Imagen de Portada

EFL teachers’ oral interaction enhancement through cooperative learning worksheets

This qualitative action research study spotlighted the implementation of worksheets developed by the teacherresearcher and based on cooperative learning techniques to enhance in-service EFL teachers’ oral interaction. The research study was carried out with a group of ten inservice EFL teachers in a...

Descripción completa

Detalles Bibliográficos
Autor Principal: Montoya Piriachi, Johanna Melina
Otros Autores: Núñez Pardo, Astrid
Formato: Capítulo de libro (Book Chapter)
Lenguaje:Inglés (English)
Publicado: Universidad Externado de Colombia 2022
Materias:
Materiales de enseñanza
Inglés - Enseñanza
Aprendizaje
Materials development
Cooperative learning
Oral interaction
EFL teachers
id ir-001-5228
recordtype dspace
spelling ir-001-52282022-07-02T03:01:33Z EFL teachers’ oral interaction enhancement through cooperative learning worksheets Montoya Piriachi, Johanna Melina Núñez Pardo, Astrid Téllez Téllez, María Fernanda Materiales de enseñanza Inglés - Enseñanza Aprendizaje Materials development Cooperative learning Oral interaction EFL teachers This qualitative action research study spotlighted the implementation of worksheets developed by the teacherresearcher and based on cooperative learning techniques to enhance in-service EFL teachers’ oral interaction. The research study was carried out with a group of ten inservice EFL teachers in a non-formal public institution in Cundinamarca. The grounded theory approach supported the analysis of data gathered through artefacts, field notes, and video and audio recordings. It is found that the use of appealing topics in materials can increase in-service EFL teachers’ oral communication. Moreover, the incorporation of learning strategies in the materials promoted interaction in this group of teachers. Consequently, cooperative learning helped them to overcome linguistic difficulties. In the same way, cooperative learning created a favourable class atmosphere that fostered participation. In relation to oral interaction, the participants used some strategies to communicate accurately and defined some roles while interacting. It is also acknowledged that contextualised EFL materials generated by the teacher-researcher boosted students’ motivation in in-service teachers’ realities, countered conventional content and learning activities included in standardised EFL textbooks and foster the teacher-researcher’ personal and professional growth. Esta investigación de carácter cualitativo se enfoca en la implementación de guías de trabajo desarrolladas por la docente investigadora y fundamentadas en las técnicas de aprendizaje cooperativo para fomentar la interacción oral de los maestros de inglés como lengua extranjera. El estudio se realizó con un grupo de diez maestros de inglés en una institución pública no formal en Cundinamarca. El enfoque de la teoría fundamentada definió el análisis de los datos recopilados a través de los artefactos y las observaciones y grabaciones de audio y video. A partir de los datos recolectados se encontró que el uso de temas atractivos en los materiales fomenta la comunicación oral de los maestros de inglés. Igualmente, la incorporación de estrategias de aprendizaje en los materiales facilitó la interacción de los docentes. En consecuencia, el aprendizaje cooperativo permitió a los maestros de inglés superar las dificultades lingüísticas con la ayuda de sus compañeros. De la misma manera, el aprendizaje cooperativo llevó a la creación de un ambiente de clase favorable que incrementó la participación de los maestros de inglés. En relación con la interacción oral, los docentes emplearon algunas estrategias para comunicarse con mayor precisión y definieron roles al momento de interactuar. Finalmente, se encontró que las guías de trabajo contextualizadas y desarrolladas por la docente aumentaron la motivación de los maestros de inglés acerca de sus realidades, resistieron el contenido convencional y las actividades de aprendizaje incluidas en libros de texto de inglés estandarizados y promovieron el desarrollo personal y profesional de la docente investigadora. 2022-07-01T15:02:43Z 2022-07-01T15:02:43Z 2021 Capítulo - Parte de Libro http://purl.org/coar/resource_type/c_3248 http://purl.org/coar/version/c_dc82b40f9837b551 Text info:eu-repo/semantics/bookPart info:eu-repo/semantics/updatedVersion 9789587906769 https://dspace7-uexternado.metabuscador.org/handle/001/5228 eng 495 61 439 Defying culture hegemony through teacher generated EFL materials info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) https://creativecommons.org/licenses/by-nc-nd/4.0/ application/pdf application/pdf application/pdf Universidad Externado de Colombia Bogotá
institution Universidad Externado de Colombia
collection DSpace
language Inglés (English)
topic Materiales de enseñanza
Inglés - Enseñanza
Aprendizaje
Materials development
Cooperative learning
Oral interaction
EFL teachers
spellingShingle Materiales de enseñanza
Inglés - Enseñanza
Aprendizaje
Materials development
Cooperative learning
Oral interaction
EFL teachers
Montoya Piriachi, Johanna Melina
EFL teachers’ oral interaction enhancement through cooperative learning worksheets
description This qualitative action research study spotlighted the implementation of worksheets developed by the teacherresearcher and based on cooperative learning techniques to enhance in-service EFL teachers’ oral interaction. The research study was carried out with a group of ten inservice EFL teachers in a non-formal public institution in Cundinamarca. The grounded theory approach supported the analysis of data gathered through artefacts, field notes, and video and audio recordings. It is found that the use of appealing topics in materials can increase in-service EFL teachers’ oral communication. Moreover, the incorporation of learning strategies in the materials promoted interaction in this group of teachers. Consequently, cooperative learning helped them to overcome linguistic difficulties. In the same way, cooperative learning created a favourable class atmosphere that fostered participation. In relation to oral interaction, the participants used some strategies to communicate accurately and defined some roles while interacting. It is also acknowledged that contextualised EFL materials generated by the teacher-researcher boosted students’ motivation in in-service teachers’ realities, countered conventional content and learning activities included in standardised EFL textbooks and foster the teacher-researcher’ personal and professional growth.
author2 Núñez Pardo, Astrid
author_facet Núñez Pardo, Astrid
Montoya Piriachi, Johanna Melina
format Capítulo de libro (Book Chapter)
author Montoya Piriachi, Johanna Melina
author_sort Montoya Piriachi, Johanna Melina
title EFL teachers’ oral interaction enhancement through cooperative learning worksheets
title_short EFL teachers’ oral interaction enhancement through cooperative learning worksheets
title_full EFL teachers’ oral interaction enhancement through cooperative learning worksheets
title_fullStr EFL teachers’ oral interaction enhancement through cooperative learning worksheets
title_full_unstemmed EFL teachers’ oral interaction enhancement through cooperative learning worksheets
title_sort efl teachers’ oral interaction enhancement through cooperative learning worksheets
publisher Universidad Externado de Colombia
publishDate 2022
_version_ 1741870612828127232
score 12,131701

Ejemplares similares