The role of ICT- Mediated Communication Strategies in promoting oral skills
Ilustraciones, gráficas
- Autores:
-
Mendoza Padilla, Jairo Alonso
- Tipo de recurso:
- Masters Thesis
- Fecha de publicación:
- 2018
- Institución:
- Universidad de Caldas
- Repositorio:
- Repositorio Institucional U. Caldas
- Idioma:
- eng
spa
- OAI Identifier:
- oai:repositorio.ucaldas.edu.co:ucaldas/16276
- Acceso en línea:
- https://repositorio.ucaldas.edu.co/handle/ucaldas/16276
https://repositorio.ucaldas.edu.co/
- Palabra clave:
- Tecnologías
Lenguajes
Comunicación
Accuracy
Mediated communication strategies
Interaction
Speaking strategies
Vocabulary
ICT
- Rights
- closedAccess
- License
- http://purl.org/coar/access_right/c_14cb
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The role of ICT- Mediated Communication Strategies in promoting oral skills |
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The role of ICT- Mediated Communication Strategies in promoting oral skills |
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The role of ICT- Mediated Communication Strategies in promoting oral skills Tecnologías Lenguajes Comunicación Accuracy Mediated communication strategies Interaction Speaking strategies Vocabulary ICT |
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The role of ICT- Mediated Communication Strategies in promoting oral skills |
| title_full |
The role of ICT- Mediated Communication Strategies in promoting oral skills |
| title_fullStr |
The role of ICT- Mediated Communication Strategies in promoting oral skills |
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The role of ICT- Mediated Communication Strategies in promoting oral skills |
| title_sort |
The role of ICT- Mediated Communication Strategies in promoting oral skills |
| dc.creator.fl_str_mv |
Mendoza Padilla, Jairo Alonso |
| dc.contributor.advisor.none.fl_str_mv |
Ramírez Contreras, Odilia |
| dc.contributor.author.none.fl_str_mv |
Mendoza Padilla, Jairo Alonso |
| dc.subject.lemb.none.fl_str_mv |
Tecnologías Lenguajes Comunicación |
| topic |
Tecnologías Lenguajes Comunicación Accuracy Mediated communication strategies Interaction Speaking strategies Vocabulary ICT |
| dc.subject.proposal.eng.fl_str_mv |
Accuracy Mediated communication strategies Interaction Speaking strategies Vocabulary |
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ICT |
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Ilustraciones, gráficas |
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2018 |
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2018-09-07 |
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2021-03-02T21:58:07Z |
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2021-03-02T21:58:07Z |
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Barrs, K. (2012). Fostering Computer-Mediated L2 Interaction beyond the classroom. lamguage Learning and teachnology, 16, 10-25. Bolton, & Kwok. (1990). The dynamics of the Hong Kong accent. journal of Asian Pacific Communication, 72, 31. Bonk, C. (2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco: Jossey-Bass. Brown, H. (2004). Teaching by Principles: an interactive approach to. New York: Prentice Hall regents. Burn & Joyce. (1997). Teaching by principles (3 ed.). Englewood Cliffs: Pearson. Chris, C. (2007). Speaking Well - Four Steps To Improve Your ESL EFL Students Speaking Ability. Retrieved from http://ezinearticles.com/?Speaking-Well----Four-Steps-To-Improve-YourESL-EFL-Students-Speaking-Ability&id=631232 Davies, G. (2002). ICT and Modern Foreign Languages. Learning Opportunities and Training Needs, 11, 1. Develotte, C. & Vincent, C. (2010). The use of the webcam for teaching a foreign language in a desktop videoconferencing environment. ReCALL, 23, 293-312. Ehrlich, Peter A. & Susan. (1992). Teaching American English Pronunciation. Oxford University Press,: Oxford. Ellis, R. (2008). SLA research and language teaching. . New York: Oxford. Freiermuth, M. (1998). Using a chat program to promote group equity. Retrieved from CAELL Journal. Grave, M. (2005). The vocabulary book: Learning and instruction. Hafner, C. & Miller, L. (2011). Fostering learner autonomy in English for Science; A collaborative digital video project in a technological learning environment. Language Learning & Technology, 5(3), 68–86. Halliday, M. (1989). Spoken and Written Language. Oxford: Oxford University Press. Harmer, J. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents. Harmer, J. (2001). The Practice of English Language Teaching. Pearson, Logman Hartoyo, M. (2006). Individual Differences in Computer-Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press. Hawks, P. (2001). Making Distinctions: A Discussion of the Mother. Hwa Kang Journal of TEFL-7, 47-55. Higgins, R. (1991). Synchronous and asynchronous communication between students learning nursing diagnosis. Retrieved from http://www.cybercorp.net/rhiggins/thesis/ Huang, J. (2013). Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26, 101-125. Kamarul, Norlida & Zainol & Mitchell, K. (2012). A Social tool: Why and how ESOL students use Facebook. CALICO Journal, 14(3), 471–493 Kramsch, C. (1986). Language proficiency to interactional competence. The Modern Language, 70(4), 366-372. Krashen, S. (1981). Second Language Acquisition and Second Language Learning. UK: Pergamon Press. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Oxford, Pergamon Krashen, S. (1998, April). Theory of Second Language Acquisition. Retrieved from Stephen Krashen's Theory of Second Language Acquisition: http://www.sk.com.br/sk-krash.html Larsen-Freeman, D. (2000). Techniques and principles in teaching. USA: Oxford. Littlewood, W. (2007). Communicative and task¬based language teaching in East Asian classrooms. Language Teaching, 40, 243¬249. Luan, N. L., & Sappathy, S. M. (2011). L2 vocabulary acquisition: The impact of negotiated interaction. GEMA Online™ Journal of Language Studies., 5, 5. Luna, D. (2104, Agosto 25). El impacto de Computadores para Educar en Colombia. Retrieved from MIN TIC:¨ Todos por un nuevo pais: http://www.mintic.gov.co/portal/604/w3-article12841.html Metz, J. (1994, April). Computer-mediated communication: Literature review in a new Context. Organizational computing and electronic commerce, 2, 31-49. Michael H. (1981). Input Interaction in Second Language Acquisition. Philadelphia, Pennsylvania. Morley, J. (1998). Trippingly on the tongue:Putting serious speech/Pronounciation Instructions back in the TESOL equation. ESL Magazine. Nunan, D. (1999). Second Language Teaching and Learning. . Boston : Heinle/Thomson Paquett, S. (2003, October 1). Seb's Open Research. Retrieved from Personal knowledge publishing and its uses in research: http://radioweblogs.com/0110772/stories/2002/10/03/personalKnowledgePublishingAndItsUsesInRe search.html Penny, Ur. (1991). A course in Language teaching, 126. Cambrigde University press. Phillipson, R. (1992). Linguistic Imperialism. Oxford.: Oxford University Press: Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching & applied. N.Y: Pearson Education Robert, G. J. (2005). Emerging technologies Skype and podcasting: disruptive technologies for language learning. Language Learning & Technology, 3, 9-12. Robert, G. J. (Language Learning & Technology , ). Emerging technologies Skype and podcasting: disruptive technologies for language learning. 9(3). 2005, 9-12. Shanklin, T. M. (1994). The communication of grammatical proficiency. . The Even Yearbook. Singhal, M. (1997). The internet and foreign language education: Benefits and challenges,. the Internet TESL Journal, 3(9). Retrieved from http://iteslj.org/ Skehan, P. (1996). Second language acquisition research and task-based instruction. Oxford, Heinemann: In J. Willis & D. Willis. Spada, N. (2008). Foreign Language Teaching. 2, 59. Stahl, S. A. & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta analysis. Review of Educational Research,, 56, 72–110. Stahl, S. A. (n.d.). “The effects of vocabulary instruction: A model-based meta analysis, Vol. 56, . ” Review of Educational Research, 72–110. Suk, H., Young, &, Vrongistinos, K. (2012). Using Blackboard and Skype for mentoring beginning teachers. American Journal of Distance Education, 26, 172–179. Terantino, J. (2011). YouTube for foreign languages: You have to see this video. Language Learning & Technology,, 15(1), 10-16. Tinio, V. (1999). ICT in Education (Vol. 12). New York: Emmanuel C, Castellana. University of Cambridge. (2011). Using the CEFR: Principle of good pratice. Cambrige, United Kingdom: Cambridge ESOL publications. Wang, Y. (2004). Internet-based desktop videoconferencing in supporting synchronous distance language learning. Language Learning and Technology, 15(1), 90–121. Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2-3), , 7-26 Watt, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6, 118-127. Widdowson, H. G. (1990). Aspects in Language teaching (5 ed.). Oxford: Oxford University press. Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. , 20(2). 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Ramírez Contreras, Odilia74524646e8432da13c13a91406906148Mendoza Padilla, Jairo Alonsob8ca3adba4b375911ea1a0630a3cb9c72021-03-02T21:58:07Z2021-03-02T21:58:07Z2018-09-07https://repositorio.ucaldas.edu.co/handle/ucaldas/16276Universidad de CaldasT11718011 M539Repositorio Institucional Universidad de Caldashttps://repositorio.ucaldas.edu.co/Ilustraciones, gráficasEsta investigación evaluó el papel de las estrategias de comunicación a través de las TIC en el fomento de las habilidades orales en estudiantes de 7 ° grado de una escuela pública de Cartagena, Colombia. Los instrumentos seleccionados para la recolección y análisis de los datos son un diario, formulario de observación, encuesta, una prueba diagnóstica, una rúbrica oral. El proyecto correspondió a un método de Investigación Acción en el marco de un estudio cualitativo. Este mismo proyecto investigó los factores que afectan el desempeño oral en clase, enfocándose en el vocabulario, la interacción, la precisión, la pronunciación y el uso de L1 sobre la base del uso de estrategias de comunicación a través de las TIC para el aprendizaje de idiomas como YouTube, Facebook, Edmodo, WhatsApp, Blogs y Skype. Los hallazgos muestran que el uso de L1 se superó con las estrategias de comunicación mediadas por las TIC, la confianza de los estudiantes en L2 aumentó y mantuvo una conversación cara a cara con suficientes palabras, una entonación eficiente y una buena interacción.This research assessed the role of the ICT-mediated communication strategies in promoting the oral skills in 7th grade students in a public school in Cartagena, Colombia. The instruments selected for the collection and analysis of the data were a diary, an observation form, a survey, a diagnostic test, a speaking rubric. The project corresponded to an Action Research method in the framework of a qualitative study. It focused on the factors affecting the speaking performance in class focusing on vocabulary, interaction, accuracy, pronunciation, and L1 use on the basis of the use of ICT-mediated communication strategies for language learning such as YouTube, Facebook, Edmodo, WhatsApp, Blogs, and Skype. The findings showed that the use of L1 was overcome with the ICT- mediated communication strategies, students´ increased confidence in English and could keep a face-to-face conversation with enough words, efficient intonation and good interaction.Introduction/ 1. Justification/ 1 2. Context of research and description of the problem /4 2.1 Description of the context / 4 2.2 Description of The Problem/ 3. Research Question and Objectives/3.1 Research Question/3.2 Objectives/3.2.1 Research Objective /3.2.2 Pedagogical Objectives/4. Theoretical Framework/4.1 What is speaking? / 4.1.1 What speakers know/4.1.1.1 Extra linguistic knowledge/4.1.1.2 Sociocultural knowledge/4.1.1.3 Linguistic knowledge /4.1.2 Characteristics of spoken language /4.1.2.1 Variation in speed/4.1.2.2 Loudness or quietness. /4.1.2.3 Gestures/4.1.2.4 Stress. /4.1.2.5 Pitch/ 4.1.2.6 Intonation. /4.1.2.7 Rhythm/ 4.1.2.7 Pausing and phrasing/4.1.3 Assessment of the speaking skill/4.1.3.1 Vocabulary. /4.1.3.2 Fluency/1.3.2 Accuracy/ 4.1.3.3 Pronunciation. /4.1.3.4 Oral Interaction. /4.2 L1 vs L2 in the teaching of speaking /4.3 Affective factors in EFL/4.4. Information and Communication Technologies in the EFL class/4.4.2 Mobile phones/4.4.3 Skype/4.4.4 Facebook. /4.4.5 YouTube/4.4.6 Blogs/4.4.7 Edmodo. /5. Methodology/5.1 Type of study and instrumentation/5.2 Participants/6. Research stages/ Phases of the study /6.1 Diagnostic stage /6.2 Action stage/6.2.1 Workshop 1: Think blue, save the planet! / 6.2.2 Workshop 2: My Daily Routine /6.2.3 Workshop 3: What is your favorite date/6.2.4 Workshop 4: I don’t know what he is doing /6.2.5 Workshop 5: My Biography/6.2.6 Workshop 6: Be Smart: Do Exercise/6.3 Evaluation Stage/7. Findings/ 8. Conclusions and Pedagogical implications/References/Annexes/Annex 1: Lesson Planning formats at I. E. 4ta Poza de Manga /Annex 2: Observation format/Appendix 3: Diary format /Annex 4: Survey Questionnaire.MaestríaMagister en Didáctica del Inglés - Manizalesapplication/pdfengspaThe role of ICT- Mediated Communication Strategies in promoting oral skillsTrabajo de grado - Maestríahttp://purl.org/coar/resource_type/c_bdccTextinfo:eu-repo/semantics/masterThesishttp://purl.org/coar/version/c_970fb48d4fbd8a85Facultad de Artes y HumanidadesCartagenaMaestría en Didáctica del Inglés - CartagenaBarrs, K. (2012). Fostering Computer-Mediated L2 Interaction beyond the classroom. lamguage Learning and teachnology, 16, 10-25.Bolton, & Kwok. (1990). The dynamics of the Hong Kong accent. journal of Asian Pacific Communication, 72, 31.Bonk, C. (2009). The World is Open: How Web Technology is Revolutionizing Education. San Francisco: Jossey-Bass.Brown, H. (2004). Teaching by Principles: an interactive approach to. New York: Prentice Hall regents.Burn & Joyce. (1997). Teaching by principles (3 ed.). Englewood Cliffs: Pearson.Chris, C. (2007). Speaking Well - Four Steps To Improve Your ESL EFL Students Speaking Ability. Retrieved from http://ezinearticles.com/?Speaking-Well----Four-Steps-To-Improve-YourESL-EFL-Students-Speaking-Ability&id=631232Davies, G. (2002). ICT and Modern Foreign Languages. Learning Opportunities and Training Needs, 11, 1.Develotte, C. & Vincent, C. (2010). The use of the webcam for teaching a foreign language in a desktop videoconferencing environment. ReCALL, 23, 293-312.Ehrlich, Peter A. & Susan. (1992). Teaching American English Pronunciation. Oxford University Press,: Oxford.Ellis, R. (2008). SLA research and language teaching. . New York: Oxford.Freiermuth, M. (1998). Using a chat program to promote group equity. Retrieved from CAELL Journal.Grave, M. (2005). The vocabulary book: Learning and instruction.Hafner, C. & Miller, L. (2011). Fostering learner autonomy in English for Science; A collaborative digital video project in a technological learning environment. Language Learning & Technology, 5(3), 68–86.Halliday, M. (1989). Spoken and Written Language. Oxford: Oxford University Press.Harmer, J. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.Harmer, J. (2001). The Practice of English Language Teaching. Pearson, LogmanHartoyo, M. (2006). Individual Differences in Computer-Assisted Language Learning (CALL). Semarang: Universitas Negeri Semarang Press.Hawks, P. (2001). Making Distinctions: A Discussion of the Mother. Hwa Kang Journal of TEFL-7, 47-55.Higgins, R. (1991). Synchronous and asynchronous communication between students learning nursing diagnosis. Retrieved from http://www.cybercorp.net/rhiggins/thesis/Huang, J. (2013). Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26, 101-125.Kamarul, Norlida & Zainol & Mitchell, K. (2012). A Social tool: Why and how ESOL students use Facebook. CALICO Journal, 14(3), 471–493Kramsch, C. (1986). Language proficiency to interactional competence. The Modern Language, 70(4), 366-372.Krashen, S. (1981). Second Language Acquisition and Second Language Learning. UK: Pergamon Press.Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Oxford, PergamonKrashen, S. (1998, April). Theory of Second Language Acquisition. Retrieved from Stephen Krashen's Theory of Second Language Acquisition: http://www.sk.com.br/sk-krash.htmlLarsen-Freeman, D. (2000). Techniques and principles in teaching. USA: Oxford.Littlewood, W. (2007). Communicative and task¬based language teaching in East Asian classrooms. Language Teaching, 40, 243¬249.Luan, N. L., & Sappathy, S. M. (2011). L2 vocabulary acquisition: The impact of negotiated interaction. GEMA Online™ Journal of Language Studies., 5, 5.Luna, D. (2104, Agosto 25). El impacto de Computadores para Educar en Colombia. Retrieved from MIN TIC:¨ Todos por un nuevo pais: http://www.mintic.gov.co/portal/604/w3-article12841.htmlMetz, J. (1994, April). Computer-mediated communication: Literature review in a new Context. Organizational computing and electronic commerce, 2, 31-49.Michael H. (1981). Input Interaction in Second Language Acquisition. Philadelphia, Pennsylvania.Morley, J. (1998). Trippingly on the tongue:Putting serious speech/Pronounciation Instructions back in the TESOL equation. ESL Magazine.Nunan, D. (1999). Second Language Teaching and Learning. . Boston : Heinle/ThomsonPaquett, S. (2003, October 1). Seb's Open Research. Retrieved from Personal knowledge publishing and its uses in research: http://radioweblogs.com/0110772/stories/2002/10/03/personalKnowledgePublishingAndItsUsesInRe search.htmlPenny, Ur. (1991). A course in Language teaching, 126. Cambrigde University press.Phillipson, R. (1992). Linguistic Imperialism. Oxford.: Oxford University Press:Richards, J., & Schmidt, R. (2002). Longman dictionary of language teaching & applied. N.Y: Pearson EducationRobert, G. J. (2005). Emerging technologies Skype and podcasting: disruptive technologies for language learning. Language Learning & Technology, 3, 9-12.Robert, G. J. (Language Learning & Technology , ). Emerging technologies Skype and podcasting: disruptive technologies for language learning. 9(3). 2005, 9-12.Shanklin, T. M. (1994). The communication of grammatical proficiency. . The Even Yearbook.Singhal, M. (1997). The internet and foreign language education: Benefits and challenges,. the Internet TESL Journal, 3(9). Retrieved from http://iteslj.org/Skehan, P. (1996). Second language acquisition research and task-based instruction. Oxford, Heinemann: In J. Willis & D. Willis.Spada, N. (2008). Foreign Language Teaching. 2, 59.Stahl, S. A. & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta analysis. Review of Educational Research,, 56, 72–110.Stahl, S. A. (n.d.). “The effects of vocabulary instruction: A model-based meta analysis, Vol. 56, . ” Review of Educational Research, 72–110.Suk, H., Young, &, Vrongistinos, K. (2012). Using Blackboard and Skype for mentoring beginning teachers. American Journal of Distance Education, 26, 172–179.Terantino, J. (2011). YouTube for foreign languages: You have to see this video. Language Learning & Technology,, 15(1), 10-16.Tinio, V. (1999). ICT in Education (Vol. 12). New York: Emmanuel C, Castellana.University of Cambridge. (2011). Using the CEFR: Principle of good pratice. Cambrige, United Kingdom: Cambridge ESOL publications.Wang, Y. (2004). Internet-based desktop videoconferencing in supporting synchronous distance language learning. Language Learning and Technology, 15(1), 90–121.Warschauer, M. (1996). Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2-3), , 7-26Watt, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6, 118-127.Widdowson, H. G. (1990). Aspects in Language teaching (5 ed.). Oxford: Oxford University press.Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher education sector. , 20(2). Australasian Journal of Educational Technology, 232.247.Williams, J. B., & Jacobs, J. (2004). Exploring the use of blogs as learning spaces in the higher. 20(2), 232.247.Wong, R. (1987). Teaching Pronunciation: Focus on English Rhythm and Intonation. Englewood Cliffss, New Jersey: Prentice Hall.Wringe, C. A. (1989). Effective Teaching of Modern Languages . London: Taylor & Francis LTD.Yanguas, L. (2010). Oral computer-mediated interaction between L2 learners: It’s about time! Language Learning & Technology, 14.Young, S. (2003). Journal of Computer Assisted Learning. Integrating ICT into second language education in a vocational high school, 14, 447 - 461.info:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbTecnologíasLenguajesComunicaciónAccuracyMediated communication strategiesInteractionSpeaking strategiesVocabularyICTTHUMBNAILJairo_ Alonso_Mendoza_ Padilla_2021.pdf.jpgJairo_ Alonso_Mendoza_ Padilla_2021.pdf.jpgGenerated Thumbnailimage/jpeg5492https://repositorio.ucaldas.edu.co/bitstream/ucaldas/16276/5/Jairo_%20Alonso_Mendoza_%20Padilla_2021.pdf.jpgb3804c12a3e452ed27cfee9fbc518491MD55Jairo Alonso_ Mendoza Padilla_2020.pdf.jpgJairo Alonso_ Mendoza Padilla_2020.pdf.jpgGenerated Thumbnailimage/jpeg9550https://repositorio.ucaldas.edu.co/bitstream/ucaldas/16276/7/Jairo%20Alonso_%20Mendoza%20Padilla_2020.pdf.jpg55ab05e32d05ea5870c67e0b48872443MD57ORIGINALJairo_ Alonso_Mendoza_ Padilla_2021.pdfJairo_ Alonso_Mendoza_ Padilla_2021.pdfEl papel de las TIC a través de las estrategias de comunicación en el fomento de las habilidades 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