Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom
Eng: The comprehensible input used in class can be useful in more ways than just as a tool to expose the students to the target language; it can also be used as a way to reinforce their critical thinking through different scenarios that they will face and understand through the input used in the cla...
- Autores:
-
Ballén Moreno, Juliana Sofía
Perdomo Rincón, Daniela Andrea
- 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:
- eng
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- oai:repositorio.uptc.edu.co:001/8446
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- http://repositorio.uptc.edu.co/handle/001/8446
- Palabra clave:
- Pensamiento crítico
Aprendizaje reflexivo
Pensamiento crítico - Enseñanza superior - Métodos de enseñanza
Aprendizaje experiencial
Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas
Critical thinking
Comprehensible input
Real life situations
Authentic material
Material comunicativo comprensible
Situaciones de la vida real
Material auténtico
- Rights
- openAccess
- License
- Copyright (c) 2022 Universidad Pedagógica y Tecnológica de Colombia
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Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| title |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
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Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom Pensamiento crítico Aprendizaje reflexivo Pensamiento crítico - Enseñanza superior - Métodos de enseñanza Aprendizaje experiencial Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas Critical thinking Comprehensible input Real life situations Authentic material Material comunicativo comprensible Situaciones de la vida real Material auténtico |
| title_short |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| title_full |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| title_fullStr |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| title_full_unstemmed |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| title_sort |
Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom |
| dc.creator.fl_str_mv |
Ballén Moreno, Juliana Sofía Perdomo Rincón, Daniela Andrea |
| dc.contributor.advisor.none.fl_str_mv |
Ramírez Avendaño, Alberto |
| dc.contributor.author.none.fl_str_mv |
Ballén Moreno, Juliana Sofía Perdomo Rincón, Daniela Andrea |
| dc.subject.armarc.none.fl_str_mv |
Pensamiento crítico Aprendizaje reflexivo Pensamiento crítico - Enseñanza superior - Métodos de enseñanza Aprendizaje experiencial Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas |
| topic |
Pensamiento crítico Aprendizaje reflexivo Pensamiento crítico - Enseñanza superior - Métodos de enseñanza Aprendizaje experiencial Licenciatura en Lenguas Extranjeras - Tesis y disertaciones académicas Critical thinking Comprehensible input Real life situations Authentic material Material comunicativo comprensible Situaciones de la vida real Material auténtico |
| dc.subject.proposal.spa.fl_str_mv |
Critical thinking Comprehensible input Real life situations Authentic material Material comunicativo comprensible Situaciones de la vida real Material auténtico |
| description |
Eng: The comprehensible input used in class can be useful in more ways than just as a tool to expose the students to the target language; it can also be used as a way to reinforce their critical thinking through different scenarios that they will face and understand through the input used in the classes. The objective with this research was to understand how the incorporation of this comprehensible input could enhance the critical thinking skills in fourth grade students from a private school in Tunja which only have had a limited contact with the English language. We picked Action Research as our type of study to develop our project using Observations, Students Artifacts and Teachers’ Documents (lesson plans) as our instruments for this research in order to have a more accurate idea of the situations that the students were facing. Contrary to the general belief of using only level appropriate input; when we expose students to the language through content that is more advanced it helps students not only to gain more vocabulary and have a general perception on how to use the language but also to be able to use their critical thinking skills to analyze the situations they see and how those situations can be connected to real life circumstances they might be facing. |
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2022 |
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2022-03-17T19:41:16Z |
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2022-03-17T19:41:16Z |
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2022 |
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Trabajo de grado - Pregrado |
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Ballén Moreno, J. S. & Perdomo Rincón, D. A. (2022). Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/8446 |
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http://repositorio.uptc.edu.co/handle/001/8446 |
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Ballén Moreno, J. S. & Perdomo Rincón, D. A. (2022). Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/8446 |
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eng |
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eng |
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Akbari, O. & Razavi, A. (2015). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education. 4. 10.5861/ijrse.2015.1189. Anderson, L., & Krathwohl, D. A. (2001). A Taxonomy for learning, teaching, and assessing: A Revision of Bloom’s taxonomy of educational objectives. New York: Longman. Berardo, S. (2006). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix. 6. Bernal Pinzón, A. (2020). Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence. HOW Journal, 27(1), 29-46. https://doi.org/10.19183/how.27.1.515 Browne, M. N. (2001). Asking the right questions. A guide to critical thinking. New Jersey: Pearson Education. Cárdenas, M. (2008). Psycho-linguistic and socio-cultural approaches to language learning: A never ending debate. Theoretical discussion papers.Colombian. Applied. Linguistics. J. 10: 142-154 Carter, A. (2020). Developing critical thinking skills in the ESL classroom. TESL Ontario. CONTACT Magazine. 43-52 Castillo Losada, C., Insuasty, E., & Jaime Osorio, M. (2017). The Impact of Authentic Materials and Tasks on Students' Communicative Competence at a Colombian Language School. Profile Issues in Teachers’ Professional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763 Coffey, H. (2016). Bloom's taxonomy. LEARN NC, 1-3 Cundar, A. (2021). Infusing Critical Thinking Skills in the English as a Foreign Language Classroom: A Meaningful Experience for Teachers and Students Pol. Con. (Edición núm. 57) Vol. 6, No 4. 358-370ISSN: 2550 - 682X DOI: 10.23857/pc.v6i4.2566 Denzin, N. and Lincoln, Y. (1994). Introduction: Entering the field of qualitative research. In NK Denzin and YS Lincoln (eds.) Handbook of Qualitative Research. pp. 1-18. Thousand Oaks: Sage. Díaz, J. (2018). A Contextualized Booklet to Develop Critical Thinking and Argumentative Writing. Materials for critical thinking and argumentative writing. Universidad Externado de Colombia School of Education. Master’s Program in Education with Emphasis on English Didactics Bogotá D.C., Colombia. 1-111. Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. California: California Academic Press. Ferrance, E. (2000). Action Research. Themes in education. Northeast and Islands Regional Educational Laboratory. Brown University. Florea, N., Hurjui, E. (2015). Critical Thinking in Elementary School Children, Procedia - Social and Behavioral Sciences, Volume 180, 2015, Pages 565-572, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2015.02.161. Glaser, B. and Strauss, A. (1967) The discovery of grounded theory: strategies for qualitative research. New York: Aldine de Gruyter, 1967. http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Glaser_1967.pdf Halpern, D. F. (1996). Thought & knowledge: An introduction to critical thinking. New Jersey: Lawrence Erlbaum associates, Publishers. Hasan, A. (2008). Making Input Comprehensible for Foreign Language Acquisition. Damascus University Journal, Vol.24, No2. 31-53. Hidalgo Dávila, H. A., & Caicedo Vela, M. L. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW Journal, 18(1), 112-134. Kalchik, S. & Oertle, K. (2010). The Theory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights. Issue 2. Office of Community College Research and Leadership. Kimball, M. C., & Palmer, A. S. (1978). The dialog game: A prototypical activity for providing proper intake in formal instruction. TESOL Quarterly, 12, 17–29. Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press. Krashen, S. (1982). Principles and practice in second language acquisition. New York: Pergamon Press. Krashen, S. D. (1996). The case for narrow listening. System, 24(1), 97-100. https://doi. org/10.1016/0346-251X(95)00054-N. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: The Alemany Press. Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33, 453- 484. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. ESL and Applied linguistics professional series. Eli Hinkel, Series Editor. Lawrence Erlbaum Associates, Inc. Lastra, S., Durán, N. and Acosta, D. (2018). Community based pedagogy as an eye-opening for pre-service teachers’ initial connections with the school curriculum. Colomb. Appl. Linguistics. J., 20(2), pp. 205-225. Leal, M. & Gómez, L. (2016). Encouraging critical thinking development in an EFL classroom through urban legends. Revista Folios ISSN: 0123-4870 N.o 43. 1377-1524p Liang, W. & Fung, D. (2021). Fostering critical thinking in English-as-a-second-language classrooms: Challenges and opportunities, Thinking Skills and Creativity, Volume 39, 100769, ISSN 1871-1871. Liao, J. and Zhao. D., (2012). “Grounded Theory Approach to Beginning Teachers’ Perspectives of Communicative Language Teaching Practice”. Electronic Journal of Foreign Language Teaching, Vol. 9, No. 1, pp. 76–90 López García, V. (2017). Comprehensible Input to Promote Effective Language Output. [Bachelor of eduacation thesis, Universidad de Antioquia]. https://bibliotecadigital.udea.edu.co/bitstream/10495/11004/1/LopezViviana_2017_Input EffectiveLanguage.pdf Loschky, L. (1994). Comprehensible Input And Second Language Acquisition: What Is the Relationship? Studies in Second Language Acquisition, 16(3), 303–323. Marín, M. & De la Pava, L. (2017). Conceptions of Critical Thinking from University EFL Teachers. English Language Teaching; Vol. 10, No. 7. ISSN 1916-4742 E-ISSN 1916- 4750 Published by Canadian Center of Science and Education. 78-88. Mason, B., and Krashen, S. (2019). Hypothesis: A class supplying rich comprehensible input is more effective and efficient than “Immersion.” IBU Journal of Educational Research and Practice, 7, 83-89. https://tinyurl.com/y4zdwmmz Mayora, C. (2017). Extensive Listening in a Colombian University: Process, Product, and Perceptions. HOW Journal, 24(1), 101-121. https://doi.org/10.19183/how.24.1.311 Mestari, S. & Malabar, F. (2016). The Use of Authentic Materials in Teaching Grammar for EFL Students (Teachers’ Perspective). Language and Language Teaching Journal. 19. 125- 131. 10.24071/llt.2016.190207. Morano, R. (2004). Simplified Readers as Comprehensible Input in the EFL Classroom. Department of Foreign Languages and Literature, Tunghai University. 225-250 Murawski, L. (2014). Critical Thinking in the Classroom…and Beyond. Journal of Learning in Higher Education, v10 n1 p25-30 Spr 2014. Pineda, C. (2004). Critical Thinking in the EFL Classroom: The Search for a Pedagogical Alternative to Improve English Learning. Íkala, revista de lenguaje y cultura Vol. 9, no. 15. 45-80. Seals, C. (2021). Benefits of Translanguaging Pedagogy and Practice. Scottish Languages Review. 36. 1-8. Srinivas, P. (2019). The Effective Use of Authentic Materials in the English Language Classrooms. Shanlax International Journal of Arts, Science and Humanities. 7. 1-8. 10.34293/sijash.v7i1.556. Sutarsya, C. & Yufrizal, H. (2018). The Implementation of Interactive Comprehensible Written Input-Output Instruction in Teaching Writing of English. Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 6, No. 4, 323-332. www.scholink.org/ojs/index.php/selt Tomlinson, B. (2012). Materials development for language learning and teaching. Cambridge Journals, 143-179. Tuzlukova, V., Al Busaidi, S., Burns, S., and Bugon, G. (2018). Exploring Teachers’ Perceptions of 21st Century Skills In Teaching And Learning In English Language Classrooms In Oman’s Higher Education Institutions. The Journal of Teaching English For Specific And Academic Purposes Vol. 6, No 1, 2018, pp. 191-203. https://doi.org/10.22190/JTESAP1801191T Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. |
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Ramírez Avendaño, AlbertoBallén Moreno, Juliana SofíaPerdomo Rincón, Daniela Andrea2022-03-17T19:41:16Z2022-03-17T19:41:16Z2022Ballén Moreno, J. S. & Perdomo Rincón, D. A. (2022). Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroom. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/8446http://repositorio.uptc.edu.co/handle/001/8446Eng: The comprehensible input used in class can be useful in more ways than just as a tool to expose the students to the target language; it can also be used as a way to reinforce their critical thinking through different scenarios that they will face and understand through the input used in the classes. The objective with this research was to understand how the incorporation of this comprehensible input could enhance the critical thinking skills in fourth grade students from a private school in Tunja which only have had a limited contact with the English language. We picked Action Research as our type of study to develop our project using Observations, Students Artifacts and Teachers’ Documents (lesson plans) as our instruments for this research in order to have a more accurate idea of the situations that the students were facing. Contrary to the general belief of using only level appropriate input; when we expose students to the language through content that is more advanced it helps students not only to gain more vocabulary and have a general perception on how to use the language but also to be able to use their critical thinking skills to analyze the situations they see and how those situations can be connected to real life circumstances they might be facing.Spa: El material comunicativo comprensible usado en clase puede ser utilizado de muchas más maneras que solamente una herramienta para exponer a los estudiantes al idioma objeto, también puede ser utilizado como una forma de reforzar el pensamiento crítico de los estudiantes por medio de los distintos escenarios con los cuales se van a encontrar a través del input presentado en clase. El objetivo de esta investigación es entender cómo la incorporación del material comunicativo comprensible puede mejorar el pensamiento crítico en los estudiantes de cuarto grado de un colegio privado en Tunja quienes no han tenido un gran acercamiento al inglés. El tipo de investigación que escogimos para desarrollar nuestro proyecto es el de Investigación Acción, utilizando instrumentos como observación, artefactos presentados por los estudiantes y guías de trabajo del profesor (Planes de clase) de forma que pudiéramos obtener una idea más clara de las situaciones a las cuales se enfrentaban los estudiantes. En contrario a la creencia general, exponer a los estudiantes a la lengua a través de un input que va un poco más allá de su comprensión les ayudará no sólo a adquirir más vocabulario y a tener una percepción general sobre el uso de la lengua, sino que también podrán utilizar sus habilidades de pensamiento crítico para analizar las situaciones que se presenten y cómo esas situaciones pueden relacionarse con situaciones de la vida diaria a las cuales podrían enfrentarse.Bibliografía y webgrafía: páginas 65-71.PregradoLicenciado en Lenguas Extranjeras1 recurso en línea (106 páginas) : ilustraciones.application/pdfengUniversidad Pedagógica y Tecnológica de ColombiaFacultad 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-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Interaction with comprehensible input and its impact on fourth graders’ critical thinking in the EFL classroomTrabajo 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, O. & Razavi, A. (2015). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International Journal of Research Studies in Education. 4. 10.5861/ijrse.2015.1189.Anderson, L., & Krathwohl, D. A. (2001). A Taxonomy for learning, teaching, and assessing: A Revision of Bloom’s taxonomy of educational objectives. New York: Longman.Berardo, S. (2006). The Use of Authentic Materials in the Teaching of Reading. The Reading Matrix. 6.Bernal Pinzón, A. (2020). Authentic Materials and Tasks as Mediators to Develop EFL Students’ Intercultural Competence. HOW Journal, 27(1), 29-46. https://doi.org/10.19183/how.27.1.515Browne, M. N. (2001). Asking the right questions. A guide to critical thinking. New Jersey: Pearson Education.Cárdenas, M. (2008). Psycho-linguistic and socio-cultural approaches to language learning: A never ending debate. Theoretical discussion papers.Colombian. Applied. Linguistics. J. 10: 142-154Carter, A. (2020). Developing critical thinking skills in the ESL classroom. TESL Ontario. CONTACT Magazine. 43-52Castillo Losada, C., Insuasty, E., & Jaime Osorio, M. (2017). The Impact of Authentic Materials and Tasks on Students' Communicative Competence at a Colombian Language School. Profile Issues in Teachers’ Professional Development, 19(1), 89-104. https://doi.org/10.15446/profile.v19n1.56763Coffey, H. (2016). Bloom's taxonomy. LEARN NC, 1-3Cundar, A. (2021). Infusing Critical Thinking Skills in the English as a Foreign Language Classroom: A Meaningful Experience for Teachers and Students Pol. Con. (Edición núm. 57) Vol. 6, No 4. 358-370ISSN: 2550 - 682X DOI: 10.23857/pc.v6i4.2566Denzin, N. and Lincoln, Y. (1994). Introduction: Entering the field of qualitative research. In NK Denzin and YS Lincoln (eds.) Handbook of Qualitative Research. pp. 1-18. Thousand Oaks: Sage.Díaz, J. (2018). A Contextualized Booklet to Develop Critical Thinking and Argumentative Writing. Materials for critical thinking and argumentative writing. Universidad Externado de Colombia School of Education. Master’s Program in Education with Emphasis on English Didactics Bogotá D.C., Colombia. 1-111.Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. California: California Academic Press.Ferrance, E. (2000). Action Research. Themes in education. Northeast and Islands Regional Educational Laboratory. Brown University.Florea, N., Hurjui, E. (2015). Critical Thinking in Elementary School Children, Procedia - Social and Behavioral Sciences, Volume 180, 2015, Pages 565-572, ISSN 1877-0428, https://doi.org/10.1016/j.sbspro.2015.02.161.Glaser, B. and Strauss, A. (1967) The discovery of grounded theory: strategies for qualitative research. New York: Aldine de Gruyter, 1967. http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Glaser_1967.pdfHalpern, D. F. (1996). Thought & knowledge: An introduction to critical thinking. New Jersey: Lawrence Erlbaum associates, Publishers.Hasan, A. (2008). Making Input Comprehensible for Foreign Language Acquisition. Damascus University Journal, Vol.24, No2. 31-53.Hidalgo Dávila, H. A., & Caicedo Vela, M. L. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW Journal, 18(1), 112-134.Kalchik, S. & Oertle, K. (2010). The Theory and Application of Contextualized Teaching and Learning in Relation to Programs of Study and Career Pathways. Transition Highlights. Issue 2. Office of Community College Research and Leadership.Kimball, M. C., & Palmer, A. S. (1978). The dialog game: A prototypical activity for providing proper intake in formal instruction. TESOL Quarterly, 12, 17–29.Krashen, S. (1981). Second language acquisition and second language learning. New York: Pergamon Press.Krashen, S. (1982). Principles and practice in second language acquisition. 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(2004). Critical Thinking in the EFL Classroom: The Search for a Pedagogical Alternative to Improve English Learning. Íkala, revista de lenguaje y cultura Vol. 9, no. 15. 45-80.Seals, C. (2021). Benefits of Translanguaging Pedagogy and Practice. Scottish Languages Review. 36. 1-8.Srinivas, P. (2019). The Effective Use of Authentic Materials in the English Language Classrooms. Shanlax International Journal of Arts, Science and Humanities. 7. 1-8. 10.34293/sijash.v7i1.556.Sutarsya, C. & Yufrizal, H. (2018). The Implementation of Interactive Comprehensible Written Input-Output Instruction in Teaching Writing of English. Studies in English Language Teaching ISSN 2372-9740 (Print) ISSN 2329-311X (Online) Vol. 6, No. 4, 323-332. www.scholink.org/ojs/index.php/seltTomlinson, B. (2012). Materials development for language learning and teaching. Cambridge Journals, 143-179.Tuzlukova, V., Al Busaidi, S., Burns, S., and Bugon, G. (2018). 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