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Improving students speaking through talking to learn (T2L) and voice recording tools

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dc.contributor.advisorHerazo Rivera, José David
dc.contributor.authorQuintero Arteaga, María Camila
dc.contributor.juryMartinez Díaz, Luis Alfredo
dc.contributor.juryBecerra Posada, Tatiana
dc.date.accessioned2025-07-17T17:00:01Z
dc.date.available2025-07-17T17:00:01Z
dc.date.issued2025-07-15
dc.description.abstractSpa: La comunicación oral es una habilidad esencial en diversas áreas de la vida, incluyendo las relaciones personales, los entornos profesionales y los contextos académicos, y cobra aún más relevancia en el aprendizaje de una lengua extranjera. Los estudiantes de octavo grado de la Institución Educativa La Ribera, en Montería, evidenciaban una marcada dificultad para comunicarse oralmente en inglés: su participación en clase era limitada, la pronunciación presentaba muchas vacilaciones y con frecuencia recurrían al español para comunicarse. Este estudio buscó reducir esa brecha mediante la implementación del ciclo Talking to Learn (T2L), una versión de la pedagogía basada en géneros, combinada con una herramienta de grabación de voz como apoyo al desarrollo de la expresión oral en inglés. Se llevó a cabo una secuencia didáctica de seis clases basada en el género reportaje de noticias, que incluyó el uso de diagramas visuales, textos modelo y tareas orales estructuradas. La herramienta de grabación de voz fue utilizada para registrar el desempeño oral de los estudiantes a lo largo de las fases del ciclo T2L: reconstrucción conjunta, reconstrucción individual y producción independiente. Se analizaron grabaciones de audio, notas de campo, entrevistas y producciones orales de los estudiantes. El análisis del discurso, guiado por la Lingüística Sistémico-Funcional (SFL), permitió evaluar el uso de la estructura del género, modalidad, presente continuo y la coherencia general de sus textos orales. Los hallazgos indican que el ciclo T2L ayudó a los estudiantes a producir textos orales más estructurados y coherentes, con una mejora progresiva en la fluidez y en el uso del género. Aunque no se encontró evidencia suficiente para afirmar que la herramienta de grabación mejoró directamente la expresión oral, sí funcionó como un recurso útil para retroalimentación, reflexión y monitoreo del desempeño. Se concluye que una enseñanza oral basada en géneros, cuidadosamente planificada y con andamiaje, fomenta mejoras en la comunicación oral en estudiantes de EFL.spa
dc.description.abstractEng: Oral communication is an essential skill in various areas of life, including personal relationships, professional environments, and academic pursuits, and it becomes even more significant in the context of learning a foreign language. Eighth-grade students at La Ribera, a public educational institution in Montería, exhibited a noticeable deficiency in speaking skills; classroom participation was limited, pronunciation hesitations were frequent, and Spanish was often used to communicate. This research aimed to bridge that gap by exploring the potential of Talking to Learn (T2L), a version of Genre-Based Pedagogy (GBP), combined with voice recording tools to enhance eighth-graders’ English-speaking abilities. A six-lesson sequence based on the news report genre was implemented, incorporating visual diagrams, model texts, and structured oral tasks. A voice recording tool was used to document students’ speaking performance across the T2L stages: Joint Retelling, Individual Retelling, and Independent Construction. Data were collected through audio recordings, field notes, interviews, and students’ oral texts. Discourse analysis, informed by Systemic Functional Linguistics (SFL), guided the evaluation of students’ use of genre structure, modality, present continuous, and overall coherence. Findings suggest that the T2L cycle helped students produce more structured and coherent oral texts, with increased fluency and genre awareness over time. Although the voice recording tool did not independently contribute to significant speaking improvement, it served as a valuable support for feedback, self-reflection, and performance monitoring. The study concludes that structured genre-based oral instruction fosters improved speaking abilities in EFL learners and highlights the importance of scaffolding, repetition, and clear genre modeling.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.description.tableofcontents1. Introductioneng
dc.description.tableofcontents2. Theoretical Frameworkeng
dc.description.tableofcontents2.1. Spoken Discourseeng
dc.description.tableofcontents2.1.1. Spoken Discourse and Its Typeseng
dc.description.tableofcontents2.1.2. News Reports as a Spoken Genreeng
dc.description.tableofcontents2.1.3. Spoken Discourse in Colombian Second Language Teaching Policieseng
dc.description.tableofcontents2.2. Genre-Based Pedagogyeng
dc.description.tableofcontents2.2.1. The Teaching–Learning Cycle in GBPeng
dc.description.tableofcontents2.2.2. Genre-Based Pedagogy for Speakingeng
dc.description.tableofcontents2.3. Voice Recording in GBPeng
dc.description.tableofcontents3. Literature Revieweng
dc.description.tableofcontents4. Methodologyeng
dc.description.tableofcontents4.1. Type of Studyeng
dc.description.tableofcontents4.2. Context and Participantseng
dc.description.tableofcontents4.2.1. Positionality Statementeng
dc.description.tableofcontents4.3. Data Collection Procedureseng
dc.description.tableofcontents4.4. T2L Lessonseng
dc.description.tableofcontents4.5. Data Analysiseng
dc.description.tableofcontents5. Findingseng
dc.description.tableofcontents5.1. Students’ Progress in Text Organizationeng
dc.description.tableofcontents5.2. Students’ Progress in Lexicogrammar and Pronunciationeng
dc.description.tableofcontents5.2.1. Students’ Progress in Lexicogrammareng
dc.description.tableofcontents5.2.2. Pronunciation Progress Across Phaseseng
dc.description.tableofcontents5.3. Students’ Independence in Speaking Through the T2L Cycleeng
dc.description.tableofcontents6. Discussioneng
dc.description.tableofcontents6.1. Implications for EFL Teaching Practiceeng
dc.description.tableofcontents7. Conclusionseng
dc.description.tableofcontents8. Referenceseng
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/9369
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsSpoken communicationeng
dc.subject.keywordsTalking to learn (T2L)eng
dc.subject.keywordsGenre-basedpedagogy (GBP)eng
dc.subject.keywordsVoice recordingeng
dc.subject.proposalComunicación oralspa
dc.subject.proposalCiclo talking to learn (T2L)spa
dc.subject.proposalPedagogía basada en géneros (GBP)spa
dc.subject.proposalGrabación de vozspa
dc.titleImproving students speaking through talking to learn (T2L) and voice recording toolseng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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