Understandig and Promoting Personal Learning Enviroments for Oral Production
El presente informe describe un estudio de investigación acción realizado en un centro binacional de idiomas en Bucaramanga. El estudio tuvo como objetivo comprender mejor los Entornos Personales de Aprendizaje (PLE) mediante la recopilación y el análisis de información de una implementación de apre...
- Autores:
-
Castro, Bertha
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2022
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/43790
- Acceso en línea:
- http://hdl.handle.net/11634/43790
- Palabra clave:
- PLE
Language learning
Action research
Oral production.
blended learning
Ambientes Personales de Aprendizaje
Aprendizaje Mixto
aprendizaje de idiomas
investigación acción
producción oral.
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Understandig and Promoting Personal Learning Enviroments for Oral Production |
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Understandig and Promoting Personal Learning Enviroments for Oral Production |
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Understandig and Promoting Personal Learning Enviroments for Oral Production PLE Language learning Action research Oral production. blended learning Ambientes Personales de Aprendizaje Aprendizaje Mixto aprendizaje de idiomas investigación acción producción oral. |
| title_short |
Understandig and Promoting Personal Learning Enviroments for Oral Production |
| title_full |
Understandig and Promoting Personal Learning Enviroments for Oral Production |
| title_fullStr |
Understandig and Promoting Personal Learning Enviroments for Oral Production |
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Understandig and Promoting Personal Learning Enviroments for Oral Production |
| title_sort |
Understandig and Promoting Personal Learning Enviroments for Oral Production |
| dc.creator.fl_str_mv |
Castro, Bertha |
| dc.contributor.advisor.none.fl_str_mv |
López, Dixon |
| dc.contributor.author.none.fl_str_mv |
Castro, Bertha |
| dc.contributor.corporatename.spa.fl_str_mv |
Universidad Santo Tomas |
| dc.subject.keyword.spa.fl_str_mv |
PLE Language learning Action research Oral production. blended learning |
| topic |
PLE Language learning Action research Oral production. blended learning Ambientes Personales de Aprendizaje Aprendizaje Mixto aprendizaje de idiomas investigación acción producción oral. |
| dc.subject.proposal.spa.fl_str_mv |
Ambientes Personales de Aprendizaje Aprendizaje Mixto aprendizaje de idiomas investigación acción producción oral. |
| description |
El presente informe describe un estudio de investigación acción realizado en un centro binacional de idiomas en Bucaramanga. El estudio tuvo como objetivo comprender mejor los Entornos Personales de Aprendizaje (PLE) mediante la recopilación y el análisis de información de una implementación de aprendizaje mixto, realizada por el autor, así como las percepciones de un grupo de estudiantes sobre el uso de herramientas digitales para mejorar su habilidades orales, y luego usar esta información para diseñar un recurso en línea para promover la apropiación de los PLE entre los estudiantes. Los datos se recolectaron a través de rúbricas de evaluación, diarios de la profesora y un cuestionario, para ser luego analizados a través de procesos de codificación. Los resultados del estudio arrojaron conocimientos sobre la implementación de tecnología para promover los PLE, el desempeño y las percepciones de los estudiantes para orientar el diseño de los PLE y la reflexión sobre las estrategias de aprendizaje para orientar la promoción de los PLE. Palabras clave: PLE, blended learning(aprendizaje mixto), aprendizaje de idiomas, investigación-acción, producción oral. |
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2022 |
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2022-03-28T14:33:34Z |
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2022-03-28T14:33:34Z |
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2022-01-27 |
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Castro,B.(2022).Understandig and Promoting Personal Learning Enviroments for Oral Production.[Tesis de pregrado,universidad Santo Tomas]. |
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Castro,B.(2022).Understandig and Promoting Personal Learning Enviroments for Oral Production.[Tesis de pregrado,universidad Santo Tomas]. 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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spa |
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CCAB. (2021). Education: colombobucaramanga.edu.co/blog/.colombobucaramanga.edu.co/blog/Web site: https://colombobucaramanga.edu.co/nosotros/ CCAB. (2020). https://colombobucaramanga.edu.co/. https://colombobucaramanga.edu.co https://colombobucaramanga.edu.co/programa-de-ingles-online/ Chapelle, C., &; Levis, J. (2020, February 18). Using educational technology in the English Language classroom. OPEN. Retrieved December 13, 2020, from https://www.openenglishprograms.org/ET. Cinganotto, L., & Cuccurullo, D. (May 29, 2017). PLE & PLN for language learning and teaching: a case study. International Journal for 21st Century Education, 3, 2.) CEFR. (2020). Common European Framework of Reference For Languages: Learning, Teaching, Assessment - Companion volume. Strasbourg: Council of Europe. CEFR web site: https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 Council of Europe. (2017). Self-assessment grid - Table 2 (CEFR 3.3) : Common Reference levels: Common European Framework of Reference for Languages. Retrieved June 4, 2017, from Coe.int: http://www.coe.int/en/web/common-european-framework-reference-languages/table-2-cefr-3.3-common-reference-levels-self-assessment-grid Glazer, F. S. (Ed.). (2011). Blended learning: Across the disciplines, across the academy. Stylus Publishing, LLC. Griffee, D. (2018). An introduction to second language research methods: Design and Data (second). TESL-EJ Publications. Göker, S. D. (2016). Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills. Universal Journal of Educational Research, 4, 63–70. https://doi.org/10.13189/ujer.2016.041309 Haider, K., Lim, H., & KS, A. (2019, January 28). 10 free mobile apps to help you learn English faster. Hongkiat. https://www.hongkiat.com/blog/mobile-apps-learn-english/. Horn, M. B. & Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-Bass Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage. Lagos, B. (2020, September 29). Shadowing: A new way to improve fluency at C2 level: Oxford House Barcelona. Oxford House. https://oxfordhousebcn.com/en/shadowing-improve-fluency-at-c2-level/. Lindsay, C., & Knight, P. (2011). Learning and teaching English: A course for teachers. Oxford: Oxford University Press. Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press. Loertscher, D y Koechlin, C. (2011). Personal Learning Environments in the Learning Commons: Feature Article. Teacher Librarian, 2011, Dec, 39, 2. Marín-Juarros, V. N.-B.-G. (2014). Marín-Juarros, V., Construction of the Foundations of the PLE and PLN for Collaborative Learning. Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo. Comunicar, 35-43. MEN. (2009). DecretoNo.4904: https://www.mineducacion.gov.co/. https: //www.mineducacion.gov.co/Website: https://www.mineducacion.gov.co/1621/articles-216551_archivo_pdf_decreto4904.pdf Michals, Debra. " Mary McLeod Bethune." National Women's History Museum. 2015. www.womenshistory.org/education-resources/biographies/mary-mcleod-bethune. Pollard, A. (2015). Increasing Awareness and Talk Time through Free Messaging Apps. English Teaching Forum 53(1):25-32. Radyushin, A. (2021). Synonyms for Technological literacy. Power Thesaurus. https://www.powerthesaurus.org/. Reinders, H. (2014). Personal Learning Environments for Supporting Out –of –Class Language Learning. English Teaching Forum 52(4):14-27. Richards, J. C. (2006). Communicative Language Teaching Today. www.professorjackrichards.com. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf. Saleh, I. M. & Khine, M. S. (2012). Practitioner Research in Teacher Education. Frankfurt am Main: Peter Lang GmbH, Internationaler Verlag der Wissenschaften. Saslow, J & Ascher A. 2020. Top Notch 1. Teacher’s Edition and Lesson Planner. PP.iv. New York: Pearson Education. Saslow, J., &; Ascher, A. (2009). There is a great movie playing at the Glenwood - Scene 2. YouTube. Pearson. https://youtu.be/8CHwUm8WHJ8. Sahin, S. U. (2016). Semantic Scholar. Semantic Scholar web site: semanticscholar.org/paper/Preservice-Teachers'-Perception-and-Use-of-Personal-Sahin-Uluyol/06f3abe6ca3d8df5357f4b27fe24ede85befd25c#references Saldaña, J. (2014). Coding and Analysis Strategies. Oxford handbook of qualitative research. https://doi.org/10.1093/oxfordhb/9780190847388.013.33 Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 65-75. VOA. (2011, February 16). Are You Learning English? These Songs May Help. YouTube. https://youtu.be/33qbMCuJ5XI. Vorholt, J; Harris, E. (2014). Entrepreneurship and Student Motivation. English Teaching Forum, Vol.52, No 3, 2014:52. |
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López, DixonCastro, BerthaUniversidad Santo Tomas2022-03-28T14:33:34Z2022-03-28T14:33:34Z2022-01-27Castro,B.(2022).Understandig and Promoting Personal Learning Enviroments for Oral Production.[Tesis de pregrado,universidad Santo Tomas].http://hdl.handle.net/11634/43790reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEl presente informe describe un estudio de investigación acción realizado en un centro binacional de idiomas en Bucaramanga. El estudio tuvo como objetivo comprender mejor los Entornos Personales de Aprendizaje (PLE) mediante la recopilación y el análisis de información de una implementación de aprendizaje mixto, realizada por el autor, así como las percepciones de un grupo de estudiantes sobre el uso de herramientas digitales para mejorar su habilidades orales, y luego usar esta información para diseñar un recurso en línea para promover la apropiación de los PLE entre los estudiantes. Los datos se recolectaron a través de rúbricas de evaluación, diarios de la profesora y un cuestionario, para ser luego analizados a través de procesos de codificación. Los resultados del estudio arrojaron conocimientos sobre la implementación de tecnología para promover los PLE, el desempeño y las percepciones de los estudiantes para orientar el diseño de los PLE y la reflexión sobre las estrategias de aprendizaje para orientar la promoción de los PLE. Palabras clave: PLE, blended learning(aprendizaje mixto), aprendizaje de idiomas, investigación-acción, producción oral.The present report describes an action research study carried out at a binational language center in Bucaramanga. The study aimed at getting a better understanding of Personal Learning Environments (PLEs) by gathering and analyzing information from a blended learning implementation, carried out by the author, and from the perceptions of a group of students regarding their use of digital tools to improve their speaking skills, and then using this information to design an online resource to promote the appropriation of PLEs among the students. Data was collected through evaluation rubrics, teacher’s journals, and a questionnaire, and then analyzed through process coding. The results of the study yielded insights regarding the introduction of technology to promote PLEs, the students’ performance and perceptions to guide the design of PLEs, and the reflection on learning strategies to guide the promotion of PLEs. Keywords: PLE, blended learning, language learning, action research, oral production.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_abf2Understandig and Promoting Personal Learning Enviroments for Oral ProductionPLELanguage learningAction researchOral production.blended learningAmbientes Personales de AprendizajeAprendizaje Mixtoaprendizaje de idiomasinvestigación acciónproducción oral.Trabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BucaramangaCCAB. (2021). Education: colombobucaramanga.edu.co/blog/.colombobucaramanga.edu.co/blog/Web site: https://colombobucaramanga.edu.co/nosotros/CCAB. (2020). https://colombobucaramanga.edu.co/. https://colombobucaramanga.edu.co https://colombobucaramanga.edu.co/programa-de-ingles-online/Chapelle, C., &; Levis, J. (2020, February 18). Using educational technology in the English Language classroom. OPEN. Retrieved December 13, 2020, from https://www.openenglishprograms.org/ET.Cinganotto, L., & Cuccurullo, D. (May 29, 2017). PLE & PLN for language learning and teaching: a case study. International Journal for 21st Century Education, 3, 2.)CEFR. (2020). Common European Framework of Reference For Languages: Learning, Teaching, Assessment - Companion volume. Strasbourg: Council of Europe. CEFR web site: https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989Council of Europe. (2017). Self-assessment grid - Table 2 (CEFR 3.3) : Common Reference levels: Common European Framework of Reference for Languages. Retrieved June 4, 2017, from Coe.int: http://www.coe.int/en/web/common-european-framework-reference-languages/table-2-cefr-3.3-common-reference-levels-self-assessment-gridGlazer, F. S. (Ed.). (2011). Blended learning: Across the disciplines, across the academy. Stylus Publishing, LLC.Griffee, D. (2018). An introduction to second language research methods: Design and Data (second). TESL-EJ Publications.Göker, S. D. (2016). Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills. Universal Journal of Educational Research, 4, 63–70. https://doi.org/10.13189/ujer.2016.041309Haider, K., Lim, H., & KS, A. (2019, January 28). 10 free mobile apps to help you learn English faster. Hongkiat. https://www.hongkiat.com/blog/mobile-apps-learn-english/.Horn, M. B. & Staker, H. (2014). Blended: Using Disruptive Innovation to Improve Schools. San Francisco: Jossey-BassKemmis, S., & McTaggart, R. (2000). Participatory action research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 567–605). Thousand Oaks, CA: Sage.Lagos, B. (2020, September 29). Shadowing: A new way to improve fluency at C2 level: Oxford House Barcelona. Oxford House. https://oxfordhousebcn.com/en/shadowing-improve-fluency-at-c2-level/.Lindsay, C., & Knight, P. (2011). Learning and teaching English: A course for teachers. Oxford: Oxford University Press.Luoma, S. (2004). Assessing Speaking. Cambridge: Cambridge University Press.Loertscher, D y Koechlin, C. (2011). Personal Learning Environments in the Learning Commons: Feature Article. Teacher Librarian, 2011, Dec, 39, 2.Marín-Juarros, V. N.-B.-G. (2014). Marín-Juarros, V., Construction of the Foundations of the PLE and PLN for Collaborative Learning. Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo. Comunicar, 35-43.MEN. (2009). DecretoNo.4904: https://www.mineducacion.gov.co/. https: //www.mineducacion.gov.co/Website: https://www.mineducacion.gov.co/1621/articles-216551_archivo_pdf_decreto4904.pdfMichals, Debra. " Mary McLeod Bethune." National Women's History Museum. 2015. www.womenshistory.org/education-resources/biographies/mary-mcleod-bethune.Pollard, A. (2015). Increasing Awareness and Talk Time through Free Messaging Apps. English Teaching Forum 53(1):25-32.Radyushin, A. (2021). Synonyms for Technological literacy. Power Thesaurus. https://www.powerthesaurus.org/.Reinders, H. (2014). Personal Learning Environments for Supporting Out –of –Class Language Learning. English Teaching Forum 52(4):14-27.Richards, J. C. (2006). Communicative Language Teaching Today. www.professorjackrichards.com. https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf.Saleh, I. M. & Khine, M. S. (2012). Practitioner Research in Teacher Education. Frankfurt am Main: Peter Lang GmbH, Internationaler Verlag der Wissenschaften.Saslow, J & Ascher A. 2020. Top Notch 1. Teacher’s Edition and Lesson Planner. PP.iv. New York: Pearson Education.Saslow, J., &; Ascher, A. (2009). There is a great movie playing at the Glenwood - Scene 2. YouTube. Pearson. https://youtu.be/8CHwUm8WHJ8.Sahin, S. U. (2016). Semantic Scholar. Semantic Scholar web site: semanticscholar.org/paper/Preservice-Teachers'-Perception-and-Use-of-Personal-Sahin-Uluyol/06f3abe6ca3d8df5357f4b27fe24ede85befd25c#referencesSaldaña, J. (2014). Coding and Analysis Strategies. Oxford handbook of qualitative research. https://doi.org/10.1093/oxfordhb/9780190847388.013.33Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 65-75.VOA. (2011, February 16). Are You Learning English? These Songs May Help. YouTube. https://youtu.be/33qbMCuJ5XI.Vorholt, J; Harris, E. (2014). Entrepreneurship and Student Motivation. 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