<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-4870</journal-id>
<journal-title><![CDATA[Folios]]></journal-title>
<abbrev-journal-title><![CDATA[Folios]]></abbrev-journal-title>
<issn>0123-4870</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica Nacional ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-48702018000100165</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Promotion of Differentiated Instruction Through a Virtual Learning Environment]]></article-title>
<article-title xml:lang="es"><![CDATA[Promoción de instrucción diferenciada a través de un ambiente de aprendizaje virtual]]></article-title>
<article-title xml:lang="pt"><![CDATA[Promoção de instruções diferenciadas através de um ambiente de aprendizagem virtual]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vargas-Parra]]></surname>
<given-names><![CDATA[Marolly Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez-Orejuela]]></surname>
<given-names><![CDATA[Javier Armando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Herrera-Mosquera]]></surname>
<given-names><![CDATA[Leonardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Surcolombiana  ]]></institution>
<addr-line><![CDATA[Neiva ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<numero>47</numero>
<fpage>165</fpage>
<lpage>177</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-48702018000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-48702018000100165&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-48702018000100165&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative action research intends to analyze the effects of differentiated instruction (DI) administered through a virtual learning environment (VLE) on students' English learning process. Differentiated instruction is understood as an approach that aims to foster every student's potential by taking into account their level of readiness, learning styles, multiple intelligences and interests. A group of 29 students from a private school participated in this research study. Journals data were analyzed through the use of content analysis and triangulation techniques, using Atlas.ti software. Findings avowed that DI through a VLE approach (DI-VLE henceforth) had a positive impact on students' learning process, meeting their needs and increasing their motivation. This study suggests that teachers and researchers in Colombia implement DI in their own practices to gain understanding of the advantages and disadvantages of this approach. The field of teaching English as a foreign language cannot be exception. The DI approach can constitute a valuable pedagogical alternative for the benefit of students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación-acción cualitativa tiene como objetivo analizar los efectos de la instrucción diferenciada (ID) administrada a través de un ambiente de aprendizaje virtual (AAV) en el proceso de aprendizaje de los estudiantes de inglés. La instrucción diferenciada se entiende como un abordaje que busca fomentar el potencial de cada estudiante, teniendo en cuenta su nivel de preparación, hábitos de aprendizaje, inteligencias múltiples e intereses. Un grupo de 29 estudiantes de una escuela privada participó en este estudio. Se analizaron los datos de los diarios a través del uso de análisis de contenido y técnicas de triangulación con el software Atlas.ti. Como resultado, el ID a través del AAV (en adelante ID-AAV) tuvo un impacto positivo en el proceso de aprendizaje de los estudiantes al conocer sus necesidades y aumentar su motivación. Este estudio sugiere que los profesores e investigadores en Colombia deberían implementar el ID en sus propias prácticas para entender las ventajas y desventajas de este método. El campo de estudio del inglés como lengua extranjera no puede ser la excepción. El abordaje de la ID puede constituir una alternativa pedagógica valiosa para el beneficio de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta investigação-ação qualitativa visa analisar os efeitos da instrução diferenciada (ID) ministrada através de um ambiente de aprendizagem virtual (AAV) no processo de aprendizagem dos estudantes de inglês. A instrução diferenciada é entendida como uma abordagem que procura encorajar o potencial de cada estudante levando em conta seu nível de preparação, hábitos de aprendizagem, inteligências múltiplas e interesses. Um grupo de 29 estudantes de uma escola privada participaram neste estudo. Analisaram-se os dados dos diários através do uso de análise de conteúdo e técnicas de triangulação com o software Atlas.ti. Como resultado, o ID através do AAV (ID-AAV doravante) teve um impacto positivo no processo de aprendizagem dos estudantes ao conhecer suas necessidades e aumentar sua motivação. Este estudo sugere que os professores e pesquisadores na Colômbia deveriam implementar ID em suas próprias práticas para entender as vantagens e desvantagens desta abordagem. O campo do estudo do inglês como língua estrangeira não pode ser a excepção. A abordagem da ID pode constituir uma alternativa pedagógica valiosa para o benefício dos estudantes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Differentiated instruction (DI)]]></kwd>
<kwd lng="en"><![CDATA[virtual learning environment (VLE)]]></kwd>
<kwd lng="en"><![CDATA[english as a foreign language (EFL)]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="es"><![CDATA[Instrucción diferenciada (ID)]]></kwd>
<kwd lng="es"><![CDATA[ambiente de aprendizaje virtual (AAV)]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de idiomas]]></kwd>
<kwd lng="pt"><![CDATA[Instrução diferenciada (ID)]]></kwd>
<kwd lng="pt"><![CDATA[ambiente de aprendizagem virtual (AAV)]]></kwd>
<kwd lng="pt"><![CDATA[inglês como língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem de línguas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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