Transmedia storytelling to foster productive skills through multimodal compositions.
This action research proposal addressed the need for change in teaching practices for English as a foreign language. The proposal emphasized the development of language production, focusing on multimodality and digital skills converging in a transmedia story. The research was conducted among EFL stu...
- Autores:
-
Ramírez Beltrán, Angie Viviana
- 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:20.500.12209/18547
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/18547
- Palabra clave:
- Alfabetización digital
Composición multimodal
Aula de inglés como lengua extranjera
Investigación - Acción
Narrativa transmedia
Action research
Digital literacy skills
EFL classroom
Multimodal composing
Transmedia storytelling
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Transmedia storytelling to foster productive skills through multimodal compositions. |
| title |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| spellingShingle |
Transmedia storytelling to foster productive skills through multimodal compositions. Alfabetización digital Composición multimodal Aula de inglés como lengua extranjera Investigación - Acción Narrativa transmedia Action research Digital literacy skills EFL classroom Multimodal composing Transmedia storytelling |
| title_short |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| title_full |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| title_fullStr |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| title_full_unstemmed |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| title_sort |
Transmedia storytelling to foster productive skills through multimodal compositions. |
| dc.creator.fl_str_mv |
Ramírez Beltrán, Angie Viviana |
| dc.contributor.advisor.none.fl_str_mv |
Reina Moreno, Vanessa Andrea |
| dc.contributor.author.none.fl_str_mv |
Ramírez Beltrán, Angie Viviana |
| dc.subject.spa.fl_str_mv |
Alfabetización digital Composición multimodal Aula de inglés como lengua extranjera Investigación - Acción Narrativa transmedia |
| topic |
Alfabetización digital Composición multimodal Aula de inglés como lengua extranjera Investigación - Acción Narrativa transmedia Action research Digital literacy skills EFL classroom Multimodal composing Transmedia storytelling |
| dc.subject.keywords.eng.fl_str_mv |
Action research Digital literacy skills EFL classroom Multimodal composing Transmedia storytelling |
| description |
This action research proposal addressed the need for change in teaching practices for English as a foreign language. The proposal emphasized the development of language production, focusing on multimodality and digital skills converging in a transmedia story. The research was conducted among EFL students at Colegio CEDID Guillermo Cano Isaza, using a qualitative research methodology. In order to integrate students' prior knowledge acquired through ICT and multimodality to develop productive skills, the study proposed a didactic and pedagogical approach based on a context-based transmedia narrative, allowing students to create multimodal compositions and expand the story. The study found that combining digital literacy skills, multimodal composition, and transmedia storytelling was effective in developing productive skills and vocabulary acquisition. This approach generated a collaborative and creative environment, integrating students' interests and informal learning strategies, while promoting meaningful interaction with the target language through various modes of communication. |
| publishDate |
2023 |
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2023-06-21T20:12:52Z |
| dc.date.available.none.fl_str_mv |
2023-06-21T20:12:52Z |
| dc.date.issued.none.fl_str_mv |
2023 |
| dc.type.local.spa.fl_str_mv |
Tesis/Trabajo de grado - Monografía - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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http://hdl.handle.net/20.500.12209/18547 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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repourl: http://repositorio.pedagogica.edu.co/ |
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http://hdl.handle.net/20.500.12209/18547 |
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instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/ |
| dc.language.iso.spa.fl_str_mv |
eng |
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eng |
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Al-Qallaf, C.L. & Al-Mutairi, A.S.R. (2016), Digital literacy and digital content supports learning: The impact of blogs on teaching English as a foreign language, The Electronic Library, Vol. 34 No. 3, pp. 522-547. https://doi.org/10.1108/EL-05-2015-0076 Alakrash, H., Abdul Razak, N., & Krish, P. (2021). Social network sites in learning English: An investigation on attitudes, digital literacy and usage. Linguistica Antverpiensia, 1, 26-43. Álvarez, J. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), pp 98-115 http://dx.doi.org/10.14483/calj.v18n1.8403 Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212. Bettín Mujica, D. R. (2021). Transmedia storytelling: narrativa digital colaborativa como estrategia didáctica en la enseñanza de una segunda lengua. [Master’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/28650 Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education Australia. Castiblanco Peña, Y. Z. & Martínez Antolínez, L. M. (2016). Uso del teléfono móvil: Una experiencia en el salón de clase en el Instituto Pedagógico Nacional. [Postgraduate’s thesis, Universidad Pedagógica Nacional]. Universidad Pedagógica Nacional Repository. http://hdl.handle.net/20.500.12209/503 Cercado Dueñas, D. P., & Delgado Dimas,Y. X. (2020). La implementación de las narrativas transmedia como estrategia de aprendizaje para potenciar la gramática y el léxico en la enseñanza del inglés. [Master’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/28267 Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London, Sage. Chen, T. H., & Lin, C. C. (2018). Enhancing L2 English learning through mobile-assisted TBLT: EFL learners’ perspectives. Journal of Asia TEFL, 15(2), 453-461. https://doi.org/10.18823/asiatefl.2018.15.2.1.453 Chisholm, J. S., & Trent, B. (2013). Digital Storytelling in a Place-Based Composition Course. Journal of Adolescent & Adult Literacy, 57(4), 307–318. doi:10.1002/jaal.244 Christison, M. (2022). Teaching Speaking to Language Learners in the 21st Century. In E. Hinkel (Ed.), Handbook of Practical Second Language Teaching and Learning (pp. 256-268). Routledge. Clark, J. S., Porath, S., Thiele, J., & Jobe, M. (2020). Action Research. New Prairie Press eBooks. 34. Retrieved from: https://newprairiepress.org/ebooks/34 Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education (8th ed.). Routledge. Colegio CEDID Guillermo Cano Isaza IED. (2016). PEI Comunidad guillermista, un Proyecto de vida. Colegio CEDID Guillermo Cano Isaza IED. (2021). Manual de convivencia. Collins, J. W., & O’Brien, N. P. (2011). The Greenwood Dictionary of Education: Second Edition. ABC-CLIO. Cope, B., & Kalantzis, M. (2000). Multiliteracies Literacy Learning and the Design of Social Futures. London Routledge. Cope, B., & Kalantzis, M. (2009). A Grammar of Multimodality. International Journal of Learning, 16 (2), 361-425. Cope, B., & Kalantzis, M. (2014). The Things You Do to Know: An Introduction to the Pedagogy of Multiliteracies. In B. Cope & M. Kalantzis (Eds.), A Pedagogy of Multiliteracies (pp. 1–36). Palgrave Macmillan. https://doi.org/10.1057/9781137539724 Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21. Corbin, J., & Strauss, A. (2015). Basics of qualitative research (4th ed.). SAGE. Csizér, K. (2017). Motivation in the L2 Classroom. In Loewen, S., & Sato, M (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 418-432). Taylor & Francis. Early, M., Kendrick, M., & Potts, D. (2015). Multimodality: Out from the margins of English Language Teaching. TESOL Quarterly, 49(3), 447–460. http://www.jstor.org/stable/43893767 Farigua León, J. D., & Tirado Gómez, S. (2020). Transmedia in the EFL Classroom: 8th graders Writing Development. [Bachelor’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/26384 Ferrance, E. (2000). Action Research. Themes in education. Northeast and Islands Regional Educational Laboratory. Brown University. Retrieved from: https://repository.library.brown.edu/storage/bdr:qbjs2293/PDF/ Gilliland, B., Campos Galdames, D., & Villalobos Quiroz, C.A. (2021). Living the Narrative: Multimodal Blogging by Chilean University EFL Students. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal Composing in K-16 ESL and EFL Education (pp. 3–16). Springer Publishing. https://doi.org/10.1007/978-981-16-0530-7_11 González-Fernández, B., & Schmitt, N. (2017). Vocabulary Acquisition. In Loewen, S., & Sato, M (Eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 280-298). Taylor & Francis. González Hernández, D. & Mesa Sánchez, D. A. (2017). What are students' responses when TV Shows and Videogames are implemented by teachers in EFL classes? [Bachelor’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/5496 Halliday, M.A.K., & Hasan, R. (1976). Cohesion in English. (1st ed.). Routledge. https://doi.org/10.4324/9781315836010 Hignett, S., & McDermott, H. (2015). Qualitative Methodology. In J. R. Wilson & S. Sharples (Eds.), Evaluation of Human Work (4th ed., pp. 119–138). Amsterdam University Press. Iordache, C., Mariën, I., & Baelden, D. (2017). Developing Digital Skills and Competences: A Quick-Scan Analysis of 13 Digital Literacy Models. Italian Journal of Sociology of Education, 9(1), 6-30. doi: 10.14658/pupj-ijse-2017-1-2 Jenkins, H., Clinton, K., Purushotma, R., Robison, A., & Weigel, M. (2006). Confronting the Challenges of Participatory Culture: Media Education for the 21stCentury. MacArthur Foundation. Jenkins, H. (2009, December 12). The Revenge of the Origami Unicorn: Seven Principles of Transmedia Storytelling. Henry Jenkins. http://henryjenkins.org/blog/2009/12/the_revenge_of_the_origami_uni.html http://henryjenkins.org/blog/2009/12/revenge_of_the_origami_unicorn.html Jiménez Hernández, C., & Pacheco García, M. (2017). A Multimodal-Semiotic Writing Approach: A study with Tenth Graders. [Master’s thesis, Universidad Libre]. Universidad Libre Repository. https://hdl.handle.net/10901/15476 Jones, L. (2007). The student-centered classroom. New York: Cambridge University Press. Jones, R. (2022). Digital literacies and language learning. In E. Hinkel (Ed.), Handbook of Practical Second Language Teaching and Learning (pp. 184-194). Routledge. Kalmbach Phillips, D., & Carr, K. (2010). Becoming a Teacher Through Action Research: Process, Context, and Self-Study (Second edition). Routledge. Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 91-109. Retrieved from: https://www.learntechlib.org/p/44824/. Larasati, F. (2018). Student centered learning: An approach to develop speaking skill in EFL classroom. English Community Journal, 2(1), 153-157. doi:https://doi.org/10.32502/ecj.v2i1.1004 Lenters, K., & Winters, K.-L. (2013). Fracturing Writing Spaces: Multimodal Storytelling Ignites Process Writing. The Reading Teacher, 67(3), 227–237. doi:10.1002/trtr.1210 Lin, L. (2015). Exploring Collaborative Learning: Theoretical and Conceptual Perspectives. In Investigating Chinese HE EFL Classrooms. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44503-7_2 Martin, A., & Grudziecki, J. (2006). DigEuLit: Concepts and Tools for Digital Literacy Development. Innovation in Teaching and Learning in Information and Computer Sciences, 5(4), 249–267. doi:10.11120/ital.2006.05040249 Maybin, J., Mercer, N., & Stierer, B. (1992). ‘Scaffolding’ learning in the classroom. In K. Norman (ed.), Thinking Voices. London, Hodder & Stoughton (pp. 21-31). Ministerio de Educación Nacional (s.f.). Lineamientos Curriculares Idiomas Extranjeros. Bogotá D.C., Colombia. Retrieved from: https://www.mineducacion.gov.co/1621/articles-339975_recurso_7.pdf Molas-Castells, N., & Illera, J. L. (2017). La narrativa transmedia: La Carta Ancestral en educación secundaria. Razón y palabra, 21(98), 221-233. Nation, P. (2009). Teaching ESL/EFL Reading and Writing. Routledge. Nation, P. (2022). Teaching and learning vocabulary. In E. Hinkel (Ed.), Handbook of Practical Second Language Teaching and Learning (pp. 397-498). Routledge. O’Brien, D., & Scharber, C. (2008). Digital Literacies Go to School: Potholes and Possibilities. Journal of Adolescent & Adult Literacy, 52(1), 66–68. doi:10.1598/jaal.52.1.7 Pandya, J. Z. (2012). Unpacking Pandora’s Box: Issues in the Assessment of English Learners’ Literacy Skill Development in Multimodal Classrooms. Journal of Adolescent & Adult Literacy, 56(3), 181–185. doi:10.1002/jaal.00124 Peralta Solórzano, M. F. (2021). Narrativa transmedia: herramienta para la comprensión lectora. [Bachelor’s thesis, Universidad Pedagógica Nacional]. Universidad Pedagógica Nacional Repository. http://hdl.handle.net/20.500.12209/13399 Philp, J., & Duchesne, S. (2016). Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics, 36, 50-72. doi:10.1017/S0267190515000094 Ravitch, S. M., & Carl, N. M. (2015). Qualitative Research. SAGE Publications. Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press. Rincón J., & Clavijo-Olarte, A. (2016). Fostering EFL learners' literacies through local inquiry in a multimodal experience. Colombian Applied Linguistics Journal, 18(2), 67-82. https://doi.org/10.14483/calj.v18n2.10610 Rodrigues, P., & Bidarra, J. (2019). Expanding the mosaic of transmedia learning experiences: Application of a transmedia storyworld in ESL formal learning environments. In Proceedings of the 9th International Conference on Digital and Interactive Arts (pp. 1-10). Rose, K., & Kasper, G. (Eds.). (2001). Pragmatics in Language Teaching (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139524797 Seow, A. (2010). The Writing Process and Process Writing. In J. C. Richards & W. A. Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice (pp. 315–320). Cambridge University Press. Scolari. C. (2013). Narrativas Transmedia. Cuando todos los medios cuentan. Deusto. Scolari. C. (2018). Teens, Media and Collaborative Culture. Exploiting Teens' Transmedia Skills in the Classroom. Universitat Pompeu Fabra, Barcelona. Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Houghton, Mifflin and Company. Shin, D., Cimasko, T., & Yi, Y. (2021). Multimodal Composing in K-16 ESL and EFL Education. Springer Publishing. https://doi.org/10.1007/978-981-16-0530-7 Schiro, M. S. (2012). Curriculum Theory: Conflicting Visions and Enduring Concerns, 2nd Edition (2nd ed.). SAGE Publications, Inc. Siegel, M. (2012). New Times for Multimodality? Confronting the Accountability Culture. Journal of Adolescent & Adult Literacy, 55(8), 671–681. doi:10.1002/jaal.00082 Sun, Y., Yang, K., & Silva, T. (2021). Multimodality in L2 Writing: Intellectual Roots and Contemporary Developments. In D. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal Composing in K-16 ESL and EFL Education (pp. 3–16). Springer Publishing. https://doi.org/10.1007/978-981-16-0530-7 Taguchi, N. (2019). The Routledge Handbook of Second Language Acquisition and Pragmatics. Routledge. UNESCO Education Sector (2004). The Plurality of Literacy and Its Implications for Policies and Programs. United Nations Educational, Scientific and Cultural Organization. van Dijk, J., & van Deursen, A. (2014). Digital Skills: Unlocking the Information Society (1st ed.). Palgrave Macmillan. https://doi.org/10.1057/9781137437037 Ware, P. (2017). Technology, New Literacies, and Language Learners. The Handbook of Technology and Second Language Teaching and Learning, 265–277. doi:10.1002/9781118914069.ch18 Willis, J. (1996). A Framework for Task-based Learning. Essex: Longman. |
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Reina Moreno, Vanessa AndreaRamírez Beltrán, Angie Viviana2023-06-21T20:12:52Z2023-06-21T20:12:52Z2023http://hdl.handle.net/20.500.12209/18547instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This action research proposal addressed the need for change in teaching practices for English as a foreign language. The proposal emphasized the development of language production, focusing on multimodality and digital skills converging in a transmedia story. The research was conducted among EFL students at Colegio CEDID Guillermo Cano Isaza, using a qualitative research methodology. In order to integrate students' prior knowledge acquired through ICT and multimodality to develop productive skills, the study proposed a didactic and pedagogical approach based on a context-based transmedia narrative, allowing students to create multimodal compositions and expand the story. The study found that combining digital literacy skills, multimodal composition, and transmedia storytelling was effective in developing productive skills and vocabulary acquisition. This approach generated a collaborative and creative environment, integrating students' interests and informal learning strategies, while promoting meaningful interaction with the target language through various modes of communication.Submitted by Angie Viviana Ramírez Beltrán (avramirezb@upn.edu.co) on 2023-06-06T14:22:50Z No. of bitstreams: 2 TRANSMEDIA STORYTELLING TO FOSTER PRODUCTIVE SKILLS THROUGH MULTIMODAL COMPOSITIONS.pdf: 3050599 bytes, checksum: 9e02601fdcf8f0ef8cf91ce729f79f12 (MD5) Licencia de uso.pdf: 1724441 bytes, checksum: 4dc178b9dd25466d73efc962d05ec0fa (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-06-06T16:05:56Z (GMT) No. of bitstreams: 2 TRANSMEDIA STORYTELLING TO FOSTER PRODUCTIVE SKILLS THROUGH MULTIMODAL COMPOSITIONS.pdf: 3050599 bytes, checksum: 9e02601fdcf8f0ef8cf91ce729f79f12 (MD5) Licencia de uso.pdf: 1724441 bytes, checksum: 4dc178b9dd25466d73efc962d05ec0fa (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-06-21T20:12:52Z (GMT) No. of bitstreams: 2 TRANSMEDIA STORYTELLING TO FOSTER PRODUCTIVE SKILLS THROUGH MULTIMODAL COMPOSITIONS.pdf: 3050599 bytes, checksum: 9e02601fdcf8f0ef8cf91ce729f79f12 (MD5) Licencia de uso.pdf: 1724441 bytes, checksum: 4dc178b9dd25466d73efc962d05ec0fa (MD5)Made available in DSpace on 2023-06-21T20:12:52Z (GMT). No. of bitstreams: 2 TRANSMEDIA STORYTELLING TO FOSTER PRODUCTIVE SKILLS THROUGH MULTIMODAL COMPOSITIONS.pdf: 3050599 bytes, checksum: 9e02601fdcf8f0ef8cf91ce729f79f12 (MD5) Licencia de uso.pdf: 1724441 bytes, checksum: 4dc178b9dd25466d73efc962d05ec0fa (MD5) Previous issue date: 2023Licenciado en Español y Lenguas ExtranjerasPregradoapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad 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 InternationalAlfabetización digitalComposición multimodalAula de inglés como lengua extranjeraInvestigación - AcciónNarrativa transmediaAction researchDigital literacy skillsEFL classroomMultimodal composingTransmedia storytellingTransmedia storytelling to foster productive skills through multimodal compositions.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAl-Qallaf, C.L. & Al-Mutairi, A.S.R. (2016), Digital literacy and digital content supports learning: The impact of blogs on teaching English as a foreign language, The Electronic Library, Vol. 34 No. 3, pp. 522-547. https://doi.org/10.1108/EL-05-2015-0076Alakrash, H., Abdul Razak, N., & Krish, P. (2021). Social network sites in learning English: An investigation on attitudes, digital literacy and usage. Linguistica Antverpiensia, 1, 26-43.Álvarez, J. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), pp 98-115 http://dx.doi.org/10.14483/calj.v18n1.8403Balaman, S. (2018). Digital storytelling: A multimodal narrative writing genre. Journal of Language and Linguistic Studies, 14(3), 202-212.Bettín Mujica, D. R. (2021). Transmedia storytelling: narrativa digital colaborativa como estrategia didáctica en la enseñanza de una segunda lengua. [Master’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/28650Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th ed.). Pearson Education Australia.Castiblanco Peña, Y. Z. & Martínez Antolínez, L. M. (2016). Uso del teléfono móvil: Una experiencia en el salón de clase en el Instituto Pedagógico Nacional. [Postgraduate’s thesis, Universidad Pedagógica Nacional]. Universidad Pedagógica Nacional Repository. http://hdl.handle.net/20.500.12209/503Cercado Dueñas, D. P., & Delgado Dimas,Y. X. (2020). La implementación de las narrativas transmedia como estrategia de aprendizaje para potenciar la gramática y el léxico en la enseñanza del inglés. [Master’s thesis, Universidad Distrital Francisco José de Caldas]. Universidad Distrital Francisco José de Caldas Repository. http://hdl.handle.net/11349/28267Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. 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