| dc.contributor | Pastrana Muñoz, Juan Carlos | |
| dc.creator | Hoyos Molina, Andrés Felipe | |
| dc.date | 2023-02-15T18:04:09Z | |
| dc.date | 2023-02-15T18:04:09Z | |
| dc.date | 2023-02-15 | |
| dc.date.accessioned | 2023-09-06T21:56:21Z | |
| dc.date.available | 2023-09-06T21:56:21Z | |
| dc.identifier | https://repositorio.unicordoba.edu.co/handle/ucordoba/7110 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8710666 | |
| dc.description | The current study explains changes in fourth graders’ oral participation that study in a private institution located in Montería, Córdoba, Colombia, and learned English as a Foreign Language following a Flipped Learning Approach. The essence of this study is rooted in the change that the educational field experienced due to the COVID-19 pandemic that affected the world and provoked teachers, schools, and institutions worldwide to implement Emergency Remote Learning.
This study followed an explanatory research design to explain how those changes occurred. Observations, in-depth interviews, and documentation were used as methods to collect the data. Data were collected between April 2021 and September 2022. It was analyzed following the Marshall and Rossman model, pursuing their seven stages proposed to analyze the data. To increase the trustworthiness and legitimacy of this study, the data were triangulated, comparing different data sources and proposing rigorous conclusions. The findings revealed that the participants positively perceived oral participation in the flipped classroom. Important aspects such as the importance of participating orally in class and the influence of Information and Communication Technologies (ICT) were highlighted in those perceptions. A matrix was used to analyze changes in the frequency and quality of oral participation. In that sense, the findings evidenced that students’ oral participation had increasingly significant changes. However, little changes were found in terms of the quality of oral participation in the flipped classroom. Also, this study revealed that affective factors such as self-esteem, anxiety, and motivation provoked changes in students’ oral participation in the flipped classroom. | |
| dc.description | Introduction 1 | |
| dc.description | Research questions 6 | |
| dc.description | Theoretical Framework 9 | |
| dc.description | Conceptual Framework 9 | |
| dc.description | Towards a definition of remote learning 9 | |
| dc.description | Flipped learning Approach. 14 | |
| dc.description | Oral participation 21 | |
| dc.description | Literature review 25 | |
| dc.description | Flipped learning and affective factors. 27 | |
| dc.description | Flipped learning and students’ oral participation. 32 | |
| dc.description | Methods 34 | |
| dc.description | Research approach and design 34 | |
| dc.description | Participants and context 37 | |
| dc.description | Data collection procedures 39 | |
| dc.description | Observations 40 | |
| dc.description | In-depth interviewing 41 | |
| dc.description | Documentation 43 | |
| dc.description | Data analysis technique 45 | |
| dc.description | Ethical considerations 48 | |
| dc.description | Findings 49 | |
| dc.description | Students’ perceptions of oral participation in the flipped classroom 49 | |
| dc.description | Benefits of students’ oral participation in the flipped classroom 56 | |
| dc.description | Affective factors affecting students’ oral participation. 64 | |
| dc.description | Discussion 70 | |
| dc.description | Conclusions 74 | |
| dc.description | References 76 | |
| dc.description | Appendices 81 | |
| dc.description | Appendix 1 81 | |
| dc.description | Appendix 2 87 | |
| dc.description | Appendix 3 100 | |
| dc.description | Appendix 4 101 | |
| dc.description | Appendix 5 102 | |
| dc.description | Appendix 6 104 | |
| dc.description | Maestría | |
| dc.description | Magister en Enseñanza del Inglés | |
| dc.description | Trabajos de Investigación y/o Extensión | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Facultad de Educación y Ciencias Humanas | |
| dc.publisher | Montería, Córdoba, Colombia | |
| dc.publisher | Maestría en Enseñanza del Inglés | |
| dc.rights | Copyright Universidad de Córdoba, 2022 | |
| dc.rights | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.rights | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | |
| dc.subject | Covid-19 | |
| dc.subject | Aprendizaje remoto en emergencias | |
| dc.subject | Enfoque de aprendizaje invertido | |
| dc.subject | Participación oral | |
| dc.subject | Factores afectivos | |
| dc.subject | COVID-19 pandemic | |
| dc.subject | Emergency remote learning | |
| dc.subject | Flipped learning approach | |
| dc.subject | Oral participation | |
| dc.subject | Affective factors | |
| dc.title | Flipping oral participation in efl lessons during the covid-19 pandemic | |
| dc.type | Trabajo de grado - Maestría | |
| dc.type | info:eu-repo/semantics/bachelorThesis | |
| dc.type | http://purl.org/coar/resource_type/c_7a1f | |
| dc.type | info:eu-repo/semantics/submittedVersion | |
| dc.type | Text | |
| dc.type | https://purl.org/redcol/resource_type/TM | |
