Actividades basadas en videos para comprender coloquialismos transmitidos en comedias de situación entre adolescentes
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Publicado:
Jan 5, 2022
Palabras clave:
actividades basades en vídeos, coloquialismos, comedias, entendimiento, pragmática, educación.
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Resumen
Introducción. La implementación de actividades basadas en videos para la enseñanza de idiomas ha contribuido positivamente a impulsar la comprensión del inglés como lengua extranjera a través de una pedagogía interactiva para entender el lenguaje coloquial y la pragmática en las comedias de situación. Objetivo. Este estudio tiene como objetivo analizar actividades basadas en videos para comprender los coloquialismos estadounidenses sobre comedias de situación. Metodología. Al emplear un marco de investigación cuasi - experimental con énfasis en el enfoque cuantitativo, este estudio evaluó la comprensión del lenguaje coloquial entre adolescentes a través de un tratamiento de cuatro semanas utilizando actividades de video integradas en diferentes plataformas. Resultados. Los resultados de la comparación entre la prueba previa y la prueba posterior para ambos grupos demostraron una diferencia considerable. Los principales hallazgos se detallan a continuación; Por un lado, las puntuaciones sin intervención en ambos grupos muestran (M = - 0,640, EE = 1,063, valor de p = 0,553). Por otra parte, las puntuaciones después de aplicar el tratamiento de cuatro semanas demuestran resultados significativos entre ambos grupos puntuaciones post test determinado de la siguiente manera (M = 8.000, SE = 0.542, valor de p = <.001). Conclusión. Está comprobado que la introducción de actividades basadas en videos para entender coloquialismos en las aulas de Lengua Extranjera de inglés (EFL) constituye una tendencia de enseñanza dinámica y comprometida debido a la accesibilidad para introducir materiales auténticos y apoyar el proceso de aprendizaje con ayudas visuales.
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López Salazar, V. H., & Vásquez Soria, E. I. (2022). Actividades basadas en videos para comprender coloquialismos transmitidos en comedias de situación entre adolescentes. Ciencia Digital, 6(1), 71-90. https://doi.org/10.33262/cienciadigital.v6i1.1955
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Sun, L. (2020). Students’ Attitudes and Perspectives Towards Using Videos in Technology Assisted English Class. Advances in Educational Technology and Psychology, 4(1), 1–11. https://doi.org/10.23977/aetp.2020.41001
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Bajrami, L., & Ismaili, M. (2016). The Role of Video Materials in EFL Classrooms. Procedia - Social and Behavioral Sciences, 232(April), 502–506. https://doi.org/10.1016/j.sbspro.2016.10.068
Berk, R. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom. International Journal of Technology in Teaching & Learning, 5(1), 1–21.
Bravo, E., Amante, B., Simo, P., Enache, M., & Fernandez, V. (2011). Video as a new teaching tool to increase student motivation. 2011 IEEE Global Engineering Education Conference, EDUCON 2011, May 2014, 638–642. https://doi.org/10.1109/EDUCON.2011.5773205
Cowie, N., & Sakui, K. (2020). Teacher and student-created videos in English language teaching. ELT Journal, 75(January). https://doi.org/10.1093/elt/ccaa054
Cummins, S., Beresford, A. R., & Rice, A. (2015). Investigating Engagement with In-Video Quiz Questions in a Programming Course. 1382(c), 1–10. https://doi.org/10.1109/TLT.2015.2444374
Frumuselu, A. D., De Maeyer, S., Donche, V., & Colon Plana, M. del M. G. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, 107–117. https://doi.org/10.1016/j.linged.2015.10.001
Gallagher, H. C. (2013). Willingness to communicate and cross-cultural adaptation: L2 communication and acculturative stress as transaction. Applied Linguistics, 34(1), 53–73. https://doi.org/10.1093/applin/ams023
Gurvitch, R., & Lund, J. (2014). Animated Video Clips. 8–18. http://eric.ed.gov/?id=EJ1032650
Huang, Y., Tseng, Y., Sun, Y. S., & Chen, M. C. (2014). TEDQuiz: Automatic Quiz Generation for TED Talks Video Clips to Assess Listening Comprehension. https://doi.org/10.1109/ICALT.2014.105
Kolas, L. (2015). Application of interactive videos in education. 2015 International Conference on Information Technology Based Higher Education and Training, ITHET 2015. https://doi.org/10.1109/ITHET.2015.7218037
Kolås, L., Munkvold, R., & Nordseth, H. (2012). Evaluation of EPE videos in different phases of a learning process. IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012, Celda, 99–106.
Lee, E. J. E. (2016). International and American students’ perceptions of informal English conversations. Journal of International Students, 6(1), 14–34. https://doi.org/10.32674/jis.v6i1.394
Lee, V., & Lo, A. (2014). From theory to practice: Teaching management using films through deductive and inductive processes. International Journal of Management Education, 12(1), 44–54. https://doi.org/10.1016/j.ijme.2013.05.001
Lima, A. R. D. C., & Senefonte, F. H. R. (2020). Informal English through sitcoms. BELT - Brazilian English Language Teaching Journal, 11(1), e36650. https://doi.org/10.15448/2178-3640.2020.1.36650
Mathew, N. G., & Alidmat, A. O. H. (2013). A Study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction. International Journal of Higher Education, 2(2), 86–92. https://doi.org/10.5430/ijhe.v2n2p86
Metruk, R. (2018). The effects of watching authentic English videos with and without subtitles on listening and reading skills of EFL learners. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2545–2553. https://doi.org/10.29333/ejmste/90088
Morat, B. N., Shaari, A., Abidin, M. J. Z., & Abdullah, A. (2017). YouTube within ESL classroom: Exploring an instructor’s and her learners’ experiences concerning the authenticity of language and technology use. Malaysian Journal of Learning and Instruction, 2017(Special Issue), 173–196. https://doi.org/10.32890/mjli.2017.7802
Nurain Mudawe, O. M. (2020). Enhancing EFL Students’ Cultural Awareness through Friends Sitcom. International Journal of Applied Linguistics and English Literature, 9(4), 76. https://doi.org/10.7575/aiac.ijalel.v.9n.4p.76
Park, Y., & Jung, E. (2016). Exploring the Use of Video-clips for Motivation Building in a Secondary School EFL Setting. English Language Teaching, 9(10), 81. https://doi.org/10.5539/elt.v9n10p81
Plonsky, L., & Ziegler, N. (2016). The CALL-SLA interface: Insights from a second-order synthesis. Language Learning and Technology, 20(2), 17–37.
Rice, P., Rice, P., Beeson, P., & Blackmore-wright, J. (2019). Evaluating the Impact of a Quiz Question within an Educational Video. 522–532.
Şahin, M., & Aybek, E. (2019). Jamovi: An Easy to Use Statistical Software for the Social Scientists. International Journal of Assessment Tools in Education, 6(4), 670–692. https://doi.org/10.21449/ijate.661803
Snelson, C. (2018). Video production in content-area pedagogy: a scoping study of the research literature. Learning, Media and Technology, 43(3), 294–306. https://doi.org/10.1080/17439884.2018.1504788
Sun, L. (2020). Students’ Attitudes and Perspectives Towards Using Videos in Technology Assisted English Class. Advances in Educational Technology and Psychology, 4(1), 1–11. https://doi.org/10.23977/aetp.2020.41001
Sun, Q. (2016). The Applicability in Selection of American sitcoms as Materials for Teaching English listening and speaking. Icsste, 323–326. https://doi.org/10.2991/icsste-16.2016.60
Sunubi, A. H., & Utary, R. (2020). Video-Based Learning (VBL): An Implementation on Advanced Learners of English Class. ELITE JOURNAL, 197–206. http://elitejournal.org/index.php/ELITE/article/view/44
Vural, O. F. (2013). The Impact of a Question-Embedded Video-Based Learning Tool on E-Learning, Educational Sciences: Theory and Practice, 2013. Educational Sciences: Theory & Practice, 13(2), 1315–1323.
Yousef, A. M. F., Chatti, M. A., & Schroeder, U. (2014). The state of video-based learning: A review and future perspectives. International Journal on Advances in Life Sciences, 6(3–4), 122–135.
Yorio, C. (1987). Building Multiple Bridges: Eclecticism in Language Teaching. TESL Canada Journal, 5(1), 91-100. https://doi.org/10.18806/tesl.v5i1.519