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dc.contributor.authorSalgado, Mayraspa
dc.contributor.authorDoria, Camilaspa
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
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.rightsCopyright Universidad de Córdoba, 2020spa
dc.titleEncouraging 9th graders to tell anecdotes throught R2l using toontastic 3Deng
dc.typeTrabajo de Grado - Pregradospa
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dc.subject.proposalOral communicationspa
dc.subject.proposalReading to learnspa
dc.subject.proposalToontastic 3Dspa
dc.subject.keywordsOral communicationspa
dc.subject.keywordsReading to Learnspa
dc.subject.keywordsToontastic 3Dspa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.publisher.facultyLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa

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