Abordando temas sociales a través de un libro electrónico interactivo de inglés como lengua extranjera
| dc.contributor.advisor | Rubio Cancino, Eliana María | |
| dc.contributor.author | Peñuela Agatón, Jhonnier Farid | |
| dc.contributor.author | Penagos Usaquén, Jaiber Daniel | |
| dc.contributor.author | Pardo Castañeda, Daniela | |
| dc.date.accessioned | 2024-08-23T19:49:44Z | |
| dc.date.available | 2024-08-23T19:49:44Z | |
| dc.date.created | 2023-10-10 | |
| dc.description | Abordar Temas Sociales a Través de un Libro Electrónico Interactivo de Inglés como Lengua Extranjera (EFL) es un proyecto diseñado para crear un libro electrónico en inglés dirigido a estudiantes de nivel A2, centrándose en cuestiones sociales prevalentes como el género y el acoso. Los objetivos principales incluyen abordar estos problemas en el contexto de los estudiantes y evaluar el impacto del libro electrónico en el fortalecimiento de las habilidades de pensamiento crítico. El proyecto logró con éxito estos objetivos, revelando la eficacia del libro electrónico para promover el pensamiento crítico y enriquecer la conciencia de los estudiantes sobre problemas sociales relacionados con el género. También se destacó la importancia de discutir las masculinidades positivas. Además, el libro electrónico contribuyó a mejorar las habilidades lingüísticas, demostrando mejoras en la lectura, escritura, expresión oral y adquisición de vocabulario relacionado con el sexismo y la discriminación. En resumen, el proyecto subraya la importancia de abordar problemas sociales en la educación, mostrando el potencial de los libros electrónicos interactivos para mejorar tanto el pensamiento crítico como las habilidades lingüísticas, tanto para estudiantes como para profesores | spa |
| dc.description.abstract | Addressing Social Issues Through an Interactive EFL E-Book is a project designed to create an English e-book targeting A2 level students, focusing on prevalent social issues like gender and bullying. The primary objectives include addressing these issues in students' contexts and evaluating the e-book's impact on enhancing critical thinking skills. The project successfully achieved these objectives, revealing the e-book's effectiveness in promoting critical thinking and enriching students' awareness of gender-related social issues. It also emphasized the importance of discussing positive masculinities. Additionally, the e-book contributed to improved language skills, demonstrating enhancements in reading, writing, speaking, and vocabulary acquisition related to sexism and discrimination. Overall, the project underscores the significance of addressing social issues in education, showcasing the potential of interactive e-books to enhance both critical thinking and language skills for students and teachers alike. | spa |
| dc.format.mimetype | spa | |
| dc.identifier.uri | http://hdl.handle.net/11349/40040 | |
| dc.language.iso | spa | spa |
| dc.relation.references | Arslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia-Social and Behavioral Sciences, 232, 217-225. | |
| dc.relation.references | Asrowi, A., & Hanif, M. (2019). The Impact of Using the Interactive E-Book on Students’ Learning Outcomes. International Journal of Instruction, 12(2), 709-722. https://doi.org/10.29333/iji.2019.12245a | |
| dc.relation.references | Bello, I. (2012). A language-in-use study of EFL students’ social discourses in project-based learning. Colombian Applied Linguistics Journal, 14(1), 108 - 126. https://doi.org/10.14483/22487085.3824 | |
| dc.relation.references | Bloom, B. (1956). Taxonomy of educational objectives: handbook L The cognitive domain. United States: Longman. | |
| dc.relation.references | Bozkurt, A., & Bozkaya, M. (2015). Evaluation Criteria for Interactive E-Books for Open and Distance Learning. International Review of Research in Open and Distributed Learning, 16(5) https://search-proquest-com.bdigital.udistrital.edu.co/scholarly-journals/evaluation-crI teria-interactive-e-books-open/docview/1754595699/se-2?accountid=34687 | |
| dc.relation.references | Büyükkarcı, K. (2009). A critical analysis of task-based learning. Kastamonu Journal of Education, 17. | |
| dc.relation.references | Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis. 2nd ed. Thousand Oaks, California: Sage Publications. | |
| dc.relation.references | Choudhury, M. (2013). Teaching Culture in EFL: Implications, Challenges and Strategies. IOSR Journal of Humanities and Social Sciences. 13 (1), 20-24. | |
| dc.relation.references | Defronzo, J. and Gill, J. (2019). Social Problems and Social Movements. Rowman & Littlefield Publishers. | |
| dc.relation.references | Douglas, D. (2003). Inductive theory generation: A grounded approach to business inquiry. The Electronic Journal of Business Research Methods (EJBRM). | |
| dc.relation.references | Gandimathi, A., & Zarei, N. (2018). The impact of critical thinking on learning English language. Asian Journal of Social Science Research, 1(2), 25-35. | |
| dc.relation.references | Elfatihi, M. (2017). A Rationale for the Integration of Critical Thinking Skills in EFL/ESL Instruction. Higher Education of Social Science, 12(2), 26-31. DOI: 10.3968/9702 | |
| dc.relation.references | Glaser, B., & Strauss.(1967). The discovery of grounded theory. Alsine de Gruyter, New york. (p43) | |
| dc.relation.references | Gómez, F. (2018). English Learners’ Literary Competence Development through Critical Thinking Tasks in a Colombian EFL Classroom. International Journal of Applied Linguistics and English Literature, 7(7). DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.90 | |
| dc.relation.references | Gómez, L. (2015). The Cultural Content in EFL Textbooks and What Teachers Need to Do About It. Profile: Issues in Teachers’ Professional Development, 17(2), 167-187. https://doi.org/10.15446/profile.v17n2.44272 | |
| dc.relation.references | Gómez, M., & Gutiérrez, C. (2019). Engaging English as a Foreign Language Students in Critical Literacy Practices: The Case of a Teacher at a Private University. Profile 53 Issues in Teachers` Professional Development, 21(1), 91-105. https://dx.doi.org/10.15446/profile.v21n1.71378 | |
| dc.relation.references | Hookway, N. (2008). Entering the blogosphere': some strategies for using blogs in social research. Qualitative research, 8(1), 91-113. | |
| dc.relation.references | Kerbo, H. and Coleman, J. (2006). Social Problems. Pearson. 362- 369. | |
| dc.relation.references | Kohnke, L. (2019). Exploring Critical Pedagogy and Choice in EAP Material Development: A Case Study. Journal of Asia TEFL, 16(4), 1219-1231. http://dx.doi.org.bdigital.udistrital.edu.co:8080/10.18823/asiatefl.2019.16.4.10.1219 | |
| dc.relation.references | Lauderdale, P. (2018) A Guide to Field Notes for Qualitative Research: Context and Conversation. Qualitative Health Research. 28(3), 381-388. doi:10.1177/1049732317697102 | |
| dc.relation.references | Loseby, D. (2019). Critical Thinking Skills. Retrieved from https://www.researchgate.net/publication/336058016_Critical_Thinking_Skills | |
| dc.relation.references | Liu, L. and Cheng, M. (2015). Interactive Projector as an Interactive Teaching Tool in the Classroom: Evaluating Teaching Efficiency and Interactivity. TOJET : The Turkish Online Journal of Educational Technology, 14 (2), 110-115 | |
| dc.relation.references | McNamara, C. (1999). General Guidelines for Conducting Interviews, Authenticity Consulting, LLC, Retrieved from: http://www.managementhelp.org/evaluatn/intrview.htm | |
| dc.relation.references | Merriam, S. & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. (p 138-139) | |
| dc.relation.references | Ministerio de Educación Nacional (2016). Orientaciones y Principios Pedagógicos Currículo sugerido de inglés. Retrieved from: http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2014%20 Orientaciones%20y%20principios%20Pedagogicos.pdf | |
| dc.relation.references | Ministerio de Educación Nacional (2016). Suggested Curriculum Structure. Bogotá: Colombia Bilingüe. Retrieved from: https://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2013%2 0Suggested%20Structure.pdf | |
| dc.relation.references | Muros, B. (2007). La pedagogía crítica de Paulo Freire: aportaciones conceptuales. Revista de ciencias de la educación: Organo del Instituto Calasanz de Ciencias de la Educación. (212), 397-408. | |
| dc.relation.references | Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295. | |
| dc.relation.references | Núñez A, & Téllez M. (2009). ELT Materials: The Key to Fostering Effective Teaching and Learning Settings. Profile, 11(2), 171-186. | |
| dc.relation.references | Núñez A, & Téllez M. (2018). The Argumentative Competence through In-Class Debates on Social Issues. In Teacher-Developed Materials for Language Teaching and Learning (19-103). Universidad Externado de Colombia. | |
| dc.relation.references | Ochoa, A. (1996). Definition and Rationale. In Evans, R. & Warren, D. (Ed.), Handbook on Teaching Social Issues. National Council for Social Studies | |
| dc.relation.references | Patrick, R. (2019) Comprehensible Input and Krashen’s Theory. The Journal of Classics Teaching 20(39), 37-44. | |
| dc.relation.references | Pevneva1, I., Gavrishina, O., Smirnova, A., Rozhneva, E., & Yakimova, N. (2017). Education within Sustainable Development: Critical Thinking Formation on ESL Class. E3S Web Conf, 21(04021). DOI: 10.1051/e3sconf/20172104021 | |
| dc.relation.references | Phadung, M., & Dueramae, S. (2018, September). The design and impact of interactive E-book on academic language achievement to language minority students. In Journal of Physics: Conference Series (Vol. 1097, No. 1, p. 012093). IOP Publishing. | |
| dc.relation.references | Pinzón, B., & Norely, A. (2020). Authentic Materials and Tasks as Mediators to Develop EFL Students' Intercultural Competence. How, 27(1), 29-46. https://search-proquest-com.bdigital.udistrital.edu.co/scholarly-journals/authentic-mat erials-tasks-as-mediators-develop/docview/2396836395/se-2?accountid=34687 | |
| dc.relation.references | Sanders, M & Moulenbelt, J. (2011). Defining Critical Thinking: How Far Have We Come? Inquiry: Critical Thinking Across the Disciplines, 26(1), 38-46. DOI: 10.5840/inquiryctnews20112616 | |
| dc.relation.references | Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. | |
| dc.relation.references | Ur, P. (1996). A Course in Language Teaching. Cambridge University Press1, 185 | |
| dc.relation.references | Uribe, O., Uribe, D., & Vargas, M. (2017). Critical Thinking and its Importance in Education: Some Reflections. Rastros Rostros, 19(34). DOI: https://doi.org/10.16925/ra.v19i34.2144 | |
| dc.relation.references | Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181. | |
| dc.relation.references | Vasquez, V. (2017). Critical Literacy Across the K-6 Curriculum. New York: Routledge. | |
| dc.relation.references | Yonanda, D., Yuliati, Y., & Saputra, D. (2019). Development Problem-Based Comic Book as Learning Media for Improving Students’ Critical Thinking Ability in Primary School. Mimbar Sekolah Dasar, 6(3), 341-348. DOI: http://dx.doi.org/10.17509/mimbar-sd.v6i3.22892. | |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
| dc.rights.acceso | Abierto (Texto Completo) | spa |
| dc.rights.accessrights | OpenAccess | spa |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.subject | Sexismo | spa |
| dc.subject | Bullying | spa |
| dc.subject | Homofobia | spa |
| dc.subject | E-book interactivo | spa |
| dc.subject | Libro interactivo | spa |
| dc.subject | Problematicas sociales | spa |
| dc.subject.keyword | E-book | spa |
| dc.subject.keyword | Interactive E-book | spa |
| dc.subject.keyword | Social Issues | spa |
| dc.subject.keyword | Bullying | spa |
| dc.subject.keyword | Homophobia | spa |
| dc.subject.keyword | Sexism | spa |
| dc.subject.lemb | Licenciatura en Educación Básica con Énfasis en Inglés -- Tesis y disertaciones académicas | |
| dc.subject.lemb | Libros electrónicos -- Libros | |
| dc.subject.lemb | Problemas sociales -- Sociales | |
| dc.subject.lemb | Lenguaje y educación -- Educación | |
| dc.title | Abordando temas sociales a través de un libro electrónico interactivo de inglés como lengua extranjera | spa |
| dc.title.titleenglish | Addressing social issues through an interactive efl e-book | spa |
| dc.type | bachelorThesis | spa |
| dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | spa |
| dc.type.degree | Creación o Interpretación | spa |
| dc.type.driver | info:eu-repo/semantics/bachelorThesis | spa |
Archivos
Bloque original
1 - 3 de 3
Cargando...
- Nombre:
- PeñuelaAgatonJhonnierFarid2023.pdf
- Tamaño:
- 5.86 MB
- Formato:
- Adobe Portable Document Format
- Descripción:
- Trabajo de grado
No hay miniatura disponible
- Nombre:
- PeñuelaAgatonJhonnierFarid2023Anexos.zip
- Tamaño:
- 15.4 MB
- Formato:
- Descripción:
- Anexos
No hay miniatura disponible
- Nombre:
- Licencia de uso y publicacion-1.pdf
- Tamaño:
- 228.7 KB
- Formato:
- Adobe Portable Document Format
- Descripción:
- Licencia de uso y autorización
Bloque de licencias
1 - 1 de 1
No hay miniatura disponible
- Nombre:
- license.txt
- Tamaño:
- 7 KB
- Formato:
- Item-specific license agreed upon to submission
- Descripción:
