Examinando por Materia "Genre-based pedagogy"

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    The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts
    (2020-06-07) Oyola Massy, Reinel David; Ortega Sanabria, Josué David
    Reading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.
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    Improving reading comprehension using genre-based pedagogy while reading manga
    (2022-11-15) Oviedo Salgado, Jean Paul; Diaz Martínez, Luis Alfredo
    This research maps the use of Genre-Based Pedagogy (GBP) and manga to picture possible changes and improvement in students reading comprehension abilities. An initial reflection within the action research design led to the understand students’ needs and school educational system towards reading as an important skill. Analysis of the problem showed that the study of new emerging and popular trends, such as genre- based pedagogy, can be assertive tools in the learning of a L2. It was also found there are gaps in studies related to manga that could illustrate its use in education and EFL/ESL context. Because of its nature, this investigation is qualitative using action research design. An action plan using GBP, manga and multiple genres was carried out to improve reading comprehension levels. Results showed that there were multiple changes perceived by all actors of the study and that were substantiated by a series of instruments that revealed important data; improvement of students’ reading comprehension levels, changes of class mechanics when reading.
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    Reading to learn instruction in a group of EFL sixth-graders’ development of spoken discourse for descriptive reports
    (2022-11-16) Díaz Ochoa, Luisa; Arroyo, Diana
    High school students in Colombian classrooms have been shown to lack autonomous spoken production in English (Gutierrez, 2005; Bocanegra & Ramirez, 2018). One of the causes may be the inappropriate strategies for teaching the skill (Herazo, 2012; Fuentes, 2013). The present study addressed this issue through the innovative Genre-Based pedagogy model, reading to learn (R2L). Reading to learn is an instructional approach that uses texts as a starting point of instruction. Research in R2L (Becerra et al. 2020; Herazo et. al., 2021) has shown that this approach leads students to become autonomous creators of meaning. Emerging research on R2L for spoken communication has proven that this methodology effectively develops oral interactions in L2 classrooms. This research study examined the impact of a Reading to learn model adapted to spoken communication on learners’ production of descriptive reports in a 6th-grade EFL Colombian class. The study followed a case study-mixed method design to encompass the complexity of learners’ production development. The data were collected through two spoken tasks (pretest and posttest), observations, and interviews with the students. The quantitative and qualitative analyses of the data were integrated with a joint display. Findings suggest that R2L significantly affected the learners’ spoken production of descriptive analysis and is a valuable tool for developing students’ ability to create meaning in English.