Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.

Este documento describe una propuesta de investigación acción que se centra en el impacto de implementar una serie de actividades basadas en la inteligencia emocional para fortalecer las habilidades de lengua extranjera inglesa. Los participantes del proyecto pertenecen al grado tercero de primaria...

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Autores:: Franco Alvarado, Ginet Natalia

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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dc.title.spa.fl_str_mv	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
title	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
spellingShingle	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom. Inteligencia emocional Inteligencia emocional en EFL clases Aprendices jóvenes Emotional intelligence Emotional intelligence in the EFL classroom Very young learners
title_short	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
title_full	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
title_fullStr	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
title_full_unstemmed	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
title_sort	Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.
dc.creator.fl_str_mv	Franco Alvarado, Ginet Natalia
dc.contributor.advisor.spa.fl_str_mv	Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv	Franco Alvarado, Ginet Natalia
dc.subject.spa.fl_str_mv	Inteligencia emocional Inteligencia emocional en EFL clases Aprendices jóvenes
topic	Inteligencia emocional Inteligencia emocional en EFL clases Aprendices jóvenes Emotional intelligence Emotional intelligence in the EFL classroom Very young learners
dc.subject.keywords.eng.fl_str_mv	Emotional intelligence Emotional intelligence in the EFL classroom Very young learners
description	Este documento describe una propuesta de investigación acción que se centra en el impacto de implementar una serie de actividades basadas en la inteligencia emocional para fortalecer las habilidades de lengua extranjera inglesa. Los participantes del proyecto pertenecen al grado tercero de primaria del colegio Instituto Pedagógico Nacional en Bogotá, Colombia. Para este propósito, entrevistas, diarios, notas de campo y actividades de los estudiantes fueron usados como medios de recolección de datos. Los resultados de la investigación mostraron una mejora en el manejo y expresión de emociones, resolución de conflictos, empatía, aprendizaje de vocabulario, mejora en las habilidades de escritura, las actividades como innovadoras en la clase y las barreras de lengua.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-12-12T20:34:58Z
dc.date.available.none.fl_str_mv	2024-12-12T20:34:58Z
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
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dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/20.500.12209/20450
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/20.500.12209/20450
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	Akbayrak, B. (2000). A comparıson of two data collectıng methods:ıntervıews and questıonnaıres. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 18. Akpan, B., & Kennedy, T. J. (2020). Science Education in Theory and Practice. Springer Texts in Education. https://doi.org/10.1007/978-3-030-43620-9 Anthony, G. (2014). Adapting EFL Teaching to the Young Learner Context. Bakić, A., & Škifić, S. (2017). The Relationship between Bilingualism and Identity in Expressing Emotions and Thoughts. Íkala, Revista de Lenguaje y Cultura, 22(2), 33–54. https://doi.org/10.17533/udea.ikala.v22n01a03 Bianco, S., Gasparini, F., & Schettini, R. (2014). Color coding for data visualization. In Advances in information quality and management (pp. 1682–1691). https://doi.org/10.4018/978-1-4666-5888-2.ch161 Bilbao, N., Perea, F., & Pogré, P. (2019). El modelo Socio-constructivista. Antecedentes Pedagógicos Del Marco De Enseñanza Para La Comprensión. https://www.teseopress.com/antecedentesmarcoepc/chapter/el-modelo-socio-constructivista/ Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x Bruner, J. (1974). From communication to language- a psychological perspective. Cognition, 3(3), 255–287. https://doi.org/10.1016/0010-0277(74)90012-2 Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge. Macquarie University, Australia. Cambridge English Language Assessment. (2011). Using the CEFR: Principles of good practice. Cambridge English. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdf Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press. https://doi.org/10.1017/cbo9780511733109 Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.onf.545-547 Center on the Developing Child at Harvard University. (2007). The science of early childhood development: Closing the gap between what we know and what we do. Retrieved from https://developingchild.harvard.edu/wpcontent/uploads/2015/05/Science_Early_Childhood_Development.pdf Chengchen Li (2019): A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2019.1614187 Cherniss, C., Roche, B., & Barbarasch, R. (2016). Emotional intelligence: An introduction. In J. D. Mayer, P. Salovey, & D. R. Caruso Emotional intelligence: An introduction. In J. D. Mayer, P. Salovey, & D. R. Caruso (Eds.), The Wiley Blackwell handbook of mood disorders (pp. 246-265). Wiley-Blackwell. Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is the CASEL framework? Retrieved from https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ Denzin, N. K., & Lincoln, Y. S. (2017). The SAGE Handbook of Qualitative Research. (5 ed.) SAGE Publishing. Desarrollo de la primera infancia (n.d.). UNICEF. https://www.unicef.org/lac/desarrollo-de-la-primera-infancia. Diaz, R. D., & Osorio, N. R. (2017). Teaching English applying emotional intelligence. Íkala, Revista de Lenguaje y Cultura, 22(1), 25-41. https://doi.org/10.17533/udea.ikala.v22n01a03 Díaz, T., & Alemán, P. A. (2008). La educación como factor de desarrollo. Revista Virtual Universidad Católica del Norte, (23), 1-15. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Gangrade, K. D. (1982). METHODS OF DATA COLLECTION: QUESTIONNAIRE AND SCHEDULE. Journal of the Indian Law Institute, 24(4), 713–722. http://www.jstor.org/stable/43950835 Gibbs, G. (2012). El análisis de datos cualitativos en investigación cualitativa. Retrieved from https://dpp2016blog.wordpress.com/wp-content/uploads/2016/08/graham-gibbs-el-anc3a1lisis-de-datos-cualitativos-en-investigacic3b3n-cualitativa.pdf Goleman, D. (1995). Emotional Intelligence, Bantam, New York, NY. Grundy, S. (1997). Producto O Praxis del curriculum. Ediciones Morata. Retrived from http://tribunalcalificador.mined.gob.sv/wp-content/uploads/2020/09/Libro-Producto-o-Praxis-del-Curriculum-Graundy-S.pdf Harman, G. (1975). Moral Relativism Defended. The Philosophical Review, 84(1), 3–22. https://doi.org/10.2307/2184078 Harris, M. (1976). History and Significance of the Emic/Etic Distinction. Annual Review of Anthropology, 5, 329–350. http://www.jstor.org/stable/2949316 Hatch, J. A. (2002). Doing qualitative research in education settings. New York: SUNY Press, 2002. Heale, R., & Forbes, D. (2013). Understanding triangulation in research. Evidence-based nursing, 16(4), 98. https://doi.org/10.1136/eb-2013-101494 Hernik, J., & Jaworska, E. (2018). THE EFFECT OF ENJOYMENT ON LEARNING. INTED2018 Proceedings, 1, 508–514. https://doi.org/10.21125/INTED.2018.1087 Hopscotch. (2022, julio 29). The Boundaries Song – "That's a Boundary" [Video]. YouTube. https://www.youtube.com/watch?v=aSFvJbSQdA4 Kanselaar, G. (2002). Constructivism and socio-constructivism. Constructivism and socio-constructivism. ResearchGate. https://www.researchgate.net/publication/27690037_Constructivism_and_socio-constructivism Kliueva, E., & Tsagari, D. (2018). Emotional literacy in EFL classes: The relationship between teachers' trait EI level and the use of EL strategies. System, 78, 40–53. https://doi.org/10.1016/j.system.2018.07.006 Mahu, D.-P. (2012). Why is learning English so beneficial nowadays? International Journal of Communication Research, 2(4), 374–376. https://ijcr.eu/articole/108_102_pdfsam_IJCR%204-2012%20tipo.pdf Martínez V., J. (2016). The Relationship Between Emotional Intelligence and Language Learning in EFL settings. Informe final de Trabajo de Grado. Universidad de Nariño - SIRED, Pasto, Colombia. Retrived from https://sired.udenar.edu.co/4433/ Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (2nd ed., pp. 396-420). Cambridge, UK: Cambridge University Press. Merriam SB, Tisdell EJ. (2015) Qualitative research: A guide to design and implementation. 4th ed. London, England: Jossey-Bass. Merriam, S. B. (2002). Qualitative Research in Practice: Examples For discussion and Analysis. San Francisco, CA: Jossey-Bass Publishers. Merriam, S.B. (1998) Qualitative Research and Case Study Applications in Education. Jossey-Bass Publishers, San Francisco. Ministerio de Educación de Colombia. (2006). Formar en lenguas extranjeras: el reto! Lo que necesitamos saber y saber hacer. Ministerio de Educación de Colombia. https://www.mineducacion.gov.co/1621/articles-115174_archivo_pdf.pdf Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145 Oktaviani, A., & Fauzan, A. (2017). Teachers Perceptions about the Importance of English for Young Learners. Linguistic English Education and Art (LEEA) Journal, 1(1), 1–15. https://doi.org/10.31539/leea.v1i1.25 Programa Nacional de Bilingüismo – Educación rinde cuentas. (n.d.). Gov. co. Retrieved March 10, 2023, from https://educacionrindecuentas.mineducacion.gov.co/pilar-1-educacion-de-calidad/programa-nacional-de-bilinguismo/ Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG Santrock, J. W. (2003). Desarrollo durante el ciclo de vida (Edition). Publisher. http://biblioteca.univalle.edu.ni/files/original/c8979d9282846520c3ae6440a36582c06992f3d8.pdf Shao, K., Yu, W., & Ji, Z. (2013). The relationship between EFL students’ emotional intelligence and writing achievement. Innovation in Language Learning and Teaching, 7(2), 107–124. https://doi.org/10.1080/17501229.2012.725730 Staffileno, B. A., Murphy, M. P., & Buchholz, S. W. (2021). Research for advanced practice nurses: From evidence to practice (4th ed.). Springer Publishing. Stephens, C., Peterson, G., & Eyrich, S & Paris, G. (2020). Principles and Practices Of Teaching Young Children. Collage of the Canyons. Retrieved from https://espanol.libretexts.org/Ciencias_Sociales/Principios_y_practicas_de_ensenanza_de_ninos_pequenos_(Stephens_et_al.)/05%3A_Edades_y_etapas_del_desarrollo/5.05%3A_Todo_el_nino__Dominios/areas_del_desarrollo Taheri, H., sadighi, F., Bagheri, M. S., Bavali, M., & Khajavi, Y. (2019). EFL learners’ L2 achievement and its relationship with cognitive intelligence, emotional intelligence, learning styles, and language learning strategies. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1655882 Tekin, S. & Baykara, T. (2023). Teaching English to young learners: Combining theory and practice through practicum in pre-service teacher education. Journal of Teacher Education and Lifelong Learning, 5(1), 400-412. https://doi.org/10.51535/tell.1278026. Tylén, K., Weed, E., Wallentin, M., Roepstorff, A., & Frith, C. D. (2010). Language as a tool for interacting minds. Mind & Language, 25(1), 3–29. https://doi.org/10.1111/j.1468-0017.2009.01379.x Universidad Pegógica Nacional. (2019). Proyecto Educativo Institucional. Instituto Pedagógico Nacional. http://www.ipn.edu.co/wp-content/uploads/2023/02/PEI-2019-21-08-20-1.pdf Uysal, N. D., & Yavuz, F. (2015). Teaching English to very young learners. Procedia, Social and Behavioral Sciences, 197, 19–22. https://doi.org/10.1016/j.sbspro.2015.07.042
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spelling	Montaño Moreno, JohannaFranco Alvarado, Ginet NataliaBogotá, Colombia.2024-12-12T20:34:58Z2024-12-12T20:34:58Z2024http://hdl.handle.net/20.500.12209/20450instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este documento describe una propuesta de investigación acción que se centra en el impacto de implementar una serie de actividades basadas en la inteligencia emocional para fortalecer las habilidades de lengua extranjera inglesa. Los participantes del proyecto pertenecen al grado tercero de primaria del colegio Instituto Pedagógico Nacional en Bogotá, Colombia. Para este propósito, entrevistas, diarios, notas de campo y actividades de los estudiantes fueron usados como medios de recolección de datos. Los resultados de la investigación mostraron una mejora en el manejo y expresión de emociones, resolución de conflictos, empatía, aprendizaje de vocabulario, mejora en las habilidades de escritura, las actividades como innovadoras en la clase y las barreras de lengua.Submitted by Natalia Franco Alvarado (gnfrancoa@upn.edu.co) on 2024-12-01T03:00:32Z No. of bitstreams: 2 Undertaking My Emotions An Action Research Study In A Third Grade EFL Classroom.pdf: 4978327 bytes, checksum: 775f2bac0b0d386e1b8bb3c3c263415d (MD5) Licencia de uso.pdf: 658400 bytes, checksum: 804a87a5ef35d3ce1fe11e9507e55108 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:17:35Z (GMT) No. of bitstreams: 2 Undertaking My Emotions An Action Research Study In A Third Grade EFL Classroom.pdf: 4978327 bytes, checksum: 775f2bac0b0d386e1b8bb3c3c263415d (MD5) Licencia de uso.pdf: 658400 bytes, checksum: 804a87a5ef35d3ce1fe11e9507e55108 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T20:34:58Z (GMT) No. of bitstreams: 2 Undertaking My Emotions An Action Research Study In A Third Grade EFL Classroom.pdf: 4978327 bytes, checksum: 775f2bac0b0d386e1b8bb3c3c263415d (MD5) Licencia de uso.pdf: 658400 bytes, checksum: 804a87a5ef35d3ce1fe11e9507e55108 (MD5)Made available in DSpace on 2024-12-12T20:34:58Z (GMT). No. of bitstreams: 2 Undertaking My Emotions An Action Research Study In A Third Grade EFL Classroom.pdf: 4978327 bytes, checksum: 775f2bac0b0d386e1b8bb3c3c263415d (MD5) Licencia de uso.pdf: 658400 bytes, checksum: 804a87a5ef35d3ce1fe11e9507e55108 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoThis document describes an action research proposal that focuses on the impact of implementing a set of emotional intelligence-based activities to enhance English language skills. The project participants are third-grade students from the Instituto Pedagógico Nacional school in Bogotá, Colombia. To this means, interviews, journals, field notes, and artifacts were used as instruments of data recollection. The findings showed an improvement in managing and expressing emotions, conflict resolution, and empathy, as well as in vocabulary learning and writing skills. Besides, the activities were considered an innovative element in the classroom and English proficiency barriers.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 InternationalInteligencia emocionalInteligencia emocional en EFL clasesAprendices jóvenesEmotional intelligenceEmotional intelligence in the EFL classroomVery young learnersUndertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAkbayrak, B. (2000). A comparıson of two data collectıng methods:ıntervıews and questıonnaıres. Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 18.Akpan, B., & Kennedy, T. J. (2020). Science Education in Theory and Practice. Springer Texts in Education. https://doi.org/10.1007/978-3-030-43620-9Anthony, G. (2014). Adapting EFL Teaching to the Young Learner Context.Bakić, A., & Škifić, S. (2017). The Relationship between Bilingualism and Identity in Expressing Emotions and Thoughts. Íkala, Revista de Lenguaje y Cultura, 22(2), 33–54. https://doi.org/10.17533/udea.ikala.v22n01a03Bianco, S., Gasparini, F., & Schettini, R. (2014). Color coding for data visualization. In Advances in information quality and management (pp. 1682–1691). https://doi.org/10.4018/978-1-4666-5888-2.ch161Bilbao, N., Perea, F., & Pogré, P. (2019). El modelo Socio-constructivista. Antecedentes Pedagógicos Del Marco De Enseñanza Para La Comprensión. https://www.teseopress.com/antecedentesmarcoepc/chapter/el-modelo-socio-constructivista/Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.xBruner, J. (1974). From communication to language- a psychological perspective. Cognition, 3(3), 255–287. https://doi.org/10.1016/0010-0277(74)90012-2Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. Routledge. Macquarie University, Australia.Cambridge English Language Assessment. (2011). Using the CEFR: Principles of good practice. Cambridge English. https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice.pdfCameron, L. (2001). Teaching Languages to Young Learners. Cambridge University Press. https://doi.org/10.1017/cbo9780511733109Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.onf.545-547Center on the Developing Child at Harvard University. (2007). The science of early childhood development: Closing the gap between what we know and what we do. Retrieved from https://developingchild.harvard.edu/wpcontent/uploads/2015/05/Science_Early_Childhood_Development.pdfChengchen Li (2019): A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2019.1614187Cherniss, C., Roche, B., & Barbarasch, R. (2016). Emotional intelligence: An introduction. In J. D. Mayer, P. Salovey, & D. R. Caruso Emotional intelligence: An introduction. In J. D. Mayer, P. Salovey, & D. R. Caruso (Eds.), The Wiley Blackwell handbook of mood disorders (pp. 246-265). Wiley-Blackwell.Collaborative for Academic, Social, and Emotional Learning. (n.d.). What is the CASEL framework? Retrieved from https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/Denzin, N. K., & Lincoln, Y. S. (2017). The SAGE Handbook of Qualitative Research. (5 ed.) SAGE Publishing.Desarrollo de la primera infancia (n.d.). UNICEF. https://www.unicef.org/lac/desarrollo-de-la-primera-infancia.Diaz, R. D., & Osorio, N. R. (2017). Teaching English applying emotional intelligence. Íkala, Revista de Lenguaje y Cultura, 22(1), 25-41. https://doi.org/10.17533/udea.ikala.v22n01a03Díaz, T., & Alemán, P. A. (2008). La educación como factor de desarrollo. Revista Virtual Universidad Católica del Norte, (23), 1-15.Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.xGangrade, K. D. (1982). METHODS OF DATA COLLECTION: QUESTIONNAIRE AND SCHEDULE. Journal of the Indian Law Institute, 24(4), 713–722. http://www.jstor.org/stable/43950835Gibbs, G. (2012). 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Undertaking My Emotions : An Action Research Study In A Third Grade EFL classroom.

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