Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta.
Esta investigación busca describir las prácticas del maestro y las experiencias de aprendizaje de los estudiantes como resultado de la implementación de actividades comunicativas en línea en las clases de inglés en la escuela Oasis of Bendicion con un grupo de 11 estudiantes de grado segundo con eda...
- Autores:
-
Vargas Martínez, Zuleyma Lisseth
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2021
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/38497
- Acceso en línea:
- http://hdl.handle.net/11634/38497
- Palabra clave:
- communicative language teaching
online learning
video-conferencing
teaching practices
Licenciatura en Lenguas Extranjeras - Inglés
enseñanza comunicativa de lenguas
aprendizaje en línea
videoconferencia
prácticas docentes
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. communicative language teaching online learning video-conferencing teaching practices Licenciatura en Lenguas Extranjeras - Inglés enseñanza comunicativa de lenguas aprendizaje en línea videoconferencia prácticas docentes |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. |
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Vargas Martínez, Zuleyma Lisseth |
| dc.contributor.advisor.none.fl_str_mv |
Martínez, Herman Mauricio |
| dc.contributor.author.none.fl_str_mv |
Vargas Martínez, Zuleyma Lisseth |
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communicative language teaching online learning video-conferencing teaching practices |
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communicative language teaching online learning video-conferencing teaching practices Licenciatura en Lenguas Extranjeras - Inglés enseñanza comunicativa de lenguas aprendizaje en línea videoconferencia prácticas docentes |
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Licenciatura en Lenguas Extranjeras - Inglés |
| dc.subject.proposal.spa.fl_str_mv |
enseñanza comunicativa de lenguas aprendizaje en línea videoconferencia prácticas docentes |
| description |
Esta investigación busca describir las prácticas del maestro y las experiencias de aprendizaje de los estudiantes como resultado de la implementación de actividades comunicativas en línea en las clases de inglés en la escuela Oasis of Bendicion con un grupo de 11 estudiantes de grado segundo con edades que van de los 7 a los 9 años; esta investigación fue llevada a cabo por un docente-investigador en formación en 7 sesiones; Los datos recopilados se analizaron mediante el método de Análisis de contenido cualitativo. Los hallazgos de la implementación permitieron evidenciar la importancia y los desafíos del uso de actividades comunicativas en línea; como una forma de participar y crear un entorno de dinámico del aprendizaje. Esta investigación ha revelado que el maestro necesita tiempo al planificar las actividades para lograr los objetivos y también promover la interacción de los estudiantes, la interacción entre el alumno y la tarea porque la tarea puede enriquecer el comportamiento de los estudiantes. Además, las actividades en pareja y en grupo no solo promueven las habilidades comunicativas, sino también mejoran la experiencia online y las practicas comunicativas. Por otra parte, las actividades comunicativas fueron en primer lugar una experiencia nueva para los estudiantes porque se desarrolló en un entorno no tradicional como el salón de clase o en la escuela; en segundo lugar, como resultado de la experiencia de aprendizaje de los estudiantes fue la buena respuesta a las actividades, la motivación, la participación, el interés en las actividades dentro y fuera de la clase y la mejora de sus habilidades orales. Los resultados de esta investigación no deben generalizarse, pero podrían ser una guía para la mejora de la práctica pedagógica en términos de utilidad y apoyo que se encuentran en las prácticas comunicativas en línea. |
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Vargas, Z. (2021). Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA |
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Vargas, Z. (2021). Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTA reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
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Balcikanli, C. (2010). Long live, YouTube: L2 stories about YouTube in language learning. Annals of Language and Learning, 91 Berns, M.S. (1984). Functional approaches to language and language teaching: Another look. In S. Savignon & M.S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings. Brown, DH (2007) Teaching by principles: An interactive approach to language pedagogy1994Englewood Cliffs, NJPrentice Hall Carville, S., & Mitchell, D. R. (2000). 'It's a bit like star trek': The effectiveness of video conferencing. Innovations In Education & Training International, 37(1), 42-49. doi:10.1080/135580000362070 Chomsky, N. (1986). Knowledge on language: Its nature, origin and use. New York: Praeger. Daily Nation (2006, December 29). Towns top of the class in new KCPE ranking. Nairobi: Nation Centre. Dooly, M., & Davitova, N. (2018). 'What Can We Do to Talk More?': Analyzing language learners' online Interaction. Hacettepe University Journal Of Education, 33, 215-237.doi:10.16986/HUJE.2018038804 Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press. Egbert, J. (2005). CALL essentials: Principles and practice in CALL classroom. Alexandria,  US: Teachers of English to Speakers of Other Languages Inc.(TESOL). Feenberg, A. (1998). “The Written World: On the Theory and Practice of Computer Conferencing.” In Mason, R. and Kaye A. (Eds), Mindweave: Communication, Computers, and Distance Education. Oxford: Permagon Press. (Excerpted at www.emoderators.com/moderators/feenberg.html) Griffee Dale, T. ( 2012 ). Introd. Research Methods and Designs . United States of America: First Edition Library of Congress Cataloging-in-Publication Data ebook. Hedberg, J. & Ping, L.C. (2004). Charting trends for E-learning in Asian schools. Distance Education, 25, 199–213. Gruba, P 2006. Computer assisted language learning (CALL) methodology. In Davies. A. & Eider, C., The Handbook of Applied Linguistics. 623-648. Melbourne: Blackwell Publishing. Gruson, B., & Barnes, F. (2011). What is the impact of video conferencing on the teaching and learning of a foreign language in primary education? Nottingham 2011, 65-68. Retrieved from: http://eurocall.webs.upv.es/documentos/newsletter/papers_20%281%29/15_gruson.pdf Hymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Baltimore, MD: Penguin Books Ltd. Hopper, S. B. (2014). Bringing the world to the classroom through videoconferencing and project-based learning. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 78-89. Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48, 4, 315-328 Jeyasala, V. R. (2014). A prelude to practice: Interactive activities for effective communication in English. Alternative pedagogies in the English language & communication classroom, 164-170. Johnson, K. (1982). Communicative syllabus design and methodology. Oxford, UK: Pergamon. Jorgensen, R.E. (1989). Participant Observation a Methodology for Human Studies. Thousand Oaks, United States. SAGE Kaplan, R. B. & Baldauf, R. B. Jr. (2003). Language-in-education Planning in the Pacific Basin, Dordrecht, Netherlands: Kluwer. Krashen, S. D. & Terrel, T. D. (1988). The Natural approach: Language acquisition in the classroom. New York: Prentice Hall International. Lile, W. T. (2002, January). Motivation in the ESL classroom.The Internet TESL Journal, Vol. VIII, No. 1. Retrieved on 13Th October, 2008 fromhttp://iteslj.org/. Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The Development of Cognitive Skills to Support Inquiry Learning. Cognition and Instruction, 18(4), 495–523. Lamy, M.N. & Hampel, R. (2007). Online communication in language learning and teaching. New York: Palgrave Macmillan. Lee, Y. 2007. Fostering second language oral communication through constructivist interaction in desktop videoconferencing. Foreign Language Annals40: 635–649. Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press. Malik, B. (2003). Intervenciones para la adquisición de competencias interculturales (pp. 424-452). In Repetto, E. (coord.) Modelos de Orientación e Intervención Psicopedagógica. Volume 2. Madrid: UNED. McCombs, B.L. & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582 – 1600. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage. Ministerio de Educación Nacional. (2009a). Mundo de Competencias. Colombia Aprende: La red de conocimiento. Retrieved from http://www.colombiaaprende.edu.co/html/competencias/1746/w3-printer-249280.html Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Bogotá: MEN. Ministerio de Educación Nacional. (2004). Programa Nacional de bilingüismo 2004-2019: Documento de Socialización. Bogota, Colombia: Authors. Retrieved from http://www.mineducacion.gov.co/1621/articles-132560_recurso_pdf_programa_nacional_bilinguismo.pdf Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Palmer, A. (2012). Communication practice vs. pattern practice. In English teaching forum (Vol. 50, No. 4, pp. 25-31). US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. Progoff Ira. 1992. At a Journal Workshop: Writing to Access the Power of theUnconscious and Evoke Creative Ability. Los Angeles: J. P. Tarcher Phillips, M. 2010. The perceived value of videoconferencing with primary pupils learning to speak a modern language. Language Learning Journal38: 221–238 Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners. Computer Assisted Language Learning,30(1-2), 133-148. doi:10.1080/09588221.2016.1275702 Richards, J. C. (2001). The role of textbooks in a language program. Richards, J. C. (2005). Communicative language teaching today (pp. 22-26). Singapore: SEAMEO Regional Language Centre. Richards, J. C. (2006). Communicative language teaching today. SEAMEO Regional Language Centre. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Richards, C. (2005). The design of effective ICT-supported learning activities: Exemplary models, changing requirements, and new possibilities. Language Learning and Technology, 9(1), 60-79. Smith, S. 2003. Online videoconferencing: An application to teacher education. JSTE E Journal18: 62–65. Swarbrick, A. (Ed.). (2002). Teaching modern languages. Routledge. Thompson, G. (1996). Some Misconceptions about Communicative Language Teaching. ELT Journal, 50/1 9-15. Tinio, V.L. (2002). ICT in education. Retrieved from Wiegerová, A. (2013). Teacher journal as a research instrument (research–the first year in the life in primary school through the eyes of novice teachers). Xu, Y. (2010). Theories Analyzing Communicative Approach in China's EFL Classes. English Language Teaching, 3(1), 159-161. Yuen, H.K. & Ma, W.K. (2008). Exploring teacher acceptance of e-learning technology. Asia-Pacific Journal of Teacher Education, 36, 229–243. |
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Martínez, Herman MauricioVargas Martínez, Zuleyma Lisseth2021-11-24T15:47:39Z2021-11-24T15:47:39ZVargas, Z. (2021). Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta. [Trabajo de grado, Universidad Santo Tomás] Repositorio Institucional USTAhttp://hdl.handle.net/11634/38497reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEsta investigación busca describir las prácticas del maestro y las experiencias de aprendizaje de los estudiantes como resultado de la implementación de actividades comunicativas en línea en las clases de inglés en la escuela Oasis of Bendicion con un grupo de 11 estudiantes de grado segundo con edades que van de los 7 a los 9 años; esta investigación fue llevada a cabo por un docente-investigador en formación en 7 sesiones; Los datos recopilados se analizaron mediante el método de Análisis de contenido cualitativo. Los hallazgos de la implementación permitieron evidenciar la importancia y los desafíos del uso de actividades comunicativas en línea; como una forma de participar y crear un entorno de dinámico del aprendizaje. Esta investigación ha revelado que el maestro necesita tiempo al planificar las actividades para lograr los objetivos y también promover la interacción de los estudiantes, la interacción entre el alumno y la tarea porque la tarea puede enriquecer el comportamiento de los estudiantes. Además, las actividades en pareja y en grupo no solo promueven las habilidades comunicativas, sino también mejoran la experiencia online y las practicas comunicativas. Por otra parte, las actividades comunicativas fueron en primer lugar una experiencia nueva para los estudiantes porque se desarrolló en un entorno no tradicional como el salón de clase o en la escuela; en segundo lugar, como resultado de la experiencia de aprendizaje de los estudiantes fue la buena respuesta a las actividades, la motivación, la participación, el interés en las actividades dentro y fuera de la clase y la mejora de sus habilidades orales. Los resultados de esta investigación no deben generalizarse, pero podrían ser una guía para la mejora de la práctica pedagógica en términos de utilidad y apoyo que se encuentran en las prácticas comunicativas en línea.This research describes the teacher’s practices and students’ learning experiences that result from implementing online communicative activities in English classes at Oasis of Bendicion School with a group of 11-second-grade students with ages ranging from 7 to 9 years old; this research was carried out by a pre-service teacher-researcher through 7 sessions; data collected were analyzed using the Qualitative Content Analysis method. The implementation findings allowed to evidence the importance and challenges of using online communicative activities at school; as a way to engage and create a dynamic learning environment. This research reveals that teacher needs more time for planning activities to achieve the objectives, and promote the students’ interaction, the interaction between the learner and the task because the task can enrich students’ behavior. Besides, pair group and work groups not only promote oral skills, but also improve the online experience and communicative activities. Moreover, communicative activities were first a new experience for students because was in nontraditional settings as a classroom at school; second, students’ learning experience that result was the good response to activities, motivation, participation, interest in activities inside and outside class, and improvement on their oral skills. Results from this research should not be generalized, but they could be a guide concerning to the improvement of the pedagogical practice in terms of usefulness and support found on online communicative practices.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/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_abf2Online communicative activities: Teaching practices and students’ learning experiences in second grade at a primary school in Acacias, Meta.communicative language teachingonline learningvideo-conferencingteaching practicesLicenciatura en Lenguas Extranjeras - Inglésenseñanza comunicativa de lenguasaprendizaje en líneavideoconferenciaprácticas docentesTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadBalcikanli, C. (2010). Long live, YouTube: L2 stories about YouTube in language learning. Annals of Language and Learning, 91Berns, M.S. (1984). Functional approaches to language and language teaching: Another look. In S. Savignon & M.S. Berns (Eds.), Initiatives in communicative language teaching. A book of readings.Brown, DH (2007) Teaching by principles: An interactive approach to language pedagogy1994Englewood Cliffs, NJPrentice HallCarville, S., & Mitchell, D. R. (2000). 'It's a bit like star trek': The effectiveness of video conferencing. Innovations In Education & Training International, 37(1), 42-49. doi:10.1080/135580000362070Chomsky, N. (1986). Knowledge on language: Its nature, origin and use. New York: Praeger. Daily Nation (2006, December 29). Towns top of the class in new KCPE ranking. Nairobi: Nation Centre.Dooly, M., & Davitova, N. (2018). 'What Can We Do to Talk More?': Analyzing language learners' online Interaction. Hacettepe University Journal Of Education, 33, 215-237.doi:10.16986/HUJE.2018038804Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.Egbert, J. (2005). CALL essentials: Principles and practice in CALL classroom. Alexandria,  US: Teachers of English to Speakers of Other Languages Inc.(TESOL).Feenberg, A. (1998). “The Written World: On the Theory and Practice of Computer Conferencing.” In Mason, R. and Kaye A. (Eds), Mindweave: Communication, Computers, and Distance Education. Oxford: Permagon Press. (Excerpted at www.emoderators.com/moderators/feenberg.html)Griffee Dale, T. ( 2012 ). Introd. Research Methods and Designs . United States of America: First Edition Library of Congress Cataloging-in-Publication Data ebook.Hedberg, J. & Ping, L.C. (2004). Charting trends for E-learning in Asian schools. Distance Education, 25, 199–213.Gruba, P 2006. Computer assisted language learning (CALL) methodology. In Davies. A. & Eider, C., The Handbook of Applied Linguistics. 623-648. Melbourne: Blackwell Publishing.Gruson, B., & Barnes, F. (2011). What is the impact of video conferencing on the teaching and learning of a foreign language in primary education? Nottingham 2011, 65-68. Retrieved from: http://eurocall.webs.upv.es/documentos/newsletter/papers_20%281%29/15_gruson.pdfHymes, D. H. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269-293). Baltimore, MD: Penguin Books Ltd.Hopper, S. B. (2014). Bringing the world to the classroom through videoconferencing and project-based learning. Techtrends: Linking Research And Practice To Improve Learning, 58(3), 78-89.Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48, 4, 315-328Jeyasala, V. R. (2014). A prelude to practice: Interactive activities for effective communication in English. Alternative pedagogies in the English language & communication classroom, 164-170.Johnson, K. (1982). Communicative syllabus design and methodology. Oxford, UK: Pergamon.Jorgensen, R.E. (1989). Participant Observation a Methodology for Human Studies. Thousand Oaks, United States. SAGEKaplan, R. B. & Baldauf, R. B. Jr. (2003). Language-in-education Planning in the Pacific Basin, Dordrecht, Netherlands: Kluwer.Krashen, S. D. & Terrel, T. D. (1988). The Natural approach: Language acquisition in the classroom. New York: Prentice Hall International. Lile, W. T. (2002, January). Motivation in the ESL classroom.The Internet TESL Journal, Vol. VIII, No. 1. Retrieved on 13Th October, 2008 fromhttp://iteslj.org/.Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The Development of Cognitive Skills to Support Inquiry Learning. Cognition and Instruction, 18(4), 495–523.Lamy, M.N. & Hampel, R. (2007). Online communication in language learning and teaching. New York: Palgrave Macmillan.Lee, Y. 2007. Fostering second language oral communication through constructivist interaction in desktop videoconferencing. Foreign Language Annals40: 635–649.Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Malik, B. (2003). Intervenciones para la adquisición de competencias interculturales (pp. 424-452). In Repetto, E. (coord.) Modelos de Orientación e Intervención Psicopedagógica. Volume 2. Madrid: UNED.McCombs, B.L. & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582 – 1600.Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.Ministerio de Educación Nacional. (2009a). Mundo de Competencias. Colombia Aprende: La red de conocimiento. Retrieved from http://www.colombiaaprende.edu.co/html/competencias/1746/w3-printer-249280.htmlMinisterio de Educación Nacional. (2006). 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