The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga.
ilustraciones, gráficos, tablas
- Autores:
-
Benitez Martinez, Angui Nathalia
Arce Benitez. María Camila
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Unidad Central del Valle del Cauca
- Repositorio:
- Repositorio Institucional - Unidad Central del Valle del Cauca
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uceva.edu.co:20.500.12993/4163
- Acceso en línea:
- http://hdl.handle.net/20.500.12993/4163
- Palabra clave:
- Multimodalidad
Gramática
Aprendizaje
Inglés
Textos multimodales
Multimodal Texts
Learning
English
Grammar
Multimodality
- Rights
- openAccess
- License
- Derechos reservados - Unidad Central del Valle del Cauca
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The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
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The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| title |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
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The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. Multimodalidad Gramática Aprendizaje Inglés Textos multimodales Multimodal Texts Learning English Grammar Multimodality |
| title_short |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| title_full |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| title_fullStr |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| title_full_unstemmed |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| title_sort |
The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. |
| dc.creator.fl_str_mv |
Benitez Martinez, Angui Nathalia Arce Benitez. María Camila |
| dc.contributor.advisor.none.fl_str_mv |
Pérez Serna, Chrystian Mauricio |
| dc.contributor.author.none.fl_str_mv |
Benitez Martinez, Angui Nathalia Arce Benitez. María Camila |
| dc.contributor.orcid.spa.fl_str_mv |
Chrystian Mauricio Pérez Serna [0000-0002-1282-6526] Benitez Martinez, Angui Nathalia [0009-0000-9192-9744] |
| dc.contributor.cvlac.spa.fl_str_mv |
Benitez Martinez, Angui Nathalia [0002170543] |
| dc.subject.proposal.spa.fl_str_mv |
Multimodalidad Gramática Aprendizaje Inglés Textos multimodales |
| topic |
Multimodalidad Gramática Aprendizaje Inglés Textos multimodales Multimodal Texts Learning English Grammar Multimodality |
| dc.subject.keywords.spa.fl_str_mv |
Multimodal Texts Learning English Grammar Multimodality |
| description |
ilustraciones, gráficos, tablas |
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2023 |
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2023 |
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2024-01-24T20:33:08Z |
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2024-01-24T20:33:08Z |
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bachelor thesis |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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Benitez Martinez, A. N. (2024). The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. Unidad Central del Valle del Cauca. |
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http://hdl.handle.net/20.500.12993/4163 |
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Benitez Martinez, A. N. (2024). The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. Unidad Central del Valle del Cauca. Instname:Unidad Central del Valle del Cauca reponame:Repositorio Institucional Unidad Central del Valle del Cauca repourl:https://repositorio.uceva.edu.co/ |
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http://hdl.handle.net/20.500.12993/4163 |
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eng |
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eng |
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Adami, E. (2015). A social semiotic perspective on digital mobility. Media Education. Studies and Research, 6(2), 184–207. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Barron, Kenneth & Hulleman, Chris & Hartka, Thomas & Inouye, R. (2017). Using Improvement Science to Design and Scale Up Social Psychological Interventions in Schools: The Case of the Growth Mindset App. Bateman, J. A., Wildfeuer, J., & Hiippala, T. (Eds.). (2017). Multimodality: Foundations, Research and Analysis - A Problem-Oriented Introduction. De Gruyter. Bezemer, J., & Kress, G. (Eds.). (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. Routledge. Beattie, J. (2021, junio 15). Endangered Species Infographics that answer all your questions. Simple Infographic Maker Tool by Easelly. https://www.easel.ly/blog/endangered-species-infographics/ Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company. Canagarajah, A. S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge. Celce-Murcia, M., & Larsen-Freeman, D. (2015). The grammar book: Form, meaning, and use for English language teachers. Heinle & Heinle. Chiu, M. H., Lin, H. Y., & Chou, C. Y. (2014). The effects of interactive animation on students' achievement and motivation in a biology course. Journal of Educational Technology & Society, 17(3), 219-230. Collins, G., & Norris, J. (2017). Written Language Performance Following Embedded Grammar Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 56 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol56/iss3/4 Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21. Cortes, Sylvester. (2019). Needs Assessment on Action Research Competencies of Teacher-Researchers in Surigao del Sur, Philippines. Creswell, J. W., & Poth, C. N. (2017). "Qualitative Inquiry and Research Design: Choosing among Five Approaches." Sage Publications. De Competencias en Lenguas Extranjeras: Inglés, E. B. (s/f). SERIEGUÍAS No 22. Gov.co. Recuperado el 14 de noviembre de 2023, de https://www.mineducacion.gov.co/1759/articles-115174_archivo_pdf.pdf Dornyei, Z., & Ushioda, E. (2011). Teaching and researching motivation. Routledge. Ellis, R. (2015). Understanding second language acquisition. Oxford University Press. EF EPI 2023 – Índice EF de dominio del inglés – Colombia. (s/f). Com.co. Recuperado el 12 de noviembre de 2023, de https://www.ef.com.co/epi/regions/latin-america/colombia/?_gl=1*1r9bbn6*_up*MQ..&gclid=CjwKCAjwo7iiBhAEEiwAsIxQER5UPbQLF6T_mtXyIugkoEOaH_xYV0q-qTSIBQwCzXNpjc63SfIVrhoCGp4QAvD_BwE&gclsrc=aw.ds Ferrance, E. (2000). Themes in education: Action research. Providence, RI: Northeast and Islands Regional Educational Laboratory.www.lab.brown.edu. Fleming, L. (2006). The role of the arts in developing the creative leadership of young people: A literature review. Creativity, Culture and Education. Gee, J. P. (2007). Good video games and good learning: Collected essays on video games, learning, and literacy. Peter Lang. Harmer, J. (1988). Teaching and learning grammar. Longman. Hernandez, C. O. (2022). Ventajas y Desventajas de la Multimodalidad. Hobbs, R. (2010). Digital and media literacy: A plan of action. The Aspen Institute Huang, T. H., Liang, T. H., Su, Y. S., & Huang, Y. M. (2018). Enhancing students' positive emotions and engagement through a multi-modal app-based learning. Computers & Education, 118, 1-17. Hutchison, A., & Reinking, D. (2011). Teachers' perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Jalilifar, A. R., & Nakhsh, M. R. (2010). The effects of multimodal texts on EFL learners' reading comprehension. English Language Teaching, 3(4), 132-142. Jewitt, C. (2009). The Routledge Handbook of Multimodal Analysis. Routledge. La importancia del aprendizaje y conocimiento del idioma Inglés para las sociedades modernas. (2020, enero 28). Universidad de Oriente Cancún. https://cancun.uo.edu.mx/blog/la-importancia-del-aprendizaje-y-conocimiento-del-idioma-ingl%C3%A9s-para-las-sociedades-modernas Lightbown, P. M., & Spada, N. (2013). How languages are learned. Oxford University Press. Lin, L. (2019). Multimodal language teaching in the EFL classroom. Journal of Language Teaching and Research, 10(3), 533-538. Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students' emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. Lock, G. (1996). Functional English grammar: An introduction for second language teachers. Cambridge University Press. Lozano Montero, E. (2020). Evaluación del aprendizaje a través de la multimodalidad educativa, estudio de caso: grupo de Contabilidad Administrativa. Revista Educación, 398–417. https://doi.org/10.15517/revedu.v45i1.41423 Mayer, R. E. (2005). Cognitive theory of multimedia learning. In The Cambridge Handbook of Multimedia Learning (pp. 31-48). Cambridge University Press. Mayer, R. E. (2009). Multimedia learning. Cambridge University Press. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.Reading Research Quarterly, 46(4), 312-333. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass. Mújica, R. J. M. (2022). Multimodalidad educativa. laedu.digital. https://laedu.digital/2022/07/25/multimodalidad-educativa/ Multimodal text. (s/f). sdu. Recuperado el 14 de noviembre de 2023, de https://www.sdu.dk/en/forskning/cmc/key-terms/multimodal-text Norris, S., & Maier, C. D. (2014). Interactions, Images and Texts: A Reader in Multimodality. De Gruyter Mouton. Núñez Acuña, N. (2019). Una mirada introspectiva sobre la enseñanza de la gramática en las clases de Inglés como lengua extranjera en las escuelas de nivel secundario del Circuito Cinco de la ciudad de Formosa: Una perspectiva anclada en la cognición del docente. Tesis de posgrado. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación. En Memoria Académica. Disponible en: http://www.memoria.fahce.unlp.edu.ar/tesis/te.1760/te.1760.pdf Núñez-Barroz, S. A., & Medina-Chicaiza, R. P. (2020). Teaching English language grammar seen through an inverted classroom. FIPCAEC, 132–150. Orduz, M. C. (2020, noviembre 21). Colombia, con uno de los niveles de inglés más bajos del mundo. El Tiempo. https://www.eltiempo.com/vida/educacion/dia-del-idioma-nivel-de-ingles-en-colombia-de-los-mas-bajos-del-mundo-550360 O'Toole, M. (2011). The Language of Displayed Art. Routledge. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Programa Nacional de Bilingüismo – Educación rinde cuentas. (s/f). Gov.co. Recuperado el 14 de noviembre de 2023, de https://educacionrindecuentas.mineducacion.gov.co/pilar-1-educacion-de-calidad/programa-nacional-de-bilinguismo/ Rekhletskyi, E., Artyshchuk, I., Krutyak, M., Khmilyarchuk, L. (2023). Udoskonalennia alhorytmu obrobky astronomichnykh zobrazhen za dopomohoiu metodu Lucky Imaging (Improvement of the astronomical image processing algorithm using the Lucky Imagine method). Informatsiini tekhnolohii ta suspilstvo - Information technology and society, 2(8),62-68. DOI: https://doi.org/10.32689/maup.it.2023.2.7 Saldana, J. (2015). The Coding Manual for Qualitative Researchers. Sage Publications. Saleem, M. (2018). The role of multimodality in language teaching and learning: A review. English Language Teaching, 11(11), 24-32. Semana. (2021, noviembre 17). ¿Y Colombia? Los países con peor nivel de inglés en Latinoamérica. Revista Semana. https://www.semana.com/educacion/articulo/y-colombia-los-paises-con-peor-nivel-de-ingles-en-latinoamerica/202150/ Sobre los textos multimodales. (2019, agosto 11). Didáctica, Lenguaje y TIC. https://didacticatic.home.blog/sobre-los-textos-multimodales/ Solís, L. D. M. (2019, mayo 28). El enfoque cualitativo de investigación. Investigalia. https://investigaliacr.com/investigacion/el-enfoque-cualitativo-de-investigacion/ Smith, J. (2010). New Literacies in Action: Teaching and Learning in Multiple Media. Peter Lang Publishing Smith, M. K. (1996; 2001, 2007, 2017) What is action research and how do we do it?’, The encyclopedia of pedagogy and informal education. [https://infed.org/mobi/action-research/. Retrieved: 2023 Stringer, E. T. (2013). "Action Research." Sage Publications. Textos multimodales y su apoyo a la creación e interacción en el entorno educativo. (s/f). Edu.co. Recuperado el 12 de noviembre de 2023, de https://praxiseducacionpedagogia.univalle.edu.co/index.php/praxis_educacion/article/view/7799/13098 Thorne, S. L. (2014). From 'special topics' to courses on multimodal composition: Expanding the teaching of EFL writing. Language Learning & Technology, 18(2), 115-133. Vista de Impacto de la multimodalidad en la comprensión lectora de textos narrativos en inglés como lengua extranjera (L2) en estudiantes universitarios. (s/f). Unirioja.es. Recuperado el 14 de noviembre de 2023, de https://publicaciones.unirioja.es/ojs/index.php/contextos/article/view/2608/2561 |
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Pérez Serna, Chrystian MauricioBenitez Martinez, Angui NathaliaArce Benitez. María CamilaChrystian Mauricio Pérez Serna [0000-0002-1282-6526]Benitez Martinez, Angui Nathalia [0009-0000-9192-9744]Benitez Martinez, Angui Nathalia [0002170543]Tuluá, Valle del Cauca, ColombiaTuluá2024-01-24T20:33:08Z2024-01-24T20:33:08Z2023Benitez Martinez, A. N. (2024). The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga. Unidad Central del Valle del Cauca.http://hdl.handle.net/20.500.12993/4163Instname:Unidad Central del Valle del Caucareponame:Repositorio Institucional Unidad Central del Valle del Caucarepourl:https://repositorio.uceva.edu.co/ilustraciones, gráficos, tablasEste estudio se realiza con un enfoque cualitativo, una metodología de investigación-acción y un alcance descriptivo, los cuales se utilizan para aportar al campo educativo recursos recientes para la enseñanza y el aprendizaje del inglés como lo son los Textos Multimodales. El objetivo de esta investigación es analizar la incidencia de los Textos Multimodales en la Gramática Inglesa de los estudiantes de grado cuarto de la institución educativa Palpar Terranova de Buga. La presente investigación se desarrolla con ocho estudiantes de la Institución Educativa Palpar Terranova de Buga. Para realizar este estudio se implementó una unidad didáctica con ocho sesiones basadas en Textos Multimodales y Actividades Multimodales. Principalmente, se encontró que el 37% de la población incrementó su Gramática en Inglés alcanzando un nivel A2 según el MCER. Del mismo modo, los hallazgos establecen que hubo un aumento en la motivación y mejora en el comportamiento y actitud de los estudiantes hacia el rendimiento académico.Abstract / Introduction / Chapter I / Problem Statement / 1.1 Problem Description / 1.2 Research Question / 1.3 General Objective / 1.3.1 Specific Objectives / 1.4 Rationale / Chapter II / 2.1 Research Background / 2.1.1 International Background Studies / 2.1.2 National Background Studies / 2.1.3 Local Background Studies / 2.2 Theoretical Framework / 2.2.1 Multimodality / 2.2.2 Multimodality in Education / 2.2.3 Multimodality in EFL classroom / 2.2.4 Multimodal Texts / 2.2.5 Multimodal Text in the EFL Classroom / 2.2.6 Multimodal Images / 2.2.7 Multimodal Animated Images in the EFL Classroom / 2.2.8 English Grammar Teaching and Learning Process / 2.2.8.1 Grammar / 2.2.8.2 Teaching Grammar / 2.2.8.3 Learning Grammar / Chapter III: Methodological Design / 3.1 Methodological Approach / 3.2 Research Design / 3.3 Research Scope / 3.4 Population / 3.5 Instruments for Data Collection / 3.5.1 Diagnostic test: English Grammar Diagnostic Test Adapted from Penguin Readers Placement Test / 3.5.1.2 Content of the tests / 3.5.1.3 Scale / 3.5.1.4 English Grammar Pre-Test Adaptation from Penguin Readers Placement / 3.5.2 Didactic Sequence / 3.5.3 Field diary / 3.5.4 Qualitative Analysis Grid / 3.5.6 Final test: English Grammar Final Test Adapted from Penguin Readers Placement Test / 3.6 Data Analysis Process / Chapter IV: Results Analysis and Discussion / 4.1 Results / 4.1.1 Diagnostic Test Results: English Grammar Diagnostic Adapted from Penguin Readers Placement Test / 4.1.2 Final Test Results: English Grammar Final Test Adapted from Penguin Readers Placement Test / 4.1.3 Graph: Bar Chart Final Test Results / 4.1.4 Diagnostic and Final Test Results Comparison / 4.1.5 Results Categories’ Analysis / 4.1.5.1 Grid Chart Results / 4.1.5.1.2 Category 1: Behavior towards the use of multimodal texts / 4.1.5.1.2 Category 2: Students' Motivation towards the use of multimodal texts. / 4.5.1.3 Category 3: Students' Attitude towards the use of multimodal texts / 4.2 Results’ Discussion / Chapter V Conclusions / 5.1 Recommendations / References / AnnexesLicenciado (a) en Lenguas Extranjeras con énfasis en InglésPregradoThis study is carried out with a qualitative approach, an action-research methodology and a descriptive scope, which are used to provide the educational field with recent English teaching and learning resources as they are the Multimodal Texts. The objective of this research is to analyze the incidence of Multimodal Texts in the English Grammar of fourth-grade students from the educational institution Palpar Terranova in Buga. The present research is developed with eight students from Palpar Terranova Educational Institution in Buga. To perform this study, a didactic unit with eight sessions based on Multimodal Texts and Multimodal Activities was implemented. Mainly, it was found that 37% of the population increased their English Grammar reaching an A2 level according to the CEFR. In the same way, the findings establish that there was an increased in the motivation and improvement in the students’ behavior and attitude towards the academic performance.PDF141 páginasapplication/pdfengDerechos reservados - Unidad Central del Valle del Caucahttp://creativecommons.org/licenses/by-nc-nd/4.0Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccessAbierto (Texto Completo)http://purl.org/coar/access_right/c_abf2The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga.The Incidence of Multimodal Texts on the English Grammar of Fourth Grade Students from the Educational Institution Palpar Terranova in Buga.bachelor thesisTesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/acceptedVersionLicenciatura en Lenguas Extranjeras con énfasis en InglésFacultad de Ciencias de la EducaciónMultimodalidadGramáticaAprendizajeInglésTextos multimodalesMultimodal TextsLearningEnglishGrammarMultimodalityAdami, E. (2015). A social semiotic perspective on digital mobility. Media Education. Studies and Research, 6(2), 184–207.Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.Barron, Kenneth & Hulleman, Chris & Hartka, Thomas & Inouye, R. (2017). Using Improvement Science to Design and Scale Up Social Psychological Interventions in Schools: The Case of the Growth Mindset App.Bateman, J. A., Wildfeuer, J., & Hiippala, T. (Eds.). (2017). Multimodality: Foundations, Research and Analysis - A Problem-Oriented Introduction. De Gruyter.Bezemer, J., & Kress, G. (Eds.). (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. Routledge.Beattie, J. (2021, junio 15). Endangered Species Infographics that answer all your questions. Simple Infographic Maker Tool by Easelly. https://www.easel.ly/blog/endangered-species-infographics/Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Houghton Mifflin Company.Canagarajah, A. S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.Celce-Murcia, M., & Larsen-Freeman, D. (2015). The grammar book: Form, meaning, and use for English language teachers. Heinle & Heinle.Chiu, M. H., Lin, H. Y., & Chou, C. Y. (2014). The effects of interactive animation on students' achievement and motivation in a biology course. Journal of Educational Technology & Society, 17(3), 219-230.Collins, G., & Norris, J. (2017). Written Language Performance Following Embedded Grammar Instruction. Reading Horizons: A Journal of Literacy and Language Arts, 56 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol56/iss3/4Corbin, J., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13, 3-21.Cortes, Sylvester. (2019). Needs Assessment on Action Research Competencies of Teacher-Researchers in Surigao del Sur, Philippines.Creswell, J. 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