Exploring the impact of multimodality on EFL teaching for adult learners: A study of kinesthetics and paralanguage at the Uceva language department in Tuluá Valle
| dc.audience | Todo Público | |
| dc.contributor.advisor | Segura Antury, Jhonny | |
| dc.contributor.author | Reyes Yepes, Leidy Karina | |
| dc.coverage.spatial | Cali de Lat: 03 24 00 N degrees minutes Lat: 3.4000 decimal degrees Long: 076 30 00 W degrees minutes Long: -76.5000 decimal degrees. | |
| dc.date.accessioned | 2026-06-22T22:04:08Z | |
| dc.date.issued | 2025-06-05 | |
| dc.description.abstract | Este estudio explora cómo las estrategias multimodales, como los gestos, las expresiones faciales, el tono de voz y el movimiento, influyen en el proceso de enseñanza y aprendizaje del inglés para adultos en el Departamento de Lenguas de la UCEVA en Tuluá, Valle. Si bien los métodos tradicionales se centran en la comunicación escrita y oral, los elementos no verbales pueden hacer las clases más atractivas y ayudar a los estudiantes a comprender mejor los nuevos conceptos. Mediante un enfoque cualitativo, la investigación recopiló información de docentes y estudiantes a través de entrevistas, encuestas, grupos focales y observaciones en el aula. Los resultados muestran que variar el tono, usar pausas estratégicas e incorporar gestos hace que las clases sean más dinámicas y mejora la retención de vocabulario. Los estudiantes valoran estas estrategias, ya que les ayudan a mantenerse involucrados y a procesar la información de manera más efectiva. Este estudio resalta la importancia de un enfoque equilibrado para la enseñanza multimodal, asegurando que las estrategias se ajusten a las necesidades de los estudiantes y creen un entorno de aprendizaje interactivo y de apoyo. | spa |
| dc.description.abstract | This study explores how multimodal strategies, such as gestures, facial expressions, tone of voice, and movement, influence the English teaching and learning process for adult learners at the UCEVA Language Department in Tuluá, Valle. While traditional methods focus on written and spoken communication, nonverbal elements can make lessons more engaging and help students better understand new concepts. Using a qualitative approach, the research gathered insights from teachers and students through interviews, surveys, focus groups, and classroom observations. The findings show that varying tone, using strategic pauses, and incorporating gestures make lessons more dynamic and improve vocabulary retention. Students appreciate these strategies as they help them stay engaged and process information more effectively. This study highlights the importance of a balanced approach to multimodal teaching, ensuring that strategies align with students’ needs and create a supportive, interactive learning environment. | eng |
| dc.description.degreelevel | Magíster | |
| dc.description.degreename | Trabajo de grado para optar al título de Magister en la Enseñanza del inglés Como Lengua Extranjera | |
| dc.description.tableofcontents | 1. Introduction -- 2 Research Problem -- 1.1. Importance of the study -- 1.3. Research question -- 1.4. General objective -- 1.5. Specific objectives -- 2. Theoretical perspective of this study -- 2.1. Paralinguistic Communication in Language Teaching -- 2.2. Kinesthetic Communication in English Teaching -- 2.3. Benefits of Kinesthetic Communication in English Teaching -- 2.4. Kinesthetic Communication and Other Cultural Considerations -- 2.5. Active Communication and Language Learning -- 3. Research Methodology -- 3.1. Research Design -- 3.2. Participants -- 3.3. Research Setting -- 3.4. Ethical Considerations -- 4. Description of data collection methods -- 4.1. Checklist for teachers -- 4.2. Structured survey for students -- 4.3. Focus groups -- 4.4. Observations and rubric -- 4.5. Structured interview for teachers -- 4.6. Data Analysis -- 5. Research findings -- Finding 1: Student Insights on the Impact of Multimodal Strategies -- Finding 2: Enhancing Learning Through Voice -- Gestures -- and Digital Tools -- Finding 3: How Teachers Integrate Voice -- Gestures -- and Movement in Class -- Finding 4: How Teachers Apply Multimodal Techniques in Real Teaching Contexts -- Finding 5: Teachers’ Reflections on Engaging Students Through Nonverbal Communication -- 5.2. Analysis and discussion -- 5.3. Conclusions -- 5.4. Summary -- 5.5. Practical Recommendations -- 6. Appendix | spa |
| dc.format.extent | 92 páginas | |
| dc.format.medium | Digital | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.OLIB | https://biblioteca2.icesi.edu.co/cgi-olib/?oid= | |
| dc.identifier.instname | instname:Universidad Icesi | |
| dc.identifier.reponame | reponame:Biblioteca Digital | |
| dc.identifier.repourl | repourl:https://repository.icesi.edu.co/ | |
| dc.identifier.uri | https://hdl.handle.net/10906/130738 | |
| dc.language.iso | eng | |
| dc.publisher | Universidad Icesi | |
| dc.publisher.faculty | Ciencias Humanas | |
| dc.publisher.place | Santiago de Cali | |
| dc.publisher.program | Maestría en Enseñanza del inglés Como Lengua Extranjera | |
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| dc.rights | EL AUTOR, expresa que la obra objeto de la presente autorización es original y la elaboró sin quebrantar ni suplantar los derechos de autor de terceros, y de tal forma, la obra es de su exclusiva autoría y tiene la titularidad sobre éste. PARÁGRAFO: en caso de queja o acción por parte de un tercero referente a los derechos de autor sobre el artículo, folleto o libro en cuestión, EL AUTOR, asumirá la responsabilidad total, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos, la Universidad Icesi actúa como un tercero de buena fe. Esta autorización, permite a la Universidad Icesi, de forma indefinida, para que en los términos establecidos en la Ley 23 de 1982, la Ley 44 de 1993, leyes y jurisprudencia vigente al respecto, haga publicación de este con fines educativos. Toda persona que consulte ya sea la biblioteca o en medio electrónico podrá copiar apartes del texto citando siempre la fuentes, es decir el título del trabajo y el autor. | |
| dc.rights.accessrights | info:eu-repo/semantics/openAccess | |
| dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | |
| dc.rights.license | Attribution-NonCommercial-NoDerivatives 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.subject.proposal | Multimodality | spa |
| dc.subject.proposal | Kinesthetic communication | spa |
| dc.subject.proposal | Paralanguage | spa |
| dc.subject.proposal | EFL teaching | spa |
| dc.subject.proposal | Adult learners | spa |
| dc.subject.proposal | Nonverbal communication | spa |
| dc.subject.proposal | Multimodality | eng |
| dc.subject.proposal | Kinesthetic communication | eng |
| dc.subject.proposal | Paralanguage | eng |
| dc.subject.proposal | EFL teaching | eng |
| dc.subject.proposal | Adult learners | eng |
| dc.subject.proposal | Nonverbal communication | eng |
| dc.subject.proposal | Tesis de Maestría en Enseñanza del inglés Como Lengua Extranjera | spa |
| dc.title | Exploring the impact of multimodality on EFL teaching for adult learners: A study of kinesthetics and paralanguage at the Uceva language department in Tuluá Valle | spa |
| dc.title.alternative | Exploring the impact of multimodality on EFL teaching for adult learners: A study of kinesthetics and paralanguage at the Uceva language department in Tuluá Valle | spa |
| dc.type | master thesis | |
| dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | |
| dc.type.coarversion | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |
| dc.type.driver | info:eu-repo/semantics/masterThesis | |
| dc.type.local | Tesis de maestría | |
| dc.type.version | info:eu-repo/semantics/publishedVersion |