Vocational education as a tool to develop ninth graders’ oral communication in english.
This research explores the efficacy of Problem-Based Learning (PBL) and roleplay techniques in fostering deeper engagement and enhancing oral communication skills among ninth-grade female students within the context of Vocational Education. The study investigates how these pedagogical tools contribu...
- Autores:
-
Acosta Segura, Paula Alejandra
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/19737
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/19737
- Palabra clave:
- Vocational education
Problem based learning
Roleplay
English learning
Educación vocacional
Aprendizaje basado en problemas
Juego de roles
Aprendizaje de inglés
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Vocational education as a tool to develop ninth graders’ oral communication in english. |
| title |
Vocational education as a tool to develop ninth graders’ oral communication in english. |
| spellingShingle |
Vocational education as a tool to develop ninth graders’ oral communication in english. Vocational education Problem based learning Roleplay English learning Educación vocacional Aprendizaje basado en problemas Juego de roles Aprendizaje de inglés |
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Vocational education as a tool to develop ninth graders’ oral communication in english. |
| title_full |
Vocational education as a tool to develop ninth graders’ oral communication in english. |
| title_fullStr |
Vocational education as a tool to develop ninth graders’ oral communication in english. |
| title_full_unstemmed |
Vocational education as a tool to develop ninth graders’ oral communication in english. |
| title_sort |
Vocational education as a tool to develop ninth graders’ oral communication in english. |
| dc.creator.fl_str_mv |
Acosta Segura, Paula Alejandra |
| dc.contributor.advisor.spa.fl_str_mv |
Hernández Saavedra, Sergio Francisco |
| dc.contributor.author.none.fl_str_mv |
Acosta Segura, Paula Alejandra |
| dc.subject.eng.fl_str_mv |
Vocational education Problem based learning Roleplay English learning |
| topic |
Vocational education Problem based learning Roleplay English learning Educación vocacional Aprendizaje basado en problemas Juego de roles Aprendizaje de inglés |
| dc.subject.keywords.spa.fl_str_mv |
Educación vocacional Aprendizaje basado en problemas Juego de roles Aprendizaje de inglés |
| description |
This research explores the efficacy of Problem-Based Learning (PBL) and roleplay techniques in fostering deeper engagement and enhancing oral communication skills among ninth-grade female students within the context of Vocational Education. The study investigates how these pedagogical tools contribute to students' self-recognition in personal and social terms, their vocational orientation, public speaking skills, and various English language aspects. Through a mixed methods approach, including surveys, interviews, and classroom observations, data was collected and analyzed to understand the impact of PBL and roleplay on students' empowerment and overall educational outcomes. Results indicate a significant positive correlation between the implementation of PBL and roleplay strategies and students' enhanced engagement with Vocational Orientation, oral communication skills, and self-perception in both personal and vocational contexts. |
| publishDate |
2024 |
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| dc.date.available.none.fl_str_mv |
2024-06-24T13:36:38Z |
| dc.date.issued.none.fl_str_mv |
2024 |
| 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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http://hdl.handle.net/20.500.12209/19737 |
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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/20.500.12209/19737 |
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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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Secretaría de Educación de Bogotá. (n.d.-b). COLEGIO MAGDALENA ORTEGA DE NARIÑO (IED). Red Académica. https://www.redacademica.edu.co/colegios/colegio- magdalena-ortega-de-narino-ied Colegio Magdalena Ortega de Nariño I.E.D. (n.d.). Periódico Maona. https://periodicomaona1.wixsite.com/maona/actualidad- institucional#:~:text=El%20plantel%20inici%C3%B3%20sus%20labores,del%20prec ursor%20don%20Antonio%20Nari%C3%B1o. Hidayati, L., & Pardjono, P. (2018). The implementation of role play in education of pre-service vocational teacher. OP Conference Series: Materials Science and Engineering, 296(012016). https://iopscience.iop.org/article/10.1088/1757- 899X/296/1/012016/pdf Maniatakou, A., Papassideri, I., & Georgiou, M. (n.d.). Role-play Activities as a Framework for Developing Argumentation Skills on Biological Issues in Secondary Education. Science and Education Publishing, Vol. 8, No. 1, 7-15. https://doi.org/10.12691/education-8-1-2 Tri Wulandari, A., Widi Pratolo , B., & Junianti, R. (2019). Students’ perception on the use of role-play to improve students’ communicative competence. The 5th UAD TEFL International Conference (5th UTIC) ISBN 978-623-6071-02-1 Eastparc Hotel, Yogyakarta - Indonesia, ISBN 978-623-6071-02-1. Cambridge Dictionary. (2022). role play definition: 1. pretending to be someone else, especially as part of learning a new skill: 2. to pretend to be. . .. Learn more. https://dictionary.cambridge.org/dictionary/english/role-play Banu, S., & Khan, A. L. (2001). Role-Play and Character Building in the Teaching of History. Institute of Education (Singapore). https://repository.nie.edu.sg/bitstream/10497/277/1/TL-22-1-84.pdf Younus Idham, S., Subramaniam, I., Khan, A., & Kadir Mugai, S. (2022). The Effect of Role-Playing Techniques on the Speaking Skills of Students at University. Theory and Practice in Language Studies, Vol. 12, No. 8, pp(1622–1629). https://doi.org/10.17507/tpls.1208.19 Manda Negara, I. (2021). LITERATURE REVIEW: WHY USE ROLEPLAY METHOD IN TEACHING SPEAKING? SPECTRAL Jurnal Ilmiah STBA, Vol.7 No.1(ISSN 0216-3381). https://pdfs.semanticscholar.org/3d74/c6bde3833b4a92440ff0773c0cc57d841cee.pdf Bell, A. (2014). 4 Types of Role Plays for Teaching English. Gaijinpot. https://blog.gaijinpot.com/teaching-tips-role-plays/ Suci Rahma, A., Aryuliva, A., & Leni, M. (2020). The Relationship between Listening Anxiety and Listening Comprehension of English Department Students in Basic Listening Classes at Universitas Negeri Padang. Journal of English Language Teaching, Vol 9, No 3. https://doi.org/10.24036/jelt.v9i3.109344 Maniatakou, A., Papassideri, I., & Georgiou, M. (n.d.). Role-play Activities as a Framework for Developing Argumentation Skills on Biological Issues in Secondary Education. Science and Education Publishing, Vol. 8, No. 1, 7-15. https://doi.org/10.12691/education-8-1-2 Aydoğan, H., & Akbarov, A. (2014). The Four Basic Language Skills, Whole Language & Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy, Vol 5 No 9(ISSN 2039-2117). https://doi.org/10.5901/mjss.2014.v5n9p672 Annisa, S. R., Adnan, A., & Marlina, L. (2020). The Relationship between Listening Anxiety and Listening Comprehension of English Department Students in Basic Listening Classes at Universitas Negeri Padang. Journal of English Language Teaching, Volume 9 No. 3 510-519. http://ejournal.unp.ac.id/index.php/jelt Krivosheyeva, G., Zuparova, S., & Shodiyeva, N. (2020). INTERACTIVE WAY TO FURTHER IMPROVE TEACHING LISTENING SKILLS. Scientific Journal Impact Factor (SJIF), Volume 1, Issue 3(ISSN: 2181-1385). https://cyberleninka.ru/article/n/interactive-way-to-further-improve-teaching- listening-skills Denston, A. (2021). Review of the Literature on Speaking and Listening Skills Report to the Ministry of Education [Report to the Ministry of Education]. Aotearoa New Zealand SRINIVAS RAO, P. (2019). THE IMPORTANCE OF SPEAKING SKILLS IN ENGLISH CLASSROOMS. Alford Council of International English & Literature Journal(ACIELJ), Vol 2 Issue 2(ISSN:2581-6500). https://www.researchgate.net/publication/334283040 Palmer, E. (2018). Teaching the core skills of listening and speaking. Alexandria VA USA Sardar Ali, S. (2019). Problem Based Learning: A Student-Centered Approach. Canadian Center of Science and Education, Vol. 12, No. 5. https://doi.org/10.5539/elt.v12n5p73 Burgess, A., Roberts, C., Ayton, T. et al. Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study. BMC Med Educ 18, 74 (2018). https://doi.org/10.1186/s12909-018-1172-8 Amir, V. (2021). Pragmatics [Thesis]. MAKASSAR MUHAMMADIYAH UNIVERSITY. Slotta, J. (2021). Pragmatics [Thesis]. University of Texas at Austin. Vieites, M. (2016). Teatro y comunicación. Un enfoque teórico. UNED Revista Signa 25. GOFFMAN, E. (1959). The Presentation of Self in Everyday Life. New York: Anchor Books. _____ (2006). Frame Analysis. Madrid: Siglo XXI y CIS HORMIGÓN, J. A. (1991). Trabajo dramatúrgico y puesta en escena. Madrid: Publicaciones de la ADE Gómez, M. M. S. (2017). Review and analysis of the Colombian Foreign Language Bilingualism Policies and plans. Trines, S. et al., (2021, 2 noviembre). Education in Colombia. WENR. https://wenr.wes.org/2020/06/education-in-colombia-2 Nocua Cubides, Á. P. (2021). Orientación vocacional para mujeres en tiempos de revolución tecnológica. MLS Educational Research, 5(1), 7-24. doi: 10.29314/mlser.v5i1.461. Alcaldía Mayor de Bogotá, Secretaría de Educación de Bogotá. (2024). Proyecto Educativo Institucional (P.E.I.). Colegio Magdalena Ortega de Nariño. https://www.redacademica.edu.co/sites/default/files/2023-02/PEI%20MAONA.pdf Montenegro, B. (2021). Vocational Identity in the Framework of Popular Education. Universidad Pedagógica Nacional de Colombia. Chamorro, M. (2017). Género y orientación vocacional Sistematización de experiencia docente en el IED Lorencita Villegas de Santos [Tesis de Maestría]. 68 https://repository.urosario.edu.co/server/api/core/bitstreams/c68b4f60-3ba0-4c74- b136-8fdf243586f0/content Ole Hellekjær, G., & Granum Skarpaas, K. (2021). Vocational orientation – A supportive approach to teaching L2 English in upper secondary school vocational programmes. International Journal Of Educational Research Open, Volume 2, 100064. https://www.sciencedirect.com/science/article/pii/S2666374021000340 Blanco, M. (2011). El enfoque del curso de vida: orígenes y desarrollo. Revista Latinoamericana de Población, Vol. 5, núm. 8, 5-31. Mutohhari, F., Sutiman, S., Nurtanto, M., Kholifah, N., & Samsudin, A. (s. f.). Difficulties in Implementing 21st Century Skills Competence in Vocational Education Learning. https://eric.ed.gov/?id=EJ1328039 Condori, P. (2016). Orientación profesional y satisfacción vocacional. Revista de Investigación Psicológica N° 15, 45-58. A. Fuller (2015). Vocational Education, Institute of Education, University of London, London, UK. Hervas Avilés, R. M. (2006). Orientación e intervención psicopedagógica y proceso de cambio. Granada: Grupo Editorial Universitario (GRANADA) Centro de Investigación y Documentación Educativa. (2009). Orientación educativa: fundamentos teóricos, modelos institucionales y nuevas perspectivas. Madrid: OMAGRAF S. L. Lapum, E. B. J., St-Amant, O., Hughes, M., & Garmaise-Yee, J. (2020, 14 agosto). Transaction Model of Communication. Pressbooks. https://pressbooks.library.torontomu.ca/communicationnursing/chapter/transaction- model-of-communication/ Communication Theory (2.a ed.). (2008b). C. David Mortensen. Amir, M. N., & Adijaya, N. (2023, 29 agosto). The Effect of Transactional Dialogue in Teaching Speaking Modalities. Amir | English Language In Focus (ELIF). https://jurnal.umj.ac.id/index.php/ELIF/article/view/18416/9490 Aravena, M., Kimelman, E., Micheli, B., Torrealba, R., & Zúñiga, J. (2006b). INVESTIGACIÓN EDUCATIVA I. Munarriz, B. (s. f.). Técnicas y métodos en Investigación cualitativa [Universidad del País Vasco]. https://ruc.udc.es/dspace/bitstream/handle/2183/8533/CC- 02art8ocr.pdf?sequence=1&isAllowed=y María, V. L., & Natacha, R. M. (s. f.). Investigación-acción. http://scielo.sld.cu/scielo.php?pid=S0864-21412007000400012&script=sci_arttext Canals, L. (2017). Instruments for gathering data. In E. Moore & M. Dooly (Eds), Qualitative approaches to research on plurilingual education (pp. 390-401). Research- publishing.net. Kairė, S. (2016). Significant artifacts in schools: teacher and pupil perspectives. The Journal Of Education, Culture, And Society, 7(2), 131-149. https://doi.org/10.15503/jecs20162.131.149 Evangelou, D., Dobbs-Oates, J., Bagiati, A., Liang, S., & Young Choi, Y. (2009). Talking about Artifacts: Preschool Children’s Explorations with Sketches, Stories, and Tangible Objects. Purdue University, 12(2). http://ecrp.uiuc.edu/v12n2/evangelou.html Research Methods in Public Health. (s. f.-b). Google Books. https://books.google.com.co/books?hl=es&lr=&id=AroOkrMitEYC&oi=fnd&pg=PA 91&dq=field+diary+participant+observation&ots=FMBN- j43jG&sig=yDPXe_EiQzVbxgMncbVL5MsZQFw&redir_esc=y#v=snippet&q=FIEL D%20NOTES&f=false Sutton, J., & Austin, Z. (2015, mayo). Qualitative Research: Data Collection, Analysis, and Management. PubMed Central. Recuperado 25 de abril de 2024, de https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4485510/ Investigación-acción. (2007). Scielo. Educación Médica Superior, 21(4). http://scielo.sld.cu/scielo.php?pid=S0864-21412007000400012&script=sci_arttext Problem-Based Learning | Center for Teaching Innovation. (s. f.). https://teaching.cornell.edu/teaching-resources/engaging-students/problem-based- learning Ulger, K. (2018). The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. The Interdisciplinary Journal Of Problem-based Learning, 12. https://docs.lib.purdue.edu/ijpbl/vol12/iss1/10/ Mohajan, D., & Kumar Mohajan, H. (2023). Classic Grounded Theory: A Qualitative Research on Human Behavior. Paradigm Academic Press, 2(1). https://www.researchgate.net/publication/366593525_Classic_Grounded_Theory_A_ Qualitative_Research_on_Human_Behavior |
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Hernández Saavedra, Sergio FranciscoAcosta Segura, Paula Alejandra2024-06-24T13:36:38Z2024-06-24T13:36:38Z2024http://hdl.handle.net/20.500.12209/19737instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This research explores the efficacy of Problem-Based Learning (PBL) and roleplay techniques in fostering deeper engagement and enhancing oral communication skills among ninth-grade female students within the context of Vocational Education. The study investigates how these pedagogical tools contribute to students' self-recognition in personal and social terms, their vocational orientation, public speaking skills, and various English language aspects. Through a mixed methods approach, including surveys, interviews, and classroom observations, data was collected and analyzed to understand the impact of PBL and roleplay on students' empowerment and overall educational outcomes. Results indicate a significant positive correlation between the implementation of PBL and roleplay strategies and students' enhanced engagement with Vocational Orientation, oral communication skills, and self-perception in both personal and vocational contexts.Submitted by Paula Alejandra Acosta Segura (paacostas@upn.edu.co) on 2024-06-06T22:49:36Z No. of bitstreams: 3 VOCATIONAL EDUCATION.pdf: 2274020 bytes, checksum: fe6529f2766ee790036981357146985d (MD5) Licencia de uso.pdf: 1414596 bytes, checksum: 37d523593b2c24ed4a4ff8aac282482a (MD5) Autorizaciones Tratamientos de Datos.pdf: 10439993 bytes, checksum: ee6be2a62e66c2e51d63fc663fe76c72 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-06-08T12:46:09Z (GMT) No. of bitstreams: 3 VOCATIONAL EDUCATION.pdf: 2274020 bytes, checksum: fe6529f2766ee790036981357146985d (MD5) Licencia de uso.pdf: 1414596 bytes, checksum: 37d523593b2c24ed4a4ff8aac282482a (MD5) Autorizaciones Tratamientos de Datos.pdf: 10439993 bytes, checksum: ee6be2a62e66c2e51d63fc663fe76c72 (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-06-24T13:36:38Z (GMT) No. of bitstreams: 3 VOCATIONAL EDUCATION.pdf: 2274020 bytes, checksum: fe6529f2766ee790036981357146985d (MD5) Licencia de uso.pdf: 1414596 bytes, checksum: 37d523593b2c24ed4a4ff8aac282482a (MD5) Autorizaciones Tratamientos de Datos.pdf: 10439993 bytes, checksum: ee6be2a62e66c2e51d63fc663fe76c72 (MD5)Made available in DSpace on 2024-06-24T13:36:38Z (GMT). No. of bitstreams: 3 VOCATIONAL EDUCATION.pdf: 2274020 bytes, checksum: fe6529f2766ee790036981357146985d (MD5) Licencia de uso.pdf: 1414596 bytes, checksum: 37d523593b2c24ed4a4ff8aac282482a (MD5) Autorizaciones Tratamientos de Datos.pdf: 10439993 bytes, checksum: ee6be2a62e66c2e51d63fc663fe76c72 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEsta investigación explora la eficacia del aprendizaje basado en problemas (ABP) y las técnicas de juego de roles para fomentar un compromiso más profundo y mejorar las habilidades de comunicación oral entre estudiantes de noveno grado dentro del contexto de la educación vocacional. La investigación pretende determinar cómo estas herramientas pedagógicas contribuyen al autorreconocimiento de los estudiantes en términos personales y sociales, su educación vocacional, sus habilidades para hablar en público y diversos aspectos del idioma inglés. A través de un enfoque de métodos mixtos, que incluye encuestas, entrevistas y observaciones en el aula, se recopilaron y analizaron datos para comprender el impacto del ABP y los juegos de roles en el empoderamiento de los estudiantes y los resultados educativos generales. Los resultados indican una correlación positiva significativa entre la implementación de ABP y estrategias de juego de roles y el mayor compromiso de los estudiantes con la orientación vocacional, las habilidades de comunicación oral y la autopercepción en contextos tanto personales como vocacionales.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 InternationalVocational educationProblem based learningRoleplayEnglish learningEducación vocacionalAprendizaje basado en problemasJuego de rolesAprendizaje de inglésVocational education as a tool to develop ninth graders’ oral communication in english.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisSecretaría de Educación de Bogotá. (n.d.-b). COLEGIO MAGDALENA ORTEGA DE NARIÑO (IED). Red Académica. https://www.redacademica.edu.co/colegios/colegio- magdalena-ortega-de-narino-iedColegio Magdalena Ortega de Nariño I.E.D. (n.d.). Periódico Maona. https://periodicomaona1.wixsite.com/maona/actualidad- institucional#:~:text=El%20plantel%20inici%C3%B3%20sus%20labores,del%20prec ursor%20don%20Antonio%20Nari%C3%B1o.Hidayati, L., & Pardjono, P. (2018). The implementation of role play in education of pre-service vocational teacher. OP Conference Series: Materials Science and Engineering, 296(012016). https://iopscience.iop.org/article/10.1088/1757- 899X/296/1/012016/pdfManiatakou, A., Papassideri, I., & Georgiou, M. (n.d.). Role-play Activities as a Framework for Developing Argumentation Skills on Biological Issues in Secondary Education. Science and Education Publishing, Vol. 8, No. 1, 7-15. https://doi.org/10.12691/education-8-1-2Tri Wulandari, A., Widi Pratolo , B., & Junianti, R. (2019). Students’ perception on the use of role-play to improve students’ communicative competence. The 5th UAD TEFL International Conference (5th UTIC) ISBN 978-623-6071-02-1 Eastparc Hotel, Yogyakarta - Indonesia, ISBN 978-623-6071-02-1.Cambridge Dictionary. (2022). role play definition: 1. pretending to be someone else, especially as part of learning a new skill: 2. to pretend to be. . .. Learn more. https://dictionary.cambridge.org/dictionary/english/role-playBanu, S., & Khan, A. L. (2001). Role-Play and Character Building in the Teaching of History. Institute of Education (Singapore). https://repository.nie.edu.sg/bitstream/10497/277/1/TL-22-1-84.pdfYounus Idham, S., Subramaniam, I., Khan, A., & Kadir Mugai, S. (2022). The Effect of Role-Playing Techniques on the Speaking Skills of Students at University. Theory and Practice in Language Studies, Vol. 12, No. 8, pp(1622–1629). https://doi.org/10.17507/tpls.1208.19Manda Negara, I. (2021). 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