Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class.
Esta investigación acción aborda una propuesta pedagógica centrada en fomentar el aprendizaje socioemocional mediante la narración de cuantos digitales y tareas colaborativas en el aula de inglés como lengua extranjera. (EFL) Los participantes de esta investigación fueron estudiantes de 8 a 10 años...
- Autores:
-
Roa Tejero, Yina Marìa
- 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:20.500.12209/19174
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/19174
- Palabra clave:
- Aprendizaje socioemocional
Aula de inglés
Tareas colaborativas
Socioemotional learning
EFL classroom
Collaborative tasks
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| title |
Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
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Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. Aprendizaje socioemocional Aula de inglés Tareas colaborativas Socioemotional learning EFL classroom Collaborative tasks |
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Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| title_full |
Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| title_fullStr |
Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| title_full_unstemmed |
Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| title_sort |
Developing socioemotional learning using digital storytelling as a pedagogical tool in the english class. |
| dc.creator.fl_str_mv |
Roa Tejero, Yina Marìa |
| dc.contributor.advisor.spa.fl_str_mv |
Cruz Arcila, Ferney |
| dc.contributor.author.none.fl_str_mv |
Roa Tejero, Yina Marìa |
| dc.subject.spa.fl_str_mv |
Aprendizaje socioemocional Aula de inglés Tareas colaborativas |
| topic |
Aprendizaje socioemocional Aula de inglés Tareas colaborativas Socioemotional learning EFL classroom Collaborative tasks |
| dc.subject.keywords.eng.fl_str_mv |
Socioemotional learning EFL classroom Collaborative tasks |
| description |
Esta investigación acción aborda una propuesta pedagógica centrada en fomentar el aprendizaje socioemocional mediante la narración de cuantos digitales y tareas colaborativas en el aula de inglés como lengua extranjera. (EFL) Los participantes de esta investigación fueron estudiantes de 8 a 10 años del Colegio Técnico Domingo Faustino Sarmiento, ubicado en Suba, Bogotá, Colombia.A partir del 2022, se recopilaron datos a través de diarios de campo, observaciones, cuestionarios y artefactos donde se aplicaron diversas actividades para desarrollar el aprendizaje emocional. Los hallazgos fueron analizados mediante el método de triangulación, lo que condujo a resultados basados en las experiencias de los estudiantes. |
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2023 |
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2023 |
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2024-01-25T19:16:50Z |
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2024-01-25T19:16:50Z |
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Bahri, S., Sadat, A., & Khair, U. (2022). Improvement Emotional Intelligence and English Language Ability Through Storytelling Activities in Elementary School Students Wajo District. PATIKALA: Jurnal Pengabdian Kepada Masyarakat, 1(3), 128-133. https://etdci.org/journal/patikala/article/view/286 Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.https://ds.amu.edu.et/xmlui/bitstream/handle/123456789/10912/doing%20action%20research.pdf?sequence=1&isAllowed=y Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action research, 1(1), 9-28.https://journals.sagepub.com/doi/abs/10.1177/14767503030011002 Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9. CASEL (2020) Program Guide. https://pg.casel.org Cho, H., Wang, X. C., & Christ, T. (2019). Social-emotional learning of refugee English language learners in early elementary grades: Teachers’ perspectives. Journal of Research in Childhood Education, 33(1), 40-55. https://www.tandfonline.com/doi/full/10.1080/02568543.2018.1531449 Cosso, J., de Vivo, A. R. R., Hein, S., Silvera, L. P. R., Ramírez-Varela, L., & Ponguta, L. A. (2022). Impact of a social-emotional skills-building program (pisotón) on early development of children in colombia: a pilot effectiveness study. International Journal of Educational Research, 111, 101898. https://www.sciencedirect.com/science/article/pii/S0883035521001671 Ee, J., Zhou, M., & Wong, I. (2014). Teachers’ infusion of social emotional learning. Journal of Teaching and Teacher education, 2(01).https://platform.almanhal.com/Files/Articles/46827 Goleman, D. (1995). Emotional Intelligence Bantam Books. New York https://asantelim.files.wordpress.com/2018/05/daniel-goleman-emotional-intelligence.pdf Herrera, L., Buitrago, R. E., Lorenzo, O., & Badea, M. (2015). Socio-Emotional Intelligence in Colombian Children of Primary Education. An analysis in rural and urban settings. Procedia-Social and Behavioral Sciences, 203, 4-10 https://www.sciencedirect.com/science/article/pii/S1877042815048995 León-Garzón, R., & Castañeda-Peña, H. (2018). Exploring Social Skills and Character Education of Students Through Storytelling in L2. GIST–Education and Learning Research Journal, (17), 128-157. https://latinjournal.org/index.php/gist/article/view/669 Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17. Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. Ministerio de Educación Nacional. (2016). Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y hacer: https://santillanaplus.com.co/pdf/estandares-basicos-de-competencias.pdf Phillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative health research, 28(3), 381-388. https://journals.sagepub.com/doi/abs/10.1177/1049732317697102 Smeda, N., Dakich, E., & Sharda, N. (2012). Digital storytelling with Web 2.0 tools for collaborative learning. In Collaborative Learning 2.0: Open Educational Resources (pp. 145-163). IGI Global. https://d1wqtxts1xzle7.cloudfront.net/67057813/7fb28a03d15df933d0d6ed71 Teachers’ Infusion of Social Emotional Learning Ee, J., Zhou, M., & Wong, I. (2014). Teachers’ infusion of social emotional learning. Journal of Teaching and Teacher education, 2(01 Wigelsworth, M., Eccles, A., & Santos, J. (2021). Social and Emotional Learning: A Survey of English Primary School's Priorities, Perceptions, and Practices. International Journal of Emotional Education, 13(2), 23-39. https://files.eric.ed.gov/fulltext/EJ1319804.pdf Robin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29. https://dialnet.unirioja.es/servlet/articulo?codigo=5772440 Sulistianingsih, E., Jamaludin, S., & Sumartono, S. (2018). Digital storytelling: a powerful tool to develop student’ s emotional intelligence. Journal of Curriculum Indonesia, 1(2), 33-40. https://hipkinjateng.org/jurnal/index.php/jci/article/view/3 Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314. Yagcioglu, O. (2017). Social and emotional learning in EFL classes. International Journal of English Language Teaching, 5(9), 110-122. https://www.researchgate.net/profile/Ozlem-Yagcioglu/publication/324922810_SOCIAL_AND_EMOTIONAL_LEARNING_IN_EFL_CLASSES/links/5aeb665c458515f59981dbd4/SOCIAL-AND-EMOTIONAL-LEARNING-IN-EFL-CLASSES.pdf Zarifsanaiey, N., Mehrabi, Z., Kashefian-Naeeini, S., & Mustapha, R. (2022). The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. Cogent Psychology, 9(1), 2004872. https://www.tandfonline.com/doi/full/10.1080/23311908.2021.200487 |
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Cruz Arcila, FerneyRoa Tejero, Yina Marìa2024-01-25T19:16:50Z2024-01-25T19:16:50Z2023http://hdl.handle.net/20.500.12209/19174instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Esta investigación acción aborda una propuesta pedagógica centrada en fomentar el aprendizaje socioemocional mediante la narración de cuantos digitales y tareas colaborativas en el aula de inglés como lengua extranjera. (EFL) Los participantes de esta investigación fueron estudiantes de 8 a 10 años del Colegio Técnico Domingo Faustino Sarmiento, ubicado en Suba, Bogotá, Colombia.A partir del 2022, se recopilaron datos a través de diarios de campo, observaciones, cuestionarios y artefactos donde se aplicaron diversas actividades para desarrollar el aprendizaje emocional. Los hallazgos fueron analizados mediante el método de triangulación, lo que condujo a resultados basados en las experiencias de los estudiantes.Submitted by Yina María Roa Tejero (ymroat@upn.edu.co) on 2023-12-05T16:08:50Z No. of bitstreams: 2 Developing socioemotional learning.pdf: 2529086 bytes, checksum: 023f276af6e26f64b49ace0766065933 (MD5) licencia de uso..pdf: 946593 bytes, checksum: ffc63223475c3248f24312f818c5ea83 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto , el título ingresado a la metadata tiene una letra adicional al consignado en la portada de su trabajo de grado. También debe incluir mayúscula inicial en cada una de las palabras claves. Por favor ajustar a la mayor brevedad y volver a envíar. on 2023-12-05T20:46:11Z (GMT)Submitted by Yina María Roa Tejero (ymroat@upn.edu.co) on 2023-12-05T20:57:08Z No. of bitstreams: 2 Developing socioemotional learning.pdf: 2529086 bytes, checksum: 023f276af6e26f64b49ace0766065933 (MD5) licencia de uso..pdf: 946593 bytes, checksum: ffc63223475c3248f24312f818c5ea83 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2023-12-05T23:20:12Z (GMT) No. of bitstreams: 2 Developing socioemotional learning.pdf: 2529086 bytes, checksum: 023f276af6e26f64b49ace0766065933 (MD5) licencia de uso..pdf: 946593 bytes, checksum: ffc63223475c3248f24312f818c5ea83 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-01-25T19:16:50Z (GMT) No. of bitstreams: 2 Developing socioemotional learning.pdf: 2529086 bytes, checksum: 023f276af6e26f64b49ace0766065933 (MD5) licencia de uso..pdf: 946593 bytes, checksum: ffc63223475c3248f24312f818c5ea83 (MD5)Made available in DSpace on 2024-01-25T19:16:50Z (GMT). No. of bitstreams: 2 Developing socioemotional learning.pdf: 2529086 bytes, checksum: 023f276af6e26f64b49ace0766065933 (MD5) licencia de uso..pdf: 946593 bytes, checksum: ffc63223475c3248f24312f818c5ea83 (MD5) Previous issue date: 2023Licenciado en Español e InglésPregradoThis action research presents a pedagogical proposal focused on fostering socioemotional learning using digital storytelling and collaborative tasks in the EFL classroom. The participants of this research were students from 8-10 years old from the Colegio Técnico Domingo Faustino Sarmiento located in Suba, Bogotá, Colombia. Starting in 2022, data was gathered from field diaries, observations, questionnaires, and artifacts where various activities were applied to develop socioemotional learning. Data was analyzed through a grounded theory approach. The findings were analyzed using the triangulation method which led to results based on the student’s experiences.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 InternationalAprendizaje socioemocionalAula de inglésTareas colaborativasSocioemotional learningEFL classroomCollaborative tasksDeveloping socioemotional learning using digital storytelling as a pedagogical tool in the english class.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisBahri, S., Sadat, A., & Khair, U. (2022). Improvement Emotional Intelligence and English Language Ability Through Storytelling Activities in Elementary School Students Wajo District. PATIKALA: Jurnal Pengabdian Kepada Masyarakat, 1(3), 128-133. https://etdci.org/journal/patikala/article/view/286Burns, A. (2009). Doing action research in English language teaching: A guide for practitioners. Routledge.https://ds.amu.edu.et/xmlui/bitstream/handle/123456789/10912/doing%20action%20research.pdf?sequence=1&isAllowed=yBrydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action research, 1(1), 9-28.https://journals.sagepub.com/doi/abs/10.1177/14767503030011002Clavijo Olarte, A. (2016). English teaching in the elementary school: Some critical issues. Colombian Applied Linguistics Journal, 18(1), 7-9.CASEL (2020) Program Guide. https://pg.casel.orgCho, H., Wang, X. C., & Christ, T. (2019). Social-emotional learning of refugee English language learners in early elementary grades: Teachers’ perspectives. Journal of Research in Childhood Education, 33(1), 40-55. https://www.tandfonline.com/doi/full/10.1080/02568543.2018.1531449Cosso, J., de Vivo, A. R. R., Hein, S., Silvera, L. P. R., Ramírez-Varela, L., & Ponguta, L. A. (2022). Impact of a social-emotional skills-building program (pisotón) on early development of children in colombia: a pilot effectiveness study. International Journal of Educational Research, 111, 101898. https://www.sciencedirect.com/science/article/pii/S0883035521001671Ee, J., Zhou, M., & Wong, I. (2014). Teachers’ infusion of social emotional learning. Journal of Teaching and Teacher education, 2(01).https://platform.almanhal.com/Files/Articles/46827Goleman, D. (1995). Emotional Intelligence Bantam Books. New York https://asantelim.files.wordpress.com/2018/05/daniel-goleman-emotional-intelligence.pdfHerrera, L., Buitrago, R. E., Lorenzo, O., & Badea, M. (2015). Socio-Emotional Intelligence in Colombian Children of Primary Education. An analysis in rural and urban settings. Procedia-Social and Behavioral Sciences, 203, 4-10 https://www.sciencedirect.com/science/article/pii/S1877042815048995León-Garzón, R., & Castañeda-Peña, H. (2018). Exploring Social Skills and Character Education of Students Through Storytelling in L2. GIST–Education and Learning Research Journal, (17), 128-157. https://latinjournal.org/index.php/gist/article/view/669Merriam, S. B. (2002). Introduction to qualitative research. Qualitative research in practice: Examples for discussion and analysis, 1(1), 1-17.Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.Ministerio de Educación Nacional. (2016). Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y hacer: https://santillanaplus.com.co/pdf/estandares-basicos-de-competencias.pdfPhillippi, J., & Lauderdale, J. (2018). A guide to field notes for qualitative research: Context and conversation. Qualitative health research, 28(3), 381-388. https://journals.sagepub.com/doi/abs/10.1177/1049732317697102Smeda, N., Dakich, E., & Sharda, N. (2012). Digital storytelling with Web 2.0 tools for collaborative learning. In Collaborative Learning 2.0: Open Educational Resources (pp. 145-163). IGI Global. https://d1wqtxts1xzle7.cloudfront.net/67057813/7fb28a03d15df933d0d6ed71Teachers’ Infusion of Social Emotional Learning Ee, J., Zhou, M., & Wong, I. (2014). Teachers’ infusion of social emotional learning. Journal of Teaching and Teacher education, 2(01Wigelsworth, M., Eccles, A., & Santos, J. (2021). Social and Emotional Learning: A Survey of English Primary School's Priorities, Perceptions, and Practices. International Journal of Emotional Education, 13(2), 23-39. https://files.eric.ed.gov/fulltext/EJ1319804.pdfRobin, B. R. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review, (30), 17-29. https://dialnet.unirioja.es/servlet/articulo?codigo=5772440Sulistianingsih, E., Jamaludin, S., & Sumartono, S. (2018). Digital storytelling: a powerful tool to develop student’ s emotional intelligence. Journal of Curriculum Indonesia, 1(2), 33-40. https://hipkinjateng.org/jurnal/index.php/jci/article/view/3Pennycook, A. (1990). Critical pedagogy and second language education. System, 18(3), 303-314.Yagcioglu, O. (2017). Social and emotional learning in EFL classes. International Journal of English Language Teaching, 5(9), 110-122. https://www.researchgate.net/profile/Ozlem-Yagcioglu/publication/324922810_SOCIAL_AND_EMOTIONAL_LEARNING_IN_EFL_CLASSES/links/5aeb665c458515f59981dbd4/SOCIAL-AND-EMOTIONAL-LEARNING-IN-EFL-CLASSES.pdfZarifsanaiey, N., Mehrabi, Z., Kashefian-Naeeini, S., & Mustapha, R. (2022). The effects of digital storytelling with group discussion on social and emotional intelligence among female elementary school students. Cogent Psychology, 9(1), 2004872. https://www.tandfonline.com/doi/full/10.1080/23311908.2021.200487THUMBNAILDeveloping socioemotional learning.pdf.jpgDeveloping socioemotional learning.pdf.jpgIM Thumbnailimage/jpeg1903http://repository.pedagogica.edu.co/bitstream/20.500.12209/19174/5/Developing%20socioemotional%20learning.pdf.jpg93914f5271dd166d2b4ecc31b8709081MD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/19174/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202303250231293 - 05 DIC 23 YINA ROA.pdf202303250231293 - 05 DIC 23 YINA ROA.pdfLicencia aprobadaapplication/pdf946593http://repository.pedagogica.edu.co/bitstream/20.500.12209/19174/4/202303250231293%20-%2005%20DIC%2023%20YINA%20ROA.pdfffc63223475c3248f24312f818c5ea83MD54ORIGINALDeveloping socioemotional learning.pdfDeveloping socioemotional learning.pdfapplication/pdf2529086http://repository.pedagogica.edu.co/bitstream/20.500.12209/19174/1/Developing%20socioemotional%20learning.pdf023f276af6e26f64b49ace0766065933MD5120.500.12209/19174oai:repository.pedagogica.edu.co:20.500.12209/191742024-01-25 23:01:07.14Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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 |