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The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts

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dc.contributor.authorOyola Massy, Reinel Davidspa
dc.contributor.authorOrtega Sanabria, Josué Davidspa
dc.coverage.spatialMontería, Córdobaspa
dc.date.accessioned2020-06-08T17:25:21Zspa
dc.date.available2020-06-08T17:25:21Zspa
dc.date.issued2020-06-07spa
dc.description.abstractReading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.tableofcontentsINTRODUCTION 1eng
dc.description.tableofcontentsTHEORETICAL FRAMEWORK 4eng
dc.description.tableofcontentsConceptual Framework 4eng
dc.description.tableofcontentsOral production 4eng
dc.description.tableofcontentsExposition texts 5eng
dc.description.tableofcontentsReading to learn 7eng
dc.description.tableofcontentsUsing a R2L cycle adaptation to promote oral production 10eng
dc.description.tableofcontentsFlipped instruction 12eng
dc.description.tableofcontentsLiterature Review 14eng
dc.description.tableofcontentsMETHODOLOGY 17eng
dc.description.tableofcontentsType of Research 17eng
dc.description.tableofcontentsResearch Questions 18eng
dc.description.tableofcontentsContext and Participants 18eng
dc.description.tableofcontentsData collection techniques 20eng
dc.description.tableofcontentsData Analysis 23eng
dc.description.tableofcontentsFINDINGS 25eng
dc.description.tableofcontentsIdentifying Learners’ Actual Level of Performance 25eng
dc.description.tableofcontentsText Genre Selection: Previous to the Design 30eng
dc.description.tableofcontentsR2L and FL Unit Features 34eng
dc.description.tableofcontentsCurriculum explanation and decisions for the unit design 36eng
dc.description.tableofcontentsObjectives selected for the unit 38eng
dc.description.tableofcontentsTeaching points in the unit 39eng
dc.description.tableofcontentsUnit flipped learning features 39eng
dc.description.tableofcontentsR2L Cycle in the Lesson Design 41eng
dc.description.tableofcontentsLesson adaptations and activities proposed for meeting students language needs of exposition 41eng
dc.description.tableofcontentsPreparing for Listening 45eng
dc.description.tableofcontentsDetailed Listening 46eng
dc.description.tableofcontentsJoint retelling 47eng
dc.description.tableofcontentsJoint Construction 47eng
dc.description.tableofcontentsIndependent construction 48eng
dc.description.tableofcontentsAssessment within the R2L and FL Unit and Lesson 48eng
dc.description.tableofcontentsDISCUSSION 51eng
dc.description.tableofcontentsCONCLUSIONS 56eng
dc.description.tableofcontentsREFERENCES 57eng
dc.description.tableofcontentsAPPENDIX 67eng
dc.format.mimetypeApplication/pdfspa
dc.identifier.uriHttps://repositorio.unicordoba.edu.co/handle/ucordoba/2847spa
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
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dc.rightsCopyright Universidad de Córdoba, 2019spa
dc.rights.accessrightsInfo:eu-repo/semantics/restrictedAccessspa
dc.rights.creativecommonsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/spa
dc.subject.keywordsUnit and Lesson designeng
dc.subject.keywordsReading to Learneng
dc.subject.keywordsGenre-based pedagogyeng
dc.subject.keywordsFlipped instructioneng
dc.subject.keywordsOral exposition textsspa
dc.subject.proposalDiseño pedagógicospa
dc.subject.proposalLeer para aprenderspa
dc.subject.proposalPedagogía de Génerosspa
dc.subject.proposalAula invertidaspa
dc.subject.proposalTextos Argumentativosspa
dc.subject.proposalProducción Oralspa
dc.titleThe design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition textseng
dc.typeTrabajo de grado - Pregradospa
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/TPspa
dc.type.versionInfo:eu-repo/semantics/publishedVersionspa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_16ecspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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