Enhancing students’ listening of narratives through genre-based approach
Listening is a fundamental skill that allows us to comprehend what happens around us. According to Cheung (2010), listening is the principal skill we should improve when learning a foreign language, as it is the foundation to acquire other skills. Strengthening comprehension will mean an increase in...
- Autores:
-
Hurtado Soto, Yarlei Edith
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2025
- Institución:
- Universidad de Córdoba
- Repositorio:
- Repositorio Institucional Unicórdoba
- Idioma:
- eng
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- https://repositorio.unicordoba.edu.co/handle/ucordoba/9345
https://repositorio.unicordoba.edu.co/
- Palabra clave:
- Comprensión auditiva
Enfoque basado en géneros narrativos
Narrativas
Fábulas
Audiovisuales
Listening comprehension
Genrebased approach
Narratives
Fables
Audio-videos
- Rights
- openAccess
- License
- Copyright Universidad de Córdoba, 2025
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Enhancing students’ listening of narratives through genre-based approach |
| title |
Enhancing students’ listening of narratives through genre-based approach |
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Enhancing students’ listening of narratives through genre-based approach Comprensión auditiva Enfoque basado en géneros narrativos Narrativas Fábulas Audiovisuales Listening comprehension Genrebased approach Narratives Fables Audio-videos |
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Enhancing students’ listening of narratives through genre-based approach |
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Enhancing students’ listening of narratives through genre-based approach |
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Enhancing students’ listening of narratives through genre-based approach |
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Enhancing students’ listening of narratives through genre-based approach |
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Enhancing students’ listening of narratives through genre-based approach |
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Hurtado Soto, Yarlei Edith |
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García Montes, Paula |
| dc.contributor.author.none.fl_str_mv |
Hurtado Soto, Yarlei Edith |
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Martinez Diaz, Luis Alfredo Lorduy Arellano, Danilsa |
| dc.subject.proposal.spa.fl_str_mv |
Comprensión auditiva Enfoque basado en géneros narrativos Narrativas Fábulas Audiovisuales |
| topic |
Comprensión auditiva Enfoque basado en géneros narrativos Narrativas Fábulas Audiovisuales Listening comprehension Genrebased approach Narratives Fables Audio-videos |
| dc.subject.keywords.eng.fl_str_mv |
Listening comprehension Genrebased approach Narratives Fables Audio-videos |
| description |
Listening is a fundamental skill that allows us to comprehend what happens around us. According to Cheung (2010), listening is the principal skill we should improve when learning a foreign language, as it is the foundation to acquire other skills. Strengthening comprehension will mean an increase in other skills and the overall learning process. In the context of education, different methodologies can be used to improve listening comprehension; one of them can be the genre-based approach (Henceforth, GBA), an approach that focuses on helping students understand and identify the different components, structures, and features of a text (or genre) to produce it correctly. According to Castrillon (2018), the approach gives students meaningful experiences in the learning process. In addition, as Derewianka and Jones (2016) suggest, awareness of genre can allow students to recognize how certain texts are structured to cover certain social purposes and how culture can shape them. As genre structures are created with a social purpose, the idea of students understanding this structure can greatly benefit them. This action research investigated how using audio-video of short narratives such as fables and moral tales may enhance students' English listening skills using genre-based lessons. This study was conducted with 30 eleventh-grade students from the INEM "Lorenzo María de Lleras" school. The research employed pre-task and final tasks, comprehension tasks during the lessons, a semi-structured interview, and class observations to collect data. The findings suggest that the genre-based approach successfully enhances students' listening comprehension within the target genre, allowing students to identify different aspects such as, in the case of fables, themes, schematics structure, identification of the morals and reflection, participants, and social purpose. Furthermore, the genre-based approach combined with audio-video fables fosters students' engagement during the lessons. |
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2025-07-15T18:00:15Z |
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2025-07-13 |
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Arias, G. L. (2017). Students’ language skills development through short stories. Íkala, 22(1), 103-118. https://doi.org/10.17533/udea.ikala.v22n01a07 Ayundini, T. Y. (2019). Improving the students’ listening ability through fairy tale at MTs Islamiyah Medan [Doctoral dissertation, Universitas Islam Negeri Sumatera Utara]. Repository Universitas Islam Negeri Sumatera Utara Medan. http://repository.uinsu.ac.id/id/eprint/7513 Abril, L. A. (2022). The audio stories and listening skill [Bachelor's thesis, Universidad Técnica de Ambato]. Repositorio Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/jspui/handle/123456789/34869 Aswani, A., Simatupang, N., Yusuf, M., & Adha, T. (2023). Genre-based approach implementation in teaching listening: A case study in senior high school in Indonesia. Theory and Practice in Language Studies, 13(5), 1197-1203. https://doi.org/10.17507/tpls.1305.13 Cahyono, S. P. (2017). The implementation of genre based approach to teaching narrative listening. Advances in Social Science, Education and Humanities Research, 66(1), 10 14. https://doi.org/10.2991/yicemap-17.2017.49 Cheung, Y. K. (2010). The importance of teaching listening in the EFL classroom (Online submission, 24 pages). Retrieved from https://eric.ed.gov/?id=ED512082 Contreras, M., & Peña, O. (2020). Exploring the use of animated cartoons to enhance students’ listening skills [Master thesis, Universidad de Córdoba]. Repository University of Córdoba. https://repositorio.unicordoba.edu.co/handle/ucordoba/2700 Castrillon, L. (2018). Genre based approach enhances students’ written texts [Master thesis, Universidad de Antioquia]. Repository University of Antioquia. https://bibliotecadigital.udea.edu.co/bitstream/10495/10692/6/CastrillonLaura_2018_Ho wCanImplementation.pdf.pdf Chaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1(1), 181-199. https://doi.org/10.5746/leia/10/v1/a16/chaisiri Çetin, K. Z. (2020). Effects of Digital Short Stories on the Development of Listening Skills: An Action Research. Gist Education and Learning Research Journal, 20, 65-84. http://files.eric.ed.gov/fulltext/EJ1262690.pdf Dirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45-51. http://dx.doi.org/10.5539/elt.v9n9p45 Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). OUP Australia. Dorfman, M. H., & Brewer, W. F. (1994). Understanding the points of fables. Discourse Processes, 17(1), 105–129. https://doi.org/10.1080/01638539409544861 Ezer, H. (2009). Action research. In Self-study approaches and the teacher-inquirer (pp. 111 126). Brill. https://doi.org/10.1163/9789087907921 Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage Publications. González, G. A. (2021). A genre-based approach to listening: Factors and outcomes. Mextesol Journal, 45(4), 1–14. https://doi.org/10.61871/mj.v45n4-15 Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in Second Language Writing: Contexts and Issues (2nd ed.). Cambridge University Press. Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the colombian english classroom. Colombian Applied Linguistics Journal, 14(2), 109 126. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a07 Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60-63. https://doi.org/10.4103/IJAM.IJAM_7_18 Iranmanesh, Z. (2013). Narrative prose and its different types. Journal of Languages and Culture, 4(8), 125-131. Lynch, T., & Mendelsohn, D. (2013). Listening. In An introduction to applied linguistics (pp. 190 206).Routledge.https://www.taylorfrancis.com/chapters/edit/10.4324/9780203783733 16/listening-tony-lynch-david-mendelsohn Luo, L., & Wildemuth, B. M. (2009). Semistructured interviews. Applications of social research methods to questions in information and library science, 232.https://acortar.link/q07ZgD Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. University of Toronto Press. Nedjla, B., & Meryem, K. (2018). Fostering students’ listening comprehension through listening to short stories as authentic materials [Master’s thesis, AbdelHafid Boussouf University Centre-Mila]. Repository of AbdelHafid Boussouf University Centre Mila. https://bucket.theses-algerie.com/files/repositories-dz/5124285997904643.pdf Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427-431. https://doi.org/10.1177/1362168820941288 Namaziandost, E., Shafiee, S., & Ziafar, M. (2020). Investigating the impact of genre-based teaching (GBT) on intermediate EFL learners' listening improvement. The Journal of Asia TEFL, 17(2), 420-437. https://doi.org/10.30486/relp.2019.1871153.1139 Rahmawati, V., & Rakhmawati, I. (2022). Impact of short story on the listening skills of the first year tertiary students in Indonesia. SALEE: Study of Applied Linguistics and English Education, 3(1), 45-55. https://doi.org/10.35961/salee.v3i1.408 Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. R. Beard, D. Myhill, J. Riley & M. Nystrand (eds.) Handbook of Writing Development. London: Sage, 151-166. Salmona Madriñan, M. (2014). The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition. Gist Education and learning research journal, 9, 50-66. Smith, M. E. (1917). A Classification for Fables, Based on the Collection of Marie de France. Modern Philology, 15(8), 477-489. Uday, Y. (2019). Genre based approach for teaching of English. Aayushi International Interdisciplinary Research Journal (AIIRJ), 6(6), 16. https://www.aiirjournal.com/uploads/Articles/2019/06/3869_01.Uday%20Y.pdf Troyan, F. (2016). Learning to mean in spanish writing: a case study of a genre-based pedagogy for standards-based writing instruction. Foreign Language Annals, 49(2), 317-335. https://doi.org/10.1111/flan.12192 Thurmond, V. A. (2001). The point of triangulation. Journal of nursing scholarship, 33(3), 253 258. https://doi.org/10.1111/j.1547-5069.2001.00253.x |
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García Montes, PaulaHurtado Soto, Yarlei EdithMartinez Diaz, Luis AlfredoLorduy Arellano, Danilsa2025-07-15T18:00:15Z2025-07-15T18:00:15Z2025-07-13https://repositorio.unicordoba.edu.co/handle/ucordoba/9345Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Listening is a fundamental skill that allows us to comprehend what happens around us. According to Cheung (2010), listening is the principal skill we should improve when learning a foreign language, as it is the foundation to acquire other skills. Strengthening comprehension will mean an increase in other skills and the overall learning process. In the context of education, different methodologies can be used to improve listening comprehension; one of them can be the genre-based approach (Henceforth, GBA), an approach that focuses on helping students understand and identify the different components, structures, and features of a text (or genre) to produce it correctly. According to Castrillon (2018), the approach gives students meaningful experiences in the learning process. In addition, as Derewianka and Jones (2016) suggest, awareness of genre can allow students to recognize how certain texts are structured to cover certain social purposes and how culture can shape them. As genre structures are created with a social purpose, the idea of students understanding this structure can greatly benefit them. This action research investigated how using audio-video of short narratives such as fables and moral tales may enhance students' English listening skills using genre-based lessons. This study was conducted with 30 eleventh-grade students from the INEM "Lorenzo María de Lleras" school. The research employed pre-task and final tasks, comprehension tasks during the lessons, a semi-structured interview, and class observations to collect data. The findings suggest that the genre-based approach successfully enhances students' listening comprehension within the target genre, allowing students to identify different aspects such as, in the case of fables, themes, schematics structure, identification of the morals and reflection, participants, and social purpose. Furthermore, the genre-based approach combined with audio-video fables fosters students' engagement during the lessons.ACCEPTATION PAGE……............................................... iiiACKNOWLEDGEMENT ......................................................... viiiABSTRACT .................................................................................. ixRESUMEN .................................................................... xCHAPTER I. INTRODUCTION....................................................... 1CHAPTER II. THEORETICAL FRAMEWORK…………................ 52.1. Conceptual Framework …………….…. 52.1.1. Listening Skill................................................52.1.2. Fables as narratives genre, its types and benefits……..72.1.3. Genre-based approach………………...92.2. Literature Review............................................14CHAPTER III. METHODOLOGY ........................... 193.1. Type of Study………………………………..................... 193.2 Context and participants ........................................... 203.3. Data collection procedures……………...............213.4. Data analysis ......................................... 233.5. The design…................................................... 253.5.1. Adaptation GBA Teaching and Learning Cycle for Listening........... 25CHAPTER IV. FINDINGS………............................... 29CHAPTER V. DISCUSSION .......................................... 69CHAPTER VI. CONCLUSIONS….................................... 77REFERENCES….............................................................. 80APPENDICES….................................................................. 85Appendix A. Table and Graph of Pre-task Results...............85Appendix B. Table and Graph of Final Results – Independent Construction...........86Appendix C. Lesson Plan – Stage 1: Building Knowledge of the Field....................87Appendix D. Presentation of the Introduction – The Watermelon lesson………….91Appendix E. Detailed Listening Activity – Unknown Vocabulary.....92Appendix F. Interview to Students...........................93LIST OF FIGURESFigure 1. Genre- Based Approach teaching and learning cycle and stages.................... 11Figure 2. Adapted GBA cycle for listening to fables.......................26Figure 3. Highlighting schematic structure during Listening................... 45Figure 4. Highlighting orientation, complication, resolution and coda.............49Figure 5. Joint listening practice.........................................................50Figure 6. Independent listening construction...........................52Figure 7. Students’ chart about the moral lesson................... 57Figure 8. Students understanding of the moral lesson...................... 59Figure 9. Students’ responses in the independent construction....................... 60Figure 10. Students answer about the social purpose......................... 65Figure 11. Further students answer in the social purpose...................... 66Figure 12. Students answer regarding the social purpose of the audio........... 66LIST OF TABLESTable 1. Students’ initial performance in theme identification..................... 31Table 2. Students’ initial performance in schematic structure....................41Table 3. Students’ final performance in schematic structure..................... 42Table 4. Students’ initial performance identifying the moral of the fable..............55Table 5. Students’ final performance in moral lesson...............................56Table 6. Students’ initial performance of the social purpose of fables........... 64Table 7. Students’ final performance in social purpose of the fables...............65PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2025https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Enhancing students’ listening of narratives through genre-based approachTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextArias, G. L. (2017). Students’ language skills development through short stories. Íkala, 22(1), 103-118. https://doi.org/10.17533/udea.ikala.v22n01a07Ayundini, T. Y. (2019). Improving the students’ listening ability through fairy tale at MTs Islamiyah Medan [Doctoral dissertation, Universitas Islam Negeri Sumatera Utara]. Repository Universitas Islam Negeri Sumatera Utara Medan. http://repository.uinsu.ac.id/id/eprint/7513Abril, L. A. (2022). The audio stories and listening skill [Bachelor's thesis, Universidad Técnica de Ambato]. Repositorio Universidad Técnica de Ambato. https://repositorio.uta.edu.ec/jspui/handle/123456789/34869Aswani, A., Simatupang, N., Yusuf, M., & Adha, T. (2023). Genre-based approach implementation in teaching listening: A case study in senior high school in Indonesia. Theory and Practice in Language Studies, 13(5), 1197-1203. https://doi.org/10.17507/tpls.1305.13Cahyono, S. P. (2017). The implementation of genre based approach to teaching narrative listening. Advances in Social Science, Education and Humanities Research, 66(1), 10 14. https://doi.org/10.2991/yicemap-17.2017.49Cheung, Y. K. (2010). The importance of teaching listening in the EFL classroom (Online submission, 24 pages). Retrieved from https://eric.ed.gov/?id=ED512082Contreras, M., & Peña, O. (2020). Exploring the use of animated cartoons to enhance students’ listening skills [Master thesis, Universidad de Córdoba]. Repository University of Córdoba. https://repositorio.unicordoba.edu.co/handle/ucordoba/2700Castrillon, L. (2018). Genre based approach enhances students’ written texts [Master thesis, Universidad de Antioquia]. Repository University of Antioquia. https://bibliotecadigital.udea.edu.co/bitstream/10495/10692/6/CastrillonLaura_2018_Ho wCanImplementation.pdf.pdfChaisiri, T. (2010). Implementing a genre pedagogy to the teaching of writing in a university context in Thailand. Language Education in Asia, 1(1), 181-199. https://doi.org/10.5746/leia/10/v1/a16/chaisiriÇetin, K. Z. (2020). Effects of Digital Short Stories on the Development of Listening Skills: An Action Research. Gist Education and Learning Research Journal, 20, 65-84. http://files.eric.ed.gov/fulltext/EJ1262690.pdfDirgeyasa, I. W. (2016). Genre-based approach: What and how to teach and to learn writing. English Language Teaching, 9(9), 45-51. http://dx.doi.org/10.5539/elt.v9n9p45Derewianka, B., & Jones, P. (2016). Teaching language in context (2nd ed.). OUP Australia.Dorfman, M. H., & Brewer, W. F. (1994). Understanding the points of fables. Discourse Processes, 17(1), 105–129. https://doi.org/10.1080/01638539409544861Ezer, H. (2009). Action research. In Self-study approaches and the teacher-inquirer (pp. 111 126). Brill. https://doi.org/10.1163/9789087907921Guest, G., MacQueen, K. M., & Namey, E. E. (2011). Applied thematic analysis. Sage Publications.González, G. A. (2021). A genre-based approach to listening: Factors and outcomes. Mextesol Journal, 45(4), 1–14. https://doi.org/10.61871/mj.v45n4-15Hyland, K., & Hyland, F. (Eds.). (2019). Feedback in Second Language Writing: Contexts and Issues (2nd ed.). Cambridge University Press.Herazo Rivera, J. D. (2012). Using a genre-based approach to promote oral communication in the colombian english classroom. Colombian Applied Linguistics Journal, 14(2), 109 126. https://doi.org/10.14483/udistrital.jour.calj.2012.2.a07Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60-63. https://doi.org/10.4103/IJAM.IJAM_7_18Iranmanesh, Z. (2013). Narrative prose and its different types. Journal of Languages and Culture, 4(8), 125-131.Lynch, T., & Mendelsohn, D. (2013). Listening. In An introduction to applied linguistics (pp. 190 206).Routledge.https://www.taylorfrancis.com/chapters/edit/10.4324/9780203783733 16/listening-tony-lynch-david-mendelsohnLuo, L., & Wildemuth, B. M. (2009). Semistructured interviews. Applications of social research methods to questions in information and library science, 232.https://acortar.link/q07ZgDMartin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. University of Toronto Press.Nedjla, B., & Meryem, K. (2018). Fostering students’ listening comprehension through listening to short stories as authentic materials [Master’s thesis, AbdelHafid Boussouf University Centre-Mila]. Repository of AbdelHafid Boussouf University Centre Mila. https://bucket.theses-algerie.com/files/repositories-dz/5124285997904643.pdfNassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427-431. https://doi.org/10.1177/1362168820941288Namaziandost, E., Shafiee, S., & Ziafar, M. (2020). Investigating the impact of genre-based teaching (GBT) on intermediate EFL learners' listening improvement. The Journal of Asia TEFL, 17(2), 420-437. https://doi.org/10.30486/relp.2019.1871153.1139Rahmawati, V., & Rakhmawati, I. (2022). Impact of short story on the listening skills of the first year tertiary students in Indonesia. SALEE: Study of Applied Linguistics and English Education, 3(1), 45-55. https://doi.org/10.35961/salee.v3i1.408Rose, D. (2008). Writing as linguistic mastery: the development of genre-based literacy pedagogy. R. Beard, D. Myhill, J. Riley & M. Nystrand (eds.) Handbook of Writing Development. London: Sage, 151-166.Salmona Madriñan, M. (2014). The Use of First Language in the Second-Language Classroom: A Support for Second Language Acquisition. Gist Education and learning research journal, 9, 50-66.Smith, M. E. (1917). A Classification for Fables, Based on the Collection of Marie de France. Modern Philology, 15(8), 477-489.Uday, Y. (2019). Genre based approach for teaching of English. Aayushi International Interdisciplinary Research Journal (AIIRJ), 6(6), 16. https://www.aiirjournal.com/uploads/Articles/2019/06/3869_01.Uday%20Y.pdfTroyan, F. (2016). Learning to mean in spanish writing: a case study of a genre-based pedagogy for standards-based writing instruction. Foreign Language Annals, 49(2), 317-335. https://doi.org/10.1111/flan.12192Thurmond, V. A. (2001). The point of triangulation. 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03:01:24.448https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2025open.accesshttps://dspace8-unicordoba.metabuscador.orgRepositorio institucional Universidad de 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