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Vlogging through EFL materials: everyday life speaking in a blended learning setting

Information 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 a...

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Detalles Bibliográficos
Autor Principal: Espinosa Torres, David Felipe
Otros Autores: Núñez Pardo, Astrid
Formato: Capítulo de libro (Book Chapter)
Lenguaje:Inglés (English)
Publicado: Universidad Externado de Colombia 2022
Materias:
Materiales de enseñanza
Métodos de enseñanza
Enseñanza bilingüe
Digital materials
Vlogs
Blended learning
EFL speaking
id ir-001-5230
recordtype dspace
spelling ir-001-52302022-07-02T03:00:36Z Vlogging through EFL materials: everyday life speaking in a blended learning setting Espinosa Torres, David Felipe Núñez Pardo, Astrid Téllez Téllez, María Fernanda Materiales de enseñanza Métodos de enseñanza Enseñanza bilingüe Digital materials Vlogs Blended learning EFL speaking Information 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. Las tecnologías de la información y la comunicación asumen un papel importante cuando se diseñan e implementan materiales contextualizados en el salón de clase de inglés como lengua extranjera. Por lo tanto, la tecnología ha sido un recurso accesible para los docentes, puesto que combina la enseñanza con la tecnología como un complemento en el aula de inglés. Esta investigación acción cualitativa analiza el impacto de materiales virtuales contextualizados (virtual lessons focused on vlogs) en el habla de los estudiantes de cuarto grado en un ambiente de aprendizaje mixto en un colegio privado en Bogotá, Colombia. Los instrumentos de recopilación de datos fueron los artefactos de los estudiantes, un diario del profesor, entrevistas grabadas y una encuesta. Los resultados del estudio evidencian que los estudiantes están más comprometidos con el aprendizaje de inglés cuando se emplean materiales contextualizados creados por el docente investigador y apoyados en el uso de la tecnología. En segundo lugar, cuando los estudiantes crearon sus propios vlogs, centrados en sus propias realidades y contextos personales, su autoconfianza aumentó y su producción en inglés mejoró. De igual forma, los materiales digitales contextualizados evidenciaron un impacto significativo en el aprendizaje de inglés de los estudiantes, puesto que hablaron de sus contextos personales y de su vida diaria, estableciendo un vínculo entre el hogar y la escuela; aspecto que no se trabaja en los materiales convencionales para la enseñanza de inglés dado que se centran en culturas foráneas de habla inglesa. 2022-07-01T15:48:12Z 2022-07-01T15:48:12Z 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/001/5230 eng 437 53 389 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
Métodos de enseñanza
Enseñanza bilingüe
Digital materials
Vlogs
Blended learning
EFL speaking
spellingShingle Materiales de enseñanza
Métodos de enseñanza
Enseñanza bilingüe
Digital materials
Vlogs
Blended learning
EFL speaking
Espinosa Torres, David Felipe
Vlogging through EFL materials: everyday life speaking in a blended learning setting
description Information 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.
author2 Núñez Pardo, Astrid
author_facet Núñez Pardo, Astrid
Espinosa Torres, David Felipe
format Capítulo de libro (Book Chapter)
author Espinosa Torres, David Felipe
author_sort Espinosa Torres, David Felipe
title Vlogging through EFL materials: everyday life speaking in a blended learning setting
title_short Vlogging through EFL materials: everyday life speaking in a blended learning setting
title_full Vlogging through EFL materials: everyday life speaking in a blended learning setting
title_fullStr Vlogging through EFL materials: everyday life speaking in a blended learning setting
title_full_unstemmed Vlogging through EFL materials: everyday life speaking in a blended learning setting
title_sort vlogging through efl materials: everyday life speaking in a blended learning setting
publisher Universidad Externado de Colombia
publishDate 2022
_version_ 1741870187098931200
score 12,131701

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