Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school
The objective of this paper is to determine how the implementation of visual literacy tools such as comics created through ToonDoo (digital tool) evidences in an EFL group of seventh graders at a Cajicà School to use vocabulary with emphasis in action verbs. This document explains an action research...
- Autores:
-
Velandia González, Alba Milena
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Universidad Santo Tomás
- Repositorio:
- Repositorio Institucional USTA
- Idioma:
- spa
- OAI Identifier:
- oai:repository.usta.edu.co:11634/4351
- Acceso en línea:
- http://hdl.handle.net/11634/4351
- Palabra clave:
- Visual literacy
Comics, ToonDoo
Collaborative Learning
Vocabulary Learning
Digital Resources
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| title |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| spellingShingle |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school Visual literacy Comics, ToonDoo Collaborative Learning Vocabulary Learning Digital Resources |
| title_short |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| title_full |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| title_fullStr |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| title_full_unstemmed |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| title_sort |
Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school |
| dc.creator.fl_str_mv |
Velandia González, Alba Milena |
| dc.contributor.advisor.spa.fl_str_mv |
Enciso, Carmen Josefa |
| dc.contributor.author.spa.fl_str_mv |
Velandia González, Alba Milena |
| dc.subject.proposal.spa.fl_str_mv |
Visual literacy Comics, ToonDoo Collaborative Learning Vocabulary Learning Digital Resources |
| topic |
Visual literacy Comics, ToonDoo Collaborative Learning Vocabulary Learning Digital Resources |
| description |
The objective of this paper is to determine how the implementation of visual literacy tools such as comics created through ToonDoo (digital tool) evidences in an EFL group of seventh graders at a Cajicà School to use vocabulary with emphasis in action verbs. This document explains an action research proposal with implementation. The process involved diagnostic tests in written and oral forms, a journal, visual literacy activities involving a comic design, an interview and rubrics for data collection. The methods for data analyzed were carried out by the Content Analysis Approach and the Narrative Approach. The results demonstrated that visual literacy tools such as comic created in ToonDoo evidence the use of vocabulary but in a very slow manner due to the complexity of learning the tool in function of the allotted time despite the substantial interaction of the students in the assigned project. |
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2016 |
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2016 |
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2017-07-28T19:34:17Z |
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2017-07-28T19:34:17Z |
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Trabajo de grado |
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spa |
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Atribución-NoComercial-SinDerivadas 2.5 Colombia |
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Universidad Santo Tomás |
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Pregrado Licenciatura en Lengua Extranjera - Inglés |
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Facultad de Educación |
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Universidad Santo Tomás |
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Enciso, Carmen JosefaVelandia González, Alba Milena2017-07-28T19:34:17Z2017-07-28T19:34:17Z2016http://hdl.handle.net/11634/4351reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coThe objective of this paper is to determine how the implementation of visual literacy tools such as comics created through ToonDoo (digital tool) evidences in an EFL group of seventh graders at a Cajicà School to use vocabulary with emphasis in action verbs. This document explains an action research proposal with implementation. The process involved diagnostic tests in written and oral forms, a journal, visual literacy activities involving a comic design, an interview and rubrics for data collection. The methods for data analyzed were carried out by the Content Analysis Approach and the Narrative Approach. The results demonstrated that visual literacy tools such as comic created in ToonDoo evidence the use of vocabulary but in a very slow manner due to the complexity of learning the tool in function of the allotted time despite the substantial interaction of the students in the assigned project.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_abf2Comics in ToonDoo and Collaborative learning, a visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà schoolTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadVisual literacyComics, ToonDooCollaborative LearningVocabulary LearningDigital ResourcesORIGINALVelandiaAlba2017.pdfVelandiaAlba2017.pdfapplication/pdf7627815https://repository.usta.edu.co/bitstream/11634/4351/1/VelandiaAlba2017.pdf0a2ec3e801005f87a4ce9dff00c8d687MD51open access2016cartadefacultad.pdf2016cartadefacultad.pdfapplication/pdf37844https://repository.usta.edu.co/bitstream/11634/4351/4/2016cartadefacultad.pdf20e8294304fd48d8d1723c234183e973MD54metadata only access2016cartadederechosdeautor.pdf2016cartadederechosdeautor.pdfapplication/pdf40642https://repository.usta.edu.co/bitstream/11634/4351/5/2016cartadederechosdeautor.pdf32808ededac1f7f97d81904ccecda97cMD55metadata only accessLICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://repository.usta.edu.co/bitstream/11634/4351/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52open accessTHUMBNAILVelandiaAlba2017.pdf.jpgVelandiaAlba2017.pdf.jpgIM Thumbnailimage/jpeg5985https://repository.usta.edu.co/bitstream/11634/4351/3/VelandiaAlba2017.pdf.jpg0707ab820e7c65d08928a41efcd1f876MD53open access2016cartadefacultad.pdf.jpg2016cartadefacultad.pdf.jpgIM Thumbnailimage/jpeg6101https://repository.usta.edu.co/bitstream/11634/4351/6/2016cartadefacultad.pdf.jpgd6c21edbb878773598e9a64c2064523eMD56open access2016cartadederechosdeautor.pdf.jpg2016cartadederechosdeautor.pdf.jpgIM Thumbnailimage/jpeg7078https://repository.usta.edu.co/bitstream/11634/4351/7/2016cartadederechosdeautor.pdf.jpg9d6c126b956570f253f1ca16bc33a3aeMD57open access11634/4351oai:repository.usta.edu.co:11634/43512023-07-16 03:22:04.15open accessRepositorio Universidad Santo Tomásnoreply@usta.edu.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 |