Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School
The purpose of this study was to examine how combining theme-based learning with flipped classroom mediation can foster the use of the English language in an EFL group of primary learners, and maximize their interaction, participation and practice of English outside the regular classroom setting. Th...
- Autores:
-
Botero Martinez, Jeymmy Viviana
- 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:11634/4366
- Acceso en línea:
- http://hdl.handle.net/11634/4366
- Palabra clave:
- Integrated skills
Theme-based learning
Blended learning
Flipped Classroom
English Language
Teaching
Learning
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 2.5 Colombia
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Repositorio Institucional USTA |
repository_id_str |
|
dc.title.spa.fl_str_mv |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
title |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
spellingShingle |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School Integrated skills Theme-based learning Blended learning Flipped Classroom English Language Teaching Learning |
title_short |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
title_full |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
title_fullStr |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
title_full_unstemmed |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
title_sort |
Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School |
dc.creator.fl_str_mv |
Botero Martinez, Jeymmy Viviana |
dc.contributor.author.spa.fl_str_mv |
Botero Martinez, Jeymmy Viviana |
dc.subject.proposal.spa.fl_str_mv |
Integrated skills Theme-based learning Blended learning Flipped Classroom English Language Teaching Learning |
topic |
Integrated skills Theme-based learning Blended learning Flipped Classroom English Language Teaching Learning |
description |
The purpose of this study was to examine how combining theme-based learning with flipped classroom mediation can foster the use of the English language in an EFL group of primary learners, and maximize their interaction, participation and practice of English outside the regular classroom setting. The research was conducted at La Colina School in Bogotá, a mixedgender bilingual school located in Casa Blanca, Suba. Twenty 9- to10-year-old kids from 4th grade participated in the research. They have an A2 level of English, based on the Common European Framework of reference for languages. The study was done in a period of eight months in which students were asked to work on various activities on an online classroom, which included instructive videos prior to the face to face lesson, games, writing, reading, listening and speaking activities. The findings of the study showed that using a theme-based instruction and the mediation of flipped classroom enabled and encouraged integrated language skills effectively. Using theme-based instruction made the content meaningful and relevant and effectively integrated the four language skills in a real-life context. The flipped classroom provided the means for students to learn and practice outside of class and students had the opportunity to practice any time they wanted and use the tools and information to get ready for their face to face encounter, which had an impact on their language achievement and the use of English. Students responded well to the use of the flipped classroom and perceived the experience as a positive one. They took more control over their learning process and became more independent. This mediation also saved classroom time since the time that used to be spent introducing new concepts was used to practice. |
publishDate |
2016 |
dc.date.issued.spa.fl_str_mv |
2016 |
dc.date.accessioned.spa.fl_str_mv |
2017-07-29T16:11:17Z |
dc.date.available.spa.fl_str_mv |
2017-07-29T16:11:17Z |
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.uri.none.fl_str_mv |
http://hdl.handle.net/11634/4366 |
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 |
url |
http://hdl.handle.net/11634/4366 |
identifier_str_mv |
reponame:Repositorio Institucional Universidad Santo Tomás instname:Universidad Santo Tomás repourl:https://repository.usta.edu.co |
dc.language.iso.spa.fl_str_mv |
spa |
language |
spa |
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 |
Abierto (Texto Completo) |
dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
dc.rights.coar.none.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
rights_invalid_str_mv |
Atribución-NoComercial-SinDerivadas 2.5 Colombia http://creativecommons.org/licenses/by-nc-nd/2.5/co/ Abierto (Texto Completo) http://purl.org/coar/access_right/c_abf2 |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.coverage.campus.spa.fl_str_mv |
CRAI-USTA Duad |
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 |
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Botero Martinez, Jeymmy Viviana2017-07-29T16:11:17Z2017-07-29T16:11:17Z2016http://hdl.handle.net/11634/4366reponame:Repositorio Institucional Universidad Santo Tomásinstname:Universidad Santo Tomásrepourl:https://repository.usta.edu.coThe purpose of this study was to examine how combining theme-based learning with flipped classroom mediation can foster the use of the English language in an EFL group of primary learners, and maximize their interaction, participation and practice of English outside the regular classroom setting. The research was conducted at La Colina School in Bogotá, a mixedgender bilingual school located in Casa Blanca, Suba. Twenty 9- to10-year-old kids from 4th grade participated in the research. They have an A2 level of English, based on the Common European Framework of reference for languages. The study was done in a period of eight months in which students were asked to work on various activities on an online classroom, which included instructive videos prior to the face to face lesson, games, writing, reading, listening and speaking activities. The findings of the study showed that using a theme-based instruction and the mediation of flipped classroom enabled and encouraged integrated language skills effectively. Using theme-based instruction made the content meaningful and relevant and effectively integrated the four language skills in a real-life context. The flipped classroom provided the means for students to learn and practice outside of class and students had the opportunity to practice any time they wanted and use the tools and information to get ready for their face to face encounter, which had an impact on their language achievement and the use of English. Students responded well to the use of the flipped classroom and perceived the experience as a positive one. They took more control over their learning process and became more independent. This mediation also saved classroom time since the time that used to be spent introducing new concepts was used to practice.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_abf2Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina SchoolTrabajo de gradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisCRAI-USTA DuadIntegrated skillsTheme-based learningBlended learningFlipped ClassroomEnglish LanguageTeachingLearningORIGINALBoteroJeymmy2016.pdfBoteroJeymmy2016.pdfapplication/pdf2523526https://repository.usta.edu.co/bitstream/11634/4366/1/BoteroJeymmy2016.pdfdc326371c51a4cc81f5abb45867047ffMD51open access2017cartadefacultad.pdf2017cartadefacultad.pdfapplication/pdf70310https://repository.usta.edu.co/bitstream/11634/4366/4/2017cartadefacultad.pdf792bbf9bd6a0f705975f68ea9056dc11MD54metadata only access2017cartadederechosdeautor.pdf2017cartadederechosdeautor.pdfapplication/pdf94430https://repository.usta.edu.co/bitstream/11634/4366/5/2017cartadederechosdeautor.pdf2b70c9d7ae49f111e976a4d12a8f660eMD55metadata only accessLICENSElicense.txtlicense.txttext/plain; charset=utf-81748https://repository.usta.edu.co/bitstream/11634/4366/2/license.txt8a4605be74aa9ea9d79846c1fba20a33MD52open accessTHUMBNAILBoteroJeymmy2016.pdf.jpgBoteroJeymmy2016.pdf.jpgIM Thumbnailimage/jpeg5515https://repository.usta.edu.co/bitstream/11634/4366/3/BoteroJeymmy2016.pdf.jpg1e9bdfa677dad3095b9dcea6a570f3cdMD53open access2017cartadefacultad.pdf.jpg2017cartadefacultad.pdf.jpgIM Thumbnailimage/jpeg7633https://repository.usta.edu.co/bitstream/11634/4366/6/2017cartadefacultad.pdf.jpg409343a3b3a24d72a6938f09bb38bfffMD56open access2017cartadederechosdeautor.pdf.jpg2017cartadederechosdeautor.pdf.jpgIM Thumbnailimage/jpeg7727https://repository.usta.edu.co/bitstream/11634/4366/7/2017cartadederechosdeautor.pdf.jpgccf3722f5ba4d8a3b6449cecdebe0741MD57open access11634/4366oai:repository.usta.edu.co:11634/43662023-05-10 03:03:53.769open accessRepositorio Universidad Santo Tomásrepositorio@usantotomas.edu.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 |