This descriptive qualitative research study aims to identify the impact of implementing a virtual learning environment (VLE) in English as a foreign language (EFL) courses at a public university in Colombia. About 210 students and 5 teachers composed the sample of convenience for this study. As for the research instruments, questionnaires, class observation notes, quick surveys, and teacher narratives were used to gather information related to students' perceptions and attitudes towards the use of this technology in class as well as the existing conditions for such implementation. The study shows that students feel enthusiastic and motivated towards the use of VLEs, and they suggest that all teachers should indeed include them in their lessons. Students also realized that even though they are part of a digital age in which the use of personal digital devices is commonplace, it is sometimes challenging for them to deal with some types of educational technology. On the other hand, findings suggest that the capacity of laboratories and computers, as well as Internet connectivity, continue to be the main threats to implementing VLE. Nevertheless, when those hindrances were overcome, the experience of technology-based learning turned out to be satisfactory for those EFL students.Keywords: virtual learning environment, VLE, educational technology, students' perceptions, English as a foreign language, EFL ResumenEsta investigación cualitativa descriptiva tiene como objetivo identificar el impacto de la implementación de un Entorno Virtual de Aprendizaje (EVA) en los cursos de inglés como lengua extranjera (ILE) de una universidad pública colombiana. Aproximadamente 210 estudiantes y 5 profesores conformaron la muestra de conveniencia para este estudio. Como instrumentos de investigación, se realizaron cuestionarios a profesores y a estudiantes al inicio y al final del semestre académico para recopilar información relacionada con las percepciones y actitudes de los estudiantes hacia el uso de la tecnología en sus clases de inglés, así como la descripción de las condiciones existentes en dicha implementación. El estudio muestra que los estudiantes se sienten motivados hacia el uso de un EVA y sugieren que todos los docentes deberían incluirlo en sus clases. Los estudiantes también expresaron que a pesar de pertenecer a la era Íkala Leonardo Herrera Mosquera 480Medellín, ColoMbia, Vol. 22, issue 3 (septeMber-deCeMber, 2017), pp. 479-498, issn 0123-3432 www.udea.edu.co/ikala digital en la que es común el uso de herramientas tecnológicas, algunas veces el trabajo con algunas tecnologías educativas supone un reto para ellos. Por otra parte, la capacidad del laboratorio y los computadores, así como la conectividad a internet continúan siendo una amenaza para la implementación del EVA. Sin embargo, una vez se superan estas limitaciones, la experiencia de aprendizaje apoyada en la tecnología resulta satisfactoria para estos estudiantes de ILE.

This qualitative action research intends to analyze the effects of differentiated instruction (di) administered through a virtual learning environment (vle) on students' English learning process. Differentiated instruction is understood as an approach that aims to foster every student's potential by taking into account their level of readiness, learning styles, multiple intelligences and interests. A group of 29 students from a private school participated in this research study. Journals data were analyzed through the use of content analysis and triangulation techniques, using Atlas.ti software. Findings avowed that di through a vle approach (di-vle henceforth) had a positive impact on students' learning process, meeting their needs and increasing their motivation. This study suggests that teachers and researchers in Colombia implement di in their own practices to gain understanding of the advantages and disadvantages of this approach. The field of teaching English as a foreign language cannot be exception. The di approach can constitute a valuable pedagogical alternative for the benefit of students.Keywords differentiated instruction (di); virtual learning environment (vle); english as a foreign language (efl); language learning ResumenEsta investigación-acción cualitativa tiene como objetivo analizar los efectos de la instrucción diferenciada (id) administrada a través de un ambiente de aprendizaje virtual (aav) en el proceso de aprendizaje de los estudiantes de inglés. La instrucción diferenciada se entiende como un abordaje que busca fomentar el potencial de cada estudiante, teniendo en cuenta su nivel de preparación, hábitos de aprendizaje, inteligencias múltiples e intereses. Un grupo de 29 estudiantes de una escuela privada participó en este estudio. Se analizaron los datos de los diarios a través del uso de análisis de contenido y técnicas de triangulación con el software Atlas.ti. Como resultado, el id a través del aav (en adelante id-aav) tuvo un impacto positivo en el proceso de aprendizaje de los estudiantes al conocer sus necesidades y aumentar su motivación. Este estudio sugiere que los profesores e investigadores en Colombia deberían implementar el id en sus propias prácticas para entender las ventajas y desventajas de este método. El campo de estudio del inglés como lengua extranjera no puede ser la excepción. El abordaje de la id puede constituir una alternativa pedagógica valiosa para el beneficio de los estudiantes. Palabras claveinstrucción diferenciada (id); ambiente de aprendizaje virtual (aav); inglés como lengua extranjera; aprendizaje de idiomas 1 Universidad Surcolombiana, Neiva, Colombia. Email: marolyta@hotmail.com 2 Universidad Surcolombiana, Neiva, Colombia. Email: javirodriguez_0701@hotmail.com 3 Universidad Surcolombiana, Neiva, Colombia. Email: leonardo.herrera@usco.edu.co P e d a g ó g i c a N a c i o n a l F a c u l t a d d e H u m a n i d a d e 166 U n i v e r s i d a d ResumoEsta investigação-ação qualitativa visa analisar os efeitos da instrução diferenciada (id) m...

The purpose of this study is to characterize the assessment process in an English Language Teacher Education Program (ELTEP, hereafter) at a Colombian public university. Following a qualitative-descriptive approach, we identified the perceptions of teachers and students facing this process, reviewed some official documents such as course syllabi and test samples, and observed some classes to respond to the main inquiries of the present study. As data collection instruments we used interviews, questionnaires, field diaries, and documentary records, which allowed for the corresponding triangulation of the information. Once the information was collected, we proceeded to its respective analysis through a methodology of descriptive statistics and qualitative analysis with the support of a computer program for the codification and categorization of information. The results of this study allow us to conclude that in spite of the general guidelines proposed by the institution in terms of assessment of learning, and some good evaluative practices implemented by the teachers of the aforementioned Program, the consolidation of an approach is required. An approach understood as criteria and pedagogical procedures that guide both teachers and students, and one that promotes more formative, fair and democratic assessments.

The higher education institution, where the present study is conducted, proposes in its school handbook that a formative and democratic learning assessment approach should prevail in all academic activities. In the English as a Foreign Language TeacherEducation Program at this university, eighty percent of students’ grades come from summative testing, and the teachers are the ones who regularly make the decisions regarding any assessment criteria. That is, the formative and democratic componentsare not present in the process. To delve deeper into these aspects, we have inquired students on their perceptions and beliefs concerning classroom assessment and suggestions to improve the process. A small-scale qualitative research study wasconducted with 49 participants. The data collected through questionnaires, focus-group interviews, and narratives allowed us to organize the findings according to three emerging categories: students’ perceptions of assessment as Assessment of Learning (aol), Assessment for Learning (afl), and suggestions for improving the overall language evaluation process. The different concepts provided by the participants go from believing that classroom evaluation constitutes a procedure to elicit rote reproduction to that of perceiving it as an opportunity to enhance students’ formation. Actions for improving assessmentgo from particular procedural aspects to those related to a more general approach.