Examinando por Materia "Vlogs"
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- PublicaciónRestringidoVlogging through digital lessons: enhancing speaking in an EFL blended learning environment(Bogotá : Universidad Externado de Colombia, 2018., 2018) Espinosa Torres, David Felipe; Torres Jaramillo, ClaudiaBlended learning has turn to be a well-documented successful learning approach that allows the development of face-to-face and virtual lessons through the creation and adaptation of digital materials during the last decade. Thus, the present study entails the description and process of a qualitative action research case, which took place at Liceo Los Alcazares, a private institution located in Bogota, Colombia. This research study seeks to provide a theoretical and practical contribution.
- PublicaciónAcceso abiertoVlogging through EFL materials: everyday life speaking in a blended learning setting(Universidad Externado de Colombia, 2021) Espinosa Torres, David Felipe; Núñez Pardo, Astrid; Téllez Téllez, María FernandaInformation and communication technologies have played an important role when designing and implementing contextualised materials in the EFL class. Thus, technology has become an accessible resource for teachers to combine teaching with technology as a complementary tool in the EFL classroom. This article aims at describing the results of a qualitative action research study carried out in a private school in Bogotá, Colombia, to analyse the impact of contextualised digital EFL materials (virtual lessons focused on vlogs) on 17 fourth graders’ EFL speaking in a blended learning environment. Data was collected through students artifacts, teacher’s journal, voice recorded interviews, and a survey, which allowed me to come up with significant findings. The results evinced that students are more engaged in the learning of English when they are motivated through the use of contextualised materials developed by the teacher-researcher, involving technology. Furthermore, when students created their own vlogs focused on their own personal realities and preferences as children, their self-confidence increased and their production in EFL improved. Likewise, digital contextualised materials showed a rewarding impact on students’ EFL learning since they could speak about their personal and everyday life contexts by establishing a link between home and school; an aspect that is not addressed in conventional EFL materials that centred on cultural aspects of English-speaking countries.