EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19

Este documento describe el proceso de investigación abordado durante la implementación de un conjunto de video tutoriales para estudiantes de Inglés como Lengua Extranjera en el contexto del aprendizaje invertido y la enseñanza remota durante la emergencia que surgió como respuesta a la pandemia de...

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Autores:
Gómez Grisales, Juan Carlos
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:11634/47159
Acceso en línea:
http://hdl.handle.net/11634/47159
Palabra clave:
EFL
Flipped learning
communicative tasks
emergency remote teaching
active learning
video tutorials
Lenguas Extranjeras Inglés
Educación a Distancia
COVID-19
Inglés como Lengua Extranjera
Aprendizaje Invertido
Tareas Comunicativas
Enseñanza Remota de Emergencia
Aprendizaje Activo
Video Tutoriales
Rights
openAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
id SANTTOMAS2_2a4bca7892ea2649635b77bfe086d39d
oai_identifier_str oai:repository.usta.edu.co:11634/47159
network_acronym_str SANTTOMAS2
network_name_str Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
title EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
spellingShingle EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
EFL
Flipped learning
communicative tasks
emergency remote teaching
active learning
video tutorials
Lenguas Extranjeras Inglés
Educación a Distancia
COVID-19
Inglés como Lengua Extranjera
Aprendizaje Invertido
Tareas Comunicativas
Enseñanza Remota de Emergencia
Aprendizaje Activo
Video Tutoriales
title_short EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
title_full EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
title_fullStr EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
title_full_unstemmed EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
title_sort EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19
dc.creator.fl_str_mv Gómez Grisales, Juan Carlos
dc.contributor.advisor.none.fl_str_mv Hernández Leal, Emilena
dc.contributor.author.none.fl_str_mv Gómez Grisales, Juan Carlos
dc.contributor.cvlac.spa.fl_str_mv https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000122178
https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001871225
dc.contributor.corporatename.spa.fl_str_mv Universidad Santo Tomás
dc.subject.keyword.spa.fl_str_mv EFL
Flipped learning
communicative tasks
emergency remote teaching
active learning
video tutorials
topic EFL
Flipped learning
communicative tasks
emergency remote teaching
active learning
video tutorials
Lenguas Extranjeras Inglés
Educación a Distancia
COVID-19
Inglés como Lengua Extranjera
Aprendizaje Invertido
Tareas Comunicativas
Enseñanza Remota de Emergencia
Aprendizaje Activo
Video Tutoriales
dc.subject.lemb.spa.fl_str_mv Lenguas Extranjeras Inglés
Educación a Distancia
COVID-19
dc.subject.proposal.spa.fl_str_mv Inglés como Lengua Extranjera
Aprendizaje Invertido
Tareas Comunicativas
Enseñanza Remota de Emergencia
Aprendizaje Activo
Video Tutoriales
description Este documento describe el proceso de investigación abordado durante la implementación de un conjunto de video tutoriales para estudiantes de Inglés como Lengua Extranjera en el contexto del aprendizaje invertido y la enseñanza remota durante la emergencia que surgió como respuesta a la pandemia de Covid-19. El tema surgió como respuesta a la falta de práctica de habilidades de interacción y comunicación en un grupo de estudiantes de Inglés como Lengua Extranjera de secundaria en el Liceo Superior Rafael Pombo de Santander Colombia. El estudio siguió los parámetros de la investigación-acción que incitaba al docente a actuar como investigador y buscaba decisiones adecuadas para optimizar la dinámica del aula. Así, como parte del proceso de recolección de datos, la investigación hizo uso de los cuestionarios de los estudiantes, los artefactos de los estudiantes y las notas de campo de la docente investigador. La implementación pedagógica consistió en la aplicación de un conjunto de video tutoriales y lecciones de aprendizaje activo en el contexto de aprendizaje invertido. La recopilación y análisis de datos realizados para determinar los resultados positivos finales. Luego, el proceso de investigación evidenció que el proceso de aprendizaje de los participantes se desarrolló positivamente en tres aspectos principales importantes que constituyeron las categorías finales. Por lo tanto, estas categorías se denominaron estudiantes de Inglés como Lengua Extranjera que evidencian compromiso de aprendizaje, estudiantes de Inglés como Lengua Extranjera que muestran una actitud positiva hacia los videos como recurso de aprendizaje y estudiantes de Inglés como Lengua Extranjera que activan sus conocimientos previos. Palabras clave: Inglés como Lengua Extranjera, Aprendizaje Invertido, tareas comunicativas, enseñanza remota durante la emergencia, aprendizaje activo, video tutoriales.
publishDate 2022
dc.date.accessioned.none.fl_str_mv 2022-09-16T15:39:12Z
dc.date.available.none.fl_str_mv 2022-09-16T15:39:12Z
dc.date.issued.none.fl_str_mv 2022-09-14
dc.type.local.spa.fl_str_mv Trabajo de grado
dc.type.version.none.fl_str_mv info:eu-repo/semantics/acceptedVersion
dc.type.coar.none.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.drive.none.fl_str_mv info:eu-repo/semantics/bachelorThesis
format http://purl.org/coar/resource_type/c_7a1f
status_str acceptedVersion
dc.identifier.citation.spa.fl_str_mv Gómez Grisales, J. C. (2022). EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19. [Tesis de Pregrado, Universidad Santo Tomás]. Repositorio Institucional
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/47159
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad Santo Tomás
dc.identifier.instname.spa.fl_str_mv instname:Universidad Santo Tomás
dc.identifier.repourl.spa.fl_str_mv repourl:https://repository.usta.edu.co
identifier_str_mv Gómez Grisales, J. C. (2022). EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19. [Tesis de Pregrado, 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/11634/47159
dc.language.iso.spa.fl_str_mv spa
language spa
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spelling Hernández Leal, EmilenaGómez Grisales, Juan Carloshttps://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000122178https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001871225Universidad Santo Tomás2022-09-16T15:39:12Z2022-09-16T15:39:12Z2022-09-14Gómez Grisales, J. C. (2022). EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19. [Tesis de Pregrado, Universidad Santo Tomás]. Repositorio Institucionalhttp://hdl.handle.net/11634/47159reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste documento describe el proceso de investigación abordado durante la implementación de un conjunto de video tutoriales para estudiantes de Inglés como Lengua Extranjera en el contexto del aprendizaje invertido y la enseñanza remota durante la emergencia que surgió como respuesta a la pandemia de Covid-19. El tema surgió como respuesta a la falta de práctica de habilidades de interacción y comunicación en un grupo de estudiantes de Inglés como Lengua Extranjera de secundaria en el Liceo Superior Rafael Pombo de Santander Colombia. El estudio siguió los parámetros de la investigación-acción que incitaba al docente a actuar como investigador y buscaba decisiones adecuadas para optimizar la dinámica del aula. Así, como parte del proceso de recolección de datos, la investigación hizo uso de los cuestionarios de los estudiantes, los artefactos de los estudiantes y las notas de campo de la docente investigador. La implementación pedagógica consistió en la aplicación de un conjunto de video tutoriales y lecciones de aprendizaje activo en el contexto de aprendizaje invertido. La recopilación y análisis de datos realizados para determinar los resultados positivos finales. Luego, el proceso de investigación evidenció que el proceso de aprendizaje de los participantes se desarrolló positivamente en tres aspectos principales importantes que constituyeron las categorías finales. Por lo tanto, estas categorías se denominaron estudiantes de Inglés como Lengua Extranjera que evidencian compromiso de aprendizaje, estudiantes de Inglés como Lengua Extranjera que muestran una actitud positiva hacia los videos como recurso de aprendizaje y estudiantes de Inglés como Lengua Extranjera que activan sus conocimientos previos. Palabras clave: Inglés como Lengua Extranjera, Aprendizaje Invertido, tareas comunicativas, enseñanza remota durante la emergencia, aprendizaje activo, video tutoriales.This paper describes the research process dealt during the implementation a set of video tutorials to EFL students within the context of flipped learning and the emergency remote teaching which appeared as a response to the Covid-19 pandemic. The topic arose as a response to the lack of interaction and communication skills practice in a group of EFL secondary students at Liceo Superior Rafael Pombo in Santander Colombia. The study followed the parameters of action research which encouraged the teacher to act as a researcher and looked for suitable decisions to optimize the classroom dynamics. Thus, as part of the process of data gathering, the research made use of students´ questionnaires, students´ artifacts, and the teacher-researcher’s field notes. The pedagogical implementation consisted in the application of a set of video tutorials and active learning lessons within the context of flipped learning. Data gathering and analysis conducted to determine the final positive results. Then, the research process made evident that participants´ learning process was positively fostered in three important main ways which constituted the final categories. So, these categories were named EFL students evidencing learning engagement, EFL students showing positive attitude towards the videos as a learning resource, and EFL students activating their prior knowledge. Key words: EFL, Flipped learning, communicative tasks, emergency remote teaching, active learning, video tutorials.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_abf2EFL Students Learning through Video Tutorials within Flipped Learning during The Pandemic of Covid-19EFLFlipped learningcommunicative tasksemergency remote teachingactive learningvideo tutorialsLenguas Extranjeras InglésEducación a DistanciaCOVID-19Inglés como Lengua ExtranjeraAprendizaje InvertidoTareas ComunicativasEnseñanza Remota de EmergenciaAprendizaje ActivoVideo TutorialesTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáAltemueller, L., & Lindquist, C. 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Maslow’s Hierarchy of Needs and Its Relation to Learning and Achievement. AEC495 Document, one of a series of the Department of Agricultural Education and Communication, UF/IFAS Extension. Retrieved from: https://knowen-production.s3.amazonaws.com/uploads/attachment/file/2007/Maslow_E2_80_99s%2BHierarchy%2Bof%2BNeeds%2Band%2BIts%2BRelation%2Bto%2BLearning.pdfBurns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press. Pag. 166.Burns, A. (2009). Doing Action Research in English Language Teaching. A Guide for Practitioners. ESL & Applied Linguistics Professional Series. Routledge, Taylor, and Francis Group. New York and London. ISBN 0-203-86346-1.Bush, M. D. (2013). Educational technology points of inflection: what MOOCs, flipped classrooms, and OLPC teach us about individualization of learning. Educational Technology, Volume 53, No. 6.Camiling, M. (2017). The Flipped Classroom: Teaching the Basic Science Process Skills to High-Performing 2nd Grade Students of Miriam College Lower School. IAFOR Journal of Education. Volume 5 – Special Issue – Summer 2017. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1304465.pdfCampillo-Ferrer, José & Miralles Martínez, Pedro. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications. 8. 10.1057/s41599-021-00860-4.Cárdenas, D.; Murgado, V.; Quispe, J. & Vargas, J. (2018). Uso de Videotutoriales en la Construcción de Aprendizaje Significativo, en las Clases de los Estudiantes del 6° Ciclo del Curso de “Edición de Audio”, de la Carrera de Ciencias de la Comunicación de una Universidad Privada de Lima. [Tesis para Optar el Título de Maestría, Universidad Tecnológica del Perú]. https://repositorio.utp.edu.pe/handle/20.500.12867/1769Carr, W., & Kemmis, S. (1986). 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(n.d.). Learn. In collinsdictionary.com dictionary. Retrieved November 28, 2021, from https://www.collinsdictionary.com/es/diccionario/ingles/learnDemirel, E. E., (2016). Basics and Key Principles of Flipped Learning: Classes Upside Down, International Journal of Languages, Literature and Linguistics vol. 2, No. 3, pp. 109-112, 2016. Retrieved from: http://www.ijlll.org/vol2/77-L0024.pdfDirectiva 05 (2020). Ministerio de Educación Nacional. Orientaciones para la implementación de estrategias pedagógicas de trabajo académico en casa y la implementación de una modalidad de complemento alimentario para consumo en casa. Retrieved from: https://www.mineducacion.gov.co/1759/articles-394577_recurso_2.pdfEducation First (2020). English Proficiency Index. EF Education First. Retrieved from: https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/legacy/__/~/media/centralefcom/epi/downloads/full-reports/v10/ef-epi-2020-english.pdfEllis, R. (2003). Task-based language learning and teaching. 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[Thesis prepared for the Degree of Master of Applied Linguistics and the Teaching of English Language]. College of Graduate Studies, Hebron University, Palestine. 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