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Digital platforms for enhancing english eearning: exploring the effectiveness of Canva and TikTok in Improving english oral communication, creativity, and collaborative learning

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dc.audience
dc.contributor.advisorPaz Wechek, Martha Elvira
dc.contributor.authorAcosta Barrios, Jose Ricardo
dc.contributor.juryVergara Sanchez, Elkin David
dc.date.accessioned2025-01-16T17:10:21Z
dc.date.available2025-01-16T17:10:21Z
dc.date.issued2024-12-19
dc.description.abstractEste informe explora la efectividad de las plataformas digitales, específicamente Canva y TikTok, para mejorar el aprendizaje del inglés entre estudiantes en contextos socioeconómicos vulnerables en Colombia. Se enfatiza la importancia del Aprendizaje Basado en Tareas (TBL) como una metodología que fomenta el aprendizaje colaborativo y la creatividad, permitiendo a los estudiantes mejorar sus habilidades de comunicación oral. La iniciativa "Bilingüismo para la Paz," lanzada por la Universidad de Córdoba, busca cerrar la brecha educativa que enfrentan los niños de las escuelas públicas en el aprendizaje del inglés. A través de una experiencia de prácticas en la Institución Educativa Ribera, el autor reflexiona sobre los desafíos y éxitos encontrados al implementar estrategias de enseñanza innovadoras. La narrativa destaca la importancia de la participación estudiantil, la retroalimentación y la creación de un ambiente de aprendizaje de apoyo, mostrando en última instancia el impacto transformador de la educación tanto en los estudiantes como en los educadores.spa
dc.description.abstractThis report explores the effectiveness of digital platforms, specifically Canva and TikTok, in enhancing English learning among students in vulnerable socioeconomic contexts in Colombia. It emphasizes the importance of Task-Based Learning (TBL) as a methodology that fosters collaborative learning and creativity, enabling students to improve their oral communication skills. The initiative, "Bilingualism for Peace," launched by the University of Córdoba, aims to bridge the educational gap faced by children from public schools in English learning. Through an internship experience at the Ribera Educational Institution, the author reflects on the challenges and successes encountered in implementing innovative teaching strategies. The narrative highlights the significance of student engagement, feedback, and the creation of a supportive learning environment, ultimately showcasing the transformative impact of education on both students and educators.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityPasantías
dc.description.tableofcontentsIntroduction ..........5
dc.description.tableofcontentsUnderlying Theories ..........7
dc.description.tableofcontents2.1 ENGLISH AS A FOREIGN LANGUAGE ..........7
dc.description.tableofcontents2.2 COLLABORATIVE LEARNING ..........8
dc.description.tableofcontents2.3 TASK BASED LEARNING .........9
dc.description.tableofcontents2.3.1 TASK-BASED LEARNING IN ENGLISH TEACHING. ..........9
dc.description.tableofcontents2.3.2 TASK-BASED LEARNING IMPLEMENTATION ..........10
dc.description.tableofcontents2.4 DIGITAL PLATFORM IN ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHING ..........10
dc.description.tableofcontents2.5 CANVA ..........11
dc.description.tableofcontents2.5.1 CANVA IN EDUCATION ..........12
dc.description.tableofcontents2.6 TIKTOK ..........12
dc.description.tableofcontentsTeaching Methods And Strategies ..........13
dc.description.tableofcontents3.1 Duties Chart ..........16
dc.description.tableofcontentsGains ..........19
dc.description.tableofcontents4.1 Duties Chart ..........24
dc.description.tableofcontentsConclusions ..........27
dc.description.tableofcontentsLimitations ..........28
dc.description.tableofcontentsREFERENCES ..........30
dc.description.tableofcontentsAPPENDIX. ..........32
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8863
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.relation.referencesKimario, R., & Mtana, N. (2023). Task-Based Learning (TBL) Approach: An Effective Method for Improving English Language Communication Skills in Public Primary Schools in Morogoro Municipality, Tanzania. Asian Journal of Education and Social Studies. https://doi.org/10.9734/ajess/2023/v44i3965.
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dc.relation.referencesSholeh, M., Salija, K., & Nur, S. (2020). Task Based Learning (TBL) in EFL Classroom: from theory to practice. International Journal of Humanities and Innovation (IJHI). https://doi.org/10.33750/IJHI.V3I4.97.
dc.relation.referencesBoraie, D., Badry, E., & Habashy, M. (2019). Task-Based Learning and Teaching in Egypt. Innovation in Language Learning and Teaching. https://doi.org/10.1007/978-3-030-13413-6_4.
dc.relation.referencesAhmadi, M. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education. https://doi.org/10.29252/IJREE.3.2.115.
dc.relation.referencesZheltukhina, M., Kislitsyna, N., Panov, E., Atabekova, A., Shoustikova, T., & Kryukova, N. (2023). Language learning and technology: A conceptual analysis of the role assigned to technology. Online Journal of Communication and Media Technologies. https://doi.org/10.30935/ojcmt/12785.
dc.relation.referencesPeng, H., Jager, S., & Lowie, W. (2021). Narrative review and meta-analysis of MALL research on L2 skills. ReCALL, 33(3), 278-295. https://doi.org/10.1017/S0958344020000221
dc.relation.referencesUrumov, Z., Bigaeva, I., & Agaeva, F. (2023). The Canva Platform: Its Essence and the Possibility of Using in the Educational Process. Vestnik of North Ossetian State University. https://doi.org/10.29025/1994-7720-2023-2-120-128.
dc.relation.referencesArunachalam, V., & Munisamy, R. (2022). Teaching English Online: New Roles and Strategies. OrangeBooks Publication.
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dc.relation.referencesVan de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43, 615-641.
dc.relation.referencesTan, K., Rajendran, A., Muslim, N., Alias, J., & Yusof, N. (2022). The Potential of TikTok’s Key Features as a Pedagogical Strategy for ESL Classrooms. Sustainability. https://doi.org/10.3390/su142416876.
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.subject.keywordsBilingualism
dc.subject.keywordsEnglish Learning
dc.subject.keywordsTask-Based Learning (TBL)
dc.subject.keywordsCollaborative Learning
dc.subject.keywordsDigital Platforms
dc.subject.proposalBilingüismo
dc.subject.proposalAprendizaje del inglés
dc.subject.proposalAprendizaje basado en tareas (TBL)
dc.subject.proposalAprendizaje colaborativo
dc.subject.proposalPlataformas digitales
dc.titleDigital platforms for enhancing english eearning: exploring the effectiveness of Canva and TikTok in Improving english oral communication, creativity, and collaborative learningeng
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