Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia
Eng: In Colombia it is noticeable that despite the efforts of the National Ministry of Education, schools and teachers’ commitment to improve the teaching- learning practices of English as foreign language, the students are still having limitations at the moment of using the language in communicativ...
- Autores:
-
Cruz Rusinque, Carolina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
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- oai:repositorio.uptc.edu.co:001/9018
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/9018
- Palabra clave:
- Speaking skill
Communicative tasks
Storytelling
Music
Educational theater
- Rights
- openAccess
- License
- Copyright (c) 2022 Universidad Pedagógica y Tecnológica de Colombia
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Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| title |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| spellingShingle |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia Speaking skill Communicative tasks Storytelling Music Educational theater |
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Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| title_full |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| title_fullStr |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| title_full_unstemmed |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| title_sort |
Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia |
| dc.creator.fl_str_mv |
Cruz Rusinque, Carolina |
| dc.contributor.advisor.none.fl_str_mv |
Rojas Espitia, Sonia Marisol |
| dc.contributor.author.none.fl_str_mv |
Cruz Rusinque, Carolina |
| dc.subject.proposal.eng.fl_str_mv |
Speaking skill Communicative tasks Storytelling Music Educational theater |
| topic |
Speaking skill Communicative tasks Storytelling Music Educational theater |
| description |
Eng: In Colombia it is noticeable that despite the efforts of the National Ministry of Education, schools and teachers’ commitment to improve the teaching- learning practices of English as foreign language, the students are still having limitations at the moment of using the language in communicative contexts, and it is reflected, for instance on the results of the Pruebas Saber ICFES. As well, many times this is due to not only because of the language itself, but because it is necessary to implement other communicative strategies that enable the students to feel engaged with the language, and that at the same time can encourage them to use it in the contexts in which it is needed; which is mostly the classroom. Henceforth, in this qualitative research framed in an Action Research it was possible to document what the implementation of communicative tasks based on storytelling, music and short performances revealed about eleventh graders English speaking skill in a public institution in Cimitarra, Santander in Colombia. In order to provide an answer to the research question, seven Task- Based- Approach communicative tasks based on theater, music and storytelling were implemented. Video recordings and two interviews were used for data gathering. Findings revealed that these communicative tasks guided and helped students not only to improve their speaking skill but also their self-confidence at the moment of using the language in front of their partners. They also supported them to interact in a better way; likewise, encouraged and pushed them to express themselves, to use their imagination and put into practice not only their prior knowledge but also their autonomy and creativity. |
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2022 |
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2022 |
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2023-01-24T21:21:26Z |
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Cruz Rusinque, C. (2022). Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia. [Trabajo pregrado, Universidad Pedagógica y Tecnológica de Colombia, Tunja]. http://repositorio.uptc.edu.co/handle/001/9018 |
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Cruz Rusinque, C. (2022). Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia. [Trabajo pregrado, Universidad Pedagógica y Tecnológica de Colombia, Tunja]. http://repositorio.uptc.edu.co/handle/001/9018 |
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Aida Abd El Maksoud Zaher. (2006). The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students. A thesis Submitted for the Ph.D. degree in Education. Ain Shams University. Retrieved from: https://files.eric.ed.gov/fulltext/ED523922.pdf Alatawi M., (2021). When Narrative Becomes Theatrical: A Narratological Approach to Modern and Contemporary Irish Drama. The Harold Pinter Review, Vol. 5, 2021. 1 The Pennsylvania State University, University Park, PA. Álvarez Marinelli H. (1 Octubre de 2016). El inglés en América Latina. Ruta Maestra. S.V. https://rutamaestra.santillana.com.co/el-ingles-en-america-latina/ Arboleda A., Castro A. (2019). Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach. Gist Education and Learning Research Journal. pp. 101-127. Retrieved from: https://latinjournal.org/index.php/gist/article/view/706/612 Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press. Retrieved from: https://eclass.uoa.gr/modules/document/file.php/ENL286/Testing%20books/Funda mental%20considerations%20in%20langugae%20testing.pd Bailey J. (2008). First steps in qualitative data analysis: transcribing. Family Practice, 25, 127– 131. Level 2, Holborn Union Building, Highgate Hill, London N19 3UA, UK. Retrieved from: Barros Gonzalez S., et al. (2015). The use of role plays to improve the oral skill of the third English level students of the hotel and tourism management program at the Universidad Del Magdalena in Santa Marta. A thesis submitted as a requirement to obtaining the degree of Master of Arts in English language teaching. Universidad Del Norte. Barranquilla. Retrieved from: http://manglar.uninorte.edu.co/handle/10584/9761#page=1 Bojovic M. (2010). Reading Skills and Reading Comprehension in English for Specific Purposes. University of Kragujevac, Faculty of Agronomy Cacak, Serbia. Retrieved from: https://www.researchgate.net/publication/261213403_Reading_Skills_and_Reading _Comprehension_in_English_for_Specific_Purposes Bolton, G. (1992). New Perspectives on Classroom Drama. London: Simon and Schuster Bowman M. (1994). Using Video in Research. The Scottish Council for Research in Education. Dublin. Taken from: http://www.sfu.ca/medialab/cmns362/Spotlight45.pdf Brown, H. D. (2006). Principles of language learning and teaching (5nd Ed.). White Plains, NY: Pearson Education. Retrieved from: http://angol.uni-miskolc.hu/wpcontent/media/2016/10/Principles_of_language_learning.pdf Bygate, M. (2001). Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 14–20). Cambridge: Cambridge University Press. Cadena Aguilar R., et al. (2019). Daily 6: An Approach to Foster Oral Fluency of English as a Foreign Language in Adolescents. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras. Vol. 21 No. 2, JulDec, 2019. ISSN 1657-0790. Pages 29-44. Retrieved from: https://revistas.unal.edu.co/index.php/profile/article/view/71364/71630 Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47. Retrieved from: https://www.researchgate.net/profile/MerrillSwain/publication/31260438_Theoretical_Bases_of_Communicative_Approaches_t o_Second_Language_Teaching_and_Testing/links/0c960516b1dadad753000000/Th eoretical-Bases-of-Communicative-Approaches-to-Second-Language-Teachingand-Testing.pdf Chacón M. (17 de Febrero de 2022). Pruebas Saber 11: preocupantes resultados de la educación en el país. El Tiempo. https://www.eltiempo.com/vida/educacion/pruebas-saber-11-resultados-son-peoresque-hace-siete-anos-652099 Criollo Erazo W., F. (2018). Role playing in the English speaking skill development. A thesis submitted as a requirement to obtaining the degree of Master in teaching English as foreign Language. Universidad Técnica de Ambato. Ecuador. Retrieved from: https://repositorio.uta.edu.ec/bitstream/123456789/28148/1/Wilson%20Criollo.pdf Cronquist K., Fizsbein A. (2017). El Apréndizaje del Inglés en América Latina. El Diálogo, Liderazgo para las Américas. https://www.thedialogue.org/wpcontent/uploads/2017/09/El-aprendizaje-del-ingl%C3%A9s-en-Am%C3%A9ricaLatina-1.pdf Dos Santos Gonçalves A., Sarmento J., Carceres da Costa F. (2019). IMPROVING SPEAKING SKILL THROUGH STORYTELLING. ISCE. Journal of Innovative Studies on Character and Education. ISSN 2523-613X Volume 3. Retrieved from: https://iscjournal.com/index.php/isce/article/view/48/41 Gaviria N. (11 de Abril de 2022). El Ranking de los mejores colegios en 10 departamentos según las Pruebas Saber 11. La República. https://www.larepublica.co/economia/conozca-el-ranking-de-los-mejores-colegiosen-10-departamentos-segun-las-pruebas-saber-11-3340427 Gaviria N. (11 de Abril de 2022). El Ranking de los mejores colegios en 10 departamentos según las Pruebas Saber 11. La República. https://www.larepublica.co/economia/conozca-el-ranking-de-los-mejores-colegiosen-10-departamentos-segun-las-pruebas-saber-11-3340427 Guest G., Namey E., & Mitchell M., (2013). Chapter 1: Qualitative Research: Defining and Designing. In: Collecting Qualitative Data: A Field Manual for Applied Research. DOI: https://dx.doi.org/10.4135/9781506374680.n1 Jackson, A. (1993). Learning Through Theater . London: New Perspectives on Theater in Education. (s.e) Routdlege. Kariuki P., Black L., (2016). The Effects of Integrating Theater -Arts Strategies and Traditional Strategies on Student Performance in an English Classroom at a Selected High School. A paper presented at the Annual conference of the Mid-South Educational Research Association, Mobile, Alabama, November 2-4, 2016. Retrieved from: https://files.eric.ed.gov/fulltext/ED572006.pdf Kasula A. (2015). Conducting Action Research in a Practicum: A Student Teacher’s Perspective. The CATESOL Journal 27.2 - 2015 - 229 La Universidad de Los Andes Bogotá, Colombia Kawlich, B. (2005). Participant Observation as a Data Collection Method. Volume 6, No. 2, Art. 43 May 2005. FQS. Forum: Qualitative Social Research. University of Georgia. Retrieved from: https://www.researchgate.net/publication/221875465_Participant_Observation_as_a _Data_Collection_Method Khan S., (2014). Qualitative Research Method: Grounded Theory. Retrieved from: http://dx.doi.org/10.5539/ijbm.v9n11p224 Kumaravadivelu B., (2003). Beyond Methods: Macro strategies for Language Teaching. New Heaven and London. Yale University Press. Kuśnierek, A. (2016). The role of music and songs in teaching English vocabulary to students. World Scientific News, 43(1). 1-55. Department of English Language, Higher School of Strange Languages name of Samuela Bogumila. Poland. Retrieved from: http://www.worldscientificnews.com/wp-content/uploads/2015/10/WSN-431- 2016-1-55.pdf McDrury, J., Alterio M. (2004). Learning through Storytelling in Higher Education. Using Reflection & Experience to Improve Learning. Kogan Page. London and Sterling, VA. Ministerio de Educación Nacional MEN. (2014). Colombia very well. Programa Nacional de Inglés. Ministerio de Educación Nacional. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en Lenguas Extranjeras: ¡El reto! Lo que necesitamos saber y saber hacer. Retrieved from: https://redes.colombiaaprende.edu.co/ntg/men/archivos/Referentes_Calidad/Estanda res_basicos_de_competencias/Estandares_Basicos_Competencia_en_Lenguas_Extr anjeras_%20Ingles.pdf Montoya Marulanda A. (2019). Promoting singing as a form of oral production in EFL classes: effects of using a musical instrument with fifth graders. A thesis submitted as a requirement to obtaining the degree of graduated in Foreign Languages. Universidad Católica de Oriente. Retrieved from: https://repositorio.uco.edu.co/handle/123456789/253 Nunan, D. and Bailey, K. (2009). Exploring second language classroom research: A Comprehensive Guide. Boston, MA: Heinle, Cengage Learning. Nunan, D. (1989). Designing Tasks for the Communicative Classroom. National Center for English Language Teaching and Research. Macquarie University, Sydney. Printed in the United Kingdom at the University Press. Cambridge. Nunan, D. (1992). Research Meethods in Language Learning. Cambrigde University Press. Oxford, R. L. (1993). Research Update on Teaching L2 Listening. System, Vol. 21, N°, 2. PP. 205-211. University of Alabama, USA. Pergamon Press. Printed in Great Britain. Retrieved from: http://onlinecourse.ncolctl.org/fundamentals/lesson5/downloads/L5_Oxford.pdf Parkinson, R. (2011). Storytelling and Imagination: Beyond Basic Literacy 8-14. Routledge. 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN. London & New York. Peña M., Onatra A. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Universidad Nacional de Colombia, Facultad de Ciencias Humanas. Departamento de Lenguas Extranjeras. Vol. 11, No. 2, 2009.Bogotá, Colombia. https://revistas.unal.edu.co/index.php/profile/article/view/11438/12090 Ramos Holgín B., et al. (2021). Theater as a safe environment to start productive skills development in an EFL classroom. Revista Boletín REDIPE 10 (8): 410-421. ISSN: 2256- 1536. Retrieved from: https://revista.redipe.org/index.php/1/article/view/1415 Ratnasari, A. G. (2020). EFL Students’ Challenges in Learning Speaking Skills: A Case Study in Mechanical Engineering Department. Journal of Foreign Language Teaching & Learning. Vol. 5. N° 1, 2020. https://journal.umy.ac.id/index.php/FTL/article/view/7712/pdf_24 Richards, J & Rodgers, T. (1982). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press. Richards, J & Rodgers, T. (1986). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press. Richards, J & Rodgers, T. (2001). (s.e). Approaches and methods in language teaching. Cambridge, UK: Cambridge University Press Rima B., et al. (2011). Motivating Students in the EFL Classroom; a Study of Perspectives. Published by Canadian Center of Science and Education. English Language Teaching. Vol. 4, No. 3. Retrieved from: https://www.researchgate.net/publication/268286697_Motivating_Students_in_the_ EFL_Classroom_A_Case_Study_of_Perspectives#fullTextFileContent Rodríguez B., Rodríguez B. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Vol. 12, No. 2. ISSN 1657-0790. Bogotá, Colombia. P.165-178. Retrieved from: https://revistas.unal.edu.co/index.php/profile/article/view/17691/18504 Saraç Galiya. (2007).The use of creative drama in developing the speaking skill of young learners. A thesis submitted as a requirement to obtaining the degree of Master. T.C Gazi University. Institute of Educational science. Ankara. https://dspace.gazi.edu.tr/bitstream/handle/20.500.12602/191503/?sequence=1&isAl lowed=y Scriven M. (2000). The logic and methodology of checklists. Retrieved from: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.588.7093&rep=rep1&ty pe=pdf Serrat O. (2008). Storytelling. Knowledge solution. Asian Development Bank. P: 1-4. Retrieved from: https://www.adb.org/sites/default/files/publication/27637/storytelling.pdf Shafaat H. (2018). Teaching Speaking Skill in Communication Classroom. International Journal of Media, Journalism and Mass Communications (IJMJMC) Volume 3, 90 Issue 3, 2017, PP 14-21 ISSN 2454-9479. Madda Walabu University, Bale Robe, Ethiopia. Simister, N. (2007). Basic Tools for Data Collection. Intrac for civil society. Retrieved from: https://www.intrac.org/wpcms/wp-content/uploads/2017/01/Basic-tools-fordata-collection.pdf Tracy S. (2013). Qualitative Research Methods. Collecting evidence, crafting analysis. Communicating impact. (1st Ed.) Wily-Blackwell. UK. Walker-Egea C. (2014). Design and Validation of an Evaluation Checklist for Organizational Readiness for Evaluation Capacity Development. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Curriculum and Instruction with a concentration in Measurement and Evaluation Department of Educational and Psychological Studies College of Education University of South Florida. Retrieved from: https://core.ac.uk/download/pdf/154470902.pdf Yi, Jyi-yeon. (2009). Defining Writing Ability for Classroom Writing Assessment in High Schools. Journal of Pan-Pacific Association of Applied Linguistics, 13(1), 53-69. Chongshin University. Retrieved from: https://files.eric.ed.gov/fulltext/EJ921024.pdf Zuhriyah M., (2017). Storytelling to improve students’ speaking skill. English Education: Jurnal Tadris Bahasa Inggris p-ISSN 2086-6003 Vol 10 (1), 2017, 119-134. Taken from: https://media.neliti.com/media/publications/60662-EN-storytelling-toimprove-students-speakin.pdf |
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Rojas Espitia, Sonia MarisolCruz Rusinque, Carolina2023-01-24T21:21:26Z2023-01-24T21:21:26Z2022Cruz Rusinque, C. (2022). Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in Colombia. [Trabajo pregrado, Universidad Pedagógica y Tecnológica de Colombia, Tunja]. http://repositorio.uptc.edu.co/handle/001/9018http://repositorio.uptc.edu.co/handle/001/9018Eng: In Colombia it is noticeable that despite the efforts of the National Ministry of Education, schools and teachers’ commitment to improve the teaching- learning practices of English as foreign language, the students are still having limitations at the moment of using the language in communicative contexts, and it is reflected, for instance on the results of the Pruebas Saber ICFES. As well, many times this is due to not only because of the language itself, but because it is necessary to implement other communicative strategies that enable the students to feel engaged with the language, and that at the same time can encourage them to use it in the contexts in which it is needed; which is mostly the classroom. Henceforth, in this qualitative research framed in an Action Research it was possible to document what the implementation of communicative tasks based on storytelling, music and short performances revealed about eleventh graders English speaking skill in a public institution in Cimitarra, Santander in Colombia. In order to provide an answer to the research question, seven Task- Based- Approach communicative tasks based on theater, music and storytelling were implemented. Video recordings and two interviews were used for data gathering. Findings revealed that these communicative tasks guided and helped students not only to improve their speaking skill but also their self-confidence at the moment of using the language in front of their partners. They also supported them to interact in a better way; likewise, encouraged and pushed them to express themselves, to use their imagination and put into practice not only their prior knowledge but also their autonomy and creativity.Bibliografía y webgrafía: páginasPregradoLicenciado en Idiomas Modernos Español - Inglés1 recurso en línea (164 páginas) : ilustracionesapplication/pdfspaUniversidad Pedagógica y Tecnológica de ColombiaFacultad de Ciencias de la EducaciónTunjaLicenciatura en Idiomas Modernos Español - InglésCopyright (c) 2022 Universidad Pedagógica y Tecnológica de ColombiaAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/info:eu-repo/semantics/openAccessLicencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0)http://purl.org/coar/access_right/c_abf2Enhancing eleventh graders’ speaking skill through communicative tasks based on storytelling and short performances at a public institution in Cimitarra, Santander in ColombiaTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Aida Abd El Maksoud Zaher. (2006). The Effectiveness of a Task- Based Instruction program in Developing the English Language Speaking Skills of Secondary Stage Students. A thesis Submitted for the Ph.D. degree in Education. Ain Shams University. Retrieved from: https://files.eric.ed.gov/fulltext/ED523922.pdfAlatawi M., (2021). When Narrative Becomes Theatrical: A Narratological Approach to Modern and Contemporary Irish Drama. The Harold Pinter Review, Vol. 5, 2021. 1 The Pennsylvania State University, University Park, PA.Álvarez Marinelli H. (1 Octubre de 2016). El inglés en América Latina. Ruta Maestra. S.V. https://rutamaestra.santillana.com.co/el-ingles-en-america-latina/Arboleda A., Castro A. (2019). Fostering Language Learning in the University EFL Classroom through Literature: A Task-Based Approach. Gist Education and Learning Research Journal. pp. 101-127. Retrieved from: https://latinjournal.org/index.php/gist/article/view/706/612Bachman, L. F. (1990). Fundamental considerations in language testing. 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A thesis submitted as a requirement to obtaining the degree of Master in teaching English as foreign Language. Universidad Técnica de Ambato. Ecuador. Retrieved from: https://repositorio.uta.edu.ec/bitstream/123456789/28148/1/Wilson%20Criollo.pdfCronquist K., Fizsbein A. (2017). El Apréndizaje del Inglés en América Latina. El Diálogo, Liderazgo para las Américas. https://www.thedialogue.org/wpcontent/uploads/2017/09/El-aprendizaje-del-ingl%C3%A9s-en-Am%C3%A9ricaLatina-1.pdfDos Santos Gonçalves A., Sarmento J., Carceres da Costa F. (2019). IMPROVING SPEAKING SKILL THROUGH STORYTELLING. ISCE. Journal of Innovative Studies on Character and Education. ISSN 2523-613X Volume 3. Retrieved from: https://iscjournal.com/index.php/isce/article/view/48/41Gaviria N. (11 de Abril de 2022). El Ranking de los mejores colegios en 10 departamentos según las Pruebas Saber 11. 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