Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom

This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussin...

Full description

Autores:
Ubaque Casallas, Diego Fernando
Pinilla Castellanos, Freddy Samir
Tipo de recurso:
Article of journal
Fecha de publicación:
2016
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/66920
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/66920
http://bdigital.unal.edu.co/67948/
Palabra clave:
37 Educación / Education
8 Literatura y retórica / Literature
Argumentation skills
experience
peer assessment
evaluación por pares
experiencia
habilidades de argumentación
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
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network_name_str Universidad Nacional de Colombia
repository_id_str
spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Ubaque Casallas, Diego Fernando4e4432df-da0a-45fa-88e9-6aae3eb43709300Pinilla Castellanos, Freddy Samira9d8da6f-483b-4614-9864-1bbfc9e4c57d3002019-07-03T03:08:07Z2019-07-03T03:08:07Z2016-07-01ISSN: 2256-5760https://repositorio.unal.edu.co/handle/unal/66920http://bdigital.unal.edu.co/67948/This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.Este artículo presenta un estudio de investigación acción exploratoria llevado a cabo en una institución privada en Bogotá, Colombia, con un grupo de 12 estudiantes en un curso de inglés B1. Estos estudiantes enfrentaron dificultades al elaborar sus ideas al discutir temas de clase. El estudio usó esquemas de argumentación y una evaluación por pares para impulsar las habilidades argumentativas de los alumnos. Se analizaron conversaciones audio grabadas y entrevistas abiertas donde se reveló que los esquemas de argumentación y la evaluación por pares promueven el conocimiento y la capacidad de participar en los procesos de argumentación. La evaluación por pares resultó ser una herramienta fundamental para mejorar el aprendizaje personal y colaborativo, al igual que para promover la reflexión y actuación del alumno.application/pdfspaUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILEhttps://revistas.unal.edu.co/index.php/profile/article/view/53314Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentUbaque Casallas, Diego Fernando and Pinilla Castellanos, Freddy Samir (2016) Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom. Profile: Issues in Teachers´ Professional Development, 18 (2). pp. 111-123. ISSN 2256-576037 Educación / Education8 Literatura y retórica / LiteratureArgumentation skillsexperiencepeer assessmentevaluación por paresexperienciahabilidades de argumentaciónArgumentation Skills: A Peer Assessment Approach to Discussions in the EFL ClassroomArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTORIGINAL53314-298514-1-PB.pdfapplication/pdf134587https://repositorio.unal.edu.co/bitstream/unal/66920/1/53314-298514-1-PB.pdf6f4839dfba60fcd64f7725669225c688MD51THUMBNAIL53314-298514-1-PB.pdf.jpg53314-298514-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7179https://repositorio.unal.edu.co/bitstream/unal/66920/2/53314-298514-1-PB.pdf.jpg507e551df60680132a8e23db11ec7bd3MD52unal/66920oai:repositorio.unal.edu.co:unal/669202023-05-27 23:02:59.903Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co
dc.title.spa.fl_str_mv Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
title Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
spellingShingle Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
37 Educación / Education
8 Literatura y retórica / Literature
Argumentation skills
experience
peer assessment
evaluación por pares
experiencia
habilidades de argumentación
title_short Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
title_full Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
title_fullStr Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
title_full_unstemmed Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
title_sort Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom
dc.creator.fl_str_mv Ubaque Casallas, Diego Fernando
Pinilla Castellanos, Freddy Samir
dc.contributor.author.spa.fl_str_mv Ubaque Casallas, Diego Fernando
Pinilla Castellanos, Freddy Samir
dc.subject.ddc.spa.fl_str_mv 37 Educación / Education
8 Literatura y retórica / Literature
topic 37 Educación / Education
8 Literatura y retórica / Literature
Argumentation skills
experience
peer assessment
evaluación por pares
experiencia
habilidades de argumentación
dc.subject.proposal.spa.fl_str_mv Argumentation skills
experience
peer assessment
evaluación por pares
experiencia
habilidades de argumentación
description This paper presents an exploratory action research study carried out by two English as a foreign language teachers in a private, non-profit institution in Bogota, Colombia, with a group of 12 learners in a B1 English course. These students faced difficulties elaborating on their ideas when discussing issues in class. The study placed emphasis on the use of argumentation outlines and peer assessment to boost learners’ argumentative abilities. Audio-taped conversations and open-ended interviews were used to understand the impact on the pedagogical intervention. Findings revealed that argumentation outlines and peer assessment can promote learners’ awareness and ability to engage in argumentation processes. Moreover, peer assessment appears to be an essential tool for enhancing personal and collaborative learning, as well as for promoting learner reflection and agency.
publishDate 2016
dc.date.issued.spa.fl_str_mv 2016-07-01
dc.date.accessioned.spa.fl_str_mv 2019-07-03T03:08:07Z
dc.date.available.spa.fl_str_mv 2019-07-03T03:08:07Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.issn.spa.fl_str_mv ISSN: 2256-5760
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dc.identifier.eprints.spa.fl_str_mv http://bdigital.unal.edu.co/67948/
identifier_str_mv ISSN: 2256-5760
url https://repositorio.unal.edu.co/handle/unal/66920
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dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.spa.fl_str_mv https://revistas.unal.edu.co/index.php/profile/article/view/53314
dc.relation.ispartof.spa.fl_str_mv Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
PROFILE Issues in Teachers' Professional Development
dc.relation.references.spa.fl_str_mv Ubaque Casallas, Diego Fernando and Pinilla Castellanos, Freddy Samir (2016) Argumentation Skills: A Peer Assessment Approach to Discussions in the EFL Classroom. Profile: Issues in Teachers´ Professional Development, 18 (2). pp. 111-123. ISSN 2256-5760
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
dc.rights.uri.spa.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv Atribución-NoComercial 4.0 Internacional
Derechos reservados - Universidad Nacional de Colombia
http://creativecommons.org/licenses/by-nc/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.mimetype.spa.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
institution Universidad Nacional de Colombia
bitstream.url.fl_str_mv https://repositorio.unal.edu.co/bitstream/unal/66920/1/53314-298514-1-PB.pdf
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