Writing part 2

 Introduction

This activity consists of preparing and writing an essay based on a previous class discussion about the role of technology in education and professional training. The main purpose of this exercise is to critically analyze three essential dimensions drawn from the discussion notes: how digital tools make learning much more practical, their direct ability to increase student motivation, and the significant financial challenges posed by their costly implementation in classrooms. Through this analysis, the activity requires a careful evaluation of these factors to determine which has the greatest pedagogical relevance, supporting your position with solid arguments that contrast traditional methods with the benefits of the technological environment.

Writing part 2.docx

Reflection

This activity invites a deep analysis of the inevitable digital transition that current educational models are undergoing. The breakdown of opinions from the debate reveals a very real tension between the desire for modernization and the limitations of economic accessibility, given that the high cost of new technological devices creates a gap where not all students or institutions can afford to acquire them. However, I believe that the pedagogical value these tools provide far outweighs the economic drawbacks.

From my point of view, the most significant benefit of using technology lies in its ability to allow students to carry out complex interactive simulations and, in this way, avoid making dangerous or irreversible mistakes in real life.

In conclusion, this exercise reaffirms my belief that, despite the financial challenges its introduction entails, technological adoption is an essential path if we seek to build a high-quality education that truly motivates students and prepares them for the practical challenges of the future.

A NEW LEARNING AGE

 Introduction

This activity is based on the analysis and understanding of the article entitled "A New Learning Age," written by Ollie Brice. The text explores the revolutionary impact that immersive technologies, specifically mixed reality headsets and three-dimensional holograms, are having on the field of medical training. Through the perspectives of experts such as surgical trainer Ted Milmorrow and pioneering surgeon Carol Brigsea, it examines how medical education is transitioning from traditional and limited methods, such as remote observation in operating rooms or the use of cadavers, toward dynamic, safe, and real-time learning environments. This transition not only promises to improve students' hands-on experience without putting patients at risk, but also represents a profound shift in global educational paradigms.

Reflection

 

The analysis of this reading invites us to reflect on the unavoidable role that technological innovation plays in the evolution of society, especially in critical areas such as healthcare. Often, there is considerable apprehension about change due to the inherent fear that it will affect people's lives; a clear reflection of this is the challenge Tony Reed mentions regarding the difficulty of convincing the public that immersive technology in medicine is a worthwhile cause.

In conclusion, the real challenge lies not in the scientific capacity to develop these devices, but in our cultural openness to adopting them. The classroom of the future will no longer be limited by scarce physical resources or visual barriers; it will become a truly immersive experience, transforming not only how we educate ourselves, but also the effectiveness with which we protect human life in the future.

ACTION RESEARCH PROJECT

 Introduction

Developing oral expression skills in a second language (or in a Foreign Language) requires a constant balance between opportunities for comprehension (input) and production (output) focused on meaning, as well as developing fluency in language use (Nation, 2007). This action research project, entitled "Limited oral expression in beginner students: An Action Research study in Planet English online classes," was designed with the fundamental purpose of improving students' speaking skills and promoting active communication in the classroom.

Theoretical Framework.pdf

Revised abstract.docx

Edited abstract.docx

ComplianceChecklist.pdf

ACTION RESEARCH PROJECT (edited).pdf

Reflection

The implementation of oral summaries as a pedagogical strategy at the beginning of virtual sessions proved to be an extremely valuable intervention for transforming the dynamics of online learning. When comparing student performance before and after applying this methodology, the results showed a very positive improvement, primarily highlighting an increase in student confidence and a notable improvement in their oral production.

Lesson plan

 Saturday, May 2^nd, 2026

Fruits and vegetables at a store or market

Introduction

The experience of teaching my first English class to a group of children between the ages of 7 and 9 was both a great challenge and a significant opportunity to put into practice the knowledge I had acquired about the Task-Based Language Teaching (TBLT) approach. A communicative activity was designed and implemented in which the students had to use vocabulary related to fruits, vegetables, and numbers to simulate buying and selling in a supermarket. Through questions, interactive activities, and games, the children actively participated while developing their language skills in a meaningful way. This experience allowed me to understand the importance of motivation, flexibility, and teacher support within the teaching and learning process.

TASK RUBRIC.pdf

Lesson plan-TBLT.docx

Reflection

This first teaching experience allowed me to recognize that teaching children involves much more than planning activities or presenting linguistic content. Although the task was carefully designed, the reality of the classroom presented unexpected challenges, especially related to time management, the different reading and writing levels, and the need to constantly adapt support strategies. However, I also observed how communicative activities and the use of rewards sparked the interest and motivation of all students, fostering a participatory and dynamic environment.

Furthermore, I understood that language learning depends not only on language knowledge but also on each student's cognitive and emotional skills. This experience strengthened my development as a future teacher, as it required me to be more flexible, empathetic, and creative in responding to the real needs of the group. Finally, I confirmed that the TBLT approach is highly effective in promoting the authentic use of language, but I also understood that good planning must consider potential difficulties and alternatives that allow all students to be included in the learning process.

REFLECTING ON SANAMENTE LIBREMENTE: JÓVENES POR LA PAZ Y CONTRA LAS ADICCIONES

 Saturday, March 7^th, 2026

Introduction

After completing the online course "SanaMente LibreMente: Jóvenes por la Paz y contra las Adicciones," I had the opportunity to give a reflective presentation on the topics I had learned. This experience was a significant challenge for me, as it required me to express my ideas clearly, critically reflect on sensitive issues such as mental health and addiction, and do so within an academic and professional context. Throughout the preparation and presentation, I was able to strengthen not only my communication and pronunciation skills but also my awareness, as a future teacher, of the importance of creating safe, empathetic, and respectful environments for students.

REFLECTING ON SANAMENTE LIBREMENTE.pdf

Reflection

Giving this presentation was a challenging yet enriching experience. At first, I felt nervous and insecure, especially because I had to discuss sensitive topics and demonstrate what I had learned during the course. However, as I practiced and organized my ideas, I felt more confident and prepared. This activity helped me develop greater confidence in public speaking and improve aspects of my pronunciation and fluency in English.

Furthermore, the course allowed me to reflect on the crucial role teachers play in students' emotional well-being. I understood that, beyond teaching academic content, it is also necessary to promote empathy, a culture of peace, and risk prevention in the classroom. Finally, I believe this experience not only strengthened my academic and linguistic skills but also contributed to my personal and professional growth as a future teacher.

Polyglot Training & Personal Learning Stories

 Saturday, February 28^th, 2026

Introduction

Learning an additional language is a complex process involving personal, emotional, and pedagogical factors. Through learning experiences, students develop not only linguistic skills but also strategies, habits, and attitudes that influence their performance and motivation. This activity reflects on the author's personal experience in learning English, considering the methods, activities, and challenges that shaped this process. It also analyzes how these experiences currently influence teaching practice, particularly the importance of creating interactive, motivating, and student-centered learning environments. Finally, it explores ideas related to autonomy, the learner mindset, and the design of meaningful activities that promote more dynamic and communicative teaching.

PERSONAL LEARNING HISTORIES.docx

Reflection

Reflecting on my classmates' experiences and my own as a language learner allowed me to understand that learning depends not only on memorizing grammar rules, but also on motivation, consistent practice, and the context in which it takes place. Remembering the activities that helped me the most, such as conversations, collaborative work, and the use of authentic materials, made me recognize the importance of designing more interactive and meaningful classes for my future students. Furthermore, I understood that aspects such as confidence, patience, and the freedom to choose certain activities can positively influence the learning process of the target language.

In addition, I believe that creating an environment where mistakes are seen as a natural part of learning can increase student participation and confidence. Finally, I understood that there is no single ideal method for learning languages; therefore, it is important to promote flexibility, autonomy, and the use of varied strategies that allow each student to learn according to their needs and strengths.

A flexible framework for Task-Based Learning

 Saturday, February 21^st, 2026

Introduction

Task-Based Learning (TBL) is a methodological approach that prioritizes the authentic and meaningful use of language in the classroom. Unlike traditional approaches focused primarily on teaching grammatical structures, the TBL model aims to develop students' communicative skills through activities geared towards problem-solving, the exchange of ideas, and real-life interaction. In her article, "A Flexible Framework for Task-Based Learning," Jane Willis explains how this approach emerged as a response to the limitations of the PPP (Presentation, Practice, Production) model, which failed to enable students to use the language effectively in real-life communication situations.

The article also describes the different stages of the TBL approach, such as the pre-task, the task cycle, and the focus on form, highlighting the importance of combining fluency, motivation, and reflection on language. Through this flexible framework, students have the opportunity to learn through authentic communicative experiences, while the teacher acts as a guide and facilitator of the process. This approach demonstrates that language learning can be more dynamic, participatory, and focused on the real needs of the students.

DISCUSSION, CRITICAL THINKING.pdf

A_flexible_framework_for_task_based_lear.pdf

20uestions-A flexible framework for task-based learning.docx

Reflection:

After analyzing this text and answering all the questions, I believe that the TBL (Team-Based Learning) approach is a very valuable methodology for language teaching, as it promotes more active and meaningful participation from students. Personally, I was struck by how this approach allows students to use the language from the beginning to express ideas, solve problems, and share experiences, rather than focusing solely on memorizing grammar rules. I think this helps develop greater confidence and motivation in learning a foreign language.

Furthermore, as a student in language teaching, this reading allowed me to reflect on the importance of creating more communicative and student-centered classes. I believe that the teacher's role in TBL is fundamental, as they must guide and support the process without limiting students' spontaneous communication. I also understood that grammar instruction remains important, but it must be integrated in a contextualized way and related to real communicative needs. Overall, this text helped me broaden my perspective on innovative methodologies and motivated me to consider task-based learning as a useful tool for my future teaching practice.

Developing Communicative Skills

 Friday, February 20^th, 2026

CLIL (Content and Language Integrated Learning) and CBI (Content-Based Instruction) 

Introduction

The following activity consisted of a team presentation by five members, in which we developed the topics of CLIL (Content and Language Integrated Learning) and CBI (Content-Based Instruction). During this collaborative work, we not only researched and organized information, but also strengthened our English communication skills through constant practice of pronunciation and oral expression. To carry out the activity, we followed a series of steps that included reviewing materials, identifying difficult words, practicing pronunciation, and recording the presentation using technological support tools. This process allowed us to improve our confidence when speaking and understand the importance of prior preparation for an academic presentation.

Reflection

This activity was a very enriching experience because it allowed me to work as part of a team and learn more about CLIL and CBI approaches, which aim to integrate content learning with language development. Furthermore, practicing the presentation several times helped me improve my pronunciation, fluency, and confidence when speaking English. The use of technological tools and the pronunciation coach was especially helpful, as I was able to identify errors and correct difficult words before making the final recording. I also learned the importance of collaboration and organization within a team to achieve a clear and effective presentation. Overall, this experience strengthened my language skills and motivated me to continue practicing English more consistently and confidently.

 

A Task-based Approach

 Wednesday, February 19^th, 2026

Introduction

The text on Task-Based Learning allowed me to understand a different methodology for language teaching and, at the same time, practice my English pronunciation using the "Reading Coach" tool in Teams. Through reading and oral practice, I was able to identify the main differences between the traditional PPP model and the TBL approach, which promotes more authentic and meaningful communication. Furthermore, Reading Coach facilitated the repetition and recording of my voice, helping me improve aspects such as fluency, intonation, and confidence when speaking English.

Reflection

This activity was a useful and enriching experience because I not only learned about the TBL approach, but I also strengthened my pronunciation through consistent practice in Teams. I believe that listening to the text and repeating it several times helped me identify pronunciation errors and feel more confident expressing myself in English. Furthermore, I understood the importance of using communicative and meaningful activities in language learning, as they allow for the development of real communication skills. As a future language teacher, this experience made me reflect on the need to implement dynamic methodologies and technological tools that motivate students and foster a more natural and participatory learning experience.

Collaborative Academic Reflection Paper

 Saturday, January 24^th, 2026 - Saturday, January 31^st, 2026

Introduction

Communicative competence is one of the most important elements in English language teaching, as it enables students to develop the skills necessary to communicate effectively in different contexts. This collaborative work analyzes the implications of linguistic, sociolinguistic, discourse, and strategic competence in teaching practice. Through classroom-related examples, it reflects on the importance of going beyond grammar instruction and promoting a more holistic learning approach, where students can use the language naturally, coherently, and appropriately in each communicative situation. Furthermore, this analysis reveals how knowledge of these competences influences pedagogical decisions.

Reflection:

Completing this project allowed me to understand that English language teaching should not focus solely on grammar rules or error correction, but rather on the holistic development of communication skills. Reflecting on communicative competence helped me identify that, as a future teacher, I must create opportunities for students to use the language in real and meaningful contexts. Furthermore, I understood that each competence plays a vital role in learning, since it is not enough to know vocabulary or grammatical structures; it is also necessary to know how, when, and why to use them.

Finally, this experience strengthened my perspective on language teaching and motivated me to continue developing more comprehensive and meaningful methodologies for learning a target language.

My First Presentation

 Introduction

The main purpose of the My First Presentation activity was to develop communication, teamwork, and organizational skills through the creation of a team presentation. Through this experience, students had the opportunity to actively participate in the planning, design, and presentation of ideas using digital tools such as PowerPoint. Furthermore, this activity fostered creativity, responsibility, and cooperation among peers, fundamental aspects in the training of future language teachers. Through practice and reflection, we strengthened our communication skills and acquired strategies that we can apply in our future teaching practice.

CLIL AND CBI - Team 3.pdf

Reflection.pdf

Reflection

Completing this activity allowed me to understand the importance of teamwork and effective communication during the learning process. By collaborating with my classmates, I learned new ways to organize ideas, design visual materials, and present information clearly and dynamically. I also realized that preparation and prior practice are essential for building confidence and improving oral presentations.

Furthermore, this experience helped me reflect on how presentations can become a useful tool for developing students' communication skills in the language classroom. I believe that the strategies learned during this activity will be very useful in my future teaching, as I will be able to design more interactive activities, encourage student participation, and create more collaborative and meaningful learning environments.

First Class

 Saturday, January 10^th, 2026

Introduction

The first activity for the class was a question-and-answer session that served as an introduction to the subject. Why do people study English? What is communication? What is communicative competence? The questions were key in activating our prior knowledge and, at the same time, allowed us to reflect and maintain active communication by discussing our answers in class.

 

Reflection

 This first experience has taught me a valuable lesson: the subject matter is not about being passive recipients of information. It requires us to be active participants. Starting the course by experiencing firsthand what real communication means puts us on the right track for the following classes.