Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners
Este estudio investiga los efectos del método TPRS (Teaching Proficiency Through Reading and Storytelling) en los procesos de lectura y escritura en un grupo de 4 niños de 10 a 11 años que estaban en quinto grado. Se diseñaron una prueba previa (prueba de diagnóstico), planeaciones de clase y una pr...
- Autores:
-
Therán Peralta, Roxana Astrid
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/54642
- Acceso en línea:
- http://hdl.handle.net/11634/54642
- Palabra clave:
- TPRS (teaching proficiency through reading and storytelling)
EFL
Reading
Writing
Online Learning
Licenciatura en Lengua Extranjera - Inglés
Aprendizaje
Metodología
TPRS (enseñanza a través de la lectura y narración de cuentos)
Inglés como lengua extranjera
Proceso de Lectura
Proceso de Escritura
Aprendizaje en línea.
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| title |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| spellingShingle |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners TPRS (teaching proficiency through reading and storytelling) EFL Reading Writing Online Learning Licenciatura en Lengua Extranjera - Inglés Aprendizaje Metodología TPRS (enseñanza a través de la lectura y narración de cuentos) Inglés como lengua extranjera Proceso de Lectura Proceso de Escritura Aprendizaje en línea. |
| title_short |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| title_full |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| title_fullStr |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| title_full_unstemmed |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| title_sort |
Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners |
| dc.creator.fl_str_mv |
Therán Peralta, Roxana Astrid |
| dc.contributor.advisor.none.fl_str_mv |
Ruíz Martín, Maritza |
| dc.contributor.author.none.fl_str_mv |
Therán Peralta, Roxana Astrid |
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https://scholar.google.com/citations?hl=es&user=TfCOng0AAAAJ |
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https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794 https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002059320 |
| dc.contributor.corporatename.spa.fl_str_mv |
Universidad Santo Tomás |
| dc.subject.keyword.spa.fl_str_mv |
TPRS (teaching proficiency through reading and storytelling) EFL Reading Writing Online Learning |
| topic |
TPRS (teaching proficiency through reading and storytelling) EFL Reading Writing Online Learning Licenciatura en Lengua Extranjera - Inglés Aprendizaje Metodología TPRS (enseñanza a través de la lectura y narración de cuentos) Inglés como lengua extranjera Proceso de Lectura Proceso de Escritura Aprendizaje en línea. |
| dc.subject.lemb.spa.fl_str_mv |
Licenciatura en Lengua Extranjera - Inglés Aprendizaje Metodología |
| dc.subject.proposal.spa.fl_str_mv |
TPRS (enseñanza a través de la lectura y narración de cuentos) Inglés como lengua extranjera Proceso de Lectura Proceso de Escritura Aprendizaje en línea. |
| description |
Este estudio investiga los efectos del método TPRS (Teaching Proficiency Through Reading and Storytelling) en los procesos de lectura y escritura en un grupo de 4 niños de 10 a 11 años que estaban en quinto grado. Se diseñaron una prueba previa (prueba de diagnóstico), planeaciones de clase y una prueba posterior al finalizar el curso para determinar los resultados de la enseñanza del inglés a través de sesiones de lectura y la narración de cuentos. Se empleó un enfoque de investigación cualitativo para obtener una comprensión profunda de cómo el uso del método TPRS afecta el proceso de aprendizaje de idiomas en esta población específica. Los datos fueron recolectados a través de una entrevista semi-estructurada, observaciones y reflexiones registradas en los diarios, así como una encuesta en línea. El análisis reveló importantes resultados sobre la eficacia del método TPRS en el contexto escolar, destacando su potencial para mejorar la participación y el compromiso de los estudiantes con el aprendizaje de idiomas. Los hallazgos ofrecen perspectivas valiosas para educadores y profesionales interesados en enriquecer las prácticas de enseñanza de idiomas en la sección de primaria. Palabras clave: TPRS (enseñanza a través de la lectura y narración de cuentos), inglés como lengua extranjera, proceso de lectura, proceso de escritura, aprendizaje en línea. |
| publishDate |
2024 |
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2024-04-16T00:23:26Z |
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2024-04-16T00:23:26Z |
| dc.date.issued.none.fl_str_mv |
2024 |
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Trabajo de grado |
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info:eu-repo/semantics/acceptedVersion |
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http://purl.org/coar/resource_type/c_7a1f |
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info:eu-repo/semantics/bachelorThesis |
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acceptedVersion |
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Therán Peralta, R. A. (2024). Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. |
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http://hdl.handle.net/11634/54642 |
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reponame:Repositorio Institucional Universidad Santo Tomás |
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repourl:https://repository.usta.edu.co |
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Therán Peralta, R. A. (2024). Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional. reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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spa |
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Ahmed Okasha, M. (2020). Using Strategic Reading Techniques for Improving EFL Reading Skills. Arab World English Journal, 11(2), 311–322. https://doi.org/10.24093/awej/vol11no2.22 Asmalı, M. (2019). How effective is TPRS for adult EFL learners with limited English proficiency? Focus on ELT Journal, 1(1, 2019), 86–95. https://doi.org/10.14744/felt.2019.00005 Bashan, B. & Holsblat, R. (2017) Reflective journals as a research tool: The case of student teachers’ development of teamwork. Cogent Education, 4:1, 1374234, DOI: 10.1080/2331186X.2017.1374234 Chamba, M. Y., & Ramirez-Avila, M. R. (2021). Word Recognition and Reading Skills to Improve Reading Comprehension. Journal of Foreign Language Teaching and Learning, 6(1), 20–36. https://doi.org/10.18196/ftl.v6i1.10174 Derechos básicos de aprendizaje en todas las áreas | Colombia Aprende. (s. f.). https://www.colombiaaprende.edu.co/recurso-coleccion/derechos-basicos-de-aprendizaje-en-todas-las-areas Durga, V. S. S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). https://www.researchgate.net/profile/V-Chandra-Rao/publication/325489625_Developing_Students’_Writing_Skills_in_English-A_Process_Approach/links/5b113854a6fdcc4611da2674/Developing-Students-Writing-Skills-in-English-A-Process-Approach.pdf Fernandez, E. (2020). The effectiveness of TPR Storytelling methodology in EFL for Very Young Learners. University of Vic - Central University of Catalonia. http://repositori.uvic.cat/bitstream/handle/10854/6406/trealu_a2020_fernandez_elisabet_efectiveness_tpr_storytelling.pdf?sequence=1&isAllowed=y Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks,, CA: SAGE Publications, Inc. https://dx.doi.org/10.4135/9781506326139.n538 George, T. (2023, June 22). Semi-Structured Interview | Definition, Guide & Examples. Scribbr. Retrieved March 8, 2024, from https://www.scribbr.com/methodology/semi-structured-interview/ Gouldthorpe, J. L., & Israel, G. D. (2019). Capturing Change: Comparing Pretest-Posttest and Retrospective Evaluation Methods. EDIS, 2013(1), 1–4. https://doi.org/10.32473/edis-wc135-2013 Griffee, D. T. (2012). An Introduction To Second Language Research Methods Design And Data (First Edition) [E-Book]. Tesl-Ej Publications Harmer, J. (2012). How to Teach English. Pearson Educational Limited. England. Jooyandeh, A. (2017). A Study of the Effect of Authentic-based Materials versus Non-Authentic based Materials on the Iranian Intermediate EFL Learners’ Reading Comprehension Performance. International Journal of Educational Investigations (IJEI), 4(ISSN: 2410–3446), 29–42. http://www.ijeionline.com/attachments/article/64/IJEI.Vol.4.No.6.03.pdf Kara, K., & Eveyik-Aydın, E. (2019). Effects of TPRS on Very Young Learners’ Vocabulary Acquisition. Advances in Language and Literary Studies, 10(1), 135–146. https://doi.org/10.7575/aiac.alls.v.10n.1p.135 Latorre Iglesias, E., Castro Molina, K., & Potes Comas, I. (2018). Las TIC, las TAC y las TEP: innovación educativa en la era conceptual [Pdf]. In Las TIC, las TAC y las TEP: innovación educativa en la era conceptual (22nd ed.). Universidad Sergio Arboleda. Las tic, las tac y las tep: innovación educativa en la era conceptual Liu, H. (2019). An Action Research Into Task-based CLIL Applied to Education Majors: From Chinese Students’ Perspective. English Language Teaching, 12(3), 94–107. https://doi.org/10.5539/elt.v12n3p94 McCombes, S. (2023, June 22). Survey Research | Definition, Examples & Methods. Scribbr. Retrieved March 8, 2024, from https://www.scribbr.com/methodology/survey-research/ Merriam, S.B., & Grenier, R.S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons, Incorporated. ProQuest Ebook Central. Retrieved from. https://ebookcentral.proquest.com Mertler, C. A. (Ed.). (2019). The wiley handbook of action research in education. John Wiley & Sons, Incorporated. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=5683581. Nagar, N. (2019). The Role and Impact of ICT in Improving the Quality of Education: An Overview. International Journal of Innovative Studies in Sociology and Humanities (IJISSH), 4(6), ISSN 2456-4931. https://ijissh.org/storage/Volume4/Issue6/IJISSH-040611.pdf Okasha, M. (2020). Using Strategic Reading Techniques for Improving EFL Reading Skills. Arab World English Journal, 11(2), 311–322. https://doi.org/10.24093/awej/vol11no2.22 Peralta Jimenez, L. (2019, July). Developing Speaking Skills Through Communicative. Universidad Santo Tomas. http://hdl.handle.net/11634/17616 Perez Perez, Y. (2021, June). Mobile-assisted Language Learning (MALL) for EFL rural learners: development of oral production through the use of non-authentic sources. Universidad Santo Tomas. http://hdl.handle.net/11634/34636 Pinos-Ortiz, M. A., & Orbe-Guaraca, M. P. (2018). The effects of the TPRS Method on the Students’ English Vocabulary Acquisition. Dominio de Las Ciencias, 4(3), 1–115. https://doi.org/10.23857/dc.v4i3.809 Rabail Alam, T. G. M. (2019b). Comparative Analysis Between Pre-test/Post-test Model and Post-test-only Model in Achieving the Learning Outcomes. Pakistan Journal of Ophthalmology, 35(1), 4–8. https://doi.org/10.36351/pjo.v35i1.855 Romero Villamil, L. (2020, May). Implementation of imagery as a learning strategy to promote writing. Universidad Santo Tomas. http://hdl.handle.net/11634/34197 Saldaña, J. (2016). The coding manual for qualitative researchers. https://lib.ugent.be/nl/catalog/rug01:002034125 Sampieri, R. H., Collado, C. F., Lucio, P. B., Valencia, S. M., & Torres, C. P. M. (2014). Metodología de la investigación. Srinivas Rao, P. (2019). The Role Of English As a Global Language. Research Journal Of English (Rjoe). https://Www.Researchgate.Net/Publication/334282978_The_Role_Of_English_As_A_Global_Language Tamayo, M. T. Y. (2001). El Proceso De La Investigación Científica. Editorial Limusa. Winstead, S. (2022, March 9). eLearning and Virtual Learning – Learn the Differences Between These Two Styles and Which is The Right Choice for You. My eLearning World. Retrieved April 11, 2022, from https://myelearningworld.com/elearning-vs-virtual-learning/Ahmed |
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Ruíz Martín, MaritzaTherán Peralta, Roxana Astridhttps://scholar.google.com/citations?hl=es&user=TfCOng0AAAAJhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001477794https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002059320Universidad Santo Tomás2024-04-16T00:23:26Z2024-04-16T00:23:26Z2024Therán Peralta, R. A. (2024). Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginners. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/54642reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste estudio investiga los efectos del método TPRS (Teaching Proficiency Through Reading and Storytelling) en los procesos de lectura y escritura en un grupo de 4 niños de 10 a 11 años que estaban en quinto grado. Se diseñaron una prueba previa (prueba de diagnóstico), planeaciones de clase y una prueba posterior al finalizar el curso para determinar los resultados de la enseñanza del inglés a través de sesiones de lectura y la narración de cuentos. Se empleó un enfoque de investigación cualitativo para obtener una comprensión profunda de cómo el uso del método TPRS afecta el proceso de aprendizaje de idiomas en esta población específica. Los datos fueron recolectados a través de una entrevista semi-estructurada, observaciones y reflexiones registradas en los diarios, así como una encuesta en línea. El análisis reveló importantes resultados sobre la eficacia del método TPRS en el contexto escolar, destacando su potencial para mejorar la participación y el compromiso de los estudiantes con el aprendizaje de idiomas. Los hallazgos ofrecen perspectivas valiosas para educadores y profesionales interesados en enriquecer las prácticas de enseñanza de idiomas en la sección de primaria. Palabras clave: TPRS (enseñanza a través de la lectura y narración de cuentos), inglés como lengua extranjera, proceso de lectura, proceso de escritura, aprendizaje en línea.This study investigates the effects of the TPRS method (Teaching Proficiency through Reading and Storytelling) on reading and writing skills in a group of 4 children aged 10-11 who were in fifth grade. A pre-test (diagnostic test), lesson plans and a post-test at the end of the course were designed to determine the outcomes of teaching English through reading sessions and storytelling. A qualitative research approach was employed to gain in-depth understanding of how the use of this method affects the language learning process in this specific population. Data were collected through a semi-structured interview, observations, and reflections recorded in journals, as well as an online survey. The analysis revealed significant insights into the effectiveness of the TPRS method in the school context, highlighting its potential to enhance student participation and engagement with language learning. The findings offer valuable perspectives for educators and professionals interested in enriching language teaching practices at the elementary level. Keywords: TPRS (teaching proficiency through reading and storytelling), EFL, reading process, writing process, online learning.Licenciado en Lengua Extranjera - InglésPregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Abierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Teaching Proficiency through Reading and Storytelling (TPRS) as an alternative to promote reading and writing skills in a group of beginnersTPRS (teaching proficiency through reading and storytelling)EFLReadingWritingOnline LearningLicenciatura en Lengua Extranjera - InglésAprendizajeMetodologíaTPRS (enseñanza a través de la lectura y narración de cuentos)Inglés como lengua extranjeraProceso de LecturaProceso de EscrituraAprendizaje en línea.Trabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAhmed Okasha, M. (2020). Using Strategic Reading Techniques for Improving EFL Reading Skills. Arab World English Journal, 11(2), 311–322. https://doi.org/10.24093/awej/vol11no2.22Asmalı, M. (2019). How effective is TPRS for adult EFL learners with limited English proficiency? Focus on ELT Journal, 1(1, 2019), 86–95. https://doi.org/10.14744/felt.2019.00005Bashan, B. & Holsblat, R. (2017) Reflective journals as a research tool: The case of student teachers’ development of teamwork. Cogent Education, 4:1, 1374234, DOI: 10.1080/2331186X.2017.1374234Chamba, M. Y., & Ramirez-Avila, M. R. (2021). Word Recognition and Reading Skills to Improve Reading Comprehension. Journal of Foreign Language Teaching and Learning, 6(1), 20–36. https://doi.org/10.18196/ftl.v6i1.10174Derechos básicos de aprendizaje en todas las áreas | Colombia Aprende. (s. f.). https://www.colombiaaprende.edu.co/recurso-coleccion/derechos-basicos-de-aprendizaje-en-todas-las-areasDurga, V. S. S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English - A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 2(6). https://www.researchgate.net/profile/V-Chandra-Rao/publication/325489625_Developing_Students’_Writing_Skills_in_English-A_Process_Approach/links/5b113854a6fdcc4611da2674/Developing-Students-Writing-Skills-in-English-A-Process-Approach.pdfFernandez, E. (2020). The effectiveness of TPR Storytelling methodology in EFL for Very Young Learners. University of Vic - Central University of Catalonia. http://repositori.uvic.cat/bitstream/handle/10854/6406/trealu_a2020_fernandez_elisabet_efectiveness_tpr_storytelling.pdf?sequence=1&isAllowed=yFrey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks,, CA: SAGE Publications, Inc. https://dx.doi.org/10.4135/9781506326139.n538George, T. (2023, June 22). Semi-Structured Interview | Definition, Guide & Examples. Scribbr. Retrieved March 8, 2024, from https://www.scribbr.com/methodology/semi-structured-interview/Gouldthorpe, J. L., & Israel, G. D. (2019). Capturing Change: Comparing Pretest-Posttest and Retrospective Evaluation Methods. EDIS, 2013(1), 1–4. https://doi.org/10.32473/edis-wc135-2013Griffee, D. T. (2012). An Introduction To Second Language Research Methods Design And Data (First Edition) [E-Book]. Tesl-Ej PublicationsHarmer, J. (2012). How to Teach English. Pearson Educational Limited. England.Jooyandeh, A. (2017). A Study of the Effect of Authentic-based Materials versus Non-Authentic based Materials on the Iranian Intermediate EFL Learners’ Reading Comprehension Performance. International Journal of Educational Investigations (IJEI), 4(ISSN: 2410–3446), 29–42. http://www.ijeionline.com/attachments/article/64/IJEI.Vol.4.No.6.03.pdfKara, K., & Eveyik-Aydın, E. (2019). Effects of TPRS on Very Young Learners’ Vocabulary Acquisition. Advances in Language and Literary Studies, 10(1), 135–146. https://doi.org/10.7575/aiac.alls.v.10n.1p.135Latorre Iglesias, E., Castro Molina, K., & Potes Comas, I. (2018). Las TIC, las TAC y las TEP: innovación educativa en la era conceptual [Pdf]. In Las TIC, las TAC y las TEP: innovación educativa en la era conceptual (22nd ed.). Universidad Sergio Arboleda. Las tic, las tac y las tep: innovación educativa en la era conceptualLiu, H. (2019). An Action Research Into Task-based CLIL Applied to Education Majors: From Chinese Students’ Perspective. English Language Teaching, 12(3), 94–107. https://doi.org/10.5539/elt.v12n3p94McCombes, S. (2023, June 22). Survey Research | Definition, Examples & Methods. Scribbr. Retrieved March 8, 2024, from https://www.scribbr.com/methodology/survey-research/Merriam, S.B., & Grenier, R.S. (Eds.). (2019). Qualitative research in practice: Examples for discussion and analysis. John Wiley & Sons, Incorporated. ProQuest Ebook Central. 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