Fostering foreign language engagement through contextualization and students’ interests.

Este proyecto de investigación se enfoca en el impacto de integrar las realidades sociales de los estudiantes en el aprendizaje del inglés, basado en su contexto e intereses. El estudio se llevó a cabo en un colegio femenino en Bogotá. Involucrando 28 estudiantes de sexto grado durante un año y medi...

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Autores:: Castelblanco Prada, Maria Camila

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2024

Institución:: Universidad Pedagógica Nacional

Repositorio:: Repositorio Institucional UPN

Idioma:: eng

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network_name_str	Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv	Fostering foreign language engagement through contextualization and students’ interests.
title	Fostering foreign language engagement through contextualization and students’ interests.
spellingShingle	Fostering foreign language engagement through contextualization and students’ interests. Contextualización Intereses de los estudiantes Aprendizaje del inglés Enfoque basado en intereses Contextualization Students' interests English learning Interest-Based approach
title_short	Fostering foreign language engagement through contextualization and students’ interests.
title_full	Fostering foreign language engagement through contextualization and students’ interests.
title_fullStr	Fostering foreign language engagement through contextualization and students’ interests.
title_full_unstemmed	Fostering foreign language engagement through contextualization and students’ interests.
title_sort	Fostering foreign language engagement through contextualization and students’ interests.
dc.creator.fl_str_mv	Castelblanco Prada, Maria Camila
dc.contributor.advisor.spa.fl_str_mv	Sabogal Velásquez, Juan Sebastián
dc.contributor.author.spa.fl_str_mv	Castelblanco Prada, Maria Camila
dc.subject.spa.fl_str_mv	Contextualización Intereses de los estudiantes Aprendizaje del inglés Enfoque basado en intereses
topic	Contextualización Intereses de los estudiantes Aprendizaje del inglés Enfoque basado en intereses Contextualization Students' interests English learning Interest-Based approach
dc.subject.keywords.eng.fl_str_mv	Contextualization Students' interests English learning Interest-Based approach
description	Este proyecto de investigación se enfoca en el impacto de integrar las realidades sociales de los estudiantes en el aprendizaje del inglés, basado en su contexto e intereses. El estudio se llevó a cabo en un colegio femenino en Bogotá. Involucrando 28 estudiantes de sexto grado durante un año y medio. Se emplearon metodologías de contextualización y basadas en intereses para desarrollar e implementar una intervención pedagógica con el objetivo de fomentar el compromiso en el proceso de aprendizaje del idioma extranjero. La recolección y el análisis de datos se realizaron utilizando métodos cualitativos que incluyen encuestas, cuestionarios y análisis de los artefactos de los estudiantes. Los hallazgos revelan que implementar los intereses y los factores contextuales de los estudiantes en el proceso de aprendizaje aumentó significativamente el compromiso y la motivación. Los estudiantes pudieron establecer conexiones entre sus intereses y el currículo, adquiriendo una mejor comprensión del idioma a través de aplicaciones en el mundo real. Además, reconocer los intereses individuales facilita el proceso entre los estudiantes. Estos resultados subrayan la importancia de la contextualización y los intereses de los estudiantes en la educación, evidenciando aplicaciones prácticas y significativas en la vida real.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-12-12T20:42:33Z
dc.date.available.none.fl_str_mv	2024-12-12T20:42:33Z
dc.date.issued.none.fl_str_mv	2024
dc.type.local.spa.fl_str_mv	Tesis/Trabajo de grado - Monografía - Pregrado
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dc.identifier.instname.spa.fl_str_mv	instname:Universidad Pedagógica Nacional
dc.identifier.reponame.spa.fl_str_mv	reponame: Repositorio Institucional UPN
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identifier_str_mv	instname:Universidad Pedagógica Nacional reponame: Repositorio Institucional UPN repourl: http://repositorio.pedagogica.edu.co/
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Abu-Rasheed H, Weber C and Fathi M (2023) Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations – a pedagogical and technical perspective. Front. Educ. 8:1210968. Doi: 10.3389/feduc.2023.1210968 Active Learning \| Center for Teaching Innovation. (s. f.). https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/active learning#:~:text=Active%20learning%20methods%20ask%20students,words%20through%2 0writing%20and%20discussion. Alptekin, C, (2002) Towards Intercultural Communicative Competence in ELT. DOI:10.1093/elt/56.1.57 Annesley, Thomas M (2010) "Show Your Cards: The Results Section and the Poker Game." Clinical Chemistry 56: 1066-1070. Asgari, M, Ketabi , S & Amirian,Z, (2019), Interest-based Language Teaching: Enhancing Students’ Interest and Achievement in L2 Reading, Iranian Journal of Language Teaching Research, p. 61-75. Ayala, J, & Alvarez, J. (2005) A Perspective of the Implications of the Common European Framework Implementation in the Colombian Socio-cultural Context. Colombian Applied Linguistic Journal. Number 7. DOI: 10.14483/22487085.162 Bailey, K. (2005) Chapter Three: Speaking. Practical English Language Teaching. Bendeck, J, & Toro, D, (2021), Influence of Colombian Sociocultural Factors in Learning English as a Foreign Language in Medellín. IOSR Journal of Humanities and Social Science. ISSN: 2279-0837, p-ISSN: 2279-0845. Berger, P, & Luckmann, T, (1966) The Social Construction of Reality. Penguin Books. Link: https://web.archive.org/web/20191009202613id_/http://perflensburg.se/Berger%20social construction-of-reality.pdf Bley, R. (1990) The Logical Problem of Foreign Language Learning. The University of Hawaii. Linguistic Analysis, Volume 20, Number 1-2. Brazda, J. (2023) Context developing activities (s.f.) Teaching English: https://www.teachingenglish.org.uk/professional-development/teachers/knowing subject/articles/context-developing-activities Caudle, Sharon, L (2004) “Chapter 15: Qualitative Data Analysis” Handbook of Practical Program Evaluation. Carroll, A, Lodge, J, MacMahon, S, & Osika, A, (2022) Contextual learning: linking learning to the real world. Time Higher Education. https://www.timeshighereducation.com/campus/contextual-learning-linking-learning-real world Celik, M, (2010) Interest-Based Language Teaching to Increase Motivation and Output in Turkey. Link: https://dergipark.org.tr/tr/download/article-file/217262 Chistyakov, D. (2020) Media Construction of Social Reality and Communication Impact on an Individual. Advances in Social Science, Education and Humanities Research, volume 468. P. 141-144. DOI:10.2991/assehr.k.200901.028 Clarke, P, Truelove, E, Hulme, C, & Snowling, M. (2014) Developing Reading Comprehension. Wiley Blackwell. Collin, F. (1997) The Problems of Philosophy: Social Reality. Routledge. Del Toro, Z, Mercaso, A, Pájaro, M, Noriega, L, Watts, W & Lopez, M. (2019) Challenges in English Teaching and Learning in Colombia. English Language Teaching; Vol. 12, No. 4. Dewi, F, Huwaidah, H, & Wahyuningsih (2023) Learners Strategies Used by Non English Department Students in Learning English: Students’ Perspective. DOI:10.31002/kabastra.v3i1.1083 Ellis, R. (1994).The study of second language acquisition. Oxford:OUP. Endang, S, & Prana, I, (2017), Exploring students interests in learning English, The Second TEYLIN international Conference. P. 184-191. DOI: 978-602-1180-45-7. Functional Language / CDE (s.f.) https://www.cde.state.co.us/cde_english/functionallanguagepage Graddol, D. (1997) The Future of English? The British Council. Greifeneder, R, Bless, H & Fiedler, K. (2018) Social Cognition: How Individuals Construct Social Reality. Routledge Hagel, J (2020) Connections and Context. https://www.johnhagel.com/connections-and-context/ Hernández, R. (2018) Chapter 13: Recolección y análisis de los datos en la ruta cualitativa. 440-520. Metodología de la Investigación. Mc Graw Hill Education Iqram, M. (2015) Teaching Productive Skills to the Students: A Secondary Level Scenario. BRAK University. Khattab, N. (2015) Students’ aspirations, expectations, and school achievement: what really matters? British Educational Research Journal / Volume 41, Issue 5, p. 731-748. DOI: https://doi.org/10.1002/berj.3171 Kurapov, A. (2020) Connection between Personal Values and Music Preferences. Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology” N° 2 (12), pp. 52-56. DOI: https://doi.org/10.17721/BSP.2020.2(12).9 Le Gal, D, (2019) English Language Teaching in Colombia: A Necessary Paradigm Shift. Universidad Nacional de Colombia. DOI: https://doi.org/10.15446/male.n12.73267 López-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. In C. Goria, O. Speicher, & S. Stollhans (Eds), Innovative language teaching and learning at university: enhancing participation and collaboration (pp. 105-111). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2016.000411 Lloyd, K. (2017) Prior Knowledge: Its Role in Learning. University of the Philippines Los Baños. Malesevic, V, Jelic, G, & Vekaric, G. (2021) Importance of Concious Attention Capacity in Removing the Causes of Active Listening Distractions. International Conference on Research in Management and Economics – IMECONF – Berlin. Mazzeo, C., Rab, S. Y., & Alssid, J. L. (2003). Building bridges to college and careers: Contextualized basic skills programs at community colleges. Brooklyn, NY: Workforce Strategy Center. Moghaddas, B, (2018) The effect of contextualization on the Iranian EFL learners' performance in reading tasks. International Journal of Educational Science and Research (IJESR) (pp. 11-20). Moltz, D. (2010, November 11). Encouraging deep learning. Inside Higher Ed. Novak, J. (2013) Meaningful Learning is the Foundation for Creativity. Revista Curriculum, 25; marzo 2013, pp. 27-38; ISSN: 1130-5371. Retrieved from: https://riull.ull.es/xmlui/bitstream/handle/915/4435/Q_26_%282013%29_02.pdf?sequence=1 &isAllowed=y Nurhasanah, A, Ramadhanti, S, Utami, S & Alifah, F. (2022) Improving Elementary School Students’ Understanding of the Concept through Meaningful Learning in David Ausubel’s Perspective. Jurnal Basicedu. Volume 6 Number 3 Year 2022 Pages 5728 – 5734. Nurdin, I, Jumadi, Kamaruddin, S. (2023) The Study of Social Interaction in Education and Its Influence on Sociology Learning Achievement in Students. Journal of Educational Science and Technology. Volume 9 Number 2. Pages 194-202. URL: https://eprints.unm.ac.id/35789/1/%28Jurnal%29%20The%20Study%20of%20Social%20Inte raction%20in%20Education%20and%20Its%20Influence%20on%20Sociology%20Learning %20Achievement%20in%20Students.pdf Oktaviani, A. & Fauzan, A. (2017) Teachers’ perceptions about the importance of English for young learners. Linguistics, English Education and Art (LEEA) Journal. Volume 1. DOI : https://doi.org/10.31539/leea.v1i1.255 Parsaulian, V, Buan, S, & Bunau, E. (2013) An Analysis on the Factors Causing English Learning Difficulties. Journal Pendidikan Dan Pembelajaran. Vol. 2, No. 7 Penycook, A, (2017) The Cultural Politics of English as an International Language. Routledge Taylor & Francis Group. Perin, D, (2011), Facilitating Student Learning Through Contextualization, Community College Research Center. Quintanilla, V. (1971) English in Colombia. U.S. Department of health, education & welfare office of education. Ríos, S, & Valcácel,A , (2005), Reading: A Meaningful Way to Promote Learning English, Universidad Nacional de Colombia, p. 59-72. https://repositorio.unal.edu.co/handle/unal/25119 Riyaz, S, (2016) Importance of English communication skills. International Journal of Applied Research 2016;2 (3): 478-480. Rodriguez, M & Rodriguez, J, (2010) Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Link: https://revistas.unal.edu.co/index.php/profile/article/download/17691/36825?inline=1 Ruona, Wendy, E, A. (2009) Chapter 14: Analyzing Qualitative Data. (p. 233-263) Research in Organizations by Richard Swanson & Elwood Holton. Sewbihon, A. (2020) Factors affecting the attitudes of students towards learning English as a foreign language. Getie, Cogent Education. Silalahi, M, (2019) Improving Students’ Interest in Learning English by Using Games, International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE), Vol, 1. DOI: https://doi.org/10.31098/ijtaese.v1i1.20 Sreena, S. & Ilankumaran, M. (2018) Developing Productive Skills Through Receptive Skills – A Cognitive Approach. Internation Journal of Engineering & Technology. 7 (669-673) Stikharoh, L, (2019), EFL Students' Attitude Toward Learning English. Journal of education and practice. DOI: 10.30595/jssh.v3i2.3126 Soh, Yoon-Hee. (2000) Small group dynamics in learning English: What matters? English Teaching, 55 (4), 269-293. Thao, T, & Tai, P, (2017) The Importance of Intercultural Communicative Competence in English Language Teaching and Learning. TESOL Conference Proceedings 2017 Innovation and Creativity in Teaching and Learning Foreign Languages. Uden, Sulaiman & Lamun, (2022), Factors Influencing Students’ Attitudes and Readiness towards Active Online Learning in Physics. Education Sciences. DOI: https://doi.org/10.3390/educsci12110746 Wang, Q & Teo, T. (2024) Explaining the relationships among components of intercultural competence : A structural equation modelling approach. International Journal of Intercultural Relations. Volume 99, 101953. https://doi.org/10.1016/j.ijintrel.2024.101953 Woffindin, L. (2023). All about Adaptive Teaching. CPD Online College. https://cpdonline.co.uk/knowledge-base/safeguarding/adaptive-teaching/
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spelling	Sabogal Velásquez, Juan SebastiánCastelblanco Prada, Maria CamilaBogotá, Colombia2023-20242024-12-12T20:42:33Z2024-12-12T20:42:33Z2024http://hdl.handle.net/20.500.12209/20451instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/Este proyecto de investigación se enfoca en el impacto de integrar las realidades sociales de los estudiantes en el aprendizaje del inglés, basado en su contexto e intereses. El estudio se llevó a cabo en un colegio femenino en Bogotá. Involucrando 28 estudiantes de sexto grado durante un año y medio. Se emplearon metodologías de contextualización y basadas en intereses para desarrollar e implementar una intervención pedagógica con el objetivo de fomentar el compromiso en el proceso de aprendizaje del idioma extranjero. La recolección y el análisis de datos se realizaron utilizando métodos cualitativos que incluyen encuestas, cuestionarios y análisis de los artefactos de los estudiantes. Los hallazgos revelan que implementar los intereses y los factores contextuales de los estudiantes en el proceso de aprendizaje aumentó significativamente el compromiso y la motivación. Los estudiantes pudieron establecer conexiones entre sus intereses y el currículo, adquiriendo una mejor comprensión del idioma a través de aplicaciones en el mundo real. Además, reconocer los intereses individuales facilita el proceso entre los estudiantes. Estos resultados subrayan la importancia de la contextualización y los intereses de los estudiantes en la educación, evidenciando aplicaciones prácticas y significativas en la vida real.Submitted by Maria Camila Castelblanco Prada (mccastelblancop@upn.edu.co) on 2024-12-01T03:37:38Z No. of bitstreams: 2 Licencia de uso formato FOR021GIB.pdf: 443308 bytes, checksum: 6b165263461a64bad7d891c87d05254a (MD5) Fostering Foreign Language Engagement through Contextualization and Students’.pdf: 13203374 bytes, checksum: 34e73430369a888131f8076304907bde (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:19:56Z (GMT) No. of bitstreams: 2 Licencia de uso formato FOR021GIB.pdf: 443308 bytes, checksum: 6b165263461a64bad7d891c87d05254a (MD5) Fostering Foreign Language Engagement through Contextualization and Students’.pdf: 13203374 bytes, checksum: 34e73430369a888131f8076304907bde (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T20:42:33Z (GMT) No. of bitstreams: 2 Licencia de uso formato FOR021GIB.pdf: 443308 bytes, checksum: 6b165263461a64bad7d891c87d05254a (MD5) Fostering Foreign Language Engagement through Contextualization and Students’.pdf: 13203374 bytes, checksum: 34e73430369a888131f8076304907bde (MD5)Made available in DSpace on 2024-12-12T20:42:33Z (GMT). No. of bitstreams: 2 Licencia de uso formato FOR021GIB.pdf: 443308 bytes, checksum: 6b165263461a64bad7d891c87d05254a (MD5) Fostering Foreign Language Engagement through Contextualization and Students’.pdf: 13203374 bytes, checksum: 34e73430369a888131f8076304907bde (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoThis research project investigates the impact of integrating students’ social realities into English learning based on their context and interests. The study was conducted in a women’s school in Bogota involving 28 students from sixth grade through a year and a half. Contextualization and Interest-Based Methodology were employed to develop and implement a pedagogical intervention aiming to foster engagement in the foreign language learning process. The data collection and analysis were developed by utilizing qualitative methods which include surveys, questionnaires, and analysis of students’ artifacts. The findings reveal that implementing the students’ interests and contextual factors in the learning process significantly increased engagement and motivation. Students were able to draw connections between their interests and the curriculum, gaining a better understanding of the language through real-world applications. Additionally, it was found that recognizing individual interests facilitates the process among students. These results underscore the importance of contextualization and students’ interests in education, seeing practical and meaningful applications in real life.Inglésapplication/pdfengUniversidad Pedagógica NacionalLicenciatura en Español e InglésFacultad de Humanidadeshttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 InternationalContextualizaciónIntereses de los estudiantesAprendizaje del inglésEnfoque basado en interesesContextualizationStudents' interestsEnglish learningInterest-Based approachFostering foreign language engagement through contextualization and students’ interests.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbu-Rasheed H, Weber C and Fathi M (2023) Context based learning: a survey of contextual indicators for personalized and adaptive learning recommendations – a pedagogical and technical perspective. Front. Educ. 8:1210968. Doi: 10.3389/feduc.2023.1210968Active Learning \| Center for Teaching Innovation. (s. f.). https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/active learning#:~:text=Active%20learning%20methods%20ask%20students,words%20through%2 0writing%20and%20discussion.Alptekin, C, (2002) Towards Intercultural Communicative Competence in ELT. DOI:10.1093/elt/56.1.57Annesley, Thomas M (2010) "Show Your Cards: The Results Section and the Poker Game." Clinical Chemistry 56: 1066-1070.Asgari, M, Ketabi , S & Amirian,Z, (2019), Interest-based Language Teaching: Enhancing Students’ Interest and Achievement in L2 Reading, Iranian Journal of Language Teaching Research, p. 61-75.Ayala, J, & Alvarez, J. (2005) A Perspective of the Implications of the Common European Framework Implementation in the Colombian Socio-cultural Context. Colombian Applied Linguistic Journal. Number 7. DOI: 10.14483/22487085.162Bailey, K. (2005) Chapter Three: Speaking. Practical English Language Teaching.Bendeck, J, & Toro, D, (2021), Influence of Colombian Sociocultural Factors in Learning English as a Foreign Language in Medellín. IOSR Journal of Humanities and Social Science. ISSN: 2279-0837, p-ISSN: 2279-0845.Berger, P, & Luckmann, T, (1966) The Social Construction of Reality. Penguin Books. Link: https://web.archive.org/web/20191009202613id_/http://perflensburg.se/Berger%20social construction-of-reality.pdfBley, R. (1990) The Logical Problem of Foreign Language Learning. The University of Hawaii. Linguistic Analysis, Volume 20, Number 1-2.Brazda, J. (2023) Context developing activities (s.f.) Teaching English: https://www.teachingenglish.org.uk/professional-development/teachers/knowing subject/articles/context-developing-activitiesCaudle, Sharon, L (2004) “Chapter 15: Qualitative Data Analysis” Handbook of Practical Program Evaluation.Carroll, A, Lodge, J, MacMahon, S, & Osika, A, (2022) Contextual learning: linking learning to the real world. Time Higher Education. https://www.timeshighereducation.com/campus/contextual-learning-linking-learning-real worldCelik, M, (2010) Interest-Based Language Teaching to Increase Motivation and Output in Turkey. Link: https://dergipark.org.tr/tr/download/article-file/217262Chistyakov, D. (2020) Media Construction of Social Reality and Communication Impact on an Individual. Advances in Social Science, Education and Humanities Research, volume 468. P. 141-144. DOI:10.2991/assehr.k.200901.028Clarke, P, Truelove, E, Hulme, C, & Snowling, M. (2014) Developing Reading Comprehension. Wiley Blackwell.Collin, F. (1997) The Problems of Philosophy: Social Reality. Routledge.Del Toro, Z, Mercaso, A, Pájaro, M, Noriega, L, Watts, W & Lopez, M. (2019) Challenges in English Teaching and Learning in Colombia. English Language Teaching; Vol. 12, No. 4.Dewi, F, Huwaidah, H, & Wahyuningsih (2023) Learners Strategies Used by Non English Department Students in Learning English: Students’ Perspective. DOI:10.31002/kabastra.v3i1.1083Ellis, R. (1994).The study of second language acquisition. Oxford:OUP.Endang, S, & Prana, I, (2017), Exploring students interests in learning English, The Second TEYLIN international Conference. P. 184-191. DOI: 978-602-1180-45-7.Functional Language / CDE (s.f.) https://www.cde.state.co.us/cde_english/functionallanguagepageGraddol, D. (1997) The Future of English? The British Council.Greifeneder, R, Bless, H & Fiedler, K. (2018) Social Cognition: How Individuals Construct Social Reality. RoutledgeHagel, J (2020) Connections and Context. https://www.johnhagel.com/connections-and-context/Hernández, R. (2018) Chapter 13: Recolección y análisis de los datos en la ruta cualitativa. 440-520. Metodología de la Investigación. Mc Graw Hill EducationIqram, M. (2015) Teaching Productive Skills to the Students: A Secondary Level Scenario. BRAK University.Khattab, N. (2015) Students’ aspirations, expectations, and school achievement: what really matters? British Educational Research Journal / Volume 41, Issue 5, p. 731-748. DOI: https://doi.org/10.1002/berj.3171Kurapov, A. (2020) Connection between Personal Values and Music Preferences. Bulletin of Taras Shevchenko National University of Kyiv. Series “Psychology” N° 2 (12), pp. 52-56. DOI: https://doi.org/10.17721/BSP.2020.2(12).9Le Gal, D, (2019) English Language Teaching in Colombia: A Necessary Paradigm Shift. Universidad Nacional de Colombia. DOI: https://doi.org/10.15446/male.n12.73267López-Rocha, S. (2016). Intercultural communicative competence: creating awareness and promoting skills in the language classroom. In C. Goria, O. Speicher, & S. Stollhans (Eds), Innovative language teaching and learning at university: enhancing participation and collaboration (pp. 105-111). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2016.000411Lloyd, K. (2017) Prior Knowledge: Its Role in Learning. University of the Philippines Los Baños.Malesevic, V, Jelic, G, & Vekaric, G. 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Fostering foreign language engagement through contextualization and students’ interests.

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