Ramos Acosta, LizethMéndez Agudelo, Laura CamilaRecalde Ruiz, Sofia2025-01-292025-01-292025http://hdl.handle.net/20.500.12993/4813ilustraciones, gráficos, tablasThis research investigates the incidence of the implementation of a didactic unit based on Content and Language Integrated Learning (CLIL) on the development of listening skills in English of fourth-grade students in the educational institution Diego Rengifo Salazar, located in the municipality of Bugalagrande, Valle del Cauca, Colombia. Recognizing the challenges in English proficiency in the Colombian context, this study aims to improve students' listening skills through interdisciplinary integration of natural science content. Using a sequential exploratory design with a mixed approach, the research combines qualitative observations and quantitative pre- and post-intervention assessments to evaluate the effectiveness of the CLIL didactic unit. The findings indicate that the CLIL approach fosters a more engaging learning environment, increases motivation, and improves listening comprehension, demonstrating its potential as an effective and innovative pedagogical strategy for English language acquisition in a natural way, adapted to the environment and students' needs. In addition, the research facilitates feedback spaces where students can interact among peers, contributing to holistic learning in which they feel comfortable and achieve meaningful acquisition of both target language and interdisciplinary content.Abstract / Introduction / Chapter I: Problem Statement / 1.1. Research Question / 1.2. General Objective / 1.3. Specific Objectives / 1.4. Rationale / Chapter II: Referential Framework 2.1. International Background Studies / 2.2. National Background Studies / 2.3. Local Background Studies / 2.4. Theoretical Framework / 2.4.1. English Language Learning / 2.4.2. Content and Language Integrated Learning (CLIL) / 2.4.3. Soft CLIL / 2.4.4. 4C’s Framework / 2.4.5. Language Triptych / 2.4.6. Listening Skills / 2.4.7. Assessment of Listening Skills / 2.4.8. Didactic Units / 2.4.9. Interdisciplinary / Chapter III: Methodology / 3.1. Methodological Approach / 3.2. Research Design / 3.3. Research Scope / 3.4. Research Context / 3.5. Population / 3.6. Implementation Process / 3.7. Instruments for Data Collection / 3.7.1. Pre- and Post-test / 3.7.2. Content of the Tests / 3.7.3. Didactic Unit Based on CLIL / 3.7.4. Field Diaries: Observations Through UCEVA Field Diaries / 3.7.5. Data Analysis Grid / 3.8. Data Analysis Process / 3.8.1. Open Coding / 3.8.2. Emerging Categories / 3.8.3 Quantitative Data Analysis Process / Chapter IV: Results Analysis / 4.1. Qualitative Results Analysis / 4.1.1. Category 1: Motivation and Positive Attitudes Towards English Learning / 4.1.2. Category 2: Students’ Awareness of Content and Language Integration / 4.1.3. Category 3: Natural Science Content Learning / 4.1.4. Category 4: Students’ Needs Towards Listening Activities / 4.1.5. Category 5: Other / 4.2. Quantitative Results Analysis / 4.2.1. Statistical Analysis of the Data / Chapter V: Discussion / Conclusion / Recommendations / References / AppendixPDF186 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0bachelor thesisAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessInstname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/Abierto (Texto Completo)Unidad didácticaAICLEHabilidad auditivahttp://purl.org/coar/access_right/c_abf2Didactic unitCLILListening skills