Desarrollo de habilidades de interacción oral en estudiantes de lenguas extranjeras mediante competencias mediáticas

Abstract

This document presents an investigation conducted in a language institute in a state university in Bogota in which media literacy was the main resource for developing oral interaction skills in an upper-intermediate course. Throughout the pedagogical implementation, students explored news from different sources. Following the implementation of the qualitative descriptive case study, data was collected through students’ artifacts, which were the recordings from weekly interactions, discussions and reflections. After each pedagogical unit, semi-structured interviews were applied to inquire about the perceptions of students on the use of the strategies, as well as field notes taken from my own observations as a participant observer. Findings showed that EFL learners from a mixed-ability group were engaged in media literacy practices, especially when they reflected upon news through their realities, beliefs and attitudes. The results of this study demonstrated that students developed their oral interaction skills and acquired diverse strategies that helped them discuss media messages, express personal opinions and gather additional information. In addition, the constant interaction between students helped construct social relationships that enhanced the students’ critical awareness. Key words: media literacy practices, EFL, mixed-ability group, media messages, oral interaction skills, critical awareness