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Universidad EAFIT
Carrera 49 # 7 sur -50 Medellín Antioquia Colombia
Carrera 12 # 96-23, oficina 304 Bogotá Cundinamarca Colombia
(57)(4) 2619500 contacto@eafit.edu.co
EAFITIdiomas EAFITAcerca de Idiomas EAFITGrupo de Investigación - Idiomas EAFIT

Grupo de Investigación

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​Research Group of Idiomas EAFIT

The Research Group of the Language Center at EAFIT University (GICI), Medellin, Colombia seeks to improve the quality of English teaching and learning through the development of different projects that can directly impact instruction. As such, the GICI has a unique knowledge in developing assessment systems that integrate and meet the needs of the classroom and the curriculum with the ultimate purpose of generating positive washback. 

The group has extensive experience in the development of oral and writing assessment systems. More specifically, the GICI has the resources and capacity to design scoring scales, assessment guidelines, and teacher education programs oriented to the valid and reliable assessment of oral and writing skills.

The group’s most remarkable publications pertain to the area of assessment and evaluation and can be found in international journals, such as Language Testing and the Journal of Asia TEFL, and national publications, such as Profile and Ikala Revista de Lenguaje y Cultura.

In order to diversify its research work, the GICI is currently undertaking a project on language learning motivation. This project aims at exploring both teachers and students’ conceptions of motivation and motivating practices in the classroom. The goal of this research is to design strategies and educational programs to increase and maintain student motivation overtime.

At present, the GICI looks forward to creating associations or networks with institutions or individuals interested in conducting joint research projects, preferably, but not exclusive, in the area of assessment and testing.

Objectives

  • Increase the quality of English Language Teaching and Learning at the Language Center.
  • Promote the proffesional development of the teachers.
  • Contribute to the field of language teaching in the city and in the country.

Researchers

Projects

  • 2017: Students’ narratives and need support: Using self-determination theory to predict student academic engagement and wellness
  • 2016: Need support from some Colombian Universities: Using self-determination theory to predict student academic engagement and wellness
  • 2015: On the benefits of need support across three academic levels in Medellin, Colombia: Using self-determination theory to predict student engagement and wellness
  • 2014: On the benefits of need support across three academic levels in Colombia: Using self-determination theory to predict student engagement and wellness
  • 2013: Need-Supportive Training for English Teachers in Colombia: A Self-Determination Theory Perspective
  • 2012: Design and implementation of motivational strategies for English learning
  • 2010: 2011 Exploring teachers and students’ conceptions of motivation and motivating practices in the EFL classroom
  • 2008: Assessing teachers’ beliefs about the Language Center evaluation systems
  • 2006-2007: The effect of a writing assessment system on the teaching and learning of writing
  • 2005 : Designing a writing assessment system
  • 2002-2004: The Effect of an Oral Assessment System (OAS) in the teaching and learning of English as a foreign language
  • 2000 – 2001: Toward a Successful System of Assessment

Publications

Muñoz, A. (2017). Rethinking the uses of assessment in the second language classroom. Magis, 9(19), 115-132.

Muñoz, A. (2017). Defining Language Knowledge and Selecting Assessment ToolsOmni Scriptum GmbH & Co. Germany.

Palacio, M. et al.  (2016). Aligning English Language Testing with Curriculum. Profile 18(2).

Muñoz, A. & Ramirez, M.  (2015). Teachers’ conceptions of motivation and motivating practices in second language learning: A Self-determination Theory perspective. Theory and Research in Education, 13(2), 198-220.​


Muñoz, A. y Ramirez, M. (2014). La motivación de los empleados: más allá de la "zanahoria y el garrote". Ad-Minister, 24, 143-160. ​


Muñoz, A.; Palacio, M.; Escobar, L. (2011). Teachers’ Beliefs About Assessment in an EFL Context in Colombia. PROFILE, 14 (1), pp.143-158.


(2006). Developing a coherent system for the assessment of writing abilities: Tasks and tools. Ikala,revista de lenguaje y cultura. 11 (17), pp. 265-307.

Muñoz, A., Gaviria, S., Palacio, M. (2006). Guidelines for teaching and assessing writing. Cuadernos de Investigación, Doc. 48-102006.Muñoz, A., Casals, S., Gaviria, S., Palacio, M. (2004). Guidelines for oral assessment. Cuadernos de Investigación, Doc. 23 ISSN 1692-0694.

Muñoz, A., Aristizábal, Luz D., Crespo F., Gaviria, S., Palacio, M. (2003). Assessing the Spoken Language: Beliefs and Practices. Revista Universidad Eafit,129. Enero-Marzo, pp. 63-74

Muñoz, A.; Álvarez, M. (2003). Estimating the Validity and Reliability of an Oral Assessment Instrument. Revista Universidad Eafit , 39 (132), pp. 65-75.

Muñoz, A.; ​Alvarez, M., Casals, S.; Gaviria, S. y Palacio, M. (2003). Validation of an Oral Assessment Tool for Classroom Use. Colombian Applied Linguistics Journal. Vol. 5, September, pp. 139-157.

Última modificación: 05/09/2017 9:16