The design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts

dc.creatorOyola Massy, Reinel David
dc.creatorOrtega Sanabria, Josué David
dc.date2020-06-08T17:25:21Z
dc.date2020-06-08T17:25:21Z
dc.date2020-06-07
dc.date.accessioned2023-09-06T21:57:02Z
dc.date.available2023-09-06T21:57:02Z
dc.identifierHttps://repositorio.unicordoba.edu.co/handle/ucordoba/2847
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8710881
dc.descriptionReading to learn is an instructional approach that leads students from aided to independent creation of meaning in reading and writing, it follows a cycle with a set of strategies guiding students to independent construction of a specific text-genre. Nevertheless, few studies have designed instructional units and lessons for the use of R2L to promote learners’ oral production, most specifically of oral exposition texts. Neither has it been researched yet the use of this methodology along with mediation tools in the EFL class. Therefore, this qualitative study is intended to describe the main characteristics an instructional unit and lesson based on R2L and flipped learning should contain to develop tenth-graders’ capacity to produce oral exposition discourses in an EFL class. As well as to identify the main adaptations EFL teachers should consider when integrating R2L and FL for developing students’ capacity to produce exposition oral genres. Previous to the unit design, a diagnostic lesson was conducted on tenth-graders in a public school from the rural side of Montería, Colombia. Throughout the intervention oral production tasks, audio recordings, observations, and document analysis were used to collect data for the present design. This study sheds light on the existing gap of knowledge about the design and implementation of R2L and Flipped instruction to prompt the participation of oral exposition texts in tenth-graders. Leer para aprender (R2L) es un enfoque instructivo que, siguiendo un ciclo con un conjunto de estrategias pedagógicas, lleva a los estudiantes de la ayuda a la creación independiente de significado en la lectura y la escritura, así como a la construcción independiente de géneros textuales específicos. Sin embargo, pocos estudios han diseñado unidades y lecciones instructivas para el uso de R2L enfocados a la producción oral de los estudiantes, específicamente de textos orales argumentativos. Además, la investigación del uso de esta metodología junto a herramientas de mediación tecnológica es casi nula en el campo de la enseñanza del inglés como lengua extranjera. Por eso, este estudio cualitativo pretende describir las principales características que deben contener una unidad y lección instructiva basadas en R2L y el modelo de aula invertida, enfocadas en capacitar a alumnos de décimo grado para la producción de discursos argumentativos. El presente estudio también busca identificar las principales adaptaciones que los docentes deben considerar al momento de integrar R2L y herramientas tecnológicas en el aula de inglés como lengua extranjera, enfocados a la producción del género textual argumentativo. Antes del diseño de la unidad, una clase diagnóstica permitió identificar un bajo nivel de producción oral en alumnos de décimo grado en una escuela rural pública de Montería. Durante la intervención, tareas de producción oral, grabaciones de audio, observaciones y análisis de documentos permitieron recopilar información para el presente diseño. Este estudio permitirá esclarecer la brecha existente en la literatura concerniente al diseño e implementación de R2L y aula invertida para impulsar la participación alumnos de décimo grado en discursos argumentativos.
dc.descriptionINTRODUCTION 1
dc.descriptionTHEORETICAL FRAMEWORK 4
dc.descriptionConceptual Framework 4
dc.descriptionOral production 4
dc.descriptionExposition texts 5
dc.descriptionReading to learn 7
dc.descriptionUsing a R2L cycle adaptation to promote oral production 10
dc.descriptionFlipped instruction 12
dc.descriptionLiterature Review 14
dc.descriptionMETHODOLOGY 17
dc.descriptionType of Research 17
dc.descriptionResearch Questions 18
dc.descriptionContext and Participants 18
dc.descriptionData collection techniques 20
dc.descriptionData Analysis 23
dc.descriptionFINDINGS 25
dc.descriptionIdentifying Learners’ Actual Level of Performance 25
dc.descriptionText Genre Selection: Previous to the Design 30
dc.descriptionR2L and FL Unit Features 34
dc.descriptionCurriculum explanation and decisions for the unit design 36
dc.descriptionObjectives selected for the unit 38
dc.descriptionTeaching points in the unit 39
dc.descriptionUnit flipped learning features 39
dc.descriptionR2L Cycle in the Lesson Design 41
dc.descriptionLesson adaptations and activities proposed for meeting students language needs of exposition 41
dc.descriptionPreparing for Listening 45
dc.descriptionDetailed Listening 46
dc.descriptionJoint retelling 47
dc.descriptionJoint Construction 47
dc.descriptionIndependent construction 48
dc.descriptionAssessment within the R2L and FL Unit and Lesson 48
dc.descriptionDISCUSSION 51
dc.descriptionCONCLUSIONS 56
dc.descriptionREFERENCES 57
dc.descriptionAPPENDIX 67
dc.descriptionPregrado
dc.descriptionLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.formatApplication/pdf
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación y Ciencias Humanas
dc.publisherLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
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dc.rightsCopyright Universidad de Córdoba, 2019
dc.rightshttps://creativecommons.org/licenses/by-nc/4.0/
dc.rightsInfo:eu-repo/semantics/restrictedAccess
dc.rightsAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)
dc.subjectDiseño pedagógico
dc.subjectLeer para aprender
dc.subjectPedagogía de Géneros
dc.subjectAula invertida
dc.subjectTextos Argumentativos
dc.subjectProducción Oral
dc.subjectUnit and Lesson design
dc.subjectReading to Learn
dc.subjectGenre-based pedagogy
dc.subjectFlipped instruction
dc.subjectOral exposition texts
dc.titleThe design of an instructional unit and lesson intended to flip the r2l class to engage tenth-graders in oral exposition texts
dc.typeTrabajo de grado - Pregrado
dc.typeInfo:eu-repo/semantics/bachelorThesis
dc.typehttp://purl.org/coar/resource_type/c_7a1f
dc.typeInfo:eu-repo/semantics/publishedVersion
dc.typeText
dc.typehttps://purl.org/redcol/resource_type/TP
dc.coverageMontería, Córdoba


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