EFL Early oral practices in rural primary students : technological tools guiding their Intercultural learning

Abstract

Early instructions of English as a foreign language are a current tendency in Colombia, although it is noticeable that pupils from rural contexts encounter difficulties to communicate orally in English altering their social interaction skills. This study intended to propitiate spaces to early development of speaking skills of rural primary students from Boyacá, by using technology combined with intercultural contents such as English speaking countries‟ traditions, following a qualitative approach alongside action research. Workshops were applied in three momentums: pre-workshop, workshop and post workshop; the instruments for supporting data collection were focus groups interviews, video recording teacher‟s journals. This study aimed to inquire about; first, what dimensions in rural primary students‟ early oral practices are apparent when they use technological tools to guide their intercultural learning? Followed by how do rural students perceive technological tools employed to guide their intercultural learning when they are developing early oral practices? Along with what intercultural attitudes do rural students manifest when they use technological tools in their early oral practices about English speaking countries traditions? Within the findings of this research, students expressed their acceptance towards technological tools. They prepared oral communication by welcoming other cultures when they imagined themselves being immersed in foreign backgrounds. In order to structure communicative situations, learners reviewed previous linguistic and cultural contents. Regarding technological outcomes, it was encountered that technological tools were a source of empowerment in relation to culture. Technology represented a positive impact in regards to students‟ appropriation and exploration of foreign traditions. Also, it served as a source of motivation that entrusted learners towards actively participate in the EFL classroom. Similarly, technology was seen as a source of linguistic and cultural input. When students had their first encounters with contents belonging to the foreign culture, they expressed willingness; they started a process where they compared, inquired, and embraced foreign culture features. Then, it caused students conceive imaginary scenarios where they were immersed in the foreign culture, thus, they experienced contrasting emotions which ranged from excitement and enjoyment to insecurity and fear to be misunderstood when they made use of the foreign language.