Abordando temas sociales a través de un libro electrónico interactivo de inglés como lengua extranjera

dc.contributor.advisorRubio Cancino, Eliana María
dc.contributor.authorPeñuela Agatón, Jhonnier Farid
dc.contributor.authorPenagos Usaquén, Jaiber Daniel
dc.contributor.authorPardo Castañeda, Daniela
dc.date.accessioned2024-08-23T19:49:44Z
dc.date.available2024-08-23T19:49:44Z
dc.date.created2023-10-10
dc.descriptionAbordar 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 profesoresspa
dc.description.abstractAddressing 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.mimetypepdfspa
dc.identifier.urihttp://hdl.handle.net/11349/40040
dc.language.isospaspa
dc.relation.referencesArslan, S. (2016). An analysis of two Turkish EFL books in terms of cultural aspects. Procedia-Social and Behavioral Sciences, 232, 217-225.
dc.relation.referencesAsrowi, 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.referencesBello, 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.referencesBloom, B. (1956). Taxonomy of educational objectives: handbook L The cognitive domain. United States: Longman.
dc.relation.referencesBozkurt, 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.referencesBüyükkarcı, K. (2009). A critical analysis of task-based learning. Kastamonu Journal of Education, 17.
dc.relation.referencesCharmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis. 2nd ed. Thousand Oaks, California: Sage Publications.
dc.relation.referencesChoudhury, M. (2013). Teaching Culture in EFL: Implications, Challenges and Strategies. IOSR Journal of Humanities and Social Sciences. 13 (1), 20-24.
dc.relation.referencesDefronzo, J. and Gill, J. (2019). Social Problems and Social Movements. Rowman & Littlefield Publishers.
dc.relation.referencesDouglas, D. (2003). Inductive theory generation: A grounded approach to business inquiry. The Electronic Journal of Business Research Methods (EJBRM).
dc.relation.referencesGandimathi, 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.referencesElfatihi, 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.referencesGlaser, B., & Strauss.(1967). The discovery of grounded theory. Alsine de Gruyter, New york. (p43)
dc.relation.referencesGómez, 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.referencesGómez, 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.referencesGómez, 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.referencesHookway, N. (2008). Entering the blogosphere': some strategies for using blogs in social research. Qualitative research, 8(1), 91-113.
dc.relation.referencesKerbo, H. and Coleman, J. (2006). Social Problems. Pearson. 362- 369.
dc.relation.referencesKohnke, 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.referencesLauderdale, 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.referencesLoseby, D. (2019). Critical Thinking Skills. Retrieved from https://www.researchgate.net/publication/336058016_Critical_Thinking_Skills
dc.relation.referencesLiu, 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.referencesMcNamara, C. (1999). General Guidelines for Conducting Interviews, Authenticity Consulting, LLC, Retrieved from: http://www.managementhelp.org/evaluatn/intrview.htm
dc.relation.referencesMerriam, S. & Tisdell, E. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons. (p 138-139)
dc.relation.referencesMinisterio 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.referencesMinisterio 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.referencesMuros, 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.referencesNunan, D. (1991). Communicative tasks and the language curriculum. TESOL Quarterly, 25(2), 279-295.
dc.relation.referencesNúñez A, & Téllez M. (2009). ELT Materials: The Key to Fostering Effective Teaching and Learning Settings. Profile, 11(2), 171-186.
dc.relation.referencesNúñez 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.referencesOchoa, A. (1996). Definition and Rationale. In Evans, R. & Warren, D. (Ed.), Handbook on Teaching Social Issues. National Council for Social Studies
dc.relation.referencesPatrick, R. (2019) Comprehensible Input and Krashen’s Theory. The Journal of Classics Teaching 20(39), 37-44.
dc.relation.referencesPevneva1, 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.referencesPhadung, 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.referencesPinzón, 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.referencesSanders, 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.referencesTomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
dc.relation.referencesUr, P. (1996). A Course in Language Teaching. Cambridge University Press1, 185
dc.relation.referencesUribe, 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.referencesVan den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164-181.
dc.relation.referencesVasquez, V. (2017). Critical Literacy Across the K-6 Curriculum. New York: Routledge.
dc.relation.referencesYonanda, 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.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.accesoAbierto (Texto Completo)spa
dc.rights.accessrightsOpenAccessspa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSexismospa
dc.subjectBullyingspa
dc.subjectHomofobiaspa
dc.subjectE-book interactivospa
dc.subjectLibro interactivospa
dc.subjectProblematicas socialesspa
dc.subject.keywordE-bookspa
dc.subject.keywordInteractive E-bookspa
dc.subject.keywordSocial Issuesspa
dc.subject.keywordBullyingspa
dc.subject.keywordHomophobiaspa
dc.subject.keywordSexismspa
dc.subject.lembLicenciatura en Educación Básica con Énfasis en Inglés -- Tesis y disertaciones académicas
dc.subject.lembLibros electrónicos -- Libros
dc.subject.lembProblemas sociales -- Sociales
dc.subject.lembLenguaje y educación -- Educación
dc.titleAbordando temas sociales a través de un libro electrónico interactivo de inglés como lengua extranjeraspa
dc.title.titleenglishAddressing social issues through an interactive efl e-bookspa
dc.typebachelorThesisspa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.degreeCreación o Interpretaciónspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa

Archivos

Bloque original

Mostrando 1 - 3 de 3
Cargando...
Miniatura
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

Mostrando 1 - 1 de 1
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
7 KB
Formato:
Item-specific license agreed upon to submission
Descripción: