Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom

This paper reports an action research project carried out in a public school in the urban area of El Carmen de Viboral, Antioquia. This project aimed at exploring the impact of an Art-Integrated Learning class in the behavioral engagement of an 8th grade class. This project was focused on three aspe...

Full description

Autores:
Marín Soto, Dayana
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2023
Institución:
Universidad de Antioquia
Repositorio:
Repositorio UdeA
Idioma:
eng
OAI Identifier:
oai:bibliotecadigital.udea.edu.co:10495/48188
Acceso en línea:
https://hdl.handle.net/10495/48188
Palabra clave:
English language - Study and teaching (Secondary) - Spanish speakers
Inglés - Enseñanza secundaria - Estudiantes de habla española
Arts in education
Artes en la educación
High school students - Attitudes
Estudiantes de secundaria - Actitudes
Classroom environment
Ambiente de la clase
Motivation in education
Motivación en educación
Action research in education
Investigación activa en educación
Student participation
Participación estudiantil
http://id.loc.gov/authorities/subjects/sh2003009211
http://id.loc.gov/authorities/subjects/sh85043705
http://id.loc.gov/authorities/subjects/sh2021012239
http://id.loc.gov/authorities/subjects/sh85060710
http://id.loc.gov/authorities/subjects/sh85026817
http://id.loc.gov/authorities/subjects/sh85087566
http://id.loc.gov/authorities/subjects/sh86000267
http://vocabularies.unesco.org/thesaurus/concept14982
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.title.eng.fl_str_mv Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
dc.title.translated.none.fl_str_mv Explorando el aprendizaje integrado al arte como una estrategia para fomentar el involucramiento comportamental de los y las estudiantes en la clase de inglés como lengua extranjera
title Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
spellingShingle Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
English language - Study and teaching (Secondary) - Spanish speakers
Inglés - Enseñanza secundaria - Estudiantes de habla española
Arts in education
Artes en la educación
High school students - Attitudes
Estudiantes de secundaria - Actitudes
Classroom environment
Ambiente de la clase
Motivation in education
Motivación en educación
Action research in education
Investigación activa en educación
Student participation
Participación estudiantil
http://id.loc.gov/authorities/subjects/sh2003009211
http://id.loc.gov/authorities/subjects/sh85043705
http://id.loc.gov/authorities/subjects/sh2021012239
http://id.loc.gov/authorities/subjects/sh85060710
http://id.loc.gov/authorities/subjects/sh85026817
http://id.loc.gov/authorities/subjects/sh85087566
http://id.loc.gov/authorities/subjects/sh86000267
http://vocabularies.unesco.org/thesaurus/concept14982
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
title_short Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
title_full Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
title_fullStr Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
title_full_unstemmed Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
title_sort Exploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroom
dc.creator.fl_str_mv Marín Soto, Dayana
dc.contributor.advisor.none.fl_str_mv Álvarez Espinal, Sandra Milena
Barrientos Moncada, Marta Isabel
dc.contributor.author.none.fl_str_mv Marín Soto, Dayana
dc.subject.lcsh.none.fl_str_mv English language - Study and teaching (Secondary) - Spanish speakers
Inglés - Enseñanza secundaria - Estudiantes de habla española
Arts in education
Artes en la educación
High school students - Attitudes
Estudiantes de secundaria - Actitudes
Classroom environment
Ambiente de la clase
Motivation in education
Motivación en educación
Action research in education
Investigación activa en educación
topic English language - Study and teaching (Secondary) - Spanish speakers
Inglés - Enseñanza secundaria - Estudiantes de habla española
Arts in education
Artes en la educación
High school students - Attitudes
Estudiantes de secundaria - Actitudes
Classroom environment
Ambiente de la clase
Motivation in education
Motivación en educación
Action research in education
Investigación activa en educación
Student participation
Participación estudiantil
http://id.loc.gov/authorities/subjects/sh2003009211
http://id.loc.gov/authorities/subjects/sh85043705
http://id.loc.gov/authorities/subjects/sh2021012239
http://id.loc.gov/authorities/subjects/sh85060710
http://id.loc.gov/authorities/subjects/sh85026817
http://id.loc.gov/authorities/subjects/sh85087566
http://id.loc.gov/authorities/subjects/sh86000267
http://vocabularies.unesco.org/thesaurus/concept14982
ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
dc.subject.unesco.none.fl_str_mv Student participation
Participación estudiantil
dc.subject.lcshuri.none.fl_str_mv http://id.loc.gov/authorities/subjects/sh2003009211
http://id.loc.gov/authorities/subjects/sh85043705
http://id.loc.gov/authorities/subjects/sh2021012239
http://id.loc.gov/authorities/subjects/sh85060710
http://id.loc.gov/authorities/subjects/sh85026817
http://id.loc.gov/authorities/subjects/sh85087566
http://id.loc.gov/authorities/subjects/sh86000267
dc.subject.unescouri.none.fl_str_mv http://vocabularies.unesco.org/thesaurus/concept14982
dc.subject.ods.none.fl_str_mv ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todos
description This paper reports an action research project carried out in a public school in the urban area of El Carmen de Viboral, Antioquia. This project aimed at exploring the impact of an Art-Integrated Learning class in the behavioral engagement of an 8th grade class. This project was focused on three aspects of behavioral engagement: Students following instructions, students asking questions, and students contributing to class discussions. For achieving the objective of this projects, different activities mixing both artistic and linguistic tasks were proposed to students. Data collection methods included teacher’s journal, questionnaires, memos, and students’ artifacts. The analysis of these instruments suggested four findings: Students following instructions and efforts to accomplish the tasks, students asking pertinent questions, students contributing to class discussions, and AIL to generate students' reflections and positive feelings in the EFL classroom.
publishDate 2023
dc.date.issued.none.fl_str_mv 2023
dc.date.accessioned.none.fl_str_mv 2025-11-12T13:07:12Z
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dc.relation.references.none.fl_str_mv Álvarez Rodriguez, I. Y. (2018). Promoting self-oral expression through the use of Artistic Tasks: engaging English Language Learners through the Arts http://hdl.handle.net/20.500.12209/11207
Basu, M., Promoting Inclusivity in Elementary Classroom Through Art Integrated Learning (AIL) (2020). Available at SSRN: https://ssrn.com/abstract=3703577 or http://dx.doi.org/10.2139/ssrn.3703577
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press.
Cuellar-Ayala, M. A. (2019). El proceso creativo en el proceso de enseñanza-aprendizaje de ELE. https://reunir.unir.net/handle/123456789/10234
Farokhi, M., & Hashemi, M. (2011). The impact/s of using art in English language learning classes. Procedia - Social and Behavioral Sciences, 31, 923–926. https://doi.org/10.1016/j.sbspro.2011.12.170
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. http://www.jstor.org/stable/3516061
Grüner, E (2000) “El arte, la otra comunicación”. Actas de la 7ª. Prólogo del catálogo de la Bienal de La Habana. Cuba. Retrieved from https://esba-nqn.infd.edu.ar/sitio/wp-content/uploads/2020/03/BIBLIOGRAFIA_-TEVII_gruner-el-arte-y-la-otracomunicaci%C3%B3n.pdf
Guerrero Insuasti, A. L. Y Ruíz Calderón, M. J. (2019). Manifestaciones artísticas como una propuesta de aula que contribuye al desarrollo de la competencia comunicativa en el idioma inglés. (Tesis de posgrado). Recuperado de: http://repository.ucc.edu.co/handle/ucc/12319
López, B. (2004). Arte terapia. Otra forma de curar. Educación y futuro: revista de investigación aplicada y experiencias educativas, 10, 101-110. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=2044648
NCERT, (2019) proposes integration of art in school pedagogy. Retrieved from https://www.deccanherald.com/national/ncert-proposes-integration-of-art-inschoolpedagogy-761602.html
NCERT, (2015). Training Package for Art Integration for Primary teachers13 New Delhi: NCERT
Patton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.
Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_7
Silverstein, L. B., & Layne, S. (2010). Defining arts integration. Arts Integration Schools: What, Why, and How. Washington, D.C.: The John F. Kennedy Center for the Performing Arts.
Silverstein & Layne (2020). What is arts integration? Explore the Kennedy Center’s comprehensive definition. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integrationresources/what-is-arts-integration/
Skinner, E. A., Furrer, C., Marchand, G. C., & Kindermann, T. A. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-81. https://doi.org/10.1037/a0012840
Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. En Springer eBooks (pp. 21-44). https://doi.org/10.1007/978-1-4614-2018-7_2
Zhang, Q. (2022). Arts Integration for Foreign Language Teaching and Learning: A Three Paper Dissertation. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4464
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spelling Álvarez Espinal, Sandra MilenaBarrientos Moncada, Marta IsabelMarín Soto, Dayana2025-11-12T13:07:12Z2023https://hdl.handle.net/10495/48188This paper reports an action research project carried out in a public school in the urban area of El Carmen de Viboral, Antioquia. This project aimed at exploring the impact of an Art-Integrated Learning class in the behavioral engagement of an 8th grade class. This project was focused on three aspects of behavioral engagement: Students following instructions, students asking questions, and students contributing to class discussions. For achieving the objective of this projects, different activities mixing both artistic and linguistic tasks were proposed to students. Data collection methods included teacher’s journal, questionnaires, memos, and students’ artifacts. The analysis of these instruments suggested four findings: Students following instructions and efforts to accomplish the tasks, students asking pertinent questions, students contributing to class discussions, and AIL to generate students' reflections and positive feelings in the EFL classroom.PregradoLicenciado en Lenguas Extranjeras39 páginasapplication/pdfengUniversidad de AntioquiaLicenciatura en Lenguas ExtranjerasEl Carmen de Viboral, ColombiaEscuela de IdiomasCampus El Carmen de Viboralhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://purl.org/coar/access_right/c_abf2English language - Study and teaching (Secondary) - Spanish speakersInglés - Enseñanza secundaria - Estudiantes de habla españolaArts in educationArtes en la educaciónHigh school students - AttitudesEstudiantes de secundaria - ActitudesClassroom environmentAmbiente de la claseMotivation in educationMotivación en educaciónAction research in educationInvestigación activa en educaciónStudent participationParticipación estudiantilhttp://id.loc.gov/authorities/subjects/sh2003009211http://id.loc.gov/authorities/subjects/sh85043705http://id.loc.gov/authorities/subjects/sh2021012239http://id.loc.gov/authorities/subjects/sh85060710http://id.loc.gov/authorities/subjects/sh85026817http://id.loc.gov/authorities/subjects/sh85087566http://id.loc.gov/authorities/subjects/sh86000267http://vocabularies.unesco.org/thesaurus/concept14982ODS 4: Educación de calidad. Garantizar una educación inclusiva y equitativa de calidad y promover oportunidades de aprendizaje permanente para todosExploring Art-Integrated Learning as A Strategy to Foster Students’ Behavioral Engagement in an EFL classroomExplorando el aprendizaje integrado al arte como una estrategia para fomentar el involucramiento comportamental de los y las estudiantes en la clase de inglés como lengua extranjeraTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fhttp://purl.org/redcol/resource_type/TPTexthttp://purl.org/coar/version/c_b1a7d7d4d402bcceinfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/draftÁlvarez Rodriguez, I. Y. (2018). Promoting self-oral expression through the use of Artistic Tasks: engaging English Language Learners through the Arts http://hdl.handle.net/20.500.12209/11207Basu, M., Promoting Inclusivity in Elementary Classroom Through Art Integrated Learning (AIL) (2020). Available at SSRN: https://ssrn.com/abstract=3703577 or http://dx.doi.org/10.2139/ssrn.3703577Burns, A. (1999). Collaborative action research for English language teachers. Cambridge, England: Cambridge University Press.Cuellar-Ayala, M. A. (2019). El proceso creativo en el proceso de enseñanza-aprendizaje de ELE. https://reunir.unir.net/handle/123456789/10234Farokhi, M., & Hashemi, M. (2011). The impact/s of using art in English language learning classes. Procedia - Social and Behavioral Sciences, 31, 923–926. https://doi.org/10.1016/j.sbspro.2011.12.170Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. http://www.jstor.org/stable/3516061Grüner, E (2000) “El arte, la otra comunicación”. Actas de la 7ª. Prólogo del catálogo de la Bienal de La Habana. Cuba. Retrieved from https://esba-nqn.infd.edu.ar/sitio/wp-content/uploads/2020/03/BIBLIOGRAFIA_-TEVII_gruner-el-arte-y-la-otracomunicaci%C3%B3n.pdfGuerrero Insuasti, A. L. Y Ruíz Calderón, M. J. (2019). Manifestaciones artísticas como una propuesta de aula que contribuye al desarrollo de la competencia comunicativa en el idioma inglés. (Tesis de posgrado). Recuperado de: http://repository.ucc.edu.co/handle/ucc/12319López, B. (2004). Arte terapia. Otra forma de curar. Educación y futuro: revista de investigación aplicada y experiencias educativas, 10, 101-110. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=2044648NCERT, (2019) proposes integration of art in school pedagogy. Retrieved from https://www.deccanherald.com/national/ncert-proposes-integration-of-art-inschoolpedagogy-761602.htmlNCERT, (2015). Training Package for Art Integration for Primary teachers13 New Delhi: NCERTPatton. M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_7Silverstein, L. B., & Layne, S. (2010). Defining arts integration. Arts Integration Schools: What, Why, and How. Washington, D.C.: The John F. Kennedy Center for the Performing Arts.Silverstein & Layne (2020). What is arts integration? Explore the Kennedy Center’s comprehensive definition. https://www.kennedy-center.org/education/resources-for-educators/classroom-resources/articles-and-how-tos/articles/collections/arts-integrationresources/what-is-arts-integration/Skinner, E. A., Furrer, C., Marchand, G. C., & Kindermann, T. A. (2008). Engagement and disaffection in the classroom: part of a larger motivational dynamic? Journal of Educational Psychology, 100(4), 765-81. https://doi.org/10.1037/a0012840Skinner, E. A., & Pitzer, J. R. (2012). Developmental dynamics of student engagement, coping, and everyday resilience. En Springer eBooks (pp. 21-44). https://doi.org/10.1007/978-1-4614-2018-7_2Zhang, Q. (2022). Arts Integration for Foreign Language Teaching and Learning: A Three Paper Dissertation. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/44646°04′55″N 75°20′03″O / 6.0819444444444, -75.334166666667El Carmen de ViboralPublicationORIGINALMarinDayana_2023_Exploring_Art_Learning.pdfMarinDayana_2023_Exploring_Art_Learning.pdfapplication/pdf1527022https://bibliotecadigital.udea.edu.co/bitstreams/c4389024-03f0-4979-a40d-3833039ca145/download02ded2b4e9f92764e6978c685867b661MD51trueAnonymousREADLICENSElicense.txtlicense.txttext/plain; charset=utf-814837https://bibliotecadigital.udea.edu.co/bitstreams/6eafa20b-1988-47c5-a6b6-dbea6881dfd8/downloadb76e7a76e24cf2f94b3ce0ae5ed275d0MD53falseAnonymousREADCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8899https://bibliotecadigital.udea.edu.co/bitstreams/4de97d28-aafa-4d31-b1b3-78e2a316314f/download3b6ce8e9e36c89875e8cf39962fe8920MD54falseAnonymousREADTEXTMarinDayana_2023_Exploring_Art_Learning.pdf.txtMarinDayana_2023_Exploring_Art_Learning.pdf.txtExtracted 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