Fostering Fluency in EFL Adult Learners through Flipped Learning
Este proyecto surge de la necesidad que tienen los alumnos adultos del grupo 1B en cuanto a la comunicación, específicamente en el desarrollo de la fluidez en el habla. Para contribuir a este aspecto, Se eligió Flipped Learning, considerando su papel en el proceso de enseñanza-aprendizaje de EFL. En...
- Autores:
-
Rey Cárdenas, Wendy Katherine
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Libre
- Repositorio:
- RIU - Repositorio Institucional UniLibre
- Idioma:
- OAI Identifier:
- oai:repository.unilibre.edu.co:10901/21946
- Acceso en línea:
- https://hdl.handle.net/10901/21946
- Palabra clave:
- Flipped Learning
Estudiantes adultos
Andragogía
Fluidez oral
Adult learners
Flipped Learning
Andragogy
Oral fluency
Inglés--Enseñanza superior
Prácticas de la enseñanza
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/2.5/co/
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Fostering Fluency in EFL Adult Learners through Flipped Learning |
| title |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| spellingShingle |
Fostering Fluency in EFL Adult Learners through Flipped Learning Flipped Learning Estudiantes adultos Andragogía Fluidez oral Adult learners Flipped Learning Andragogy Oral fluency Inglés--Enseñanza superior Prácticas de la enseñanza |
| title_short |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| title_full |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| title_fullStr |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| title_full_unstemmed |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| title_sort |
Fostering Fluency in EFL Adult Learners through Flipped Learning |
| dc.creator.fl_str_mv |
Rey Cárdenas, Wendy Katherine |
| dc.contributor.advisor.none.fl_str_mv |
Palencia González, Sandra Marina |
| dc.contributor.author.none.fl_str_mv |
Rey Cárdenas, Wendy Katherine |
| dc.subject.spa.fl_str_mv |
Flipped Learning Estudiantes adultos Andragogía Fluidez oral |
| topic |
Flipped Learning Estudiantes adultos Andragogía Fluidez oral Adult learners Flipped Learning Andragogy Oral fluency Inglés--Enseñanza superior Prácticas de la enseñanza |
| dc.subject.subjectenglish.spa.fl_str_mv |
Adult learners Flipped Learning Andragogy Oral fluency |
| dc.subject.lemb.spa.fl_str_mv |
Inglés--Enseñanza superior Prácticas de la enseñanza |
| description |
Este proyecto surge de la necesidad que tienen los alumnos adultos del grupo 1B en cuanto a la comunicación, específicamente en el desarrollo de la fluidez en el habla. Para contribuir a este aspecto, Se eligió Flipped Learning, considerando su papel en el proceso de enseñanza-aprendizaje de EFL. En esto este proyecto tuvo como objetivo determinar la influencia del Flipped Learning en el desarrollo de fluidez oral en inglés de estudiantes adultos en un nivel básico. Para lograr este objetivo, fue necesario diagnosticar el nivel inicial de los estudiantes en términos de fluidez, para fomentar la fluidez de los estudiantes en inglés mediantela implementación de Flipped Learning y analizar y evaluar el efecto de Flipped Aprendizaje sobre la fluidez oral de los estudiantes. En el marco del enfoque cualitativo y la investigación acción, este proyecto contiene tres capítulos El primero reporta la descripción del problema del que parte este proyecto de investigación. surge; el historial de investigación local, nacional e internacional; las motivaciones y razones que validar este proyecto de investigación; la pregunta de investigación que este estudio intenta responder; los objetivos a alcanzar; y las teorías y los conceptos que la sustentan. El segundo capítulo tiene que ver con el enfoque y tipo de investigación realizada, las técnicas e instrumentos utilizados para la recolección de datos, y la población y muestra objeto de estudio. En el último capítulo, considerando el “análisis temático”, los temas o patrones que surgieron durante el Se introducirá el proceso de análisis de los datos. Algunos gráficos y fragmentos, tomados de los datos. Se presentarán instrumentos de recolección, para sustentar los hallazgos. Finalmente, las conclusiones a las que se llegó por el profesor en formación después de este proceso de investigación se mostrará. |
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2020 |
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2020-11-04 |
| dc.date.accessioned.none.fl_str_mv |
2022-03-22T21:32:31Z |
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2022-03-22T21:32:31Z |
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http://purl.org/coar/resource_type/c_7a1f |
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Tesis de Pregrado |
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info:eu-repo/semantics/bachelorThesis |
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https://hdl.handle.net/10901/21946 |
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https://hdl.handle.net/10901/21946 |
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Abdullaeva, U. (2018) Characteristics of speaking performance. Department of The Theory of The English Language Aspects. Uzbek State World Languages University, Tashkent, Republic of Uzbekistan. Academy of Active Learning, Arts and Sciences. (n.d.) AALAS General Standards. AALAS International. Retrieved from: http://aalasinternational.org/aalas-general-standards/ Alexander, P. A. (2008). Why this and why now? Introduction to the special issue on metacognition, self-regulation and self-regulated learning. Educational Psychology Review, 20(4), 369-372. Alderson, J. C. (2005). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum. Barnes, M., and Gonzalez, J. (2015). Hacking Education: 10 Quick Fixes for Every School (Hack Learning Series). Cleveland, OH: Times 10 Publication. Bergmann, J., and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR, US: International Society for Technology in Education. Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Cognitive domain. Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. University of Auckland and University of the West of England. British Council. (2015, June 18). Voices Magazine. Retrieved from British Council: https://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-learner Brown, G., and Yule, G. (2001). Teaching the spoken language. Cambridge: Cambridge University Press. Burns, A. (2016) Teaching speaking: Towards a holistic approach. University of New South Wales, Australia. Burns, A. and Joyce, H. (1997) Focus on Speaking. Sydney: National Centre for English Language Teaching and Research. Cambridge University Press. (n.d.). English Grammar. Retrieved from Cambridge Dictionary: https://dictionary.cambridge.org/grammar/british-grammar/speaking/pronunciation Common European Framework of Reference for Languages (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe. Díaz de Rada, V. (2002) Tipos de encuestas y diseños de investigación. Universidad Pública de Navarra, Pamplona. Ferrance, E. (2000) Action Research. Themes in Education. Northeast and Islands Regional Educational Laboratory at Brown University. United States. Retrieved from: https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.educationalliance/files/publications/act_research.pdf Flipped Learning Network. (2014). The four pillars of FLIP. Retrieved from: http://classes.mst.edu/edtech/TLT2014/BCH120/Abkemeier--FLIP_handout_FNL_Web.pdf Goh, C., and Burns, A. (2012). Teaching Speaking: A Holistic Approach. New York: Cambridge University press. Gómez, C. (2016) El modelo Flipped learning en la pronunciación del inglés: un estudio exploratorio con docentes en formación de lenguas extranjeras. Universidad de Antioquia: Medellín. Hernández-Sampieri, R. (2014) Metodología de la Investigación. McGRAW-HILL / INTERAMERICANA EDITORES, México. Ilker, E., Sulaiman, A. & Rukayya, S. (2016) Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics. Vol. 5, No. 1, 2016, pp. 1- 4. doi: 10.11648/j.ajtas.20160501.11 Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved from http://tip.psychology.org Knowles, N., Holton, E. & Swanson, R. (2005) The adult learner. The definitive classic in adult education and human resource development. 8th edition. Routledge. Kowalczyk, D. (n.d.). Academy. Retrieved from Study.com: https://study.com/academy/lesson/what-is-survey-research-definition-methods-types.html Latorre, A. (2005) La investigación-acción, conocer y cambiar la práctica educativa. Editorial Graó. Tercera Edición. España. Luna, M. and Barón, G. (2018) The Impact of Flipped Learning on Fifth Graders’ Oral Production. Universidad Libre, Bogotá. Mertens, D. (2010). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications. California. Nation, I. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. Routledge. New York. Pappas, C. (2013) The Adult Learning Theory - Andragogy - Of Malcolm Knowles. eLearning Industry. Retrieved from: https://elearningindustry.com/the-adult-learning-theory-andragogyof-malcolm-knowles Pauk, W. (2001) The Cornell Note-Taking System. Adapted from How to Study in College 7/e. Houghton Mifflin Company. New York. Peña, M. and Onatra, A. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Profile Issues in Teachers’ Professional Development, 11(2), 11-26. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902009000200002&lng=en&tlng=en Perdomo, M. (2010). The Collaborative Group. Thinking skill: Classifying. Universidad Nacional de Colombia, Bogotá. Quyen, T. and Loi. (2018). Flipped model for improving students’ English-speaking performance. Can Tho University Journal of Science. P.p. 90-97. Ramírez, M. (2017). Flipped Learning. Retrieved from: https://www.youtube.com/watch?v=qgs96coZ30 Ramirez, M. (2018) Flipping a Pronunciation Lesson for a Teacher Training Course. In: Mehring J., Leis A. (eds) Innovations in Flipping the Language Classroom. Springer, Singapore. Ramírez, M. (January 16, 2019) What’s an in-class flip? (revisited). Blog post. Retrieved from: http://martharamirez.com.co/blog/whats-an-in-class-flip-revisited/ Richards, J. C. and Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press. Rodríguez-Buitrago, C., Onatra, C. and Palencia, S. (2019) Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institución Universitaria Colombo Americana - ÚNICA, Bogotá, Colombia. Rodríguez-Buitrago, C. (July 9, 2020) My own definition of Flipped Learning. Blog Post. Retrieved from: http://crbuitrago.com/my-own-definition-of-flipped-learning/ Sánchez, I. (2015) La andragogía de Malcom Knowles: Teoría y tecnología de la educación de adultos. Universidad Cardenal Herrera-CEU. Valencia. Talbert, R. (2017) Flipped Learning: A Guide for Higher Education Faculty, Sterling, United States, Stylus Publishing LLC Telenchana, S. (2019) The Flipped Classroom Method in English Speaking Skill Development. Universidad Técnica de Ambato. Ambato, Educador. Taylor, S. and Bogdan, R. (1984). Introduction to qualitative research methods: the search for meanings. Wiley. Michigan. Tucker, C. (2016). In-class flip: The Flipped Classroom meets the station rotation model. Catlin Tucker. Retrieved from: https://catlintucker.com/2016/01/inclassflip/ Tyasti, M. (2017) The implementation of scientific approach on speaking skill at the second-grade students based on learning styles in Sman 1 Pringsewu. Lampung University. Valencia M. (2015) La competencia oral en una L2 apoyada por el uso de TIC en educación media. Universidad de Antioquia, Medellín-Colombia. Vallejos, Y. (2008). Forma de hacer un diagnóstico en la investigación científica. Teoría y Praxis Investigativa, 16. Vandergrift, L. and Goh, C.C. M (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge. |
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Palencia González, Sandra MarinaRey Cárdenas, Wendy KatherineBogotá2022-03-22T21:32:31Z2022-03-22T21:32:31Z2020-11-04https://hdl.handle.net/10901/21946Este proyecto surge de la necesidad que tienen los alumnos adultos del grupo 1B en cuanto a la comunicación, específicamente en el desarrollo de la fluidez en el habla. Para contribuir a este aspecto, Se eligió Flipped Learning, considerando su papel en el proceso de enseñanza-aprendizaje de EFL. En esto este proyecto tuvo como objetivo determinar la influencia del Flipped Learning en el desarrollo de fluidez oral en inglés de estudiantes adultos en un nivel básico. Para lograr este objetivo, fue necesario diagnosticar el nivel inicial de los estudiantes en términos de fluidez, para fomentar la fluidez de los estudiantes en inglés mediantela implementación de Flipped Learning y analizar y evaluar el efecto de Flipped Aprendizaje sobre la fluidez oral de los estudiantes. En el marco del enfoque cualitativo y la investigación acción, este proyecto contiene tres capítulos El primero reporta la descripción del problema del que parte este proyecto de investigación. surge; el historial de investigación local, nacional e internacional; las motivaciones y razones que validar este proyecto de investigación; la pregunta de investigación que este estudio intenta responder; los objetivos a alcanzar; y las teorías y los conceptos que la sustentan. El segundo capítulo tiene que ver con el enfoque y tipo de investigación realizada, las técnicas e instrumentos utilizados para la recolección de datos, y la población y muestra objeto de estudio. En el último capítulo, considerando el “análisis temático”, los temas o patrones que surgieron durante el Se introducirá el proceso de análisis de los datos. Algunos gráficos y fragmentos, tomados de los datos. Se presentarán instrumentos de recolección, para sustentar los hallazgos. Finalmente, las conclusiones a las que se llegó por el profesor en formación después de este proceso de investigación se mostrará.Universidad Libre – Facultad de Ciencias de la educación -- Licenciatura en educación básica con énfasis en humanidades y lenguasThis project arises from the need that adult students in group 1B have in terms of oral communication, specifically in the development of fluency in speech. To contribute to this aspect, Flipped Learning was chosen, considering its role in the EFL teaching-learning process. In this way, this project aimed at determining the influence of Flipped Learning in the development of oral fluency in English of adult learners at a basic level. To achieve this goal, it was necessary to diagnose students’ initial level in terms of fluency, to encourage students’ fluency in English by means of the implementation of Flipped Learning and to analyze and evaluate the effect of Flipped Learning on students’ oral fluency. Within the framework of the qualitative approach and action research, this project contains three chapters. The first one reports the description of the problem from which this research project arises; the local, national and international research background; the motivations and reasons that validate this research project; the research question that this study attempts to answer; the objectives to be achieved; and the theories and the concepts that support it. The second chapter has to do with the approach and type of research carried out, the techniques and instruments used for data collection, and the population and sample under study. In the last chapter, considering the “thematic analysis”, the themes or patterns that emerged during the process of analyzing the data will be introduced. Some charts and fragments, taken from the data collection instruments, to support the findings will be presented. Finally, the conclusions reached by the pre-service teacher after this research process will be shown.PDFhttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Atribución-NoComercial-SinDerivadas 2.5 Colombiainfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Flipped LearningEstudiantes adultosAndragogíaFluidez oralAdult learnersFlipped LearningAndragogyOral fluencyInglés--Enseñanza superiorPrácticas de la enseñanzaFostering Fluency in EFL Adult Learners through Flipped LearningTesis de Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fAbdullaeva, U. (2018) Characteristics of speaking performance. Department of The Theory of The English Language Aspects. Uzbek State World Languages University, Tashkent, Republic of Uzbekistan.Academy of Active Learning, Arts and Sciences. (n.d.) AALAS General Standards. AALAS International. Retrieved from: http://aalasinternational.org/aalas-general-standards/Alexander, P. A. (2008). Why this and why now? Introduction to the special issue on metacognition, self-regulation and self-regulated learning. Educational Psychology Review, 20(4), 369-372.Alderson, J. C. (2005). Diagnosing foreign language proficiency: the interface between learning and assessment. London: Continuum.Barnes, M., and Gonzalez, J. (2015). Hacking Education: 10 Quick Fixes for Every School (Hack Learning Series). Cleveland, OH: Times 10 Publication.Bergmann, J., and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR, US: International Society for Technology in Education.Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Cognitive domain.Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. University of Auckland and University of the West of England.British Council. (2015, June 18). Voices Magazine. Retrieved from British Council: https://www.britishcouncil.org/voices-magazine/five-essential-listening-skills-english-learnerBrown, G., and Yule, G. (2001). Teaching the spoken language. Cambridge: Cambridge University Press.Burns, A. (2016) Teaching speaking: Towards a holistic approach. University of New South Wales, Australia.Burns, A. and Joyce, H. (1997) Focus on Speaking. Sydney: National Centre for English Language Teaching and Research.Cambridge University Press. (n.d.). English Grammar. Retrieved from Cambridge Dictionary: https://dictionary.cambridge.org/grammar/british-grammar/speaking/pronunciationCommon European Framework of Reference for Languages (2001) Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe.Díaz de Rada, V. (2002) Tipos de encuestas y diseños de investigación. Universidad Pública de Navarra, Pamplona.Ferrance, E. (2000) Action Research. Themes in Education. Northeast and Islands Regional Educational Laboratory at Brown University. United States. Retrieved from: https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.educationalliance/files/publications/act_research.pdfFlipped Learning Network. (2014). The four pillars of FLIP. Retrieved from: http://classes.mst.edu/edtech/TLT2014/BCH120/Abkemeier--FLIP_handout_FNL_Web.pdfGoh, C., and Burns, A. (2012). Teaching Speaking: A Holistic Approach. New York: Cambridge University press.Gómez, C. (2016) El modelo Flipped learning en la pronunciación del inglés: un estudio exploratorio con docentes en formación de lenguas extranjeras. Universidad de Antioquia: Medellín.Hernández-Sampieri, R. (2014) Metodología de la Investigación. McGRAW-HILL / INTERAMERICANA EDITORES, México.Ilker, E., Sulaiman, A. & Rukayya, S. (2016) Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics. Vol. 5, No. 1, 2016, pp. 1- 4. doi: 10.11648/j.ajtas.20160501.11Kearsley, G. (2010). Andragogy (M. Knowles). The theory into practice database. Retrieved from http://tip.psychology.orgKnowles, N., Holton, E. & Swanson, R. (2005) The adult learner. The definitive classic in adult education and human resource development. 8th edition. Routledge.Kowalczyk, D. (n.d.). Academy. Retrieved from Study.com: https://study.com/academy/lesson/what-is-survey-research-definition-methods-types.htmlLatorre, A. (2005) La investigación-acción, conocer y cambiar la práctica educativa. Editorial Graó. Tercera Edición. España.Luna, M. and Barón, G. (2018) The Impact of Flipped Learning on Fifth Graders’ Oral Production. Universidad Libre, Bogotá.Mertens, D. (2010). Research and evaluation in education and psychology: integrating diversity with quantitative, qualitative, and mixed methods. Sage Publications. California.Nation, I. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. Routledge. New York.Pappas, C. (2013) The Adult Learning Theory - Andragogy - Of Malcolm Knowles. eLearning Industry. Retrieved from: https://elearningindustry.com/the-adult-learning-theory-andragogyof-malcolm-knowlesPauk, W. (2001) The Cornell Note-Taking System. Adapted from How to Study in College 7/e. Houghton Mifflin Company. New York.Peña, M. and Onatra, A. (2009). Promoting Oral Production through the Task-Based Learning Approach: A Study in a Public Secondary School in Colombia. Profile Issues in Teachers’ Professional Development, 11(2), 11-26. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657- 07902009000200002&lng=en&tlng=enPerdomo, M. (2010). The Collaborative Group. Thinking skill: Classifying. Universidad Nacional de Colombia, Bogotá.Quyen, T. and Loi. (2018). Flipped model for improving students’ English-speaking performance. Can Tho University Journal of Science. P.p. 90-97.Ramírez, M. (2017). Flipped Learning. Retrieved from: https://www.youtube.com/watch?v=qgs96coZ30Ramirez, M. (2018) Flipping a Pronunciation Lesson for a Teacher Training Course. In: Mehring J., Leis A. (eds) Innovations in Flipping the Language Classroom. Springer, Singapore.Ramírez, M. (January 16, 2019) What’s an in-class flip? (revisited). Blog post. Retrieved from: http://martharamirez.com.co/blog/whats-an-in-class-flip-revisited/Richards, J. C. and Lockhart, C. (1994). Reflective teaching in second language classrooms. New York: Cambridge University Press.Rodríguez-Buitrago, C., Onatra, C. and Palencia, S. (2019) Pre-Service Language Teachers’ Perceptions towards Self-Regulated Learning: Paving the way for Flipped Learning. Institución Universitaria Colombo Americana - ÚNICA, Bogotá, Colombia.Rodríguez-Buitrago, C. (July 9, 2020) My own definition of Flipped Learning. Blog Post. Retrieved from: http://crbuitrago.com/my-own-definition-of-flipped-learning/Sánchez, I. (2015) La andragogía de Malcom Knowles: Teoría y tecnología de la educación de adultos. Universidad Cardenal Herrera-CEU. Valencia.Talbert, R. (2017) Flipped Learning: A Guide for Higher Education Faculty, Sterling, United States, Stylus Publishing LLCTelenchana, S. (2019) The Flipped Classroom Method in English Speaking Skill Development. Universidad Técnica de Ambato. Ambato, Educador.Taylor, S. and Bogdan, R. (1984). Introduction to qualitative research methods: the search for meanings. Wiley. Michigan.Tucker, C. (2016). In-class flip: The Flipped Classroom meets the station rotation model. Catlin Tucker. Retrieved from: https://catlintucker.com/2016/01/inclassflip/Tyasti, M. (2017) The implementation of scientific approach on speaking skill at the second-grade students based on learning styles in Sman 1 Pringsewu. Lampung University.Valencia M. (2015) La competencia oral en una L2 apoyada por el uso de TIC en educación media. Universidad de Antioquia, Medellín-Colombia.Vallejos, Y. (2008). Forma de hacer un diagnóstico en la investigación científica. Teoría y Praxis Investigativa, 16.Vandergrift, L. and Goh, C.C. M (2012). Teaching and learning second language listening: Metacognition in action. New York: Routledge.THUMBNAILWENDY KATHERINE REY CARDENAS.pdf.jpgWENDY KATHERINE REY CARDENAS.pdf.jpgimage/jpeg41166http://repository.unilibre.edu.co/bitstream/10901/21946/4/WENDY%20KATHERINE%20REY%20CARDENAS.pdf.jpg1fd27d13d7c396506d32ae0e09aa8094MD54Formato... Actualizacion Repositorio Wendy Rey.pdf.jpgFormato... 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