Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla

Vista sencilla de ítem
dc.contributor.advisorLópez Bustos, Dixon
dc.contributor.authorOrellano Reales, Larry
dc.date.accessioned2020-04-22T12:08:46Z
dc.date.available2020-04-22T12:08:46Z
dc.date.issued2020-04-21
dc.descriptionProyecto de investigación acción que se encuentra inmerso en la línea de investigación Innovaciones Pedagógicas que incorporan TIC en la enseñanza y aprendizaje de una lengua extranjera de la Universidad Santo Tomás. Se trataba de indagar sobre las consecuencias cual sería el impacto de a la implementación de actividades de video en linea para trabajar la habilidad de escucha tanto extensiva como selectiva en la experiencia de aprendizaje en los estudiantes de nivel básico de una reputada institución de la ciudad de Barranquilla.spa
dc.description.abstractAction research project that is immersed in the line of research Pedagogical Innovations that incorporate ICT in the teaching and learning of a foreign language at the Universidad Santo Tomás. The aim was to inquire about the consequences of the implementation of online video activities to work both extensive and selective listening skills in the learning experience of basic level students of a reputed institution in the city of Barranquilla.spa
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado en Lengua Extranjera - Inglésspa
dc.description.domainhttp://www.ustadistancia.edu.co/?page_id=3956spa
dc.format.mimetypeapplication/pdf
dc.identifier.citationOrellano, L. (2020). Developing listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquilla. [Trabajo de grado, Universidad Santo Tomas] Colombia.spa
dc.identifier.instnameinstname:Universidad Santo Tomásspa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Santo Tomásspa
dc.identifier.repourlrepourl:https://repository.usta.edu.cospa
dc.identifier.urihttp://hdl.handle.net/11634/22735
dc.language.isospa
dc.publisherUniversidad Santo Tomásspa
dc.publisher.branchCRAI-USTA Duadspa
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.programPregrado Licenciatura en Lengua Extranjera - Inglésspa
dc.relation.referencesldoobie , N. (December de 2015). ADDIE Model. American International Journal of Contemporary Research, 5(6), 68-72.spa
dc.relation.referencesAl Quasim, N., & Al Fadda, H. (2013). From Call to Mall: The Effectiveness of Podcast on EFL Higher Education Students’ Listening Comprehension. English Language Teaching, 6(9), 30-41spa
dc.relation.referencesAldowal, T., & Mosaab, A. (2018). The Effect of a Computer Program Based on Analysis, Design, Development, Implementation and Evaluation (ADDIE) in Improving Ninth Graders’ Listening and Reading Comprehension Skills in English in Jordan. English Language Teaching, 14(1), 43-51.spa
dc.relation.referencesArney, L. (2014). Go blended! : A handbook for blending technology in schools. San Francisco: John Wiley & Sons, Incorporated.spa
dc.relation.referencesAttard, C. (2011). My favourite subject is maths. For some reason no-one really agrees with me”: Student perspectives of mathematics teaching and learning in the upper primary classroom. Mathematics Education Research Journal, 3(23), 363-377.spa
dc.relation.referencesBrown, H. (2007). Teaching by principles-An interactive approach to language pedagogy. White Plain,NY: Pearson Education.spa
dc.relation.referencesChapelle, C. A. (2010). The spread of computer-assisted language learning. Language teaching, 43, 66-74. doi:10.1017/S0261444809005850spa
dc.relation.referencesChapelle, C. A., & Jamieson, J. (2008). Tips for teaching with CALL-Practical Approaches to Computer-Assisted Language Learning. (H. D. Brown, Ed.) White Plains,NY: Pearson Education.spa
dc.relation.referencesCórdoba Zúñiga, E., & Rangel Gútierrez, E. (2018). Promoting Listening Fluency in pre-intermediate EFL learners through meaningful oral tasks. Profile: Issues in Teachers’ Professional Development, 20(2), 161-177.spa
dc.relation.referencesFinn, J. D., Pannozzo, G. M., & Voelkl, K. E. (1995). Disruptive and inattentive- withdrawn behavior and achievement among fourth graders. Elementary School Journal(95), 421-454.spa
dc.relation.referencesFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 1(74), 59-109.spa
dc.relation.referencesGo blended 1. (s.f.).Harmer, J. (2007). How to teach English. Harlow,Essex: Pearson Education.spa
dc.relation.referencesKnight, P., & Knight, L. (2006). Learning and teaching English. A course for teachers. New York: Oxford University press.spa
dc.relation.referencesLiu, X. (2014). Students’ perceptions of autonomous out-of-class learning through the use of computers. . English Language Teaching, 7(4), 74-82.spa
dc.relation.referencesMaehr, M. L., & Kleiber, D. (1987). Advances in motivation and achievement: Enhancing motivation. Greenwich: JAI Press.spa
dc.relation.referencesMcniff , J., & Whitehead, J. (2005). Action Research for Teachers. A practical guide. New York: David Fulton Publishers.spa
dc.relation.referencesMertler, C. (2009). Action Research- Teachers as researchers in the classroom. Thousand Oaks: SAGE.spa
dc.relation.referencesMolenda, M. (May-June de 2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-36.spa
dc.relation.referencesRamos, L., & Valderruten, A. (2017). Development of listening and linguistic skills through the use of a mobile application. English Language Teaching, 10(9), 95-107.spa
dc.relation.referencesRichards, J., & Rodgers, T. (1982). Method: Approach, design, and procedure. TESOL Quarterly, 16(2), 153-168. doi:10.2307/3586789spa
dc.relation.referencesRodriguez Gómez, G., Gil Flores, J., & García Jiménez, E. (1999). Metodología de la investigación cualitativa. Málaga: Ediciones Aljibe.spa
dc.relation.referencesRojas Serrano, J. (2007). Technology applied to ELT: Reviewing practical uses to enhance English teaching programs. HOW, A Colombian Journal for Teachers of English, 14(1), 143-159.spa
dc.relation.referencesRost, M. (2011). Teaching and researching listening (second ed.). Harlow, England: Pearson Education.spa
dc.relation.referencesRothwell, W., Benscoter, B., King, M., & King, S. (2016). Mastering the instructional design process-A systematic approach. New Jersey: WILEY. Obtenido de Ebookcentral: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/bibliotecausta-ebooks/detail.action?docID=4205818.spa
dc.relation.referencesUNESCO. (2011). UNESCO ICT competency framework for teachers. Obtenido de UNESCO: http://en.unesco.org/themes/140385/publications/all?page=1spa
dc.relation.referencesUNESCO. (2013). Technology,broadband and education- Advancing the the education for all agenda. The United Nations Educational, Scientific and Cultural Organization .spa
dc.relation.referencesUNESCO. (2016). Diverse Approaches to Developing and Implementing Competency-based ICT Training for Teachers- A case Study Volume 1. United Nations Educational, Scientific and Cultural Organisation 7.spa
dc.relation.referencesVan Dozer, C. (February de 1997). Center for adult English language acquisition. Recuperado el 2017, de http://www.cal.org/caela/esl_resources/digests/LISTENQA.htmlspa
dc.relation.referencesVaughan , N. D., Cleveland-Innes, M., & Garrison, D. R. (2013). Teaching in blended learning environments. Edmonton: AU press Athabasca University.spa
dc.relation.referencesZimmerman, B. (1990). Self-regulated learning and academic-achievement - an overview. Educational Psychologist, 1(25), 3-17spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.localAbierto (Texto Completo)spa
dc.subject.keywordInformation technologyspa
dc.subject.keywordSelective listeningspa
dc.subject.keywordExtensive listeningspa
dc.subject.keywordEFLspa
dc.subject.keywordAction Researchspa
dc.subject.lembTecnologías de la información y de la comunicaciónspa
dc.subject.lembEnseñanza activaspa
dc.subject.lembLengua inglesaspa
dc.subject.lembEstrategias de aprendizajespa
dc.subject.proposalTecnologías de la información y las comunicaciones (TIC)spa
dc.subject.proposalEscucha selectiva y extensivaspa
dc.subject.proposalEnseñanza de inglés como lengua extranjeraspa
dc.titleDeveloping listening skills through online video activities for module 3A students at Centro Cultural Colombo Americano Barranquillaspa
dc.typebachelor thesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driveinfo:eu-repo/semantics/bachelorThesis
dc.type.localTesis de pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion

Archivos

Bloque original

Mostrando 1 - 3 de 3
Miniatura
Nombre:
2020larryorellano.pdf
Tamaño:
1.53 MB
Formato:
Adobe Portable Document Format
Descripción:
Descargar
Miniatura
Nombre:
Carta de la Facultad.pdf
Tamaño:
311.33 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta de la facultad
Descargar
Miniatura
Nombre:
Carta_autorizacion_autoarchivo diligenciada.pdf
Tamaño:
95.09 KB
Formato:
Adobe Portable Document Format
Descripción:
Carta derechos de autor
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
807 B
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Pregrado Licenciatura en Lengua Extranjera - Inglés