Fostering Advanced English Oral Skills, Collaborative and Autonomous skills in Student-Teachers through an Online Peer Project

Autores/as

  • Francisco Antonio Pérez Gómez FULL TIEM PROFESSOR AND RESEARCHER UNIVERSIDAD PEDAGÓGICA NACIONAL
  • Jairo Hernán Velandia Galeano Universidad Pedag´ógica Nacional
  • Adolfo Camilo Gómez Márquez Alianza Colombo Ingles

DOI:

https://doi.org/10.15665/encuen.v19i01.2442

Palabras clave:

Autonomy, collaborative learning, online projects, oral skills, student-teacher’s education

Resumen

Este estudio cualitativo de investigación acción tuvo como objetivo principal desarrollar habilidades avanzadas de lengua inglesa, así como colaboración y autonomía en un grupo de docentes en formación de un programa de inglés como Lengua Extranjera en una universidad colombiana mediante un proyecto virtual por pares. Los instrumentos de recolección de datos empleados fueron un diagnóstico virtual inicial, muestras orales semanales y respectiva realimentación, encuestas de seguimiento, encuesta e informe final. Los hallazgos indicaron que hubo un desarrollo significativo de las habilidades orales de los participantes en cuanto a la competencia lingüística (principalmente pronunciación y léxico), la competencia pragmática y la fluidez. También se desarrollaron las competencias discursiva y social en cierto nivel. El trabajo colaborativo tuvo una incidencia directa en el progreso oral de los estudiantes gracias a la realimentación por pares, la cual facilitó el desarrollo metacognitivo de los estudiantes, puesto que ellos ganaron conciencia de sus errores y los de su compañero de proyecto, compensaron lingüísticamente tales errores y se desempeñaron como proveedores de realimentación. Las habilidades autónomas estuvieron relacionadas con el compromiso, la toma de decisiones y los niveles de responsabilidad.

Biografía del autor/a

Francisco Antonio Pérez Gómez, FULL TIEM PROFESSOR AND RESEARCHER UNIVERSIDAD PEDAGÓGICA NACIONAL

Full-time professor at Universidad Pedagogica Nacional. I hold a Master´´'s degree in TEFL and a Master´'s Diploma in Teaching Spanish as  Foreign Language. Currently, I am in my third year of a Doctoral Programme in Education from UNINI , Mexico. I am a researcher and practicum advisor. My interests include language teaching, intercultural studies, Colombian identity, practicum, innovating methodologies, amongst others.

Jairo Hernán Velandia Galeano, Universidad Pedag´ógica Nacional

 English full time professor at Universidad Pedagógica  Nacional . I hold a  Master´s degree in Teaching from Universidad de la Salle. My research interests are language skills development, interculturality and technology 

Adolfo Camilo Gómez Márquez, Alianza Colombo Ingles

Bachelor of Arts in English Philologies  from Universidad Nacional de Colombia. I work as a part-time English teacher at a Language Institute and a freelancer translator.My research interests are foreign language teaching, culture and translation.

Citas

References

Andrade, M. (2014). Role of Technology in Supporting English Language Learners in Today’s Classrooms (Master degree thesis). University of Toronto, Canada.

Bahadorfan, M. and Reza O. (2014) Technology in Teaching Speaking Skill. Vol. II (IV) 9-13. https://www. researchgate.net/publication/

Blake, R. (2016). Technology and the Four Skills. Language Learning & Technology, vol.20 (2), pp.129-142.

Butler-Pascoe, M.E., & Wiburg, K. M. (2003). Technology and Teaching English Language Learners. MA: Pearson Education, Inc.

Chambers, F. (1997). “What Do We Mean by Fluency?” System, V.25, n. 4. Pp: 535-544

Cornbleet, S. and Carter, R. (2001). The Language of Speech and Writing. London: Routledge

Crystal, D. (2004). In word and deed. TES Teacher. Retrieved from http://www.davidcrystal. com/?fileid=-4142

Crystal, D. (1969). Prosodic Systems and Intonation in English. Cambridge U. Press, London. Cutter, M. (2015). Using Technology with English Language Learners in the Classroom. Education Masters. Paper 313.

Cutter, M. (2015). Using Technology with English Language Learners in the Classroom. Education Masters. Paper 313.

Dornyei, Z. & Thurrell, S. (1994). “Teaching Conversation Skills Intensively: Course Content and Rational”. ELT Journal, V. 48, n. 1, Pp: 40- 49

Faerch C, Haarstrups, K. and Phillipson, R. (1984). Communicative Competence in Language and Language Learning. Clevedon: Multilingual Matters.

Freeman, D. (1998). Doing teacher research: From inquiry to understanding. San Francisco: Heinle & Heinle.

García, M., & Rey, L. (2013). Teachers’ Beliefs and the Integration of Technology in the EFL Class. HOW, vol. 20(1), p.p. 51-72.

Johnson, D. W., Johnson, R. T., & Holubec, E. J. (2007). Nuts & bolts of cooperative learning (2nd ed.). Edina, MN: Interaction Book Company.

Jacobs, G. M., & Tan, H. S. (2015). Advancing learner autonomy in EFL via collaborative learning. In Handoyo Puji Widodo (Ed.), Proceedings from the 7th International Conference on Teaching English as Foreign Language (COTEFL). Purwokerto, Indonesia: Faculty of Letters, University of Muhammadiyah.

Keser, H., & Özdamli, F. (2012). What are the trends in collaborative learning studies in 21st century? Social and Behavioral Sciences, vol. 46, pp. 157–161.

Laurillard, D. (2008). Technology Enhanced Learning as a tool for Pedagogical Innovation. Journal of Philosophy of Education, vol. 42, no. 3-4.

Lys, F. (2013). The development of advanced learner oral proficiency using iPads. Language Learning & Technology, 17(3), pp. 94–116. Retrieved from http://llt.msu.edu/issues/october2013/lys.pdf

McDougald, J. (2013). The use of new technologies among in-service Colombian ELT teachers. Colombian Applied Linguistics, vol.15(2), pp. 247-264.

Osorno, D. (2015). How the learning of English is being influenced by the use of Information and Communication Technologies (ICTs) in students of B.A. Program of English as a foreign language in Colombian universities (Undergraduate degree thesis). Universidad Nacional Abierta y a Distancia, UNAD, Medellín, Colombia.

Pachler, N., Seipold, J., & Bachmair, B. (2012). Mobile Learning. Some Theoretical and Practical Considerations. In Friedrich, K., Ranieri, M., Pachler, N., & de Theux, P. (eds.), The “My Mobile” Handbook. Guidelines abs Scenarios for Mobile Learning in adult education.

Parvin, R. H., & Salam, S. F. (2015). The Effectiveness of Using Technology in English Language Classrooms in Government Primary Schools in Bangladesh. FIRE: Forum for International Research in Education, 2(1). Retrieved from http://preserve.lehigh.edu/fire/vol2/iss1/5

Persico, D., & Pozzi, F. (2011). Task, Team and Time to structure online collaboration in learning environments. World Journal on Educational Technology. 3(1), pp. 01-15.

Pohl, G. (2004). “Cross-Cultural Pragmatic Failure and Implications for Language Teaching”. Second Language Teaching and Learning. V.4. http://www.usq.edu.au/opacs/sllt/4/Pohl04.html, accessed on 11th March 2006.

Reinders, H., & White, C. (2016). 20 Years Of Autonomy And Technology: How Far Have We Come And Where To Next? Language Learning & Technology vol.20 (2), pp. 143–154.

Riggenbach, H. (1998).” Evaluating Learner Interactional Skills. Conversation at the Micro Level”. In R. Young & A. He (Eds.). Talking and Testing. Discourse Approaches to the Assessment of Oral Proficiency, (Pp: 53-67). Amsterdam: John Benjamin’s Publishing Company.

Scarcella, R. & Oxford, R. (1992). The Tapestry of Language Learning. Boston Heinle & Heinle Publishers.

Seralidou, E., & Douligeris, C. (2017). A Contemporary Collaborative Trends and their Effect in Education. Conference Paper. Global Engineering Education Conference (EDUCON). Athens,Greece.

Sri Kuning,D.(2019).Technpology in Teaching Speaking Skill. Journal of English Education Literature and Linguistics.Vol. 2. (2),pp.50-59. https://doi.org/10.31540/jeell.v2i1.243

Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-Supported Collaborative Learning: An historical perspective. In Sawyer, R. K. (Ed.), Cambridge handbook of the learning sciences, Cambridge, U.K.: Cambridge University Press, pp.409-426.

Van Ek, J. (1987). Objectives for Foreign Language Learning. Volume II: Levels. Strasbourg, Council of Europe, Publications and Documents Division.

Van Merrie¨nboer, J. J. G., & Paas, F. (2003). Powerful learning and the many faces of instructional design: Towards a framework for the design of powerful learning environments. In E. De Corte, L. Verschaffel, N. Entwistle & J. J. G. Van Merrie¨nboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 3–20). Oxford: Elsevier Science.

Descargas

Publicado

2021-02-04 — Actualizado el 2021-02-10

Versiones

Cómo citar

Pérez Gómez, F. A., Velandia Galeano, J. H. ., & Gómez Márquez, A. C. (2021). Fostering Advanced English Oral Skills, Collaborative and Autonomous skills in Student-Teachers through an Online Peer Project. Encuentros, 19(01). https://doi.org/10.15665/encuen.v19i01.2442 (Original work published 4 de febrero de 2021)