Publicación: Encouraging 9th graders to tell anecdotes throught R2l using toontastic 3D
dc.contributor.author | Salgado, Mayra | spa |
dc.contributor.author | Doria, Camila | spa |
dc.coverage.spatial | Application/pdf | spa |
dc.date.accessioned | 2019-12-21T22:23:25Z | spa |
dc.date.available | 2019-12-21T22:23:25Z | spa |
dc.date.issued | 2019-12-eng | spa |
dc.description.abstract | The development of oral communication plays a crucial part in the process of learning a foreign language in an EFL classroom. However, from our experience in past observations, we noticed that when students tried to speak using the language, they had memorized it instead of doing it spontaneously. In other words, students’ ability to communicate orally is poor. The purposes of this action/case study were to explore the extent to which students of 9th grade develop their oral communication to tell anecdotes during the Reading to Learn (R2L) cycle using Toontastic 3D, and to describe what were students’ perceptions towards the R2L cycle and Toontastic 3D. R2L is a set of strategies that enables teachers to support students in their reading and writing skills at their grade level. Yet, R2L was used to develop students’ oral communication. Toontastic 3D is a storytelling and animation application to tell anecdotes. Observations, semi-structured interviews, production tasks, and students’ journals were the instrument for collecting the data from 9th graders in a public institution in Monteria. Findings revealed that R2L in combination with Toontastic 3D helped students to construct and tell anecdotes independently with meaning despite their grammar mistakes. | spa |
dc.description.degreelevel | Pregrado | spa |
dc.description.degreename | Licenciado(a) en Lenguas Extranjeras con Énfasis en Inglés | spa |
dc.description.tableofcontents | 1. Introduction 8 | spa |
dc.description.tableofcontents | 2. Theoretical Framework 9 | spa |
dc.description.tableofcontents | 2.1. Conceptual Framework 9 | spa |
dc.description.tableofcontents | 2.1.1. Oral communication to tell anecdotes 9 | spa |
dc.description.tableofcontents | 2.1.2. Reading to Learn (R2L). 10 | spa |
dc.description.tableofcontents | 2.1.3. Toontastic 3D 15 | spa |
dc.description.tableofcontents | 2.2. Literature Review 16 | spa |
dc.description.tableofcontents | 3. Methodology 18 | spa |
dc.description.tableofcontents | 3.1. Type of research 18 | spa |
dc.description.tableofcontents | 3.2. Context and participants 19 | spa |
dc.description.tableofcontents | 3.3. Data Collection Procedures 20 | spa |
dc.description.tableofcontents | 3.4. Data analysis 21 | spa |
dc.description.tableofcontents | 4. Findings 23 | spa |
dc.description.tableofcontents | 4.1. Students’ achievement when telling anecdotes 23 | spa |
dc.description.tableofcontents | 4.1.1. Schematic structure of students’ anecdotes 24 | spa |
dc.description.tableofcontents | 4.1.2. Students’ lexico-grammatical choices in anecdotes 26 | spa |
dc.description.tableofcontents | 4.1.3. Teacher’s support during R2L lessons 31 | spa |
dc.description.tableofcontents | 4.2. Students’ perceptions 37 | spa |
dc.description.tableofcontents | 4.2.1. Students’ perceptions about R2L 37 | spa |
dc.description.tableofcontents | 4.2.2. Students’ perceptions about Toontastic 3D 40 | spa |
dc.description.tableofcontents | 5. Discussion 43 | spa |
dc.description.tableofcontents | 6. Conclusion 45 | spa |
dc.description.tableofcontents | References 4 | spa |
dc.description.tableofcontents | 8. Appendixes 51 | spa |
dc.format.mimetype | application/pdf | spa |
dc.identifier.uri | https://repositorio.unicordoba.edu.co/handle/ucordoba/2462 | spa |
dc.language.iso | spa | spa |
dc.publisher.faculty | Facultad de Educación y Ciencias Humanas | spa |
dc.publisher.program | Licenciatura en Lenguas Extranjeras con Énfasis en Inglés | spa |
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dc.rights | Copyright Universidad de Córdoba, 2020 | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.rights.creativecommons | Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0) | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc/4.0/ | spa |
dc.subject.keywords | Oral communication | spa |
dc.subject.keywords | Reading to Learn | spa |
dc.subject.keywords | Anecdotes | spa |
dc.subject.keywords | Toontastic 3D | spa |
dc.subject.proposal | Oral communication | spa |
dc.subject.proposal | Anecdotes | spa |
dc.subject.proposal | Reading to learn | spa |
dc.subject.proposal | Toontastic 3D | spa |
dc.title | Encouraging 9th graders to tell anecdotes throught R2l using toontastic 3D | eng |
dc.type | Trabajo de grado - Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | spa |
dc.type.content | Text | spa |
dc.type.driver | Info:eu-repo/semantics/bachelorThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TP | spa |
dc.type.version | Info:eu-repo/semantics/publishedVersion | spa |
dspace.entity.type | Publication | |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
oaire.version | http://purl.org/coar/version/c_970fb48d4fbd8a85 | spa |
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