dc.contributor.advisor | Giraldo Martinez, Zoila Liliana | |
dc.contributor.author | Muñoz Ocampo, Laura Tatiana | |
dc.date.accessioned | 2022-02-15T13:19:56Z | |
dc.date.available | 2022-02-15T13:19:56Z | |
dc.date.issued | 2022-02-14 | |
dc.identifier.uri | https://repositorio.ucaldas.edu.co/handle/ucaldas/17403 | |
dc.description | Ilustraciones | spa |
dc.description.abstract | spa:El propósito de esta investigación acción fue examinar el impacto de la enseñanza de estrategias de comunicación a través de talleres de aprendizaje basado en tareas para mejorar la fluidez en inglés de los estudiantes de la Universidad Nacional de Manizales. Los participantes cursaron esta materia como parte de los requisitos para egresar de sus diferentes carreras. La falta de fluidez se constató como el principal problema de los participantes durante la etapa de diagnóstico. También se identificó que no tenían estrategias para hacer frente a sus limitaciones y que tenían un interés particular en los problemas del mundo real. Como resultado, durante la etapa de acción se diseñaron e implementaron seis talleres de aprendizaje basado en tareas relacionados con el ámbito académico y laboral. Posteriormente, los datos analizados durante la etapa de evaluación surgieron a partir de cuatro instrumentos de recolección de datos: transcripciones de los estudiantes, formulario de autoevaluación del estudiante, formulario de observador no participante y observación del docente. Los hallazgos y conclusiones del estudio sugirieron que los estudiantes mejoraron su fluidez al usar activamente algunas estrategias de comunicación o su articulación para realizar tareas complejas durante los talleres de de aprendizaje basado en tareas. | spa |
dc.description.abstract | eng:The purpose of the present action research was to examine the impact of teaching communication strategies through Task-based learning workshops to enhance the fluency of English students at Universidad Nacional from the city of Manizales. The participants studied this class as part of the requirements for graduating from their different majors. Lack of fluency was confirmed as the main issue of the participants during the diagnostic stage. It was also identified that they did not have strategies to cope with their limitations and that they had a particular interest in real-world topics. As a result, six TBL workshops related to academic and job environments were designed and implemented during the action stage. Subsequently, the data analyzed during the evaluation stage arose from four data-gathering instruments: students’ transcripts, student’s self-assessment form, non-participant observer form and, teacher’s journal. The findings and conclusions from the study suggested that students improved their fluency by actively using some communication strategies or articulation of them to carry out complex tasks during TBL workshops. | eng |
dc.description.tableofcontents | CHAPTER I. RESEARCH PROBLEM / 1.1 Rationale / 1.2. Context of the research, setting, and statement of the problema / 1.2.1 Description of the context of research / 1.3 Statement of the problema / 1.4 Research Questions and Objectives / 1.4.1 Research Question / 1.4.2 Pedagogical Objectives / 1.4.2.1 General Objective / 1.4.2.2 Specific Objectives / 1.4.3 Research Objectives / 1.4.3.1 General Objective / 1.4.3.2 Specific Objectives / CHAPTER II. LITERATURE REVIEW / 2.1 Theoretical Framework / 2.1.1 Communication strategies / 2.1.1.1 Compensatory strategies / 2.1.2 Speaking skills/ communication skills / 2.1.2.1 Fluency / 2.1.3 Task-based learning / 2.1.3.1 Definition of task: / 2.1.3.2 Characteristics of tasks: / 2.1.3.3 Tasks design: / 2.1.3.4 Task-based language teaching: / 2.2 Related studies / CHAPTER III. METHODOLOGICAL DESIGN / 3.1 Research approach / 3.2 Participants / 3.3 Instruments and data collection procedures / 3.3.1 Observation / 3.3.2 Interview / 3.3.3 Video recording / 3.3.4 Questionnaire / 3.3.5 Pre-test and Post-test CHAPTER IV. STAGES OF THE STUDY /4.1 Diagnostic stage / 4.2 Action stage / 4.2.1 Workshop 1: Applying for a post-graduate scholarship / 4.2.1.1 Workshop N1 Handouts / 4.2.2 Workshop 2: Making arrangements for a post-graduate scholarship / 4.2.2.1 Workshop N2 Handouts / 4.2.3 Workshop 3: Introducing yourself in an academic/ professional setting /4.2.3.1 Workshop N3 Handouts / 4.2.4 Workshop 4: Online job offers / 4.2.4.1 Workshop N4 handouts / 4.2.5 Workshop 5: Job interview do’s and don’ts / 4.2.5.1 Workshop N5 Handouts / 4.2.6 Workshop 6: Having a job interview / 4.2.6.1 Workshop N6 Handouts / 4.3 Evaluation stage / 4.3.1 Workshops evaluation / 4.3.1.1 Workshop 1 evaluation / 4.3.1.2 Workshop 2 evaluation / 4.3.1.3 Workshop 3 evaluation / 4.3.1.4 Workshop 4 evaluation / 4.3.1.5 Workshop 5 evaluation / 4.3.1.6 Workshop 6 evaluation / 4.3.2 General workshops analysis / 4.3.3 Analysis of Pre and Post-test / CHAPTER V. FINDINGS / 5.1 Findings / Appendices | eng |
dc.format.mimetype | application/pdf | spa |
dc.language.iso | eng | spa |
dc.language.iso | spa | spa |
dc.title | Communicative strategies to enhance public university students´oral fluency through the implementation of a task-based learning approach | eng |
dc.type | Trabajo de grado - Maestría | spa |
dc.contributor.researchgroup | REDI: Researchers in English Didactics (Categoría C) | 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 |
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dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.subject.proposal | Communication strategies | eng |
dc.subject.proposal | Compensatory strategies | eng |
dc.subject.proposal | Fluency | eng |
dc.subject.proposal | Aprendizaje basado en tareas | spa |
dc.subject.proposal | Competencia oral | spa |
dc.subject.proposal | Estrategias compensatorias | spa |
dc.subject.proposal | Estrategias comunicativas | spa |
dc.subject.proposal | Fluidez | spa |
dc.subject.unesco | Didáctica | |
dc.subject.unesco | Método de enseñanza | |
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.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_abf2 | spa |
dc.description.degreename | Magister en Didáctica del Inglés - Manizales | spa |
dc.publisher.program | Maestría en Didáctica del Inglés - Manizales | spa |
dc.rights.coar | http://purl.org/coar/access_right/c_abf2 | spa |