Publicación:
Exploring teaching practices used by english teachers for promoting oral online interaction during COVID-19

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dc.contributor.advisorHerrera Naranjo, Solspa
dc.contributor.authorBohorquez Rodriguez, Deimer Davidspa
dc.date.accessioned2023-02-16T00:44:10Z
dc.date.available2023-02-16T00:44:10Z
dc.date.issued2023-02-14
dc.description.abstractDuring Covid-19, teachers experienced drastic changes in their teaching methodologies which posed new challenges for the teaching and learning processes, particularly at the time of promoting interaction. During in-person classes teachers used a variety of means and strategies to promote interaction and keep students enrolled, focused and motivated to participate during the activities. Teachers changed this daily practice due to Covid 19 to synchronous and asynchronous teaching processes. Studies on this area demonstrated how teachers promoted online interaction using forums, public debates and interaction activities mostly mediated through platforms and through asynchronous modes (Guo et al., 2018; Beffa-Negrini, 2002). However, little is known about how teachers modified their teaching to respond to oral online interaction in times of Covid-19. This case study aims at characterizing three EFL teachers´ teaching practices to promote oral online interaction during synchronous classes and their implications for teaching and learning. Data was collected through class observations, interviews and document analysis which revealed how teachers engaged in this challenging experience. Findings showed that teachers mainly used online video conferencing platforms such as zoom, and meets to develop their online classes. They enrolled teaching practices such as IMAGE model, realia, games, direct questions among others to promote oral online interaction. Reading and listening web-based activities were integrated to promote discussion. The results also showed the main implications in teaching and learning during Covid 19.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. Introduction 1spa
dc.description.tableofcontents2. Theoretical Framework 5spa
dc.description.tableofcontents2.1 Conceptual Framework 5spa
dc.description.tableofcontents2.1.2. Types of Interactions 7spa
dc.description.tableofcontents2.1.2.1 Learner-Content Interaction 8spa
dc.description.tableofcontents2.3 Synchronous Oral Online Processes 13spa
dc.description.tableofcontents2.4 Social Media Applications 15spa
dc.description.tableofcontents3. Literature Review 17spa
dc.description.tableofcontents3.1 Promoting Students’ Oral Interaction During Online Classes 17spa
dc.description.tableofcontents3.2 Teaching During the Period of the Covid-19 Pandemic 19spa
dc.description.tableofcontents4. Methodology 22spa
dc.description.tableofcontents4.1 Research Design 22spa
dc.description.tableofcontents4.2 Context and Participants 24spa
dc.description.tableofcontents4.4 Data Collection Methods 26spa
dc.description.tableofcontents4.5 Ethical Considerations 30spa
dc.description.tableofcontents4.6 Data Analysis 30spa
dc.description.tableofcontents5.0 Findings 35spa
dc.description.tableofcontents5.1 Teachers’ Virtual Synchronic Teaching Practices used for Promoting Oral Online Interaction. 36spa
dc.description.tableofcontents5.1.1 The use of Online Video Conferencing Platforms to Promote Oral Online Interaction 37spa
dc.description.tableofcontents5.1.2. The use of WhatsApp as a Cross-platform Messaging Service as a Teaching Practice 39spa
dc.description.tableofcontents5.1.3 The use of social media and Online Application 41spa
dc.description.tableofcontents5.1.4 Reading and Listening Web-Based teaching practices for Fostering Oral Online Interaction 42spa
dc.description.tableofcontents5.2 Teaching and Learning Implications in Online Scenarios to Promote Oral Online Interaction 47spa
dc.description.tableofcontents5.2.1 Teaching Gains 47spa
dc.description.tableofcontents5.2.1 Difficulty in Online Connectivity 49spa
dc.description.tableofcontents5.2.2 Difficulty in planning an Online Class 50spa
dc.description.tableofcontents5.2.3 Difficulty in Time Management 51spa
dc.description.tableofcontents5.2.4 Difficulty in Managing Emotions 52spa
dc.description.tableofcontents5.2.5 Difficulty in Hardware Functionalities 52spa
dc.description.tableofcontents6. Discussion 53spa
dc.description.tableofcontents7. Conclusions 67spa
dc.description.tableofcontents8.References 69spa
dc.description.tableofcontents9.Appendices 78spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7114
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programMaestría en Enseñanza del Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsOnline teaching practiceseng
dc.subject.keywordsOral online interactioneng
dc.subject.keywordsSynchronic Teachingeng
dc.subject.keywordsSocial Media Applicationseng
dc.subject.proposalPrácticas de enseñanza en líneaspa
dc.subject.proposalInteracción oral en líneaspa
dc.subject.proposalEnseñanza sincrónicaspa
dc.subject.proposalAplicaciones de redes socialesspa
dc.titleExploring teaching practices used by english teachers for promoting oral online interaction during COVID-19spa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_bdccspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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dcterms.referencesWorld Bank. 2021. Informe sobre el desarrollo mundial 2021 : Datos para una vida mejor. Washington, DC: World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/35218 License: CC BY 3.0 IGOspa
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dcterms.referencesZhang, Y., & Lin, C.-H. (2019). Student interaction and the role of the instructor in a virtual high school: What predicts online learning satisfaction? Technology, Pedagogy, and Education, 1(20), 1-31. doi:10.1080/1475939X.2019.1694061spa
dcterms.referencesZimmerman, T. (2012). Exploring Learner to Content Interaction as a Success Factor in Online Courses. International Review of Research in Open and Distance Learning, 13(4), 151-165. doi:10.19173/irrodl.v13i4.1302spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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