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Encouraging 9th graders to tell anecdotes throught R2l using toontastic 3D

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dc.contributor.advisorHerazo Rivera, José David
dc.contributor.authorSalgado Cordero, Mayra Alejandraspa
dc.contributor.authorDoria Del Vecchio, Camila Andrea spa
dc.date.accessioned2019-12-21T22:23:25Zspa
dc.date.available2019-12-21T22:23:25Zspa
dc.date.issued2019-12-engspa
dc.description.abstractEl desarrollo de la comunicación oral juega un papel importante en el proceso de aprender una lengua extranjera en un salón de clases. Sin embargo, desde nuestra experiencia como estudiantes de docencia en observaciones pasadas, notamos que, cuando los estudiantes intentaban usar el lenguaje extranjero para hablar, sonaba a que lo había estado memorizando en vez de hacerlo de manera espontánea. En otras palabras, la habilidad oral de los estudiantes es baja. El propósito de este estudio es explorar hasta que punto los estudiantes de grado noveno fueron capaces de desarrollar su comunicación oral al momento de contar una anécdota durante la implementación del ciclo de Reading to Learn (R2L) usando Toontastic 3D, y describir cuales fueron esas percepciones que los estudiantes tuvieron sobre el ciclo de R2L y Toontastic 3D. R2L es un conjunto de estrategias que les permite a los profesores apoyar a sus estudiantes en la habilidad de lectura y escritura en su respectivo nivel. Aunque, R2L se usó en este estudio para desarrollar la comunicación oral de los estudiantes. Toontastic 3D es una aplicación de cuentacuentos y animación que fue usado para que los estudiantes contaran sus anécdotas allí. Observaciones, entrevistas semiestructuradas, tareas de producción, y diarios de los estudiantes fueron los instrumentos de recolección de datos en el grado noveno de una institución pública en Montería. Los resultados de este estudio revelaron que R2L en combinación con Toontastic 3D, ayudó a los estudiantes a construir y decir anécdotas independientes con sentido, a pesar de sus errores gramaticales.spa
dc.description.abstractThe 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.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityTrabajo de Investigación/Extensión
dc.description.tableofcontents1. Introduction 8spa
dc.description.tableofcontents2. Theoretical Framework 9spa
dc.description.tableofcontents2.1. Conceptual Framework 9spa
dc.description.tableofcontents2.1.1. Oral communication to tell anecdotes 9spa
dc.description.tableofcontents2.1.2. Reading to Learn (R2L). 10spa
dc.description.tableofcontents2.1.3. Toontastic 3D 15spa
dc.description.tableofcontents2.2. Literature Review 16spa
dc.description.tableofcontents3. Methodology 18spa
dc.description.tableofcontents3.1. Type of research 18spa
dc.description.tableofcontents3.2. Context and participants 19spa
dc.description.tableofcontents3.3. Data Collection Procedures 20spa
dc.description.tableofcontents3.4. Data analysis 21spa
dc.description.tableofcontents4. Findings 23spa
dc.description.tableofcontents4.1. Students’ achievement when telling anecdotes 23spa
dc.description.tableofcontents4.1.1. Schematic structure of students’ anecdotes 24spa
dc.description.tableofcontents4.1.2. Students’ lexico-grammatical choices in anecdotes 26spa
dc.description.tableofcontents4.1.3. Teacher’s support during R2L lessons 31spa
dc.description.tableofcontents4.2. Students’ perceptions 37spa
dc.description.tableofcontents4.2.1. Students’ perceptions about R2L 37spa
dc.description.tableofcontents4.2.2. Students’ perceptions about Toontastic 3D 40spa
dc.description.tableofcontents5. Discussion 43spa
dc.description.tableofcontents6. Conclusion 45spa
dc.description.tableofcontentsReferences 4spa
dc.description.tableofcontents8. Appendixes 51spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/2462spa
dc.language.isospaspa
dc.publisherUniversidad de Córdoba
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, 2020spa
dc.rights.accessrightsinfo:eu-repo/semantics/closedAccessspa
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.keywordsOral communicationspa
dc.subject.keywordsReading to Learnspa
dc.subject.keywordsAnecdotesspa
dc.subject.keywordsToontastic 3Dspa
dc.subject.proposalOral communicationspa
dc.subject.proposalAnecdotesspa
dc.subject.proposalReading to learnspa
dc.subject.proposalToontastic 3Dspa
dc.titleEncouraging 9th graders to tell anecdotes throught R2l using toontastic 3Deng
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_14cbspa
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85spa
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