Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.

Trabajo de grado realizado para observar, describir y mejorar la fluidez y la motivación de los estudiantes a través de la plataforma Web 2.0 YouTube con estudiantes entre 11 y 13 años del centro de lenguas de la universidad pedagógica nacional en Bogotá. Gracias al uso de distintos medios de recole...

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Autores:: Hernández Botina, Julieth Caterine

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2017

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: spa

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repository_id_str
dc.title.spa.fl_str_mv	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
title	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
spellingShingle	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools. Oral fluency Motivation Web 2.0 platforms Collaborative learning
title_short	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
title_full	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
title_fullStr	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
title_full_unstemmed	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
title_sort	Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.
dc.creator.fl_str_mv	Hernández Botina, Julieth Caterine
dc.contributor.advisor.spa.fl_str_mv	Mellizo Guaqueta, Nelson
dc.contributor.author.spa.fl_str_mv	Hernández Botina, Julieth Caterine
dc.subject.spa.fl_str_mv	Oral fluency Motivation Web 2.0 platforms Collaborative learning
topic	Oral fluency Motivation Web 2.0 platforms Collaborative learning
description	Trabajo de grado realizado para observar, describir y mejorar la fluidez y la motivación de los estudiantes a través de la plataforma Web 2.0 YouTube con estudiantes entre 11 y 13 años del centro de lenguas de la universidad pedagógica nacional en Bogotá. Gracias al uso de distintos medios de recolección e intervención se logró recoger datos e información que evidenciaron un mejoramiento de la fluidez y un incremento de la motivación en los estudiantes. Se demostró un avance positivo, ya que la mayoría de ellos mostraron a través de las clases de inglés una mayor disposición y una mejora en su fluidez oral en la lengua extranjera. Con estrategias colaborativas y a través de diferentes videos de la plataforma YouTube los estudiantes demostraron que adquirieron nuevo lenguaje y expresiones las cuales podían utilizar para expresar sus ideas de manera más clara y concisa.
publishDate	2017
dc.date.issued.none.fl_str_mv	2017
dc.date.accessioned.none.fl_str_mv	2018-05-31T16:07:41Z
dc.date.available.none.fl_str_mv	2018-05-31T16:07:41Z
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dc.relation.references.spa.fl_str_mv	Adams, R., Iwashita, N. &Philp, J. (2014). Peer Interaction and Second Language Learning. New York, USA: Routledge. Bénabou, R., Tirole, J. (2003) Intrinsic and Extrinsic Motivation. Oxford academic. + Volume 70, issue 3. Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press. Bryant, J., Schonemann, N., Karpa, D. (2011) Integrating Service-Learning into the University Classroom. Jones & Bartlett Publishers. Bygate, M. (1998). Speaking. Oxford university press. Bruguier, L., Greathouse Amador, L. (2012) New educational environments aimed at developing intercultural understanding while reinforcing the use of English in experience-based learning. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 14, No. 2, October 2012. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 195- 211. Chamot, A., Barnhardt, S., Dirstine, S. Conducting Action Research In The Foreign Language Classroom. Language Resource Center. New York. 1998 Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. Berkeley, California. Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115. Denzin, N., Lincoln, Y. The SAGE Handbook of Qualitative Research. 2011. Dillenbourg P. (1999) What do you mean by collaborative learning? Collaborativelearning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier Downes, S. (2005) E learning 2.0. E- learning magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968 Fillmore, C.J. (1979). Individual differences in language ability and language behavior. New York. Academic press. Freeman, D. Doing teacher research: from inquiry to understanding. 1998 Gutierrez, D. (2005). Developing oral skills through communicative and interactive tasks. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras. PROFILE Vol 6- 83-96 accepted on August 16th, 2005. Goetz, J., Lecompte, M (1984) Ethnographic and qualitative research design and why it doesn´t work. Published by Academic Press Hawkes, R. (2012). Learning to talk and talking to learn: how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning. University of Cambridge. Herazo, J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. Pages 47-61. Jespersen, O. (1966). How to teach a foreign language. OISE-University of Toronto. Kalmbach, D.,Carr, K (2006) Becoming a Teacher through Action Research: Process, Context, and Self-Study. New York: Routledge Lennon, P (1990). Investigating fluency in EFL: A qualitative approach. Levelt, W. (1993). Speaking: from intention to articulation. Cambridge, Massachusetts. The MIT press. Light, D., Polin, D. (2010) Integrating web 2.0 tools into the classroom: Changing the culture of learning. EDC center for children and technology. New York. Mcdonough, JO., Shaw, C. (2003). Materials and methods in ELT. A teacher’s guide. Third edition. Meece, J,. Anderman, L., Anderman, E (2006) Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology. Vol 57. Newby, T., Ertmer, P. Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Volume 59, Issue 3, November 2012, Pages 937– 945. Nugent, T. (2009) the impact of teacher-student interaction on student motivation and achievement. Department of Educational Research, Technology and Leadership. Orlando, Florida. Oxford, R. (1997) Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom. The modern language journal. Volume 81, Issue 4 Winter 1997 Pages 443–456. Pacheco, I., Rozo, L., Suarez, E. (2011). Role of cooperative learning strategies in the development of 5th graders‟ speaking skills at George Washington school. Universidad de la Salle. Bogotá. Colombia. Panitz, T. (1996). A Definition of Collaborative vs Cooperative Learning. Redondo, R., Ortega, J. (2015). Motivation: the road to successful learning. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 17, No. 2, July-December 2015. ISSN 1657-0790 (printed) 2256- 5760 (online). Bogotá, Colombia. Pages 125-136 Resta, P., Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology. Rossiter, M., Derwing, T., Manimtim, L,., R. (2010). Oral Fluency: The Neglected Component in the Communicative Language Classroom. The Canadian Modern Language Review/La Revue Canadienne des langues vivantes,66, 4 (June/juin), 583–606 doi:10.3138/cmlr.66.4.583. Ryan, R.M.; Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist (Washington, DC), vol. 55. Saldana, J. The coding manual for qualitative researchers. 2008. Seale, C., Silverman, D. Ensuring rigour in qualitative research. The European Journal of Public Health, 1997 - Oxford University Press. Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge. Thompson, J (2007) "Is Education 1.0 Ready for Web 2.0 Students?," Innovate: Journal of Online Education: Vol. 3: Iss. 4, Article 5. Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599–620. Wankel, C., Blessinger, P. (2013) Increasing student engagement and retention in Elearning environments: web 2.0 and blended learning technologies. Higher education: teaching and learning
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spelling	Mellizo Guaqueta, NelsonHernández Botina, Julieth Caterine2018-05-31T16:07:41Z2018-05-31T16:07:41Z2017TE-21137http://hdl.handle.net/20.500.12209/7746instname:Universidad Pedagógica Nacionalinstname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Trabajo de grado realizado para observar, describir y mejorar la fluidez y la motivación de los estudiantes a través de la plataforma Web 2.0 YouTube con estudiantes entre 11 y 13 años del centro de lenguas de la universidad pedagógica nacional en Bogotá. Gracias al uso de distintos medios de recolección e intervención se logró recoger datos e información que evidenciaron un mejoramiento de la fluidez y un incremento de la motivación en los estudiantes. Se demostró un avance positivo, ya que la mayoría de ellos mostraron a través de las clases de inglés una mayor disposición y una mejora en su fluidez oral en la lengua extranjera. Con estrategias colaborativas y a través de diferentes videos de la plataforma YouTube los estudiantes demostraron que adquirieron nuevo lenguaje y expresiones las cuales podían utilizar para expresar sus ideas de manera más clara y concisa.Submitted by Manuel Contreras (mlcontrerasp@pedagogica.edu.co) on 2017-10-25T21:38:58Z No. of bitstreams: 1 TE-21137.pdf: 1839270 bytes, checksum: 101c5101c18cdba2e64a87e8376ccab2 (MD5)Approved for entry into archive by Sara Rubio (sparra@pedagogica.edu.co) on 2018-04-25T23:20:39Z (GMT) No. of bitstreams: 1 TE-21137.pdf: 1839270 bytes, checksum: 101c5101c18cdba2e64a87e8376ccab2 (MD5)Made available in DSpace on 2018-04-25T23:20:39Z (GMT). No. of bitstreams: 1 TE-21137.pdf: 1839270 bytes, checksum: 101c5101c18cdba2e64a87e8376ccab2 (MD5) Previous issue date: 2017Made available in DSpace on 2018-05-31T16:07:41Z (GMT). No. of bitstreams: 1 TE-21137.pdf: 1839270 bytes, checksum: 101c5101c18cdba2e64a87e8376ccab2 (MD5) Previous issue date: 2017Licenciado en Español y Lenguas ExtranjerasTesis de pregradoPDFapplication/pdfspaUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2reponame:Repositorio Institucional de la Universidad Pedagógica Nacionalinstname:Universidad Pedagógica NacionalOral fluencyMotivationWeb 2.0 platformsCollaborative learningOral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.info:eu-repo/semantics/bachelorThesisTesis/Trabajo de grado - Monografía – Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionAdams, R., Iwashita, N. &Philp, J. (2014). Peer Interaction and Second Language Learning. New York, USA: Routledge.Bénabou, R., Tirole, J. (2003) Intrinsic and Extrinsic Motivation. Oxford academic. + Volume 70, issue 3.Bruner, J. (1986). Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.Bryant, J., Schonemann, N., Karpa, D. (2011) Integrating Service-Learning into the University Classroom. Jones & Bartlett Publishers.Bygate, M. (1998). Speaking. Oxford university press.Bruguier, L., Greathouse Amador, L. (2012) New educational environments aimed at developing intercultural understanding while reinforcing the use of English in experience-based learning. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 14, No. 2, October 2012. ISSN 1657-0790 (printed) 2256-5760 (online). Bogotá, Colombia. Pages 195- 211.Chamot, A., Barnhardt, S., Dirstine, S. Conducting Action Research In The Foreign Language Classroom. Language Resource Center. New York. 1998Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. Berkeley, California.Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18, 105–115.Denzin, N., Lincoln, Y. The SAGE Handbook of Qualitative Research. 2011.Dillenbourg P. (1999) What do you mean by collaborative learning? Collaborativelearning: Cognitive and Computational Approaches. (pp.1-19). Oxford: ElsevierDownes, S. (2005) E learning 2.0. E- learning magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=1104968Fillmore, C.J. (1979). Individual differences in language ability and language behavior. New York. Academic press.Freeman, D. Doing teacher research: from inquiry to understanding. 1998Gutierrez, D. (2005). Developing oral skills through communicative and interactive tasks. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras. PROFILE Vol 6- 83-96 accepted on August 16th, 2005.Goetz, J., Lecompte, M (1984) Ethnographic and qualitative research design and why it doesn´t work. Published by Academic PressHawkes, R. (2012). Learning to talk and talking to learn: how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning. University of Cambridge.Herazo, J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 12, No. 1, 2010. ISSN 1657-0790. Bogotá, Colombia. Pages 47-61.Jespersen, O. (1966). How to teach a foreign language. OISE-University of Toronto.Kalmbach, D.,Carr, K (2006) Becoming a Teacher through Action Research: Process, Context, and Self-Study. New York: RoutledgeLennon, P (1990). Investigating fluency in EFL: A qualitative approach.Levelt, W. (1993). Speaking: from intention to articulation. Cambridge, Massachusetts. The MIT press.Light, D., Polin, D. (2010) Integrating web 2.0 tools into the classroom: Changing the culture of learning. EDC center for children and technology. New York.Mcdonough, JO., Shaw, C. (2003). Materials and methods in ELT. A teacher’s guide. Third edition.Meece, J,. Anderman, L., Anderman, E (2006) Classroom Goal Structure, Student Motivation, and Academic Achievement. Annual Review of Psychology. Vol 57.Newby, T., Ertmer, P. Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Volume 59, Issue 3, November 2012, Pages 937– 945.Nugent, T. (2009) the impact of teacher-student interaction on student motivation and achievement. Department of Educational Research, Technology and Leadership. Orlando, Florida.Oxford, R. (1997) Cooperative Learning, Collaborative Learning, and Interaction: Three Communicative Strands in the Language Classroom. The modern language journal. Volume 81, Issue 4 Winter 1997 Pages 443–456.Pacheco, I., Rozo, L., Suarez, E. (2011). Role of cooperative learning strategies in the development of 5th graders‟ speaking skills at George Washington school. Universidad de la Salle. Bogotá. Colombia.Panitz, T. (1996). A Definition of Collaborative vs Cooperative Learning.Redondo, R., Ortega, J. (2015). Motivation: the road to successful learning. Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas. PROFILE Vol. 17, No. 2, July-December 2015. ISSN 1657-0790 (printed) 2256- 5760 (online). Bogotá, Colombia. Pages 125-136Resta, P., Laferrière, T. (2007). Technology in support of collaborative learning. Educational Psychology.Rossiter, M., Derwing, T., Manimtim, L,., R. (2010). Oral Fluency: The Neglected Component in the Communicative Language Classroom. The Canadian Modern Language Review/La Revue Canadienne des langues vivantes,66, 4 (June/juin), 583–606 doi:10.3138/cmlr.66.4.583.Ryan, R.M.; Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist (Washington, DC), vol. 55.Saldana, J. The coding manual for qualitative researchers. 2008.Seale, C., Silverman, D. Ensuring rigour in qualitative research. The European Journal of Public Health, 1997 - Oxford University Press.Segalowitz, N. (2010). Cognitive bases of second language fluency. New York: Routledge.Thompson, J (2007) "Is Education 1.0 Ready for Web 2.0 Students?," Innovate: Journal of Online Education: Vol. 3: Iss. 4, Article 5.Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599–620.Wankel, C., Blessinger, P. (2013) Increasing student engagement and retention in Elearning environments: web 2.0 and blended learning technologies. Higher education: teaching and learningEnseñanza del inglés - Plataforma Web 2.0Producción oral - FortalecimientoAprendizaje colaborativo - Videos de youtubeTHUMBNAILTE-21137.pdf.jpgTE-21137.pdf.jpgIM Thumbnailimage/jpeg2597http://repository.pedagogica.edu.co/bitstream/20.500.12209/7746/2/TE-21137.pdf.jpgacea33a5f6261460045f8999eb6a0969MD52ORIGINALTE-21137.pdfapplication/pdf1839270http://repository.pedagogica.edu.co/bitstream/20.500.12209/7746/1/TE-21137.pdf101c5101c18cdba2e64a87e8376ccab2MD5120.500.12209/7746oai:repository.pedagogica.edu.co:20.500.12209/77462021-06-22 10:50:36.851Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co

Oral fluency and motivation enhancement through Web 2.0 platforms as didactic tools.

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