Presentación de Proyecto de Titulación Learning Materials

Project Learning Materials for Introductory English Level at Universidad Autónoma del Estado de Quintana Roo

DIVISIÓN DE CIENCIAS SOCIALES Y HUMANIDADES

José Alejandro Castro Martínez

Alumno

LICENCIATURA EN LENGUA INGLESA

Asesor

Ezequiel Hernández Mendoza

Acknowledgments

I want to thank my family, classmates, and teachers for teaching me and giving me the opportunity to be here. I will continue to strive forward. The journey does not end, so I'm just moving on to a new stage.

J.A.C.M

Index

Problem statement

Materials Design

Conclusion

Justification

Objective

References

Theoretical Framework

1.Problem Statement

Causes

Several students at UQRoo taking Introductory English courses are experiencing difficulties learning English effectively. This includes:

• Insufficient class time
• Unsatisfactory previous knowledge level
• Overcrowded classes
• Lack of materials

As part of their academic training students must be open-minded, critical and reflexive.

Be autonomous

Key Words:

Time, topics, overcrowded, materials.

2. Justification

A new culture will begin to be formed by developing more specialized teaching materials.

Teaching materials design based on the needs of the students and the context of the school.

Creating a workbook can help support teachers, students, and culture in general in language teaching.

Learning materials that support them in their English language studies.

Educational Experience

The workbook will help the teacher focus on the best way to guide students in improving their skills.

3. Objective

General Objective

Contribute to the training of generic university, linguistic and autonomous learning skills of initial students of English as a foreign language at the Autonomous University of the State of Quintana Roo through the development of a pedagogical proposal with relevant and innovative teaching materials.

4. Specific Objectives

1. Analyze the institutional and curricular framework of the Introductory English program, attached to the Language Teaching Center of the Autonomous University of the State of Quintana Roo

2. Design relevant and feasible autonomous learning situations to strengthen the language skills of Introductory English university students at the Autonomous University of the State of Quintana Roo, Chetumal campus.

3. Develop planned learning situations and develop relevant, feasible and innovative teaching materials.

5. Framework

Theorical Framework

The project is based on the theoretical concept of scaffolding described by Bruner (Amerian, Mehri, 2014):

"A process of setting up the situation to make the student's entry easy and successful and then gradually pulling back and handing the role to the student as he becomes skilled enough to manage it".

Zone of Proximal Development (ZPD):

ZPD by Vygotsky (1978) is defined as “the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”.

6. Importance of Scaffolding

According to Ken Bain (p. 210, 2023):

• Feedback in context
• Diverse supporting materials

According to Juan Martínez (p. 334, 2025):

According to Navarro Roldán (p. 31, 2022):

• Activity complexity decrease
• Objectives basis
• Student frustration management

• Gradual support
• Students’ needs and experience adjustment
• Knowledge construction

6. Materials Design

Requirements Understanding the Situation as a Teacher

Experience

Work meetings with the project advisor

Problem

Material Design Background

6. Materials Design

Requirements What do students need?

Guidance

Meaningful Context

UQRoo's Course Syllabus

Theoretical Framework on Materials Design

6. Materials Design

Digital Resource Requirements

Exercises are intended to be familiar and developed in a digital environment that meets the following criteria:

• Easy to complete
• Provide adequate feedback
• Include a rubric and/or example, if applicable
• Have a visually appealing design
• Keep working
• Allow students to repeat or save the exercise
• Allow multimedia

Free and without expiration time

7. Structure

Representation of scaffolding in the project. It shows how the student is guided by the teacher and becomes independent as they practice.

8. Teaching Process

Planning activities

Exercises were designed to foster students' logical reasoning with the goal of helping them understand, practice or recall the topics covered in class.

First, as introductory activities

Second, as practice activities

Finally, as production activities

8. Development

Activities include skills, sub-skills and logical reasoning.

Acitivities

8. Development

Exercises serve to raise student awareness and provide meaningful examples to help them better understand and practice

Vocabulary

8. Development

• This aims to reinforce understanding of the vocabulary and grammar covered in class.
• Listening and reading comprehension are encouraged, as well as logical reasoning.

Reading

Logical Reasoning

8. Development

The aim of these activities is for students to test what they learned in the previous exercises, but now by writing their own sentences.

Writing

8. Development

• The process culminates in speaking, the final skill where students go from written to spoken language.

• Students are expected to have an adequate command of vocabulary and grammar to formulate the sentences they will use in oral communication.

Speaking

9. Conclusion

The development of this project aligns with the UQRoo core principles and efforts to foster student autonomy in their studies. A key objective was to create teaching materials that stimulate students' interest and help them understand they can study at their own pace; to show them that studying can be planned, autonomous, simple and without pressure. Learning a new language can be engaging, and even with basic knowledge, one can begin to speak fluently and effectively.

10. References

References

Amerian, Mehri. (2014). Scaffolding in Sociocultural Theory: Definition, Steps, Features, Conditions, Tools, and Effective Considerations. Scientific Journal of Review. Omar L., Christian H. (2010). Efecto de un andamiaje para facilitar el aprendizaje autorregulado en ambientes hipermedia. Revista Colombiana de Educación, núm. 58. Bruner, J. (1978). The role of dialogue in language acquisition’ In A. Sinclair, R., J. Jarvelle, and W. J. M. Levelt (eds.) The Child’s Concept of Language. New York: Springer-Verlag. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Ildikó, H. (2007). Across Languages and Cultures 8, pp 103-23. John, I. (2018). The TESOL Encyclopedia of English Language Teaching, Frist Edition. John Wiley & Sons.

11. References

References

Arturo, T. (31th may, 2016). Jerome Bruner: biografía del impulsor de la revolución cognitive: Vida y obra de un piscólogo cognitivo que se enfrentó a los conductistas. Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (Eds.). (2017). Autonomy in second language learning: Managing the resources. Springer International Publishing. Ball, R., Fairlamb, A. (2025). The Scaffolding Effect: Supporting All Students to Succeed. Reino Unido: Taylor & Francis. Juan, M. (2025). Estrategias de Enseñanza Moderna: Métodos Innovadores para la Educación en la Era Digital. Bain, K. (2023). Superasignaturas: El futuro de la enseñanza y del aprendizaje. España: Universidad de València Servicio de Publicaciones.

12. References

References

Navarro Roldán, C. P. (2022). Las preguntas como estrategia de andamio en la enseñanza. Colombia: Editorial de la Universidad Pedagógica y Tecnológica de Colombia - UPTC. Mendoza, E. (2022). PFPROF-F004 Planeación Didáctica. Programa de Inglés Introductorio.

Thank you

Thanks for your attention