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1. PHASE 6 – FINAL PROPOSAL
Presented by:
Marly Fabiola Tenorio Correa
Code:
1091805994
Presented to:
Linda Susan Regnier
551024_17
May, 2021
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
EDUCATION SCIENCES SCHOOL
PEDAGOGICAL EXPERIENCE I
CUCUTA

2. LOW ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE
• General background
In the new era of globalization, the learning of English is of Vital importance mainly
for university students. Most of the basic bibliography of the different careers is in
English, as well as the necessary information on the Internet. University teaching is
the last step towards professionalization, which is why it represents the last
opportunity from the school point of view, so that students have a correct command
of this language. After completing this stage, the new graduate or engineer who
knows how to communicate and understand English, will have dissimilar doors
open worldwide.
Should be considered that it is of great importance to reflect on which factors are
related to this phenomenon so that, based on the results, the different deans of the
faculties can optimize the teaching and learning processes and design strategies
that allow for improving the performance of students in this evaluative component.
• Statement of problem
Drop-out is perhaps one of the phenomena that is most affecting education
systems and, especially, the effort to raise the levels of training of human
resources to improve competitiveness and fully enter the knowledge society where,
of course, Colombia is not the exception. This phenomenon has been established
as a complex problem, which may well present both common and differentiated
causes, and these require a comprehensive approach by the educational body to
deal with the dropout figures that affect the quality of study programs and the
continuity of education.
• Research objectives
 Establish the factors that lead to university dropouts in distance education,
based on the Colombian educational context and the analytical models of
this phenomenon, and propose specific recommendations for the
investigation of strategies that mitigate the problem.

3.  Identify the conditions that cause university dropouts under distance mode
in Colombia.
 Analyze the disadvantageous situations that lead to university dropouts.
 Formulate pertinent recommendations to improve the approach to this
problem.
• Limitations of the research
Lack of commitment on the part of the student, and teachers are not adequately
trained to handle these types of problems.
• Significance of the study
Today there is a growing demand for distance university education, which emerges
as a mitigating factor in the face of social inequality and access to conventional
education. This has implied the pedagogical use of ICT, focusing special attention
on the educational software of each higher education center under this modality.
However, those students who opt for this study alternative are faced with a series
of institutional challenges related to the use of technology, self-management of
hours, administration of learning content without immediate teacher mediation or
the accompaniment of other peers. Said like this, the distance education
methodology requires a rigorous organization and academic programming.
• Definition of terms
ICT: is an extensional term for information technology (IT) that stresses the role of
unified communications.
Drop-out: Dropping out most commonly refers to a student quitting school before
he or she graduates or avoiding entering a university or college

4. MINI THEORIAS FOR LEARNING A LANGUAGE Hosenfeld, (1978).
Students have a negative attitude in learning English, when the student comes to
the classroom, he does so with numerous prejudices about English.
For several reasons: either from past experiences, by the environment around
them or by any other type of issue that may even distort their progress in the
language (Mantle-Bromley, 1995).
Some students do not see the subject of English important for their future, it does
not feel as vital necessity the study of a foreign language, since, possibly, the
external environment and its personal motivations make English not a priority
element in their lives (Gardner, 2007). , also the contact of this second language is
minimal, only leaving the practice of English in the classroom. A community where
only one language is spoken that is Spanish (monolingual) where opportunities to
use the other language are scarce; therefore, the student does not find a stimulus
in his environment that motivates him to use English. Because the practice of this
second language is almost limited to the school environment, students' attitudes
are possibly directly related to their experiences in the classroom.
TRADITIONAL TEACHING MODEL Hamdan, McKnight, McKnight and
Armstrong, (2013, p. 3). Focused on the professor.
Most classes consist of the teacher going to the front, "giving the class", and
writing on the board to teach his chair. He is the central figure of the learning
model, while his "X" students take notes and take homework at the end of the
lesson. During the next class, he will only briefly pick up and review the task, take
the opportunity to answer some doubts, but he won't be able to go too deep as the
class can't be delayed because there's a lot of material to cover.
There is difficulty in teaching the second language, due to rigid curriculums, which
requires all the attention of teaching through guide books, focusing efforts on the
grammar composition of the foreign language; as a result, students learn only
grammar and some vocabulary but do not learn to speak the foreign language.
Students are well known about the importance of English as a universal language
and most widely used in academia and business. However, learning is more linked
to a need to meet the requirements of the school and teacher, without the interest
of being part of a new English-speaking culture.

5. For this reason it follows that students do not include English within their life plan or
future plans which leads to selflessness in acquiring this second language.
IMPORTANCE OF TEACHERS IN THE DEVELOPMENT OF LEARNING
STRATEGIES
It is important that teachers start developing learning strategies based on the
different styles of learning that allow greater retention of information in terms of
language, interest in the student and above all that understands the importance
that it will entail to learn it thus improving their academic performance.
The challenge is to achieve the "knowledge and skill needed to learn effectively in
any situation you are in" (Valdebenito, Pierart, Salgado, & Seiffert, 2009).
Within the problem of drop out that occupies the agendas of the country's higher
education institutions, it is established as one of the most important causes, the
low academic performance of students (Carvajal, Trejos, & Gálvez, 2009). The
factors they attribute to desertation are diverse but one of the most prominent is
the little understanding of one of the subjects among them highlights mainly the
English language because students consider it very difficult to learn and above all
master.
Learning styles and school performance in the English language. Polytechnic
University of Tlaxcala West Region (UPTrep).
I conduct research to define the type of learning style that best suits the students of
these engineering, participating students of 3rd, 6th and 9th quarter with the
application of instruments: survey, Kolb inventory (test) and a PET exam.
This research suggests that one of the main causes of poor performance in the
Area of English is due to the low importance or relevance given to it. Poor
academic performance in English teaching is a problem faced by students and
teachers at all educational levels. Its result for graduates and society is clear when
the level of knowledge and skills they can acquire is limited to the demands of their
professional practice which therefore prevents them from having better job
opportunities.
The Kolb classification defining 4 types of students was used in this research:
active, reflective, theoretical and pragmatic; Being the pragmatic style the best
because students of this type learn better in the face of a balance of theory and
practice. It is therefore important to establish strategies that involve all students
with their respective learning styles in order to ensure a better knowledge of the
language, obtaining the interest of the student to make their knowledge and the

6. mastery of the second language bigger by becoming aware that their mastery will
give him a plus in terms of job and/or professional opportunities.
MOTIVATION AND ACADEMIC PERFORMANCE
Multiple investigations indicate that motivation has a significant impact on all
actions that man can take. In this sense, academic performance (or school
performance) can be greatly conditioned on the motivational component.
McClelland (1974) argues that there are two types of motivations:
Internal motivations
(psychophysiological), also called
intrinsic
External motivations
(social), called extrinsic
defined as pulsations arising from
states of biological or physiological
need, such as food or sexuality
They refer to those reasons that give
relevant direction to behavior in relation
to persuasions from the context, from
the social environment. These are
usually acquired in the course of social
adjusting.
Wolff, Shiefelbein and Valenzuela (1993) emphasize that the availability of texts
and the provision of basic infrastructure have a high correlation with academic
performance and revalidate the importance of early, primary and secondary
education.
LEARNING ATTITUDE
"Attitude can be defined as the tendency or predisposition learned, more or less
widespread and of an affective tone, to respond in a rather persistent and
characteristic way, usually positively or negatively (for or against), with reference to
a situation, idea, value, object or class of material objects, or to a person or group
of people"
(Kimball Young).

7. NEGATIVE ATTITUDE IN ENGLISH LEARNING
The student with this kind of attitude, is a passive receiver, who reads and just
memorizes. It's demotivating. This type of behavior leads to poor academic
intellectual performance and school failure. (Alcalay and Antonijevic, 1987: 29-32)
PREVIOUS STUDIES
Since the last quarter of the twentieth century, learning styles have become a
fundamental element for many authors in the acquisition of languages, mainly in
the teaching of English as a foreign language (Pelegrín & Andión, 2011).
There are different models and theories about learning styles that allow students to
understand the daily behaviors of students in the classroom and how they relate to
the way they are learning, and the actions that can be most effective at any given
time (Carvajal, Trejos, & Gálvez, 2009).
For the relationship of learning styles and academic performance, some variables
are identified that may intervene, as is to be mentioned at best, if academic
performance is to be conceptualized from their assessment, it is necessary to
consider not only the individual performance of the student but how it is influenced
by the peer group, the classroom or the educational context itself (Navarro, 2003).
Styles are something like conclusions we come to about how people act. (Alonso,
Gallego, & Honey, 2000).
You can customize the teaching and be able to design effective learning strategies,
raise the self-esteem, confidence and safety of the student because the way he
learns is his own and not imposed (Ortiz & Canto, 2013). For this the model of
learning styles according to Kolb, assumes that to learn something you must work
or process the information that is received (García, Herrera, & Luevanos, 2014).
Academic performance needs to be considered within a complex framework of
variables, socio-environmental conditioning, intellectual factors, emotional
valenities, etc. So students are said to learn more effectively when taught with their
predominant learning styles. (Alonso, Gallego, & Honey, 2000, 62)
The contributions of cognitive psychology

8. Without denying that the individual is endowed with some biological equipment or
LAD that allows him to appropriate languages, cognitive psychology holds that the
individual's mental activity is essential for language learning. Next, the main
currents based on cognitivism will be briefly examined: constructivism and theories
of information processing. A. Constructivism Piaget and his followers maintain that
the organism possesses capacities to, on the one hand, organize environmental
data within knowledge schemas and, on the other hand, accommodate the
available schemas at a given moment to new data to create other schemas or
modify existing ones. Thus, the individual is in the process of constant contrast
between what he knows and the data offered by the environment to assimilate and
accommodate his thinking.
The basic function of thought will be the construction of progressive structures of
knowledge that go through different stages and accumulate, through successive
adjustments, the knowledge acquired in previous stages. This notion of stage could
explain the successive systems (set of structured rules) through which the
development of the first language and the learning of a second language or a
foreign language pass, such as, for example, the syntactic organization of the
sentence or the passage from lexicalized forms ("child wanting to leave") to
inflected forms ("I want to leave")
Elliott in his practical guide to action research (1990, p.96-104) mentions the most
appropriate techniques for obtaining information and evidence. In order to carry out
this investigation, only those that were used in the project will be briefly explained.
The diary contains the narrations about the personal observations of the feelings,
reactions, reflections, hunches, explanations, etc., that are given in the classroom.
These stories should convey the feeling of participating in the events that take
place in the classroom. In this teacher's diary there are also some informal
questions asked to the students. Video recordings, used to record classes in whole
or in part. It is easy for the teacher to get more benefit from the recordings by
watching them and then transcribing the interesting or important episodes. This
allows you to review the same situation backwards and forwards in a faster and
more precise way. Although manual transcriptions are time consuming, it is worth
the effort. In this investigation both instruments were mixed during the process.
Ten classes were filmed and six were transcribed and the remaining classes were
narrated in the newspaper.

9. REFERENCES
 Edel R. (2000). Factores Asociados Al Rendimiento Académico. Revista
Iberoamericana De Educación, 1-18
https://www.redalyc.org/pdf/2990/299023539015.pdf
 Gil, J. (2009). Hábitos Y Actitudes De Las Familias Hacia La Lectura Y
Competencias Básicas Del Alumnado. Revista De Educación, 350, Pp. 301-322
http://www.revistaeducacion.educacion.es/re350/re350_13.pdf
 Estilos de aprendizaje y rendimiento escolar en el idioma Inglés.
https://posgradoeducacionuatx.org/pdf2017/D038.pdf
 Actualidad en psicología
https://www.actualidadenpsicologia.com/la-teoria-de-los-estilos-de-aprendizaje-de-
kolb/
 Arends, R., I. (2002). Figuring out how to Teach. New York: McGraw-Hill. 2.
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http://jcmc.indiana.edu/vol13/issue1/boyd.ellison.html
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