Traditional colombian games in virtual and in-person education
Eng: The main object of this research study was to enhance the Communicative Competence of fifth graders through the use of traditional Colombian games in virtual and in-person settings in an EFL classroom. The participants of this research study were thirty-three (33) students from a public school...
- Autores:
-
Avella Gutiérrez, Johanna Milena
Rincón Silva, María Paula
- 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
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/8688
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/8688
- Palabra clave:
- Competencia comunicativa
Competencia y desempeño (Lingüística)
Competence and performance (Linguistics)
Communicative competence
Traditional colombian games
Virtuality
Inperson classes
Authentic school context
Versatility
Juegos tradicionales colombianos
Virtualidad
Presencialidad
Contextos escolares auténticos
Versatilidad
- Rights
- openAccess
- License
- Copyright (c) 2022 Universidad Pedagógica y Tecnológica de Colombia
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Traditional colombian games in virtual and in-person education |
| title |
Traditional colombian games in virtual and in-person education |
| spellingShingle |
Traditional colombian games in virtual and in-person education Competencia comunicativa Competencia y desempeño (Lingüística) Competence and performance (Linguistics) Communicative competence Traditional colombian games Virtuality Inperson classes Authentic school context Versatility Juegos tradicionales colombianos Virtualidad Presencialidad Contextos escolares auténticos Versatilidad |
| title_short |
Traditional colombian games in virtual and in-person education |
| title_full |
Traditional colombian games in virtual and in-person education |
| title_fullStr |
Traditional colombian games in virtual and in-person education |
| title_full_unstemmed |
Traditional colombian games in virtual and in-person education |
| title_sort |
Traditional colombian games in virtual and in-person education |
| dc.creator.fl_str_mv |
Avella Gutiérrez, Johanna Milena Rincón Silva, María Paula |
| dc.contributor.advisor.none.fl_str_mv |
Ramírez Avendaño, Alberto |
| dc.contributor.author.none.fl_str_mv |
Avella Gutiérrez, Johanna Milena Rincón Silva, María Paula |
| dc.subject.armarc.none.fl_str_mv |
Competencia comunicativa Competencia y desempeño (Lingüística) Competence and performance (Linguistics) |
| topic |
Competencia comunicativa Competencia y desempeño (Lingüística) Competence and performance (Linguistics) Communicative competence Traditional colombian games Virtuality Inperson classes Authentic school context Versatility Juegos tradicionales colombianos Virtualidad Presencialidad Contextos escolares auténticos Versatilidad |
| dc.subject.proposal.eng.fl_str_mv |
Communicative competence Traditional colombian games Virtuality Inperson classes Authentic school context Versatility |
| dc.subject.proposal.spa.fl_str_mv |
Juegos tradicionales colombianos Virtualidad Presencialidad Contextos escolares auténticos Versatilidad |
| description |
Eng: The main object of this research study was to enhance the Communicative Competence of fifth graders through the use of traditional Colombian games in virtual and in-person settings in an EFL classroom. The participants of this research study were thirty-three (33) students from a public school in Tunja, Boyacá, Colombia. This study is framed as qualitative Action Research. The methodological procedure implemented to collect data was based on the application of seven (7) workshops based on traditional Colombian games where the students were able to strengthen their Communicative Competence and use language in authentic school contexts, virtually and in-person classes. Three different instruments were taken into account in order to collect data: Video recordings, semi-structured interviews and a field journal. The findings of this research study revealed that the use of traditional Colombian games developed the Communicative Competence of the students, giving them tools to communicate in an authentic school context and not only during the development of the workshops but from now on as well. Regarding the motivation, it was evident that being able to interact with their classmates and teachers during the implementation of the games, made the students feel more comfortable and willing to participate in the activities proposed. Finally, the versatility of the workshops is a useful tool that allows us to cover much more topics, levels of language and settings (virtual and in-person) than usual. |
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2022 |
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2022-08-17T20:21:34Z |
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2022-08-17T20:21:34Z |
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2022 |
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Trabajo de grado - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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Avella Gutiérrez, J. M & Rincón Silva, M. P. (2022), Traditional colombian games in virtual and in-person education. [Trabajo de pregrado, Universidad Pedagógica y Tecnológica de Colombia]. http://repositorio.uptc.edu.co/handle/001/8688 |
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Avella Gutiérrez, J. M & Rincón Silva, M. P. (2022), Traditional colombian games in virtual and in-person education. [Trabajo de pregrado, Universidad Pedagógica y Tecnológica de Colombia]. http://repositorio.uptc.edu.co/handle/001/8688 |
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spa |
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Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_392 Tomlinson, B. (2012). Materials Development in Language Teaching. BLOOMSBURY. https://www.academia.edu/43760213/Developing_Materials_for_Language_Teaching Tümen-Akyıldız, C., Seçil, V., & Ahmed, K. (2021).The impact of Covid-19 pandemic on EFL classes through the lenses of secondary learners. Shanlax International Journal of Education. 9 (4), 389–406. DOI: https://doi.org/10.34293/ education.v9i4.4210 Yolageldili, G., & Arican, A. (2011). Effectiveness of using games in teaching grammar to young learners. Elementary Education Online. 10(1), 219-229. DOI: https://files.eric.ed.gov/fulltext/ED527862.pdf Yucel, S. & Gündoğgu, C. (2012). Traditional Children's Games in Primary and Secondary Education. Ankara: novel. https://www.nobelyayin.com/ilkogretim-ve-ortaogretimde-geleneksel-cocukoyunlari_3635.html Widiana, W., Jampel, N., and Prawini, P. (2017). The effectiveness of traditional game-based communication learning activity for cognitive process dimension learning achievement. Cakrawala Pendidikan. 37(2), 260-269. DOI:https://media.neliti.com/media/publications/260396-the-effectiveness-ofcommunication-learn-00a39e70.pdf |
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Ramírez Avendaño, AlbertoAvella Gutiérrez, Johanna MilenaRincón Silva, María Paula2022-08-17T20:21:34Z2022-08-17T20:21:34Z2022Avella Gutiérrez, J. M & Rincón Silva, M. P. (2022), Traditional colombian games in virtual and in-person education. [Trabajo de pregrado, Universidad Pedagógica y Tecnológica de Colombia]. http://repositorio.uptc.edu.co/handle/001/8688http://repositorio.uptc.edu.co/handle/001/8688Eng: The main object of this research study was to enhance the Communicative Competence of fifth graders through the use of traditional Colombian games in virtual and in-person settings in an EFL classroom. The participants of this research study were thirty-three (33) students from a public school in Tunja, Boyacá, Colombia. This study is framed as qualitative Action Research. The methodological procedure implemented to collect data was based on the application of seven (7) workshops based on traditional Colombian games where the students were able to strengthen their Communicative Competence and use language in authentic school contexts, virtually and in-person classes. Three different instruments were taken into account in order to collect data: Video recordings, semi-structured interviews and a field journal. The findings of this research study revealed that the use of traditional Colombian games developed the Communicative Competence of the students, giving them tools to communicate in an authentic school context and not only during the development of the workshops but from now on as well. Regarding the motivation, it was evident that being able to interact with their classmates and teachers during the implementation of the games, made the students feel more comfortable and willing to participate in the activities proposed. Finally, the versatility of the workshops is a useful tool that allows us to cover much more topics, levels of language and settings (virtual and in-person) than usual.Spa: El objetivo principal de este estudio era el de mejorar la Competencia Comunicativa de estudiantes de grado quinto, a través del uso de juegos tradicionales colombianos en un contexto tanto virtual, como presencial, en la clase de inglés como lengua extranjera. Los participantes de este estudio fueron treinta y tres (33) estudiantes de un colegio público de la ciudad de Tunja, Boyacá, Colombia. Este estudio es considerado como investigación acción cualitativa. El procedimiento metodológico implementado para recolectar datos se basó en la aplicación de siete (7) talleres basados en juegos tradicionales colombianos, donde los estudiantes tuvieron la oportunidad de fortalecer su Competencia Comunicativa y usar el idioma en contextos escolares auténticos, tanto virtuales como presenciales. Los tres diferentes instrumentos tenidos en cuenta para recolectar los datos fueron: Los artefactos de los estudiantes, la entrevista semiestructurada y el diario de campo. Los resultados que arrojó esta investigación revelan que el uso de juegos tradicionales colombianos desarrolló la Competencia Comunicativa de los estudiantes, brindándoles herramientas para comunicarse en un contexto escolar auténtico y no solo durante el desarrollo de los talleres, sino también de ahora en adelante. Con respecto a la motivación, se evidenció que tener la posibilidad de interactuar con sus compañeros y profesores durante la implementación de los juegos, hizo que los estudiantes se sintieran más cómodos y dispuestos a participar de las actividades propuestas. Finalmente, la versatilidad de los talleres es una herramienta útil que nos permite abarcar muchos más temas, niveles de lengua y contextos (virtual y presencial) de lo habitual.Bibliografía y webgrafía: páginas 99-108.PregradoLicenciado en Lenguas Extranjeras1 recurso en línea (140 páginas) : ilustracionesapplication/pdfspaUniversidad pedagógica y Tecnológica de Colombia. Facultad de Ciencias Agropecuarias. Centro de Gestión de Investigación y Extensión - CIECAFacultad de Ciencias de la EducaciónTunjaLicenciatura en Lenguas Extranjeras con énfasis en Inglés y FrancésCopyright (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_abf2Traditional colombian games in virtual and in-person educationTrabajo 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_970fb48d4fbd8a85Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: The case of junior high school and high school. Science Direct (199), 394-401. DOI: 10.1016/j.sbspro.2015.07.524Alawamleh. M., Al-Twait, L., and Al-Saht, G. (2020). “The effect of online learning on communication between Instructors and students during COVID-19 pandemic.” Asian Education and Development Studies 11 (2), 380-400. DOI: https://doi.org/10.1108/AEDS-06-2020-0131Armostis, S. (2013, May 7th). Communicative Competence. Linguisticator. http://www.linguisticator.comBaradaran, S., Hasankala, Q., Shojaee, A., Unesi Z. (2018). The Effects of Traditional Games on Preschool Children’s Social Development and Emotional Intelligence: A Two - Group, Pretest - Posttest, Randomized, Controlled Trial. Modern Care Journal, 15(1), para. 9. DOI: 10.5812/modernc.66605Best, J. (2020, March 13th). 5 Challenges of Online Teaching (and How to Rise Above Them). 3P Learning. Para. 4-21. https://www.3plearning.com/blog/5-common-pitfalls-distance-teaching-avoid/Breiki, M., and Yahaya, W. (2020). Using Gamification to Promote Students’ Engagement While Teaching Online During COVID-19. 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Íkala. 12 (18), 309-332. DOI: https://revistas.udea.edu.co/index.php/ikala/article/view/2722Gros, B. (2004), Pantallas, juegos y alfabetización digital. Desclée de Brouwer. https://www.edesclee.com/tematicas/educacion-en-valores/pantallas-juegos-y-educacionla-alfabetizacion-digital-en-la-escuela-detailGros, B. (2007) Digital Games in Education: The Design of Games-Based Learning Environments. Journal of Research on Technology in Education. 40(1), 23–38. DOI: https://files.eric.ed.gov/fulltext/EJ826060.pdfHarjanne, P., & Tella, S. (2007). Foreign Language Didactics, Foreign Language Teaching and Transdisciplinary Affordances. LIT Verlag. 197–225. https://www.isd.su.se/polopoly_fs/1.150743.1381326972!/menu/standard/file/HarjanneT ella_ViKiPeda07.pdfHarrell, M. and Bradley, M. (2009). Data Collection Methods: Semi-Structured Interviews and Focus Groups. RAND. https://www.rand.org/pubs/technical_reports/TR718.html.Heyman, J. & Sailors, J. (2011). 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DOI:https://media.neliti.com/media/publications/260396-the-effectiveness-ofcommunication-learn-00a39e70.pdfCompetencia comunicativaCompetencia y desempeño (Lingüística)Competence and performance (Linguistics)Communicative competenceTraditional colombian gamesVirtualityInperson classesAuthentic school contextVersatilityJuegos tradicionales colombianosVirtualidadPresencialidadContextos escolares auténticosVersatilidadPúblico generalORIGINALTraditional_colombian_games.pdfTraditional_colombian_games.pdfArchivo principalapplication/pdf2221689https://repositorio.uptc.edu.co/bitstreams/4a501187-50f9-405d-917e-0e71f52c8069/download63fed02ae127870ceb2bfbbe1cd4c559MD51JMAG_y_otra.pdfJMAG_y_otra.pdfAutorización publicaciónapplication/pdf147459https://repositorio.uptc.edu.co/bitstreams/c0b85135-ea1f-4615-8f3f-7f896dd0e6ad/download47cf29bd2a88c73860d897f05b1cda52MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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