Publicación:
Cartoon-Based R2L cycle: a multimodal approach to biographical recounts

Vista sencilla de ítem
dc.contributor.advisorPacheco Machado, Leonardo Joséspa
dc.contributor.authorOgaza Gómez, Dina Luz
dc.date.accessioned2022-08-31T06:58:58Z
dc.date.available2023-08-30
dc.date.available2022-08-31T06:58:58Z
dc.date.issued2022-08-30
dc.description.abstractAprender a leer y escribir diferentes tipos de textos es esencial para los estudiantes de inglés como lengua extranjera (EFL) y se requiere en todos los contextos educativos. Es por ello que este estudio se aplicó en un colegio bilingüe, donde los estudiantes de quinto grado se enfrentaban a grandes dificultades para comprender textos al leer y organizar sus ideas al escribir. Los estudiantes no pudieron dar sentido a los textos, organizar y conectar ideas y 6 escribir textos independientes. Por lo tanto, el propósito de este estudio cualitativo, arraigado en un diseño de investigación acción, fue promover las habilidades de lectura y escritura de los estudiantes en su segundo idioma mediante la incorporación de textos icónicos como textos multimodales y siguiendo la secuencia de la pedagogía de lectura para aprender (R2L). R2L es un enfoque que permite a los estudiantes desarrollar sus habilidades de lectura y escritura. A través de R2L, los estudiantes pueden dar sentido a los textos y construir textos independientes basados en el análisis y la co-construcción de un texto modelo. Los datos se recopilaron a través de una tarea de diagnóstico, observación participante, dos tareas de lectura, muestras de escritura de los estudiantes, grabaciones de audio, un diario del maestro y un grupo focal. Los resultados mostraron cambios significativos en la capacidad de los estudiantes para comprender y escribir biografías y revelaron que el uso de dibujos animados como textos multimodales fue esencial en la comprensión y producción escrita de los estudiantes.spa
dc.description.abstractLearning to read and write different types of texts is essential for English foreign language (EFL) students and required in all educational contexts. That is why this study was applied in a bilingual school, where fifth grade students faced great difficulties to understand texts when reading and organize their ideas when writing. Students were unable to make sense of texts, organize and connect ideas, and write independent texts. Therefore, the purpose of this qualitative study, rooted in an action research design, was to promote students’ reading and writing skills in their second language by incorporating Cartoons as multimodal texts and following the sequence of the reading to learn (R2L) pedagogy. R2L is an approach that enables students to develop their reading and writing skills. Through R2L, students can make meaning of texts and construct independent texts based on the analysis and co-construction of a model text. Data was gathered through a diagnostic task, participant observation, two reading tasks, students' writing samples, audio-recordings, a teacher’s journal, and a focus group. Results showed significant changes in students' ability to understand and write biographies and revealed that the use of cartoons as multimodal texts were essential in student's understanding and written production.spa
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagíster en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontents1. INTRODUCTION.............................. 11spa
dc.description.tableofcontents2. THEORETICAL FRAMEWORK.............................. 17spa
dc.description.tableofcontents2.1. CONCEPTUAL FRAMEWORK.............................. 17spa
dc.description.tableofcontents2.1.1. Systemic Functional Linguistics (SFL).............................. 17spa
dc.description.tableofcontents2.1.2. Genre-Based Pedagogy (GBP).............................. 21spa
dc.description.tableofcontents2.1.3. Reading to Learn (R2L).............................. 23spa
dc.description.tableofcontents2.1.4. Reading and Writing Abilities.............................. 27spa
dc.description.tableofcontents2.1.5. Multimodality............................. 29spa
dc.description.tableofcontents2.2. LITERATURE REVIEW.............................. 32spa
dc.description.tableofcontents3. METHODOLOGY............................. 39spa
dc.description.tableofcontents3.1. RESEARCH APPROACH AND DESIGN............................. 39spa
dc.description.tableofcontents3.2. PARTICIPANTS AND CONTEXT.............................. 44spa
dc.description.tableofcontents3.3. R2L INSTRUCTIONAL UNIT.............................. 46spa
dc.description.tableofcontents3.4. DATA COLLECTION.............................. 53spa
dc.description.tableofcontents3.5. DATA ANALYSIS.............................. 56spa
dc.description.tableofcontents3.6. ETHICAL CONSIDERATIONS.............................. 58spa
dc.description.tableofcontents4. FINDINGS.............................. 60spa
dc.description.tableofcontents4.1. CHANGES IN STUDENTS’ ABILITY TO UNDERSTAND AND WRITE BIOGRAPHICAL RECOUNTS.............................. 60spa
dc.description.tableofcontents4.1.1. Changes related to the schematic structure of students’ biographies.............................. 61spa
dc.description.tableofcontents4.1.2. Changes related to students’ use of lexico-grammatical features............................. 67spa
dc.description.tableofcontents4.2. USE OF CARTOONS AS MULTIMODAL TEXTS............................. 75spa
dc.description.tableofcontents4.2.1. Use of cartoons as multimodal texts in students' understanding of biographies.............................. 76spa
dc.description.tableofcontents4.2.2. Use of cartoons as multimodal texts in students’ writing of biographies.............................. 82spa
dc.description.tableofcontents5. DISCUSSIONS.............................. 87spa
dc.description.tableofcontents6. CONCLUSIONS.............................. 90spa
dc.description.tableofcontents7. REFERENCES.............................. 93spa
dc.description.tableofcontents8. APPENDIXES.............................. 98spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6482
dc.language.isoengspa
dc.publisherUniversidad de Córdoba
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, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/embargoedAccessspa
dc.subject.keywordsReading to learn (R2L)eng
dc.subject.keywordsReading and writing abilitieseng
dc.subject.keywordsBiographical recountseng
dc.subject.keywordsMultimodalityeng
dc.subject.keywordsCartoon textseng
dc.subject.proposalLeer para aprender (R2L)spa
dc.subject.proposalHabilidades de lectura y escrituraspa
dc.subject.proposalRelatos biográficosspa
dc.subject.proposalMultimodalidadspa
dc.subject.proposalTextos de caricaturasspa
dc.titleCartoon-Based R2L cycle: a multimodal approach to biographical recountsspa
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/draftspa
dcterms.referencesAlderson, C. J., Alderson, J. C., Clapham, C., Wall, D., & Swan, M. (1995). Language test construction and evaluation. Cambridge University Press.spa
dcterms.referencesAusubel, D. P., & Fitzgerald, D. (1961). Chapter V: Meaningful learning and retention: Intrapersonal cognitive variables. Review of Educational Research, 31(5), 500-510spa
dcterms.referencesBecerra, T., Herazo, J., García, P., Sagre, A., & Díaz, L. (2020). Using Reading to Learn for EFL students’ reading of explanations. ELT Journal, 74(3), 237-246.spa
dcterms.referencesBenítez, T., Barletta, N., Chamorro, D., Mizuno, J., & Moss, G. (2018). Reading and writing across the curriculum. In Perspectives from Systemic Functional Linguistics (pp. 249-268). Routledge.spa
dcterms.referencesBogdan, R., and Biklen, S. (1992). Qualitative Research for Education: An Introduction to Theory and Methods (2nd ed.). Boston: Allyn & Bacon.spa
dcterms.referencesBoyatzis, R. E. (1998). Transforming qualitative information: Thematic analysis and code development. sage.spa
dcterms.referencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.spa
dcterms.referencesChen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184-192.spa
dcterms.referencesCoffin, C. (2006). Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413-429.spa
dcterms.referencesCostello, P. J. (2003). Action research. A&C Black.spa
dcterms.referencesCreswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.spa
dcterms.referencesDamayanti, I. L. (2017). From storytelling to story writing: The implementation of reading to learn (R2L) pedagogy to teach English as a foreign language in Indonesia. Indonesian Journal of Applied Linguistics, 6(2), 232-245.spa
dcterms.referencesDroga, L., & Humphrey, S. (2003). Grammar and meaning: An introduction for primary teachers. Berry NSW: Target Texts.spa
dcterms.referencesSaint-Georges, I., & Weber, J. J. (Eds.). (2013). Multilingualism and multimodality: Current challenges for educational studies. Springer Science & Business Media.spa
dcterms.referencesEckes, T., Müller-Karabil, A., & Zimmermann, S. (2016). Assessing writing. Handbook of second language assessment, 147-164.spa
dcterms.referencesEggins, S. (2004). Introduction to systemic functional linguistics. A&C Black.spa
dcterms.referencesEmilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia (Doctoral dissertation).spa
dcterms.referencesGill, A. A., & Janjua, F. (2020). Genre Pedagogy and ELLs’ Writing Skills: A Theme Analysis. English Language Teaching, 13(8), 141-151.spa
dcterms.referencesGrabe, W. (2009). Reading in a second language: Moving from theory to practice. Ernst Klett Sprachen.spa
dcterms.referencesGrabe, W. (2009). 24 Teaching and Testing Reading. The handbook of language teaching, 441.spa
dcterms.referencesHalliday, M. A. (1977). Text as a semantic choice in social contexts. Grammars and descriptions, 176225.spa
dcterms.referencesHalliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social semiotic perspective.spa
dcterms.referencesHalliday, M. A. (2009). Methods–techniques–problems. Continuum companion to systemic functional linguistics, 59-86.spa
dcterms.referencesHalliday, M. A. K., & Matthiessen, C. M. (2013). Halliday’s introduction to functional grammar. Routledge.spa
dcterms.referencesHerazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the Colombian English classroom. Colombian Applied Linguistics Journal, 14(2), 109-126.spa
dcterms.referencesKemmis, S., & McTaggart, R. (1986). The action research planner. Deakin University Press.spa
dcterms.referencesHermansson, C., Jonsson, B., Levlen, M., Lindhé, A., Lundgren, B., & Norlund Shaswar, A. (2019). The (non) effect of Joint Construction in a genre-based approach to teaching writing. The Journal of Educational Research, 112(4), 483-494.spa
dcterms.referencesHeigham, J., & Croker, R. (Eds.). (2009). Qualitative research in applied linguistics: A practical introduction. Springer.spa
dcterms.referencesHyland, K. (2003). Writing and teaching writing. Second language writing, 1-30.spa
dcterms.referencesHyland, K. (2007). Genre pedagogy: Language, literacy, and L2 writing instruction. Journal of second language writing, 16(3), 148-164.spa
dcterms.referencesKartika-Ningsih, H., & Rose, D. (2021). Intermodality and multilingual re-instantiation: Joint Construction in bilingual genre pedagogy. Íkala, Revista de Lenguaje y Cultura, 26(1), 185-205.spa
dcterms.referencesKress, G. R., & Van Leeuwen, T. (1996). Reading images: The grammar of visual design. Psychology Press.spa
dcterms.referencesKress, G. (2009). Multimodality: A social semiotic approach to contemporary communication. Routledge.spa
dcterms.referencesKress, G., & Van Leeuwen, T. (2001). Multimodal discourse. The modes and media of contemporary communication. (Cappelen, London 2001).spa
dcterms.referencesKrueger, R. A., and Morgan, D. L. (1993). ‘When to use focus groups and why?’ In Morgan, D. L. (1993). Successful focus groups. Advancing the state of the art. Newbury Park: Sage Publications.spa
dcterms.referencesLazaraton, A. (2009). Discourse analysis. In Qualitative research in applied linguistics (pp. 242-259). Palgrave Macmillan, London.spa
dcterms.referencesListyani, L. (2017). Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn. Celt: A Journal of Culture, English Language Teaching & Literature, 17(2), 250-269.spa
dcterms.referencesLincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.spa
dcterms.referencesMartin, J. R., & Rose, D. (2008). Procedures and Procedural Recounts. Genre Relations: Mapping Culture. London: equinox.spa
dcterms.referencesMcKee, L., & Carr, G. (2016). Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy. The Reading Teacher, 70(3), 359-363.spa
dcterms.referencesMeek, G. E., Ozgur, C., & Dunning, K. (2007). Comparison of the t vs. Wilcoxon signed-rank test for Likert scale data and small samples. Journal of modern applied statistical methods, 6(1), 10.spa
dcterms.referencesMoss, M. G (2017) La teoría de género. In Moss, M. G., & Benítez, T. (Eds.). Textos que se leen en la universidad. Universidad del Norte.C.spa
dcterms.referencesMuhalim, M. (2015). The Implementation of Transition-action-details Strategy to Improve the Students' Writing Ability in Recount Text. Exposure, 4(2), 246-268.spa
dcterms.referencesMusante, K., & DeWalt, B. R. (2010). Participant observation: A guide for fieldworkers. Rowman Altamira.spa
dcterms.referencesNagao, A. (2019). The SFL genre-based approach to writing in EFL contexts. Asian-Pacific Journal of Second and Foreign Language Education, 4(1), 6.spa
dcterms.referencesNahid, A., Suseno, M., & Pujiati, H. (2018). Genre-Based Approach to Teaching Speaking of Descriptive Text (A Case Study at A Rural Junior High School in South West Nusa, Indonesia). Pedagogy: Journal of English Language Teaching, 6(1), 65-76.spa
dcterms.referencesNorton, L. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Routledge.spa
dcterms.referencesO'Halloran, K., & Smith, B. A. (Eds.). (2012). Multimodal studies: Exploring issues and domains (Vol. 2). Routledge.spa
dcterms.referencesO’Halloran, K. L., Tan, S., & Wignell, P. (2019). SFL and multimodal discourse analysis. The Cambridge handbook of systemic functional linguistics, 433, 461.spa
dcterms.referencesOyola Massy, R. D., & Ortega Sanabria, J. D. (2020). The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts.spa
dcterms.referencesPolio, C., & Williams, J. (2009). Teaching and testing writing. In The handbook of language teaching.spa
dcterms.referencesRamirez, J. A. (2020). The case for Culturally and Linguistically Relevant Pedagogy: Bilingual Reading to learn for Spanish-Speaking immigrant mothers. The system, 102379.spa
dcterms.referencesRivera, J. D. H., Becerra, T., García-Montes, P., Barbosa, A. S., Anaya, C., & Pastrana, J. (2021). Reading to Learn and EFL Students’ Construction of Spoken Biographical Recounts. Íkala, 26(1), 41-60.spa
dcterms.referencesRojas Álvarez, G. (2011). Writing using blogs: A way to engage Colombian adolescents in meaningful communication. Profile Issues in Teachers Professional Development, 13(2), 11- 27.spa
dcterms.referencesRose, D. (2007). A reading based model of schooling. Pesquisas em Discurso Pedagógico, 4(2), 1- 22.spa
dcterms.referencesRose, D. (2011). Beyond literacy: Building an integrated pedagogic genre. Australian Journal of Language and Literacy, The, 34(1), 81.spa
dcterms.referencesRose, D., & Martin, J. R. (2012). Learning to write, reading to learn: Genre, knowledge, and pedagogy in the Sydney School. London: Equinox.spa
dcterms.referencesROSE, D. (2015). Accelerating Learning and Closing the Gap. Sydney: Reading to Learn, 2015b. CD Course Book, 2.spa
dcterms.referencesRose, D. (2017). Evaluating the task of language learning. In Writing Development in Struggling Learners (pp. 161-181). Brill.spa
dcterms.referencesRose, D., & Acevedo, C. (2017). Learning to write, reading to learn: background and development of genre-based literacy improvement projects in Australia. Lenguaje y Textos, (46), 7-18.spa
dcterms.referencesRosner, B., Glynn, R. J., & Lee, M. L. T. (2006). The Wilcoxon signed rank test for paired comparisons of clustered data. Biometrics, 62(1), 185-192.spa
dcterms.referencesSalgado, M., & Doria, C. (2019). Encouraging 9th graders to tell anecdotes through R2l using toontastic 3D.spa
dcterms.referencesSerafini, F. (2012). Reading multimodal texts in the 21st century. Research in the Schools, 19(1), 26-32.spa
dcterms.referencesShieh, G., Jan, S. L., & Randles, R. H. (2007). Power and sample size determinations for the Wilcoxon signed-rank test. Journal of Statistical Computation and Simulation, 77(8), 717-724.spa
dcterms.referencesShum, M. S. K., Tai, C. P., & Shi, D. (2018). Using ‘Reading to Learn’(R2L) pedagogy to teach the discussion genre to non-Chinese-speaking students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 21(2), 237-247.spa
dcterms.referencesSomekh, B. (2005). Action research. McGraw-Hill Education (UK).spa
dcterms.referencesStein, P. (2000). Rethinking resources in the ESL classroom: Rethinking resources: Multimodal pedagogies in the ESL classroom. Tesol Quarterly, 34(2), 333-336.spa
dcterms.referencesSyafi’i, A. (2017, October). The implementation of process genre-based approach (PGBA) using cartoon movies (CARMOV) to improve students’ skill in writing narrative text. In Proceedings International Seminar on Language, Education, and Culture.spa
dcterms.referencesTaylor, C. J. (2017). Reading images (including moving ones).spa
dcterms.referencesThurmond, V. A. (2001). The point of triangulation. Journal of nursing scholarship, 33(3), 253-258.spa
dcterms.referencesTsagari, D., & Banerjee, J. (Eds.). (2016). Handbook of second language assessment (Vol. 12). Walter de Gruyter GmbH & Co KG.spa
dcterms.referencesTuan, L. T. (2011). Teaching Writing through Genre-based Approach. Theory & Practice in Language Studies, 1(11).spa
dcterms.referencesVenceslau, J. G. M. (2021). Applying the R2l Pedagogy to Improve Entrepreneurship Students’ Exposition Texts. Beyond Words, 9(1), 37-48.spa
dcterms.referencesWen, S. (2015). John A. Bateman. Text and Image: A Critical Introduction to the Visual/Verbal Divide. Functions of Language, 22(1), 142-149.spa
dcterms.referencesWildsmith-Cromarty, R., & Steinke, K. (2014). The write approach: Can R2L help at the tertiary level? Per Linguam: A Journal of Language Learning= Per Linguam: Tydskrif vir Taalaanleer, 30(1), 38-54.spa
dcterms.referencesYinger, R. J., & Clark, C. M. (1981). Reflective journal writing: Theory and practice.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_f1cfspa
oaire.versionhttp://purl.org/coar/version/c_b1a7d7d4d402bccespa
Archivos
Bloque original
Mostrando 1 - 2 de 2
Miniatura
Nombre:
Dina Ogaza Gomez - Thesis.docx.pdf
Tamaño:
6.99 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
No hay miniatura disponible
Nombre:
AutorizaciónPublicación..pdf
Tamaño:
633.89 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Bloque de licencias
Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
14.48 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
Colecciones
E.N.A. Tesis