| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586263 |
| ISSN: | 2683-2321 |
| Autores: | Flores Herrera, María Guadalupe1 |
| Instituciones: | 1Escuela Normal Estatal de Especialización, |
| Año: | 2022 |
| Volumen: | 3 |
| Número: | 6 |
| Paginación: | 60-67 |
| País: | México |
| Idioma: | Inglés |
| The current Covid-19 contingency has redefined the teaching and learning process for everyone involved. Nonetheless, one of the aspects that has been severely affected is learners" motivation and resilience. As a result, teachers worldwide have had to look for alternatives and adapt their teaching strategies, so that this new, digital modality of work, became engaging and useful to meet learners" learning needs. The present paper describes the experience of how the implementation of theme-based sessions and reading aloud in the virtual classroom had a positive impact on learners" motivation and interest in participating in online sessions. Through the implementation of action research methodology, it was possible to gather learners" written records of opinions concerning the significance of the four themed sessions which were held. This record of responses highlighted the language learning areas on which a major impact was observed, through the implemented strategy. Results showed that (according to learners" perceptions) [learners] confidence to speak in English increased; that their anxiety to speak in English diminished; and that overall learning in areas such as vocabulary and pronunciation improved. Although this is a small-scale project, it could usefully be replicated and adapted to different contexts, from which results would be well worth sharing. | |
| Resumen en inglés | The current Covid-19 contingency has redefined the teaching and learning process for everyone involved. Nonetheless, one of the aspects that has been severely affected is learners" motivation and resilience. As a result, teachers worldwide have had to look for alternatives and adapt their teaching strategies, so that this new, digital modality of work, became engaging and useful to meet learners" learning needs. The present paper describes the experience of how the implementation of theme-based sessions and reading aloud in the virtual classroom had a positive impact on learners" motivation and interest in participating in online sessions. Through the implementation of action research methodology, it was possible to gather learners" written records of opinions concerning the significance of the four themed sessions which were held. This record of responses highlighted the language learning areas on which a major impact was observed, through the implemented strategy. Results showed that (according to learners" perceptions) [learners] confidence to speak in English increased; that their anxiety to speak in English diminished; and that overall learning in areas such as vocabulary and pronunciation improved. Although this is a small-scale project, it could usefully be replicated and adapted to different contexts, from which results would be well worth sharing. |
| Resumen en español | La contingencia actual causada por la Covid-19 redefinió la enseñanza y el aprendizaje para todos los involucrados en el proceso. No obstante, los aspectos que se han visto severamente afectados son la motivación y resiliencia de los alumnos. Por lo tanto, los docentes a nivel mundial debieron buscar y adaptar sus estrategias de enseñanza para que esta nueva modalidad de trabajo digital se hiciera relevante y útil para el alumnado y sus necesidades de aprendizaje. La presente experiencia describe como el incorporar sesiones temáticas y la lectura en voz alta en el aula virtual impactó positivamente la motivación y el interés de los alumnos al participar en las sesiones. Mediante la metodología de la investigación acción fue posible obtener un registro escrito de las opiniones de los alumnos acerca de relevancia de las cuatro sesiones temáticas realizadas. Dicho registro, enfatizó las áreas que tuvieron un mayor impacto al implementar dicha estrategia. Los resultados demostraron que. De acuerdo a las percepciones de los alumnos, su confianza al hablar en inglés aumento; la ansiedad al hablar en inglés se redujo; y que, en general, las áreas de aprendizaje que mejoraron de manera significativa fueron la pronunciación y la adquisición de vocabulario. Aunque este proyecto se realizó pequeña escala, tiene posibilidades de ser replicado y de adaptarse a diferentes contextos, en los cuales, habrá diferentes resultados que valdrá la pena conocer. |
| Palabras clave: | Investigación acción, lectura en voz alta, pronunciación, sesiones temáticas, vocabulario |
| Keyword: | Action research, pronunciation, reading aloud, theme-based, vocabulary |
| Texto completo: | Texto completo (Ver PDF) |
