A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom
Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, l...
- Autores:
-
Navarro Rodríguez, Paola Saray
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2020
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
- OAI Identifier:
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- Acceso en línea:
- https://repositorio.unicordoba.edu.co/handle/ucordoba/2870
- Palabra clave:
- PBL
Materiales
Participación oral
PBL
Materials
Oral Participation
- Rights
- restrictedAccess
- License
- Copyright Universidad de Córdoba, 2020
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom PBL Materiales Participación oral PBL Materials Oral Participation |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
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A qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroom |
| dc.creator.fl_str_mv |
Navarro Rodríguez, Paola Saray |
| dc.contributor.advisor.spa.fl_str_mv |
Lorduy Arellano, Danilza |
| dc.contributor.author.spa.fl_str_mv |
Navarro Rodríguez, Paola Saray |
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PBL |
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PBL Materiales Participación oral PBL Materials Oral Participation |
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Materiales Participación oral |
| dc.subject.keywords.eng.fl_str_mv |
PBL Materials Oral Participation |
| description |
Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improve |
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2020-05-10 |
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Ahmed, S. (2017). Authentic ELT materials in the language classroom: An overview. Journal of applied linguistics and language research, 4(2), 181-202. Bailey, Angela & Rosado, Nayibe & Rey, Lourdes. (2018). Designing an English Curriculum for Everyone. 10.4018/978-1-5225-3132-6.ch005. DOI: 10.4018/978-1-5225-3132-6.ch005 Bowen, Glenn. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. 10.3316/QRJ0902027. Classroom. 1991. London: Longman, 1993. Coffey, H. (2008). Project-based learning. Learn NC, 1-3. Colombia, C. D. (2018). Ley 1523 de 2012. Por la que se adopta la política nacional del riesgo de desastres y se establece el Sistema Nacional de Gestión del Riesgo de Desastres y se dictan otras disposiciones. Davis, R. B., Maher, C. A., & Noddings, N. (1990). Suggestions for the improvement of mathematics education. Constructivist views on the teaching and learning of mathematics, 187-191. De Educación, L. G. (1994). Ley 115 de 1994. Constitución Política de Colombia. Devi, N., & Simanjalam, P. (2008). Students‟ participation in English language classrooms. (Project Report). Retrieved from http://ir.unimas.my/id/eprint/5692 Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford, UK: Oxford University Press. Fassinger, P. A. (1995). Understanding classroom interaction: Students' and professors' contributions to students' silence. The Journal of Higher Education, 66(1), 82. Retrieved from https://ohiostatepress.org Fitzgerald, T. (2012). Documents and documentary analysis. Research methods in educational leadership and management, 296-308. Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion teaching strategies in. Communication Education, 45(3), 212. Goodman, B., & Stivers, J. (2010). Project-based learning. Educational psychology, 1-8. Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson Longman,. http://www.tandfonline.com Hutchinson, Tom. Introduction to Project Work. 1991. Oxford: Oxford University Press, 1992. Hyde, C. A., & Ruth, B. J. (2002). Multicultural content and class participation do students self-censor? Journal of Social Work Education, 38(2), 241-256. Retrieved from http://www.tandfonline.com Jalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press. Katherine Gonzalez, D., Jhonatan Correa Molina, O., & Rojas Cardona, B. S. (2017). Project-based Learning to Develop Oral Production in English as a Foreign Language. International Journal of Education and Information Technologies, 11, 87-96. Khoiriyah, K., & Setyaningrum, R. (2017). Project-Based Learning Method in Teaching English Speaking Skill For Eleventh Grade of SMA Negeri 3 Malang. Celtic: A Journal of Culture, English Language Teaching, Literature, & Linguistics, 2(1), 59-71. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London & New York: Longman. Kwietniewski, K. (2017). Literature Review of Project-Based Learning. Lambert, Craig.2004. Reverse-engineering Communication Tasks. ELT Journal. Oxford: Oxford University Press. 58/1:18-27 Lambert, J. (2004). ‘Munition Factories… Turning Out a Constant Supply of Living Material’: White South African Elite Boys' Schools and the First World War. South African historical journal, 51(1), 67-86. Lanmer, J. Mergendoller, J and Boss, J. (2015). Setting the Standar for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction, Beauregard St. Alexandria: Genny Ostertag. Legutke, Michael and Thomas, Howard. Process and Experience in the Language Lípová, T. (2008). Benefits of Project Work in ELT. Diplomas Thesis). Olomouc, Palacky ‘University. Littlewood, William.1981. Communicative Language Teaching. Cambridge University Press. McDonough, Steven H. Psychology in Foreign Language Teaching. London:Routledge, 1981. Ministerio de Educación Nacional, MEN. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés [Basic competence standards in foreign languages: English]. Bogotá, CO: Author. Ministerio de Educación Nacional, MEN. (2008). Verificación de los requisitos básicos de funcionamiento de programas de formación para el trabajo y el desarrollo humano. Bogotá, CO: Author. Retrieved from http://www.mineducacion.gov.co/1621/articles-237704_Guia29.pdf. Ministerio de Educación Nacional, MEN. (2009a). Articulación de la educación para el trabajo y el desarrollo humano con la educación media y con la educación superior. Bogotá, CO: Author Retrieved from: http://www.mineducacion.gov.co/cvn/1665/articles246512_archivo_pdf_LeticiaEscobar. pdf. Ministerio de Educación Nacional, MEN. (2009b). Programa Nacional de Bilingüismo: Colombia 2004-2019. Bogotá, CO: Author. Retrieved from http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf. Ministerio de Educación Nacional, MEN. (2012). Aprendamos inglés con las aventuras de Bunny Bonita: Guía del docente. Bogotá, CO: Author. Ministerio de Educación Nacional, MEN. (2014a). Orientaciones para la implementación de proyectos de fortalecimiento del inglés en las entidades territoriales. Bogotá, CO: Author. Ministerio de Educación Nacional, MEN. (2014b). Colombia very well! Programa Nacional de inglés 2015-2025 (Documento de socialización). Bogotá, CO: Author. Retrieved from http://www. ucn.edu.co/institucion/salaprensa/noticias/Documents/2014/Documento%20PROGRAMA%20NACIONAL%20DE%20INGL%C3%89S%202015-2025.pdf. Ministerio de Educación Nacional, MEN. (2016a). Basic learning rights: English Grades 6th to 11th. Bogotá, CO: Author. Retrieved from http://aprende.colombiaaprende.edu.co/sites/default/ files/naspublic/Anexo%2011%20BLR%20English.pdf. Ministerio de Educación Nacional, MEN. (2016b). Pedagogical principles and guidelines: Suggested English curriculum, 6th to 11th grades. Bogotá, CO: Author. Retrieved from http://aprende. colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pedagogical%20 Principles%20and%20Guidelines.pdf Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Ingles. Bogotá, Colombia: Imprenta Nacional. Moss, D., & Van Duzer, C. (1998). Project-Based Learning for Adult English Language Learners. ERIC Digest. Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English learners. Eric. Digest, 1999-4. Moss, G. (in press). Making Sandwiches: A combined approach to course design for English teachers. Barranquilla. Ediciones Uninorte. Mutar, Q. M., Mohammad, A., Khaleel, M. A., & Mohamed, R. S. (2018). Investigating the Factors that Affect the Oral Classroom Participation of Arab Postgraduate Students. Journal Of Educational and Psychological Researches, 15(56), 647-661. Nunan, David. The Learner-Centred Curriculum. Cambridge: Cambridge University Press, 1988. Jalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). Núñez, A., Téllez, M. F., Castellanos, J., & Ramos, B. (2009). A practical materials development guide for EFL pre-service, novice, and in-service teachers. Books, 1. Railsback, J. (2002). Project-Based Instruction: Creating Excitement for Learning. By Request Series. Rosenthal, R., & Rubin, D. B. (1982). Comparing effect sizes of independent studies. Psychological bulletin, 92(2), 500. Susak M. Factors that affect classroom participation thesis. Rochester Institute of Technology; 2016. Available:http://scholarworks.rit.edu/theses The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press. Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. Tomlinson, B. (2013). Introduction: Are Materials Developing? In B. Tomlinson (Ed.), Developing Materials for Language Teaching. Second Edition. London: Bloomsbury Academic. Tomlinson, B. (2014). 7 TEACHER GROWTH THROUGH MATERIALS DEVELOPMENT. The European Journal of Applied Linguistics and TEFL, 3(2), 89-107. Tomlinson, B. (Ed.) (1998). Materials Development in Language Teaching. Cambridge: Cambridge University Press. Tomlinson, B. (Ed.). (2003). Developing Materials for Language Teaching. London: Continuum. Tomlinson, B., & Masuhara, H. (2004). Developing cultural awareness. Modern English Teacher, 13(1), 5-11. Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd. University Press, 1988. Ur, Penny. A Course in Language Teaching. 1996. Cambridge: Cambridge University Press, 1997. McCombes, S. (2019). Descriptive research. Retrievd from https://www. scribbr. com/methodology/descriptive-research. Vogt, W. P., Gardner, D. C., & Haeffele, L. M. (2012). When to use what research design. Guilford Press. |
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Lorduy Arellano, Danilzab64585e4-ccc3-4782-bf29-ac02ca5fa839-1Navarro Rodríguez, Paola Saray9fda87fb-988b-4ecf-b069-d99c45b273ec-1Montería, Córdoba2020-06-10T16:51:25Z2020-06-10T16:51:25Z2020-05-10https://repositorio.unicordoba.edu.co/handle/ucordoba/2870Project-based learning or PBL as short is a teaching method that offers students fundamental tools for both cognitive and personal development through the completion of a project aimed at providing alternatives to a real-world problem. Although some researchs have been done on the benefits of PBL, little have emphasized on the characteristics of materials that can be used during the learning process including required standards for improving oral participation. The purpose of this study was to investigate through document analysis the characteristics of materials that must meet the PBL method to improve students’ oral participation. Data included observation, archival data, and reflection. The results showed that the characteristics of the materials to improve oral participation employing PBL must be based on communicative tasks and the learner-centered approach integrated into the general English materials to achieve the purpose. The conclusion is that, although it was difficult to find a document specifying the characteristics needed to help learners improve their oral participation through PBL, teachers are free to create or adapt authentic materials based on approaches whose purpose meets the requirements that learners need to improve1. Introduction…………………………………………………………………………72. Theoretical Framework……………………………………………………………122.1 Conceptual framework…................…………………………………………...122.1.1Project-Based Learning…………………….........……………………..…….122.1.2 Oral Participation……………………………………………………………172.1.3Material Design…………………………………………………………...…..202.2Literature review…………………………………………………………….…233. Methodology………………………………………………………………………..283.1 Type of reserach…………………………………………………………….….283.2 Context and participant………………………………………………………..283.3 Data collection techniques...…………………………………………………...303.4 Data analysis……………………………………………………………………324. Results………………………………………………………………………………334.1 Demands of the school and context…………………………………………...334.2 Demands of students of 11……………………………………….…………....414.3 Characteristics of the material……………………………………………….424.5 Sample of the material………………………………………………………..435. Discussion…..………………………………………………………………………496. Conclusion………………………………………………………………………….527. References………………………………………………………………………….548. Appendix……...……………………………………………………………………62PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésapplication/pdfengCopyright Universidad de Córdoba, 2020https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)http://purl.org/coar/access_right/c_16ecA qualitative descriptive study: the use of project-based learning to improve oral communication in an efl classroomTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Ahmed, S. (2017). Authentic ELT materials in the language classroom: An overview. Journal of applied linguistics and language research, 4(2), 181-202.Bailey, Angela & Rosado, Nayibe & Rey, Lourdes. (2018). Designing an English Curriculum for Everyone. 10.4018/978-1-5225-3132-6.ch005. DOI: 10.4018/978-1-5225-3132-6.ch005Bowen, Glenn. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal. 9. 27-40. 10.3316/QRJ0902027. Classroom. 1991. London: Longman, 1993.Coffey, H. (2008). Project-based learning. Learn NC, 1-3.Colombia, C. D. (2018). Ley 1523 de 2012. Por la que se adopta la política nacional del riesgo de desastres y se establece el Sistema Nacional de Gestión del Riesgo de Desastres y se dictan otras disposiciones.Davis, R. B., Maher, C. A., & Noddings, N. (1990). Suggestions for the improvement of mathematics education. Constructivist views on the teaching and learning of mathematics, 187-191.De Educación, L. G. (1994). Ley 115 de 1994. Constitución Política de Colombia.Devi, N., & Simanjalam, P. (2008). Students‟ participation in English language classrooms. (Project Report). Retrieved from http://ir.unimas.my/id/eprint/5692Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford, UK: Oxford University Press.Fassinger, P. A. (1995). Understanding classroom interaction: Students' and professors' contributions to students' silence. The Journal of Higher Education, 66(1), 82. Retrieved from https://ohiostatepress.orgFitzgerald, T. (2012). Documents and documentary analysis. Research methods in educational leadership and management, 296-308.Garside, C. (1996). Look who's talking: A comparison of lecture and group discussion teaching strategies in. Communication Education, 45(3), 212.Goodman, B., & Stivers, J. (2010). Project-based learning. Educational psychology, 1-8.Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson Longman,. http://www.tandfonline.comHutchinson, Tom. Introduction to Project Work. 1991. Oxford: Oxford University Press, 1992.Hyde, C. A., & Ruth, B. J. (2002). Multicultural content and class participation do students self-censor? Journal of Social Work Education, 38(2), 241-256. Retrieved from http://www.tandfonline.comJalinus, N., Nabawi, R. A., & Mardin, A. (2017, September). The seven steps of project based learning model to enhance productive competences of vocational students. In International Conference on Technology and Vocational Teachers (ICTVT 2017). Atlantis Press.Katherine Gonzalez, D., Jhonatan Correa Molina, O., & Rojas Cardona, B. S. (2017). Project-based Learning to Develop Oral Production in English as a Foreign Language. International Journal of Education and Information Technologies, 11, 87-96.Khoiriyah, K., & Setyaningrum, R. (2017). Project-Based Learning Method in Teaching English Speaking Skill For Eleventh Grade of SMA Negeri 3 Malang. Celtic: A Journal of Culture, English Language Teaching, Literature, & Linguistics, 2(1), 59-71.Krashen, S. (1985). The Input Hypothesis: Issues and Implications. London & New York: Longman.Kwietniewski, K. (2017). Literature Review of Project-Based Learning.Lambert, Craig.2004. Reverse-engineering Communication Tasks. ELT Journal. Oxford: Oxford University Press. 58/1:18-27Lambert, J. (2004). ‘Munition Factories… Turning Out a Constant Supply of Living Material’: White South African Elite Boys' Schools and the First World War. South African historical journal, 51(1), 67-86.Lanmer, J. Mergendoller, J and Boss, J. (2015). Setting the Standar for Project Based Learning: A Proven Approach to Rigorous Classroom Instruction, Beauregard St. Alexandria: Genny Ostertag.Legutke, Michael and Thomas, Howard. Process and Experience in the LanguageLípová, T. (2008). Benefits of Project Work in ELT. Diplomas Thesis). Olomouc, Palacky ‘University.Littlewood, William.1981. Communicative Language Teaching. Cambridge University Press.McDonough, Steven H. Psychology in Foreign Language Teaching. London:Routledge, 1981.Ministerio de Educación Nacional, MEN. (2006). Estándares básicos de competencias en lenguas extranjeras: Inglés [Basic competence standards in foreign languages: English]. Bogotá, CO: Author.Ministerio de Educación Nacional, MEN. (2008). Verificación de los requisitos básicos de funcionamiento de programas de formación para el trabajo y el desarrollo humano. Bogotá, CO: Author. Retrieved from http://www.mineducacion.gov.co/1621/articles-237704_Guia29.pdf.Ministerio de Educación Nacional, MEN. (2009a). Articulación de la educación para el trabajo y el desarrollo humano con la educación media y con la educación superior. Bogotá, CO: Author Retrieved from: http://www.mineducacion.gov.co/cvn/1665/articles246512_archivo_pdf_LeticiaEscobar. pdf.Ministerio de Educación Nacional, MEN. (2009b). Programa Nacional de Bilingüismo: Colombia 2004-2019. Bogotá, CO: Author. Retrieved from http://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf.Ministerio de Educación Nacional, MEN. (2012). Aprendamos inglés con las aventuras de Bunny Bonita: Guía del docente. Bogotá, CO: Author.Ministerio de Educación Nacional, MEN. (2014a). Orientaciones para la implementación de proyectos de fortalecimiento del inglés en las entidades territoriales. Bogotá, CO: Author.Ministerio de Educación Nacional, MEN. (2014b). Colombia very well! Programa Nacional de inglés 2015-2025 (Documento de socialización). Bogotá, CO: Author. Retrieved from http://www. ucn.edu.co/institucion/salaprensa/noticias/Documents/2014/Documento%20PROGRAMA%20NACIONAL%20DE%20INGL%C3%89S%202015-2025.pdf.Ministerio de Educación Nacional, MEN. (2016a). Basic learning rights: English Grades 6th to 11th. Bogotá, CO: Author. Retrieved from http://aprende.colombiaaprende.edu.co/sites/default/ files/naspublic/Anexo%2011%20BLR%20English.pdf.Ministerio de Educación Nacional, MEN. (2016b). Pedagogical principles and guidelines: Suggested English curriculum, 6th to 11th grades. Bogotá, CO: Author. Retrieved from http://aprende. colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2015%20Pedagogical%20 Principles%20and%20Guidelines.pdfMinisterio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras: Ingles. Bogotá, Colombia: Imprenta Nacional.Moss, D., & Van Duzer, C. (1998). Project-Based Learning for Adult English Language Learners. ERIC Digest.Moss, D., & Van Duzer, C. (1998). Project-based learning for adult English learners. Eric. Digest, 1999-4.Moss, G. (in press). Making Sandwiches: A combined approach to course design for English teachers. Barranquilla. Ediciones Uninorte.Mutar, Q. M., Mohammad, A., Khaleel, M. A., & Mohamed, R. S. (2018). 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2020open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de 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