Examinando por Materia "Participación oral"

Mostrando 1 - 6 de 6
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    Designing a lesson plan using multimodal digital composing to foster oral participation to a student with asd
    (2021-09-14) Buelvas Gutiérrez, Jully Zaitel; Lizarralde Ángel, María Paula; García Montes, Paula Andrea
    Inclusion is one of the most challenging aspects in education, especially when teaching English as a second language to autistic students. This research aims to identify the elements, stages, steps, differentiations and adaptations that a multimodal digital composing lesson should have to foster oral participation in a student with ASD in a regular school in Montería. Data was collected through a questionnaire, an interview and document analysis. Findings of this study describes a lesson plan built on theories and perspectives concerning designing of Multimodal Digital Texts and guided by the students’ needs analysis. Finally, this study suggests teaching English through the content and the text from the general to the specific.
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    Exploring socio-cognitive alignment opportunities in an efl classroom
    (2020-06-02) López Carmona, Brando José; Ramos Cano, Luis Manuel; Becerra Posada, Tatiana
    Oral participation is the process in which students express and communicate their ideas and thoughts, having opportunities to practice L2 and interact with the teacher and classmates. According to Socio-cognitive theory, alignment plays an important role when learning a L2, which considers learners’ mind and body interaction with their peers and their surroundings as essential for learning. Thus, this study aimed to explore the alignment moments between a pre-service teacher and his students in an EFL classroom, as well as, the learning and participation opportunities generated by this alignment. Lesson observations were approached following micro-analysis and multimodal transcriptions. The findings described the semiotic resources such as proxemics, body posture, gazing and intonation that converged during the interaction between the pre-service teacher and students. Learning opportunities generated from the alignment moments such as participation and synchrony were also described. The study suggests benefits and further possibilities for research on alignment under a socio-cognitive approach in the field of teacher-education.
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    Flipping oral participation in efl lessons during the covid-19 pandemic
    (2023-02-15) Hoyos Molina, Andrés Felipe; Pastrana Muñoz, Juan Carlos
    The current study explains changes in fourth graders’ oral participation that study in a private institution located in Montería, Córdoba, Colombia, and learned English as a Foreign Language following a Flipped Learning Approach. The essence of this study is rooted in the change that the educational field experienced due to the COVID-19 pandemic that affected the world and provoked teachers, schools, and institutions worldwide to implement Emergency Remote Learning. This study followed an explanatory research design to explain how those changes occurred. Observations, in-depth interviews, and documentation were used as methods to collect the data. Data were collected between April 2021 and September 2022. It was analyzed following the Marshall and Rossman model, pursuing their seven stages proposed to analyze the data. To increase the trustworthiness and legitimacy of this study, the data were triangulated, comparing different data sources and proposing rigorous conclusions. The findings revealed that the participants positively perceived oral participation in the flipped classroom. Important aspects such as the importance of participating orally in class and the influence of Information and Communication Technologies (ICT) were highlighted in those perceptions. A matrix was used to analyze changes in the frequency and quality of oral participation. In that sense, the findings evidenced that students’ oral participation had increasingly significant changes. However, little changes were found in terms of the quality of oral participation in the flipped classroom. Also, this study revealed that affective factors such as self-esteem, anxiety, and motivation provoked changes in students’ oral participation in the flipped classroom.
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    The lived experiences of demotivated 10th-graders speaking in english classes after pandemic: a phenomenological study
    (Universidad de Cordoba, 2023-07-31) Diaz Burgos, Edriam; Perez Nieto, Daniel Mauricio; Aguas Castillo, Pedro Pablo ; Diaz Arrollo, Eliecer; Vergara Sanchez, Elkin David
    Motivation is the desire of a student to acquire new knowledge and put it into practice by performing tasks. It plays an essential role in students when learning a foreign language. However, the COVID-19 pandemic has harmed foreign language learners' motivation to participate in oral activities in English. The purpose of this phenomenological study was to understand the lived experiences of 10th-grade students that reflected their demotivation to participate in speaking activities after the COVID-19 pandemic. This study employs Giorgi's five-step method for conducting a phenomenological analysis. The data sources for this research included in-depth interviews and researchers’ diary. Four themes emerged from the data collected: 1) The bright side of motivation, 2) The battle between the heart and the brain, 3) The barriers of communication in foreign language learning, and 4) Awareness of a duality in teaching. The study highlights the importance of motivation in foreign language learning and in the development of speaking skills.
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    A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom
    (2020-05-10) Navarro Rodríguez, Paola Saray; Lorduy Arellano, Danilza
    Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improve
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    Translanguaging learning opportunities generated to high school students’ oral participation
    (2023-07-18) Arias Monterroza, Diana Carolina; García Contreras, Sarah Cristina; Herazo Rivera, José David
    Students' oral participation during lessons is fundamental for learning a new language, since it creates opportunities for both meaning production and understanding. However, it is common that school students participate little or mostly in Spanish (L1) during English (L2) lessons; such is the case of the group of Colombian students that were the focus of this study. This action research investigated the opportunities of code-switching and code-blending translanguaging strategies to promote students’ oral participation in L2 lessons. Translanguaging allows two different languages to be used simultaneously as a single linguistic repertoire during communication to enhance the development of the languages involved. Several studies have shown that there is a need for further study to explore the reasons for students’ little oral participation in L2 lessons and how this phenomenon could be overcome through the implementation of strategies such as translanguaging. Data included one class observation, teacher interview, a survey to students, three lesson observations, and a teachers’ reflective journal. Analysis suggested that code-switching and code-blending may have generated an increase in oral participation opportunities in the L2 classroom. Additionally, there was a notorious use of the students’ English-Spanish linguistic repertoire to support L2 learning. However, these changes may also be explained by the integration of translanguaging to meaningful learning activities and topics. The study advocates for the use of Spanish and English flexibly during lessons, as part of a single repertoire students and teachers can use to promote L2 learning in Colombian L2 classrooms.