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Developing oral interaction skills through the use of storytelling

- Author(s)
- Bello González, Deicy
- Title
- Developing oral interaction skills through the use of storytelling / Deicy Bello González ; asesor, Francisco Perez.
- Publication
- 2017
- Content
-
Testu osoa
- Other authors
- Pérez Gómez, Francisco ; National Pedagogic University
- Type of material
- Document
- Eduki mota
- Bachelor's Degree
- Notes
- 'Universidad Pedagogica Nacional'eko gradu amaierako lana.
Azalean: Universidad Pedagogica Nacional, Facultad de Humanidades, Bogotá, Colombia
[ES] El presente estudio se enmarca como una investigación acción cualitativa que tiene como fin contribuir al desarrollo de las habilidades de interacción oral en estudiantes de segundo grado de primaria del colegio Domingo Faustino Sarmiento a través de la narración de historias. Para ello, el estudio se llevó a cabo en tres etapas. En la primera etapa se identificó el problema y se aplicaron algunos instrumentos de recopilación de datos tales como diarios de campo, cuestionario y diagnóstico. La segunda etapa comprendió el diseño y la implementación de la propuesta pedagógica. En la última etapa, se analizaron los datos recogidos y se aplicaron los procesos de triangulación de los datos. Como resultado, se halló que la implementación de la narración de historias en la clase de inglés tuvo una mejora significativa en las habilidades de interacción oral de los estudiantes. Adicionalmente, se evidenció un cambio positivo en relación con las actitudes y respuestas de los estudiantes frente a la clase de inglés y frente al proceso de aprendizaje mismo.
[EN] This qualitative action research examines the assumptions of implementing storytelling as a pedagogical strategy in order to develop oral interaction skills in second grade students at Domingo Faustino Sarmiento School. In order to do so, an action research project was carried out and conducted in three main stages. In the first stage, the problem wasidentified and the application of some data collection instruments took place so as to getto know the population, itscontext, and interests. The secondstage comprisedthe design and the implementation of the pedagogical proposal. In the last stage, the data collected wasanalyzed and the triangulation processes wereapplied. As a result, findings suggest that the implementation of storytelling in the EFL classroom had a significant improvement on students’oral interaction skills.
[EN] This qualitative action research examines the assumptions of implementing storytelling as a pedagogical strategy in order to develop oral interaction skills in second grade students at Domingo Faustino Sarmiento School. In order to do so, an action research project was carried out and conducted in three main stages. In the first stage, the problem wasidentified and the application of some data collection instruments took place so as to getto know the population, itscontext, and interests. The secondstage comprisedthe design and the implementation of the pedagogical proposal. In the last stage, the data collected wasanalyzed and the triangulation processes wereapplied. As a result, findings suggest that the implementation of storytelling in the EFL classroom had a significant improvement on students’oral interaction skills.
CHAPTER I: CHARACTERIZATION ...8
1.1. Context...8
1.1.1. Local Context...8
1.1.2. Institutional Context...8
1.1.3. Description of the Population...10
1.1.4. Diagnosis...12
1.2. Rationale of the Study...16
1.3. Statement of the Problem...18
1.4. Research Question...19
1.5. Objectives...20
1.5.1. General Research Objective...20
1.5.2. Specific Research Objectives...20
CHAPTER II: THEORETICAL FRAMEWORK AND STATE OF THE ART...21
1.6. Theoretical framework....21
1.6.1. Speaking & Interaction...21
1.6.2. Storytelling...24
1.7. State of the Art...26
CHAPTER III: RESEARCH DESIGN...30
1.8. Type of Research...30
1.9. Research Method...31
1.10. Data Collection Instruments...32
1.11. Data Collection Procedures...34
1.12. Ethical Issues ...34
CHAPTER IV: PEDAGOGICAL INTERVENTION...36
1.13. Vision of Language...36
1.14. Vision of Learning...36
1.15. Instructional Design...37
1.16. Pedagogical Intervention...39
1.17. Significance of the Results...41
CHAPTER V: DATA ANALYSIS AND FINDINGS...43
1.18. Procedure of Data Analysis...43
1.19. Categories of Analysis...45
CHAPTER VI: CONCLUSIONS AND LIMITATIONS...57
References...61
Annexes...64
1.1. Context...8
1.1.1. Local Context...8
1.1.2. Institutional Context...8
1.1.3. Description of the Population...10
1.1.4. Diagnosis...12
1.2. Rationale of the Study...16
1.3. Statement of the Problem...18
1.4. Research Question...19
1.5. Objectives...20
1.5.1. General Research Objective...20
1.5.2. Specific Research Objectives...20
CHAPTER II: THEORETICAL FRAMEWORK AND STATE OF THE ART...21
1.6. Theoretical framework....21
1.6.1. Speaking & Interaction...21
1.6.2. Storytelling...24
1.7. State of the Art...26
CHAPTER III: RESEARCH DESIGN...30
1.8. Type of Research...30
1.9. Research Method...31
1.10. Data Collection Instruments...32
1.11. Data Collection Procedures...34
1.12. Ethical Issues ...34
CHAPTER IV: PEDAGOGICAL INTERVENTION...36
1.13. Vision of Language...36
1.14. Vision of Learning...36
1.15. Instructional Design...37
1.16. Pedagogical Intervention...39
1.17. Significance of the Results...41
CHAPTER V: DATA ANALYSIS AND FINDINGS...43
1.18. Procedure of Data Analysis...43
1.19. Categories of Analysis...45
CHAPTER VI: CONCLUSIONS AND LIMITATIONS...57
References...61
Annexes...64