Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level

Este estudio de investigación describe los resultados de la implementación de talleres que se enfocan en la comunicación interactiva oral y su impacto en la experiencia de aprendizaje de un grupo de estudiantes de nivel A2 + - B1 en un instituto privado de idiomas en Villavicencio, Meta. La implemen...

Full description

Autores:
Gonzalez Guzman, Wilson Emilio
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad Santo Tomás
Repositorio:
Repositorio Institucional USTA
Idioma:
spa
OAI Identifier:
oai:repository.usta.edu.co:11634/38137
Acceso en línea:
http://hdl.handle.net/11634/38137
Palabra clave:
Interactive Communication
Action Research
English Foreign Language (EFL)
Spoken Interaction
Comunicacion Interactiva
Investigacion Accion
Ingles como Lengua Extranjera
Interaccion Oral
Rights
closedAccess
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
id SANTTOMAS2_90378c7df28ff53368262e97cac7df96
oai_identifier_str oai:repository.usta.edu.co:11634/38137
network_acronym_str SANTTOMAS2
network_name_str Repositorio Institucional USTA
repository_id_str
dc.title.spa.fl_str_mv Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
title Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
spellingShingle Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
Interactive Communication
Action Research
English Foreign Language (EFL)
Spoken Interaction
Comunicacion Interactiva
Investigacion Accion
Ingles como Lengua Extranjera
Interaccion Oral
title_short Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
title_full Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
title_fullStr Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
title_full_unstemmed Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
title_sort Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level
dc.creator.fl_str_mv Gonzalez Guzman, Wilson Emilio
dc.contributor.advisor.none.fl_str_mv Lopez, Dixon
dc.contributor.author.none.fl_str_mv Gonzalez Guzman, Wilson Emilio
dc.contributor.corporatename.spa.fl_str_mv Universidad Santo Tomas
dc.subject.keyword.spa.fl_str_mv Interactive Communication
Action Research
English Foreign Language (EFL)
Spoken Interaction
topic Interactive Communication
Action Research
English Foreign Language (EFL)
Spoken Interaction
Comunicacion Interactiva
Investigacion Accion
Ingles como Lengua Extranjera
Interaccion Oral
dc.subject.proposal.spa.fl_str_mv Comunicacion Interactiva
Investigacion Accion
Ingles como Lengua Extranjera
Interaccion Oral
description Este estudio de investigación describe los resultados de la implementación de talleres que se enfocan en la comunicación interactiva oral y su impacto en la experiencia de aprendizaje de un grupo de estudiantes de nivel A2 + - B1 en un instituto privado de idiomas en Villavicencio, Meta. La implementación pedagógica consistió en nueve talleres llevados a cabo en dos ciclos de investigación-acción, y los datos fueron recolectados a través de grabaciones de voz y video, diarios de maestros y autoevaluaciones de los estudiantes. Los hallazgos sugieren que la implementación influyó en la experiencia de aprendizaje de los estudiantes en el sentido de que la comunicación interactiva se utilizó como modelo de uso del lenguaje; los estudiantes comenzaron a utilizar estrategias de interacción para una comunicación efectiva; y tanto el maestro como los estudiantes usaron L1 para compensar las brechas de comunicación y aprendizaje en las interacciones.
publishDate 2021
dc.date.accessioned.none.fl_str_mv 2021-10-25T15:33:58Z
dc.date.available.none.fl_str_mv 2021-10-25T15:33:58Z
dc.date.issued.none.fl_str_mv 2021-10-01
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 Gonzalez, G. W. (2021). Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level. Villavicencio.
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/11634/38137
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 Gonzalez, G. W. (2021). Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level. Villavicencio.
reponame:Repositorio Institucional Universidad Santo Tomás
instname:Universidad Santo Tomás
repourl:https://repository.usta.edu.co
url http://hdl.handle.net/11634/38137
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.references.spa.fl_str_mv Arévalo Balboa, F., & Briesmaster, M. (2018). “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers’ Professional Development, 20(2), 143-160. Retrieved from https://doi.org/10.15446/profile.v20n2.63554
ASW. (2016). Proyecto Educativo Institucional (PEI). Bogota.
Cambridge Assessment English. (2020). A2 Key Handbook for Teachers. Retrieved from Cambridge Assessment English: https://www.cambridgeenglish.org/images/504505-a2-key-handbook-2020.pdf
Council of Europe. (2018, February). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors. Retrieved from Council of Europe: https://www.coe.int/en/web/common-european-framework-reference-languages/the-cefr-descriptors
Gómez, L. J. (2011). Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning. Profile: Issues in Teachers’ Professional Development, 13(1), 189-203. Retrieved from Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/20576
Gutierrez, G. D. (2005). Developing Oral Skills through Communicative and Interactive Tasks. Profile: Issues in Teachers´ Professional Development, [S.l.], v. 6, n. 1, p. 83-96, jan. 2005. ISSN 2256-5760. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/11127
Herazo, R. J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. Profile: Issues in Teachers’ Professional Development, 12(1), 47-61. Retrieved from Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/13833
Ho, B., & Richards, J. (1993). Reflective Thinking Through Teacher Journal Writing: Myths and Realities. Perspectives. 5.
Kasper, G., & Kelleman, E. (2014). Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. New York: Routledge.
Kemmis, S., & Mc Taggar, R. (2000). Participatory Action Research. In N. Denzin & Y. Lincoln (Eds.),Handbook of qualitative research (2nd ed., pp. 567–605). . Thousand Oaks, CA: Sage.: Sage.
Leavy, P. (2014). The Oxford Handbook of Qualitative Research. ProQuest Ebook Central. Retrieved from https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=1657789
Lindsay, C., & Knight, P. (2011). Learning and Teaching English A Course For Teachers. New York: Oxford University Press.
Medina, R. R. (2009). Interaction in Online Tutoring Sessions: An Opportunity to Knit English Language Learning in a Blended Program. Retrieved from Profile: Issues in Teachers’ Professional Development, 11(2), 117-134
Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons, 2012. ProQuest ebrary. Web. 18 November 2014.
Saslow, J., & Ascher, A. (n.d.). Making English Unforgettable. Top Notch P´rofessional Development Series, 1-8.
Suarez, R. I., & Rodriguez, S. M. (2018). Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. Profile: Issues in Teachers´ Professional Development, [S.l.], v. 20, n. 2, p. 95-109, july 2018. ISSN 2256-5760. Retrieved from <https://revistas.unal.edu.co/index.php/profile/article/view/63845/66609
Velocity Global. (2020, March 30). Globalization Benefits and Challenges. Retrieved from Velocity Global: https://velocityglobal.com/blog/globalization-benefits-and-challenges/
dc.rights.*.fl_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.uri.*.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rights.local.spa.fl_str_mv Acceso cerrado
dc.rights.accessrights.none.fl_str_mv info:eu-repo/semantics/closedAccess
dc.rights.coar.none.fl_str_mv http://purl.org/coar/access_right/c_14cb
rights_invalid_str_mv Atribución-NoComercial-SinDerivadas 2.5 Colombia
http://creativecommons.org/licenses/by-nc-nd/2.5/co/
Acceso cerrado
http://purl.org/coar/access_right/c_14cb
eu_rights_str_mv closedAccess
dc.format.mimetype.spa.fl_str_mv text/html
dc.coverage.campus.spa.fl_str_mv CRAI-USTA Bogotá
dc.publisher.spa.fl_str_mv Universidad Santo Tomás
dc.publisher.program.spa.fl_str_mv Pregrado Licenciatura en Lengua Extranjera - Inglés
dc.publisher.faculty.spa.fl_str_mv Facultad de Educación
institution Universidad Santo Tomás
bitstream.url.fl_str_mv https://repository.usta.edu.co/bitstream/11634/38137/2/2021wilsongonzalez.pdf
https://repository.usta.edu.co/bitstream/11634/38137/3/Carta%20facultad.pdf
https://repository.usta.edu.co/bitstream/11634/38137/4/Carta%20derechos%20de%20autor_2021.pdf
https://repository.usta.edu.co/bitstream/11634/38137/5/license_rdf
https://repository.usta.edu.co/bitstream/11634/38137/6/license.txt
https://repository.usta.edu.co/bitstream/11634/38137/7/2021wilsongonzalez.pdf.jpg
https://repository.usta.edu.co/bitstream/11634/38137/8/Carta%20facultad.pdf.jpg
https://repository.usta.edu.co/bitstream/11634/38137/9/Carta%20derechos%20de%20autor_2021.pdf.jpg
bitstream.checksum.fl_str_mv b0e099bcf6c777786d775a0d571383db
e5a733ae0412a85c1f9a14a8613140fe
de8f4f339d560c16eb131e86cea24580
217700a34da79ed616c2feb68d4c5e06
aedeaf396fcd827b537c73d23464fc27
876182f56eb55010ee6a4decf6303922
55941952121c26a9b50eca1f6d6d2a78
303a79fbdf6d11ad9ac67b9a6035e7a3
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
MD5
MD5
MD5
MD5
repository.name.fl_str_mv Repositorio Universidad Santo Tomás
repository.mail.fl_str_mv repositorio@usantotomas.edu.co
_version_ 1782026207348391936
spelling Lopez, DixonGonzalez Guzman, Wilson EmilioUniversidad Santo Tomas2021-10-25T15:33:58Z2021-10-25T15:33:58Z2021-10-01Gonzalez, G. W. (2021). Promoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR Level. Villavicencio.http://hdl.handle.net/11634/38137reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coEste estudio de investigación describe los resultados de la implementación de talleres que se enfocan en la comunicación interactiva oral y su impacto en la experiencia de aprendizaje de un grupo de estudiantes de nivel A2 + - B1 en un instituto privado de idiomas en Villavicencio, Meta. La implementación pedagógica consistió en nueve talleres llevados a cabo en dos ciclos de investigación-acción, y los datos fueron recolectados a través de grabaciones de voz y video, diarios de maestros y autoevaluaciones de los estudiantes. Los hallazgos sugieren que la implementación influyó en la experiencia de aprendizaje de los estudiantes en el sentido de que la comunicación interactiva se utilizó como modelo de uso del lenguaje; los estudiantes comenzaron a utilizar estrategias de interacción para una comunicación efectiva; y tanto el maestro como los estudiantes usaron L1 para compensar las brechas de comunicación y aprendizaje en las interacciones.This research study describes the results of implementing workshops that focus on spoken interactive communication and their impact upon the learning experience of a group of students at A2+ - B1 level at a private language institute in Villavicencio, Meta. The pedagogical implementation consisted of nine workshops carried out over two cycles of action research, and the data was collected through voice and video recordings, teacher journals, and students’ Self-assessments. The findings suggest the implementation influenced the students’ learning experience in the sense that interactive communication was used as a model of language use; the students started to use interaction strategies for effective communication; and both teacher and students used L1 to compensate for communication and learning gaps in interactions.Licenciado en Lengua Extranjera - InglésPregradotext/htmlspaUniversidad Santo TomásPregrado Licenciatura en Lengua Extranjera - InglésFacultad de EducaciónAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/Acceso cerradoinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbPromoting Spoken Interactive Communication in Workshops at A2+-B1 CEFR LevelInteractive CommunicationAction ResearchEnglish Foreign Language (EFL)Spoken InteractionComunicacion InteractivaInvestigacion AccionIngles como Lengua ExtranjeraInteraccion OralTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA BogotáArévalo Balboa, F., & Briesmaster, M. (2018). “Claim – Support – Question” Routine to Foster Coherence Within Interactive Oral Communication Among EFL Students. Profile: Issues in Teachers’ Professional Development, 20(2), 143-160. Retrieved from https://doi.org/10.15446/profile.v20n2.63554ASW. (2016). Proyecto Educativo Institucional (PEI). Bogota.Cambridge Assessment English. (2020). A2 Key Handbook for Teachers. Retrieved from Cambridge Assessment English: https://www.cambridgeenglish.org/images/504505-a2-key-handbook-2020.pdfCouncil of Europe. (2018, February). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Companion Volume with New Descriptors. Retrieved from Council of Europe: https://www.coe.int/en/web/common-european-framework-reference-languages/the-cefr-descriptorsGómez, L. J. (2011). Peer Interaction: A Social Perspective towards the Development of Foreign Language Learning. Profile: Issues in Teachers’ Professional Development, 13(1), 189-203. Retrieved from Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/20576Gutierrez, G. D. (2005). Developing Oral Skills through Communicative and Interactive Tasks. Profile: Issues in Teachers´ Professional Development, [S.l.], v. 6, n. 1, p. 83-96, jan. 2005. ISSN 2256-5760. Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/11127Herazo, R. J. (2010). Authentic Oral Interaction in the EFL Class: What It Means, What It Does not. Profile: Issues in Teachers’ Professional Development, 12(1), 47-61. Retrieved from Retrieved from https://revistas.unal.edu.co/index.php/profile/article/view/13833Ho, B., & Richards, J. (1993). Reflective Thinking Through Teacher Journal Writing: Myths and Realities. Perspectives. 5.Kasper, G., & Kelleman, E. (2014). Communication Strategies: Psycholinguistic and Sociolinguistic Perspectives. New York: Routledge.Kemmis, S., & Mc Taggar, R. (2000). Participatory Action Research. In N. Denzin & Y. Lincoln (Eds.),Handbook of qualitative research (2nd ed., pp. 567–605). . Thousand Oaks, CA: Sage.: Sage.Leavy, P. (2014). The Oxford Handbook of Qualitative Research. ProQuest Ebook Central. Retrieved from https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=1657789Lindsay, C., & Knight, P. (2011). Learning and Teaching English A Course For Teachers. New York: Oxford University Press.Medina, R. R. (2009). Interaction in Online Tutoring Sessions: An Opportunity to Knit English Language Learning in a Blended Program. Retrieved from Profile: Issues in Teachers’ Professional Development, 11(2), 117-134Ellis, R. (2012). Language teaching research and language pedagogy. John Wiley & Sons, 2012. ProQuest ebrary. Web. 18 November 2014.Saslow, J., & Ascher, A. (n.d.). Making English Unforgettable. Top Notch P´rofessional Development Series, 1-8.Suarez, R. I., & Rodriguez, S. M. (2018). Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. Profile: Issues in Teachers´ Professional Development, [S.l.], v. 20, n. 2, p. 95-109, july 2018. ISSN 2256-5760. Retrieved from <https://revistas.unal.edu.co/index.php/profile/article/view/63845/66609Velocity Global. (2020, March 30). Globalization Benefits and Challenges. Retrieved from Velocity Global: https://velocityglobal.com/blog/globalization-benefits-and-challenges/ORIGINAL2021wilsongonzalez.pdf2021wilsongonzalez.pdfTrabajo de gradoapplication/pdf981069https://repository.usta.edu.co/bitstream/11634/38137/2/2021wilsongonzalez.pdfb0e099bcf6c777786d775a0d571383dbMD52open accessCarta facultad.pdfCarta facultad.pdfCarta facultadapplication/pdf443171https://repository.usta.edu.co/bitstream/11634/38137/3/Carta%20facultad.pdfe5a733ae0412a85c1f9a14a8613140feMD53metadata only accessCarta derechos de autor_2021.pdfCarta derechos de autor_2021.pdfCarta derechos de autorapplication/pdf1656384https://repository.usta.edu.co/bitstream/11634/38137/4/Carta%20derechos%20de%20autor_2021.pdfde8f4f339d560c16eb131e86cea24580MD54metadata only accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repository.usta.edu.co/bitstream/11634/38137/5/license_rdf217700a34da79ed616c2feb68d4c5e06MD55open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-8807https://repository.usta.edu.co/bitstream/11634/38137/6/license.txtaedeaf396fcd827b537c73d23464fc27MD56open accessTHUMBNAIL2021wilsongonzalez.pdf.jpg2021wilsongonzalez.pdf.jpgIM Thumbnailimage/jpeg4240https://repository.usta.edu.co/bitstream/11634/38137/7/2021wilsongonzalez.pdf.jpg876182f56eb55010ee6a4decf6303922MD57open accessCarta facultad.pdf.jpgCarta facultad.pdf.jpgIM Thumbnailimage/jpeg9459https://repository.usta.edu.co/bitstream/11634/38137/8/Carta%20facultad.pdf.jpg55941952121c26a9b50eca1f6d6d2a78MD58open accessCarta derechos de autor_2021.pdf.jpgCarta derechos de autor_2021.pdf.jpgIM Thumbnailimage/jpeg7490https://repository.usta.edu.co/bitstream/11634/38137/9/Carta%20derechos%20de%20autor_2021.pdf.jpg303a79fbdf6d11ad9ac67b9a6035e7a3MD59open access11634/38137oai:repository.usta.edu.co:11634/381372022-10-15 03:04:50.475metadata only accessRepositorio Universidad Santo Tomásrepositorio@usantotomas.edu.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

Publicaciones similares