García Montes, PaulaHurtado Soto, Yarlei Edith2025-07-152025-07-152025-07-13https://repositorio.unicordoba.edu.co/handle/ucordoba/9345Listening is a fundamental skill that allows us to comprehend what happens around us. According to Cheung (2010), listening is the principal skill we should improve when learning a foreign language, as it is the foundation to acquire other skills. Strengthening comprehension will mean an increase in other skills and the overall learning process. In the context of education, different methodologies can be used to improve listening comprehension; one of them can be the genre-based approach (Henceforth, GBA), an approach that focuses on helping students understand and identify the different components, structures, and features of a text (or genre) to produce it correctly. According to Castrillon (2018), the approach gives students meaningful experiences in the learning process. In addition, as Derewianka and Jones (2016) suggest, awareness of genre can allow students to recognize how certain texts are structured to cover certain social purposes and how culture can shape them. As genre structures are created with a social purpose, the idea of students understanding this structure can greatly benefit them. This action research investigated how using audio-video of short narratives such as fables and moral tales may enhance students' English listening skills using genre-based lessons. This study was conducted with 30 eleventh-grade students from the INEM "Lorenzo María de Lleras" school. The research employed pre-task and final tasks, comprehension tasks during the lessons, a semi-structured interview, and class observations to collect data. The findings suggest that the genre-based approach successfully enhances students' listening comprehension within the target genre, allowing students to identify different aspects such as, in the case of fables, themes, schematics structure, identification of the morals and reflection, participants, and social purpose. Furthermore, the genre-based approach combined with audio-video fables fosters students' engagement during the lessons.ACCEPTATION PAGE……............................................... iiiACKNOWLEDGEMENT ......................................................... viiiABSTRACT .................................................................................. ixRESUMEN .................................................................... xCHAPTER I. INTRODUCTION....................................................... 1CHAPTER II. THEORETICAL FRAMEWORK…………................ 52.1. Conceptual Framework …………….…. 52.1.1. Listening Skill................................................52.1.2. Fables as narratives genre, its types and benefits……..72.1.3. Genre-based approach………………...92.2. Literature Review............................................14CHAPTER III. METHODOLOGY ........................... 193.1. Type of Study………………………………..................... 193.2 Context and participants ........................................... 203.3. Data collection procedures……………...............213.4. Data analysis ......................................... 233.5. The design…................................................... 253.5.1. Adaptation GBA Teaching and Learning Cycle for Listening........... 25CHAPTER IV. FINDINGS………............................... 29CHAPTER V. DISCUSSION .......................................... 69CHAPTER VI. CONCLUSIONS….................................... 77REFERENCES….............................................................. 80APPENDICES….................................................................. 85Appendix A. Table and Graph of Pre-task Results...............85Appendix B. Table and Graph of Final Results – Independent Construction...........86Appendix C. Lesson Plan – Stage 1: Building Knowledge of the Field....................87Appendix D. Presentation of the Introduction – The Watermelon lesson………….91Appendix E. Detailed Listening Activity – Unknown Vocabulary.....92Appendix F. Interview to Students...........................93LIST OF FIGURESFigure 1. Genre- Based Approach teaching and learning cycle and stages.................... 11Figure 2. Adapted GBA cycle for listening to fables.......................26Figure 3. Highlighting schematic structure during Listening................... 45Figure 4. Highlighting orientation, complication, resolution and coda.............49Figure 5. Joint listening practice.........................................................50Figure 6. Independent listening construction...........................52Figure 7. Students’ chart about the moral lesson................... 57Figure 8. Students understanding of the moral lesson...................... 59Figure 9. Students’ responses in the independent construction....................... 60Figure 10. Students answer about the social purpose......................... 65Figure 11. Further students answer in the social purpose...................... 66Figure 12. Students answer regarding the social purpose of the audio........... 66LIST OF TABLESTable 1. Students’ initial performance in theme identification..................... 31Table 2. Students’ initial performance in schematic structure....................41Table 3. Students’ final performance in schematic structure..................... 42Table 4. Students’ initial performance identifying the moral of the fable..............55Table 5. Students’ final performance in moral lesson...............................56Table 6. Students’ initial performance of the social purpose of fables........... 64Table 7. Students’ final performance in social purpose of the fables...............65application/pdfengCopyright Universidad de Córdoba, 2025Trabajo de grado - PregradoAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessComprensión auditivaEnfoque basado en géneros narrativosNarrativasFábulasAudiovisualesListening comprehensionGenrebased approachNarrativesFablesAudio-videosUniversidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/http://purl.org/coar/access_right/c_abf2