Implementation of Oral Production Activities through Remote Learning: A Case Study of EFL Students at Universidad Nacional, Costa Rica

Palabras clave: activities, feedback, mediation, pedagogy, planning, remote-learning, scaffolding

Resumen

During the school year 2020, as in many other educational settings, classes at Universidad Nacional (UNA), Costa Rica, had to be rapidly transformed and adapted so that the pedagogical mediation process could be changed from the traditional face-to-face or in-class sessions to remote learning. This process, certainly, posed varied challenges in terms of the mediation process and technology-related issues, which had to be addressed efficiently in order to guarantee access to education. In this regard, this article is based on the experience lived with two groups of students taking English as a Foreign Language (EFL) in the course of English II (during the II term of 2020), at Campus Omar Dengo, Heredia, which were taught through remote learning. For this qualitative research, data were collected by means of a closed and open-ended questionnaire in which information related to the oral-production activities implemented during classes was gathered. This instrumental case study concludes with three main statements about the implementation of oral-production tasks: a) planning, b) scaffolding, and c) feedback.

Descargas

La descarga de datos todavía no está disponible.

Biografía del autor

Priscilla Carranza-Marchena, Universidad Nacional

Magíster en Educación con Énfasis en Aprendizaje del Inglés y Magíster en Educación con Énfasis en Docencia Universitaria, Universidad Nacional (UNA).

Carolina Tapia-Loría, Universidad Nacional

Magíster en Educación con Énfasis en Aprendizaje del Inglés y Magíster en Educación con Énfasis en Docencia Universitaria, Universidad Nacional (UNA).

Citas

Abukhattala, I. (2013). Krashen’s five proposals on language learning: Are they valid in Libyan EFL classes. English Language Teaching, 6(1), 128-131. https://doi.org/10.5539/elt.v6n1p128

Amerian, M., & Mehri, E. (2014). Scaffolding in Sociocultural Theory: Definition, Steps, Features, Conditions, Tools, and Effective Considerations. Scientific Journal of Review, 3(7), 756-765. http://sjournals.com/index.php/sjr/article/view/492

Brookhart, S. (2008). How to give effective feedback to your students. Association for Supervision and Curriculum Development.

Creswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Pearson.

Gonulal, T., & Loewen, S. (2018). The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons.

Harmer, J. (2007a). How to Teach English. Pearson Education Limited.

Harmer, J. (2007b). The Practice of English Language Teaching. Pearson Longman.

Hussain, S. (2018). Teaching Speaking Skills in Communication Classroom. International Journal of Media, Journalism and Mass Communications, 3(3), 14-21. http://dx.doi.org/10.20431/2454-9479.0303003

Krashen, S. (2009). Principles and Practice in Second Language Acquisition. Pergamon Press.

Morgan, H. (2020). Best Practices for Implementing Remote Learning during Pandemic. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93(3), 135-141. https://doi.org/10.1080/00098655.2020.1751480

Nikolic, V., & Cabaj, H. (2000). Am I teaching well? Self-evaluation strategies for effective teachers. Pippin.

Salih, M., & Yalcin, A. (2018). Feedback preferences of EFL learners with respect to their learning styles, Cogent Education, 5(1), 1-17. https://doi.org/10.1080/2331186X.2018.1481560

Thornbury, S. (2005). How to teach speaking. Longman.

UNA. (2007). Modelo Pedagógico. https://documentos.una.ac.cr/bitstream/handle/unadocs/3084/Modelo%20Pedagogico.pdf?sequence=1&isAllowed=y

Publicado
2022-05-28
Cómo citar
Carranza-Marchena, P., & Tapia-Loría, C. (2022). Implementation of Oral Production Activities through Remote Learning: A Case Study of EFL Students at Universidad Nacional, Costa Rica. Revista Ensayos Pedagógicos, 17(1), 369-386. https://doi.org/10.15359/rep.17-1.16
Sección
Artículos científicos e investigaciones

Comentarios (ver términos de uso)