Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication.
The project is framed in the action research modality and part of qualitative research that has an interpretative approach since emerged from the urgent need to change the English teaching practices regarding oral communication. This study was carried out with a group of ninth graders at Colegio Lic...
- Autores:
-
Capera Conde, Valentina
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/19156
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/19156
- Palabra clave:
- Autoconfianza
Autoconfianza en el proceso de aprendizaje de inglés como lengua extranjera
Comunicación oral
Juego de roles
Self-confidence
Self-confidence in the learning process of EFL
Oral communication
Role play
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| title |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| spellingShingle |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. Autoconfianza Autoconfianza en el proceso de aprendizaje de inglés como lengua extranjera Comunicación oral Juego de roles Self-confidence Self-confidence in the learning process of EFL Oral communication Role play |
| title_short |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| title_full |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| title_fullStr |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| title_full_unstemmed |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| title_sort |
Role play : an EFL strategy to foster self-confidence and vocabulary in oral communication. |
| dc.creator.fl_str_mv |
Capera Conde, Valentina |
| dc.contributor.advisor.spa.fl_str_mv |
Reina Moreno, Vanessa Andrea |
| dc.contributor.author.none.fl_str_mv |
Capera Conde, Valentina |
| dc.subject.spa.fl_str_mv |
Autoconfianza Autoconfianza en el proceso de aprendizaje de inglés como lengua extranjera Comunicación oral Juego de roles |
| topic |
Autoconfianza Autoconfianza en el proceso de aprendizaje de inglés como lengua extranjera Comunicación oral Juego de roles Self-confidence Self-confidence in the learning process of EFL Oral communication Role play |
| dc.subject.keywords.eng.fl_str_mv |
Self-confidence Self-confidence in the learning process of EFL Oral communication Role play |
| description |
The project is framed in the action research modality and part of qualitative research that has an interpretative approach since emerged from the urgent need to change the English teaching practices regarding oral communication. This study was carried out with a group of ninth graders at Colegio Liceo Femenino Mercedes Nariño IED. In the observation phase was identify the lack of vocabulary and self-confidence that the students had when they tried to communicate in English. Therefore, this project had as a purpose to analyze the impact of using role plays in self-confidence and vocabulary in English oral communication. Thus, this document displays a pedagogical proposal based on the constructivist pedagogical model as well as on the communicative language learning and task-based learning approaches since they allow students to be more active in their learning process. The present study found that by promoting spaces of oral communication through role play, students could improve their vocabulary learning and self-confidence. Likewise, the approaches used enhanced student´s collaborative work, learning, motivation, and overall allowed students to use the target language in their immediate reality. Thus, the project contributes to understand how, by using the role-play strategy, the English learning process, the vocabulary, and self-confidence in oral communication in the EFL classroom can be improved. |
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2023 |
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2023 |
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2024-01-25T15:50:52Z |
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2024-01-25T15:50:52Z |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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eng |
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eng |
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Brophy, J. (1999). Perspectives of classroom management: Yesterday, today and tomorrow. In H. Freiberg (Ed.), Beyond behaviorism: changing the classroom management paradigm, 43–56. Boston: Allyn and Bacon. Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman. Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). London, UK: Palgrave Macmillan Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge. Canals, L. (2017). Instruments for gathering data. In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education (pp. 390-401). Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, Sage. Corbin, J., & *Strauss, A. (2015). Basics of qualitative research (4th ed.). SAGE. Chauhan, P. M. (2015). Role play: A means of dialogue for learning English language. Arts Social Sci J, 6(132), 2. Chiew, F. N& Poh, K. N. (2015). "A Review of Intrinsic and Extrinsic Motivations of ESL Learners," International Journal of Languages, Literature and Linguistics vol. 1, no. 2, pp. 98-105, 2015. Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21. Corredor Sánchez, D. A. (2018). Fostering Oral Communication through Project Work and Situated Learning. [ Thesis Degree, Universidad Pedagógica Nacional]. Repositorio Institucional de la Universidad Pedagógica Nacional. Garrett, T. (2008) Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43, 34-47. Góral, A & Jałocha, B & Mazurkiewicz, & Zawadzki, M. (2021). Action Research: A Handbook for Students. Grundy, S. (1987). Curriculum product or praxis. University of New England, USA. Hopkins, D. (2008). A teacher’s guide to classroom research (4th ed.). Maidenhead, UK: Open University Press. Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Routledge. Institución Educativa Distrital Liceo Femenino Mercedes Nariño (2018). Manual de convivencia. Kumar, R. (2011) Research Methodology: A Step-by-Step Guide for Beginners. 3rd Edition. Sage, New Delhi. Ladousse, Gillian Porter. (1987). Resource Books for Teachers: ROLE PLAY Lankshear, C., & Knobel, M. (2004). Teacher research from design to implementation. Glasgow, UK: Bell & Bain Ltd. Latorre, A. (2009). Capítulo 12 – La investigación acción. In R. Bisquerra (Coor.), Metodología de la investigación educativa (369-394). Editorial La Muralla. Ministerio de Educación Nacional, MEN (2006). Estandares Básicos de Competencias en Lenguas Extranjeras:Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende.Bogotá. Neupane, B. (2019). Effectiveness of role play in improving speaking skill. Journal of NELTA Gandaki, 1, 11-18. Nuriyanti, K. (2017). Using Role-Play Techniques to Improve Speaking Ability for Students in the Classroom. Universidad Islámica de Malang: Medina, Saudi Arabia. Observatorio Gestión Educativa (2023). Análisis de resultados Pruebas Saber 11° | 2022. Prabavathi, R., & Nagasubramani, P. C. (2018). Effective oral and written communication. Journal of Applied and Advanced Research, 3(1), 29-32. https://doi.org/10.21839/jaar.2018.v3iS1.164 Ramírez Ortiz, S. M., & Artunduaga Cuéllar, M. T. (2018). Authentic tasks to foster oral production among English as a foreign language learners. How, 25(1), 51-68. Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18. Statista. (2022). The most spoken languages worldwide in 2022.https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/ Tudor, I. (2001). The dynamics of the language classroom. Cambridge, UK: Cambridge University Press. Vanegas Gutierrez, K. N. (2020). Boosting argumentative speaking skills and cultural awareness through ludic activities. [Thesis Degree, Universidad Pedagógica Nacional]. Repositorio Institucional de la Universidad Pedagógica Nacional. Widjaja, M., & Apriliyanti, D. L. (2022). Enhancing English speaking skills for elementary learners through role play: challenges and opportunities. Project (Professional Journal of English Education), 5(5), 926-933. Willis, J. (2007). Foundations of Qualitative Research: Interpretive and Critical Approaches. Thousand Oaks, CA: SAGE Publications, Inc. Wilkins D.A (1974). Second language learning. London: Edward Arnold. |
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Reina Moreno, Vanessa AndreaCapera Conde, Valentina2024-01-25T15:50:52Z2024-01-25T15:50:52Z2023http://hdl.handle.net/20.500.12209/19156instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The project is framed in the action research modality and part of qualitative research that has an interpretative approach since emerged from the urgent need to change the English teaching practices regarding oral communication. This study was carried out with a group of ninth graders at Colegio Liceo Femenino Mercedes Nariño IED. In the observation phase was identify the lack of vocabulary and self-confidence that the students had when they tried to communicate in English. Therefore, this project had as a purpose to analyze the impact of using role plays in self-confidence and vocabulary in English oral communication. Thus, this document displays a pedagogical proposal based on the constructivist pedagogical model as well as on the communicative language learning and task-based learning approaches since they allow students to be more active in their learning process. The present study found that by promoting spaces of oral communication through role play, students could improve their vocabulary learning and self-confidence. Likewise, the approaches used enhanced student´s collaborative work, learning, motivation, and overall allowed students to use the target language in their immediate reality. Thus, the project contributes to understand how, by using the role-play strategy, the English learning process, the vocabulary, and self-confidence in oral communication in the EFL classroom can be improved.Submitted by Valentina Capera (vcaperac@upn.edu.co) on 2023-12-04T13:25:21Z No. of bitstreams: 3 THESIS DOCUMENT.pdf: 1418362 bytes, checksum: a559753e84c1f4494b829824d1fcb904 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 162827 bytes, checksum: f743a74b07a56d841856202445b99218 (MD5) Autorizaciones de datos.pdf: 15355926 bytes, checksum: 85f6947e0f32f9ee3d3df36fa7433557 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-04T20:21:20Z (GMT) No. of bitstreams: 3 THESIS DOCUMENT.pdf: 1418362 bytes, checksum: a559753e84c1f4494b829824d1fcb904 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 162827 bytes, checksum: f743a74b07a56d841856202445b99218 (MD5) Autorizaciones de datos.pdf: 15355926 bytes, checksum: 85f6947e0f32f9ee3d3df36fa7433557 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-25T15:50:52Z (GMT) No. of bitstreams: 3 THESIS DOCUMENT.pdf: 1418362 bytes, checksum: a559753e84c1f4494b829824d1fcb904 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 162827 bytes, checksum: f743a74b07a56d841856202445b99218 (MD5) Autorizaciones de datos.pdf: 15355926 bytes, checksum: 85f6947e0f32f9ee3d3df36fa7433557 (MD5)Made available in DSpace on 2024-01-25T15:50:52Z (GMT). No. of bitstreams: 3 THESIS DOCUMENT.pdf: 1418362 bytes, checksum: a559753e84c1f4494b829824d1fcb904 (MD5) Licencia_uso_trabajos_y_tesis_grado.pdf: 162827 bytes, checksum: f743a74b07a56d841856202445b99218 (MD5) Autorizaciones de datos.pdf: 15355926 bytes, checksum: 85f6947e0f32f9ee3d3df36fa7433557 (MD5) Previous issue date: 2023Licenciado en Español e InglésPregradoapplication/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 InternationalAutoconfianzaAutoconfianza en el proceso de aprendizaje de inglés como lengua extranjeraComunicación oralJuego de rolesSelf-confidenceSelf-confidence in the learning process of EFLOral communicationRole playRole play : an EFL strategy to foster self-confidence and vocabulary in oral communication.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBrophy, J. (1999). Perspectives of classroom management: Yesterday, today and tomorrow. In H. Freiberg (Ed.), Beyond behaviorism: changing the classroom management paradigm, 43–56. Boston: Allyn and Bacon.Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.Burns, A. (2009). Action research. In Qualitative research in applied linguistics (pp. 112-134). London, UK: Palgrave MacmillanBurns, A. (2010). Doing action research in English language teaching: A guide for practitioners. Routledge.Canals, L. (2017). Instruments for gathering data. In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education (pp. 390-401).Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, Sage. Corbin, J., & *Strauss, A. (2015). Basics of qualitative research (4th ed.). SAGE.Chauhan, P. M. (2015). Role play: A means of dialogue for learning English language. Arts Social Sci J, 6(132), 2.Chiew, F. N& Poh, K. N. (2015). "A Review of Intrinsic and Extrinsic Motivations of ESL Learners," International Journal of Languages, Literature and Linguistics vol. 1, no. 2, pp. 98-105, 2015.Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21.Corredor Sánchez, D. A. (2018). Fostering Oral Communication through Project Work and Situated Learning. [ Thesis Degree, Universidad Pedagógica Nacional]. Repositorio Institucional de la Universidad Pedagógica Nacional.Garrett, T. (2008) Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. Journal of Classroom Interaction, 43, 34-47.Góral, A & Jałocha, B & Mazurkiewicz, & Zawadzki, M. (2021). Action Research: A Handbook for Students.Grundy, S. (1987). Curriculum product or praxis. University of New England, USA.Hopkins, D. (2008). A teacher’s guide to classroom research (4th ed.). Maidenhead, UK: Open University Press.Hymes, D. (1974). Foundations in sociolinguistics: An ethnographic approach. Routledge.Institución Educativa Distrital Liceo Femenino Mercedes Nariño (2018). Manual de convivencia.Kumar, R. (2011) Research Methodology: A Step-by-Step Guide for Beginners. 3rd Edition. Sage, New Delhi.Ladousse, Gillian Porter. (1987). Resource Books for Teachers: ROLE PLAYLankshear, C., & Knobel, M. (2004). Teacher research from design to implementation. Glasgow, UK: Bell & Bain Ltd.Latorre, A. (2009). Capítulo 12 – La investigación acción. In R. Bisquerra (Coor.), Metodología de la investigación educativa (369-394). Editorial La Muralla.Ministerio de Educación Nacional, MEN (2006). Estandares Básicos de Competencias en Lenguas Extranjeras:Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. Revolución Educativa. Colombia aprende.Bogotá.Neupane, B. (2019). Effectiveness of role play in improving speaking skill. Journal of NELTA Gandaki, 1, 11-18.Nuriyanti, K. (2017). Using Role-Play Techniques to Improve Speaking Ability for Students in the Classroom. Universidad Islámica de Malang: Medina, Saudi Arabia.Observatorio Gestión Educativa (2023). Análisis de resultados Pruebas Saber 11° | 2022.Prabavathi, R., & Nagasubramani, P. C. (2018). Effective oral and written communication. Journal of Applied and Advanced Research, 3(1), 29-32. https://doi.org/10.21839/jaar.2018.v3iS1.164Ramírez Ortiz, S. M., & Artunduaga Cuéllar, M. T. (2018). Authentic tasks to foster oral production among English as a foreign language learners. How, 25(1), 51-68.Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.Statista. (2022). The most spoken languages worldwide in 2022.https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/Tudor, I. (2001). The dynamics of the language classroom. Cambridge, UK: Cambridge University Press.Vanegas Gutierrez, K. N. (2020). Boosting argumentative speaking skills and cultural awareness through ludic activities. [Thesis Degree, Universidad Pedagógica Nacional]. Repositorio Institucional de la Universidad Pedagógica Nacional.Widjaja, M., & Apriliyanti, D. L. (2022). Enhancing English speaking skills for elementary learners through role play: challenges and opportunities. Project (Professional Journal of English Education), 5(5), 926-933.Willis, J. (2007). Foundations of Qualitative Research: Interpretive and Critical Approaches. Thousand Oaks, CA: SAGE Publications, Inc.Wilkins D.A (1974). Second language learning. 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