Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá
Eng: In language learning contexts, telecollaboration is understood as an exchange between people from different populations through the use of electronic means in order to develop intercultural and linguistic communication skills with the purpose of exchanging knowledge. In telecollaboration, bilin...
- Autores:
-
Julieth Alejandra, Torres Beltrán
Santana Alarcón, Johana L.
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/3814
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/3814
- Palabra clave:
- Lenguaje y lenguas
Lenguaje y educación
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Telecollaboration
Writing skills
Technological resources
Pen pal exchange
Pandemic
Elementary schools
- Rights
- openAccess
- License
- Copyright (c) 2021 Universidad Pedagógica y Tecnológica de Colombia
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dc.title.spa.fl_str_mv |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
title |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
spellingShingle |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá Lenguaje y lenguas Lenguaje y educación Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Telecollaboration Writing skills Technological resources Pen pal exchange Pandemic Elementary schools |
title_short |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
title_full |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
title_fullStr |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
title_full_unstemmed |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
title_sort |
Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá |
dc.creator.fl_str_mv |
Julieth Alejandra, Torres Beltrán Santana Alarcón, Johana L. |
dc.contributor.author.none.fl_str_mv |
Julieth Alejandra, Torres Beltrán Santana Alarcón, Johana L. |
dc.subject.armarc.none.fl_str_mv |
Lenguaje y lenguas Lenguaje y educación Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
topic |
Lenguaje y lenguas Lenguaje y educación Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Telecollaboration Writing skills Technological resources Pen pal exchange Pandemic Elementary schools |
dc.subject.proposal.spa.fl_str_mv |
Telecollaboration Writing skills Technological resources Pen pal exchange Pandemic Elementary schools |
description |
Eng: In language learning contexts, telecollaboration is understood as an exchange between people from different populations through the use of electronic means in order to develop intercultural and linguistic communication skills with the purpose of exchanging knowledge. In telecollaboration, bilingual models are proposed for learning a foreign language, on the one hand, this can be between students of different cultures, and on the other hand between students with a common language in order to strengthen the learning of another language. This study looked to promote telecollaborative exchange among 16 elementary school students in Boyacá aged between 9 to 11 years old. Considering the age of the participants and their needs, we sought to develop one of the production skills, in this case, writing, considered by the participants as the most complex. The objective of this project was to explore and describe young learners’ EFL writing skills development as they become involved in a telecollaboration exchange of personal letters during the pandemic between two institutions. The results showed a positive evolution in writing skills during the telecollaborative exchange as students expressed the emotions generated by the pandemic and their new friendship. This demonstrated that curiosity, motivation, diversity, confidence, and technological tools can transform foreign language learning in any context. |
publishDate |
2021 |
dc.date.accessioned.none.fl_str_mv |
2021-12-09T20:50:19Z |
dc.date.available.none.fl_str_mv |
2021-12-09T20:50:19Z |
dc.date.issued.none.fl_str_mv |
2021 |
dc.type.spa.fl_str_mv |
Trabajo de grado - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/bachelorThesis |
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info:eu-repo/semantics/publishedVersion |
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Text |
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https://purl.org/redcol/resource_type/TP |
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http://purl.org/coar/resource_type/c_7a1f |
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dc.identifier.citation.spa.fl_str_mv |
Torres Beltrán, J. A. & Santana Alarcón, J. L. (2021). Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3814 |
dc.identifier.uri.none.fl_str_mv |
http://repositorio.uptc.edu.co/handle/001/3814 |
identifier_str_mv |
Torres Beltrán, J. A. & Santana Alarcón, J. L. (2021). Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3814 |
url |
http://repositorio.uptc.edu.co/handle/001/3814 |
dc.language.iso.spa.fl_str_mv |
eng |
language |
eng |
dc.relation.references.spa.fl_str_mv |
Austin, N., Hampel, R., & Kukulska-Hulme, A. (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64, 87-103. doi: 10.1016/j.system.2016.12.003 Bilha Bashan & Rachel Holsblat | (2017) Reflective journals as a research tool: The case of student teachers’ development of teamwork, Cogent Education, 4:1, 1374234, DOI: 10.1080/2331186X.2017.1374234Bernard, R. (1988). Research methods in cultural anthropology, Beverly Hills: Sage. 520 pages. John Van Maanen: Tales of the Field: On Writing Ethnography 1988, Chicago: Chicago University Press. 173 pages. Organization Studies, 11(3), 464–466. https://doi.org/10.1177/017084069001100313 Best, J. W., & Kahn, J. V. (1989). Research in education. In 1. Prentice-Hall (Ed.). Best, J.W. & Kahn, J.V. (2006) Research in education. 10th Edition, Pearson Education Inc., Cape Town. Braun, V., Clarke, V. & Weate, P. (2016). Using thematic analysis in sport and exercise research. In B. Smith & A. C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 191-205). London: Routledge. Brown, D. (2020). Legacy Healthcare pen-pal program aims to ensure residents feel ‘loved’ during COVID-19 response. The Brighter Side, 1. Retrieved 2 June 2021, from https://www.mcknights.com/news/the-brighter-side/legacy-healthcare-pen-pal-programaims-to-ensure-residents-feel-loved-during-covid-19-response/. Byram, M. (1997). Teaching and assessing intercultural communicative competence. multilingual matters LTD. From https://books.google.com.co/books?hl=es&lr=&id=0vfq8JJWhTsC&oi=fnd&pg=PA1&d q=byram+1997+intercultural+competence&ots=W1UTJ6heHr&sig=sBqD0eszVI_sdnBwTfIW5WnxGw#v=onepage&q=byram%201997%20intercultural%20c ompetence&f=false Caballeros, M. Sazo, E. Gálvez, J (2014). El aprendizaje de la lectura y escritura en los primeros años de escolaridad: experiencias exitosas de Guatemala Revista Interamericana de Psicología/Interamerican Journal of Psychology (IJP) 2014, Vol, 48, No. 2, pp 212-222 Check, J., & Schutt, R. (2012). Survey research. Research methods in education. (p. 160). Thousand Oaks, CA. Cummins, J., & Sayers, D. (1995). Brave new schools: Challenging cultural literacy through global learning networks. New York: St. Martin’s Press. Denzin, N. K., & Lincoln, Y. (2005). The SAGE handbook of qualitative research. In N. K. Denzin, & Y. Lincoln. Dooly Owenby, M., & O'Dowd, R. (Eds.). (2018). In this together. bern, Switzerland: Peter Lang CH. Retrieved Jun 14, 2021, from https://www.peterlang.com/view/title/67965 Dubey, S., Biswas, P., Ghosh, R., Chatterjee, S., Chatterjee, Lahiri, D., & Lavie, C. (2020). Psychosocial impact of COVID-19. Diabetes & metabolic syndrome, 14(5). doi:https://doi.org/10.1016/j.dsx.2020.05.035 European Council & Commission. (2015). 2015 Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020). Farley, S. (1994). From Russians with love. Executive Educator, p41 Flick, U., Von Kardorff, E., & Steinke, I. (2004). A companion to qualitative research. In U. Flick, E. Von Kardorff, & I. Steinke Gibbs, G.R. (2007) Thematic coding and categorizing, analyzing qualitative data. SAGE Publications Ltd., London. http://dx.doi.org/10.4135/9781849208574 Greenfield, R. (2003). Collaborative e-mail exchange for teaching secondary ESL: A case study in Hong Kong. Language Learning & Technology, 7(1), 46-70 Guerrero, M. (2012).The use of Skype as a synchronous communication tool between foreign language College students and Native students. HOW, A Colombian journal for Teachers of English. (19) 33 – 47 Guth. (2002). Community literacy day: A new school develops community support (Vol. 52). The Reading Teacher. Hanson-Smith, E., & Rilling, E. (2007). Learning languages through technology Harmer, J. (1998). How to teach English. Longman. Edinburgh Gate, Harlow, Essex CM20 2 JE. England Frank, A., & Grady, C. (2020, March 22). Phone booths, parades, and 10-minute test kits: How countries worldwide are fighting Covid-19. Vox, Retrieved from https://www.vox.com/science-and-health/2020/3/22/21189889/ coronavirus-covid-19- pandemic-response-south-korea-phillipines-italy-nicaragua-senegal-hong-kong Healey, D. (2016). Language learning and technology, past, present and future. (L. M. Fiona Furr, Ed.) Roulette Handbooks. From https://books.google.com.co/books?hl=es&lr=&id=7tKjCwAAQBAJ&oi=fnd&pg=PA9 &dq=Healey,+D.+(2016).+Language+learning+and+technology:+Past,+present+and+fut ure.&ots=- WLUnivcrb&sig=Vgr0SE78kcfH4WPelpiJj9P4luo#v=onepage&q=Healey%2C%20D.% 20(2016).%20Language%20le Helm, F., & Guth, S. (2010). Telecollaboration 2.0: Language, literacy and intercultural. (S. G. Francesca Helm, Ed.) Kemmis, S. and McTaggart, R. (eds) (1988) The action research planner. (Third Edition) Waurn Ponds: Deakin University Press. Lekawael, R. F. J. (2017). The impact of smartphone and internet usage on English language learning. English Review: Journal of English Education, 5(2), 255-262 Larrotta, C., & Chung, H. (2020). Foreign-born TESOL instructors assisting adult immigrant learners to develop civic literacy skills: A pen pal project. Texas State University, USA. Levy, M. (1997) CALL: context and conceptualization, Oxford: Oxford University Press Lizcano, N., & Cabrera, M. (2020). EFL learners’ perceptions about language learning and culture when using telecollaboration. Profile: Issues in teachers´ professional development, 22(2), 95-113. doi: 10.15446/profile.v22n2.82213 Lin, M. (2018). “I don’t even know where Turkey is.”: Developing intercultural. JGER Journal of global education and research, 2. Luger, K. (2020) The coronavirus seems to spare most kids from Illness, but Its effect on their mental health is deepening. Time. https://time.com/5870478/children-mental-healthcoronavirus/ Merriam, S. Tisdell E, (2015). Qualitative research: A guide to design and implementation, 4th Edition. San Francisco : Jossey-Bass. 4th ed., p. 209-223 Merriam, S., & Tisdell, E. (2016). Qualitative research: A guide to design and implementation (4th ed., p. 162). San Francisco: Jossey-Bass. Minichiello, Victor. (1990). In-depth interviewing: researching people. South Melbourne: Longman Cheshire Ministerio de Educación Nacional, 2006. Formar en Lenguas extranjeras: Inglés ¡El Reto!. Colombia: Espantapájaros Taller, pp.3, 19, 21. Ministerio de Educación Nacional . (2018). https://www.mineducacion.gov.co/portal/. From Ministerio de Educación Nacional: https://www.mineducacion.gov.co/portal/ Ministerio de Educación. (2020). Lineamientos para la prestación del servicio de Educación en casa y en presencialidad bajo el esquema de alternancia y la Implementación de prácticas de bioseguridad en la comunidad educativa (p. 8). Colombia: Ministerio de educación. O Dowd, R. (2007). Foreign language education and the rise of online communication: A review of promises and realities. Languages for Intercultural Communication and Education, 15, 17 O'Dowd, R. (2017). Online intercultural exchange: An introduction for foreign language teachers. multilingual matters. Pacheco, A. (2005) Web-based learning (WBL): A challenge for foreign language teachers ejournal "actualidades investigativas en educación", vol. 5, núm. 2, p. 1-25 Parupalli, S. R. (2017) Impact factor: 4.359(SJIF) research journal of English (RJOE) Vol-2, Issue-3, 2017 www.rjoe.org.in an international peer-reviewed English journal ISSN: 2456-2696 Parsad, A., & University, A. (2012). Interviews-management and human resources-report. human resource management, 2, 1. Retrieved June 2021, from https://www.docsity.com/en/interviews-management-and-human-resources-report/17738. Reidngton, M. (2011). The impact of web 2.0 and enterprise 2.0 on corporate reputation: benefits problems and prospects. In R. J. Burke, G. Martin, & C. L. Cooper (Ed.), Corporate reputation: managing opportunities and threats. (pp.217-244). Surrey, England: Gower Publishing Limited. Reid, J. M. (2001). The Cambridge guide to teaching English to speakers of other languages. In R. Cater & D. Nunan (Ed.), Writing (p.23-33). Cambridge: Cambridge University Press. Richards, J., & Renandya , W. (2002). Methodology in language teaching. In J. Richards, & W. Renandya. Cambridge University Press Schweers, W. (1999). Using L1 in the L2 classroom. English teaching forum, 37(2), 6-9. Scott, W. A., & Ytreberg, L. H. (1990). Teaching English to children. Longman. Suárez, K. (2015). Competencia comunicativa intercultural por medio de Pen Pal. Maestria Educación. From http://hdl.handle.net/11349/2163 Sylva, K. (1994). School influences on children’s development. Journal of Child Psychology and Psychiatry, 15(1), 135-170. https://doi. org/10.1111/j.1469-7610.1994.tb01135.x Tarone, E. (1980). "Communication strategies, foreigner talk and repair in interlanguage", Language Learning, Vol. (30). 417- 431 Srinivas, P,. (2019). Teaching of writing skills to foreign to second language learners of English. ELT VIBES: International E-Journal For Research in ELT Volume 5, Number 2. 136- 152 (2019) Sundman, Lana. (2006). PENPALS. Crafts and hobbies. United States of America. 148 Tolosa, C., Ordóñez, C., & Alfonso, T. (2015). Online peer feedback between Colombian and New Zealand FL beginners: a comparison and lessons learned. PROFILE Issues In Teachers' Professional Development, 17(1), 73-86. doi: 10.15446/profile.v17n1.41858 Viáfara, J. (2019). Prospective English teachers re-examining language ideologies in telecollaboration#. Computer Assisted Language Learning, 33(7), 732-754. DOI: 10.1080/09588221.2019.1590419 Vygotsky, L. S. (1978). Mind in society: The development of higher mental processes. New York: Cambridge University Press. Warschauer, M., & Whittaker, F. (2002). The Internet for English teaching: Guidelines for Teachers. Watson, C., Barksdale, M. A., & Eun, S. (2007). Pen Pal letter exchanges: taking first steps toward developing cultural understanding. Wright, A. (2003). Pictures for language learning (ed). Cambridge University |
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Copyright (c) 2021 Universidad Pedagógica y Tecnológica de Colombia |
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Atribución-NoComercial-SinDerivadas 2.5 Colombia |
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Julieth Alejandra, Torres BeltránSantana Alarcón, Johana L.2021-12-09T20:50:19Z2021-12-09T20:50:19Z2021Torres Beltrán, J. A. & Santana Alarcón, J. L. (2021). Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in Boyacá. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/3814http://repositorio.uptc.edu.co/handle/001/3814Eng: In language learning contexts, telecollaboration is understood as an exchange between people from different populations through the use of electronic means in order to develop intercultural and linguistic communication skills with the purpose of exchanging knowledge. In telecollaboration, bilingual models are proposed for learning a foreign language, on the one hand, this can be between students of different cultures, and on the other hand between students with a common language in order to strengthen the learning of another language. This study looked to promote telecollaborative exchange among 16 elementary school students in Boyacá aged between 9 to 11 years old. Considering the age of the participants and their needs, we sought to develop one of the production skills, in this case, writing, considered by the participants as the most complex. The objective of this project was to explore and describe young learners’ EFL writing skills development as they become involved in a telecollaboration exchange of personal letters during the pandemic between two institutions. The results showed a positive evolution in writing skills during the telecollaborative exchange as students expressed the emotions generated by the pandemic and their new friendship. This demonstrated that curiosity, motivation, diversity, confidence, and technological tools can transform foreign language learning in any context.PregradoLicenciado en Lenguas Extranjeras1 recurso en línea (113 páginas).application/pdfengUniversidad Pedagógica y Tecnológica de ColombiaFacultad de Ciencias de la EducaciónTunjaLicenciatura en Idiomas Modernos Español - InglésCopyright (c) 2021 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 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_abf2Developing Young Learners’ EFL Writing Skills through a Pen Pal Telecollaboration Exchange during the Covid-19 Pandemic in Two Rural Institutions in BoyacáTrabajo 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_970fb48d4fbd8a85Austin, N., Hampel, R., & Kukulska-Hulme, A. (2017). Video conferencing and multimodal expression of voice: Children's conversations using Skype for second language development in a telecollaborative setting. System, 64, 87-103. doi: 10.1016/j.system.2016.12.003Bilha Bashan & Rachel Holsblat | (2017) Reflective journals as a research tool: The case of student teachers’ development of teamwork, Cogent Education, 4:1, 1374234, DOI: 10.1080/2331186X.2017.1374234Bernard, R. (1988). Research methods in cultural anthropology, Beverly Hills: Sage. 520 pages. John Van Maanen: Tales of the Field: On Writing Ethnography 1988, Chicago: Chicago University Press. 173 pages. Organization Studies, 11(3), 464–466. https://doi.org/10.1177/017084069001100313Best, J. W., & Kahn, J. V. (1989). Research in education. In 1. Prentice-Hall (Ed.).Best, J.W. & Kahn, J.V. (2006) Research in education. 10th Edition, Pearson Education Inc., Cape Town.Braun, V., Clarke, V. & Weate, P. (2016). Using thematic analysis in sport and exercise research. In B. Smith & A. C. Sparkes (Eds.), Routledge handbook of qualitative research in sport and exercise (pp. 191-205). London: Routledge.Brown, D. (2020). Legacy Healthcare pen-pal program aims to ensure residents feel ‘loved’ during COVID-19 response. The Brighter Side, 1. Retrieved 2 June 2021, from https://www.mcknights.com/news/the-brighter-side/legacy-healthcare-pen-pal-programaims-to-ensure-residents-feel-loved-during-covid-19-response/.Byram, M. (1997). Teaching and assessing intercultural communicative competence. multilingual matters LTD. From https://books.google.com.co/books?hl=es&lr=&id=0vfq8JJWhTsC&oi=fnd&pg=PA1&d q=byram+1997+intercultural+competence&ots=W1UTJ6heHr&sig=sBqD0eszVI_sdnBwTfIW5WnxGw#v=onepage&q=byram%201997%20intercultural%20c ompetence&f=falseCaballeros, M. Sazo, E. Gálvez, J (2014). El aprendizaje de la lectura y escritura en los primeros años de escolaridad: experiencias exitosas de Guatemala Revista Interamericana de Psicología/Interamerican Journal of Psychology (IJP) 2014, Vol, 48, No. 2, pp 212-222Check, J., & Schutt, R. (2012). Survey research. Research methods in education. (p. 160). Thousand Oaks, CA.Cummins, J., & Sayers, D. (1995). Brave new schools: Challenging cultural literacy through global learning networks. New York: St. Martin’s Press.Denzin, N. K., & Lincoln, Y. (2005). The SAGE handbook of qualitative research. In N. K. Denzin, & Y. Lincoln.Dooly Owenby, M., & O'Dowd, R. (Eds.). (2018). In this together. bern, Switzerland: Peter Lang CH. Retrieved Jun 14, 2021, from https://www.peterlang.com/view/title/67965Dubey, S., Biswas, P., Ghosh, R., Chatterjee, S., Chatterjee, Lahiri, D., & Lavie, C. (2020). Psychosocial impact of COVID-19. Diabetes & metabolic syndrome, 14(5). doi:https://doi.org/10.1016/j.dsx.2020.05.035European Council & Commission. 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