CUMT to develop speaking skills through TPR in an EFL classroom.

Este proyecto de investigación-acción se centra en la influencia que el uso controlado de la lengua materna (UCLM) tanto en los estudiantes como en el profesor pueda tener en un aula de inglés como lengua extranjera donde se utiliza la Respuesta Física Total (RFT) como herramienta para el desarrollo...

Full description

Autores:: Celedón Gómez, Nicolás

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

id	RPEDAGO2_fdbc7ddc532d525a25e820cd8775cac9
oai_identifier_str	oai:repository.pedagogica.edu.co:20.500.12209/19756
network_acronym_str	RPEDAGO2
network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.eng.fl_str_mv	CUMT to develop speaking skills through TPR in an EFL classroom.
title	CUMT to develop speaking skills through TPR in an EFL classroom.
spellingShingle	CUMT to develop speaking skills through TPR in an EFL classroom. Aula de inglés como lengua extranjera Habilidades de expresión oral Preferencias personales EFL classroom Speaking skills Personal preferences
title_short	CUMT to develop speaking skills through TPR in an EFL classroom.
title_full	CUMT to develop speaking skills through TPR in an EFL classroom.
title_fullStr	CUMT to develop speaking skills through TPR in an EFL classroom.
title_full_unstemmed	CUMT to develop speaking skills through TPR in an EFL classroom.
title_sort	CUMT to develop speaking skills through TPR in an EFL classroom.
dc.creator.fl_str_mv	Celedón Gómez, Nicolás
dc.contributor.advisor.spa.fl_str_mv	Hernández Saavedra, Sergio Francisco
dc.contributor.author.none.fl_str_mv	Celedón Gómez, Nicolás
dc.subject.spa.fl_str_mv	Aula de inglés como lengua extranjera Habilidades de expresión oral Preferencias personales
topic	Aula de inglés como lengua extranjera Habilidades de expresión oral Preferencias personales EFL classroom Speaking skills Personal preferences
dc.subject.keywords.eng.fl_str_mv	EFL classroom Speaking skills Personal preferences
description	Este proyecto de investigación-acción se centra en la influencia que el uso controlado de la lengua materna (UCLM) tanto en los estudiantes como en el profesor pueda tener en un aula de inglés como lengua extranjera donde se utiliza la Respuesta Física Total (RFT) como herramienta para el desarrollo de habilidades de expresión oral. Se caracteriza por ser una investigación cualitativa en la que los datos se recopilaron mediante observaciones, entrevista, encuesta, artefactos, grabaciones de audio y notas de campo. Esta surge como respuesta a que se espera que los estudiantes hablen en inglés, pero su entorno no fomenta este comportamiento, a menudo entrando en conflicto con sus preferencias personales, lo que hace que el estudiante pierda interés en la clase de inglés. A través del método de análisis de datos elegido, que es la teoría fundamentada en datos, los datos recopilados se codificaron, analizaron y se propusieron categorías para elaborar una teoría sólida basada en estos.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-06-24T16:32:53Z
dc.date.available.none.fl_str_mv	2024-06-24T16:32:53Z
dc.date.issued.none.fl_str_mv	2024
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/20.500.12209/19756
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/20.500.12209/19756
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	Abata, M., Suárez, R., Portilla, A., & Vayas, M. (2021). Effectiveness of Total Physical Response in English speaking skill in EFL beginners. Horizontes. Revista De Investigación En Ciencias De La Educación, 5(20), 1185–1193 https://doi.org/10.33996/revistahorizontes.v5i20.268 Ahola-Houtsonen, T. (2013). Learning and teaching English speaking skills at upper secondary school: The students’ and the teachers’ views. [Master’s thesis, University of Jyväskylä]. University of Jyväskylä’s repository. https://jyx.jyu.fi/handle/123456789/41363 Al-Amri, W.B., & Abdul-Raof, H. (2014). Translation in teaching and learning a foreign language: A methodological approach. International Journal of Humanities and Cultural Studies (IJHCS), 1(2), 1-12 Allard, D., Bourdeau, J., & Mizoguchi, R. (2011). Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL). In E. Blanchard & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models (pp. 582-598). IGI Global. https://doi.org/10.4018/978-1-61520-883-8.ch027 Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53, 3-17. Astutik, Y., Megawati, F., & Aulina, C. N. (2019). Total Physical Response (TPR): How is it used to Teach EFL Young Learners? International Journal of Learning, Teaching and 74 Educational Research, 18(1), 92 – 103. http://ijlter.org/index.php/ijlter/article/view/1335/pdf Atkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247. Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32. Azimova, S. (2019). Коммуникативный подход в обучении английскому языку [The communicative approach in English language teaching]. Бюллетень науки и практики / Bulletin of Science and Practice, (4), 471-475. https://doi.org/10.33619/2414-2948/41/70 Baiza, P. Z. (2020). The use of Total Physical Response (TPR) method in teaching English at MIN 11 Banda Aceh [Undergraduate thesis, Universitas Islam Negeri Ar-Raniry]. UIN - Ar Raniry Repository. https://repository.arraniry.ac.id/id/eprint/14107/1/The%20Use%20Of%20Total%20Physi cal%20Response%20(TPR)%20Method%20In%20Teaching%20English%20At%20MIN %2011%20Banda%20Aceh.pdf. Bans-Akutey, A. (2021). Triangulation in Research. Academia Letters. https://doi.org/10.20935/AL3392 Bhattacharjee, J. (2015). Constructivist Approach to Learning– An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies. (IRJIMS), 14), 65-74 Botina, N. (2018). Fostering Vocabulary learning through Total Physical Response method (TPR) and the use of flashcards as effective visual aids. [Undergraduate thesis, Universidad Santo Tomás]. Repositorio institucional. 75 https://repository.usta.edu.co/bitstream/handle/11634/19633/Botinanatali2018.pdf?seque nce=1&isAllowed=y Burdujan, R. (2020) Judiciousness of mother tongue use in EFL classroom. Psychology and Education, 57(9), 33-40 https://doi.org/10.17762/pae.v57i9.4286 Burns, A. (2009). Action Research in Second Language Teacher Education. In A. Burns & J. C. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 289– 297). Chapter, Cambridge: Cambridge University Press. Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780203863466 Butzkamm, W. (2003) We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, The Language Learning Journal, 28(1), 29-39, https://doi.org/10.1080/09571730385200181 Celce-Murcia, M., editor. (1991). Teaching English as a Second or Foreign Language (2nd ed.). Heinle & Heinle Publishers. Celce-Murcia, M., editor. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle Publishers Çelik, S. (2008). Opening the door: An investigation of mother tongue use in foreign language classrooms. Hacettepe University Journal of Education, 34, 75-85. Çelik, S. (2020). Çelik, S. (Ed.). (2020). Approaches and principles in English as a foreign language (EFL) education (3rd ed.). Vizetek. Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053 Corbin, J.M., Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qual Sociol, (13), 3–21. https://doi.org/10.1007/BF00988593. Cruz, D., (2017). Enhancing listening skills in second graders through TPR implementation [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10019/TE21519.pdf?sequence=1&isAllowed=y Cuartas, L. (2014). Selective Use of the Mother Tongue to Enhance Students’ English Learning Processes...Beyond the Same Assumptions. Issues in Teachers' Professional Development, (16), (1). https://doi.org/10.15446/profile.v16n1.38661 Denková, M. (2018). The Use of TPR in Teaching Different Age Groups (Bachelor Thesis). Masaryk University Brno, Faculty of Education, Department of English Language and Literature. Diane & Larsen-Freeman. (2000). Total physical response. Basic education research of foreign language teaching. 61(1),28-35. Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. Research on technology and the teaching and learning of mathematics, 2, 363-392. Duranti, A. (2006). Transcripts, like shadows on a wall. Mind, Culture, and Activity, 13(4), 301– 310. https://doi.org/10.1207/ s15327884mca1304_3 Eliwarti, A. (2015). A study on the speaking ability of the second-year students of SMK Telkom Pekanbaru. Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan, 2(2), 1-14. Fox, N. J., Mathers, N., & Hunn, A. (2000). Surveys and questionnaires. In A. Wilson, M. Williams, & B. Hancock (Eds.), Research Approaches in Primary Care, 77-112. Radcliffe Medical Press/Trent Focus. Gonzalez, S. L., Alvarez, V., & Nelson, E. L. (2019). Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review. Frontiers in psychology, 10, 2670. https://doi.org/10.3389/fpsyg.2019.02670 Halliday, M.A.K. (1975). Learning How to Mean (14). Elsevier. Hammersley, M. (2013). What is Qualitative Research?. Bloomsbury Publishing. Harmer J. (1998). How to Teach English. Harlow: Longman Publishing Group Harmer, J. (2007). How to teach English. Essex, England: Pearson Education Limited. Harris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill Book Company Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A Review. Studies in Second Language Acquisition, Vol. 21(2), 181-193. https://doi.org/10.1017/S0272263199002028. Hulstijn, J. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity [Conference contribution, University of Amsterdam, Faculty of Humanities]. UvA-DARE (Digital Academic Repository). https://dare.uva.nl/search?identifier=2857b01f-c9c1-4078-8002- f04407c80997. Hulstijn, J. (2003). Incidental and intentional learning. In Doughty, C. J., Long, M.H., (Ed.), The handbook of second language acquisition (349-381). Taken from https://dare.uva.nl/search?identifier=a23a3376-2eb9-4faf-b38a-e1057f7353a1. Javadi-Safa, A. (2018). An Overview of Cross-linguistic Influence in Language Learning. Journal of Applied Linguistics and Language Research. Vol. 5(3). 186-203. https://doi.org/10.1075/sic.13.1.04mun. Manel, M., Hassan, A., & Buriro H. (2019) Learners’ Attitudes towards Teachers’ switching to the mother tongue (The Case of Secondary school learners in Algeria). Indonesian Tesol Journal. 1(1), 1-88. https://doi.org/10.24256/itj.v1i1.550 Morata, M., & Coyle, Y. (2012) Teaching English Through Spanish: A Secondary School EFL Teachers`s Language Choices in the Foreign Language Classroom. Porta Linguarum, 17: 133-152 http://hdl.handle.net/10481/31968 Muñoz-Basols, J., Salazar, D. (2016). Cross-linguistic lexical influence between English and Spanish. Spanish in Context. (13). 80-102. https://doi.org/10.1075/sic.13.1.04mun. Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill Education Odlin, T. (1989). Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524537. Paez, A., (2017) Social affective strategies in EFL self-confidence [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10029/TE21501.pdf?sequence=1&isAllowed=y Puertas, G., & Uribe, M. (2016). The use of the first language in a fifth grade EFL class at a monolingual school: A reflective teaching approach [Undergraduate thesis, Universidad del Valle]. Repositorio Digital Univalle https://bibliotecadigital.univalle.edu.co/handle/10893/9798 Rao, S. P. (2019) The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18. Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed., Cambridge Language Teaching Library). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305. Richards, L. (2014). Qualitative Research Design. In L. Richards, Handling Qualitative Data. A practical guide (pp. 73-103). Washington: SAGE. Ringbom, H., (1987). The Role of the First Language in Foreign Language Learning. Multilingual Matters Limited Soamole, Surtia & Hanapi, Hanapi. (2018). The Improvement of Students' Speaking Skill through the Total Physical Response (TPR). Taken from: https://www.researchgate.net/publication/325499497_The_Improvement_of_Students'_S peaking_Skill_through_the_Total_Physical_Response_TPR Subon, F. (2016). Direct Vocabulary Instruction: The Effects of Contextualised Word Families on Learners’ Vocabulary Acquisition. Procedia - Social and Behavioral Sciences, 224, 284-291. https://doi.org/10.1016/j.sbspro.2016.05.461 Story, D. A., & Tait, A. R. (2019). Survey research. Anesthesiology, 130, 192–202. https://doi.org/10.1097/ALN.0000000000002436 Tabbert, R. (1984). Parsing the Question "Why Teach Grammar?". The English Journal, 73, 38- 42. https://doi.org/10.2307/817566. Torres, B. (2017). Fostering Speaking Skills Through Cooperative Learning on 11th Graders [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN 80 http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10034/TE21527.pdf?sequence=1&isAllowed=y Tudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge, UK: Cambridge University Press. Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman. Voicu, C. (2012). Overusing mother tongue in English language teaching. International Journal of Communication Research, 2(3), pp. 212-218 Wu, W. (2018). A Vygotskyan sociocultural perspective on the role of L1 in target language learning. Cambridge Open-Review Educational Research e-Journal, 5, 87-103. Xie, R. (2021). The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners. Journal of Language Teaching and Research, 12(2), 293-303. http://dx.doi.org/10.17507/jltr.1202.11
dc.rights.uri.none.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons.none.fl_str_mv	Attribution-NonCommercial-NoDerivatives 4.0 International
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial-NoDerivatives 4.0 International
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.coverage.spatial.spa.fl_str_mv	Bogotá
dc.publisher.spa.fl_str_mv	Universidad Pedagógica Nacional
dc.publisher.program.spa.fl_str_mv	Licenciatura en Español y Lenguas Extranjeras
dc.publisher.faculty.spa.fl_str_mv	Facultad de Humanidades
institution	Universidad Pedagógica Nacional
bitstream.url.fl_str_mv	http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/5/CUMT%20TO%20DEVELOP%20SPEAKING%20SKILLS%20THROUGH%20TPR%20IN%20AN%20EFL%20CLASSROOM.pdf.jpg http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/3/license.txt http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/4/202403250091453-03%20JUN%2024%20NICOLAS%20CELEDON.pdf http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/1/CUMT%20TO%20DEVELOP%20SPEAKING%20SKILLS%20THROUGH%20TPR%20IN%20AN%20EFL%20CLASSROOM.pdf
bitstream.checksum.fl_str_mv	6faad63d6e01ace35c9f7651f23f95ea 8a4605be74aa9ea9d79846c1fba20a33 bc5b816c16d68ffd157573930694cb9a 71c0e01a147ac4e6eda2906df06219b3
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Pedagógica Nacional
repository.mail.fl_str_mv	repositorio@pedagogica.edu.co
_version_	1814445292912640000
spelling	Hernández Saavedra, Sergio FranciscoCeledón Gómez, NicolásBogotá2024-06-24T16:32:53Z2024-06-24T16:32:53Z2024http://hdl.handle.net/20.500.12209/19756instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este proyecto de investigación-acción se centra en la influencia que el uso controlado de la lengua materna (UCLM) tanto en los estudiantes como en el profesor pueda tener en un aula de inglés como lengua extranjera donde se utiliza la Respuesta Física Total (RFT) como herramienta para el desarrollo de habilidades de expresión oral. Se caracteriza por ser una investigación cualitativa en la que los datos se recopilaron mediante observaciones, entrevista, encuesta, artefactos, grabaciones de audio y notas de campo. Esta surge como respuesta a que se espera que los estudiantes hablen en inglés, pero su entorno no fomenta este comportamiento, a menudo entrando en conflicto con sus preferencias personales, lo que hace que el estudiante pierda interés en la clase de inglés. A través del método de análisis de datos elegido, que es la teoría fundamentada en datos, los datos recopilados se codificaron, analizaron y se propusieron categorías para elaborar una teoría sólida basada en estos.Submitted by Nicolas Celedon Gomez (nceledong@upn.edu.co) on 2024-06-06T22:37:00Z No. of bitstreams: 2 CUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf: 1950939 bytes, checksum: 71c0e01a147ac4e6eda2906df06219b3 (MD5) FOR021.pdf: 263678 bytes, checksum: bc5b816c16d68ffd157573930694cb9a (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-06-07T18:04:38Z (GMT) No. of bitstreams: 2 CUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf: 1950939 bytes, checksum: 71c0e01a147ac4e6eda2906df06219b3 (MD5) FOR021.pdf: 263678 bytes, checksum: bc5b816c16d68ffd157573930694cb9a (MD5)Approved for entry into archive by Elsy Carolina Martínez (ecmartinezb@pedagogica.edu.co) on 2024-06-24T16:32:53Z (GMT) No. of bitstreams: 2 CUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf: 1950939 bytes, checksum: 71c0e01a147ac4e6eda2906df06219b3 (MD5) FOR021.pdf: 263678 bytes, checksum: bc5b816c16d68ffd157573930694cb9a (MD5)Made available in DSpace on 2024-06-24T16:32:53Z (GMT). No. of bitstreams: 2 CUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf: 1950939 bytes, checksum: 71c0e01a147ac4e6eda2906df06219b3 (MD5) FOR021.pdf: 263678 bytes, checksum: bc5b816c16d68ffd157573930694cb9a (MD5) Previous issue date: 2024Licenciado en Español y Lenguas ExtranjerasPregradoThis action research project centers on the influence that controlled use of the mother tongue (CUMT) in both students and the teacher may have in an EFL classroom where Total Physical Response (TPR) is used as a tool for the development of speaking skills. It is characterized as being qualitative research in which the data were gathered through observations, an interview with the head teacher, a survey, artifacts, audio recordings and field notes. This study emerges in response to the observation that students are expected to speak in English, yet their environment fails to encourage this behavior, often conflicting with their personal preferences, making the student lose interest in the English class. Through the data analysis method chosen, which is the grounded method, the gathered data were coded, analyzed and categories were proposed to elaborate on a solid data-driven theory.application/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 InternationalAula de inglés como lengua extranjeraHabilidades de expresión oralPreferencias personalesEFL classroomSpeaking skillsPersonal preferencesCUMT to develop speaking skills through TPR in an EFL classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbata, M., Suárez, R., Portilla, A., & Vayas, M. (2021). Effectiveness of Total Physical Response in English speaking skill in EFL beginners. Horizontes. Revista De Investigación En Ciencias De La Educación, 5(20), 1185–1193 https://doi.org/10.33996/revistahorizontes.v5i20.268Ahola-Houtsonen, T. (2013). Learning and teaching English speaking skills at upper secondary school: The students’ and the teachers’ views. [Master’s thesis, University of Jyväskylä]. University of Jyväskylä’s repository. https://jyx.jyu.fi/handle/123456789/41363Al-Amri, W.B., & Abdul-Raof, H. (2014). Translation in teaching and learning a foreign language: A methodological approach. International Journal of Humanities and Cultural Studies (IJHCS), 1(2), 1-12Allard, D., Bourdeau, J., & Mizoguchi, R. (2011). Addressing Cross-Linguistic Influence and Related Cultural Factors Using Computer-Assisted Language Learning (CALL). In E. Blanchard & D. Allard (Eds.), Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models (pp. 582-598). IGI Global. https://doi.org/10.4018/978-1-61520-883-8.ch027Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53, 3-17.Astutik, Y., Megawati, F., & Aulina, C. N. (2019). Total Physical Response (TPR): How is it used to Teach EFL Young Learners? International Journal of Learning, Teaching and 74 Educational Research, 18(1), 92 – 103. http://ijlter.org/index.php/ijlter/article/view/1335/pdfAtkinson, D. (1987). The mother tongue in the classroom: A neglected resource? ELT Journal, 41(4), 241-247.Auerbach, E. (1993). Re-examining English only in the ESL classroom. TESOL Quarterly, 27(1), 9-32.Azimova, S. (2019). Коммуникативный подход в обучении английскому языку [The communicative approach in English language teaching]. Бюллетень науки и практики / Bulletin of Science and Practice, (4), 471-475. https://doi.org/10.33619/2414-2948/41/70Baiza, P. Z. (2020). The use of Total Physical Response (TPR) method in teaching English at MIN 11 Banda Aceh [Undergraduate thesis, Universitas Islam Negeri Ar-Raniry]. UIN - Ar Raniry Repository. https://repository.arraniry.ac.id/id/eprint/14107/1/The%20Use%20Of%20Total%20Physi cal%20Response%20(TPR)%20Method%20In%20Teaching%20English%20At%20MIN %2011%20Banda%20Aceh.pdf.Bans-Akutey, A. (2021). Triangulation in Research. Academia Letters. https://doi.org/10.20935/AL3392Bhattacharjee, J. (2015). Constructivist Approach to Learning– An Effective Approach of Teaching Learning. International Research Journal of Interdisciplinary & Multidisciplinary Studies. (IRJIMS), 14), 65-74Botina, N. (2018). Fostering Vocabulary learning through Total Physical Response method (TPR) and the use of flashcards as effective visual aids. [Undergraduate thesis, Universidad Santo Tomás]. Repositorio institucional. 75 https://repository.usta.edu.co/bitstream/handle/11634/19633/Botinanatali2018.pdf?seque nce=1&isAllowed=yBurdujan, R. (2020) Judiciousness of mother tongue use in EFL classroom. Psychology and Education, 57(9), 33-40 https://doi.org/10.17762/pae.v57i9.4286Burns, A. (2009). Action Research in Second Language Teacher Education. In A. Burns & J. C. Richards (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 289– 297). Chapter, Cambridge: Cambridge University Press.Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780203863466Butzkamm, W. (2003) We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma, The Language Learning Journal, 28(1), 29-39, https://doi.org/10.1080/09571730385200181Celce-Murcia, M., editor. (1991). Teaching English as a Second or Foreign Language (2nd ed.). Heinle & Heinle Publishers.Celce-Murcia, M., editor. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle PublishersÇelik, S. (2008). Opening the door: An investigation of mother tongue use in foreign language classrooms. Hacettepe University Journal of Education, 34, 75-85.Çelik, S. (2020). Çelik, S. (Ed.). (2020). Approaches and principles in English as a foreign language (EFL) education (3rd ed.). Vizetek.Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). Routledge. https://doi.org/10.4324/9780203029053Corbin, J.M., Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qual Sociol, (13), 3–21. https://doi.org/10.1007/BF00988593.Cruz, D., (2017). Enhancing listening skills in second graders through TPR implementation [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10019/TE21519.pdf?sequence=1&isAllowed=yCuartas, L. (2014). Selective Use of the Mother Tongue to Enhance Students’ English Learning Processes...Beyond the Same Assumptions. Issues in Teachers' Professional Development, (16), (1). https://doi.org/10.15446/profile.v16n1.38661Denková, M. (2018). The Use of TPR in Teaching Different Age Groups (Bachelor Thesis). Masaryk University Brno, Faculty of Education, Department of English Language and Literature.Diane & Larsen-Freeman. (2000). Total physical response. Basic education research of foreign language teaching. 61(1),28-35.Drijvers, P., & Trouche, L. (2008). From artifacts to instruments: A theoretical framework behind the orchestra metaphor. Research on technology and the teaching and learning of mathematics, 2, 363-392.Duranti, A. (2006). Transcripts, like shadows on a wall. Mind, Culture, and Activity, 13(4), 301– 310. https://doi.org/10.1207/ s15327884mca1304_3Eliwarti, A. (2015). A study on the speaking ability of the second-year students of SMK Telkom Pekanbaru. Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan, 2(2), 1-14.Fox, N. J., Mathers, N., & Hunn, A. (2000). Surveys and questionnaires. In A. Wilson, M. Williams, & B. Hancock (Eds.), Research Approaches in Primary Care, 77-112. Radcliffe Medical Press/Trent Focus.Gonzalez, S. L., Alvarez, V., & Nelson, E. L. (2019). Do Gross and Fine Motor Skills Differentially Contribute to Language Outcomes? A Systematic Review. Frontiers in psychology, 10, 2670. https://doi.org/10.3389/fpsyg.2019.02670Halliday, M.A.K. (1975). Learning How to Mean (14). Elsevier.Hammersley, M. (2013). What is Qualitative Research?. Bloomsbury Publishing.Harmer J. (1998). How to Teach English. Harlow: Longman Publishing GroupHarmer, J. (2007). How to teach English. Essex, England: Pearson Education Limited.Harris, David. 1974. Testing English as a Second Language. New York: Mc. Graw. Hill Book CompanyHuckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A Review. Studies in Second Language Acquisition, Vol. 21(2), 181-193. https://doi.org/10.1017/S0272263199002028.Hulstijn, J. (2001). Intentional and incidental second-language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity [Conference contribution, University of Amsterdam, Faculty of Humanities]. UvA-DARE (Digital Academic Repository). https://dare.uva.nl/search?identifier=2857b01f-c9c1-4078-8002- f04407c80997.Hulstijn, J. (2003). Incidental and intentional learning. In Doughty, C. J., Long, M.H., (Ed.), The handbook of second language acquisition (349-381). Taken from https://dare.uva.nl/search?identifier=a23a3376-2eb9-4faf-b38a-e1057f7353a1.Javadi-Safa, A. (2018). An Overview of Cross-linguistic Influence in Language Learning. Journal of Applied Linguistics and Language Research. Vol. 5(3). 186-203. https://doi.org/10.1075/sic.13.1.04mun.Manel, M., Hassan, A., & Buriro H. (2019) Learners’ Attitudes towards Teachers’ switching to the mother tongue (The Case of Secondary school learners in Algeria). Indonesian Tesol Journal. 1(1), 1-88. https://doi.org/10.24256/itj.v1i1.550Morata, M., & Coyle, Y. (2012) Teaching English Through Spanish: A Secondary School EFL Teachers`s Language Choices in the Foreign Language Classroom. Porta Linguarum, 17: 133-152 http://hdl.handle.net/10481/31968Muñoz-Basols, J., Salazar, D. (2016). Cross-linguistic lexical influence between English and Spanish. Spanish in Context. (13). 80-102. https://doi.org/10.1075/sic.13.1.04mun.Nunan, D. (2003). Practical English Language Teaching. McGraw-Hill EducationOdlin, T. (1989). Language Transfer: Cross-Linguistic Influence in Language Learning (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9781139524537.Paez, A., (2017) Social affective strategies in EFL self-confidence [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10029/TE21501.pdf?sequence=1&isAllowed=yPuertas, G., & Uribe, M. (2016). The use of the first language in a fifth grade EFL class at a monolingual school: A reflective teaching approach [Undergraduate thesis, Universidad del Valle]. Repositorio Digital Univalle https://bibliotecadigital.univalle.edu.co/handle/10893/9798Rao, S. P. (2019) The Importance of Speaking Skills in English Classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6-18.Richards, J., & Rodgers, T. (2001). Approaches and Methods in Language Teaching (2nd ed., Cambridge Language Teaching Library). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305.Richards, L. (2014). Qualitative Research Design. In L. Richards, Handling Qualitative Data. A practical guide (pp. 73-103). Washington: SAGE.Ringbom, H., (1987). The Role of the First Language in Foreign Language Learning. Multilingual Matters LimitedSoamole, Surtia & Hanapi, Hanapi. (2018). The Improvement of Students' Speaking Skill through the Total Physical Response (TPR). Taken from: https://www.researchgate.net/publication/325499497_The_Improvement_of_Students'_S peaking_Skill_through_the_Total_Physical_Response_TPRSubon, F. (2016). Direct Vocabulary Instruction: The Effects of Contextualised Word Families on Learners’ Vocabulary Acquisition. Procedia - Social and Behavioral Sciences, 224, 284-291. https://doi.org/10.1016/j.sbspro.2016.05.461Story, D. A., & Tait, A. R. (2019). Survey research. Anesthesiology, 130, 192–202. https://doi.org/10.1097/ALN.0000000000002436Tabbert, R. (1984). Parsing the Question "Why Teach Grammar?". The English Journal, 73, 38- 42. https://doi.org/10.2307/817566.Torres, B. (2017). Fostering Speaking Skills Through Cooperative Learning on 11th Graders [Undergraduate thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN 80 http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/10034/TE21527.pdf?sequence=1&isAllowed=yTudor, I. (2001). Visions of learning in the dynamics of the language classroom. Cambridge, UK: Cambridge University Press.Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.Voicu, C. (2012). Overusing mother tongue in English language teaching. International Journal of Communication Research, 2(3), pp. 212-218Wu, W. (2018). A Vygotskyan sociocultural perspective on the role of L1 in target language learning. Cambridge Open-Review Educational Research e-Journal, 5, 87-103.Xie, R. (2021). The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners. Journal of Language Teaching and Research, 12(2), 293-303. http://dx.doi.org/10.17507/jltr.1202.11THUMBNAILCUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf.jpgCUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdf.jpgIM Thumbnailimage/jpeg2642http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/5/CUMT%20TO%20DEVELOP%20SPEAKING%20SKILLS%20THROUGH%20TPR%20IN%20AN%20EFL%20CLASSROOM.pdf.jpg6faad63d6e01ace35c9f7651f23f95eaMD55LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53202403250091453-03 JUN 24 NICOLAS CELEDON.pdf202403250091453-03 JUN 24 NICOLAS CELEDON.pdfLICENCIA APROBADAapplication/pdf263678http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/4/202403250091453-03%20JUN%2024%20NICOLAS%20CELEDON.pdfbc5b816c16d68ffd157573930694cb9aMD54ORIGINALCUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdfCUMT TO DEVELOP SPEAKING SKILLS THROUGH TPR IN AN EFL CLASSROOM.pdfapplication/pdf1950939http://repository.pedagogica.edu.co/bitstream/20.500.12209/19756/1/CUMT%20TO%20DEVELOP%20SPEAKING%20SKILLS%20THROUGH%20TPR%20IN%20AN%20EFL%20CLASSROOM.pdf71c0e01a147ac4e6eda2906df06219b3MD5120.500.12209/19756oai:repository.pedagogica.edu.co:20.500.12209/197562024-06-24 23:00:53.261Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.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

CUMT to develop speaking skills through TPR in an EFL classroom.

Publicaciones similares