Feelearning : integrating emotional intelligence and EFL skills through situated activities.

This document presents an action research project that aimed to implement situated learning activities in order to develop emotional intelligence and EFL skills in an EFL classroom. The participants of this study were third grade students between 7 and 9 years old from the Institución Educativa Dist...

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Autores:
Urbano Téllez, Aura Camila
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:20.500.12209/20454
Acceso en línea:
http://hdl.handle.net/20.500.12209/20454
Palabra clave:
EFL skills
Emotional education
Emotional intelligence
Feelearning
Situated learning
Aprendizaje situado
Inteligencia emocional
Educación emocional
Habilidades del inglés como lengua extranjera
Feelearning
Rights
openAccess
License
https://creativecommons.org/licenses/by-nc-nd/4.0/
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oai_identifier_str oai:repository.pedagogica.edu.co:20.500.12209/20454
network_acronym_str RPEDAGO2
network_name_str Repositorio Institucional UPN
repository_id_str
dc.title.spa.fl_str_mv Feelearning : integrating emotional intelligence and EFL skills through situated activities.
title Feelearning : integrating emotional intelligence and EFL skills through situated activities.
spellingShingle Feelearning : integrating emotional intelligence and EFL skills through situated activities.
EFL skills
Emotional education
Emotional intelligence
Feelearning
Situated learning
Aprendizaje situado
Inteligencia emocional
Educación emocional
Habilidades del inglés como lengua extranjera
Feelearning
title_short Feelearning : integrating emotional intelligence and EFL skills through situated activities.
title_full Feelearning : integrating emotional intelligence and EFL skills through situated activities.
title_fullStr Feelearning : integrating emotional intelligence and EFL skills through situated activities.
title_full_unstemmed Feelearning : integrating emotional intelligence and EFL skills through situated activities.
title_sort Feelearning : integrating emotional intelligence and EFL skills through situated activities.
dc.creator.fl_str_mv Urbano Téllez, Aura Camila
dc.contributor.advisor.spa.fl_str_mv Montaño Moreno, Johanna
dc.contributor.author.none.fl_str_mv Urbano Téllez, Aura Camila
dc.subject.spa.fl_str_mv EFL skills
Emotional education
Emotional intelligence
Feelearning
Situated learning
topic EFL skills
Emotional education
Emotional intelligence
Feelearning
Situated learning
Aprendizaje situado
Inteligencia emocional
Educación emocional
Habilidades del inglés como lengua extranjera
Feelearning
dc.subject.keywords.eng.fl_str_mv Aprendizaje situado
Inteligencia emocional
Educación emocional
Habilidades del inglés como lengua extranjera
Feelearning
description This document presents an action research project that aimed to implement situated learning activities in order to develop emotional intelligence and EFL skills in an EFL classroom. The participants of this study were third grade students between 7 and 9 years old from the Institución Educativa Distrital Gonzalo Arango located in Bogotá, Colombia. Field notes, questionnaires, interviews, audio recordings and artifacts were collected during the interventions, following the design of three cycles of intervention, where different situated learning activities were used. By employing the triangulation method, it was possible to analyze the findings and present the conclusions, implications, limitations and further research of this project.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-12-12T20:55:26Z
dc.date.available.none.fl_str_mv 2024-12-12T20:55:26Z
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
dc.identifier.repourl.none.fl_str_mv repourl: http://repositorio.pedagogica.edu.co/
url http://hdl.handle.net/20.500.12209/20454
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 Abdolrezapour, P. (2018). The relationship between emotional intelligence and complexity, accuracy and fluency in EFL learners’ oral performance. Cypriot Journal of Educational Science. 13(3), 310–318.
Agudelo, B., Arias, L. & Guerrero,S. (2020). Revisión Técnica Sobre el Aporte del Sistema Educativo Público en Colombia al Desarrollo de Habilidades Emocionales y su Incorporación a La Práctica Educativa. Tecnológico de Antioquia, Institución Universitaria.
Al-Harbi, S. (2020). Language development and acquisition in early childhood. Journal of Education and Learning (Edulearn), 14(1), 69-73.
Arias, L., Chíquiza, E., Quemba, G & Silva, M. (2021). Emotional Intelligence and EFL Learning: A State of the Art . Universidad El Bosque. https://repositorio.unbosque.edu.co/server/api/core/bitstreams/60b50808-77f9-4195-9d91-9baf0008b046/content
Beilock,L., & Ramirez, G. (2011). On the interplay of emotion and cognitive control: Implications for enhancing academic achievement. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 137–169). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00005-
Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780203863466
Camargo, C., Camargo, M., Carvalho M., & Oliveira, C. (2018) Classroom: A Space of Pedagogical Interaction. Open Access Library Journal, 5: e4958. https://doi.org/10.4236/oalib.1104958
Campuzano, A., Lalangui, M., Jumbo, C., Sallo, A., & Moran, R. (2024). Desarrollo Integral de los Estudiantes: Importancia de la Inteligencia Emocional en el Ambiente Escolar. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 7675-7693. https://doi.org/10.37811/cl_rcm.v8i3.11959
Cherry, K. (2023). Intrapersonal intelligence: Understanding yourself. Verywell Mind.
Crane, P. & Richardson, L. (2000). Reconnect Action Research Kit. Department of family and community services. Australia.
Cullen, M., & Brennan, N. (2021). Grounded theory: Description, divergences and application. Accounting, Finance & Governance Review, 27.
Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011) ‘The theory of multiple intelligences in RJ Sternberg & SB Kaufman (Eds.)’, Cambridge Handbook of Intelligence, pp. 485-503.
Denzin, N. & Lincon, Y. (1998). The Landscape of Qualitative Research : Theories and Issues. Sage Publications, Inc.
DeVito, J. (1995). The interpersonal communication book. HarperCollins College Publishers. ISBM: 0673991776, 9780673991775
Diaz & Osorio. (2017). TEACHING ENGLISH APPLYING EMOTIONAL INTELLIGENCE. Universidad Tecnológica de Pereira. https://repositorio.utp.edu.co/server/api/core/bitstreams/dcf21d20-2d71-43f8-8d99-f9ca27408c47/content
Extremera,P. & Fernández-Berrocal, P. (2004). El papel de la inteligencia emocional en el alumnado: evidencias empíricas. Revista electrónica de investigación educativa, 6(2), 1-17. Retrived from http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412004000200005&lng=es&tlng=es.
García, E. (2022) Effectiveness of an Educational Program on Emotional Intelligence to Prevent Suicide. Biblioteca Lascasas, 18, e13431. http://ciberindex.com/p/lc/e13431
Gardner, H. (1983). Frames of Mind: A Theory of Multiple Intelligences. New York: Basic Books
Gibson, J. (2023). Emotional Intelligence for Adults 2023: Unlocking the Essential Secrets of High-Performing Skills: The Key to Life Success. ISBN-13 ‏ : ‎ 979-8870416175
Goleman, D. (1995). La inteligencia emocional. Por qué es más importante que el coeficiente intelectual. Le Libros.
Herrera,L., Buitrago, R., & Cepero, C.(2017).Emotional Intelligence in Colombian Primary School Children. Location and Gender. Universitas Psychologica, vol. 16, no. 3.
Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0
Koteková, D. (2013) Confidence Mastery as the Fundamental Task in Learning a Foreign Language, Journal on Efficiency and Responsibility in Education and Science, Vol. 6, No. 2, pp. 84-104, ISSN 1803-1617. www.eriesjournal.com/_papers/article_206.pdf
Krashen, S & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Alemany Press.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Lee, Y.-W. (2015). Diagnosing diagnostic language assessment. Language Testing, 32(3), 299-316. https://doi.org/10.1177/0265532214565387
López, E(2005). La educación emocional en la educación infantil. Revista Interuniversitaria de Formación del Profesorado, 19(3), 153–167.
Love and Logic. (2023). Fostering empathy and respect: Key values for a Love and Logic classroom. Love and Logic.
Marquez, P., Martin, R., Brackett, M. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118–123. https://www.redalyc.org/pdf/727/ 72709518.pdf
Méndez, L., Mariza G, & Peña A. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile Issues in Teachers` Professional Development, 15(1), 109-124. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902013000100008&lng=en&tlng=en.
Merriam, S. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.
Merriam,S. & Tisdell, E. (2015). Qualitative research: A guide to Design and Implementation Jossey-Bass Publishers.
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.
Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguaje, matemáticas, ciencias y ciudadanas. Santillana.
Ministerio de Educación Nacional. (2014, September 24). Programa Nacional de Inglés Colombia Very Well!. Ministerio de Educación Nacional.
Morin, E. (1999). Los siete saberes necesarios para la educación del futuro. Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). https://www.ideassonline.org/public/pdf/LosSieteSaberesNecesariosParaLaEdudelFuturo.pdf
Mirza, B.(2021) Role of Motivation in English Language Learning: A Real Challenge: The Creative Launcher, vol. 6, no. 4, 2021
Dincer, N (2022). Situated learning in education. Myeltcafe.
Nemours Children's Health. (n.d.). Understanding emotions. KidsHealth. https://kidshealth.org/en/teens/understand-emotions.html.Retrieved October 17, 2024.
Osorio, M.(2017). El currículo: Perspectivas para acercarnos a su comprensión.Revista del Instituto de Estudios en Educación y del Instituto de Idiomas. Universidad del Norte. nº 26. ISSN 2145-9444. https://doi.org/10.14482/zp.26.10205
Rabiah, S (2018). LANGUAGE AS A TOOL FOR COMMUNICATION AND CULTURAL REALITY DISCLOSER. Center for Open Science. https://doi.org/10.31227%2Fosf.io%2Fnw94m
Red Académica de Bogotá. (n.d.). Colegio Gonzalo Arango IED. Red Académica.
Robertson,F.(2015).Reading, writing and the importance of vocabulary.Headteacher Update.
Ross, J (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research, and Evaluation, 11(1), 10. https://doi.org/10.7275/9wph-vv65
Saldaña, J. (2013). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
Selinker, L., Swain, M., & Dumas, G. (1975).The interlanguage hypothesis extended to children. Language Learning, 25(1), 139–152.
Sharma, N. (2022). Instruments Used in the Collection of Data in Research. SSRN Electronic Journal, 1-8.
Singleton, D. (1999). Exploring the Second Language Mental Lexicon. Cambridge: CUP.
Stein, D. (1998). Situated Learning in Adult Education. Eric Digest. http://www.ericdigests.org/1998-3/adult-education.html
Tang & Wang. (2024). Analysis of young learners’ listening skills. Journal of contemporary educational research.Vol 8. N°4.
Úz Bilgin, Ç. (2016). Facilitating English as a foreign language learners’ vocabulary learning, task completion and contextual vocabulary exploration processes in a mobile supported situated learning environment [Ph.D. - Doctoral Program]. Middle East Technical University.
Whitener, S. (2022). Why is emotional intelligence important? Forbes. https://www.forbes.com/councils/forbescoachescouncil/2022/12/30/why-is-emotional-intelligence-important/
Ziyani, I., King, L., Ehlers, V. (2004).Using triangulation of research methods to investigate family planning practice in Swaziland. Sabinet African Journals. Volume 6 No 1. https://journals.co.za/doi/pdf/10.10520/AJA16825055_208
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spelling Montaño Moreno, JohannaUrbano Téllez, Aura Camila2024-12-12T20:55:26Z2024-12-12T20:55:26Z2024http://hdl.handle.net/20.500.12209/20454instname:Universidad Pedagógica Nacionalreponame: Repositorio Institucional UPNrepourl: http://repositorio.pedagogica.edu.co/This document presents an action research project that aimed to implement situated learning activities in order to develop emotional intelligence and EFL skills in an EFL classroom. The participants of this study were third grade students between 7 and 9 years old from the Institución Educativa Distrital Gonzalo Arango located in Bogotá, Colombia. Field notes, questionnaires, interviews, audio recordings and artifacts were collected during the interventions, following the design of three cycles of intervention, where different situated learning activities were used. By employing the triangulation method, it was possible to analyze the findings and present the conclusions, implications, limitations and further research of this project.Submitted by Aura Camila Urbano Téllez (acurbanot@upn.edu.co) on 2024-12-01T07:10:36Z No. of bitstreams: 2 feelearning integrati.pdf: 1392377 bytes, checksum: 6298b2510d86f827f57258b2bceb00d8 (MD5) Licencia de uso.pdf: 371032 bytes, checksum: 9d70039ebede914554e480a0a1be70c5 (MD5)Approved for entry into archive by Biblioteca UPN (repositoriobiblioteca@pedagogica.edu.co) on 2024-12-02T15:23:04Z (GMT) No. of bitstreams: 2 feelearning integrati.pdf: 1392377 bytes, checksum: 6298b2510d86f827f57258b2bceb00d8 (MD5) Licencia de uso.pdf: 371032 bytes, checksum: 9d70039ebede914554e480a0a1be70c5 (MD5)Approved for entry into archive by Luz Aida Quijano Celeita (laquijanoc@upn.edu.co) on 2024-12-12T20:55:26Z (GMT) No. of bitstreams: 2 feelearning integrati.pdf: 1392377 bytes, checksum: 6298b2510d86f827f57258b2bceb00d8 (MD5) Licencia de uso.pdf: 371032 bytes, checksum: 9d70039ebede914554e480a0a1be70c5 (MD5)Made available in DSpace on 2024-12-12T20:55:26Z (GMT). No. of bitstreams: 2 feelearning integrati.pdf: 1392377 bytes, checksum: 6298b2510d86f827f57258b2bceb00d8 (MD5) Licencia de uso.pdf: 371032 bytes, checksum: 9d70039ebede914554e480a0a1be70c5 (MD5) Previous issue date: 2024Licenciado en Español e InglésPregradoEste documento presenta un proyecto de investigación acción que tuvo como objetivo implementar actividades de aprendizaje situadas para desarrollar inteligencia emocional y habilidades del inglés como lengua extranjera. Los participantes de este estudio fueron estudiantes de tercer grado entre los 7 y 9 años de edad de la Institución Educativa Distrital Gonzalo Arango ubicada en Bogotá, Colombia. Se recopilaron diarios de campo. cuestionarios, entrevistas, grabaciones de audio y actividades durante las intervenciones del docente en formación, siguiendo el diseño de tres ciclos de intervención, donde se usaron diferentes actividades situadas. Gracias al método de triangulación, fue posible analizar los resultados y presentar las conclusiones, implicaciones y limitaciones de este proyecto.application/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 InternationalEFL skillsEmotional educationEmotional intelligenceFeelearningSituated learningAprendizaje situadoInteligencia emocionalEducación emocionalHabilidades del inglés como lengua extranjeraFeelearningFeelearning : integrating emotional intelligence and EFL skills through situated activities.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 Science. 13(3), 310–318.Agudelo, B., Arias, L. & Guerrero,S. (2020). Revisión Técnica Sobre el Aporte del Sistema Educativo Público en Colombia al Desarrollo de Habilidades Emocionales y su Incorporación a La Práctica Educativa. Tecnológico de Antioquia, Institución Universitaria.Al-Harbi, S. (2020). Language development and acquisition in early childhood. Journal of Education and Learning (Edulearn), 14(1), 69-73.Arias, L., Chíquiza, E., Quemba, G & Silva, M. (2021). Emotional Intelligence and EFL Learning: A State of the Art . Universidad El Bosque. https://repositorio.unbosque.edu.co/server/api/core/bitstreams/60b50808-77f9-4195-9d91-9baf0008b046/contentBeilock,L., & Ramirez, G. (2011). On the interplay of emotion and cognitive control: Implications for enhancing academic achievement. In J. P. Mestre & B. H. Ross (Eds.), The psychology of learning and motivation: Cognition in education (pp. 137–169). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00005-Burns, A. (2009). Doing Action Research in English Language Teaching: A Guide for Practitioners (1st ed.). Routledge. https://doi.org/10.4324/9780203863466Camargo, C., Camargo, M., Carvalho M., & Oliveira, C. (2018) Classroom: A Space of Pedagogical Interaction. Open Access Library Journal, 5: e4958. https://doi.org/10.4236/oalib.1104958Campuzano, A., Lalangui, M., Jumbo, C., Sallo, A., & Moran, R. (2024). Desarrollo Integral de los Estudiantes: Importancia de la Inteligencia Emocional en el Ambiente Escolar. Ciencia Latina Revista Científica Multidisciplinar, 8(3), 7675-7693. https://doi.org/10.37811/cl_rcm.v8i3.11959Cherry, K. (2023). Intrapersonal intelligence: Understanding yourself. Verywell Mind.Crane, P. & Richardson, L. (2000). Reconnect Action Research Kit. Department of family and community services. Australia.Cullen, M., & Brennan, N. (2021). Grounded theory: Description, divergences and application. Accounting, Finance & Governance Review, 27.Davis, K., Christodoulou, J., Seider, S., & Gardner, H. (2011) ‘The theory of multiple intelligences in RJ Sternberg & SB Kaufman (Eds.)’, Cambridge Handbook of Intelligence, pp. 485-503.Denzin, N. & Lincon, Y. (1998). The Landscape of Qualitative Research : Theories and Issues. Sage Publications, Inc.DeVito, J. (1995). The interpersonal communication book. HarperCollins College Publishers. ISBM: 0673991776, 9780673991775Diaz & Osorio. (2017). TEACHING ENGLISH APPLYING EMOTIONAL INTELLIGENCE. Universidad Tecnológica de Pereira. https://repositorio.utp.edu.co/server/api/core/bitstreams/dcf21d20-2d71-43f8-8d99-f9ca27408c47/contentExtremera,P. & Fernández-Berrocal, P. (2004). El papel de la inteligencia emocional en el alumnado: evidencias empíricas. Revista electrónica de investigación educativa, 6(2), 1-17. Retrived from http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412004000200005&lng=es&tlng=es.García, E. (2022) Effectiveness of an Educational Program on Emotional Intelligence to Prevent Suicide. Biblioteca Lascasas, 18, e13431. http://ciberindex.com/p/lc/e13431Gardner, H. (1983). Frames of Mind: A Theory of Multiple Intelligences. New York: Basic BooksGibson, J. (2023). Emotional Intelligence for Adults 2023: Unlocking the Essential Secrets of High-Performing Skills: The Key to Life Success. ISBN-13 ‏ : ‎ 979-8870416175Goleman, D. (1995). La inteligencia emocional. Por qué es más importante que el coeficiente intelectual. Le Libros.Herrera,L., Buitrago, R., & Cepero, C.(2017).Emotional Intelligence in Colombian Primary School Children. Location and Gender. Universitas Psychologica, vol. 16, no. 3.Johnson, J., & Newport, E. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99. https://doi.org/10.1016/0010-0285(89)90003-0Koteková, D. (2013) Confidence Mastery as the Fundamental Task in Learning a Foreign Language, Journal on Efficiency and Responsibility in Education and Science, Vol. 6, No. 2, pp. 84-104, ISSN 1803-1617. www.eriesjournal.com/_papers/article_206.pdfKrashen, S & Terrell, T. (1983). The natural approach: Language acquisition in the classroom. Alemany Press.Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.Lee, Y.-W. (2015). Diagnosing diagnostic language assessment. Language Testing, 32(3), 299-316. https://doi.org/10.1177/0265532214565387López, E(2005). La educación emocional en la educación infantil. Revista Interuniversitaria de Formación del Profesorado, 19(3), 153–167.Love and Logic. (2023). Fostering empathy and respect: Key values for a Love and Logic classroom. Love and Logic.Marquez, P., Martin, R., Brackett, M. (2006). Relating emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18, 118–123. https://www.redalyc.org/pdf/727/ 72709518.pdfMéndez, L., Mariza G, & Peña A. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile Issues in Teachers` Professional Development, 15(1), 109-124. Retrieved from http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902013000100008&lng=en&tlng=en.Merriam, S. (1998). Qualitative research and case study applications in education. Jossey-Bass Publishers.Merriam,S. & Tisdell, E. (2015). Qualitative research: A guide to Design and Implementation Jossey-Bass Publishers.Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés. Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.Ministerio de Educación Nacional. (2006). 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