Vlogging through EFL materials: everyday life speaking in a blended learning setting
Information and communication technologies have played an important role when designing and implementing contextualised materials in the EFL class. Thus, technology has become an accessible resource for teachers to combine teaching with technology as a complementary tool in the EFL classroom. This a...
- Autores:
-
Espinosa Torres, David Felipe
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2021
- Institución:
- Universidad Externado de Colombia
- Repositorio:
- Biblioteca Digital Universidad Externado de Colombia
- Idioma:
- eng
- OAI Identifier:
- oai:bdigital.uexternado.edu.co:001/5230
- Acceso en línea:
- https://bdigital.uexternado.edu.co/handle/001/5230
https://doi.org/10.57998/bdigital.handle.001.5230
- Palabra clave:
- Materiales de enseñanza
Métodos de enseñanza
Enseñanza bilingüe
Digital materials
Vlogs
Blended learning
EFL speaking
- Rights
- openAccess
- License
- http://purl.org/coar/access_right/c_abf2
| Summary: | Information and communication technologies have played an important role when designing and implementing contextualised materials in the EFL class. Thus, technology has become an accessible resource for teachers to combine teaching with technology as a complementary tool in the EFL classroom. This article aims at describing the results of a qualitative action research study carried out in a private school in Bogotá, Colombia, to analyse the impact of contextualised digital EFL materials (virtual lessons focused on vlogs) on 17 fourth graders’ EFL speaking in a blended learning environment. Data was collected through students artifacts, teacher’s journal, voice recorded interviews, and a survey, which allowed me to come up with significant findings. The results evinced that students are more engaged in the learning of English when they are motivated through the use of contextualised materials developed by the teacher-researcher, involving technology. Furthermore, when students created their own vlogs focused on their own personal realities and preferences as children, their self-confidence increased and their production in EFL improved. Likewise, digital contextualised materials showed a rewarding impact on students’ EFL learning since they could speak about their personal and everyday life contexts by establishing a link between home and school; an aspect that is not addressed in conventional EFL materials that centred on cultural aspects of English-speaking countries. |
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