Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context
This research project focused on exploring the impact of Video-Based Instruction on students’ awareness regarding Intercultural Communicative Competence (ICC) and the improvement of the Listening and Speaking skills in tenth graders of a public and a special regimen school in an English as Foreign L...
- Autores:
-
Castro Castañeda, Juliana
Diaz Zapata , Sandra Marcela
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Universidad Tecnológica de Pereira
- Repositorio:
- Repositorio Institucional UTP
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utp.edu.co:11059/14697
- Acceso en línea:
- https://hdl.handle.net/11059/14697
https://repositorio.utp.edu.co/home
- Palabra clave:
- 400 - Lenguas::407 - Educación, investigación, temas relacionados
Enseñanza del inglés como lengua extranjera
Educación bilingüe
Aprendizaje basado en videos
Intercultural Communicative Competence
Video-Based Instruction
Listening and Speaking Skills
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| title |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| spellingShingle |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context 400 - Lenguas::407 - Educación, investigación, temas relacionados Enseñanza del inglés como lengua extranjera Educación bilingüe Aprendizaje basado en videos Intercultural Communicative Competence Video-Based Instruction Listening and Speaking Skills |
| title_short |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| title_full |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| title_fullStr |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| title_full_unstemmed |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| title_sort |
Promoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl context |
| dc.creator.fl_str_mv |
Castro Castañeda, Juliana Diaz Zapata , Sandra Marcela |
| dc.contributor.advisor.none.fl_str_mv |
Gonzalez Marín , Clara Inés |
| dc.contributor.author.none.fl_str_mv |
Castro Castañeda, Juliana Diaz Zapata , Sandra Marcela |
| dc.subject.ddc.none.fl_str_mv |
400 - Lenguas::407 - Educación, investigación, temas relacionados |
| topic |
400 - Lenguas::407 - Educación, investigación, temas relacionados Enseñanza del inglés como lengua extranjera Educación bilingüe Aprendizaje basado en videos Intercultural Communicative Competence Video-Based Instruction Listening and Speaking Skills |
| dc.subject.lemb.none.fl_str_mv |
Enseñanza del inglés como lengua extranjera Educación bilingüe Aprendizaje basado en videos |
| dc.subject.proposal.eng.fl_str_mv |
Intercultural Communicative Competence Video-Based Instruction Listening and Speaking Skills |
| description |
This research project focused on exploring the impact of Video-Based Instruction on students’ awareness regarding Intercultural Communicative Competence (ICC) and the improvement of the Listening and Speaking skills in tenth graders of a public and a special regimen school in an English as Foreign Language (EAL) setting. For this study, ICC refers to the ability that a person has to adapt in diverse scenarios without disregarding their own culture characteristics. It is based on knowledge, critical awareness, attitudes, interaction and relating skills. For this reason, it is our objective to use ICC as content to help students develop English Listening and Speaking skills through discussions about foreign and Colombian videos of celebrations with the purpose of increasing learners’ ICC based on tolerance, avoiding stereotypes and being empathetic to others. It is crucial to explore how to include ICC into the curriculum since English teaching in Colombia has focused on grammar instead of teaching language in context. The video-Based Instruction was the method implemented to carry out our bilingual lessons to enhance learners’ awareness regarding ICC. The data was gathered through semi-structured interviews, pre and post assessments, students’ journals and observations; we analyzed the outcome of our instruction to determine whether students gaised awareness of ICC and English Listening and Speaking skills. Findings of our research demonstrated that through the implementation of Video-Based Instruction method, and each ICC session, learners increased their ICC and their Listening and Speaking skills. |
| publishDate |
2023 |
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2023-06-08T15:24:04Z |
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2023-06-08T15:24:04Z |
| dc.date.issued.none.fl_str_mv |
2023 |
| dc.type.none.fl_str_mv |
Trabajo de grado - Pregrado |
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info:eu-repo/semantics/acceptedVersion |
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http://purl.org/coar/resource_type/c_7a1f |
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Text |
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info:eu-repo/semantics/bachelorThesis |
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acceptedVersion |
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https://hdl.handle.net/11059/14697 |
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Universidad Tecnológica de Pereira |
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Repositorio Institucional Universidad Tecnológica de Pereira |
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https://repositorio.utp.edu.co/home |
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https://hdl.handle.net/11059/14697 https://repositorio.utp.edu.co/home |
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Universidad Tecnológica de Pereira Repositorio Institucional Universidad Tecnológica de Pereira |
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spa |
| language |
spa |
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Adams, W. C. (2015). Conducting semi-structured interviews. In K. E. Newcomer, H. P. Hatry & J. S. Wholey (eds.), Handbook of practical program evaluation (vol. 4, pp. 492-505). Jossey-Bass. Adler, P. A., & Adler, P. (1998). Observational techniques. In N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 79 – 109). Thousand Oaks, CA: Sage Akdag, G. (2021). La efectividad del translenguaje en la enseñanza de ELE. Un estudio sobre las actitudes de (los) profesores de español hacia el translenguaje en el aula de ELE. [Professional Degree Dissertation, Stockholm University]. Diva. https://su.diva-portal.org/smash/record.jsf?pid=diva2%3A1567733&dswid=- 4037. Allen, M. (2017). The sage encyclopedia of communication research methods (Vols. 1- 4). SAGE Publications, Inc. https://dx.doi.org/10.4135/9781483381411. Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT journal, 56(1), 57-64. Arabski, J., & Wojtaszek, A. (2011). Aspects of culture in second language acquisition and foreign language learning. Springer. Baggett, P. (1984). Role of temporal overlap of visual and auditory material in forming dual media associations. Journal of Educational Psychology, 76(3), 08– 417. Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21. Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011). Video as a new teaching tool to increase student motivation. IEEE Xplore. 638-642. https://doi.org/10.1109/EDUCON.2011.5773205. Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters. Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers. Council of Europe. Celce-Murcia, M., & Olshtain, E. (2005). Discourse-based approaches: A new framework for second language teaching and learning. In Hinkle, E. (Ed.), Handbook of research in second language teaching and learning (729, 741). Routledge. Chen, Y. T. (2012). The effect of thematic video-based instruction on learning and motivation in e-learning. International Journal of Physical Sciences, 7(6), 957-965. https://doi.org/10.5897/ijps11.1788. Choi, H. J., & Yang, M. (2011). The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context. Higher Education, 62(5), 551-561. https://doi.org/10.1007/s10734-010-9403-x. Council of Europe. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Press Syndicate of the University of Cambridge Cresswell, J. W. (2007). Qualitative inquiry & research design (2nd ed.). Thousand SAGE Publications. Dimitrov, D. M., & Rumrill Jr, P. D. (2003). Pretest-posttest designs and measurement of change. Work, 20(2), 159-165. Empowerweb. (2021). Guidance for pre- and post- test design. https://empowerweb.org/assets/uploads/tools resources/461/5._guidance_for_pre-_and_post-test_design.pdf. Fern, A., Givan, R., & Siskind, J. M. (2011). Specific-to-general learning for temporal events with application to learning event definitions from video. Journal of Artificial Intelligence Research, 17, 379-449. García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education) (pp. 117-130). Spring García, O., & Wei, L. (2014). Translanguaging: language, bilingualism and education. Palgrave Macmillan. Garza, T. (2010). Foreign language teaching methods: Culture. COERLL. https://www.coerll.utexas.edu/methods/modules/culture/. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Aldine Press. Glaser, B. G., & Strauss, A. L. (2017). The discovery of grounded theory: Strategies for qualitative research. Routledge. Gomm, R., Hammersley, M., & Foster, P. (2000). Case study and generalization. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case study method (pp. 98-115). SAGE Publications. Green, A. (2014). Exploring language assessment and testing. Routledge. Guataquira Ortiz, O. E. (2018). Influence of code switching on students’ participation [Master’s dissertation, Corporación Universitaria Minuto de Dios]. Repository Uniminuto. https://repository.uniminuto.edu/bitstream/10656/6381/1/T.EXT_GuataquiraOrti zOscarEduardo_2018.pdf. Gustafsson J. (2017). Single case studies vs. multiple case studies: A comparative study [Thesis, Halmstad University]. DiVA. https://www.divaportal.org/smash/get/diva2:1064378/FULLTEXT01.pdf%20(1 0. Ha, T. T. T., Phan, T. T. N., & Anh, T. H. (2021). The Importance of Translanguaging in Improving Fluency in Speaking Ability of Non-English Major Sophomores. Atlantis Press, 621, 338-344. Hapsara, G. (2016). The use of video to motivate students to learn English. [Thesis, Sanata Dharma University]. Repository USD. https://repository.usd.ac.id/6303/2/121214039_full.pdf. Hřebačková, M. (2019). Teaching intercultural communicative competence through virtual exchange. Training Language and Culture, 3(4), 8–17. https://doi.org/10.29366/2019tlc.3.4.1 Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12(10), 50-58. Husain, N. (2015). Language and language skills. Maulana Azad National Urdu University. Itkonen, T. (2010). Spoken language proficiency assessment: Assessing speaking or evaluating acting? [Master’s Thesis, University of Helsinki]. Helsinki. https://blogs.helsinki.fi/hy-talk/files/2010/06/Itkonen-pro-gradu.pdf. Janesick, V. J. (1999). A journal about journal writing as qualitative research technique: History, issues, and reflections. Qualitative inquiry, 5(4), 505-524. Jaramillo, N. (2015). A proposal to improve intercultural communicative competence through videos in a English program of a private university. [Master's Thesis, Universidad ICESI]. Repository ICESI. https://repository.icesi.edu.co/biblioteca_digital/bitstream/10906/78766/1/T0038 6.pdf. Kailola, T. W. (2017). Intercultural exposure through English for foreign language coursebook A Closer Look at English in Mind Students Book 3. Magister Scientiae, 2(42), 176-194. Kavaliauskienė, G. (2006). Good practice in teaching ESP presentations. ESP World, 5(2), 1-13. Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press. Kramsch, C., & Widdowson, H. G. (1998). Language and culture. Oxford university Press. Liu, Y. (2021). On the cultivation of intercultural communicative competence in the English viewing-listening-speaking course. Theory and Practice in Language Studies, 11(8), 968-974. Louma, S. (2004). Assessing Speaking (Cambridge Language Assessment). Cambridge University Press. Maishara, N., Dieba, F., Ali, R., Intan, S., & Syed, S. (2013). ESL learners’ reactions towards code switching in classroom settings. Procedia - Social and Behavioral Sciences, 90, 478–487. https://doi.org/10.1016/j.sbspro.2013.07.117. Marshall, C., & Rossman, G.B. (1995). Designing Qualitative Research. Sage Publications. Martínez-Flor, A. (2007). Analysing request modification devices in films: Implications for pragmatic learning in instructed foreign language contexts. In E. Alcón Soler, M. P. Safont Jordà (eds.), Intercultural language use and language learning (245–279). Springer. https://doi.org/10.1007/978-1-4020-5639-0_12. Merriam, S. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass A Wiley Imprint. Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: el reto. Lo que necesitamos saber y saber hacer. Ministerio de Educación Nacional (Vol. 1). https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf. Nugent, G. C. (1982). Pictures, audio, and print: symbolic representation and effect on learning. Educational Communication and Technology, 30(3), 163–174. http://www.jstor.org/stable/30219835. Ozfidan, B., & Toprak, M. (2019). Cultural awareness on a bilingual education: a mixed method study. Multicultural Learning and Teaching, 15(1), 1–10. https://doi.org/10.1515/mlt-2017-0019. Paradowski, M. B. (2013). English as a lingua franca. Implications for translator and interpreter education [Review of the book Understanding English as a lingua franca: a complete introduction to the theoretical nature and practical implications of English used as a lingua franca, by B. Seidlhofer]. Book Reviews, The interpreter and Translator Trainer, 7(2), 299-320. Peterson, B. (2004). Cultural intelligence: A guide to working with people from other cultures. Yarmouth, ME: Intercultural Press. Pollard, S. (2002). The benefit of code switching within a bilingual education program. Honors Projects, 2. https://digitalcommons.iwu.edu/hispstu_honproj/2 Purdy, M. (1997). Listening in everyday life: A personal and professional approach. University Press of America, 2, 1-20. Reid, E. (2015). Techniques developing intercultural communicative competences in English language lessons. Social and Behavioral Sciences, 186, 939-943. Rerung, M. K. T. (2018). Reflecting translanguaging in classroom practices: A case study. Journal of English Language and Culture, 7(1). Richards, J.C. (2008). Teaching listening and speaking: from theory to practice. Cambridge University Press. Richards, J. C., & Bohlke, D. (2012). Four Corners Series. Cambridge University Press. Rost, M. (2002). Listening tasks and language acquisition. Memorias del Congreso JALT. 18-28. https://jalt-publications.org/archive/proceedings/2002/018.pdf. Salazar Campillo, P. (2007). Examining mitigation in requests: A focus on transcripts in ELT course books. In E. Alcón Soler, & M. P. Safont Jordà (Eds.), Intercultural language use and language learning (pp. 207-222). Saluveer, E. (2004). Teaching culture in English classes. [Master’s Thesis, University of Tartu]. Tartu. http://docplayer.net/24558491-Teaching-culture-in-english classes-master-s-thesis.html. Samovar, L., Porter, R. & Jain, N. (1981). Understanding intercultural communication. Wadsworth. Samphanthanakarn, K., Kewara, P., & Prabjandee, D. (2019). Enhancing intercultural competence by using video-based instruction. HRD Journal, 10(1), 22–32. Sarani, A., Behtash, E. Z., & Arani, S. M. N. (2014). The effect of video-based tasks in listening comprehension of Iranian pre-intermediate EFL learners. GIST: Education and Learning Research Journal, 1 (8), 29-47. Sercu, L. (1998). In-service teacher training and the acquisition of intercultural competence. In M. Byram and M. Flemming (eds.), Language learning in intercultural perspective. Approaches through drama and ethnography. (pp.255- 289). Cambridge University Press. Sercu, L. (2005). The future of intercultural competence in foreign language education: Recommendations for professional development, educational policy and research. In L. Sercu (Ed.), Foreign language teachers and intercultural competence: An international investigation (pp.160-181). Multilingual Matters. Soomro, S., Kazemian, B., & Mahar, I. (2015). The importance of culture in second and foreign language learning. Journal of Education, 15(1), 1-10. Stonebraker, P. W., & Hazeltine, J. E. (2004). Virtual learning effectiveness: An examination of the process. The Learning Organization, 11, 209-225. https://doi.org/10.1108/09696470410532987. Thanajaro, M. (2000). Using Authentic Materials to Develop Listening Comprehension in the English as a Second Language in the Classroom. [Doctoral Dissertation, Virginia Polytechnic Institute]. Virginia Polytechnic Institute. http://hdl.handle.net/10919/26336. Ting-Toomey, S. (1999). Communicating across cultures. The Guilford Press. Tran, T.Q., Duong, T.M. (2018). The effectiveness of the intercultural language communicative teaching model for EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 3(6), 1-17. https://doi.org/10.1186/s40862-018-0048-0. Usma, J. (2015). From transnational language policy transfer to local appropriation: The case of the National Bilingual Program in Medellín, Colombia. Deep University Press. Usó, J., & Martinez, A. (2008). Teaching intercultural communicative competence through the four skills. Revista Alicantina de Estudios Ingleses, 21(21), 157– 170. https://doi.org/10.14198/raei.2008.21.09. Valencia, J. A. Á., & Medina, X. B. (2009). Addressing Culture in the EFL Classroom: A Dialogic Proposal. Profile Issues in Teachers’ Professional Development, 11(2), 151–170. Valverde, G. (2005). Communication, culture and language teaching. Pensamiento Actual, 5(6), 92-98. Yeganeh, M. T., & Raeesi, H. (2015). Developing cultural awareness in EFL classrooms at secondary school level in an Iranian educational context. Procedia - Social and Behavioral Sciences, 192, 534–542. https://doi.org/10.1016/j.sbspro.2015.06.084. Yue, J. (2019). Use of foreign films in cultivating intercultural communicative competence in ELT—a case study. Theory and Practice in Language Studies, 9(2), 198-203. https://doi.org/10.17507/tpls.0902.09 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 dehttps://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessGonzalez Marín , Clara InésCastro Castañeda, JulianaDiaz Zapata , Sandra Marcela2023-06-08T15:24:04Z2023-06-08T15:24:04Z2023https://hdl.handle.net/11059/14697Universidad Tecnológica de PereiraRepositorio Institucional Universidad Tecnológica de Pereirahttps://repositorio.utp.edu.co/homeThis research project focused on exploring the impact of Video-Based Instruction on students’ awareness regarding Intercultural Communicative Competence (ICC) and the improvement of the Listening and Speaking skills in tenth graders of a public and a special regimen school in an English as Foreign Language (EAL) setting. For this study, ICC refers to the ability that a person has to adapt in diverse scenarios without disregarding their own culture characteristics. It is based on knowledge, critical awareness, attitudes, interaction and relating skills. For this reason, it is our objective to use ICC as content to help students develop English Listening and Speaking skills through discussions about foreign and Colombian videos of celebrations with the purpose of increasing learners’ ICC based on tolerance, avoiding stereotypes and being empathetic to others. It is crucial to explore how to include ICC into the curriculum since English teaching in Colombia has focused on grammar instead of teaching language in context. The video-Based Instruction was the method implemented to carry out our bilingual lessons to enhance learners’ awareness regarding ICC. The data was gathered through semi-structured interviews, pre and post assessments, students’ journals and observations; we analyzed the outcome of our instruction to determine whether students gaised awareness of ICC and English Listening and Speaking skills. Findings of our research demonstrated that through the implementation of Video-Based Instruction method, and each ICC session, learners increased their ICC and their Listening and Speaking skills.Este proyecto de investigación se centró en explorar el impacto de la instrucción basada en videos sobre la conciencia de los estudiantes con respecto a la Competencia Comunicativa Intercultural (CCI) y la mejora de las habilidades de escucha y habla en estudiantes de décimo grado de una escuela pública y de régimen especial en Inglés como Lengua Extranjera (configuración EAL). Para este estudio, la ICC se refiere a la capacidad que tiene una persona para adaptarse a diversos escenarios sin dejar de lado las características de su propia cultura. Se basa en el conocimiento, la conciencia crítica, las actitudes, las habilidades de interacción y relación. Por esta razón, es nuestro objetivo utilizar ICC como contenido para ayudar a los estudiantes a desarrollar habilidades para escuchar y hablar en inglés a través de discusiones sobre videos de celebraciones extranjeras y colombianas con el propósito de aumentar la tolerancia, evitar los estereotipos y ser empáticos con los demás. Es crucial explorar cómo incluir ICC en el plan de estudios, ya que la enseñanza del inglés en Colombia se ha centrado en la gramática en lugar de enseñar el idioma en contexto. La instrucción basada en video fue el método implementado para llevar a cabo nuestras lecciones bilingües para mejorar la conciencia de los alumnos sobre CCI. Los datos fueron recolectados a través de entrevistas semiestructuradas, pre y post evaluaciones, diarios de campo de los estudiantes y observaciones por las investigadoras; analizamos el resultado de nuestra instrucción para determinar si los estudiantes adquirieron conciencia de CCI y habilidades de escucha y habla en inglés. Los hallazgos demostraron que, a través de la implementación de instrucción basada en video, los alumnos aumentaron su ICC y sus habilidades comunicativas.Content Abstract............................................................................................................................. 5 Resúmen ........................................................................................................................... 6 Acknowledgements .......................................................................................................... 7 Justification....................................................................................................................... 7 Theoretical Framework................................................................................................... 13 Conceptual Framework....................................................................................... 13 Culture .................................................................................................... 14 Big C culture and little c Culture............................................................ 14 Intercultural Awareness.......................................................................... 16 Intercultural Communicative Competence............................................. 17 Videos..................................................................................................... 18 Video-Based Instruction......................................................................... 19 Speaking Competence L2....................................................................... 20 Listening Competence L2....................................................................... 21 Literature Review ........................................................................................................... 22 Intercultural Communicative Competence, Listening Speaking Skills and the English as a Foreign Language Classroom ........................................................ 22 Translanguaging and Code-Switching in the EFL Classroom Developing Speaking Skill through the Teaching of Intercultural Communicative Competence ........................................................................................................ 30 Videos to Increase Motivation and Comprehension in the EFL Classroom ...... 39 Methodology................................................................................................................... 42 Research Design ................................................................................................. 42 2 Type of study.......................................................................................... 42 Type of research ..................................................................................... 43 Context ................................................................................................... 44 Participants............................................................................................. 46 Researcher’s Role ................................................................................... 47 Data collection instruments................................................................................ 47 Semi-structured Interviews..................................................................... 48 Pre and Post Assessments....................................................................... 49 Observations........................................................................................... 55 Participants’ Journals.............................................................................. 56 Instructional Design............................................................................................ 57 Intercultural Communicative Competence Lessons and Lesson Delivery ................................................................................................................ 57 Creation of Videos.................................................................................. 58 Data Analysis...................................................................................................... 60 Semi-structured Interviews..................................................................... 61 Observations........................................................................................... 62 Journals................................................................................................... 62 Pre and Post Assessments....................................................................... 65 Findings and Discussion................................................................................................. 68 Evolution of the Students’ Definition of Cultural Knowledge........................... 68 The Evolution of the Concept of Awareness in Students’ Development of ICC72 Learners’ Progress to Relate and Interpret their Own and Other Cultural Experiences......................................................................................................... 76 3 Learners’ Improvement in the Development of Values and Attitudes of Own and Other Cultures .................................................................................................... 80 Learners’ Progress to Acquire New Cultural Practices to Apply it in a Real Context ............................................................................................................... 83 Pre and Post Assessments to Apprise Students’ Evolution in the Listening and Speaking Skills................................................................................................... 86 Pre and Post Assessments to Analyze Students’ Listening Performance86 Pre and Post Assessment to Enhance Students' Speaking Skill ............. 90 Unexpected Findings.......................................................................................... 94 The effect of Translanguaging on Learners’ Participation on ICC Classes ................................................................................................................ 95 The impact of Code-Switching on Learners’ Discussion during ICC lessons..................................................................................................... 97 The effect of Videos on Learners’ Motivation in ICC Context.............. 99 Conclusions .................................................................................................................. 101 Recommendations and Implications............................................................................. 104MaestríaMagíster en Educación Bilingüe139 Páginasapplication/pdfspaUniversidad Tecnológica de PereiraMaestría en Educación BilingüeFacultad de Bellas Artes y HumanidadesPereira400 - Lenguas::407 - Educación, investigación, temas relacionadosEnseñanza del inglés como lengua extranjeraEducación bilingüeAprendizaje basado en videosIntercultural Communicative CompetenceVideo-Based InstructionListening and Speaking SkillsPromoting intercultural communicative competence, listening and speaking skills through videos in a colombian efl contextTrabajo de grado - Pregradoinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisAdams, W. 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Theory and Practice in Language Studies, 9(2), 198-203. https://doi.org/10.17507/tpls.0902.09PublicationORIGINALTRABAJO DE GRADO.pdfTRABAJO DE GRADO.pdfapplication/pdf1416415https://dspace7-utp.metabuscador.org/bitstreams/9b426150-f5ae-4f3d-9793-2ec362bc7a05/download17503e742831afb04b046c987f6aed5cMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://dspace7-utp.metabuscador.org/bitstreams/6ac64431-fee2-4d05-90ec-ad707a90cc85/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTTRABAJO DE GRADO.pdf.txtTRABAJO DE GRADO.pdf.txtExtracted texttext/plain213593https://dspace7-utp.metabuscador.org/bitstreams/f00c7617-ccf3-4a21-933a-1205d522b062/downloadea5640c5995656af6d88665c55d39d90MD53THUMBNAILTRABAJO DE GRADO.pdf.jpgTRABAJO DE GRADO.pdf.jpgGenerated Thumbnailimage/jpeg5398https://dspace7-utp.metabuscador.org/bitstreams/fe6cb1a0-86a9-4269-96fc-793809f81979/download8af86ef2e1d9661546cf2da6a852536eMD5411059/14697oai:dspace7-utp.metabuscador.org:11059/146972024-09-05 16:57:31.842https://creativecommons.org/licenses/by-nc/4.0/Manifiesto (Manifestamos) en este documento la voluntad de autorizar a la Biblioteca Jorge Roa Martínez de la Universidad Tecnológica de Pereira la publicación en el Repositorio institucional (http://biblioteca.utp.edu.co), la versión electrónica de la OBRA titulada: ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ La Universidad Tecnológica de Pereira, entidad académica sin ánimo de lucro, queda por lo tanto facultada para ejercer plenamente la autorización anteriormente descrita en su actividad ordinaria de investigación, docencia y publicación. La autorización otorgada se ajusta a lo que establece la Ley 23 de 1982. Con todo, en mi (nuestra) condición de autor (es) me (nos) reservo (reservamos) los derechos morales de la OBRA antes citada con arreglo al artículo 30 deopen.accesshttps://dspace7-utp.metabuscador.orgRepositorio de la Universidad Tecnológica de 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