Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy.
This qualitative action research project was carried out with 30 fourth graders in an EFL classroom at the CEDID Guillermo Cano Isaza School. This research was designed to implement an intervention focused on improving English oral production with the strategies proposed by the Emotional Pedagogy wh...
- Autores:
-
Ramírez Cruz, Lilia Johanna
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2024
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- eng
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/20472
- Acceso en línea:
- http://hdl.handle.net/20.500.12209/20472
- Palabra clave:
- Conciencia emocional
Desarrollo de la empatía
Pedagogía emocional
Producción oral
Emotional awareness
Emotional pedagogy
Empathy development
Oral production
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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| dc.title.spa.fl_str_mv |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| dc.title.translated.eng.fl_str_mv |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| title |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| spellingShingle |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. Conciencia emocional Desarrollo de la empatía Pedagogía emocional Producción oral Emotional awareness Emotional pedagogy Empathy development Oral production |
| title_short |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| title_full |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| title_fullStr |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| title_full_unstemmed |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| title_sort |
Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy. |
| dc.creator.fl_str_mv |
Ramírez Cruz, Lilia Johanna |
| dc.contributor.advisor.spa.fl_str_mv |
Neira Leguizamón, Julieth Viviana |
| dc.contributor.author.spa.fl_str_mv |
Ramírez Cruz, Lilia Johanna |
| dc.subject.spa.fl_str_mv |
Conciencia emocional Desarrollo de la empatía Pedagogía emocional Producción oral |
| topic |
Conciencia emocional Desarrollo de la empatía Pedagogía emocional Producción oral Emotional awareness Emotional pedagogy Empathy development Oral production |
| dc.subject.keywords.eng.fl_str_mv |
Emotional awareness Emotional pedagogy Empathy development Oral production |
| description |
This qualitative action research project was carried out with 30 fourth graders in an EFL classroom at the CEDID Guillermo Cano Isaza School. This research was designed to implement an intervention focused on improving English oral production with the strategies proposed by the Emotional Pedagogy which involves not only the emotional intelligence aspects, but also the interaction into the curriculum being aware of primary, secondary, and background emotions and learning how to regulate them according to the situation To do so, questionnaires, field-notes and workshops were used to collect information through the process. Four stages were implemented to determine an issue, check previous studies, propose and work on a possible solution; and see the process, results, and future considerations. This project endowed students and teachers with strategies to manage their emotions in favor of learning, improving their oral production management. |
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2024 |
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2024-12-13T15:47:35Z |
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2024-12-13T15:47:35Z |
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2024 |
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Tesis/Trabajo de grado - Monografía - Pregrado |
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http://hdl.handle.net/20.500.12209/20472 |
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instname:Universidad Pedagógica Nacional |
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reponame: Repositorio Institucional UPN |
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eng |
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eng |
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Abdolrezapour, P. (2018). The Relationship between Emotional Intelligence and Complexity, Accuracy, and Fluency in EFL Learners' Oral Performance. Cypriot Journal of Educational Sciences, 13(3), 310–318, DOI: 10.18844/cjes.v13i3.3452 Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum. Boyd, M. P., and L. Galda. (2011). Real Talk in Elementary Classrooms: Effective Oral Language Practice. New York: Guilford Casas, J., Repullo, J.R., Campos, J.D. (2002) La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos. Madrid Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications. Creswell, J.W., Poth, C. (2013). Qualitative inquiry and research design. Choosing Among Five Approaches. London Ellis, R. (1994). The Study of Second Language Acquisition. Oxford Given, L. M. (Ed.). (2008). The SAGE encyclopedia of qualitative research methods (Vols. 1–2). SAGE Publications. https://doi.org/10.4135/9781412963909. Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. AldineTransaction. Hernández, J., Arturo, H. (2019) Strengthening Oral Production in English of Students with Basic Level by means of Project-Based Learning. Universidad Libre. DOI: hdl.handle.net/10901/17715. Malchiodi, C. A. (2008). Creative Interventions with Traumatized Children. Guilford Press. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass. Nacional, M. d. (2006). Estándares Básicos en Lenguas Extranjeras: Inglés. Retrieved from: https://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf1.pdf Ong, W. (2002). Orality and Literacy. The Technologizing of the Word. Third edition. Taylor & Francis Group. New York. Parsons R & Brown K (2002). Educator as reflective practitioner and action researcher. Pasquier, A., Ponthieu, G., Papon, L., Bréjard , V., Rezzi, N. (2022) Working on the identification and expression of emotions in primary schools for better oral production: an exploratory study of links between emotional and language skills, Education 3-13, 50:8, 1107-1120, DOI: 10.1080/03004279.2021.1938167 Pease, A., & Pease, B. (2006). The definitive book of body language. Orion. Riazi, A. M. (2016). The encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed methods research. Bloomsbury Publishing. Smith, H. A. (1979). Nonverbal Communication in Teaching. Review of Educational Research, 49(4), 631–672. doi:10.3102/00346543049004631 Sohrabi, S., & Ahmadi Safa, M. (2020). Group Dynamic Assessment and EFL Learners’ Oral Production, Motivation, and Classroom Anxiety. English Teaching & Learning. DOI: 10.1007/s42321-020-00054-2 Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications. Ur, P. (1996). A Course in Language Teaching: Practice of Theory. Cambridge University Press Wilson, N. and McNeal, S. (1994). Questionnaire design: A Practical Introduction. Newtown Abbey, Co. Antrim: University of Ulster Press. |
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Bogotá |
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2023-2024 |
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Universidad Pedagógica Nacional |
| dc.publisher.program.spa.fl_str_mv |
Licenciatura en Español y Lenguas Extranjeras |
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Facultad de Humanidades |
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Universidad Pedagógica Nacional |
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Neira Leguizamón, Julieth VivianaRamírez Cruz, Lilia JohannaBogotá2023-20242024-12-13T15:47:35Z2024-12-13T15:47:35Z2024http://hdl.handle.net/20.500.12209/20472instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This qualitative action research project was carried out with 30 fourth graders in an EFL classroom at the CEDID Guillermo Cano Isaza School. This research was designed to implement an intervention focused on improving English oral production with the strategies proposed by the Emotional Pedagogy which involves not only the emotional intelligence aspects, but also the interaction into the curriculum being aware of primary, secondary, and background emotions and learning how to regulate them according to the situation To do so, questionnaires, field-notes and workshops were used to collect information through the process. Four stages were implemented to determine an issue, check previous studies, propose and work on a possible solution; and see the process, results, and future considerations. This project endowed students and teachers with strategies to manage their emotions in favor of learning, improving their oral production management.Submitted by Lilia Johanna Ramirez Cruz (ljramirezc@upn.edu.co) on 2024-11-29T20:37:27Z No. of bitstreams: 2 Emotional Pedagogy to improve Oral Production.pdf: 2966007 bytes, checksum: 07568d2ecdc679305c6da5a8dddcf2f2 (MD5) Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5)Rejected by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co), reason: Su envío ha sido rechazado, en tanto el título consignado en la metadata no corresponde con exactitud al consignado en l aportada del trabajo. Falta el guiòn y la comilla. Por favor, ajustar y volver a enviar. on 2024-11-30T14:30:22Z (GMT)Submitted by Lilia Johanna Ramirez Cruz (ljramirezc@upn.edu.co) on 2024-12-01T14:27:39Z No. of bitstreams: 2 Emotional Pedagogy to improve Oral Production.pdf: 2966007 bytes, checksum: 07568d2ecdc679305c6da5a8dddcf2f2 (MD5) Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:25:00Z (GMT) No. of bitstreams: 2 Emotional Pedagogy to improve Oral Production.pdf: 2966007 bytes, checksum: 07568d2ecdc679305c6da5a8dddcf2f2 (MD5) Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5)Rejected by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co), reason: 1. Eliminar de los anexos (7) el consentimiento informado, ya que contiene datos sensibles( firma, nombre completo, número de identificación) on 2024-12-11T21:50:56Z (GMT)Submitted by Lilia Johanna Ramirez Cruz (ljramirezc@upn.edu.co) on 2024-12-12T03:05:23Z No. of bitstreams: 2 Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5) Emotional Pedagogy to improve Oral Production.pdf: 2855721 bytes, checksum: 855298d11c3e0cf2411c4560a0605e0c (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-13T15:39:36Z (GMT) No. of bitstreams: 2 Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5) Emotional Pedagogy to improve Oral Production.pdf: 2855721 bytes, checksum: 855298d11c3e0cf2411c4560a0605e0c (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-13T15:47:35Z (GMT) No. of bitstreams: 2 Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5) Emotional Pedagogy to improve Oral Production.pdf: 2855721 bytes, checksum: 855298d11c3e0cf2411c4560a0605e0c (MD5)Made available in DSpace on 2024-12-13T15:47:35Z (GMT). No. of bitstreams: 2 Ramírez Lilia_Licencia de uso.pdf: 6966182 bytes, checksum: eb3949e4440c83cfbc11c5e06b35e4e0 (MD5) Emotional Pedagogy to improve Oral Production.pdf: 2855721 bytes, checksum: 855298d11c3e0cf2411c4560a0605e0c (MD5) Previous issue date: 2024Universidad Pedagógica NacionalCEDID Colegio Técnico Guillermo Cano IsazaLicenciado en Español y Lenguas ExtranjerasPregradoEsta investigación cualitativa de acción participación fue llevada a cabo con 30 estudiantes de cuarto grado en clase de inglés del colegio CEDID Guillermo Cano Isaza. Esta investigación fue diseñada para implementar una intervención enfocada en mejorar la producción oral en inglés con la ayuda de las estrategias propuestas en la Pedagogía Emocional que abarca no sólo aspectos de la inteligencia emocional, sino también la aplicación de ésta en el plan de estudios siendo consciente de las emociones primarias, secundarias y de fondo, aprendiendo cómo regularlas dependiendo de la situación. Para llevar a cabo esta investigación, cuestionarios, diarios de campo y talleres se utilizaron para recolectar la información necesaria a lo largo del proceso. Cuatro etapas fueron implementadas para determinar un problema, revisar estudios anteriores, proponer y llevar a cabo una posible solución. Además de evaluar el proceso, los resultados y tener en cuenta futuras consideraciones al respecto. Este proyecto dio a los estudiantes y maestros estrategias para manejar sus emociones a favor del aprendizaje y mejoramiento de su producción oral en inglés como lengua extranjera.application/pdfengUniversidad Pedagógica NacionalLicenciatura en Español y Lenguas ExtranjerasFacultad 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 InternationalConciencia emocionalDesarrollo de la empatíaPedagogía emocionalProducción oralEmotional awarenessEmotional pedagogyEmpathy developmentOral productionIntervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy.Intervention to strengthen fourth-grade students' oral production in English through Emotional Pedagogy.Tesis/Trabajo de grado - Monografía - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisAbdolrezapour, P. (2018). The Relationship between Emotional Intelligence and Complexity, Accuracy, and Fluency in EFL Learners' Oral Performance. Cypriot Journal of Educational Sciences, 13(3), 310–318, DOI: 10.18844/cjes.v13i3.3452Baker, J., & Westrup, H. (2003). Essential Speaking Skills: A Handbook for English Language Teachers. London: Continuum.Boyd, M. P., and L. Galda. (2011). Real Talk in Elementary Classrooms: Effective Oral Language Practice. New York: GuilfordCasas, J., Repullo, J.R., Campos, J.D. (2002) La encuesta como técnica de investigación. Elaboración de cuestionarios y tratamiento estadístico de los datos. MadridCorbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications.Creswell, J.W., Poth, C. (2013). Qualitative inquiry and research design. Choosing Among Five Approaches. LondonEllis, R. (1994). The Study of Second Language Acquisition. OxfordGiven, L. M. (Ed.). (2008). The SAGE encyclopedia of qualitative research methods (Vols. 1–2). SAGE Publications. https://doi.org/10.4135/9781412963909.Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. AldineTransaction.Hernández, J., Arturo, H. (2019) Strengthening Oral Production in English of Students with Basic Level by means of Project-Based Learning. Universidad Libre. DOI: hdl.handle.net/10901/17715.Malchiodi, C. A. (2008). Creative Interventions with Traumatized Children. Guilford Press.Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass.Nacional, M. d. (2006). Estándares Básicos en Lenguas Extranjeras: Inglés. Retrieved from: https://www.mineducacion.gov.co/cvn/1665/articles-115174_archivo_pdf1.pdfOng, W. (2002). Orality and Literacy. The Technologizing of the Word. Third edition. Taylor & Francis Group. New York.Parsons R & Brown K (2002). Educator as reflective practitioner and action researcher.Pasquier, A., Ponthieu, G., Papon, L., Bréjard , V., Rezzi, N. (2022) Working on the identification and expression of emotions in primary schools for better oral production: an exploratory study of links between emotional and language skills, Education 3-13, 50:8, 1107-1120, DOI: 10.1080/03004279.2021.1938167Pease, A., & Pease, B. (2006). The definitive book of body language. Orion.Riazi, A. M. (2016). The encyclopedia of research methods in applied linguistics: Quantitative, qualitative, and mixed methods research. Bloomsbury Publishing.Smith, H. A. (1979). Nonverbal Communication in Teaching. Review of Educational Research, 49(4), 631–672. doi:10.3102/00346543049004631Sohrabi, S., & Ahmadi Safa, M. (2020). Group Dynamic Assessment and EFL Learners’ Oral Production, Motivation, and Classroom Anxiety. English Teaching & Learning. DOI: 10.1007/s42321-020-00054-2Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.Ur, P. (1996). A Course in Language Teaching: Practice of Theory. Cambridge University PressWilson, N. and McNeal, S. (1994). Questionnaire design: A Practical Introduction. Newtown Abbey, Co. 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