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Flipping oral participation in efl lessons during the covid-19 pandemic

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dc.contributor.advisorPastrana Muñoz, Juan Carlosspa
dc.contributor.authorHoyos Molina, Andrés Felipespa
dc.date.accessioned2023-02-15T18:04:09Z
dc.date.available2023-02-15T18:04:09Z
dc.date.issued2023-02-15
dc.description.abstractThe 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.eng
dc.description.degreelevelMaestríaspa
dc.description.degreenameMagister en Enseñanza del Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroduction 1spa
dc.description.tableofcontentsResearch questions 6spa
dc.description.tableofcontentsTheoretical Framework 9spa
dc.description.tableofcontentsConceptual Framework 9spa
dc.description.tableofcontentsTowards a definition of remote learning 9spa
dc.description.tableofcontentsFlipped learning Approach. 14spa
dc.description.tableofcontentsOral participation 21spa
dc.description.tableofcontentsLiterature review 25spa
dc.description.tableofcontentsFlipped learning and affective factors. 27spa
dc.description.tableofcontentsFlipped learning and students’ oral participation. 32spa
dc.description.tableofcontentsMethods 34spa
dc.description.tableofcontentsResearch approach and design 34spa
dc.description.tableofcontentsParticipants and context 37spa
dc.description.tableofcontentsData collection procedures 39spa
dc.description.tableofcontentsObservations 40spa
dc.description.tableofcontentsIn-depth interviewing 41spa
dc.description.tableofcontentsDocumentation 43spa
dc.description.tableofcontentsData analysis technique 45spa
dc.description.tableofcontentsEthical considerations 48spa
dc.description.tableofcontentsFindings 49spa
dc.description.tableofcontentsStudents’ perceptions of oral participation in the flipped classroom 49spa
dc.description.tableofcontentsBenefits of students’ oral participation in the flipped classroom 56spa
dc.description.tableofcontentsAffective factors affecting students’ oral participation. 64spa
dc.description.tableofcontentsDiscussion 70spa
dc.description.tableofcontentsConclusions 74spa
dc.description.tableofcontentsReferences 76spa
dc.description.tableofcontentsAppendices 81spa
dc.description.tableofcontentsAppendix 1 81spa
dc.description.tableofcontentsAppendix 2 87spa
dc.description.tableofcontentsAppendix 3 100spa
dc.description.tableofcontentsAppendix 4 101spa
dc.description.tableofcontentsAppendix 5 102spa
dc.description.tableofcontentsAppendix 6 104spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7110
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, 2022spa
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.keywordsCOVID-19 pandemiceng
dc.subject.keywordsEmergency remote learningeng
dc.subject.keywordsFlipped learning approacheng
dc.subject.keywordsOral participationeng
dc.subject.keywordsAffective factorseng
dc.subject.proposalCovid-19spa
dc.subject.proposalAprendizaje remoto en emergenciasspa
dc.subject.proposalEnfoque de aprendizaje invertidospa
dc.subject.proposalParticipación oralspa
dc.subject.proposalFactores afectivosspa
dc.titleFlipping oral participation in efl lessons during the covid-19 pandemicspa
dc.typeTrabajo de grado - Maestríaspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TMspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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