Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom.
SUMMARY: The purpose of this project is to improve the oral fluency in students from fifth grade at “Santa Luisa School” in Bogota D.C. through the YouTube platform and the union with ICT (information and communication technology) as strategy. Also motivate learners to use the target language in a r...
- Autores:
-
López Cumbe, Robinson Leonardo
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad Antonio Nariño
- Repositorio:
- Repositorio UAN
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uan.edu.co:123456789/1964
- Acceso en línea:
- http://repositorio.uan.edu.co/handle/123456789/1964
- Palabra clave:
- PALABRAS CLAVE: YouTube, fluidez oral, CALL, vídeos, CLT, TICs, CALL.
KEY WORDS: YouTube, speaking fluency, MALL, CLT, videos, ICTs, CALL.
- Rights
- openAccess
- License
- Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
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| dc.title.es_ES.fl_str_mv |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| title |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| spellingShingle |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. PALABRAS CLAVE: YouTube, fluidez oral, CALL, vídeos, CLT, TICs, CALL. KEY WORDS: YouTube, speaking fluency, MALL, CLT, videos, ICTs, CALL. |
| title_short |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| title_full |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| title_fullStr |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| title_full_unstemmed |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| title_sort |
Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom. |
| dc.creator.fl_str_mv |
López Cumbe, Robinson Leonardo |
| dc.contributor.advisor.spa.fl_str_mv |
Latorre Mendez, Dany Andrey |
| dc.contributor.author.spa.fl_str_mv |
López Cumbe, Robinson Leonardo |
| dc.subject.es_ES.fl_str_mv |
PALABRAS CLAVE: YouTube, fluidez oral, CALL, vídeos, CLT, TICs, CALL. |
| topic |
PALABRAS CLAVE: YouTube, fluidez oral, CALL, vídeos, CLT, TICs, CALL. KEY WORDS: YouTube, speaking fluency, MALL, CLT, videos, ICTs, CALL. |
| dc.subject.keyword.es_ES.fl_str_mv |
KEY WORDS: YouTube, speaking fluency, MALL, CLT, videos, ICTs, CALL. |
| description |
SUMMARY: The purpose of this project is to improve the oral fluency in students from fifth grade at “Santa Luisa School” in Bogota D.C. through the YouTube platform and the union with ICT (information and communication technology) as strategy. Also motivate learners to use the target language in a real situation using web games, podcast, video games and information about intercultural background to improve their knowledge, structures, vocabulary and certainly the speaking ability. Through this project the educator is going to be the model who uses different strategies, vocabulary and the proposal topics that students will talk about and show them through audiovisual material. In this way, students will improve their fluency at the moment they express their ideas and thoughts. Besides, this project will help and analyze the impact of the fluency that the learners can get through the different strategies applied, where the teacher is the leader and assumes the role of being a guide for the learners to improve speaking skill. Firstly, the students will be examined through the diagnostic test to know their previous knowledge. Secondly, the mistakes will be analyzed but across the project they will be improved by the implementation of different learning strategies and activities to improve the student’s oral skill and will able to speaking with fluency. On the other hand, students during the work get funnier and confident because they will enjoy the proposal activities using CALL (computer-assisted language learning) with web games, YouTube videos, simulation activities, role-plays, and some strategies such rehearsal, repetition, consciousness-raising to improve the oral fluency. |
| publishDate |
2020 |
| dc.date.issued.spa.fl_str_mv |
2020-06-08 |
| dc.date.accessioned.none.fl_str_mv |
2021-02-25T22:46:13Z |
| dc.date.available.none.fl_str_mv |
2021-02-25T22:46:13Z |
| dc.type.spa.fl_str_mv |
Trabajo de grado (Pregrado y/o Especialización) |
| dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_7a1f |
| dc.type.coarversion.none.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
| format |
http://purl.org/coar/resource_type/c_7a1f |
| dc.identifier.uri.none.fl_str_mv |
http://repositorio.uan.edu.co/handle/123456789/1964 |
| dc.identifier.bibliographicCitation.spa.fl_str_mv |
Aguilera-Ruiz, Cristian & Manzano León, Ana & Martínez-Moreno, Inés & Lozano-Segura, Mª & Yanicelli, Carla. (2017). El modelo Flipped Classroom. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4. 261. 10.17060/ijodaep. 2017.n1.v4.1055. Albahlal, F. S. (2019, febrero). The Impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Recuperado 14 marzo, 2020, de http://www.jallr.com/~jallrir/index.php/JALLR/article/view/971/pdf971 Andrews, S. Fastqc, (2010). A quality control tool for high throughput sequence data. Augen, J. (2004). Bioinformatics in the post-genomic era: Genome, transcriptome, proteome, and information-based medicine. Addison-Wesley Professional. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Almurashi, Wael. (2016). THE EFFECTIVE USE OF YOUTUBE VIDEOS FOR TEACHING ENGLISH LANGUAGE IN CLASSROOMS AS SUPPLEMENTARY MATERIAL AT TAIBAH UNIVERSITY IN ALULA. 4. 32-47. Arvanitis, Panagiotis & Krystalli, Pinelopi & Panagiotidis, Panagiotis. (2016). APPLICATIONS FOR MOBILE ASSISTED LANGUAGE LEARNING: A CURRENT FIELD RESEARCH. 7645-7651. 10.21125/inted.2016.0803. Banu, Rasheedha. (2017). Difficulties Faced by College Student in Speaking English – A Sociological Reflection. International Journal of Trend in Research and Development. 4. 435-436. Berg, Ellen & Blijleven, Peter & Jansen, Leanne. (2001). Digital Learning Materials: Classification and Implications for the Curriculum. 10.1007/978-94-017-1205-7_14. Blankenberg, D., Kuster, G. V., Coraor, N., Ananda, G., Lazarus, R., Mangan, M., ... & Taylor, J. (2010). Galaxy: a web‐based genome analysis tool for experimentalists. Current protocols in molecular biology, 19-10. Bolger, A., & Giorgi, F. Trimmomatic: A Flexible Read Trimming Tool for Illumina NGS Data. URL http://www. usadellab. org/cms/index. php. Brown D. (2004). LANGUAGE ASSESSMENT" Principles and Classroom Practices. San Francisco USA: LONGMAN. Brown D. (2006). Teaching by principles. USA: Pearson education. Burns, Anne. (1999). Collaborative action research for English teachers. Cong-Lem, Ngo. (2018). Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review. Advances in Language and Literary Studies. 9. 143. 10.7575/aiac.alls. v.9n.4p.143. Drigas, Athanasios & Charami, Fani. (2014). ICTs in English Learning and Teaching. International Journal of Recent Contributions from Engineering, Science & IT (iJES). 2. 4-10. 10.3991/ijes. v2i4.4016. GUÍA PARA LA ELABORACIÓN DE UNA SECUENCIA DIDACTICA. (2013). Recuperado 31 de mayo de 2020, de http://www.setse.org.mx/ReformaEducativa/Rumbo%20a%20la%20Primera%20Evaluaci%C3%B3n/Factores%20de%20Evaluaci%C3%B3n/Pr%C3%A1ctica%20Profesional/Gu%C3%ADa-secuencias-didacticas_Angel%20D%C3%ADaz.pdf Emmer, Adam & Cuřín, Vojtěch & Danek, Jan & Duchková, Helena & Krpec, Petr. (2019). The Top-Viewed Cryosphere Videos on YouTube: An Overview. Geosciences. 9. 181. 10.3390/geosciences9040181. EngFluent. (2014, 25 octubre). [EngFluent, canal de YouTube] [Archivo de vídeo]. Recuperado 14 marzo, 2020, de https://www.youtube.com/channel/UCbW3Pcp-8Gz9QMKALqlY5nQ Fitriah. (2018). The role of technology in teachers’ creativity development in english teaching practices. Teflin Journal. 29. 177-193. 10.15639/teflinjournal. v29i2/177-193. Giardine, B., Riemer, C., Hardison, R. C., Burhans, R., Elnitski, L., Shah, P., ... & Nekrutenko, A. (2005). Galaxy: a platform for interactive large-scale genome analysis. Genome research, 15(10), 1451-1455. Hadijah S. (December 2 2014). INVESTIGATING THE PROBLEMS OF ENGLISH SPEAKING OF THE STUDENTS OF ISLAMIC BOARDING SCHOOL PROGRAM AT STAIN SAMARINDA. D., English as a global language, (Cambridge: Cambridge University Press, 2003), 14, 8. Hadijah, S & Pd, M. (2016). TEACHING BY USING VIDEO: WAYS TO MAKE IT MORE MEANINGFUL IN EFL CLASSROOMS. [online] ResearchGate. Available at: https://www.researchgate.net/publication/320146544_TEACHING_BY_USING_VIDEO_WAYS_TO_MAKE_IT_MORE_MEANINGFUL_IN_EFL_CLASSROOMS Harmer J. (2012). The practice of english language teaching. xxx: Longman. Irulappan, Prabaharan. (2014). The Flipped Classroom. [online] ResearchGate. Available at: https://www.researchgate.net/publication/262522686_The_Flipped_Classroom Khvilon E, Patru M. (2002). INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION. France: Division of Higher Education López, J. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. [online] ResearchGate. Available at: https://www.researchgate.net/publication/322007504_YouTube_como_herramienta_para_la_construccion_de_la_sociedad_del_conocimiento [Accessed 1 Mar. 2020]. Lorenset, Caroline. (2018). Motivation and digital games for English as a second language learning. Luis, José & López-Aguilar, José. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. ReHuSo: Revista de Ciencias Humanísticas y Sociales. 3. M. Terantino, Joseph. (2011). Youtube for Foreign Languages: You Have to See This Video. Language, Learning and Technology. 15. 10-16. Magasic, M. (2016). Becoming YouTubers: Using webclips in the ELF classroom. Retrieve from http://libds.tamagawa. ac.jp/dspace/bitstream/11078/357/1/2-1-2.pdf Magasic, M. (2017). Learning through watching: Streaming video in L2 English. JALT CALL Journal. 13. 199-209. Meinawati, E., Rahmah2, R. N., Harmoko, D., & Dewi, N. (2020, 1 febrero). INCREASING ENGLISH SPEAKING SKILLS THROUGH YOUTUBE. Recuperado 15 marzo, 2020, de https://ojs.uph.edu/index.php/PJI/article/view/1954/pdfMiftachudin, Miftachudin. (2012). The Role of Computer Assisted Language Learning (CALL) For English Language Learning of Elementary and High Schools In Indonesia. Register Journal. 5. 10.18326/rgt. v5i2.247. Muna, M. S. (2011). Utilizing YouTube Videos to Enhance Students’ Speaking Skill (A Classroom Action Research at the XI Grade Students of SMK Negeri 3 Surakarta, Academic Year 2010/2011). (Undergraduate), Sebelas Maret University, Surakarta. Retrieved from https://digilib.uns.ac.id/dokumen/download/23553/NTA0NTc=/Utilizing-YouTubeVideos-to-Enhance-Students-Speaking-Skill-abstrak.pdf Palalas, Agnieszka. (2016). The International Handbook of Mobile-Assisted Language Learning. Pamungkas, Firdaus. (2019). HOW VIDEO DUBBING CAN IMPROVE STUDENTS’ SPEAKING PRONUNCIATION. ETERNAL (English, Teaching, Learning, and Research Journal). 5. 41. 10.24252/Eternal.V51. 2019.A4. Prenksy, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9, 5, 1–6. Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. 3. 33. 10.21839/jaar. 2018.v3iS1.165. Raja Sekhar, G & Chakravorty, Sujata. (2017). TESL/TEFL: Teaching english as a second or foreign language. ACADEMICIA: An International Multidisciplinary Research Journal. 7. 154. 10.5958/2249-7137.2017.00044.1. Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research. 3. 45. 10.21839/jaar. 2018.v3iS1.169. Richards, Jack. (2006). Communicative Language Teaching Today. Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skill. Paper presented at the The 2nd International Conference on Teacher Training and Education, Sebelas Maret University. Scrivener J. (2005). learning TEACHING. Great Britain: McMillan publisher. Seifoori Z. (2016). Iranian Journal of Language Teaching Research. March 2 2019, de Urmia Sitio web: http://www.urmia.ac.ir/ijltr Shahini, Gholamhossein & Shahamirian, Fatemeh. (2017). Improving English Speaking Fluency: The Role of Six Factors. Advances in Language and Literary Studies. 8. 100. 10.7575/aiac.alls. v.8n.6p.100. Sreehari, Pusuluri. (2012). Communicative Language Teaching: Possibilities and Problems. English Language Teaching. 5. 87-93. 10.5539/elt. v5n12p87. Tiara, Dias. (2020). IMPROVING VOCABULARY MATERY USING INTRALINGUAL SUBTITLE AND VOCABULARY SELF- COLLECTION STRATEGY. Wang, Xiaojun & Dostál, Jiří. (2017). FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING. 10.21125/iceri.2017.1023. Wayan, I & Gunada, I Wayan. (2017). Using YouTube Video; An IT-based Media to Improve Students' Speaking Skill. Yang, Linghui & Weng, Tingsheng & Yang, Der-Ching & Wu, Pohsuan. (2014). The Effectiveness of Digital Teaching Materials on Introduction Statistics. 10.2991/ermm-14.2014.73. |
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instname:Universidad Antonio Nariño |
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reponame:Repositorio Institucional UAN |
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repourl:https://repositorio.uan.edu.co/ |
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http://repositorio.uan.edu.co/handle/123456789/1964 |
| identifier_str_mv |
Aguilera-Ruiz, Cristian & Manzano León, Ana & Martínez-Moreno, Inés & Lozano-Segura, Mª & Yanicelli, Carla. (2017). El modelo Flipped Classroom. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4. 261. 10.17060/ijodaep. 2017.n1.v4.1055. Albahlal, F. S. (2019, febrero). The Impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Recuperado 14 marzo, 2020, de http://www.jallr.com/~jallrir/index.php/JALLR/article/view/971/pdf971 Andrews, S. Fastqc, (2010). A quality control tool for high throughput sequence data. Augen, J. (2004). Bioinformatics in the post-genomic era: Genome, transcriptome, proteome, and information-based medicine. Addison-Wesley Professional. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Almurashi, Wael. (2016). THE EFFECTIVE USE OF YOUTUBE VIDEOS FOR TEACHING ENGLISH LANGUAGE IN CLASSROOMS AS SUPPLEMENTARY MATERIAL AT TAIBAH UNIVERSITY IN ALULA. 4. 32-47. Arvanitis, Panagiotis & Krystalli, Pinelopi & Panagiotidis, Panagiotis. (2016). APPLICATIONS FOR MOBILE ASSISTED LANGUAGE LEARNING: A CURRENT FIELD RESEARCH. 7645-7651. 10.21125/inted.2016.0803. Banu, Rasheedha. (2017). Difficulties Faced by College Student in Speaking English – A Sociological Reflection. International Journal of Trend in Research and Development. 4. 435-436. Berg, Ellen & Blijleven, Peter & Jansen, Leanne. (2001). Digital Learning Materials: Classification and Implications for the Curriculum. 10.1007/978-94-017-1205-7_14. Blankenberg, D., Kuster, G. V., Coraor, N., Ananda, G., Lazarus, R., Mangan, M., ... & Taylor, J. (2010). Galaxy: a web‐based genome analysis tool for experimentalists. Current protocols in molecular biology, 19-10. Bolger, A., & Giorgi, F. Trimmomatic: A Flexible Read Trimming Tool for Illumina NGS Data. URL http://www. usadellab. org/cms/index. php. Brown D. (2004). LANGUAGE ASSESSMENT" Principles and Classroom Practices. San Francisco USA: LONGMAN. Brown D. (2006). Teaching by principles. USA: Pearson education. Burns, Anne. (1999). Collaborative action research for English teachers. Cong-Lem, Ngo. (2018). Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review. Advances in Language and Literary Studies. 9. 143. 10.7575/aiac.alls. v.9n.4p.143. Drigas, Athanasios & Charami, Fani. (2014). ICTs in English Learning and Teaching. International Journal of Recent Contributions from Engineering, Science & IT (iJES). 2. 4-10. 10.3991/ijes. v2i4.4016. GUÍA PARA LA ELABORACIÓN DE UNA SECUENCIA DIDACTICA. (2013). Recuperado 31 de mayo de 2020, de http://www.setse.org.mx/ReformaEducativa/Rumbo%20a%20la%20Primera%20Evaluaci%C3%B3n/Factores%20de%20Evaluaci%C3%B3n/Pr%C3%A1ctica%20Profesional/Gu%C3%ADa-secuencias-didacticas_Angel%20D%C3%ADaz.pdf Emmer, Adam & Cuřín, Vojtěch & Danek, Jan & Duchková, Helena & Krpec, Petr. (2019). The Top-Viewed Cryosphere Videos on YouTube: An Overview. Geosciences. 9. 181. 10.3390/geosciences9040181. EngFluent. (2014, 25 octubre). [EngFluent, canal de YouTube] [Archivo de vídeo]. Recuperado 14 marzo, 2020, de https://www.youtube.com/channel/UCbW3Pcp-8Gz9QMKALqlY5nQ Fitriah. (2018). The role of technology in teachers’ creativity development in english teaching practices. Teflin Journal. 29. 177-193. 10.15639/teflinjournal. v29i2/177-193. Giardine, B., Riemer, C., Hardison, R. C., Burhans, R., Elnitski, L., Shah, P., ... & Nekrutenko, A. (2005). Galaxy: a platform for interactive large-scale genome analysis. Genome research, 15(10), 1451-1455. Hadijah S. (December 2 2014). INVESTIGATING THE PROBLEMS OF ENGLISH SPEAKING OF THE STUDENTS OF ISLAMIC BOARDING SCHOOL PROGRAM AT STAIN SAMARINDA. D., English as a global language, (Cambridge: Cambridge University Press, 2003), 14, 8. Hadijah, S & Pd, M. (2016). TEACHING BY USING VIDEO: WAYS TO MAKE IT MORE MEANINGFUL IN EFL CLASSROOMS. [online] ResearchGate. Available at: https://www.researchgate.net/publication/320146544_TEACHING_BY_USING_VIDEO_WAYS_TO_MAKE_IT_MORE_MEANINGFUL_IN_EFL_CLASSROOMS Harmer J. (2012). The practice of english language teaching. xxx: Longman. Irulappan, Prabaharan. (2014). The Flipped Classroom. [online] ResearchGate. Available at: https://www.researchgate.net/publication/262522686_The_Flipped_Classroom Khvilon E, Patru M. (2002). INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION. France: Division of Higher Education López, J. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. [online] ResearchGate. Available at: https://www.researchgate.net/publication/322007504_YouTube_como_herramienta_para_la_construccion_de_la_sociedad_del_conocimiento [Accessed 1 Mar. 2020]. Lorenset, Caroline. (2018). Motivation and digital games for English as a second language learning. Luis, José & López-Aguilar, José. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. ReHuSo: Revista de Ciencias Humanísticas y Sociales. 3. M. Terantino, Joseph. (2011). Youtube for Foreign Languages: You Have to See This Video. Language, Learning and Technology. 15. 10-16. Magasic, M. (2016). Becoming YouTubers: Using webclips in the ELF classroom. Retrieve from http://libds.tamagawa. ac.jp/dspace/bitstream/11078/357/1/2-1-2.pdf Magasic, M. (2017). Learning through watching: Streaming video in L2 English. JALT CALL Journal. 13. 199-209. Meinawati, E., Rahmah2, R. N., Harmoko, D., & Dewi, N. (2020, 1 febrero). INCREASING ENGLISH SPEAKING SKILLS THROUGH YOUTUBE. Recuperado 15 marzo, 2020, de https://ojs.uph.edu/index.php/PJI/article/view/1954/pdfMiftachudin, Miftachudin. (2012). The Role of Computer Assisted Language Learning (CALL) For English Language Learning of Elementary and High Schools In Indonesia. Register Journal. 5. 10.18326/rgt. v5i2.247. Muna, M. S. (2011). Utilizing YouTube Videos to Enhance Students’ Speaking Skill (A Classroom Action Research at the XI Grade Students of SMK Negeri 3 Surakarta, Academic Year 2010/2011). (Undergraduate), Sebelas Maret University, Surakarta. Retrieved from https://digilib.uns.ac.id/dokumen/download/23553/NTA0NTc=/Utilizing-YouTubeVideos-to-Enhance-Students-Speaking-Skill-abstrak.pdf Palalas, Agnieszka. (2016). The International Handbook of Mobile-Assisted Language Learning. Pamungkas, Firdaus. (2019). HOW VIDEO DUBBING CAN IMPROVE STUDENTS’ SPEAKING PRONUNCIATION. ETERNAL (English, Teaching, Learning, and Research Journal). 5. 41. 10.24252/Eternal.V51. 2019.A4. Prenksy, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9, 5, 1–6. Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. 3. 33. 10.21839/jaar. 2018.v3iS1.165. Raja Sekhar, G & Chakravorty, Sujata. (2017). TESL/TEFL: Teaching english as a second or foreign language. ACADEMICIA: An International Multidisciplinary Research Journal. 7. 154. 10.5958/2249-7137.2017.00044.1. Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research. 3. 45. 10.21839/jaar. 2018.v3iS1.169. Richards, Jack. (2006). Communicative Language Teaching Today. Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skill. Paper presented at the The 2nd International Conference on Teacher Training and Education, Sebelas Maret University. Scrivener J. (2005). learning TEACHING. Great Britain: McMillan publisher. Seifoori Z. (2016). Iranian Journal of Language Teaching Research. March 2 2019, de Urmia Sitio web: http://www.urmia.ac.ir/ijltr Shahini, Gholamhossein & Shahamirian, Fatemeh. (2017). Improving English Speaking Fluency: The Role of Six Factors. Advances in Language and Literary Studies. 8. 100. 10.7575/aiac.alls. v.8n.6p.100. Sreehari, Pusuluri. (2012). Communicative Language Teaching: Possibilities and Problems. English Language Teaching. 5. 87-93. 10.5539/elt. v5n12p87. Tiara, Dias. (2020). IMPROVING VOCABULARY MATERY USING INTRALINGUAL SUBTITLE AND VOCABULARY SELF- COLLECTION STRATEGY. Wang, Xiaojun & Dostál, Jiří. (2017). FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING. 10.21125/iceri.2017.1023. Wayan, I & Gunada, I Wayan. (2017). Using YouTube Video; An IT-based Media to Improve Students' Speaking Skill. Yang, Linghui & Weng, Tingsheng & Yang, Der-Ching & Wu, Pohsuan. (2014). The Effectiveness of Digital Teaching Materials on Introduction Statistics. 10.2991/ermm-14.2014.73. instname:Universidad Antonio Nariño reponame:Repositorio Institucional UAN repourl:https://repositorio.uan.edu.co/ |
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eng |
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eng |
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Acceso abierto |
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Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) |
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https://creativecommons.org/licenses/by-nc/4.0/ |
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Universidad Antonio Nariño |
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Licenciatura En Lengua Castellana E Ingles |
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Facultad de Educación |
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Bogotá - Sur |
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Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)Acceso abiertohttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Latorre Mendez, Dany AndreyLópez Cumbe, Robinson Leonardo2021-02-25T22:46:13Z2021-02-25T22:46:13Z2020-06-08http://repositorio.uan.edu.co/handle/123456789/1964Aguilera-Ruiz, Cristian & Manzano León, Ana & Martínez-Moreno, Inés & Lozano-Segura, Mª & Yanicelli, Carla. (2017). El modelo Flipped Classroom. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4. 261. 10.17060/ijodaep. 2017.n1.v4.1055. Albahlal, F. S. (2019, febrero). The Impact of YouTube on Improving Secondary School Students’ Speaking Skills: English Language Teachers’ Perspectives. Recuperado 14 marzo, 2020, de http://www.jallr.com/~jallrir/index.php/JALLR/article/view/971/pdf971 Andrews, S. Fastqc, (2010). A quality control tool for high throughput sequence data. Augen, J. (2004). Bioinformatics in the post-genomic era: Genome, transcriptome, proteome, and information-based medicine. Addison-Wesley Professional. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Alkathiri, Luluh. (2019). Students’ Perspectives towards Using Youtube in Improving EFL Learners’ Motivation to Speak. Journal of Education and Culture Studies. 3. 12. 10.22158/jecs. v3n1p12. Almurashi, Wael. (2016). THE EFFECTIVE USE OF YOUTUBE VIDEOS FOR TEACHING ENGLISH LANGUAGE IN CLASSROOMS AS SUPPLEMENTARY MATERIAL AT TAIBAH UNIVERSITY IN ALULA. 4. 32-47. Arvanitis, Panagiotis & Krystalli, Pinelopi & Panagiotidis, Panagiotis. (2016). APPLICATIONS FOR MOBILE ASSISTED LANGUAGE LEARNING: A CURRENT FIELD RESEARCH. 7645-7651. 10.21125/inted.2016.0803. Banu, Rasheedha. (2017). Difficulties Faced by College Student in Speaking English – A Sociological Reflection. International Journal of Trend in Research and Development. 4. 435-436. Berg, Ellen & Blijleven, Peter & Jansen, Leanne. (2001). Digital Learning Materials: Classification and Implications for the Curriculum. 10.1007/978-94-017-1205-7_14. Blankenberg, D., Kuster, G. V., Coraor, N., Ananda, G., Lazarus, R., Mangan, M., ... & Taylor, J. (2010). Galaxy: a web‐based genome analysis tool for experimentalists. Current protocols in molecular biology, 19-10. Bolger, A., & Giorgi, F. Trimmomatic: A Flexible Read Trimming Tool for Illumina NGS Data. URL http://www. usadellab. org/cms/index. php. Brown D. (2004). LANGUAGE ASSESSMENT" Principles and Classroom Practices. San Francisco USA: LONGMAN. Brown D. (2006). Teaching by principles. USA: Pearson education. Burns, Anne. (1999). Collaborative action research for English teachers. Cong-Lem, Ngo. (2018). Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review. Advances in Language and Literary Studies. 9. 143. 10.7575/aiac.alls. v.9n.4p.143. Drigas, Athanasios & Charami, Fani. (2014). ICTs in English Learning and Teaching. International Journal of Recent Contributions from Engineering, Science & IT (iJES). 2. 4-10. 10.3991/ijes. v2i4.4016. GUÍA PARA LA ELABORACIÓN DE UNA SECUENCIA DIDACTICA. (2013). Recuperado 31 de mayo de 2020, de http://www.setse.org.mx/ReformaEducativa/Rumbo%20a%20la%20Primera%20Evaluaci%C3%B3n/Factores%20de%20Evaluaci%C3%B3n/Pr%C3%A1ctica%20Profesional/Gu%C3%ADa-secuencias-didacticas_Angel%20D%C3%ADaz.pdf Emmer, Adam & Cuřín, Vojtěch & Danek, Jan & Duchková, Helena & Krpec, Petr. (2019). The Top-Viewed Cryosphere Videos on YouTube: An Overview. Geosciences. 9. 181. 10.3390/geosciences9040181. EngFluent. (2014, 25 octubre). [EngFluent, canal de YouTube] [Archivo de vídeo]. Recuperado 14 marzo, 2020, de https://www.youtube.com/channel/UCbW3Pcp-8Gz9QMKALqlY5nQ Fitriah. (2018). The role of technology in teachers’ creativity development in english teaching practices. Teflin Journal. 29. 177-193. 10.15639/teflinjournal. v29i2/177-193. Giardine, B., Riemer, C., Hardison, R. C., Burhans, R., Elnitski, L., Shah, P., ... & Nekrutenko, A. (2005). Galaxy: a platform for interactive large-scale genome analysis. Genome research, 15(10), 1451-1455. Hadijah S. (December 2 2014). INVESTIGATING THE PROBLEMS OF ENGLISH SPEAKING OF THE STUDENTS OF ISLAMIC BOARDING SCHOOL PROGRAM AT STAIN SAMARINDA. D., English as a global language, (Cambridge: Cambridge University Press, 2003), 14, 8. Hadijah, S & Pd, M. (2016). TEACHING BY USING VIDEO: WAYS TO MAKE IT MORE MEANINGFUL IN EFL CLASSROOMS. [online] ResearchGate. Available at: https://www.researchgate.net/publication/320146544_TEACHING_BY_USING_VIDEO_WAYS_TO_MAKE_IT_MORE_MEANINGFUL_IN_EFL_CLASSROOMS Harmer J. (2012). The practice of english language teaching. xxx: Longman. Irulappan, Prabaharan. (2014). The Flipped Classroom. [online] ResearchGate. Available at: https://www.researchgate.net/publication/262522686_The_Flipped_Classroom Khvilon E, Patru M. (2002). INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION. France: Division of Higher Education López, J. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. [online] ResearchGate. Available at: https://www.researchgate.net/publication/322007504_YouTube_como_herramienta_para_la_construccion_de_la_sociedad_del_conocimiento [Accessed 1 Mar. 2020]. Lorenset, Caroline. (2018). Motivation and digital games for English as a second language learning. Luis, José & López-Aguilar, José. (2017). YouTube como herramienta para la construcción de la sociedad del conocimiento. ReHuSo: Revista de Ciencias Humanísticas y Sociales. 3. M. Terantino, Joseph. (2011). Youtube for Foreign Languages: You Have to See This Video. Language, Learning and Technology. 15. 10-16. Magasic, M. (2016). Becoming YouTubers: Using webclips in the ELF classroom. Retrieve from http://libds.tamagawa. ac.jp/dspace/bitstream/11078/357/1/2-1-2.pdf Magasic, M. (2017). Learning through watching: Streaming video in L2 English. JALT CALL Journal. 13. 199-209. Meinawati, E., Rahmah2, R. N., Harmoko, D., & Dewi, N. (2020, 1 febrero). INCREASING ENGLISH SPEAKING SKILLS THROUGH YOUTUBE. Recuperado 15 marzo, 2020, de https://ojs.uph.edu/index.php/PJI/article/view/1954/pdfMiftachudin, Miftachudin. (2012). The Role of Computer Assisted Language Learning (CALL) For English Language Learning of Elementary and High Schools In Indonesia. Register Journal. 5. 10.18326/rgt. v5i2.247. Muna, M. S. (2011). Utilizing YouTube Videos to Enhance Students’ Speaking Skill (A Classroom Action Research at the XI Grade Students of SMK Negeri 3 Surakarta, Academic Year 2010/2011). (Undergraduate), Sebelas Maret University, Surakarta. Retrieved from https://digilib.uns.ac.id/dokumen/download/23553/NTA0NTc=/Utilizing-YouTubeVideos-to-Enhance-Students-Speaking-Skill-abstrak.pdf Palalas, Agnieszka. (2016). The International Handbook of Mobile-Assisted Language Learning. Pamungkas, Firdaus. (2019). HOW VIDEO DUBBING CAN IMPROVE STUDENTS’ SPEAKING PRONUNCIATION. ETERNAL (English, Teaching, Learning, and Research Journal). 5. 41. 10.24252/Eternal.V51. 2019.A4. Prenksy, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9, 5, 1–6. Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. 3. 33. 10.21839/jaar. 2018.v3iS1.165. Raja Sekhar, G & Chakravorty, Sujata. (2017). TESL/TEFL: Teaching english as a second or foreign language. ACADEMICIA: An International Multidisciplinary Research Journal. 7. 154. 10.5958/2249-7137.2017.00044.1. Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research. 3. 45. 10.21839/jaar. 2018.v3iS1.169. Richards, Jack. (2006). Communicative Language Teaching Today. Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skill. Paper presented at the The 2nd International Conference on Teacher Training and Education, Sebelas Maret University. Scrivener J. (2005). learning TEACHING. Great Britain: McMillan publisher. Seifoori Z. (2016). Iranian Journal of Language Teaching Research. March 2 2019, de Urmia Sitio web: http://www.urmia.ac.ir/ijltr Shahini, Gholamhossein & Shahamirian, Fatemeh. (2017). Improving English Speaking Fluency: The Role of Six Factors. Advances in Language and Literary Studies. 8. 100. 10.7575/aiac.alls. v.8n.6p.100. Sreehari, Pusuluri. (2012). Communicative Language Teaching: Possibilities and Problems. English Language Teaching. 5. 87-93. 10.5539/elt. v5n12p87. Tiara, Dias. (2020). IMPROVING VOCABULARY MATERY USING INTRALINGUAL SUBTITLE AND VOCABULARY SELF- COLLECTION STRATEGY. Wang, Xiaojun & Dostál, Jiří. (2017). FLIPPED CLASS PROMOTING ORAL ENGLISH AS FOREIGN LANGUAGE TEACHING. 10.21125/iceri.2017.1023. Wayan, I & Gunada, I Wayan. (2017). Using YouTube Video; An IT-based Media to Improve Students' Speaking Skill. Yang, Linghui & Weng, Tingsheng & Yang, Der-Ching & Wu, Pohsuan. (2014). The Effectiveness of Digital Teaching Materials on Introduction Statistics. 10.2991/ermm-14.2014.73.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/SUMMARY: The purpose of this project is to improve the oral fluency in students from fifth grade at “Santa Luisa School” in Bogota D.C. through the YouTube platform and the union with ICT (information and communication technology) as strategy. Also motivate learners to use the target language in a real situation using web games, podcast, video games and information about intercultural background to improve their knowledge, structures, vocabulary and certainly the speaking ability. Through this project the educator is going to be the model who uses different strategies, vocabulary and the proposal topics that students will talk about and show them through audiovisual material. In this way, students will improve their fluency at the moment they express their ideas and thoughts. Besides, this project will help and analyze the impact of the fluency that the learners can get through the different strategies applied, where the teacher is the leader and assumes the role of being a guide for the learners to improve speaking skill. Firstly, the students will be examined through the diagnostic test to know their previous knowledge. Secondly, the mistakes will be analyzed but across the project they will be improved by the implementation of different learning strategies and activities to improve the student’s oral skill and will able to speaking with fluency. On the other hand, students during the work get funnier and confident because they will enjoy the proposal activities using CALL (computer-assisted language learning) with web games, YouTube videos, simulation activities, role-plays, and some strategies such rehearsal, repetition, consciousness-raising to improve the oral fluency.RESUMEN: El objetivo de este proyecto es mejorar la fluidez oral en estudiantes de quinto grado en el “Colegio Santa Luisa” en Bogotá, DC, a través del uso de la plataforma de YouTube y la unión con las TIC (tecnología de la información y la comunicación) como estrategia. Además, motivar a los alumnos a utilizar el idioma extranjero en situaciones reales utilizando juegos web, podcast, videojuegos e información sobre aspectos interculturales para mejorar sus conocimientos, estructuras, vocabulario y, sin duda, la capacidad de hablar. A través de este proyecto, el educador será el modelo a seguir, quien utilizará diferentes estrategias, vocabulario y los temas propuestos los cuales serán expuestos en el material audiovisual por los estudiantes. De esta manera los estudiantes mejorarán su fluidez en el momento en que expresen sus ideas y pensamientos. Además, este proyecto ayudará y analizará el impacto de la fluidez que los alumnos puedan obtener a través de las diferentes estrategias aplicadas, donde el maestro es el líder y asume el rol de ser una guía para que los estudiantes mejoren la fluidez oral. En primer lugar, los estudiantes serán examinados a través del examen diagnóstico para así conocer sus conocimientos previos. En segundo lugar, se analizarán los errores, que a lo largo del proyecto serán mejorados con la implementación de las diferentes estrategias y actividades de aprendizaje para mejorar la fluidez oral de los estudiantes. De otro lado, los estudiantes durante el trabajo se vuelven más divertidos y confiados porque disfrutarán de las actividades propuestas utilizando CALL (aprendizaje de idiomas asistido por computadora) con juegos web, videos de YouTube, actividades de simulación, juegos de roles y algunas estrategias tales como ensayo, repetición e incrementar la concientización del uso del idioma extranjero para mejorar la fluidez oral.Licenciado(a) en Español e InglésPregradoPresencialengUniversidad Antonio NariñoLicenciatura En Lengua Castellana E InglesFacultad de EducaciónBogotá - SurPALABRAS CLAVE: YouTube, fluidez oral, CALL, vídeos, CLT, TICs, CALL.KEY WORDS: YouTube, speaking fluency, MALL, CLT, videos, ICTs, CALL.Becoming a “you tuber” as pedagogical proposal for improving the oral fluency in english language classroom.Trabajo de grado (Pregrado y/o Especialización)http://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/version/c_970fb48d4fbd8a85CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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