Soft-communicative skills in an EFL post-pandemic class: a holistic approach.

The present document presents the report of an action research project which attempted to describe the impact of a set of activities designed under the principles of the Holistic Approach with the objective of improving Soft Communicative Skills in an EFL post-pandemic class. The participants of thi...

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Autores:
Bulla Ibagon, Laura Camila
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:20.500.12209/18521
Acceso en línea:
http://hdl.handle.net/20.500.12209/18521
Palabra clave:
Enfoque holístico
Habilidades blandas comunicativas
Habilidades interpersonales
Habilidades intrapersonales
Necesidades de aprendizaje post pandemia
Holistic approach
Soft communicative skills
Interpersonal skills
Intrapersonal skills
Post-pandemic learning needs
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
id RPEDAGO2_722bf39b0a7c515accc618569ad4661e
oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/18521
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
title Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
spellingShingle Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
Enfoque holístico
Habilidades blandas comunicativas
Habilidades interpersonales
Habilidades intrapersonales
Necesidades de aprendizaje post pandemia
Holistic approach
Soft communicative skills
Interpersonal skills
Intrapersonal skills
Post-pandemic learning needs
title_short Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
title_full Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
title_fullStr Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
title_full_unstemmed Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
title_sort Soft-communicative skills in an EFL post-pandemic class: a holistic approach.
dc.creator.fl_str_mv Bulla Ibagon, Laura Camila
dc.contributor.advisor.none.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Bulla Ibagon, Laura Camila
dc.subject.spa.fl_str_mv Enfoque holístico
Habilidades blandas comunicativas
Habilidades interpersonales
Habilidades intrapersonales
Necesidades de aprendizaje post pandemia
topic Enfoque holístico
Habilidades blandas comunicativas
Habilidades interpersonales
Habilidades intrapersonales
Necesidades de aprendizaje post pandemia
Holistic approach
Soft communicative skills
Interpersonal skills
Intrapersonal skills
Post-pandemic learning needs
dc.subject.keywords.eng.fl_str_mv Holistic approach
Soft communicative skills
Interpersonal skills
Intrapersonal skills
Post-pandemic learning needs
description The present document presents the report of an action research project which attempted to describe the impact of a set of activities designed under the principles of the Holistic Approach with the objective of improving Soft Communicative Skills in an EFL post-pandemic class. The participants of this study were tenth/eleventh-grade students between 15-17 years old from a public school located in Bogotá, Colombia. The diagnostic period evidenced a lack of soft-communicative skills and speaking skills in relation to the use of English as a foreign language. That is why, the Holistic approach is proposed as the core path to improve these issues, focusing on the student as a whole. Questionnaires, field notes, artifacts, and interviews were used to collect data during the interventions and the triangulation method was utilized to analyze the effectiveness of this approach to help pupils develop both soft-communicative skills and speaking skills in a meaningful way.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2023-06-21T14:51:26Z
dc.date.available.none.fl_str_mv 2023-06-21T14:51:26Z
dc.date.issued.none.fl_str_mv 2023
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
format http://purl.org/coar/resource_type/c_7a1f
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.12209/18521
dc.identifier.instname.spa.fl_str_mv instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv reponame: Repositorio Institucional UPN
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/18521
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
dc.relation.references.spa.fl_str_mv Afdaliah, A. (2018). Improving students’ speaking skill through holistic method [Undergraduate thesis, Universitas Islam Negeri Alauddin Makassar]. Repository UIN Alauddin Makassar. http://repositori.uin-alauddin.ac.id/id/eprint/11542
Ansari, M.S. (2015). Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and Practical Study. International Journal of Educational Investigations, 2(4), 38 - 46. http://www.ijeionline.com/attachments/article/41/IJEIonline_Vol.2_No.4_2015-4-04.pd
Bhatnagar, N. & Bhatnagar, M. (2011). Effective communication and soft skills. Pearson. https://books.google.com.co/books?hl=es&lr=&id=jzD9iPWYcIsC&oi=fnd&pg=PR7&d
Brown, G. & Yule, G. (1999). Teaching the Spoken Language. Cambridge University Press. https://assets.cambridge.org/97805212/73848/excerpt/9780521273848_excerpt.pdf
Burns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. New York: Routledge. https://www.pdfdrive.com/doing-action-research-in-english-language-teaching-a-guide-for-practitioners-esl-applied-linguistics-professional-series-d161262067.html
Bygate, M. (Ed.). (2019). Speaking. Oxford University Press. https://pdfcookie.com/documents/speaking-by-martin-bygate-eg2757jk50l0
Cohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege. https://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdf
Corbin, J. & Strauss., A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. London: Sage Publications. https://www.pdfdrive.com/basics-of-qualitative-research-techniques-and-procedures-for-developing-grounded-theory-d196372933.html
Council of Europe. (1971). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. https://rm.coe.int/16802fc1bf
Drake, S.M., & Burns, R.C. (2004). Meeting Standards Through Integrated Curriculum. Association for Supervision and Curriculum Development. https://es.b-ok.lat/book/816704/509958
Estrada, C., & Villamizar, E. (2021). A holistic methodology supported in the construction of teaching material for the interaction with EFL in the student’s real context [Undergraduate thesis, Unilasallista Corporación Universitaria]. Digital Library Lasallista. http://repository.unilasallista.edu.co/dspace/handle/10567/3048
European Commission. (2015). Soft Skills, academic guide/teaching materials. Shoo Fly Publishing. https://www.donnu.edu.ua/wp-content/uploads/sites/8/2018/07/Material-1.pdf
Goh, C.C., & Burns, C. (2012). Teaching Speaking. A Holistic Approach. Cambridge Language Education. https://books.google.com.co/books?id=BUmyAAAAQBAJ&printsec=frontcover#v=onepage&q&f=false
Grundy, S. (1998). Producto o praxis del curriculum. España: Ediciones Morata
Instituto Pedagógico Nacional. (2019). Proyecto educativo institucional (PEI). http://ipn.pedagogica.edu.co/docs/files/PEI%202019%20(21-08-20).pdf
Harmer, J. (2007). How to teach english. Pearson Education Limited. https://www.pdfdrive.com/jeremy-harmer-how-to-teach-englishpdf-e33406984.html
Joshi, M. (2017). Soft Skills. Senior Trainer Acharya Institute of English & Foreign Languages. http://worldwideuniversity.org/library/bookboon/soft-skills.pdf
Kamei, R.K. (2021). Strategic Learning, A Holistic Approach to Studying. World Scientific Publishing Co. https://books.google.com.co/books?id=3Gg8EAAAQBAJ&pg=PA8&hl=es&source=gbs_selected_pages&cad=2#v=onepage&q&f=false
Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner, Doing Critical Participatory Action Research. Springer. https://www.pdfdrive.com/the-action-research-planner-doing-critical-participatory-action-research-e166326665.html
Le Gal, D. (2019). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 12, 156 - 190. https://www.sciencegate.app/document/10.15446/male.n12.73267
Leavy, P. (2014). The Oxford Handbook of Qualitative Research. Oxford Library of Psychology. https://www.daneshnamehicsa.ir/userfiles/files/1/9-%20The%20Oxford%20Handbook%20of%20Qualitative%20Research%20by%20Patricia%20Leavy.pdf
Mahmoudi, S., Jafari, E., Nasrabadi, H.A., & Liaghatdar, M.J. (2012). Holistic Education: An Approach for 21 Century. International Education Studies, 5(2), 178-186. https://eric.ed.gov/?id=EJ1066819
Miller, R. (1997). What are schools for? Holistic education in American culture. Holistic Education Press.
Miller, R. (2005, november). What Are Schools For? Alternative Philosophies of Education [Conference Presentation]. The First International Conference on Educational Alternatives, Istanbul, Turkey. http://www.holisticedinitiative.org/wp-content/uploads/documents/ron_miller-what_are_schools_for_alternative_philosophies_of_education.pdf
Ministerio de Educación Nacional, & Organización para la Cooperación y el Desarrollo Económicos. (2016). Revisión de políticas nacionales de educación: La educación en Colombia. https://www.mineducacion.gov.co/1759/articles-356787_recurso_1.pdf
Ministerio de Educación Nacional. (2015). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://santillanaplus.com.co/pdf/estandares-basicos-de-competencias.pdf
Nitonde, R. & Nandapurkar, V. (2014). Soft Skills and Personality Development. Shri Shivaji College. https://moam.info/soft-skills-bookp65_59b4abeb1723dddac6d8760e.html
Ortega, C.E. (2017). El Desarrollo de las Habilidades Blandas desde edades tempranas. Centro de Publicaciones - Universidad ECOTEC. https://www.ecotec.edu.ec/content/uploads/investigacion/libros/desarrollo-habilidades.pdf
Petruta, D. (2012). Why is learning English so beneficial nowadays?. International Journal of Communication Research, 2(4), 374 - 376. https://www.ijcr.eu/articole/108_102_pdfsam_IJCR%204-2012%20tipo.pdf
Sampieri, R. (2014). Metodología de la investigación. McGraw Hill Education.
Spirovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: knowledge beyond language learning. SEEU Review, 11(2), 95 - 106. https://www.researchgate.net/publication/299999967_Integrating_soft_skills_in_higher_education_and_the_EFL_classroom_Knowledge_beyond_language_learning
Tassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. Pearson.
Taylor, S.J., Bogdan, R., & DeVault, M.L. (2016). Introduction to Qualitative Research Methods, A Guidebook and Resource. John Wiley & Sons, Inc. https://www.pdfdrive.com/introduction-to-qualitative-research-methods-e34555026.ht
Vega, A.F., & Uñate, N. (2021). Prosody instruction: soft skills and effective communication development through drama techniques [Undergraduate thesis, Universidad Pedagógica Nacional]. UPN Institutional Repository.
Voko, K., Duci, V., & Tahsini, I. (2014). Role of Teachers in Support of Individual Holistic Development According to the age groups. Save the Children. https://resourcecentre.savethechildren.net/pdf/9_ieeccd_alb_role_of_teachers_to_support_individual_holisic_development_english.pdf/
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spelling Montaño Moreno, JohannaBulla Ibagon, Laura Camila2023-06-21T14:51:26Z2023-06-21T14:51:26Z2023http://hdl.handle.net/20.500.12209/18521instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/The present document presents the report of an action research project which attempted to describe the impact of a set of activities designed under the principles of the Holistic Approach with the objective of improving Soft Communicative Skills in an EFL post-pandemic class. The participants of this study were tenth/eleventh-grade students between 15-17 years old from a public school located in Bogotá, Colombia. The diagnostic period evidenced a lack of soft-communicative skills and speaking skills in relation to the use of English as a foreign language. That is why, the Holistic approach is proposed as the core path to improve these issues, focusing on the student as a whole. Questionnaires, field notes, artifacts, and interviews were used to collect data during the interventions and the triangulation method was utilized to analyze the effectiveness of this approach to help pupils develop both soft-communicative skills and speaking skills in a meaningful way.Submitted by Laura Camila Bulla Ibagon (lcbullai@upn.edu.co) on 2023-06-07T03:31:32Z No. of bitstreams: 2 Soft Communicative Skills in an EFL Post Pandemic class.pdf: 3282075 bytes, checksum: b9ab5998ff79beab49137837661d0237 (MD5) Licencia de uso.pdf: 540911 bytes, checksum: 49a9945e6878c8c324c34887cfe34c93 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-06-07T19:31:02Z (GMT) No. of bitstreams: 2 Soft Communicative Skills in an EFL Post Pandemic class.pdf: 3282075 bytes, checksum: b9ab5998ff79beab49137837661d0237 (MD5) Licencia de uso.pdf: 540911 bytes, checksum: 49a9945e6878c8c324c34887cfe34c93 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2023-06-21T14:51:26Z (GMT) No. of bitstreams: 2 Soft Communicative Skills in an EFL Post Pandemic class.pdf: 3282075 bytes, checksum: b9ab5998ff79beab49137837661d0237 (MD5) Licencia de uso.pdf: 540911 bytes, checksum: 49a9945e6878c8c324c34887cfe34c93 (MD5)Made available in DSpace on 2023-06-21T14:51:26Z (GMT). No. of bitstreams: 2 Soft Communicative Skills in an EFL Post Pandemic class.pdf: 3282075 bytes, checksum: b9ab5998ff79beab49137837661d0237 (MD5) Licencia de uso.pdf: 540911 bytes, checksum: 49a9945e6878c8c324c34887cfe34c93 (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 InternationalEnfoque holísticoHabilidades blandas comunicativasHabilidades interpersonalesHabilidades intrapersonalesNecesidades de aprendizaje post pandemiaHolistic approachSoft communicative skillsInterpersonal skillsIntrapersonal skillsPost-pandemic learning needsSoft-communicative skills in an EFL post-pandemic class: a holistic approach.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAfdaliah, A. (2018). Improving students’ speaking skill through holistic method [Undergraduate thesis, Universitas Islam Negeri Alauddin Makassar]. Repository UIN Alauddin Makassar. http://repositori.uin-alauddin.ac.id/id/eprint/11542Ansari, M.S. (2015). Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and Practical Study. International Journal of Educational Investigations, 2(4), 38 - 46. http://www.ijeionline.com/attachments/article/41/IJEIonline_Vol.2_No.4_2015-4-04.pdBhatnagar, N. & Bhatnagar, M. (2011). Effective communication and soft skills. Pearson. https://books.google.com.co/books?hl=es&lr=&id=jzD9iPWYcIsC&oi=fnd&pg=PR7&dBrown, G. & Yule, G. (1999). Teaching the Spoken Language. Cambridge University Press. https://assets.cambridge.org/97805212/73848/excerpt/9780521273848_excerpt.pdfBurns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. New York: Routledge. https://www.pdfdrive.com/doing-action-research-in-english-language-teaching-a-guide-for-practitioners-esl-applied-linguistics-professional-series-d161262067.htmlBygate, M. (Ed.). (2019). Speaking. Oxford University Press. https://pdfcookie.com/documents/speaking-by-martin-bygate-eg2757jk50l0Cohen, Manion, & Morrison. (2007). Research Methods in Education. New York: Routlege. https://gtu.ge/Agro-Lib/RESEARCH%20METHOD%20COHEN%20ok.pdfCorbin, J. & Strauss., A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. London: Sage Publications. https://www.pdfdrive.com/basics-of-qualitative-research-techniques-and-procedures-for-developing-grounded-theory-d196372933.htmlCouncil of Europe. (1971). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. https://rm.coe.int/16802fc1bfDrake, S.M., & Burns, R.C. (2004). Meeting Standards Through Integrated Curriculum. Association for Supervision and Curriculum Development. https://es.b-ok.lat/book/816704/509958Estrada, C., & Villamizar, E. (2021). A holistic methodology supported in the construction of teaching material for the interaction with EFL in the student’s real context [Undergraduate thesis, Unilasallista Corporación Universitaria]. Digital Library Lasallista. http://repository.unilasallista.edu.co/dspace/handle/10567/3048European Commission. (2015). Soft Skills, academic guide/teaching materials. Shoo Fly Publishing. https://www.donnu.edu.ua/wp-content/uploads/sites/8/2018/07/Material-1.pdfGoh, C.C., & Burns, C. (2012). Teaching Speaking. A Holistic Approach. Cambridge Language Education. https://books.google.com.co/books?id=BUmyAAAAQBAJ&printsec=frontcover#v=onepage&q&f=falseGrundy, S. (1998). Producto o praxis del curriculum. España: Ediciones MorataInstituto Pedagógico Nacional. (2019). Proyecto educativo institucional (PEI). http://ipn.pedagogica.edu.co/docs/files/PEI%202019%20(21-08-20).pdfHarmer, J. (2007). How to teach english. Pearson Education Limited. https://www.pdfdrive.com/jeremy-harmer-how-to-teach-englishpdf-e33406984.htmlJoshi, M. (2017). Soft Skills. Senior Trainer Acharya Institute of English & Foreign Languages. http://worldwideuniversity.org/library/bookboon/soft-skills.pdfKamei, R.K. (2021). Strategic Learning, A Holistic Approach to Studying. World Scientific Publishing Co. https://books.google.com.co/books?id=3Gg8EAAAQBAJ&pg=PA8&hl=es&source=gbs_selected_pages&cad=2#v=onepage&q&f=falseKemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner, Doing Critical Participatory Action Research. Springer. https://www.pdfdrive.com/the-action-research-planner-doing-critical-participatory-action-research-e166326665.htmlLe Gal, D. (2019). English Language Teaching in Colombia: A Necessary Paradigm Shift. Matices en Lenguas Extranjeras, 12, 156 - 190. https://www.sciencegate.app/document/10.15446/male.n12.73267Leavy, P. (2014). The Oxford Handbook of Qualitative Research. Oxford Library of Psychology. https://www.daneshnamehicsa.ir/userfiles/files/1/9-%20The%20Oxford%20Handbook%20of%20Qualitative%20Research%20by%20Patricia%20Leavy.pdfMahmoudi, S., Jafari, E., Nasrabadi, H.A., & Liaghatdar, M.J. (2012). Holistic Education: An Approach for 21 Century. International Education Studies, 5(2), 178-186. https://eric.ed.gov/?id=EJ1066819Miller, R. (1997). What are schools for? Holistic education in American culture. Holistic Education Press.Miller, R. (2005, november). What Are Schools For? Alternative Philosophies of Education [Conference Presentation]. The First International Conference on Educational Alternatives, Istanbul, Turkey. http://www.holisticedinitiative.org/wp-content/uploads/documents/ron_miller-what_are_schools_for_alternative_philosophies_of_education.pdfMinisterio de Educación Nacional, & Organización para la Cooperación y el Desarrollo Económicos. (2016). Revisión de políticas nacionales de educación: La educación en Colombia. https://www.mineducacion.gov.co/1759/articles-356787_recurso_1.pdfMinisterio de Educación Nacional. (2015). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. https://santillanaplus.com.co/pdf/estandares-basicos-de-competencias.pdfNitonde, R. & Nandapurkar, V. (2014). Soft Skills and Personality Development. Shri Shivaji College. https://moam.info/soft-skills-bookp65_59b4abeb1723dddac6d8760e.htmlOrtega, C.E. (2017). El Desarrollo de las Habilidades Blandas desde edades tempranas. Centro de Publicaciones - Universidad ECOTEC. https://www.ecotec.edu.ec/content/uploads/investigacion/libros/desarrollo-habilidades.pdfPetruta, D. (2012). Why is learning English so beneficial nowadays?. International Journal of Communication Research, 2(4), 374 - 376. https://www.ijcr.eu/articole/108_102_pdfsam_IJCR%204-2012%20tipo.pdfSampieri, R. (2014). Metodología de la investigación. McGraw Hill Education.Spirovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: knowledge beyond language learning. SEEU Review, 11(2), 95 - 106. https://www.researchgate.net/publication/299999967_Integrating_soft_skills_in_higher_education_and_the_EFL_classroom_Knowledge_beyond_language_learningTassoni, P. (2016). BTEC National Children's Play, Learning and Development Student Book. Pearson.Taylor, S.J., Bogdan, R., & DeVault, M.L. (2016). Introduction to Qualitative Research Methods, A Guidebook and Resource. John Wiley & Sons, Inc. https://www.pdfdrive.com/introduction-to-qualitative-research-methods-e34555026.htVega, A.F., & Uñate, N. (2021). Prosody instruction: soft skills and effective communication development through drama techniques [Undergraduate thesis, Universidad Pedagógica Nacional]. UPN Institutional Repository.Voko, K., Duci, V., & Tahsini, I. (2014). Role of Teachers in Support of Individual Holistic Development According to the age groups. 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