Fostering Students’ Speech Based on Academic Videos
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Published:
Jun 28, 2023
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Abstract
This article reports an action-research study on the impact of developing the students´ oral production through academic videos at a Colombian university. This study aimed at describing the impact of working academic videos as a strategy to encourage Law students’ oral competences in English. Data were gathered with sixth Law semester students to foster and improve English use and guide student to become critical in legal issues in the English language by using three instruments which were students’ journal, observation and videos. Findings displayed how English teachers were able to implement new techniques and methodologies that really contributed to improve the English level. To sum, law students had more possibilities to use this language in different contexts and contributed with theories related to English teaching and learning process.
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Arias Rodríguez, G. L., & Roberto Flórez, E. E. (2023). Fostering Students’ Speech Based on Academic Videos. Shimmering Words: Research and Pedagogy E-Journal, 12(1), 122-142. Retrieved from http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2752
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References
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Baškarada, S. (2013) Qualitative Case Study Guidelines. Australian Government Department of Defence.
Burkart, G. (1998). Spoken language. Modules for the profesional preparation of teaching assistants in foreign lagnuage. Washington, DC: Center for Applied Linguistics.
Cakir. I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Education Technology. Kirikale Universitesi, Egitim Fakultesi.
Chan D. and Herrero C. (2010). Using Film to teach Languages. England: Manchester Arts Centre Ltd.
Duan, P. and Gu, W. (2005). English for specific purposes: The development of technical communication in China’s universities. Technical Communication, 52 (4). 434 – 448.
Dueñas, F. (2010). Learner-Centered Curriculum: A step Towards English Speaking Skill. Improvement of Non – English Teachers. Enletawa Journal Nª 3 UPTC.
Fandiño, Y., Bermúdez J. & Lugo, V. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educ. Vol. 15, No. 3, 363-381.
Ferrance E. (2000). Action Research.U.S. Lab Northeast and Islands Regional Educational Laboratory| at Brown University.
Hubbard and Miller (1993). Stages to systematize information. Memorias congreso 2019 Instituto de idiomas.pdf (usta.edu.co)
Mattila, H. (2006). Legal language: history. In Keith Brown (ed.) Encyclopedia of language andlinguistics. Oxford: Elsevier. 8 – 13.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Noffke, S.E., & Stevenson, R.B. (Eds.). (1995). Educational action research: Becoming practically critical. New York: Teachers College Press.
Prieto, C. (2007). Improving Eleventh Graders’ Oral Production in English Class through Cooperative Learning Strategies
Rothbauer, Paulette M. (2008) “Triangulation.” The Sage Encyclopedia of Qualitative Research Methods, edited by Lisa Given. Sage Publications. Shimmering Words 16.indd (ustatunja.edu.co)
Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc, 2nd edition.
Rahimia, M. (2011). Metacognitive strategies awareness and success in learning English as a foreign language. English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Lavizan, Tehran, 1678815811, Iran. Sharon J. Derry (2007). Guidelines for video research in education recommendations from an expert panel.
Taylor E. and Sara S. (1996). Collecting Evaluation Data: Direct Observation. Program Development and Evaluation. Cooperative Extension: University of Wisconsin.
Zohrabi, M: (2013). Mixed Method Research: Instruments, Validity, Reliability and Reporting Findings. Iran: University of Tabriz.
Zubiría, J. (2006). Las competencias argumentativas: la visión desde la educación.Magisterio.