dc.contributor | Onatra Chavarro, Clara Isabel | |
dc.creator | Luna Martínez, María Fernanda | |
dc.creator | Barón Romero, Geraldi | |
dc.date.accessioned | 2019-06-21T19:20:59Z | |
dc.date.available | 2019-06-21T19:20:59Z | |
dc.date.created | 2019-06-21T19:20:59Z | |
dc.identifier | https://hdl.handle.net/10901/15782 | |
dc.identifier | instname:Universidad Libre | |
dc.identifier | reponame:Repositorio Institucional Universidad Libre | |
dc.description.abstract | This study has its roots into the necessity to teach English with a different methodology that might better encourage students to learn a foreign language. We were aware of the problem of learning a language, putting aside the practice or isolatedly teaching each ability, therefore, we decided to research on how the teaching process could be better carried out, by taking into consideration several learning paces and complying with the National Competence Standards in Foreign Languages, (MEN, 2006). After researching, we found that Flipped Learning was
thoroughly inclusive in terms of learning paces so, it is a methodology in compliance with the standards.
The first chapter mentions how it was decided to test students’ abilities through an international exam and the result was that speaking was the ability to focus our attention on. Thus, with the help of the chosen methodology, Flipped Learning, it was possible to provide learners with several opportunities to speak and practice in class. Besides, we were also able to be quite aware of the process of each student in real time. Regarding our goal, it was set the objective to determine if Flipped Learning methodology could ease student’s learning of a language and even though, there were some limitations such as the lack of technological devices at students’ homes or students being tired because of a long shift. It is important to highlight that a meaningful change was noticed with all the students at the end of the implementation. The meaning that this study has in the literature review and the previous studies is that a recent and technological methodology from the United States was carried out with children from a public school, so the study is reachable and applicable in any context and can be used not only in our professional lives but also by any English teacher worldwide.
The second chapter will include information in regards to the methodology, a qualitative approach was chosen under the Action Research Design and the participants were fifth graders from a public school in Bogotá. Then, the data collection instruments are described and how they were implemented on every class. Regarding the final chapter, it can be said that a main characteristic of this study is that each aspect of the data was deeply analyzed with the help of grounded theory and several assumptions regarding the learners, the process, the methodology and the teaching process were found. Moreover, three main characteristics emerged from the
analysis and were connected to each theoretical construct. The final part will show the conclusions by explaining how was finally answered the main inquiry and each objective. | |
dc.description.abstract | This study has its roots into the necessity to teach English with a different methodology that might better encourage students to learn a foreign language. We were aware of the problem of learning a language, putting aside the practice or isolatedly teaching each ability, therefore, we decided to research on how the teaching process could be better carried out, by taking into consideration several learning paces and complying with the National Competence Standards in Foreign Languages, (MEN, 2006). After researching, we found that Flipped Learning was
thoroughly inclusive in terms of learning paces so, it is a methodology in compliance with the standards.
The first chapter mentions how it was decided to test students’ abilities through an international exam and the result was that speaking was the ability to focus our attention on. Thus, with the help of the chosen methodology, Flipped Learning, it was possible to provide learners with several opportunities to speak and practice in class. Besides, we were also able to be quite aware of the process of each student in real time. Regarding our goal, it was set the objective to determine if Flipped Learning methodology could ease student’s learning of a language and even though, there were some limitations such as the lack of technological devices at students’ homes or students being tired because of a long shift. It is important to highlight that a meaningful change was noticed with all the students at the end of the implementation. The meaning that this study has in the literature review and the previous studies is that a recent and technological methodology from the United States was carried out with children from a public school, so the study is reachable and applicable in any context and can be used not only in our professional lives but also by any English teacher worldwide.
The second chapter will include information in regards to the methodology, a qualitative approach was chosen under the Action Research Design and the participants were fifth graders from a public school in Bogotá. Then, the data collection instruments are described and how they were implemented on every class. Regarding the final chapter, it can be said that a main characteristic of this study is that each aspect of the data was deeply analyzed with the help of grounded theory and several assumptions regarding the learners, the process, the methodology and the teaching process were found. Moreover, three main characteristics emerged from the
analysis and were connected to each theoretical construct. The final part will show the conclusions by explaining how was finally answered the main inquiry and each objective. | |
dc.language | spa | |
dc.relation | Anderson, M. (2011). What Every 5th Grade Teacher Needs to Know about Setting up
and Running a Classroom. Massachusetts: Center for Responsive Schools Incorporated | |
dc.relation | Bailey, G; Rogers, S; G; Rebecca, M. (2015). An Investigation of the Concerns of Fifth
Graders Transitioning to Middle School. Columbia: RMLE, Research in Middle Level
Education. Volume 38, No. 5. | |
dc.relation | Bätz, K., Wittler, S., Wilde, M. (2009). Differences between boys and girls in
extracurricular Learning settings. International Journal of Environmental & Science Education
Vol. 5, No. 1, January 2010, 51-64. | |
dc.relation | Bauer‐ Ramazani, C., Graney, J. M., Marshall, H. W., & Sabieh, C. (2016). Flipped
learning in TESOL: Definitions, approaches, and implementation. Tesol Journal, 7(2), 429-437. | |
dc.relation | Bergmann, J., Gudenrath, A., Sams, A. (2016) Flipped Learning for English Instruction.
Eugene: International Society for Technology in Education. | |
dc.relation | Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. London: Sage. | |
dc.relation | Böhm, A. (2004). Theoretical Coding: Text Analysis in Grounded Theory. London:
SAGE Publications: http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/B%C3%B6hm_2004.pdf | |
dc.relation | Cambridge Young Learners English Tests and Handbook. (2003). Cambridge: UCLES | |
dc.relation | Charmaz, C. (2006) Constructing Grounded Theory: A Practical Guide Through
Qualitative Analysis. London: Sage: http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Charmaz_2006.pdf | |
dc.relation | Charmaz, C. (2006) Constructing Grounded Theory: A Practical Guide Through
Qualitative Analysis. London: Sage: http://www.sxf.uevora.pt/wpcontent/uploads/2013/03/Charmaz_2006.pdf | |
dc.relation | Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. New York:
Praeger. | |
dc.relation | Cohen, L., Manion, L., & Morrison, K. (2011). Research Method in Education. New
York: Routledge. | |
dc.relation | Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press | |
dc.relation | Ellis, R. (1997) Second Language Acquisition. Oxford: Oxford University Press | |
dc.relation | Farmer, T.W., Hamm, J.V., Leung, M-C., Lambert, K. and Gravelle, M. (2011). Early
Adolescent Peer Ecologies in Rural Communities: Bullying in Schools That Do and Do not Have
a Transition During the Middle Grades. Pennsylvania: US National Library of Medicine
National Institutes of Health. doi: 10.1007/s10964-011-9684-0. | |
dc.relation | Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™. Retrieved from:
http://classes.mst.edu/edtech/TLT2014/BCH120/Abkemeier--FLIP_handout_FNL_Web.pdf | |
dc.relation | González, J. (2014, March 24). Modifying the flipped classroom: The “In-Class” version
[Blog post]. Retrieved from http://www.edutopia.org/blog/flipped-classroom-in-class-versionjennifergonzalez | |
dc.relation | Grifee. D. (2012). An Introduction to Second Language Research Methods. California:
TESL-EJ Publications: Interpretation. Retrieved from:
https://repozitorij.ffos.hr/islandora/object/ffos:2380/preview Interpretation. | |
dc.relation | Griffee, D. T. (2005). Research Tips: Interview Data Collection. Journal of
Developmental Education, 28(3), 36-37. | |
dc.relation | Halliwell, S. (1992). Teaching English in the primary classroom. Longman. | |
dc.relation | Hughes, R. (2002). Teaching and Researching Speaking. Great Britain: Pearson
Education | |
dc.relation | Isarankura, S. (2015). Using the audio-articulation method to improve EFL learners’
pronunciation of the English /v/ sound. Thammasat Review, 18(2), 116-137 | |
dc.relation | Johnson, G. (2013). Students Perceptions of Flipped Learning. University of British
Columbia. Okanagan. | |
dc.relation | Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman | |
dc.relation | Luk, J. C., & Lin, A. M. (2017). Classroom interactions as cross-cultural encounters:
Native speakers in EFL lessons. Routledge. | |
dc.relation | Lynn, P. (2013). The Flipped Classroom: Cultivating Student Engagement. British
Columbia: University of Victoria | |
dc.relation | Marković, H. (2017). Kinesics and Body Language in Simultaneous and Consecutive
Interpretation. Retrieved from: https://repozitorij.ffos.hr/islandora/object/ffos:2380/preview | |
dc.relation | Nederveld, A; Berge, Z. (2015). Flipped learning in the workplace. Baltimore: Emerald
Group Publishing. | |
dc.relation | Norato, C: Ramos, J. (2015). Interaction strategy for the development of the oral
production of sixth graders at I.E.D Nydia Quintero de Turbay. Bogotá: Universidad Libre. | |
dc.relation | Nunan, D. (1999). Second language teaching & learning. Boston, Mass: Heinle & Heinle
Publishers. | |
dc.relation | Pacheco, I., Rozo, L., Suárez, E. (2011). Role of Cooperative Learning Strategies in the
Development of 5th Graders’ Speaking Skills at George Washington School. Universidad de la
Salle. Bogotá. | |
dc.relation | Palinkas, Lawrence & M Horwitz, Sarah & Green, Carla & Wisdom, Jennifer & Duan,
Naihua & Hoagwood, Kimberly. (2013). Purposeful Sampling for Qualitative Data Collection
and Analysis in Mixed Method Implementation Research. Administration and policy in mental
health. 42. 10.1007/s10488-013-0528-y. | |
dc.relation | Ramirez, M. (2017, May 30). What’s an in-class flip? [Blog post]. Retrieved from
http://martharamirez.com.co/blog/whats-an-in-class-flip/. | |
dc.relation | Ramirez, M. (2018). In-Class Flip: Flipping a Literature Class for Student-Centered
Learning. In Innovations in Flipping the Language Classroom (pp. 93-103). Singapore: Springer | |
dc.relation | Ramirez, M. & Rodríguez-Buitrago, C. (2018). In class flip activities. Flipped Learning
3.0 Certification Level ll. Online Course. (Section 2.4 Station Rotation Models and 2.5 NonStation Rotation Flip) Retrieved from: https://learn.flglobal.org/ | |
dc.relation | Rashid, S. (2015). The Impact of Task-Based Instruction Program on Fostering ESL
Learners’ Speaking Ability: A Cognitive Approach. Doi:10.7575/aiac.alls.v.6n.2p.113. | |
dc.relation | Sams, A; Bergmann, J. (2012). Flip your classroom: Reach Every Student in Every Class
Every Day. Eugene: Courtney Burkholder. | |
dc.relation | Segura, R. (2012). The importance of teaching listening and speaking skills. Retrieved
from: https://www.ucm.es/data/cont/docs/119-2015-03-17-12.RocioSeguraAlonso2013.pdf | |
dc.relation | Strauss, A. (1987). Qualitative Analysis for Social Scientists. London: Cambridge
University Press. | |
dc.relation | Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory
procedures and techniques. Thousand Oaks: Sage Publications, Inc. | |
dc.relation | Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory
procedures and techniques. Thousand Oaks: Sage Publications, Inc. | |
dc.relation | Thornbury, S. (2005). How to teach speaking. Harlow, UK: Pearson Education Limited. | |
dc.relation | Toro, L: Velásquez, D. (2016).Teaching Speaking Skills through Language Games in a
Fifth Grade of a Public School from Pereira. Pereira: Universidad tecnológica de Pereira | |
dc.relation | Tucker, B. (2012). The flipped classroom: Online instruction at home frees class time for
learning. Educ Next, 12(1), 82-83. | |
dc.relation | Wallace, M.(1998). Action Research for Language Teachers. Massachusetts: Cambridge
University Press. | |
dc.relation | Wang, Z. (2014). Developing Accuracy and Fluency in Spoken English of Chinese EFL
Learners. English language teaching, 7(2), pp. 110-118. | |
dc.relation | Windle, R., & Warren, S. (2013). Communication Skills. Retrieved from
http://www.directionservice.org/cadre/section4.cfm | |
dc.relation | Tobón de Castro, L. (2017). Importancia del Contexto en la Comunicación Lingüística.
Revista de la Facultad de Artes y Humanidades. Folios, (9), 13.19. | |
dc.relation | Dijk, T. (1980). Texto y Contexto, Semántica y Pragmática del Discurso. Ediciones
Cátedra. Madrid, España. pp. 273 – 276. | |
dc.relation | Gómez, C. (2016). El modelo Flipped learning en la pronunciación del inglés: un estudio
exploratorio con docentes en formación de lenguas extranjeras. Medellín: Universidad de
Antioquia | |
dc.relation | Ministerio de Educación Nacional (2006). Estándares Básicos de Competencias en
Lenguas Extranjeras: Inglés. Bogotá: Imprenta Nacional. | |
dc.relation | Moya, C. (2001). Visión Panorámica del Contexto. “Aguas Vivas”. Bogotá, Colombia:
Ediciones Universidad de Salamanca e Instituto Caro y Cuervo. pp. 145 – 166. | |
dc.relation | Vasilachis de Gialdino, I. (2009). Estrategias de Investigación Cualitativa. Barcelona:
Gedisa. | |
dc.rights | http://creativecommons.org/licenses/by-nc-nd/2.5/co/ | |
dc.rights | Atribución-NoComercial-SinDerivadas 2.5 Colombia | |
dc.rights | info:eu-repo/semantics/openAccess | |
dc.rights | http://purl.org/coar/access_right/c_abf2 | |
dc.subject | Aprendizaje | |
dc.subject | Producción oral | |
dc.subject | Educación | |
dc.title | The Impact of Flipped Learning on Fifth Graders’ Oral Production | |