Maestria en Didáctica del Inglés con Énfasis en Ambientes de Aprendizaje Autónomo
http://hdl.handle.net/10818/233
2024-03-29T08:48:47ZFlipped learning : A literature review
http://hdl.handle.net/10818/51900
Flipped learning : A literature review
Valencia Lara, Lina Marcela
The present study aims to report the findings of a systematic literature review carried out to determine what has been researched regarding the implementation of the Flipped learning approach. The review process was designed considering the phases (Baumeister & Leary, 1997) recommended. The literature search was conducted using the Scopus and Web of Science electronic databases with specific criteria of being published within 2010 – 2020. In effect, 124 articles were chosen based on explicit inclusion criteria to be reviewed. Results showed that studies were done mostly in 22 countries mainly in The USA in higher education in the fields of Health Science, Computer Science, and Language Learning. In these studies, the use of active learning practices makes FL a promising approach to promote the academic success of students, positive attitude, and self-directedness towards learning. Moreover, the FL model application and limitations are discussed in this study as well as its current state in foreign/second language teaching. The findings obtained from this study are expected to contribute to future studies conducted on flipped classrooms.
89 páginas
2022-08-06T00:00:00ZWeb-learning apps and early primary students’ EFL vocabulary acquisition
http://hdl.handle.net/10818/50609
Web-learning apps and early primary students’ EFL vocabulary acquisition
Hernández Montenegro, Cindy Piedad
El aprendizaje de lengua extranjera en colegios bilingües en nivel preescolar esta mayormente basado en modelos internacionales que, en áreas particulares como el aprendizaje de vocabulario, no reconocen las necesidades propias de la etapa pre-operacional del desarrollo cognitivo correspondiente a estas edades. El propósito de esta investigación es examinar la influencia de las aplicaciones web para el aprendizaje de vocabulario en nivel preescolar como una estrategia alternativa en el contexto de colegios bilingües. Las participantes de este proyecto fueron 13 estudiantes entre 5 y 6 años de un colegio bilingüe femenino quienes fueron observadas, entrevistadas y evaluadas a través de una experiencia de usuario y tests previos y posteriores de vocabulario que compararon su desempeño antes y después de la intervención. Los datos recopilados a través de un enfoque de investigación mixto comprobaron que el uso de aplicaciones web tiene efectos positivos en la competencia lingüística de las estudiantes.; Early primary students in bilingual schools acquire language through international models that,
to particular issues such as vocabulary acquisition, do not address the needs of the pre operational developmental stage (Martínez, 2017). The purpose of this study was to examine the
influence of web-learning applications on early primary students’ L2 vocabulary acquisition as
an alternative strategy in their context. A group of 13 female participants between 5 and 6 years
old from high socio-economic status backgrounds was observed in the use of English
vocabulary, interviewed through a user experience model, and scored in a pre- and a post-test to
compare their language performance before and after the implementation of two web learning
applications in English class. The results obtained through a mixed-method research approach
suggest a positive effect of web-learning applications regarding students’ linguistic competence.
In addition to this, this study highlights other relevant outcomes concerning students’ language
learning awareness and students’ perception of a successful learning experience. These findings
are pertinent for the bilingual preschool context because they offer an alternative for vocabulary
instruction and provide insights into students’ perspectives on technologies and foreign language
learning.
106 páginas
2022-02-02T00:00:00ZThe role of thinking routines as scaffolding strategy on third graders' thinking skills and content learning in science class
http://hdl.handle.net/10818/50602
The role of thinking routines as scaffolding strategy on third graders' thinking skills and content learning in science class
Bejarano Soto, Angelica
Pensar es una habilidad de gran importancia en el campo de la educación. Investigaciones anteriores han incluido el pensamiento crítico como una habilidad que los estudiantes deben adquirir y desarrollar desde temprana edad. Diversos investigadores han dedicado sus estudios a presentar estrategias para potenciar el pensamiento en sus aulas; sin embargo, poco se ha discutido sobre el papel de las rutinas de pensamiento como una estrategia de andamiaje en las clases de lengua y contenido. El presente estudio de investigación-acción tuvo como objetivo explorar el rol de las rutinas de pensamiento como una estrategia de andamiaje en las habilidades de pensamiento de los alumnos en clases de ciencias enseñadas y aprendidas con el enfoque AICLE. Los participantes de esta investigación fueron 20 estudiantes de tercer grado de un colegio bilingüe de Bogotá, Colombia. Los datos fueron recolectados a través de cuatro instrumentos: prueba pre y post diagnóstica, cuestionarios de grupos focales, artefactos de los estudiantes, y un diario del docente. Para el desarrollo de este estudio se escogieron cinco rutinas de pensamiento: ¿Qué te hace decir eso?, Veo, pienso y me pregunto, Pensar, hablar en parejas y compartir, Los 3 porqués, y El juego de la explicación.; Thinking is an important skill in the field of education. Previous research has
included critical thinking as an ability that learners need to acquire and develop from early
ages. Various scholars have devoted their studies to present different strategies to enhance
thinking in their classrooms; however, little has been discussed about the role of thinking
routines as a scaffolding strategy in content and language lessons. The present action
research study aimed to explore the role of thinking routines as a scaffolding strategy on
learners’ thinking skills in science lessons taught and learned with the CLIL approach. The
participants of this research were 20 third-grade students from a bilingual school in Bogotá.
Colombia. Data was gatherer through four instruments: pre and post diagnostic test, focus
group questionnaires, students’ artifacts and a teacher’s journal. Five thinking routines were
chosen for the development of this study: What makes you say that?, I see, I think, I
wonder, Think, pair, share, The 3 Whys and the explanation game. The instruments allowed
the possibility to visualize the two main roles that were discovered throughout this study;
the first one refers to the use of thinking routines as skills thinking builders; at first glance,
this seems obvious, however, if not done constantly, the activities cannot foster such skills.
While understanding the contents of the science lessons, students can share their thinking
with others, thus building knowledge as a community. The second role refers to the
achievement of better communication skills. The students had the opportunity to enlarge
their vocabulary and find different ways to express their ideas to others. Some obstacles
occurred throughout the study, and at the same time, they were opportunities to continue
offering the support that learners require.
12 páginas
2022-02-08T00:00:00ZColombian teachers’ perspectives on CLIL: The effect of primary school teachers’ beliefs, training, and practices on CLIL implementation in a country of the expanding circle
http://hdl.handle.net/10818/50363
Colombian teachers’ perspectives on CLIL: The effect of primary school teachers’ beliefs, training, and practices on CLIL implementation in a country of the expanding circle
Grinevich, Natalia
AICLE (CLIL) es un enfoque avanzado de educación bilingüe que permite el aprendizaje de un idioma extranjero con propósito, mientras se concentra en el contenido. El mismo ofrece una solución a la falta de exposición a una lengua extranjera en el contexto de los países del círculo en expansión y por eso otorga oportunidades a los estudiantes para aumentar su competitividad en la sociedad moderna globalizada. Sin embargo, muchas instituciones que empezaron a trabajar con educación bilingüe en estas regiones, están enfrentando problemas por la falta de investigación académica y de una guía práctica sobre el tema. Por lo tanto, los factores asociados a los maestros se convierten en los elementos claves que afectan el éxito de la metodología. Este estudio cualitativo investiga las percepciones, la formación y las prácticas de los maestros para determinar el nivel de cumplimiento con los pilares teóricos y detectar cualquier brecha metodológica en su interpretación de AICLE. Los datos adquiridos de seis profesores bilingües de un colegio internacional colombiano localizado en Medellín, fueron sometidos a un análisis cualitativo basado en el método de la teoría fundamentada (Grounded Theory). Los resultados confirmaron persistencia de algunos problemas relacionadas con la falta de formación y el apoyo administrativo a los profesores, que ya habían sido discutidos en estudios previos. Los hallazgos también aportan algunas ideas nuevas sobre el tema describiendo una situación en un colegio que ya ha comenzado la transición hacia AICLE.; CLIL is a revolutionary approach to bilingual education that allows learning a foreign language
with a purpose while focusing on content. It offers a solution to the lack of language exposure in
the context of expanding circle countries and, therefore, provides learners with more
opportunities to become competitive in the modern globalized society. Nevertheless, many
institutions that have turned to bilingual education in these regions are facing the problem of
scarce academic research and practical guidance on the topic. Therefore, teacher-related factors
become the key elements affecting the success of the approach. This qualitative research study
addressed primary teachers’ beliefs, training and practices to determine the level of compliance
with theoretical pillars and to detect any methodological gaps in their interpretation of CLIL. The
data collected from six bilingual teachers from a Colombian international school in Medellín
underwent qualitative analysis based on the grounded theory method. Findings confirm the
persistence of some problems related to lack of training and administrative support for teachers
already discussed in previous studies. The results also provided new insights into the issue by
describing a situation in a school that has already started transitioning towards CLIL. By
analysing the case, methodological strengths and weaknesses were detected which allowed
defining practical recommendations for improving the CLIL implementation process that could
be applied to similar bilingual institutions not only in Colombia but also in other expanding circle countries around the globe.
117 páginas
2021-10-28T00:00:00Z