Perceptions of the influence of anxiety on students’ performance on English oral examinations
Este estudio de caso buscó determinar la forma en que diferentes actores perciben el impacto de los marcadores de ansiedad en el desempeño de losestudiantes de inglés en exámenes orales. La muestra incluyó 17 estudiantes, dos maestros y siete observadores externos de un programa de Licenciatura en i...
- Autores:
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Universidad de Caldas
- Repositorio:
- Repositorio Institucional U. Caldas
- Idioma:
- eng
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- oai:repositorio.ucaldas.edu.co:ucaldas/24723
- Acceso en línea:
- https://repositorio.ucaldas.edu.co/handle/ucaldas/24723
https://doi.org/10.17151/rlee.2021.17.2.8
- Palabra clave:
- marcadores de ansiedad
ansiedad en lenguas extranjeras
desempeño oral
exámenes orales
percepciones de ansiedad
hablar en público
anxiety markers
foreign language anxiety
oral performance
oral exams
perceptions of anxiety
public speaking
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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Perceptions of the influence of anxiety on students’ performance on English oral examinations Perceptions of the influence of anxiety on students’ performance on English oral examinations |
| title |
Perceptions of the influence of anxiety on students’ performance on English oral examinations |
| spellingShingle |
Perceptions of the influence of anxiety on students’ performance on English oral examinations marcadores de ansiedad ansiedad en lenguas extranjeras desempeño oral exámenes orales percepciones de ansiedad hablar en público anxiety markers foreign language anxiety oral performance oral exams perceptions of anxiety public speaking |
| title_short |
Perceptions of the influence of anxiety on students’ performance on English oral examinations |
| title_full |
Perceptions of the influence of anxiety on students’ performance on English oral examinations |
| title_fullStr |
Perceptions of the influence of anxiety on students’ performance on English oral examinations |
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Perceptions of the influence of anxiety on students’ performance on English oral examinations |
| title_sort |
Perceptions of the influence of anxiety on students’ performance on English oral examinations |
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marcadores de ansiedad ansiedad en lenguas extranjeras desempeño oral exámenes orales percepciones de ansiedad hablar en público anxiety markers foreign language anxiety oral performance oral exams perceptions of anxiety public speaking |
| topic |
marcadores de ansiedad ansiedad en lenguas extranjeras desempeño oral exámenes orales percepciones de ansiedad hablar en público anxiety markers foreign language anxiety oral performance oral exams perceptions of anxiety public speaking |
| description |
Este estudio de caso buscó determinar la forma en que diferentes actores perciben el impacto de los marcadores de ansiedad en el desempeño de losestudiantes de inglés en exámenes orales. La muestra incluyó 17 estudiantes, dos maestros y siete observadores externos de un programa de Licenciatura en inglés en Colombia. La recolección de datos incluyó observaciones estructuradas durante las presentaciones y entrevistas semiestructuradas a profesores y estudiantes. Los resultados mostraron que los presentadores se enfocaron en evitar los marcadores notorios de ansiedad, pero, para los observadores, estos no perjudicaron la calidad del discurso tanto como los marcadores intermitentes y sostenidos. Además, aunque la ansiedad afectó el rendimiento oral de los estudiantes, los maestros la excluyeron al evaluar su habilidad lingüística. Se invita a maestros y estudiantes a reflexionar sobre el impacto real de la ansiedad al hablar en público bajo circunstancias evaluativas, particularmente en contextos distintos al aula. |
| publishDate |
2021 |
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2021-07-01T00:00:00Z 2021-07-01T00:00:00Z 2021-07-01 2025-10-08T21:40:23Z 2025-10-08T21:40:23Z |
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167 2 143 17 Latinoamericana de Estudios Educativos Abad, J. V., & Alzate, P.A. (2016). Strategies instruction to improve the preparation for English oral exams. PROFILE Issues in Teachers’ Professional Development, 18(1), 129-147. http://dx.doi.org/10.15446/profile.v18n1.49592 Aida, Y. (1994). Examination of Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese, Modern Language Journal, 782, 155-67. Aiken, L.R. (2003). Tests psicológicos y evaluación,11ª. Ed. Pearson. Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press. Beatty, M. J., & Andriate, G. A. (1985). Communication apprehension and general trait anxiety in prediction of public speaking anxiety. Communication Quarterly, 33: 174-184. Bell, J. (2010). Doing your research project: A guide for first-time researchers in education, health and social science, 5th ed. McGraw Hill. Brown, D.H., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices, 2nd ed. Pearson. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press. Burns, A. (2010). Doing action research in language teaching. A guide for practitioners. Routledge. Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 11, 1-47. Caver, C.S., & Scheier, M. F. (1986). Functional and dysfunctional responses to anxiety: The interaction between expectancies and self-focused attention. In R. Schwarzer (Ed.) Self-related cognition in anxiety and motivation, (pp. 111-142). Erlbaum. Cifuentes-Gil, R.M. (2011). Diseño de proyectos de investigación cualitativa Noveduc. Coral-Piedrahita, D.C. (2018). Una aproximación a la concepción del lenguaje en el discurso que comunica al Ministerio de Educación Nacional a las instituciones de educación superior. Revista Latinoamericana de Estudios Educativos, 14 (2), 12-37. https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3974 Correa, D., & González, A. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives, 24(83), 1-30. http://dx.doi.org/10.14507/epaa.24.2459 Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment CEFR. https://www.coe.int/en/web/common-europeanframework-reference-languages Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, 4th ed. SAGE. Curry, L.A. (2015, June 23). Fundamentals of Qualitative Research Methods: Data Analysis Module 5. [Video]. YouTube https://youtu.be/opp5tH4uD-w Chen, Y. (2015). ESL students’ language anxiety in in-class oral presentations (publication No. 962) [Theses, Dissertations and Capstones]. Marshal Digital Scholar. https://mds.marshall.edu/etd/962 Denzin, N. K., & Lincoln, Y. S. (2005). Handbook of qualitative research, 3rd ed. SAGE. Elkhafaifi, H. (2005). Listening comprehension anxiety in the Arabic language classroom. The Modem Language Journal, 89(2), 206-220. https://doi.org/10.1111/j.1540- 4781.2005.00275.x Endler, N.S. (1980). Person-situation interaction and anxiety. In I.L. Kutash (Ed.), Handbook on stress and anxiety (pp.249-266). Jossey-Bass. Escobar, A.M. (2013). Bilingualism in Latin America revised version. In T.K. Bhatia & W.C. Ritchie (Eds). The Handbook of Bilingualism and Multilingualism (2nd ed). (pp. 725-744). Blackwell. https://doi.org/10.1002/9781118332382.ch29 Fernández -Castillo, A. & Caurcel, M.J. (2015). State test-anxiety, selective attention and concentration in university students. International Journal of Psychology, 50/4: 265–271. https://doi.org/10.1002/ijop.12092 Gardner, R. C. & Macintyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26(1),1-11. Gardner, R., Clement, C., Smythe, P.C., & Smythe. C. C. (1979). Attitudes and motivation test battery: revised manual, Research Bulletin No.15. University of Western Ontario. Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4),597-606. https://doi.org/10.46743/2160-3715/2003.1870 Goldberg, L.R. (1993). The structure of phenotypic personality traits. American Psychologist, 48, 26-34. Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. SAGE. Horikawa, M. (2013). Debilitative and facilitative perception of trait and state anxiety and their relationships to self‐confidence among undergraduate students on a serial addition task. International Journal of Advances in Psychology, 2(3),157-165. Horwitz, E. (2010). Foreign and second language anxiety. Language Teaching, 43(2),154-167. Horwitz, E. K., & Young, D. J. (1991). Language anxiety: from theory and research to classroom implications. Prentice Hall. Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2),125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x Krashen, S. (2013). Second language acquisition: theory, applications, and some conjectures. Cambridge University Press. Liu, M.H. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34, 301-316. Longhurst, R. (2003). Semi-structured interviews and focus groups. In N. Clifford, & G. Valentine (Eds.). Key Methods in Geography. (pp. 117-132). SAGE Macintyre, P.D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1),90-99. https://doi.org/10.1111/j.1540-4781.1995.tb05418.x MacIntyre, P. D. (1999). Language anxiety: a review of the research for language teachers. In” D. J. Young (ed.), Affect in foreign language and second language learning: a practical guide to creating a low-anxiety classroom atmosphere, (pp. 24- 45). McGraw-Hill. Macintyre, P. D., & Gardner, R. C. (1991). Methods and results in the study of anxiety and language learning: A review of the literature. Language Learning, 41(1), 85-117. Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-204. Marshall, M. N. (1996). Sampling for qualitative research. Family Practice,136, 522-526. Maturana-Patarroyo, L.M. (2015). Evaluación de aprendizajes en el contexto de otras lenguas. Funlam. http://www.funlam.edu.co/uploads/fondoeditorial/89_Evaluacion_de_aprendizajes_en_el_contexto_de_otras_lenguas.pdf Melitz, J. (2018). English as a lingua franca: Facts, benefits and costs. The World Economy. Special Issue: The Economics of Common Language and Culture, 41(7), 1750-1774. https://doi.org/10.1111/twec.12643 Ministerio de Educación Nacional de Colombia. (2016, feb. 03). Resolución 02041. Por la cual se establecen las características específicas de calidad de los programas de Licenciatura para la obtención, renovación o modificación del registro calificado. https://www.mineducacion.gov.co/1759/articles-356144_recurso_1.pdf Moore, T.S., Lapan, S.D., & Quartaroli, M.T. (2012). Case Study Research. In S. D. Lapan, M.T. Quartaroli, & F.J. Riemer. (Eds). Qualitative research. An introduction to methods and designs. (pp. 243-270). Jossey-Bass. National Social Anxiety Center. (2016). Public speaking anxiety. https://nationalsocialanxietycenter.com/social-anxiety/public-speaking-anxiety/ Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycho-Linguistics, 20, 217-239. https://doi.org/10.1017/s0142716499002039 Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the mainstream classroom. Research in the Teaching of English, 36, 327-355. https://www.jstor.org/stable/40171530 Patton, M.Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice, 4th ed. SAGE. Peláez, O., & Usma, J. (2017). The crucial role of educational stakeholders in the appropriation of foreign language education policies: A case study. Profile, Issues in Teachers’ Professional Development, 19(2), 121-134. https://doi.org/10.15446/profile.v19n2.57215 Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety: Interview with Highly Anxious Students. In E. K. Horwitz, & D. J. Young (Eds.), Language anxiety: from theory and research to classroom implications (pp. 101-108). Prentice Hall. Ranjbar, N. A., & Narafshan, M. H. (2016). Affective domain: The relationship between teachers’ affective factors and EFL students’ motivation. Journal for the Study of English Linguistics, 4(2),13-28. https://doi.org/10.5296/jsel.v4i2.9920 Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. The Modern Language Journal, 83, 202- 218. Spielberger, C. D. (1989). State-Trait Anxiety Inventory: Bibliography, 2nd ed. Consulting Psychologists Press. Stake, R.E. (1995). The art of case study research. SAGE. Subaşi, G. (2010). What are the main sources of Turkish EFL students’ anxiety in oral practice? Turkish Online Journal of Qualitative Inquiry, 1/2 , 29-49. http://www.acarindex.com/dosyalar/makale/acarindex-1423932623.pdf Taylor, P.C., & Medina, M.N.D. (2013). Educational research paradigms: from positivism to multiparadigmatic. Journal for Meaning Centered Education, 1- https://doi.org/16.10.13140/2.1.3542.0805 Universidad Católica Luis Amigó. (2019). Proyecto Educativo Institucional https://www.funlam.edu.co/uploads/documentosjuridicos/684_PEI-Proyecto-EducativoInstitucional-2019.pdf Universidad Católica Luis Amigó (2018). Proyecto Educativo del Programa Licenciatura en Lenguas Extranjeras con Énfasis en inglés. https://www.funlam.edu.co/uploads/facultadeducacion/402_LICENCIATURA_EN_LENGUS_EXTRANJERAS_PEP_2018.pdf Usma, J. (2015). From transnational language policy transfer to local appropriation the case of the national bilingual program in Medellín, Colombia. Deep University Press. Universidad Nacional de Colombia. (2012). Guía para consolidar el proyecto educativo del programa-PEP, autoevaluación y seguimiento de la calidad de los programas de pregrado. http://www.pregrado.unal.edu.co/docs/acreditacion/general/Guia_PEP_2012.pdf Vieytes, R. (2004). Metodología de la investigación en organizaciones, mercado y sociedad. Epistemología y técnicas [Research methodology in organizations, market, and society. Epistemology and techniques]. Editorial de las Ciencias. Woodrow, L. (2006). Anxiety and speaking english as a second language, RELC Journal, 37(3), 308-328. Yan, J.X., & Horwitz, E. K. (2008). Learners’ perceptions of how anxiety interacts with personal and instructional factors to influence their achievement in English: qualitative analysis of EFL learners in China. Language Learning, 58(1),151-183. Yin, R. K. (2013). Case study research: Design and methods, 5th ed. SAGE. Young, D.J. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 195, 439-445. https://doi.org/10.1111/j.1944-9720.1986.tb01032.x Young, D.J. (1999). Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere. McGraw- Hill College. Núm. 2 , Año 2021 : Julio - Diciembre https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/6394/5766 |
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Perceptions of the influence of anxiety on students’ performance on English oral examinationsPerceptions of the influence of anxiety on students’ performance on English oral examinationsmarcadores de ansiedadansiedad en lenguas extranjerasdesempeño oralexámenes oralespercepciones de ansiedadhablar en públicoanxiety markersforeign language anxietyoral performanceoral examsperceptions of anxietypublic speakingEste estudio de caso buscó determinar la forma en que diferentes actores perciben el impacto de los marcadores de ansiedad en el desempeño de losestudiantes de inglés en exámenes orales. La muestra incluyó 17 estudiantes, dos maestros y siete observadores externos de un programa de Licenciatura en inglés en Colombia. La recolección de datos incluyó observaciones estructuradas durante las presentaciones y entrevistas semiestructuradas a profesores y estudiantes. Los resultados mostraron que los presentadores se enfocaron en evitar los marcadores notorios de ansiedad, pero, para los observadores, estos no perjudicaron la calidad del discurso tanto como los marcadores intermitentes y sostenidos. Además, aunque la ansiedad afectó el rendimiento oral de los estudiantes, los maestros la excluyeron al evaluar su habilidad lingüística. Se invita a maestros y estudiantes a reflexionar sobre el impacto real de la ansiedad al hablar en público bajo circunstancias evaluativas, particularmente en contextos distintos al aula.This case study sought to determine the way in which different actors perceive the impact of anxiety markers on the quality of EFL students’ performance on oral examinations. The group of participants was made up of 17 students, two teachers, and seven external observers from an undergraduate English teaching program in Colombia. The data collection process involved structured observations during students’ presentations and semi-structured interviews to both teachers and students. The results showed that presenters focused on avoiding notorious anxiety markers, but, from the observers’ point of view, these did not affect speech quality as much as intermittent and sustained markers did. Moreover, although anxiety affected students’ oral performance, teachers filtered it out when grading students’ language ability. Teachers and students are therefore invited to reflect upon anxiety’s actual impact on public speaking in test situations, particularly in contexts other than the classroom.Universidad de Caldas2021-07-01T00:00:00Z2025-10-08T21:40:23Z2021-07-01T00:00:00Z2025-10-08T21:40:23Z2021-07-01Artículo de revistahttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf1900-9895https://repositorio.ucaldas.edu.co/handle/ucaldas/2472310.17151/rlee.2021.17.2.82500-5324https://doi.org/10.17151/rlee.2021.17.2.8https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/6394eng167214317Latinoamericana de Estudios EducativosAbad, J. V., & Alzate, P.A. (2016). Strategies instruction to improve the preparation for English oral exams. PROFILE Issues in Teachers’ Professional Development, 18(1), 129-147. http://dx.doi.org/10.15446/profile.v18n1.49592Aida, Y. (1994). Examination of Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese, Modern Language Journal, 782, 155-67.Aiken, L.R. (2003). Tests psicológicos y evaluación,11ª. Ed. Pearson.Bachman, L. F. & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.Beatty, M. J., & Andriate, G. A. (1985). Communication apprehension and general trait anxiety in prediction of public speaking anxiety. Communication Quarterly, 33: 174-184.Bell, J. (2010). Doing your research project: A guide for first-time researchers in education, health and social science, 5th ed. McGraw Hill.Brown, D.H., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices, 2nd ed. Pearson.Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University Press.Burns, A. (2010). Doing action research in language teaching. A guide for practitioners. Routledge.Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 11, 1-47.Caver, C.S., & Scheier, M. F. (1986). Functional and dysfunctional responses to anxiety: The interaction between expectancies and self-focused attention. In R. Schwarzer (Ed.) Self-related cognition in anxiety and motivation, (pp. 111-142). Erlbaum.Cifuentes-Gil, R.M. (2011). Diseño de proyectos de investigación cualitativa Noveduc.Coral-Piedrahita, D.C. (2018). Una aproximación a la concepción del lenguaje en el discurso que comunica al Ministerio de Educación Nacional a las instituciones de educación superior. Revista Latinoamericana de Estudios Educativos, 14 (2), 12-37. https://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/view/3974Correa, D., & González, A. (2016). English in public primary schools in Colombia: Achievements and challenges brought about by national language education policies. Education Policy Analysis Archives, 24(83), 1-30. http://dx.doi.org/10.14507/epaa.24.2459Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment CEFR. https://www.coe.int/en/web/common-europeanframework-reference-languagesCreswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches, 4th ed. SAGE.Curry, L.A. (2015, June 23). Fundamentals of Qualitative Research Methods: Data Analysis Module 5. [Video]. YouTube https://youtu.be/opp5tH4uD-wChen, Y. (2015). ESL students’ language anxiety in in-class oral presentations (publication No. 962) [Theses, Dissertations and Capstones]. Marshal Digital Scholar. https://mds.marshall.edu/etd/962Denzin, N. K., & Lincoln, Y. S. (2005). Handbook of qualitative research, 3rd ed. SAGE.Elkhafaifi, H. (2005). Listening comprehension anxiety in the Arabic language classroom. The Modem Language Journal, 89(2), 206-220. https://doi.org/10.1111/j.1540- 4781.2005.00275.xEndler, N.S. (1980). Person-situation interaction and anxiety. In I.L. Kutash (Ed.), Handbook on stress and anxiety (pp.249-266). Jossey-Bass.Escobar, A.M. (2013). Bilingualism in Latin America revised version. In T.K. Bhatia & W.C. Ritchie (Eds). The Handbook of Bilingualism and Multilingualism (2nd ed). (pp. 725-744). Blackwell. https://doi.org/10.1002/9781118332382.ch29Fernández -Castillo, A. & Caurcel, M.J. (2015). State test-anxiety, selective attention and concentration in university students. International Journal of Psychology, 50/4: 265–271. https://doi.org/10.1002/ijop.12092Gardner, R. C. & Macintyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26(1),1-11.Gardner, R., Clement, C., Smythe, P.C., & Smythe. C. C. (1979). Attitudes and motivation test battery: revised manual, Research Bulletin No.15. University of Western Ontario.Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4),597-606. https://doi.org/10.46743/2160-3715/2003.1870Goldberg, L.R. (1993). The structure of phenotypic personality traits. American Psychologist, 48, 26-34.Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. SAGE.Horikawa, M. (2013). Debilitative and facilitative perception of trait and state anxiety and their relationships to self‐confidence among undergraduate students on a serial addition task. International Journal of Advances in Psychology, 2(3),157-165.Horwitz, E. (2010). Foreign and second language anxiety. Language Teaching, 43(2),154-167.Horwitz, E. K., & Young, D. J. (1991). Language anxiety: from theory and research to classroom implications. Prentice Hall.Horwitz, E.K., Horwitz, M.B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2),125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.xKrashen, S. (2013). Second language acquisition: theory, applications, and some conjectures. Cambridge University Press.Liu, M.H. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34, 301-316.Longhurst, R. (2003). Semi-structured interviews and focus groups. In N. Clifford, & G. Valentine (Eds.). Key Methods in Geography. (pp. 117-132). SAGEMacintyre, P.D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1),90-99. https://doi.org/10.1111/j.1540-4781.1995.tb05418.xMacIntyre, P. D. (1999). Language anxiety: a review of the research for language teachers. In” D. J. Young (ed.), Affect in foreign language and second language learning: a practical guide to creating a low-anxiety classroom atmosphere, (pp. 24- 45). McGraw-Hill.Macintyre, P. D., & Gardner, R. C. 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McGraw- Hill College.Núm. 2 , Año 2021 : Julio - Diciembrehttps://revistasojs.ucaldas.edu.co/index.php/latinoamericana/article/download/6394/5766https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Abad, José VicenteOtálvaro Arango, SantiagoVergara Restrepo, Mateooai:repositorio.ucaldas.edu.co:ucaldas/247232025-10-08T21:40:23Z |