dc.contributor.advisor | Ramirez Contreras, Odilia | |
dc.contributor.author | Salazar Gallego, Juan Carlos | |
dc.date.accessioned | 2021-10-01T16:08:51Z | |
dc.date.available | 2021-10-01T16:08:51Z | |
dc.date.issued | 2021-10-01 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/17137 | |
dc.description | Gráficas | spa |
dc.description.abstract | spa:Este proyecto informa sobre un proyecto de investigación de acción en el que se utilizó la estrategia de recuento de historias (SRS) para mejorar la habilidad de hablar de los profesores en formación en una escuela pública normal en Manizales, Colombia. Se realizaron entrevistas, encuestas, observaciones y el investigador llevó un diario a lo largo de las etapas de diagnóstico, implementación y evaluación del estudio. Los datos se analizaron de acuerdo con el enfoque de Burns (2001) en el que se identificaron categorías que indican un impacto positivo del SRS en la habilidad de hablar de los participantes, representada en niveles más altos de fluidez, aprendizaje de vocabulario y pronunciación, junto con mejores habilidades para usar la información y la pronunciación. Tecnologías de la comunicación (TIC). Las conclusiones y recomendaciones enfatizan la necesidad de promover SRS en la clase de EFL junto con estrategias de expresión oral y entrenamiento en TIC. | spa |
dc.description.abstract | eng:This project reports on an Action Research project in which the story retelling strategy (SRS) was used to improve the speaking skill of pre-service teachers in a Normal public school in Manizales, Colombia. Interviews, surveys, observations were carried out and the researcher kept a journal throughout the diagnostic, implementation and evaluation stages of the study. Data were analyzed according to Burns’ (2001) approach in which categories were identified indicating a positive impact of the SRS on the participants speaking skill, represented in higher levels of fluency, vocabulary learning, and pronunciation, along with better skills to use Information and Communication Technologies (ICT). Conclusions and recommendations emphasize the need to promote SRS in the EFL class along with speaking strategies and ICT training | eng |
dc.description.tableofcontents | Page Acknowledgements/ List of contents/ List of tables/ List of graphs List of appendixes/ Abstract / Introduction 1. Research problem / 1.1 Purpose of research / 1.2 Description of the context and setting / 1.3 Description of the problem / 1.4 Research question and objectives / 1.4.1 Research question. /1.4.2 Research objectives / 2. Literature review / 2.1 Theoretical framework / 2.1.1 Teaching and learning speaking. /2.1.2 Assessing the speaking skill / 2.1.3 Speaking strategies in the EFL class / 2.1.3.1 Story retelling / 2.1.3.2 Picture description / 2.1.3.3 Reading aloud / 2.1.3.4 Communicative pronunciation drill / 2.1.3.5 Using videos to elicit speaking / 2.1.4 Language input processing / 2.1.5 Affect in the EFL classroom / 2.2 ICT and online EFL classes / 2.2 Previous related studies / 3. Methodology / 3.1 Type of study /3.2 Participants / 3.3 Instruments / 4. Research stages / 4.1 Diagnostic stage/ 4.1.1 Teacher interviews / 4.1.2 Student survey / 4.1.3 Teacher journal / 4.2 Instructional design or pedagogical intervention / 4.3 Action Stage / 4.3.1 Workshop 1 and 2: Getting to know the story retelling strategy / 4.3.2 Workshop 3 and 4: Going deeper into the story retelling strategy / 4.3.3 Workshops 5 and 6: Story retelling as a pedagogical tool /4.4 Evaluation stage / 5 4.4.1 Data triangulation summary / 4.4.2 Speaking assessment rubric results/ 5. Findings / 6. Conclusions and pedagogical implications / References / Appendixes . | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | Developing the English-speaking skill in an online pre-service teacher program through story retelling | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.description.degreelevel | Maestría | spa |
dc.identifier.instname | Universidad de Caldas | spa |
dc.identifier.reponame | Repositorio institucional Universidad de Caldas | spa |
dc.identifier.repourl | https://repositorio.ucaldas.edu.co/ | spa |
dc.publisher.faculty | Facultad de Artes y Humanidades | spa |
dc.publisher.place | Manizales | spa |
dc.relation.references | Adams, A. & Brindley, S. (2007). Teaching secondary English with ICT. Open University Press. | spa |
dc.relation.references | Alwright, D. & Bailey, K. (1994). Focus on the language classroom: An introduction to language research for language teachers. Cambridge University Press. | spa |
dc.relation.references | Brown, G. & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge University Press. | spa |
dc.relation.references | Burns, Ann. (2001). Collaborative Action Research for English Language Teachers. Cambridge University Press. | spa |
dc.relation.references | Cohen, A. (1994). Assessing language ability in the classroom. Heinle & Heinle. | spa |
dc.relation.references | Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Retrieved from https://rm.coe.int/168045b15e | spa |
dc.relation.references | Freeman, D. (2001). Doing Teacher-Research: From Inquiry to Understanding. Heinle and Hainle Publisher. | spa |
dc.relation.references | Gass, S. and Selinker, L. (2008). Second language acquisition: An introductory guide. Routledge: | spa |
dc.relation.references | Heaton, M. Writing English language tests. Longman | spa |
dc.relation.references | Irwan, D. (2016). The effect of retelling story towards students’ speaking ability. English Education Journal Tradis Bahasa. 9(1), 13.28. | spa |
dc.relation.references | Kemmis & Mctaggart (1988). The Action Research planner. Deakin University Press. | spa |
dc.relation.references | Kemmis, S.; McTaggart, R. & Nixon, R. (2014). The Action Research Planner: Doing critical participatory Action Research. Springer | spa |
dc.relation.references | Larsen-Freeman, D. & Long, N, (1994). An introduction to second language acquisition research. Longman Group. | spa |
dc.relation.references | Lazaraton, A. (2001). Teaching oral skills. In Celce-Murcia, M. (Ed.). Teaching English as a Second or Foreign Language. (103-115). Heinle, Cengage Learning. | spa |
dc.relation.references | McDonough, & Shaw, C. (2003). Materials and methods in ELT: A teachers’ guide. Blackwell Publishing. | spa |
dc.relation.references | Morrow, L. M. (1986). Effects of Structural Guidance in Story Retelling on Children’s Dictation of Original Stories. Journal of Reading Behavior, 18(2), 135–152. https://doi.org/10.1080/10862968609547561 | spa |
dc.relation.references | Noor-ul-Amin, S. (2015). ICT integration in education: A smart concept of teaching & learning. Educration Publishing | spa |
dc.relation.references | Nunan, D. (2004). Designing tasks for the communicative classroom. Cambridge University Press. 84 O’Malley, J. (1996). Authentic assessment for English language teachers. Longman, | spa |
dc.relation.references | Praneetponkrang, S. (2014). The use of retelling stories technique in developing English speaking ability of grade 9 students. Advances in Language and Literacy Studies. 5(5). 141-154. | spa |
dc.relation.references | Riswanto & Haryanto, E. (2012). Improving students’ pronunciation through communicative drilling technique at senior high school. International Journal of Service-Learning and International Journal of Humanities and Social Science. 2(21), 82-87 | spa |
dc.relation.references | Sánchez Calderón, S. (2020). Learning English through ICT tools. Wanceulen Editorial S.L. | spa |
dc.rights.accessrights | info:eu-repo/semantics/closedAccess | spa |
dc.subject.lemb | Enseñanza | |
dc.subject.lemb | Material didáctico | |
dc.subject.lemb | Lenguaje | |
dc.subject.proposal | Story retelling strategy | eng |
dc.subject.proposal | Action Research | eng |
dc.subject.proposal | ICT | eng |
dc.subject.proposal | Fluency | eng |
dc.subject.proposal | Pronunciation. | eng |
dc.type.coar | http://purl.org/coar/resource_type/c_bdcc | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/masterThesis | spa |
dc.type.redcol | https://purl.org/redcol/resource_type/TM | spa |
dc.type.version | info:eu-repo/semantics/publishedVersion | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
oaire.accessrights | http://purl.org/coar/access_right/c_14cb | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Manizales | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Manizales | spa |