Oral Production through Interaction with Role-plays in EFL classes

Hernández Rodríguez, Angie Dianit

DSpace Home
→
Trabajos de Grado
→
Universitarios
→
Licenciatura en Idioma Extranjero - Inglés
→
View Item

dc.contributor.advisor	Herrera Niño, Catalina
dc.contributor.advisor	Prieto Castillo, Claudia Yanive
dc.contributor.author	Hernández Rodríguez, Angie Dianit
dc.coverage.spatial	Bogotá D.C.	es_ES
dc.date.accessioned	2019-10-07T18:28:49Z
dc.date.available	2019-10-07T18:28:49Z
dc.date.issued	2019-05-21
dc.identifier.citation	Hernández R., A. D. (2019). Oral Production through Interaction with Role-plays in EFL classes. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá- Colombia.	es_ES
dc.identifier.uri	https://hdl.handle.net/10656/7924	es_ES
dc.description	To foster the oral production through role-plays in fifth grade in EFL classes at Santo Toribio de Mogrovejo School during first semester 2017.	es_ES
dc.description.abstract	This Project was carried out at Colegio Santo Toribio de Mogrovejo with 26 students from fifth grade. The main objective was to improve the oral production in English according to the policies from the Ministry of Education of Colombia (MEN), because students did not demonstrate the proper level of oral expression in English, and at the same time they had problems with their interaction in class. To solve this important communicative element, it was stablished as a strategy the use of role plays. To identify the problem, it was necessary to collect data through the analysis of institutional documents (tests, curriculum plan, achievements of fifth the grade in English), teaching English policies (Guide No. 22, DBA (Basic Learning Rights), field notes, interviews and videos. This is a qualitative research and its approach was action research because researcher can realize about behaviors, attitudes, and reflect and act that the moment of an activity.	es_ES
dc.format.extent	115 páginas	es_ES
dc.format.mimetype	application/pdf	es_ES
dc.language.iso	es	es_ES
dc.publisher	Corporación Universitaria Minuto de Dios	es_ES
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/2.5/co/	es_ES
dc.source	reponame: Colecciones Digitales Uniminuto	es_ES
dc.source	instname: Corporación Universitaria Minuto de Dios	es_ES
dc.subject	English oral	es_ES
dc.subject	role plays	es_ES
dc.subject	interaction classroom	es_ES
dc.title	Oral Production through Interaction with Role-plays in EFL classes	es_ES
dc.title.alternative	Oral Production through Interaction with Role-plays in EFL classes	en_EN
dc.type	Thesis	en_EN
dc.description.abstractenglish	This Project was carried out at Colegio Santo Toribio de Mogrovejo with 26 students from fifth grade. The main objective was to improve the oral production in English according to the policies from the Ministry of Education of Colombia (MEN), because students did not demonstrate the proper level of oral expression in English, and at the same time they had problems with their interaction in class. To solve this important communicative element, it was stablished as a strategy the use of role plays. To identify the problem, it was necessary to collect data through the analysis of institutional documents (tests, curriculum plan, achievements of fifth the grade in English), teaching English policies (Guide No. 22, DBA (Basic Learning Rights), field notes, interviews and videos. This is a qualitative research and its approach was action research because researcher can realize about behaviors, attitudes, and reflect and act that the moment of an activity. Key words: English Oral production, role-plays, interaction en the classroom	en_EN
dc.subject.lemb	Juego de roles	es_ES
dc.subject.lemb	Oralidad	es_ES
dc.subject.lemb	Enseñanza en el aula	es_ES
dc.subject.lemb	Ingles- enseñanza	es_ES
dc.rights.accessrights	Open Access	es_ES
dc.publisher.department	Posgrado	es_ES
dc.publisher.program	Licenciatura en lenguas extranjeras con énfasis en ingles	es_ES
dc.type.spa	Posgrado	es_ES
dc.source.bibliographicCitation	Aamer, I. (n.y) The importance of speaking skills for EFL learners. Alama Iqbal Open university, Pakistan.
dc.source.bibliographicCitation	Akkuzu, N. (2014) The role of different type of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Australian Journal of teacher education, 39 (3).
dc.source.bibliographicCitation	Bryson, E. (2007) Effectiveness of working individually versus cooperative groups: a classroom-based research project. University of Pennsylvania.
dc.source.bibliographicCitation	Burns, A. (2012) Doing action research in English language teaching. New York: Taylor & Francis.
dc.source.bibliographicCitation	Cohen, D & Cabtree, B (2006) qualitative research guidelines project. Princeton. RWJF. Taken from http://www.qualres.org/HomeFiel-3650.html
dc.source.bibliographicCitation	Dorathy, A. (2011) Second language acquisition through task-based approach- Role-play in English language teaching. English for specific purposes world. 11
dc.source.bibliographicCitation	Fattah, T. (2006) The effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage students. Ph.D. Degree in education
dc.source.bibliographicCitation	Forslund, K. & Hammar, E. (2012) Group work management in the classroom. Scandinavian Journal of Educational Research, (56), 5, 1-13. Copyright: Taylor and Francis.
dc.source.bibliographicCitation	Fujji, A & Mackey, A. (2009) Interaction feedback in learner-learner interaction in task-based EFL classroom. IRAL 47 267-357. DOI: 10.1515/iral.2009.012
dc.source.bibliographicCitation	Glenn, C. (2015) Role plays and creative skills and self-understanding. United States: Rowan & Littlefield.
dc.source.bibliographicCitation	Johnson, B & Christensen, L (2012) Education research: quantitative, qualitative and mixed approaches. United States of America: SAGE publications Inc.
dc.source.bibliographicCitation	Koole, T. (2015) Classroom interaction. University of Groningen. DOI: 10.1002/9781118611463.wbielsi092
dc.source.bibliographicCitation	Kumpulainen, K. & Wray, D. (2002) “Classroom interaction and social learning. From theory to practice”. London and New York: Routledge Flamer
dc.source.bibliographicCitation	Kusnierek, A. (2015) “Developing students’ speaking skills through role-plays”. World Scientific News. Poland
dc.source.bibliographicCitation	Lazaro, A. & Azpilicueta, R. (2014) Investigating negotiation of meaning in EFL children with very low levels of proficiency. Universidad de Murcia. All rights reserved. IJES, vol. 15 (1), 2015, pp. 1-21
dc.source.bibliographicCitation	Lyvtochenko, I. (2009) How to make-upper level university English classes more interactive. Number 2 English teaching fórum.
dc.source.bibliographicCitation	Ministerio de Educación general (2016) Currículo sugerido de inglés para sexto a undécimo y derechos básicos de aprendizaje. Colombia.
dc.source.bibliographicCitation	Philp, J. Adams, R & Iwashita, N (2014) Peer interaction and second language learning. New York and London: Routledge.
dc.source.bibliographicCitation	Phillips, B. (1994) “Role-plays games in the English as a foreign language classroom” Interactive drama. China.
dc.source.bibliographicCitation	Prieto, C. (2017) Improving eleventh graders oral production in English class through cooperative learning strategies. Bogota.
dc.source.bibliographicCitation	Saldaña, J. (2009) The coding manual for qualitative researchers. London. Sage publications
dc.source.bibliographicCitation	Tuddor, I. (2001) The dynamic of the language classroom. London, editorial: illustrate, reprint.