sebastian Montiel. Uh we have a question for you. From your experience, what was the most important recommendation for using the Flipped classroom strategy? >> I think the best recommendation

is adaptability. Uh there is something that I didn't mention it but when you are working with students in the rural area you cannot demand from them for having all the technological tools you would like them to have. For example in my case even though I was working with the students of 10th grade not all of them had a cell phone in the classroom. For that reason what I did was printed a QR Code for them. uh and then they took that QR code and work in the public library with the resource and some of them

with their phones of their parents. So when you want to use flip classroom, you cannot think your students as an standard population. They all have diversity. They all have different conditions and you must adapt your tools for them to be able to actually participate with that tool. >> Amazing. Thank you so much for that Resourceful experience. Uh let's go with Angie Karolina. We have a question for you. Uh what would be the best way to reach these communities in context of inequality so they can receive this kind of quality of education? Okay. So I think

that this question has several aspects to grasp. First I would I would say that we need uh the upgrade teacher upgrade because perhaps many teachers today doesn't know about Perhaps UDL principles and it's important that they can receive the enough knowledge about this to be able to provide a good education and a quality education as well. In the case for example if we talk about UDL and technology let's say that these two things are different that mixed together can do can develop great things but it doesn't mean that because I don't have technology in my

classroom then I cannot use UDL no it's a different process and UDL has several principles that are principles of multiple means of engagement participation and expression that teachers can use to guide uh quality education. As the teacher Jessica has mentioned, it doesn't matter who you are. It doesn't matter I mean the main goal of this framework is to be able to guarantee that every student every every student can have access to education. So therefore it doesn't mean as I said before that technology is like A is not meant to be like a straight jacket to

be able to use UV. So it depends on the creativity from the teacher I would say. >> Thank you so much Angie for that answer. Thank you so much Elvin and Lon. We have um we have a some interesting comments about your proposal. I have someone that says that definitely technology tools can help students to feel more comfortable and confident during the Development class that the technology can help students express easier. They I have also someone that says that this proposal influence in their ideas to change the way they teach. In fact, for their practical

uh component, they have implemented interactive activities and this information give them some ideas and some suggestions and important h elements they can take into their own teaching practices. So, thank you for that comments. Um, so we have two more Questions, one for Lorena and one for Fel. Lorena Rinkon, how can playfulness and pedagogy waken the shortcomings of students when speaking English? Well, I believe playfulness and pedagogy can reduce many of the difficulties the students experience when speaking English because playful activities create a less threatening learning environment. In many cases, students are afraid of making mistakes,

so they avoid Participating orally. However, when teachers incorporate games, collaborative dynamics, role plays, or interactive task with clear pedagogical purposes, students tend to feel more confident and motivated to to communicate. From a pedagogical perspective, playfulness is not not simply entertainment. It is a strategy that promotes meaningful interaction, lowers anxiety and increases participation In rural or low profile context such as the one of my research. Uh these strategies can help students practice speaking more naturally and gradually develop um communicative confidence. Thank you for your question. Thank you Lena for that beautiful answer. Um, okay. Ta, as

you said before, last but not least, what skills should students and teachers develop to become more innovative in language, English language teaching? >> Students and teachers. Let's start with teachers at the beginning. Teachers, I believe teachers must develop uh some adaptive lesson designs. uh for example if you enter for a classroom and you start explaining grammar and students like in another world and they couldn't understand it I think we need to just adopt another way to teach them this grammar maybe com as we said earlier storytelling Maybe ask them about something in their life if

we are talking about present you can ask them about their daily routine if we are talking about the past we can talk about uh past uh actions but we we never have to be strict in the classroom like this is the the curriculum and we are going to follow it. No, that's not not true. It won't work like that. We have to use digital tools if it's possible. Some of our uh students they don't have access to Technology. So we need or to have a paper pace or we have another like flashc card to to

ask to try to motivate them to start talking. This is about teachers. Students always needs to make mistakes. I always said to my students m making mistakes is part of the process. Without mistakes we are not learning. We need to make mistakes in order to learn. The person whom there there is no a perfect person. There is no a perfect student And this I know it because of my many languages that I speak and all of them needed to have mistakes so in order to improve and this I think this is what we should do

as students. I hope that I answered the question correctly. Yes, you definitely did. Okay, guys, thank you so much for uh answering your classmates questions. This also help us to interact among each other and get like a better perspective on your own h teaching experiences and research Proposals. So um remember guys that we have two h assistant formats to be filled out and so before we end we have a final reflection of this amazing experience uh that we have lived today. So remember that today's proposal showed us that creativity, innovation and digital resources can transform

English language teaching into a more interactive, meaningful and engaging experience. Through these projects, all you students demonstrated not only Technological skills, but also the ability to design learning experiences that connect to real world educational contexts. So each of these ideas that you share today reminds us that teaching is constantly evolving through co collaboration, reflection, and creativity. So we are going to share the second h assistance format. Uh so please scan this QR code. uh not before to uh thanking you for assisting to this h Space that we have prepared for you to show that it

is possible to transform the teaching experiences to explain that it's also possible to get um a better environment in our classroom and that is also possible to uh feel the teaching in education itself it's a great uh professional field um I have heard I have also need to remind you that again we have two uh different uh assistance format in the chat from The YouTube channel we have a pinned h um the the form and please when you searching for it. We are going to search for the Cedra uh Orlando Falora and it has an

acronym that is C A O F. So please uh search for it and uh uh fill out both uh assistance formats in order to get um the evidence of the participation in this amazing Agra session and it was such a pleasure to have you all here in this amazing experience. We have around a thousand Students connected in this agura event. I will also like to help professor Bidana Cardona Franco that help us get the place for sharing the experiences and I'm going to say this in Spanish so we can continue communicating. Social Falls in English.

investigator. Okay. Okay. Professor Angie, Professor Jessica YouTube. Orlando. YouTube, Twitter. Gracias. >> Thank you everyone. And uh