Enhancing English Speaking Skills through Video Creation and the Affective Filter Theory

Simple item page
dc.contributor.advisorPrieto Castillo, Claudia Yanive
dc.contributor.authorLancheros Barragán, Andrea Carolina
dc.contributor.authorMontañez Veloza, Sofía
dc.coverage.spatialBogotá D.C.
dc.date.accessioned2025-10-25T19:43:34Z
dc.date.available2025-10-25T19:43:34Z
dc.date.issued2025-05-27
dc.descriptionThe general objective of this project is to analyze the impact of video creation on enhancing the speaking skills of ISA institution students. Moreover, three specific objectives have been established
dc.description.abstractThe current research considers how the inclusion of video creation into the classroom can foster students’ oral skill in English; thus, from April to June 2023, young learners at ISA English Academy enrolled in ingenious video-based activities, which were carefully designed so as to replace traditional speaking exercises. Furthermore, these assignments established from Stephen Krashen’s Affective Filter Theory, pointed out emotional safety, as well as creativity, essentials for reducing anxiety and encouraging authentic communication. Moreover, as students were recorded introducing themselves and the person they loved the most, they not only practiced pronunciation and fluency but also grew more confident and engaged.; hence, this personal and emotionally relevant task created a completely safe and meaningful environment for their language use, achieving this way a deeper student investment and participation. Finally, the results demonstrate that when students feel supported and empowered the affective filter drops, then confidence rises, and real communication starts. Key words: Affective filter theory, speaking skill and video creation
dc.description.abstractLa presente investigación considera la manera en la que la inclusión de la creación de videos en el aula puede fomentar la habilidad oral en inglés de los estudiantes; así, de abril a junio de 2023, jóvenes aprendices de la Academia de Inglés ISA participaron en ingeniosas actividades basadas en videos, las cuales fueron cuidadosamente diseñadas para reemplazar los ejercicios tradicionales de expresión oral. Además, estas tareas, basadas en la Teoría del Filtro Afectivo de Stephen Krashen, destacaron la trascendencia de la seguridad emocional y la creatividad como principios para reducir la ansiedad y fomentar una comunicación auténtica. De igual forma, al ser grabados presentándose a sí mismos y a la persona que más amaban, los estudiantes no solo practicaron pronunciación y fluidez, sino que también aumentaron su confianza y compromiso; por lo tanto, esta tarea personal y emocionalmente significativa creó un entorno completamente seguro y relevante para el uso del idioma, logrando así una mayor inversión y participación por parte del estudiantado. Finalmente, los resultados demuestran que cuando los estudiantes se sienten apoyados y empoderados, el filtro afectivo disminuye, la confianza aumenta y empieza la comunicación verdadera.
dc.format.extent51 páginas
dc.identifier.citationLancheros Barragán, A.C., & Montañez Veloza, S.(2025). Enhancing English Speaking Skills through Video Creation and the Affective Filter Theory.[Monografía, Corporación Universitaria Minuto de Dios-UNIMINUTO].Repositorio UNIMINUTO.
dc.identifier.urihttps://hdl.handle.net/10656/22325
dc.language.isoen
dc.publisherCorporación Universitaria Minuto de Dios – UNIMINUTO
dc.publisher.departmentPregrado (Presencial)
dc.publisher.programLicenciatura en lenguas extranjeras con énfasis en inglés
dc.rightsAcceso Abierto - http://purl.org/coar/access_right/c_abf2
dc.rights.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsAffective filter theory
dc.subject.keywordsspeaking skill
dc.subject.keywordsvideo creation
dc.subject.keywordshabilidad oral
dc.subject.keywordsTeoría del filtro afectivo
dc.subject.keywordscreación de videos
dc.subject.lembIngles - Enseñanza
dc.subject.lembLenguas Germanicas
dc.subject.lembEducación
dc.titleEnhancing English Speaking Skills through Video Creation and the Affective Filter Theory
dc.typeMonografía
dc.type.coarthesis
dcterms.bibliographicCitationAdugu, Emmanuel. (2021). Contextualizing Action Research.. 10.4018/IJAET.2021040103 Alastair, H., (2022). Student engagement with digital video production. ELT Journal, Volume 76, Issue 1, Pages 109–118. https://bit.ly/3VKD4pR. Alba, L. and Betancur, M., (2020). Cultural speaking experience in an EFL Classroom through Whatsapp™ Videos. https://bit.ly/44IZoVg. Alpay, E. and Gulati, S., 2010. Student-led podcasting for engineering education. European Journal of Engineering Education, 35(4), pp.415-427. Buitrago Rojas, L. E. (2023). Evaluación de las competencias digital y emprendedora en estudiantes de una universidad colombiana [Doctoral dissertation, Nova Southeastern University]. NSUWorks. https://nsuworks.nova.edu/fse_etd/485 Bryman, A. (2008a) ‘The end of the paradigm wars?’, in Alasuutari, P., Bickman, L., and Brannen, J. (eds.) The Sage Handbook of Social Research Methods, London, Sage. Campbell, L and Cox, T., 2018. Digital Video as a Personalized Learning Assignment: A Qualitative Study of Student Authored Video Using the ICSDR Model. Journal of the Scholarship of Teaching and Learning, Vol. 18, No. 1, January 2018, pp. 11- 24. doi: 10.14434/josotl.v18i1.21027 Cornish, F., Nancy, Nyutsem, Breton., Ulises, Moreno-Tabarez., Mohi, Rua., Darrin, Hodgetts. (2023). Participatory action research. Nature Reviews Methods Primers, 3(1) doi: 10.1038/s43586-023-00214-1 Cowie, N. and Sauki, K.(2021). Teacher and student-created videos in English language teaching. ELT Journal, Volume 75, Issue 1, Pages 97–102. https://bit.ly/3M6ENTl. Denzin, N. K. (2008). The landscape of qualitative research (Vol. 1). Sage. https://bit.ly/48GHAfr Forman, R. (2011). Humorous language play in a Thai EFL classroom. Applied Linguistics, 32 (5), 541-565. Gil, L. (2022). The impact of co-designed gamification in the ESL classroom. https://bit.ly/3nj4qa2. Harmer. (2001). The Practice of English Language Teaching. Third Edition. Longman: Pearson Education Limited. Isacolombia. (n.d). Quiénes Somos. Academia de Idiomas ISA. https://bit.ly/3sprBCd Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon. Laine, E. (1988). The Affective Filter in Foreign Language Learning and Teaching. Report 2: A Validation Study of Filtering Factors with a Focus on the Learner's FL Self-Concept. Jyvaskyla Cross-Language Studies, No. 15.. P. 13. https://bit.ly/3CN0QK7. Lewin, K. (1946) Action research and minority problems, in G.W. Lewin (Ed.) Resolving Social Conflicts. New York: Harper & Row (1948). Marshall, C., & Rossman, G. (2016). Designing qualitative research. Sage Publications. https://bit.ly/45lh48d McKernan, J. (2006). Curriculum action research: A handbook of methods and resources for the reflective practitioner. Routledge. https://bit.ly/3FegzlX McNiff, J. (2013). Action Research: Principles and practice (3rd ed.). Routledge. https://doi.org/10.4324/9780203112755 Ministerio de Educación Nacional República de Colombia. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Formar en lenguas extranjeras: ¡el reto! Lo que necesitamos saber y saber hacer. P. 21. https://bit.ly/2Ms3Wuk. Nunan, D. (2001). Verbal Interaction in English Classroom Using Flanders Interaction Analysis Categories System (FIAC). GENRE Journal of Applied Linguistics of FBS Unimed. P. 3. https://bit.ly/3Ci1uxM. Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press. Patton, M. (1990). Qualitative evaluation and research methods. Sage Publications. https://bit.ly/3rKV0pX Phillips, D., & Carr, K. (2010). Becoming a teacher through action research. Routledge. https://bit.ly/48YqREu Prieto, C. (2022). Competencia digital de profesores universitarios: Evaluación de actitudes hacia la tecnología, conocimiento de las TIC y uso de tecnologías en una universidad privada de Colombia (Tesis doctoral, Nova Southeastern University). Nova Southeastern University Institutional Repository. https://nsuworks.nova.edu/fse_etd/478/ Rodgers, O & Dhonnchadha, N. (2018). Digital Video Creation in the LSP Classroom.The Eurocall Review, volume 26, No. 1. P. 44. Retrieved from: https://bit.ly/3MlHZZK. Sandelowski. M. (2004) ‘Qualitative Research’, in Lewis-Beck, M., Bryman, A., and Liao, T. (eds) The Sage Encyclopedia of Social Science Research Methods, Thousand Oaks CA, Sage. Spring, R. (2020). Can video-creation project work affect students' oral proficiency? an analysis of fluency, complexity and accuracy. https://bit.ly/3B6NFlO. Stander, M., (2020). The relationship between language learning strategies, affective factors and language proficiency. Language Learning in Higher Education. (Berlin, Germany), 12(2), 391-408. https://bit.ly/3NQJUID. Van Ek, J. (1987). Objectives for Foreign Language Learning. Volume II: Levels. Strasbourg, Council of Europe, Publications and Documents Division.

Files

Original bundle
Now showing 1 - 2 of 2
Thumbnail Image
Name:
T.EX_LancherosAndrea-MontañezSofia_2025
Size:
564.49 KB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
Autorización_LancherosAndrea-MontañezSofia_2025
Size:
546 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