THE ROLE OF TEACHER DEVELOPED MATERIALS IN FOSTERING ENGLISH LANGUAGE SKILLS

About the Authors

Foreword
Astrid Núñez Pardo, María Fernanda Téllez Téllez and Judith Castellanos Jaimes

Teacher-Developed Materials in a Master's Programme in Education with Emphasis on English Didactics
Astrid Núñez Pardo, María Fernanda Téllez Téllez and Judith Castellanos Jaimes

Helping High-Intermediate Students Develop
Argumentative Skills in Writing
Pilar Bravo

Enhancing Undergraduates' Reading Comprehension
Through the Awareness of Reading Strategies.
Amalia de los Ángeles Pachón Mejía

Digital Storytelling to Foster EFL Writing
William León Galeano

The Effect of Combining Two Corrective Feedback
Strategies on Written Errors Correction
Daría Paredes Restrepo

Self and Peer Assessment on Students' Oral Performance
Lina Fernanda Díaz Romero

Commnunicative games to Foster Oral Interaction in the EFL Classroom
Germán Táutiva Celis

Promoting the Reading Process Through Collaborative Strategic Reading (CSR).
Angélica Hernández Forero

This book is the compilation of eight research studies conducted by students from the Master\'s in Education with Emphasis on English Didactics at the School of Education in Universidad Externado de Colombia, and one study carried out by the professors from the same Emphasis. The articles focus on the role of teachers as materials developers in their English as a Foreign Language (EFL) context and the importance of developing contextualized materials to promote students\' learning processes.

These issues comprise several themes such as teacher-developed materials in a Master\'s programme in Education with Emphasis on English Didactics, helping high-intermediate students develop argumentative skills in writing, enhancing undergraduates\' reading comprehension through the awareness of reading strategies, digital storytelling to foster EFL writing, the effect of combining two corrective feedback strategies on written errors correction, self and peer assessment on students\' oral performance (CALLA), communicative games to foster oral interaction in the EFL classroom, and promoting the reading process through collaborative strategic reading (CSR).

This book is divided into eight chapters. Each chapter explains the corresponding research process undergone by the students. It describes their theoretical considerations, instructional and research designs, data analysis and findings, and conclusions in relation to their concern.