Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla

Proyecto de investigación acción que se encuentra inmerso en la línea de investigación Innovaciones Pedagógicas que incorporan TIC en la enseñanza y aprendizaje de una lengua extranjera de la Universidad Santo Tomás. Se trataba de indagar sobre las consecuencias cual sería el impacto de a la impleme...

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Autores:: Orellano Reales, Larry

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2020

Institución:: Universidad Santo Tomás

Repositorio:: Repositorio Institucional USTA

Idioma:: spa

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dc.title.spa.fl_str_mv	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
title	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
spellingShingle	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla Information technology Selective listening Extensive listening EFL Action Research Tecnologías de la información y de la comunicación Enseñanza activa Lengua inglesa Estrategias de aprendizaje Tecnologías de la información y las comunicaciones (TIC) Escucha selectiva y extensiva Enseñanza de inglés como lengua extranjera
title_short	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
title_full	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
title_fullStr	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
title_full_unstemmed	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
title_sort	Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla
dc.creator.fl_str_mv	Orellano Reales, Larry
dc.contributor.advisor.spa.fl_str_mv	López Bustos, Dixon
dc.contributor.author.spa.fl_str_mv	Orellano Reales, Larry
dc.subject.keyword.spa.fl_str_mv	Information technology Selective listening Extensive listening EFL Action Research
topic	Information technology Selective listening Extensive listening EFL Action Research Tecnologías de la información y de la comunicación Enseñanza activa Lengua inglesa Estrategias de aprendizaje Tecnologías de la información y las comunicaciones (TIC) Escucha selectiva y extensiva Enseñanza de inglés como lengua extranjera
dc.subject.lemb.spa.fl_str_mv	Tecnologías de la información y de la comunicación Enseñanza activa Lengua inglesa Estrategias de aprendizaje
dc.subject.proposal.spa.fl_str_mv	Tecnologías de la información y las comunicaciones (TIC) Escucha selectiva y extensiva Enseñanza de inglés como lengua extranjera
description	Proyecto de investigación acción que se encuentra inmerso en la línea de investigación Innovaciones Pedagógicas que incorporan TIC en la enseñanza y aprendizaje de una lengua extranjera de la Universidad Santo Tomás. Se trataba de indagar sobre las consecuencias cual sería el impacto de a la implementación de actividades de video en linea para trabajar la habilidad de escucha tanto extensiva como selectiva en la experiencia de aprendizaje en los estudiantes de nivel básico de una reputada institución de la ciudad de Barranquilla.
publishDate	2020
dc.date.accessioned.spa.fl_str_mv	2020-04-22T12:08:46Z
dc.date.available.spa.fl_str_mv	2020-04-22T12:08:46Z
dc.date.issued.spa.fl_str_mv	2020-04-21
dc.type.local.spa.fl_str_mv	Trabajo de grado
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dc.identifier.citation.spa.fl_str_mv	Orellano, L. (2020). Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla. [Trabajo de grado, Universidad Santo Tomas] Colombia.
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dc.relation.references.spa.fl_str_mv	ldoobie , N. (December de 2015). ADDIE Model. American International Journal of Contemporary Research, 5(6), 68-72. Al Quasim, N., & Al Fadda, H. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension. English Language Teaching, 6(9), 30-41 Aldowal, T., & Mosaab, A. (2018). The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders’ Listening and Reading Comprehension Skills in English in Jordan. English Language Teaching, 14(1), 43-51. Arney, L. (2014). Go blended! : A handbook for blending technology in schools. San Francisco: John Wiley & Sons, Incorporated. Attard, C. (2011). My favourite subject is maths. For some reason no-one really agrees with me”: Student perspectives of mathematics teaching and learning in the upper primary classroom. Mathematics Education Research Journal, 3(23), 363-377. Brown, H. (2007). Teaching by principles-An interactive approach to language pedagogy. White Plain,NY: Pearson Education. Chapelle, C. A. (2010). The spread of computer-assisted language learning. Language teaching, 43, 66-74. doi:10.1017/S0261444809005850 Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL-Practical Approaches to Computer-Assisted Language Learning. (H. D. Brown, Ed.) White Plains,NY: Pearson Education. Córdoba Zúñiga, E., & Rangel Gútierrez, E. (2018). Promoting Listening Fluency in pre-intermediate EFL learners through meaningful oral tasks. Profile: Issues in Teachers’ Professional Development, 20(2), 161-177. Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive- withdrawn behavior and achievement among fourth graders. Elementary School Journal(95), 421-454. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 1(74), 59-109. Go blended 1. (s.f.).Harmer, J. (2007). How to teach English. Harlow,Essex: Pearson Education. Knight, P., & Knight, L. (2006). Learning and teaching English. A course for teachers. New York: Oxford University press. Liu, X. (2014). Students’ perceptions of autonomous out-of-class learning through the use of computers. . English Language Teaching, 7(4), 74-82. Maehr, M. L., & Kleiber, D. (1987). Advances in motivation and achievement: Enhancing motivation. Greenwich: JAI Press. Mcniff , J., & Whitehead, J. (2005). Action Research for Teachers. A practical guide. New York: David Fulton Publishers. Mertler, C. (2009). Action Research- Teachers as researchers in the classroom. Thousand Oaks: SAGE. Molenda, M. (May-June de 2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-36. Ramos, L., & Valderruten, A. (2017). Development of listening and linguistic skills through the use of a mobile application. English Language Teaching, 10(9), 95-107. Richards, J., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153-168. doi:10.2307/3586789 Rodriguez Gómez, G., Gil Flores, J., & García Jiménez, E. (1999). Metodología de la investigación cualitativa. Málaga: Ediciones Aljibe. Rojas Serrano, J. (2007). Technology applied to ELT: Reviewing practical uses to enhance English teaching programs. HOW, A Colombian Journal for Teachers of English, 14(1), 143-159. Rost, M. (2011). Teaching and researching listening (second ed.). Harlow, England: Pearson Education. Rothwell, W., Benscoter, B., King, M., & King, S. (2016). Mastering the instructional design process-A systematic approach. New Jersey: WILEY. Obtenido de Ebookcentral: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=4205818. UNESCO. (2011). UNESCO ICT competency framework for teachers. Obtenido de UNESCO: http://en.unesco.org/themes/140385/publications/all?page=1 UNESCO. (2013). Technology,broadband and education- Advancing the the education for all agenda. The United Nations Educational, Scientific and Cultural Organization . UNESCO. (2016). Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers- A case Study Volume 1. United Nations Educational, Scientific and Cultural Organisation 7. Van Dozer, C. (February de 1997). Center for adult English language acquisition. Recuperado el 2017, de http://www.cal.org/caela/esl_resources/digests/LISTENQA.html Vaughan , N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments. Edmonton: AU press Athabasca University. Zimmerman, B. (1990). Self-regulated learning and academic-achievement - an overview. Educational Psychologist, 1(25), 3-17
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spelling	López Bustos, DixonOrellano Reales, Larry2020-04-22T12:08:46Z2020-04-22T12:08:46Z2020-04-21Orellano, L. (2020). Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla. [Trabajo de grado, Universidad Santo Tomas] Colombia.http://hdl.handle.net/11634/22735reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coProyecto de investigación acción que se encuentra inmerso en la línea de investigación Innovaciones Pedagógicas que incorporan TIC en la enseñanza y aprendizaje de una lengua extranjera de la Universidad Santo Tomás. Se trataba de indagar sobre las consecuencias cual sería el impacto de a la implementación de actividades de video en linea para trabajar la habilidad de escucha tanto extensiva como selectiva en la experiencia de aprendizaje en los estudiantes de nivel básico de una reputada institución de la ciudad de Barranquilla.Action research project that is immersed in the line of research Pedagogical Innovations that incorporate ICT in the teaching and learning of a foreign language at the Universidad Santo Tomás. The aim was to inquire about the consequences of the implementation of online video activities to work both extensive and selective listening skills in the learning experience of basic level students of a reputed institution in the city of Barranquilla.Licenciado en Lengua Extranjera - Ingléshttp://www.ustadistancia.edu.co/?page_id=3956Pregradoapplication/pdfspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónDeveloping listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano BarranquillaInformation technologySelective listeningExtensive listeningEFLAction ResearchTecnologías de la información y de la comunicaciónEnseñanza activaLengua inglesaEstrategias de aprendizajeTecnologías de la información y las comunicaciones (TIC)Escucha selectiva y extensivaEnseñanza de inglés como lengua extranjeraTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2CRAI-USTA Duadldoobie , N. (December de 2015). ADDIE Model. American International Journal of Contemporary Research, 5(6), 68-72.Al Quasim, N., & Al Fadda, H. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension. English Language Teaching, 6(9), 30-41Aldowal, T., & Mosaab, A. (2018). The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders’ Listening and Reading Comprehension Skills in English in Jordan. English Language Teaching, 14(1), 43-51.Arney, L. (2014). Go blended! : A handbook for blending technology in schools. San Francisco: John Wiley & Sons, Incorporated.Attard, C. (2011). My favourite subject is maths. For some reason no-one really agrees with me”: Student perspectives of mathematics teaching and learning in the upper primary classroom. Mathematics Education Research Journal, 3(23), 363-377.Brown, H. (2007). Teaching by principles-An interactive approach to language pedagogy. White Plain,NY: Pearson Education.Chapelle, C. A. (2010). The spread of computer-assisted language learning. Language teaching, 43, 66-74. doi:10.1017/S0261444809005850Chapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL-Practical Approaches to Computer-Assisted Language Learning. (H. D. Brown, Ed.) White Plains,NY: Pearson Education.Córdoba Zúñiga, E., & Rangel Gútierrez, E. (2018). Promoting Listening Fluency in pre-intermediate EFL learners through meaningful oral tasks. Profile: Issues in Teachers’ Professional Development, 20(2), 161-177.Finn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive- withdrawn behavior and achievement among fourth graders. Elementary School Journal(95), 421-454.Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 1(74), 59-109.Go blended 1. (s.f.).Harmer, J. (2007). How to teach English. Harlow,Essex: Pearson Education.Knight, P., & Knight, L. (2006). Learning and teaching English. A course for teachers. New York: Oxford University press.Liu, X. (2014). Students’ perceptions of autonomous out-of-class learning through the use of computers. . English Language Teaching, 7(4), 74-82.Maehr, M. L., & Kleiber, D. (1987). Advances in motivation and achievement: Enhancing motivation. Greenwich: JAI Press.Mcniff , J., & Whitehead, J. (2005). Action Research for Teachers. A practical guide. New York: David Fulton Publishers.Mertler, C. (2009). Action Research- Teachers as researchers in the classroom. Thousand Oaks: SAGE.Molenda, M. (May-June de 2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-36.Ramos, L., & Valderruten, A. (2017). Development of listening and linguistic skills through the use of a mobile application. English Language Teaching, 10(9), 95-107.Richards, J., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153-168. doi:10.2307/3586789Rodriguez Gómez, G., Gil Flores, J., & García Jiménez, E. (1999). Metodología de la investigación cualitativa. Málaga: Ediciones Aljibe.Rojas Serrano, J. (2007). Technology applied to ELT: Reviewing practical uses to enhance English teaching programs. HOW, A Colombian Journal for Teachers of English, 14(1), 143-159.Rost, M. (2011). Teaching and researching listening (second ed.). Harlow, England: Pearson Education.Rothwell, W., Benscoter, B., King, M., & King, S. (2016). Mastering the instructional design process-A systematic approach. New Jersey: WILEY. Obtenido de Ebookcentral: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=4205818.UNESCO. (2011). UNESCO ICT competency framework for teachers. Obtenido de UNESCO: http://en.unesco.org/themes/140385/publications/all?page=1UNESCO. (2013). Technology,broadband and education- Advancing the the education for all agenda. The United Nations Educational, Scientific and Cultural Organization .UNESCO. (2016). Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers- A case Study Volume 1. United Nations Educational, Scientific and Cultural Organisation 7.Van Dozer, C. (February de 1997). Center for adult English language acquisition. Recuperado el 2017, de http://www.cal.org/caela/esl_resources/digests/LISTENQA.htmlVaughan , N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments. Edmonton: AU press Athabasca University.Zimmerman, B. (1990). Self-regulated learning and academic-achievement - an overview. 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Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla

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