Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School

Botero Martinez, Jeymmy Viviana

Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School

dc.contributor.author	Botero Martinez, Jeymmy Viviana
dc.date.accessioned	2017-07-29T16:11:17Z
dc.date.available	2017-07-29T16:11:17Z
dc.date.issued	2016
dc.description	The purpose of this study was to examine how combining theme-based learning with flipped classroom mediation can foster the use of the English language in an EFL group of primary learners, and maximize their interaction, participation and practice of English outside the regular classroom setting. The research was conducted at La Colina School in Bogotá, a mixedgender bilingual school located in Casa Blanca, Suba. Twenty 9- to10-year-old kids from 4th grade participated in the research. They have an A2 level of English, based on the Common European Framework of reference for languages. The study was done in a period of eight months in which students were asked to work on various activities on an online classroom, which included instructive videos prior to the face to face lesson, games, writing, reading, listening and speaking activities. The findings of the study showed that using a theme-based instruction and the mediation of flipped classroom enabled and encouraged integrated language skills effectively. Using theme-based instruction made the content meaningful and relevant and effectively integrated the four language skills in a real-life context. The flipped classroom provided the means for students to learn and practice outside of class and students had the opportunity to practice any time they wanted and use the tools and information to get ready for their face to face encounter, which had an impact on their language achievement and the use of English. Students responded well to the use of the flipped classroom and perceived the experience as a positive one. They took more control over their learning process and became more independent. This mediation also saved classroom time since the time that used to be spent introducing new concepts was used to practice.	spa
dc.description.degreelevel	Pregrado	spa
dc.description.degreename	Licenciado en Lengua Extranjera - Inglés	spa
dc.format.mimetype	application/pdf
dc.identifier.instname	instname:Universidad Santo Tomás	spa
dc.identifier.reponame	reponame:Repositorio Institucional Universidad Santo Tomás	spa
dc.identifier.repourl	repourl:https://repository.usta.edu.co	spa
dc.identifier.uri	http://hdl.handle.net/11634/4366
dc.language.iso	spa
dc.publisher	Universidad Santo Tomás	spa
dc.publisher.branch	CRAI-USTA Duad	spa
dc.publisher.faculty	Facultad de Educación	spa
dc.publisher.program	Pregrado Licenciatura en Lengua Extranjera - Inglés	spa
dc.rights	Atribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.coar	http://purl.org/coar/access_right/c_abf2
dc.rights.local	Abierto (Texto Completo)	spa
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subject.proposal	Integrated skills	spa
dc.subject.proposal	Theme-based learning	spa
dc.subject.proposal	Blended learning	spa
dc.subject.proposal	Flipped Classroom	spa
dc.subject.proposal	English Language	spa
dc.subject.proposal	Teaching	spa
dc.subject.proposal	Learning	spa
dc.title	Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School	spa
dc.type	bachelor thesis
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f
dc.type.coarversion	http://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.drive	info:eu-repo/semantics/bachelorThesis
dc.type.local	Tesis de pregrado	spa
dc.type.version	info:eu-repo/semantics/acceptedVersion