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...

Full description

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
id SANTTOMAS2_b62337f62e536e4098be745c242582c6
oai_identifier_str oai:repository.usta.edu.co:11634/4366
network_acronym_str SANTTOMAS2
network_name_str 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
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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
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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/
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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
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spelling 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. 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