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Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning

dc.creatorSuárez Ramírez, Ingrid Rocío
dc.creatorRodríguez, Sandra Milena
dc.date.accessioned2019-07-03T02:59:30Z
dc.date.available2019-07-03T02:59:30Z
dc.date.created2018-07-01
dc.identifierISSN: 2256-5760
dc.identifier.urihttps://repositorio.unal.edu.co/handle/unal/66853
dc.descriptionThis article focuses on research carried out in a private school in Bogotá with a group of English as a foreign language fourth-graders. The study aimed to analyze interaction in the English classroom through action research, based on tasks that promoted collaborative work and involvement of the students and their teacher. The instruments to collect data were video recordings and artefacts from the students’ tasks in the classroom. The analysis of classroom interaction involved the steps of conversational analysis stated by Seedhouse (2004). The study allowed the description of unexpected patterns of interactions among students and their teacher, which revealed changes in the classroom dynamic as a result of the action research plan.
dc.descriptionEste artículo presenta los hallazgos de una investigación llevada a cabo con estudiantes de cuarto grado de primaria en un colegio de Bogotá. El objetivo principal fue analizar la interacción en las clases de inglés como lengua extranjera. El diseño investigativo responde a la investigación-acción y los instrumentos utilizados para obtener información fueron grabaciones audiovisuales y la producción de tareas, resultado de los talleres elaborados en clase por los estudiantes. Los datos se analizaron a través del análisis conversacional de Seedhouse (2004). El problema planteado permitió describir patrones inesperados en las interacciones entre los estudiantes y su docente, los cuales revelaron cambios en la dinámica del salón de clase.
dc.formatapplication/pdf
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá - Facultad de Ciencias Humanas - Departamento de Lenguas Extranjeras - Grupo de Investigación PROFILE
dc.relationhttps://revistas.unal.edu.co/index.php/profile/article/view/63845
dc.relation.ispartofUniversidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development
dc.relation.ispartofPROFILE Issues in Teachers' Professional Development
dc.subjectCollaborative learning
dc.subjectinteraction
dc.subjectlanguage interaction
dc.subjectaprendizaje colaborativo
dc.subjectaprendizaje de la lengua extranjera
dc.subjectinteracción de la lengua
dc.subject.ddc37 Educación / Education
dc.subject.ddc8 Literatura y retórica / Literature
dc.titleLanguage Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning
dc.typeinfo:eu-repo/semantics/article
dc.type.spaArtículo - Article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.identifier.bibliographicCitationSuárez Ramírez, Ingrid Rocío and Rodríguez, Sandra Milena (2018) Language Interaction Among EFL Primary Learners and Their Teacher Through Collaborative Task-Based Learning. Profile: Issues in Teachers´ Professional Development, 20 (2). pp. 95-109. ISSN 2256-5760
dc.identifier.eprintshttp://bdigital.unal.edu.co/67881/


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