Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido
http://hdl.handle.net/10818/10821
2024-03-29T01:14:06ZUsing planned DGBL activities to enhance vocabulary learning in a group of EFL undergraduate students in Bogotá, Colombia
http://hdl.handle.net/10818/55262
Using planned DGBL activities to enhance vocabulary learning in a group of EFL undergraduate students in Bogotá, Colombia
Ovalle Giraldo, Joan Camilo
Video games are taking a more relevant role every day and their popularity has increased exponentially among students. Thus, the use of this media in the classroom has benefited teachers and students to learn a language. However, educators seem to be unaware of the planning and use of Digital Game-based Learning (DGBL) in the English clasroom. The current study contributes to the body of literature by examining the impact of planned DGBL tasks on EFL college students’ vocabulary learning; by unveiling students' perception of their level of engagement when using DGBL tasks for vocabulary learning purposes; and indicating the type of lexicon that is more likely to be acquired when using DGBL tasks in the EFL class. To achieve this, a 24-hour pedagogical intervention was implemented with a group of 12 undergraduate participants: 10 females and 2 males. This project was framed in a mixed-method approach. Data was obtained from artifacts, vocabulary tests, and students and research journals. The qualitative data was analyzed using Anne Burns' framework for data analysis, whereas the quantitative data was processed using descriptive analysis. The findings suggest that video games can potentialize vocabulary learning and most of the vocabulary learned corresponded to the direct situated meaning nature. The participants showed high engagement levels to the activities in multiple dimensions. This suggests that incidental vocabulary learning can potentialized and planned through DGBL.; Los videojuegos adquieren cada día un papel más relevante y su popularidad ha
aumentado exponencialmente entre los estudiantes. Debido a esto, el uso de este medio en el aula
ha beneficiado a profesores y alumnos en el aprendizaje de un idioma. Sin embargo, los
educadores parecen desconocer la planificación y el uso del Aprendizaje Basado en Juegos
Digitales (DGBL por sus siglas en inglés) en sus clases. El presente estudio contribuye a la
literatura examinando el impacto de las tareas DGBL planificadas en el aprendizaje de
vocabulario de los estudiantes universitarios, desvelando la percepción de los estudiantes sobre
su nivel de compromiso cuando utilizan tareas DGBL con fines de aprendizaje de vocabulario e
indicando el tipo de léxico que es más probable que se adquiera cuando se utilizan tareas DGBL.
Para lograrlo, se implementó una intervención pedagógica de 24 horas con un grupo de 12
participantes universitarios: 10 mujeres y 2 hombres. Este proyecto se enmarcó en un enfoque de
métodos mixtos. Los datos se obtuvieron a partir de artefactos, pruebas de vocabulario y diarios
de investigación y de los estudiantes. Los datos cualitativos se analizaron utilizando el marco de
análisis de datos de Anne Burns, mientras que los datos cuantitativos se procesaron mediante un
análisis descriptivo. Los resultados sugieren que los videojuegos pueden potenciar el aprendizaje
de vocabulario y que la mayor parte del vocabulario aprendido correspondía a la categoria de
significado situado directo. Los participantes mostraron altos niveles de compromiso con las
actividades en múltiples dimensiones. Esto sugiere el aprendizaje incidental de vocabulario
puede potencializarse y planificarse a través de DGBL.
99 páginas
2023-02-13T00:00:00ZMultitasking and smartphones usage in the classroom and during instruction affect attention and therefore impact second language acquisition among high school students
http://hdl.handle.net/10818/53135
Multitasking and smartphones usage in the classroom and during instruction affect attention and therefore impact second language acquisition among high school students
León, José Orlando
It is paramount to understand the relationship between multitasking, smartphone usage, and the impact on attention and Second Language Acquisition as of now, in the classroom, and the impact that it may have on academic performance among High School students. Is it possible to multitask in the classroom by attending the smartphone and the teacher’s speech simultaneously? The notion of High School students is that they can do two or even three tasks simultaneously. Students believe that they can attend to their smartphone; read and write text messages, talk to his/her neighbor, and pay attention to instruction, which is starting to become the new trend nowadays (Dhanasekaran et al., 2017). It is unseemly to be aware of all these distractions which means a switch of actions that ultimately affects learning (Chen & Yan, 2016). Technological devices such as laptops, tables, and specifically smartphones present educational opportunities, however it can also create learning problems, (Junco, 2012). Explicitly, multitasking with smartphones can interfere with learning process (Sana et al., 2013), attention is affected when switching actions instantly such as reading, and writing text messages on the smartphone, and then paying attention to instruction at the same time. However, it is not possible to do both actions (Schmidt, 2001), and even three actions simultaneously; students need to put on hold one action to start another. In this case specifically to read a text message even in fractions of a second requires full attention and at the same time to write a text message in seconds requires full attention, therefore, attention to instruction is put on hold. It would be unlikely to perform both actions simultaneously (Schmidt, 1995), still, the notion of multitasking is most likely to be believable among students.
75 páginas
2022-11-02T00:00:00ZParents' experiences of EFL preschoolers attending an emergency remote learning model
http://hdl.handle.net/10818/52555
Parents' experiences of EFL preschoolers attending an emergency remote learning model
Betancourt Ramírez, Jhonatan Steven
La pandemia de COVID-19 afectó la educación en todo el mundo. Docentes, estudiantes, padres de familia y directivos comenzaron a utilizar herramientas tecnológicas y plataformas virtuales para continuar con las actividades académicas. Este estudio cualitativo descriptivo interpretativo exploró cómo los padres respaldaron y apoyaron la experiencia de aprendizaje de inglés de sus hijos en edad preescolar de forma remota. El estudio se llevó a cabo con 17 alumnos de transición de entre 5 y 6 años y sus padres. Los datos se recolectaron de 17 entrevistas semiestructuradas, cartas de padres y diarios del profesor y se analizaron a través del enfoque de la teoría fundamentada. Los resultados revelaron que los padres se vieron obligados a ser maestros incluso cuando no estaban preparados. Descubrieron cómo aprendían sus hijos y se familiarizaron más con ellos. Sin embargo, brindar apoyo fue difícil porque los padres no estaban familiarizados con el formato de instrucción remota, ya que es posible que nunca hayan estado expuestos al aprendizaje en línea. El estudio concluye que la experiencia de aprendizaje virtual ayudó a los padres a establecer mejores relaciones con los niños y a ser más conscientes de sus fortalezas y debilidades. Además, la implementación de la instrucción en línea con estudiantes muy jóvenes tuvo ventajas y desventajas; sin embargo, el buen desarrollo de la educación virtual está directamente relacionado con la accesibilidad de los recursos tecnológicos. Las familias de alto nivel socioeconómico pudieron enfrentar mejor la situación que las familias de bajos recursos.; The COVID-19 pandemic impacted education around the world. Teachers, students,
parents, and stakeholders started to use technological tools and virtual platforms to continue
academic activities. This descriptive-interpretative qualitative study explored how parents
endorsed and supported their preschool children's English learning experience remotely. The
study was conducted with 17 transition graders aged 5-6 years and their parents. Data were
collected from 17 structured interviews, parents' letters, and teacher journals and were analyzed
through the grounded theory approach. The results revealed that parents were forced to be
teachers even when they were not prepared. They discovered how their children learned and
familiarized themselves with their children. However, providing support was difficult because
parents were unfamiliar with the format of remote instruction, as they may never have been
exposed to online learning. The study concludes that the online learning experience helped
parents establish better relationships with kids and be more aware of their strengths and
weaknesses. Moreover, the implementation of online instruction with very young learners had
pros and cons; nevertheless, the proper development of virtual education is directly related to the
accessibility of technological resources. High socioeconomic families could face the situation
better than low-income families.
88 páginas
2022-10-18T00:00:00ZPerceptions, attitudes, and experiences related to competencies of virtual language
http://hdl.handle.net/10818/52175
Perceptions, attitudes, and experiences related to competencies of virtual language
Cristancho Pineda, Laura Helena
The development of online education demands specific skills from teachers, the lack of these skills produces difficulties, their work might become underrated, learners might be affected, they could drop out of courses or even not enroll in virtual programs again, and institutions eventually lose credibility. This study seeks to identify virtual instructors’ competencies and skills leadleads to an improvement in the teaching and learning process. A questionnaire, along with semi-structured interviews, literature reviews, and field notes facilitated the collection of perceived competencies needed for virtual instructors. The participants (n=33) teachers and instructors from 9 cities in Colombia and one teacher from Spartanburg, South Carolina (USA), with varying professional backgrounds, however, 90.9% of them are licensed teachers, operating as virtual or online instructors. The results show that the participants’ perspectives along with the literature review reveal the difficulties that virtual/online instructors face match the problem considered to develop this study. Furthermore, the participant's perception of the competencies that make up a virtual instructor requires matches the proposal of competencies in this study. Nevertheless, a broader understanding of competencies was found and strategies to connect the proposal of competencies of virtual/online instructors.
78 páginas
2022-08-08T00:00:00Z