Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment

Abstract

Un objeto virtual de aprendizaje (OVA) para promover estrategias de lectura en un ambiente de inglés con propósitos específicos Abstract This study describes the influence of a Virtual Learning Object in the promotion of reading strategies in a class of English for Specific Purposes for the majors of Social Communication and Journalism at a private institution of higher education in Bogota, Colombia. Students' failure to meet the school standards led to the design and implementation of a virtual tool to support academic achievement. Data came from a sample of 15 students' reading cycle reports, self-assessment of progress, questionnaires, and interviews. Results suggest that the developed VLO did promote the participants' appropriation of reading strategies proposed in the design of the course. The process with the VLO not only prompted higher reading comprehension, but also facilitated and enriched learning experiences.

The Pedagogical Value of Student Conferences: A Study on Descriptive Text Instruction in Culinary Art Education

“…The application of ESP in teaching descriptive texts in culinary education also offers positive results. ESP has been recognized as an effective approach to teaching English for specific purposes, including culinary arts education (Alazemi et al, 2020;Asih & Alief, 2022;Kusuma et al, 2023;Munir, 2019;Rizaldi & Adnyayanti, 2021;Tavella & Fernández, 2022;Urrego & Cecilia, 2019).…”

“…It acquaints students with specific culinary vocabulary Ashari (2022) and standard practices, seamlessly weaving them into daily communication (Farros et al, 2022;Kurmanayeva et al, 2021;Mauludin et al, 2021;Rachayon, 2020). This tailored approach readies students for academic and professional settings where nuanced English usage is paramount (Muliyah & Aminatun, 2020;Simkova et al, 2021;Trujeque-Moreno et al, 2021;Urrego & Cecilia, 2019). The ESP curriculum covers a spectrum, from listening, speaking, reading, and writing to the intricacies of culinary terminologies, ensuring students are adept in tasks like report writing and research papers.…”

Creación de Objetos Virtuales de Aprendizaje para el desarrollo de competencias tecnológicas y el aprendizaje del inglés como lengua extranjera

“…Es importante resaltar que múltiples investigaciones han utilizado estrategias que promueven un avance en la innovación pedagógica, mediante el uso de las tic, con el objetivo de impulsar el desarrollo de competencias (Ceballos et al, 2019;Escobar, 2016;Feria-Marrugo y Zúñiga-López, 2016;Gancino, 2016 , 2019;León, 2011;Méndez, 2020;Molano et al, 2018;Tiscareño et al, 2011). Sin embargo, de estas investigaciones citadas, ninguna aborda la manera en que el diseño y la creación de los objetos virtuales de aprendizaje (ova), por los propios estudiantes -y no por agentes externos, especialistas en creación de contenido-, inciden en el aprendizaje del inglés mientras desarrollan sus competencias tecnológicas.…”