{"id":{"repo_id":"unm","oai_identifier":"oai:digitalrepository.unm.edu:educ_llss_etds-1021"},"canonical_url":"https://search.dev.ndltd.org/etd/unm/oai:digitalrepository.unm.edu:educ_llss_etds-1021","repository":{"repo_id":"unm","name":"University of New Mexico","base_url":"https://digitalrepository.unm.edu/do/oai/"},"display":{"title":"Spanish-Speaking Students Perceptions of EFL as Demonstrated in Writing for an Undergraduate English Phonetics and Phonology Course in Bogotá Colombia","abstract":"Students' perceptions of English as a foreign language (EFL) were studied in 20 final papers written by 44 students for the undergraduate course of English Phonetics and Phonology taught at a university in Bogota, Colombia in four cohorts. Using qualitative content analysis (QCA), this study analyzes students' meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet. These meanings were represented in the students' words, ideas, and symbols to construe the new language and to make sense out of it. The 20 final papers are considered primary data in this particular study; the data of the instructor and a post-experience survey are classified as secondary data. These data served to contextualize the participants' perceptions in their final papers and to validate students' experiences and environmental reality of the foreign language. The role of the instructor is indirectly questioned, as the final papers are the result of a teaching-learning practice which was created and implemented by the instructor in two and a half years of teaching English Phonetics and Phonology (Fall 2010-Spring 2012). The study explores the underlying dialogical relationships students established with the various semiotic texts: printed, audiovisual, and audio texts. This study uses a sociocultural framework, where issues of cognitive perception, local reality, and the abstract, dialogical, and fragmented nature of texts helped foreign language students interpret and reconstruct foreign language through virtual reality.'","abstract_html":"Students' perceptions of English as a foreign language (EFL) were studied in 20 final papers written by 44 students for the undergraduate course of English Phonetics and Phonology taught at a university in Bogota, Colombia in four cohorts. Using qualitative content analysis (QCA), this study analyzes students' meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet. These meanings were represented in the students' words, ideas, and symbols to construe the new language and to make sense out of it. The 20 final papers are considered primary data in this particular study; the data of the instructor and a post-experience survey are classified as secondary data. These data served to contextualize the participants' perceptions in their final papers and to validate students' experiences and environmental reality of the foreign language. The role of the instructor is indirectly questioned, as the final papers are the result of a teaching-learning practice which was created and implemented by the instructor in two and a half years of teaching English Phonetics and Phonology (Fall 2010-Spring 2012). The study explores the underlying dialogical relationships students established with the various semiotic texts: printed, audiovisual, and audio texts. This study uses a sociocultural framework, where issues of cognitive perception, local reality, and the abstract, dialogical, and fragmented nature of texts helped foreign language students interpret and reconstruct foreign language through virtual reality.'","abstract_has_math":false,"creators":["Lombana Giraldo, Claudia Helena"],"institution":null,"degree_name":"Language, Literacy and Sociocultural Studies","degree_level":"Dissertation","degree_discipline":"Language, Literacy, and Sociocultural Studies","degree_department":null,"school":null,"contributors":["Calhoon, Judith Anne","Peele-Eady, Tryphenia","Mahn, Holbrook","Crawford-Garrett, Katherine","Laura, Haniford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-01T07:00:00Z","date_published":"2015-09-01T07:00:00Z","updated_at":"2026-07-24T05:26:29Z","subjects":["EFL/ESL","PERCEPTION","SECOND LANGUAGE PHONETICS AND PHONOLOLGY","PRONUNCIATION","LISTENING","LANGUAGE LEARNING AND COMMUNICATION"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_llss_etds/22"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_llss_etds/22","href":"https://digitalrepository.unm.edu/educ_llss_etds/22","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/30400","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Calhoon, Judith Anne","Peele-Eady, Tryphenia","Mahn, Holbrook","Crawford-Garrett, Katherine","Laura, Haniford"]},{"key":"dc:creator","label":"Author","values":["Lombana Giraldo, Claudia Helena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Language, Literacy, and Sociocultural Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Language, Literacy and Sociocultural Studies"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["EFL/ESL","PERCEPTION","SECOND LANGUAGE PHONETICS AND PHONOLOLGY","PRONUNCIATION","LISTENING","LANGUAGE LEARNING AND COMMUNICATION"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/30400","https://digitalrepository.unm.edu/educ_llss_etds/22"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Students' perceptions of English as a foreign language (EFL) were studied in 20 final papers written by 44 students for the undergraduate course of English Phonetics and Phonology taught at a university in Bogota, Colombia in four cohorts. Using qualitative content analysis (QCA), this study analyzes students' meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet. These meanings were represented in the students' words, ideas, and symbols to construe the new language and to make sense out of it. The 20 final papers are considered primary data in this particular study; the data of the instructor and a post-experience survey are classified as secondary data. These data served to contextualize the participants' perceptions in their final papers and to validate students' experiences and environmental reality of the foreign language. The role of the instructor is indirectly questioned, as the final papers are the result of a teaching-learning practice which was created and implemented by the instructor in two and a half years of teaching English Phonetics and Phonology (Fall 2010-Spring 2012). The study explores the underlying dialogical relationships students established with the various semiotic texts: printed, audiovisual, and audio texts. This study uses a sociocultural framework, where issues of cognitive perception, local reality, and the abstract, dialogical, and fragmented nature of texts helped foreign language students interpret and reconstruct foreign language through virtual reality.'"]},{"key":"dc:title","label":"Title","values":["Spanish-Speaking Students Perceptions of EFL as Demonstrated in Writing for an Undergraduate English Phonetics and Phonology Course in Bogotá Colombia"]}]}],"canonical_facts":{"dc:contributor":["Calhoon, Judith Anne","Peele-Eady, Tryphenia","Mahn, Holbrook","Crawford-Garrett, Katherine","Laura, Haniford"],"dc:creator":["Lombana Giraldo, Claudia Helena"],"dc:description.abstract":["Students' perceptions of English as a foreign language (EFL) were studied in 20 final papers written by 44 students for the undergraduate course of English Phonetics and Phonology taught at a university in Bogota, Colombia in four cohorts. Using qualitative content analysis (QCA), this study analyzes students' meanings and interpretations of the foreign language in their written ideas that emerged in the process of written and phonetic transcriptions of a verbatim sample chosen from the Internet. These meanings were represented in the students' words, ideas, and symbols to construe the new language and to make sense out of it. The 20 final papers are considered primary data in this particular study; the data of the instructor and a post-experience survey are classified as secondary data. These data served to contextualize the participants' perceptions in their final papers and to validate students' experiences and environmental reality of the foreign language. The role of the instructor is indirectly questioned, as the final papers are the result of a teaching-learning practice which was created and implemented by the instructor in two and a half years of teaching English Phonetics and Phonology (Fall 2010-Spring 2012). The study explores the underlying dialogical relationships students established with the various semiotic texts: printed, audiovisual, and audio texts. This study uses a sociocultural framework, where issues of cognitive perception, local reality, and the abstract, dialogical, and fragmented nature of texts helped foreign language students interpret and reconstruct foreign language through virtual reality.'"],"dc:identifier":["http://hdl.handle.net/1928/30400","https://digitalrepository.unm.edu/educ_llss_etds/22"],"dc:language":["English"],"dc:subject":["EFL/ESL","PERCEPTION","SECOND LANGUAGE PHONETICS AND PHONOLOLGY","PRONUNCIATION","LISTENING","LANGUAGE LEARNING AND COMMUNICATION"],"dc:title":["Spanish-Speaking Students Perceptions of EFL as Demonstrated in Writing for an Undergraduate English Phonetics and Phonology Course in Bogotá Colombia"],"thesis:degree_discipline":["Language, Literacy, and Sociocultural Studies"],"thesis:degree_level":["Dissertation","Doctoral"],"thesis:degree_name":["Language, Literacy and Sociocultural Studies"]},"updated_at":"2026-07-24T05:26:29Z"}