Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.

Esta investigación explora el impacto de los filtros socioafectivos y sociodemográficos en las habilidades de comunicación oral con la implementación del aprendizaje a través de las artes en estudiantes de décimo grado del CEDID Guillermo Cano Isaza IED, ubicado en Ciudad Bolívar, Bogotá, Colombia....

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Autores:: Pelaez Rico, Yuri Ximena

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.eng.fl_str_mv	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
title	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
spellingShingle	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment. Autoestima Ansiedad Aprendizaje de inglés como lengua extranjera Comunicación oral Enseñanza basada en las artes Filtro afectivo Filtro socioafectivo Filtro sociodemográfico Motivación Investigación - Acción Action research Affective filter Anxiety Art - Based instruction EFL learning Motivation Oral communication Self - Esteem Socio - Affective filter Sociodemographic filter
title_short	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
title_full	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
title_fullStr	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
title_full_unstemmed	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
title_sort	Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.
dc.creator.fl_str_mv	Pelaez Rico, Yuri Ximena
dc.contributor.advisor.spa.fl_str_mv	Sabogal Velásquez, Juan Sebastián
dc.contributor.author.spa.fl_str_mv	Pelaez Rico, Yuri Ximena
dc.subject.spa.fl_str_mv	Autoestima Ansiedad Aprendizaje de inglés como lengua extranjera Comunicación oral Enseñanza basada en las artes Filtro afectivo Filtro socioafectivo Filtro sociodemográfico Motivación Investigación - Acción
topic	Autoestima Ansiedad Aprendizaje de inglés como lengua extranjera Comunicación oral Enseñanza basada en las artes Filtro afectivo Filtro socioafectivo Filtro sociodemográfico Motivación Investigación - Acción Action research Affective filter Anxiety Art - Based instruction EFL learning Motivation Oral communication Self - Esteem Socio - Affective filter Sociodemographic filter
dc.subject.keywords.eng.fl_str_mv	Action research Affective filter Anxiety Art - Based instruction EFL learning Motivation Oral communication Self - Esteem Socio - Affective filter Sociodemographic filter
description	Esta investigación explora el impacto de los filtros socioafectivos y sociodemográficos en las habilidades de comunicación oral con la implementación del aprendizaje a través de las artes en estudiantes de décimo grado del CEDID Guillermo Cano Isaza IED, ubicado en Ciudad Bolívar, Bogotá, Colombia. Basándose en la hipótesis de filtro afectivo de Krashen, investiga cómo factores como la ansiedad, la autoestima y el entorno socioeconómico influyen en el aprendizaje del inglés. Se diseñó e implementó una propuesta pedagógica centrada en las actividades basadas en el arte como intervención para reducir estas barreras. La metodología de investigación-acción incluyó observaciones, cuestionarios y análisis del trabajo creativo de los estudiantes para analizar si la integración de las artes ayuda a reducir el filtro socioafectivo y facilita la comunicación oral. Los resultados sugieren que tal integración promueve un ambiente más propicio para la expresión oral, reduciendo la ansiedad y mejorando la motivación y confianza de los estudiantes, así como fomentando el pensamiento crítico y el reconocimiento de las realidades sociales.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-12-12T18:37:08Z
dc.date.available.none.fl_str_mv	2024-12-12T18:37:08Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
dc.type.coar.eng.fl_str_mv	http://purl.org/coar/resource_type/c_7a1f
dc.type.driver.eng.fl_str_mv	info:eu-repo/semantics/bachelorThesis
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dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/20433
dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
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identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
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Universidad del Norte. Instituto de Estudios Superiores en Educación. Doi: http://ylang-ylang.uninorte.edu.co:8080/drupal%20/files/DisposicionAmbienteAula.pdf Kramsch, C. Language and Culture. Library Ablaikhan. Doi: https://library.ablaikhan.kz/wp-content/uploads/2022/01/Language-and-Culture-Claire-Kramsch.pdf Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Alemany Pr. https://www.sdkrashen.com/content/books/principles_and_practice.pdf Krystal, H. (2020). Translanguaging in the English classroom. A study examining young learners’ attitudes and perceptions of translanguaging in the English classroom. Stockholms Universitet. Doi: https://www.diva-portal.org/smash/get/diva2:1562422/FULLTEXT01.pdf Lai. E. (2011). Motivation: A Literature Review. Pearson. http://images.pearsonassessments.com/images/tmrs/Motivation_Review_final.pdf Lenney, E. (1981). 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TESL-EJ, Volume 26, Number 1. https://doi.org/10.55593/ej.26101a4 Weiss, H. & Copranzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. Research in Organizational Behavior, Volume 18, pages 1-74. Doi: https://www.researchgate.net/publication/228079335_Affective_Events_Theory_A_Theoretical_Discussion_of_The_Structure_Cause_and_Consequences_of_Affective_Experiences_at_Work Zheng, Y. & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia 8(1). Doi: https://languagetestingasia.springeropen.com/articles/10.1186/s40468-018-0065-4
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spelling	Sabogal Velásquez, Juan SebastiánPelaez Rico, Yuri XimenaBogotá, Colombia2024-12-12T18:37:08Z2024-12-12T18:37:08Z2024http://hdl.handle.net/20.500.12209/20433instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación explora el impacto de los filtros socioafectivos y sociodemográficos en las habilidades de comunicación oral con la implementación del aprendizaje a través de las artes en estudiantes de décimo grado del CEDID Guillermo Cano Isaza IED, ubicado en Ciudad Bolívar, Bogotá, Colombia. Basándose en la hipótesis de filtro afectivo de Krashen, investiga cómo factores como la ansiedad, la autoestima y el entorno socioeconómico influyen en el aprendizaje del inglés. Se diseñó e implementó una propuesta pedagógica centrada en las actividades basadas en el arte como intervención para reducir estas barreras. La metodología de investigación-acción incluyó observaciones, cuestionarios y análisis del trabajo creativo de los estudiantes para analizar si la integración de las artes ayuda a reducir el filtro socioafectivo y facilita la comunicación oral. Los resultados sugieren que tal integración promueve un ambiente más propicio para la expresión oral, reduciendo la ansiedad y mejorando la motivación y confianza de los estudiantes, así como fomentando el pensamiento crítico y el reconocimiento de las realidades sociales.Submitted by Yuri Ximena Pelaez Rico (yxpelaezr@upn.edu.co) on 2024-11-29T20:20:15Z No. of bitstreams: 2 Study of the Socio Affective Filter.pdf: 1660123 bytes, checksum: 9a4535820d336193bf2e613ec9eca311 (MD5) Licencia uso de trabajo de grado.pdf: 1165400 bytes, checksum: 093606d2cc640838f887fbaace321f0d (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-11-30T13:19:52Z (GMT) No. of bitstreams: 2 Study of the Socio Affective Filter.pdf: 1660123 bytes, checksum: 9a4535820d336193bf2e613ec9eca311 (MD5) Licencia uso de trabajo de grado.pdf: 1165400 bytes, checksum: 093606d2cc640838f887fbaace321f0d (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T18:37:08Z (GMT) No. of bitstreams: 2 Study of the Socio Affective Filter.pdf: 1660123 bytes, checksum: 9a4535820d336193bf2e613ec9eca311 (MD5) Licencia uso de trabajo de grado.pdf: 1165400 bytes, checksum: 093606d2cc640838f887fbaace321f0d (MD5)Made available in DSpace on 2024-12-12T18:37:08Z (GMT). No. of bitstreams: 2 Study of the Socio Affective Filter.pdf: 1660123 bytes, checksum: 9a4535820d336193bf2e613ec9eca311 (MD5) Licencia uso de trabajo de grado.pdf: 1165400 bytes, checksum: 093606d2cc640838f887fbaace321f0d (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoThis research investigates the impact of socio-affective and socio-demographic filters on oral communication skills with the implementation of learning through the arts in tenth-grade students of the CEDID Guillermo Cano Isaza IED, located in Ciudad Bolivar, Bogotá, Colombia. Based on Krashen's affective filter hypothesis, it investigates how factors such as anxiety, self-esteem, and socioeconomic environment influence English learning. A pedagogical proposal centered on Arts-based activities was designed and implemented as an intervention to reduce these barriers. The action-research methodology included observations, questionnaires, and analysis of students' creative work to analyze whether the integration of the arts helps in the reduction of the socio-affective filter and facilitates oral communication. The results suggest that such integration promotes a more conducive environment for oral expression, reducing anxiety and improving students' motivation and confidence, as well as fostering critical thinking and the recognition of social realities.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalAutoestimaAnsiedadAprendizaje de inglés como lengua extranjeraComunicación oralEnseñanza basada en las artesFiltro afectivoFiltro socioafectivoFiltro sociodemográficoMotivaciónInvestigación - AcciónAction researchAffective filterAnxietyArt - Based instructionEFL learningMotivationOral communicationSelf - EsteemSocio - Affective filterSociodemographic filterStudy of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbdullah, G. & Isnanto. & Yuni, N. 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Study of the socio-affective filter to improve students' oral communicative skills and build self-confidence through arts in an EFL environment.

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