How teaching material fosters students´motivation in a third grade English classroom

Simple item page
dc.contributor.advisorOrtíz Vergara, Mariluz
dc.contributor.advisorNdonyo Osoro, Thomas
dc.contributor.authorNope López, Laura Alejandra
dc.contributor.authorSaldaña Pérez, Laura Milena
dc.coverage.spatialBogotá D.C.
dc.coverage.spatialBogotá D.C.
dc.date.accessioned2025-03-11T20:19:54Z
dc.date.available2025-03-11T20:19:54Z
dc.date.issued2025-01-15
dc.descriptionTo find out the influence of the teacher’s authentic material in the students’ motivation in the classroom.
dc.description.abstractEl material en el aula es un complemento esencial para los profesores. ¿Pero somos realmente conscientes de ello? El trabajo presentado a continuación tiene un estudio de caso y un enfoque cualitativo que se centra en el material utilizado dentro del aula y su relación con la motivación. Nosotros, como investigadores, hemos decidido estudiar este aspecto tan importante para los alumnos ya que desde nuestra práctica se ha evidenciado la falta de material y actividades por parte de algunos de los profesores de una escuela primaria pública. Como consecuencia, los alumnos muestran un bajo nivel de motivación al momento de desarrollar sus actividades, o el material creado por el profesor lo que simultáneamente está afectando su comprensión. Para estudiar este fenómeno presentado anteriormente, el método de estudio de caso y el enfoque cualitativo nos ayudaron a comprender hasta qué punto el material del profesor influye en la motivación de los alumnos de una población de tercer grado entre 8-9 años y las creencias que tiene profesor de inglés respecto al material estandarizado y el material auténtico. Además, los instrumentos que nos permitieron obtener información relevante para este fenómeno fueron una encuesta a los alumnos, notas de campo y entrevistas a los alumnos y al profesor.
dc.description.abstractThe material in the classroom is an essential complement for teachers. But are we really conscious of that? The monograph that we present below has a case study and qualitative approach that focuses on the material used inside the classroom and its relation to motivation. We as researchers have decided to study this important aspect for learners since from our practice settings we have evidenced that some of the teachers have a lack of material and activities of a primary public school. As a consequence, students show a low level of motivation at the moment of developing their activities, or the material that the teachers create which simultaneously is affecting their comprehension. The purpose of this study is to understand to what extent the teacher’s material influences students’ motivation from a third grade population between 8-9 years old and the English teacher’s beliefs regarding standardized material and authentic material use in class. To achieve this objective, we decided to carry out a case study and a qualitative research using a student's survey, field notes and interviews with students and the teacher.
dc.format.extent88 páginas
dc.format.mimetypeapplication/pdf
dc.identifier.citationNope, L. y Saldaña, L. (2023).How teaching material fosters students´motivation in a third grade English classroom.(Trabajo de grado). Corporación universitaria Minuto de Dios, Bogotá-Colombia.
dc.identifier.instnameinstname:Corporación Universitaria Minuto de Dios
dc.identifier.reponamereponame:Colecciones Digitales Uniminuto
dc.identifier.repourlrepourl:https:// repository.uniminuto.edu
dc.identifier.urihttps://hdl.handle.net/10656/20590
dc.language.isoeng
dc.publisherCorporación Universitaria Minuto de Dios - UNIMINUTO
dc.publisher.departmentPregrado (Presencial)
dc.publisher.programLicenciatura en Idioma Extranjero - Inglés
dc.rightsAcceso Abierto - http://purl.org/coar/access_right/c_abf2
dc.rightsAtribución-NoComercial-SinDerivadas 2.5 Colombia
dc.rights.accessrightshttp://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAcces
dc.rights.licenseEL AUTOR, manifiesta que la obra objeto de la presenta autorización es original y la realizo sin violar o usurpar derechos de autor de terceros, por lo tanto, la obra es de exclusiva autoría y tiene la titularidad sobre la misma. PARAGRAFO: En caso de presentarse cualquier reclamación o acción por parte de un tercero en cuanto a los derechos de autor sobre la obra en cuestión, EL AUTOR, asumirá toda la responsabilidad, y saldrá en defensa de los derechos aquí autorizados; para todos los efectos la universidad actúa como un tercero de buena fe. EL AUTOR, autoriza a LA CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS, para que los términos establecidos en la Ley 1581 de 2012 en el artículo 30 de la Ley 23 de 1982 y el artículo 11 de la Decisión Andina 351 de 1993 y toda normal sobre la materia, utilice y use la obra objeto de la presente autorización. TRATAMIENTO DE DATOS PERSONALES, EL AUTOR declara y autoriza lo dispuesto en el Articulo 10 del Decreto 1377 de 2013 a proceder con el tratamiento de los datos personales para fines académicos, históricos, estadísticos y administrativos de la Institución. De conformidad con lo establecido, aclaramos que “Los derechos morales sobre el trabajo son propiedad de los autores”, los cuales son irrenunciables, imprescriptibles, inembargables e inalienables.
dc.rights.localOpen Access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.subjectMotivación
dc.subjectDesarrollo de Material
dc.subjectAprendizaje
dc.subject.keywordsChildren’s Motivation
dc.subject.keywordsMaterial Development
dc.subject.keywordsExtrinsic Motivation
dc.subject.lembAprendizaje
dc.subject.lembInglés-Enseñanza-Método Bilingue
dc.subject.lembPedagogía
dc.titleHow teaching material fosters students´motivation in a third grade English classroom
dc.typeMonografía
dc.type.coarThesis http://purl.org/coar/resource_type/c_46ec
dc.type.spaTrabajo de Grado
dcterms.bibliographicCitationAnnink, A. (2017). Using the research journal during qualitative data collection in a cross-cultural context. Entrepreneurship Research Journal, 7(1). De Gruyter. https://www.degruyter.com/journal/key/ERJ/html
dcterms.bibliographicCitationAriane, M. (2017). Authentic Material and Interactive Activities in EFL Classroom. English Franca, Vol 1 No 02 Tahun 2017, STAIN Curup, pp.116 http://journal.iaincurup.ac.id/index.php/english/article/view/289/175
dcterms.bibliographicCitationAtabekova, F. (2021). Using realia in teaching English To ESL students. Annals of R.S.C.B.Vol. 25, Issue 6. https://www.annalsofrscb.ro/index.php/journal/article/view/5678/4413
dcterms.bibliographicCitationBajramia, L & Ismaili, M. (2016). The role of video materials in EFL classrooms.https://reader.elsevier.com/reader/sd/pii/S1877042816313003?token=D7070D 224BC3D8B0939C76439CE7ED814FE3DDA1C82347712AF3ADAFB2F8B0E5700B3 6AF1ECCFBB40F921CCFF45B2673
dcterms.bibliographicCitationBelet, Ş & Güner, M. (2018). The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course. International Journal of Instruction, 11(2), 351-36. https://files.eric.ed.gov/fulltext/EJ1175036.pdf
dcterms.bibliographicCitationBenavides, Y. (2021). A Syllabus Proposal Based on Information and Communication Technology and the Process Approach for Teaching English Writing.CIBELES. https://repository.uniminuto.edu/bitstream/10656/13352/1/T.EXT_BenavidesYury_2021
dcterms.bibliographicCitationBouckaert, M. (2015) Designing a materials development Course for EFL studentteachers' principles and pitfalls, Innovation in Language Learning and Teaching DOI, 10.1080/17501229.2015 1090994. From: https://booksc.xyz/ireader/46633825
dcterms.bibliographicCitationCoates, S & Garrison, B. (2004). The Relationship Between Classroom Motivation and Academic Achievement in Elementary-School-Aged Children. Family and Consumer Sciences Research Journal, Vol. 33, No. 2, December 2004 106-120 DOI: 10.1177/1077727X04269573 https://www.academia.edu/9834610/The_Relationship_Between_Classroom_Motivation_ and_Academic_Achievement_in_Elementary-School-Aged_Children
dcterms.bibliographicCitationCorrales, K. (2008). Getting your hands on learning: manipulative tools in content ESL/EFL instruction. Latin American Journal of Content and Language Integrated Learning, 1(1), 60-65. doi:10.5294/laclil.2008.1.1.7 https://laclil.unisabana.edu.co/index.php/LACLIL/article/view/laclil.2008.1.1.7/2758
dcterms.bibliographicCitationCouncil of Europe (2001). Council for Cultural Co-operation. Education Committee. Modern Languages Division. Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press. https://rm.coe.int/1680459f97
dcterms.bibliographicCitationCouncil of Europe (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teac hing/16809ea0d4
dcterms.bibliographicCitationDitta, A. et al.(2020). Exposure to information increases motivation to learn more https://www-sciencedirect-com.ezproxy.uniminuto.edu/science/article/pii/S00239690203 01612
dcterms.bibliographicCitationEspinar, R & José Luis Ortega, J. (2015). Motivation: The Road to Successful Learning. https://files.eric.ed.gov/fulltext/EJ1067257.pdf
dcterms.bibliographicCitationGerring, J. (2007). Case Study Research Principles and Practices. Cambridge University Press. https://books.google.com.co/books hl=es&lr=&id=CbetAQAAQBAJ&oi=fnd&pg=PR9&dq=case+of+study+method+article s&ots=kcy6LOOWBE&sig=Y2T2dCYazYrZOw_42QqxZHqRCIQ#v=onepage&q=case %20of%20study%20method%20articles&f=false
dcterms.bibliographicCitationGill et al. (2008). Methods of data collection in qualitative research: interviews and focus groups. BRITISH DENTAL JOURNAL VOLUME 204 NO. 6. DOI: 10.1038/bdj.2008.192 https://www.researchgate.net/publication/5495328_Methods_of_data_collection_in_quali tative_research_Interviews_and_focus_groups
dcterms.bibliographicCitationGraham, S. (2015). Authentic Materials, a Motivation Tool for the EFL classroom?. https://www.macrothink.org/journal/index.php/elr/article/view/8488/6870
dcterms.bibliographicCitationHeale, R & Forbes, D. (2013).Understanding triangulation in research. Evid Based Nurs, volume 16, doi: 10.1136/eb-2013-101494 https://www.researchgate.net/publication/255952608_Understanding_triangulation_in_re search
dcterms.bibliographicCitationHornstra, L et al. (2015). Motivational teacher strategies: the role of beliefs and contextual factors. https://link.springer.com/content/pdf/10.1007/s10984-015-9189-y.pdf
dcterms.bibliographicCitationHung H. (2014). Flipping the classroom for English language learners to foster active learning, Computer Assisted Language Learning, DOI: 10.1080/09588221.2014.967701 http://dx.doi.org/10.1080/09588221.2014.967701
dcterms.bibliographicCitationIslam, C & Mares, C. (2003). Adapting classroom materials. En Tomlinson, B (Ed.), Developing Material For Language Teaching. (pp.86). Continuum. https://books.google.es/books?hl=es&lr=&id=qNlzFdoD380C&oi=fnd&pg=PA86&dq=a dapting+materials+&ots=8Mk5hYXZJX&sig=gUskiMw5blANsYJNUAn7ep8U9mc#v= onepage&q=adapting%20materials&f=false
dcterms.bibliographicCitationJenkins, J. (2008).English as a Lingua Franca. [Diapositivas de PowerPoint]. http://jacet.org/2008convention/JACET2008_keynote_jenkins.pdf
dcterms.bibliographicCitationKamaruddin, R. et al. (2009).The Quality of Learning Environment and Academic Performance from a Student’s Perception. https://pdfs.semanticscholar.org/9752/5e3d1b5ee2fad70ee5ba2303c23e38b445b5.pdf
dcterms.bibliographicCitationKang, J. (2007). Developing Dynamic Units for EFL. English. Teaching Forum. https://files.eric.ed.gov/fulltext/EJ1099323.pdf
dcterms.bibliographicCitationKhairul, B. (2008). Case Study: A Strategic Research Methodology, American Journal of Applied Sciences. 5 (11): 1602-1604, 2008 ISSN 1546-9239 O 2008. https://thescipub.com/pdf/ajassp.2008.1602.1604.pdf
dcterms.bibliographicCitationKing, L. (2018). The Impact of Multilingualism on Global Education and Language Learning. UCLES. https://www.cambridgeenglish.org/Images/539682-perspectives-impact-on-multilinguali m.pdf
dcterms.bibliographicCitationKohonen, V et al. (2014). Experiential Learning in foreing Language education. Routledge. https://books.google.es/books?hl=es&lr=&id=f2TJAwAAQBAJ&oi=fnd&pg=PP1&dq=l earning+a+foreign+language&ots=gIZTB66hIE&sig=3bhNEyo9Yg34IpFU2RPa3ZCqZ Bo#v=onepage&q=learning%20a%20foreign%20language&f=false
dcterms.bibliographicCitationLasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching. 5:1, 3-18, DOI: 10.1080/17501229.2010.519030 https://www.tandfonline.com/doi/abs/10.1080/17501229.2010.519030?needAccess=true &journalCode=rill20
dcterms.bibliographicCitationMega C. et al. (2014).What Makes a Good student? How Emotions, Self-Regulated Learning, and MotivationContribute to Academic Achievement.Vol. 106,No 1,121-131. https://pdf.zlibcdn.com/dtoken/50f9207ebb84602f667934cf0c6c09e4/a0033546.pdf https://files.eric.ed.gov/fulltext/EJ1067257.pdf
dcterms.bibliographicCitationMendez, M & Peña, A. (2012).Emotions as Learning Enhancers of Foreign Language Learning Motivation. Profile: Issues in Teachers' Professional Development. https://www.redalyc.org/articulo.oa?id=169226229008
dcterms.bibliographicCitationMilkova, S. (2012). Strategies for Effective Lesson Planning. Center for Research on Learning and Teaching. https://crlt.umich.edu/sites/default/files/instructor_resources/strategies_for_effective_less on_planning.pdf
dcterms.bibliographicCitationMontes A. (2017). Quality of Primary Education in Colombia: Concepts and Trends. 15 (2) 70-81
dcterms.bibliographicCitationNewsted, P et al. (1998). Survey instruments in information systems. Mis Quarterly. https://www.proquest.com/openview/9cc8fadc243442f067cba277b64eb7ca/1?pq-origsite =gscholar&cbl=36245
dcterms.bibliographicCitationOrtega, G & Paez, C. (2015) Student's emotions in the ELT classroom. https://repository.uniminuto.edu/bitstream/handle/10656/4016/TEXT_OrtegaCedielGerm an_2015.pdf?sequence=1&isAllowed=y
dcterms.bibliographicCitationProcedia Computer Science. Analysis of motivational strategies used by English language teachers teaching at secondary schools. (2018).9th International Conference on Theory and Application of Soft Computing, Computing with Words and Perception, ICSCCW 2017, 24-25 August 2017, Budapest, Hungary
dcterms.bibliographicCitationPhillippi y Lauderdale. (2018). A Guide to Field Notes for Qualitative Research: Context and Conversation. Qualitative Health Research. Vol. 28(3) 381 –388. DOI: 10.1177/1049732317697102 https://www-sciencedirect-com.ezproxy.uniminuto.edu/science/article/pii/S18770509173 24407
dcterms.bibliographicCitationRehman, A y Perveen, A. (2021). Teachers’ Perceptions about the Use of Authentic material in Pakistani EFL classrooms. International Journal of Language Education, volume 5, Doi: https://doi.org/10.26858/ijole.v5i2.15241
dcterms.bibliographicCitationRichards, Jack. (2001). Curriculum Development in Language Teaching.Cambridge University Press. https://www.academia.edu/36786525/Curriculum_Development_in_Language_Teaching
dcterms.bibliographicCitationRichard, M & Edwar, L. (2009). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology. Doi:10.1006/ceps.1999.1020. https://reader.elsevier.com/reader/sd/pii/S0361476X99910202?token=656082677946872 8F517BE1FC0C9514A6D640FFA3ADB46BDDF0BD710A821A886D46EC7D02B5550 818BD5A0CD9695E709&originRegion=us-east-1&originCreation=20221028175518
dcterms.bibliographicCitationSimon,S. et al. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn!. https://feb.kuleuven.be/public/u0014038/papers%20blog/BEFORE2006/Simons%20Dew itte%20Lens%202004%20-%20BJEP%20-%20instrumentality%20and%20learning.pdf
dcterms.bibliographicCitationSakai,H & kikuchi, K (2008). An analysis of demotivators in the EFL classroom https://www.sciencedirect.com/science/article/abs/pii/S0346251X08001280
dcterms.bibliographicCitationScheuren,F. (2004).What is a Survey? The American Statistical Association. http://higherlogicdownload.s3.amazonaws.com/AMSTAT/20d2b15c-9cc4-4c39-807c-088 d6a8b6228/UploadedImages/WhatIsSurvey_Scheuren2004.pdf
dcterms.bibliographicCitationSantacruz, L & Gómez, H. (s.f). Fundamentación Epistemológica de la Línea en Didácticas, Saberes y Disciplinas: Una Mirada desde la Educación y las Prácticas Pedagógicas 7 https://repositorio.juanncorpas.edu.co/bitstream/handle/001/84/27-39%20%20Fundament aci%C3%B3n%20Epistemol%C3%B3gica%20de%20la%20l%C3%ADnea%20en%20di d%C3%A1cticas%2C%20saberes%20y%20disciplinas%20una%20mirada%20desde%20 la%20educaci%C3%B3n%20y%20las%20pr%C3%A1cticas%20pedag%C3%B3gicas.pd f?sequence=1&isAllowed=y
dcterms.bibliographicCitationSepora, T & Mahadi, T (2012 ). Motivation, Its Types, and Its Impacts in Language Learning. Sharlanova, V (2004).EXPERIENTIAL LEARNING.Trakia Journal of Sciences. Vol. 2, No. 4, pp 36-39 http://www.uni-sz.bg/tsj/volume2_4/experiential%20learning.pdf
dcterms.bibliographicCitationSukrina, V ( 2012). Improving Students’ Vocabulary Mastery by Using Realia. https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/735/547
dcterms.bibliographicCitationSpurr, F. (1942). Realia in Foreign Language Courses. The Modern Language Journal, 26(3), 174–176. https://doi.org/10.2307/317495. https://www.jstor.org/stable/317495
dcterms.bibliographicCitationTomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45, pp 143-179 doi: 10.1017/S0261444811000528. https://booksc.xyz/ireader/21013218
dcterms.bibliographicCitationTorregrosa, G y Sánchez, S. (2011).USE OF AUTHENTIC MATERIALS IN THE ESP CLASSROOM. Encuentro de investigación e innovación en la clase de idiomas. Volumen 20, 2011, ISSN 1989-0796, pp. 89-94. https://files.eric.ed.gov/fulltext/ED530013.pdf
dcterms.bibliographicCitationTrujillo, F et al. (2004). MATERIALS AND RESOURCES FOR ELT. https://fernandotrujillo.es/wp-content/uploads/2010/05/resources.pdf
dcterms.bibliographicCitationUsing the CEFR: Principles of Good Practice. (2011). University of Cambridge . https://www.cambridgeenglish.org/Images/126011-using-cefr-principles-of-good-practice .pdf
dcterms.bibliographicCitationYilmaz,K. (2013). Comparison Quantitative and Qualitative Research Traditions: epistemological, theoretical, and methodological differences. European Journal of Education Research development and policy. https://booksc.org/ireader/33969650

Files

Original bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
T.EX_NopeLaura-SaldañaLaura_2022
Size:
1.95 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Autorización_NopeLaura-SaldañaLaura_2022
Size:
183.53 KB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
4.72 KB
Format:
Item-specific license agreed upon to submission
Description:
Download

Collections

Licenciatura en Idioma Extranjero - Inglés