Development of oral English proficiency through open educational resources
Keywords:
Open educational resources, b-learning, oral proficiency, oral interaction, oral production, communicative approach, innovationAbstract
In this study we analyze the use of open educational resources (OER) as education innovation to develop oral proficiency of the English language in a b-learning environment. The study was performed in a technical level program from the National Learning Service in Villavicencio (Colombia). The methodology was a qualitative one with study on cases in a group of fifteen students that used the SpeakApps tool to improve oral ability. We interviewed the students and the results helped us for their interpretation of the use of OER and the development of the oral English skill. We interviewed an expert in this platform, applied the observation guide, the logbook, and examined significant documents. The findings indicate that the oral English skill of students in the English b-learning course is improved by the use of OERs because of the use of learning strategies with meaningful homework since the possibilities of extension of practice of the language in the interaction and production are opened up, and the communicative approach is developed.
References
Álvarez, Juan Luis (2003). Cómo hacer investigación cualitativa: fundamentos y metodología. Barcelona: Paidos Ibérica Ediciones S A.
Atkins, Daniel Ewell, Brown, John Seely & Hammond, Allen (2007). A review of the open educational resources (OER) movement: Achievements, challenges, and new opportunities [e-book]. Recuperado de http://www.hewlett.org/uploads/files/ReviewoftheOERMovement.pdf
Baker, Judy (2008). Open Educational Resources Tutorial. Recuperado de http://cccoer.wordpress.com/2008/08/25/introduction-to-oer-tutorial/
Bygate, Martin (1991). Speaking. United Kingdom: Oxford University Press.
Carbonell, Jaume (2002). El profesorado y la innovación educativa. En Cañal, P. (Coord.), La innovación educativa (pp. 11-26). Madrid, España: Ediciones Akal.
Chacón, Carmen Teresa y Pérez, Clevia Josefina (2011). El podcast como innovación en la enseñanza del inglés como lengua extranjera. Pixel-Bit, Revista de Medios y Educación, (núm.39), 41-51. Recuperado de http://www.redalyc.org/articuloBasic.oa?id=36818685005
Chan, María Elena (2004) Tendencias en el diseño educativo para entornos de aprendizaje digitales. Revista Digital Universitaria, vol. 5(núm.10), 2-26. Recuperado de http://www.revista.unam.mx/vol.5/num10/art68/nov_art68.pdf
Chen, Zan, & Goh, Christine (2011). Teaching oral English in higher education: challenges to EFL teachers. Teaching in Higher Education, vol. 16 (núm. 3), 333-345. DOI: 10.1080/13562517.2010.546527
EACEA (2010). Lifelong Learning Program. Recuperado de http://eacea.ec.europa.eu/llp/results_projects/documents/ka2_compendium_en.pdf
EACEA (2014). SpeakApps Production and interaction in a foreign language through online ICT tools. Recuperado de http://eacea.ec.europa.eu/llp/projects/public_parts/documents/languages/lan_mp_511552_SpeakApps_FR.pdf
Hadaway, Nancy, Vardell, Sylvia & Young, Terrel (2001). Scaffolding oral language development through poetry for students learning English. The Reading Teacher, vol.54(núm 8), 796-806. Recuperado de http://www.jstor.org/stable/20204994
Hymes, Dell (1974). Foundations in Sociolinguistics: an Ethnographic Approach. United States: University of Pennsylvania Press.
Khatami, Mohammad, Heydariyan, Yaser, & Bagheri, Vahid (2014). Investigating the effect of think aloud strategy on reading comprehension ability among EFL university students. International Journal of Language Learning and Applied Linguistics World, vol. 5(núm. 1), 381-393. Recuperado de http://www.ijllalw.org/finalversion5131.pdf
Kymes, Angel (2005). Teaching on line comprehension strategies using think-alouds. Journal of Adolescent & Adult Literacy, vol.48(núm.6), 492-500. DOI: 10.1598/JAAL.48.6.4
Macías, Arturo Barraza (2005). Una conceptualización comprehensiva de la innovación educativa. Innovación Educativa, vol. 5(núm. 28), 19–31. Recuperado de http://www.redalyc.org/articulo.oa?id=179421470003
Marqués, Pere (2000). Los Medios Didácticos. Departamento de Pedagogía aplicada UAB, Barcelona. Recuperado de http://tic.sepdf.gob.mx/micrositio/micrositio1/docs/materiales_estudio/u3_l3/Los_medios_didacticos.pdf
Martínez, Juan de Dios (2003). Hacia una enseñanza de lenguas extranjeras basada en el desarrollo de la interacción comunicativa. Didáctica Lengua y Literatura, vol.15, 139 - 160. DOI:10.5209/rev_DIDA.2003.v15.20326
Menéndez, Orquídea Benítez. (2007). Las tareas comunicativas en el aprendizaje de lenguas extranjeras: una alternativa para el desarrollo de habilidades comunicativas. Revista Iberoamericana de Educación, vol. 42(núm. 5), 8. Recuperado de http://www.rieoei.org/experiencias150.htm
Morales, Rafael (2011). Modelo de objetos de aprendizaje para la producción y gestión de contenidos educativos. Ingeniare. Revista Chilena de Ingeniería, vol. 19(núm.1), 5-7 Recuperado de http://www.redalyc.org/articulo.oa?id=77219386001
OCDE (2007). El conocimiento libre y los recursos educativos abiertos. Recuperado de http://www.oecd.org/spain/42281358.pdf
Oradee, Thanyalak (2012). Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing. International Journal of Social Science and Humanity, vol. 2(núm.6), 533-535. DOI: 10.7763/IJSSH.2012.V2.164
Ramírez, María Soledad (2010). Panorama general de los modelos de enseñanza. En M. S. Ramírez (coord.), Modelos de enseñanza y método de casos (pp. 85-112). D.F, México: Trillas. Recuperado de http://catedra.ruv.itesm.mx/handle/987654321/810
Ramírez, María Soledad (2012). Modelos y Estrategias de Enseñanza para ambientes presenciales y a distancia. México: Editorial Digital Tecnológico de Monterrey.
Ramírez, María Soledad (2013). Triangulación e instrumentos para análisis de datos [video]. Recuperado de http://apps05.ruv.itesm.mx/portal/uvtv/video/video.jsp?folio=4626
Ramírez, María Soledad y Mortera Gutiérrez, Fernando Jorge (2010). Implementación y desarrollo del Portal Académico de Recursos Educativos Abiertos (REASs): Knowledge Hub para educación básica. En C. R. Rodríguez (coord.), Innovación y desarrollo humano (pp 33-49). Guadalajara, México: Red de Posgrados en Educación.
Salinas, Jesús (2004). Innovación docente y uso de las TIC en la enseñanza universitaria. RUSC. Universities and Knowledge Society Journal, vol. 1(núm.1), 1-16. Recuperado de http://www.redalyc.org/articulo.oa?id=78011256001
Stake, Robert (2007). Investigación con estudios de casos (4ta. ed.). Madrid, España: Morata.
Tejedor, Francisco Javier (2008). Innovación Educativa Basada en Evidencia (IEBE). Trabajo presentado en Congreso Internacional de Intercambio de Experiencia de Innovación Docente Universitaria, Salamanca, España. Recuperado de http://grupos.unican.es/mide/iebe/documentacion/TEJEDOR.pdf
Torres, Carlos Arturo y Moreno, Gustavo (2007). Inclusión de las TIC en los escenarios de aprendizaje universitario. Revista Apertura, vol. 5(núm.1), 48-65. Recuperado de http://www.udgvirtual.udg.mx/apertura/index.php/apertura/article/view/369/308
Wade, Kathleen Corrales (2009). Construyendo un segundo idioma: el constructivismo y la enseñanza del L2. Zona próxima: revista del Instituto de Estudios Superiores en Educación, (núm.10), 156–167. Recuperado de http://connection.ebscohost.com/c/articles/48323815/construyendo-un-segundo-idioma-el-constructivismo-y-la-ense-anza-del-l2
Yin, Robert Kuo-Zuir (2003). Case Study Research. Estados Unidos: Sage Publications.
Published
Issue
Section
License
The copyright belongs to the authors of the text. In case the manuscript is accepted for publication, the Sistema de Universidad Virtual of the Universidad de Guadalajara (UDGVirtual) is authorized to modify the text in the correction of style, translate, fix, disseminate, reproduce, publish and market with this. Likewise, the Universidad de Guadalajara is authorized to carry out the above described jointly or through possible third parties. (See the detailed authorization in the copyright letter.)
The authors guarantee to Apertura the right to be the first means of publication of the work. The reproduction of the texts published in the Apertura is authorized, in whole or in part, as long as it is non-profit, the source is cited and the content or design is not modified. Authors may exclusively distribute the final editorial or postprint version in any medium and at any time.
Apertura, its editors and UDGVirtual dissociate themselves from the information provided by collaborators or advertisers. The articles of the contributors do not necessarily represent the point of view of the publisher or UDGVirtual and the content of the advertisements are the sole responsibility of the contractors.
Apertura is registered in the National Institute of Copyright with the ISSN number: 1665-6180 (printed version) and e-ISSN 2007-1094 (electronic version), and with the Certificate of Reservation of Rights to the Exclusive Use of the Title: 04 -2005-120212472000-102.
It is also certified by the Qualifying Commission for Illustrated Publications and Journals of the Ministry of the Interior with the Licensed Certificates of Title number: 13449; and Content Legality: 11022.
