Mobile Learning Stimulates English Speaking Practice

Este proyecto busca estimular la práctica del habla en inglés a través del uso de aplicaciones móviles. La investigación se realizó en tiempos de la pandemia COVID-19, con estudiantes del cuarto grado del Colegio Sagrado Corazón de Jesús, del Municipio de Chiquinquirá- Boyacá. Este estudio es una In...

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Autores:
Zapata Pachón, Nancy Yaneth
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2023
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/49169
Acceso en línea:
http://hdl.handle.net/11634/49169
Palabra clave:
English
Learning
Mobile
Skill
Speaking
Lenguas Extranjeras Inglés
Idioma-Inglés
COVID-19
Pedagogía - Idioma
Aprendizaje
Hablar
Habilidad
Ingles
Móvil
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
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network_name_str Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv Mobile Learning Stimulates English Speaking Practice
title Mobile Learning Stimulates English Speaking Practice
spellingShingle Mobile Learning Stimulates English Speaking Practice
English
Learning
Mobile
Skill
Speaking
Lenguas Extranjeras Inglés
Idioma-Inglés
COVID-19
Pedagogía - Idioma
Aprendizaje
Hablar
Habilidad
Ingles
Móvil
title_short Mobile Learning Stimulates English Speaking Practice
title_full Mobile Learning Stimulates English Speaking Practice
title_fullStr Mobile Learning Stimulates English Speaking Practice
title_full_unstemmed Mobile Learning Stimulates English Speaking Practice
title_sort Mobile Learning Stimulates English Speaking Practice
dc.creator.fl_str_mv Zapata Pachón, Nancy Yaneth
dc.contributor.advisor.none.fl_str_mv Morales Cortés, Deisy Lorena
dc.contributor.author.none.fl_str_mv Zapata Pachón, Nancy Yaneth
dc.contributor.cvlac.spa.fl_str_mv https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000158742
https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001493855
dc.contributor.corporatename.spa.fl_str_mv Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv English
Learning
Mobile
Skill
Speaking
topic English
Learning
Mobile
Skill
Speaking
Lenguas Extranjeras Inglés
Idioma-Inglés
COVID-19
Pedagogía - Idioma
Aprendizaje
Hablar
Habilidad
Ingles
Móvil
dc.subject.lemb.spa.fl_str_mv Lenguas Extranjeras Inglés
Idioma-Inglés
COVID-19
Pedagogía - Idioma
dc.subject.proposal.spa.fl_str_mv Aprendizaje
Hablar
Habilidad
Ingles
Móvil
description Este proyecto busca estimular la práctica del habla en inglés a través del uso de aplicaciones móviles. La investigación se realizó en tiempos de la pandemia COVID-19, con estudiantes del cuarto grado del Colegio Sagrado Corazón de Jesús, del Municipio de Chiquinquirá- Boyacá. Este estudio es una Investigación Cualitativa, la cual está asociada al Paradigma Interpretativo que trata de explorar y comprender situaciones reales a través de la observación. Además, se implementó la metodología de Investigación Acción para tratar de solucionar el problema planteado anteriormente a través de una intervención pedagógica utilizando dispositivos móviles. Los instrumentos de recolección de datos utilizados en esta investigación fueron: entrevistas, encuestas en línea, artefactos de estudiantes y diarios. El método implementado para analizar los datos fue el Enfoque de Análisis Temático Reflexivo. Los principales hallazgos de la investigación permiten determinar que las aplicaciones móviles brindan varios beneficios a los estudiantes en el proceso de aprendizaje del inglés y en especial en la práctica del habla. También les permite divertirse y entretenerse. Además, el uso de las Apps permite que los alumnos practiquen el habla en cualquier momento y tantas veces como consideren necesario. También les permite autocorregirse y aumentar su confianza en sí mismos.
publishDate 2023
dc.date.accessioned.none.fl_str_mv 2023-01-30T22:24:16Z
dc.date.available.none.fl_str_mv 2023-01-30T22:24:16Z
dc.date.issued.none.fl_str_mv 2023-01-28
dc.type.local.spa.fl_str_mv Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv Zapata Pachon, N. Y. (2023). Mobile Learning Stimulates English Speaking Practice. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/49169
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identifier_str_mv Zapata Pachon, N. Y. (2023). Mobile Learning Stimulates English Speaking Practice. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
repourl:https://repository.usta.edu.co
url http://hdl.handle.net/11634/49169
dc.language.iso.spa.fl_str_mv spa
language spa
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spelling Morales Cortés, Deisy LorenaZapata Pachón, Nancy Yanethhttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000158742https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001493855Universidad Santo Tomás2023-01-30T22:24:16Z2023-01-30T22:24:16Z2023-01-28Zapata Pachon, N. Y. (2023). Mobile Learning Stimulates English Speaking Practice. [Trabajo de Grado, Universidad Santo Tomás]. Repositorio Institucional.http://hdl.handle.net/11634/49169reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste proyecto busca estimular la práctica del habla en inglés a través del uso de aplicaciones móviles. La investigación se realizó en tiempos de la pandemia COVID-19, con estudiantes del cuarto grado del Colegio Sagrado Corazón de Jesús, del Municipio de Chiquinquirá- Boyacá. Este estudio es una Investigación Cualitativa, la cual está asociada al Paradigma Interpretativo que trata de explorar y comprender situaciones reales a través de la observación. Además, se implementó la metodología de Investigación Acción para tratar de solucionar el problema planteado anteriormente a través de una intervención pedagógica utilizando dispositivos móviles. Los instrumentos de recolección de datos utilizados en esta investigación fueron: entrevistas, encuestas en línea, artefactos de estudiantes y diarios. El método implementado para analizar los datos fue el Enfoque de Análisis Temático Reflexivo. Los principales hallazgos de la investigación permiten determinar que las aplicaciones móviles brindan varios beneficios a los estudiantes en el proceso de aprendizaje del inglés y en especial en la práctica del habla. También les permite divertirse y entretenerse. Además, el uso de las Apps permite que los alumnos practiquen el habla en cualquier momento y tantas veces como consideren necesario. También les permite autocorregirse y aumentar su confianza en sí mismos.This project seeks to stimulate the practice of speaking English through mobile applications. The research was carried out in times of the COVID-19 pandemic, with students of the fourth grade of the Sagrado Corazón de Jesús School, in the municipality of Chiquinquirá- Boyacá. This study is Qualitative Research, which is associated with the Interpretive Paradigm that tries to explore and understand real situations through observation. In addition, the Action Research methodology was implemented to try to solve the problem raised above through a pedagogical intervention using mobile devices. The data collection instruments used in this research were: oral interviews, online surveys, student artifacts, and Journals. The method implemented to analyze the data was the Reflexive Thematic Analysis Approach. The main findings of the research allow us to determine that mobile applications provide several benefits to students in the process of learning English and especially in oral speaking practice. It also allows them to have fun and be entertained. In addition, the use of the Apps allows students to practice speaking at any time and as many times as they consider necessary. It also allows them to self-correct and increase their self-confidence.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_abf2Mobile Learning Stimulates English Speaking PracticeEnglishLearningMobileSkillSpeakingLenguas Extranjeras InglésIdioma-InglésCOVID-19Pedagogía - IdiomaAprendizajeHablarHabilidadInglesMóvilTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAsiza, N., & Sunubi, A. (2019). ANALYZING LEARNING AUTONOMY IN READING ENGLISH TEXT AT MTS DDI AS-SALMAN SIDRAP. Journal of English Education and Development. 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(2021). “VODCASTING: A TOOL TO AID MODULAR LEARNING IN ENGLISH. Laguna State Polytechnic University, Faculty of Graduate Studies and Applied Research. Retrieved from https://files.eric.ed.gov/fulltext/ED616076.pdfJung, H. (2015). Fostering an English teaching environment: Factors influencing English as a foreign language teacher’s adoption of mobile learning. Informatics in Education, 14(2), 219-241.Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive Effects of Mobile Learning on Foreign Language Learning. TEM Journal, 7, 837-841.Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile pedagogy for English language teaching: a guide for teachers. Londón: British Council.Kumaravadivelu, B. (2008). Understanding Language Teaching. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.Leong, L., & Ahmadi, S. (2017). AN ANALYSIS OF FACTORS INFLUENCING LEARNERS’ ENGLISH SPEAKING SKILL. INTERNATIONAL JOURNAL OF RESEARCH IN ENGLISH EDUCATION, II, 34-71.Martin, F., Wang, C., & Sadaf, A. (2020). Facilitation Matters: Instructor Perception of Helpfulness of Facilitation Strategies in Online Courses. Online Learning. Obtenido de https://files.eric.ed.gov/fulltext/EJ1249262.pdfMertler, C. (2019). Action Research: Improving Schools and Empowering Educators (Sixth ed.). Sage Publications.Ministerio de Educación Nacional. (2016). Mallas de aprendizaje para transición a 5to de primria. Bogotá D.C. Retrieved from https://eco.colombiaaprende.edu.co/2021/10/29/mallas-de-aprendizaje-de-ingles-para-transicion-a-5-de-primaria/Rachman, R. F. (2021). Enhancing Students' English Language Skills through Active Learning at an Islamic University. ELE Reviews: English Language Education Reviews, 99-109. Retrieved from file:///F:/user/Downloads/4368-16677-1-CE+99-109.pdfRahmat, N. H. (2020). INNOVATION IN EDUCATION: BARRIERS AND FACILITATING FACTORS. European Journal of Education Studies, 0, Article 0. https://doi.org/10.46827/ejes.v0i0.2784Spratt, M., Pulverness, A., & Williams, M. (2011). The TKT Course Modules 1,2 and 3 (Second ed.). Cambridge English.Stéphan, V. L., Joaquin, U., Soumyajit, K., & Gwénaël, J. (2019). Educational Research and Innovation Measuring Innovation in Education 2019 What Has Changed in the Classroom?: What Has Changed in the Classroom?. Publishing.Tee, X., Joanna, T., & Kamarulzaman, W. (2020). A Systematic Review of Self-Coping Strategies Used by University Students to Cope with Public Speaking Anxiety. English Language Teaching, 13(10). Retrieved from https://files.eric.ed.gov/fulltext/EJ1272166.pdfThomas, P. Y. (2010). Towards developing a web-based blended learning environment at the University of Botswana. University of South Africa.Universidad Santo Tomas. (s.f.). Bachelor's in English as a Foreign Language program at USTA. Obtenido de Formative research: http://facultadeducacion.ustadistancia.edu.co/index.php/investigacion-licedextrangeAdebola, O. O. (2020). The Use of Supplemental Instruction in University Classrooms as a Strategy to Enhance the Academic Performance of First-year Students. Universal Journal of Educational Research. Obtenido de https://d1wqtxts1xzle7.cloudfront.net/65138398/UJER68_19516964-with-cover-page-v2.pdf?Expires=1656288497&Signature=Waq0WngZTiyDNatDBWboBd~1Dwa1txvDmSTOOemhfvHl6A7CFQdkPXbF4Ia~jB5~PmUMvlIFg~kLvogX-1Og7KwfsmV88-MzTUYmvXzqZP52kGOMVWzqZaSWaO2dDJlPu2zIiPHBQRDrAllo, S. Y. (2020). PENGARUH KONSERVATISME AKUNTANSI TERHADAP PENILAIAN EKUITAS PERUSAHAAN (Pada Perusahaan Manufaktur yang ada di Bursa Efek Indonesia tahun 2016-2018. Doctoral dissertation, UNIVERSITAS KRISTEN INDONESIA PAULUS MAKASSAR.Brown, D. (2007). Teaching By principles an Interactive Approach to Language Pedagogy (Third ed.). United States: Pearson Education, Inc.Chien, C.-W. (2018). Taiwanese EFL undergraduates’ self-correction of pronunciation problems and their strategies. Asian EFL Journal, 250-280. Obtenido de http://repository.lppm.unila.ac.id/29059/1/20180507_Asian%20EFL%20June%202018%20with%20amendments%20marked%20Mapul%20%26%20%20Oliver.pdf#page=250Clark, J., Porath, S., Kansas , J. T., & Jobe, M. (2020). Action Research. Manhattan: New Prairie Press.Derakhshan, A., Nadi Khalili, A., & Beheshti, F. (2016). Developing EFL Learner’s Speaking Ability, Accuracy and Fluency. Golestan University, Department of English Language and Literature, Gorgan,Iran.Dörnyei, Z. (2016). Research Methods in Applied Linguistics. Orford.Fansury, A., Januarty, R., & Syawal, A. R. (2020). DIGITAL CONTENT FOR MILLENNIAL GENERATIONS: TEACHING THE ENGLISH FOREIGN LANGUAGE LEARNER ON COVID-19 PANDEMIC. JOURNAL OF SOUTHWEST JIAOTONG UNIVERSITY, 55(3).Febriani, D. A. (2020). An Analysis of Speech Act Behavior in Students Speaking Performance English Education Study Program at IAIN Metro. IAIN Metro, English Education Department.Li, P. (31 de december de 2022). What is Intrinsic Motivation & How Does it Work? Obtenido de Parenting for Brain: https://www.parentingforbrain.com/intrinsic-motivation/Loyola University Chicago. (Noviembre de 2018). LEARNING PORTFOLIO PROGRAM. Obtenido de Loyola University Chicago.Meerah, T. S., & Osman , K. (28 de Noviembre de 2013). What Is ‘Action’ in Action Research: A Malaysian Exposure. Asian Social Science, 9(16). doi:10.5539 / ass.v9n16p148Ningsih, N. (2020). ENGLISH TEACHERS’ STRATEGIES TO STIMULATE STUDENTS’ACTIVE LEARNING IN ENGLISH AT MAN KOTA MOJOKERTO THESIS. UIN SUNAN AMPEL SURABAYA , ENGLISH LANGUAGE EDUCATION DEPARTMENT. Obtenido de https://digilib.uinsa.ac.id/45559/2/Nurmaya%20Ningsih_D75216111.pdfOECD. (2016). Innovating Education and Educating for Innovation: The Power of Digital Technologies and Skills. Paris: OECD. Obtenido de https://www.oecd.org/education/ceri/GEIS2016-Background-document.pdfOspina, D. P. (2018). El diario como estrategia didáctica. Universidad de Antioquia. Obtenido de http://aprendeenlinea.udea.edu.co/boa/contenidos.php/8ffccad7bc2328aa00d9344288580dd7/128/1/contenido/Pandey, P., & Mishra, M. (2015). RESEARCH METHODOLOGY: TOOLS AND TECHNIQUES. Bridge Center. Obtenido de http://euacademic.org/BookUpload/9.pdfQi, D., Haladin, N., Rajab, A., Wang, W., & Fu, X. (2020). Case Study: Comparison Of The Effects Of Immediate Feedback And Delayed Feedback On Reading Comprehension Among Chinese English Learners. European Journal of Molecular & Clinical Medicine. Obtenido de https://ejmcm.com/article_2800_de3e35b1eec9f57eb581fa84aaddce4d.pdfRedondo, R. E., & Ortega Martín, J. (2015). Motivation: The Road to Successful Learning. PROFILE Issues in Teachers' Professional Development, 125-136. Obtenido de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902015000200009Silveira Sonego, A., Rocha Machado, L., Wildt Torrezzan, C., & Behar, P. (2016). Mobile Learning: Pedagogical Strategies for Using Applications in the Classroom. En I. A. (IADIS) (Ed.), International Conference on Mobile Learning. Villamoura-Portugal.Suardi, A., & Sulaiman , S. (2020). STIMULATION OF THE EARLY CHILDHOOD LANGUAGE DEVELOPMENT: OPTIMALIZATION OF A MOTHER’S ROLE IN FAMILY EDUCATION. RETORIKA. Obtenido de file:///F:/user/Downloads/12300-30375-1-PB.pdfValk, J.-H., Rashid, A., & Elder, L. (2020). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. International Review of Research in Open and Distributed Learning. Obtenido de https://www.erudit.org/en/journals/irrodl/2010-v11-n1-irrodl05150/1067798ar/Valk, J.-H., Rashid, A., & Elder, L. (2020). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. International Review of Research in Open and Distributed Learning. Obtenido de https://www.erudit.org/en/journals/irrodl/2010-v11-n1-irrodl05150/1067798ar/West, M., & Vosloo, S. (2013). UNESCO policy guidelines for mobile learning. Paris: UNESCO.Wilkie, L., Arroyo, P., Conibeer, H., Haddon Kemp, A., & Fisher, Z. (2021). The Impact of Psycho-Social Interventions on the Wellbeing of Individuals With Acquired Brain Injury During the COVID-19 Pandemic. Frontiers in Psychology. Obtenido de six-step guide to good thematic analysis: https://www.researchgate.net/publication/350378970_The_Impact_of_Psycho-Social_Interventions_on_the_Wellbeing_of_Individuals_With_Acquired_Brain_Injury_During_the_COVID-19_PandemicWorld Health Organization -WHO. (2020). Coronarus. Obtenido de https://www.who.int/health-topics/coronavirus#tab=tab_1Yurko, N., Kalymon, Y., & Bachurin, O. (2022). MOBILE LEARNING: THE MEANS FOR ENGLISH IMPROVEMENT. III International ScientiZayed, J., & Al-Ghamdi, H. (2019). The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting. English Language Teaching, 105-121.Zhao, Y. (2017). How to Stimulate the Students’ Motivation in English learning? International Conference on Financial Management, Education and Social Science. Obtenido de https://webofproceedings.org/proceedings_series/ESSP/FMESS%202017/FMESS_082245.pdfZheng, J. (2018). The Metacognitive Strategy in English Listening Comprehension. Theory and Practice in Language Studies, VIII(2), 226-231. 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