Integrated Language Skills through Theme-Based Learning and The Mediation of Flipped Classroom in Fourth Grade Students at La Colina School
The purpose of this study was to examine how combining theme-based learning with flipped classroom mediation can foster the use of the English language in an EFL group of primary learners, and maximize their interaction, participation and practice of English outside the regular classroom setting....
| Autor Principal: | Botero Martinez, Jeymmy Viviana |
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| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad Santo Tomás
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/11634/4366 |
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| Sumario: |
The purpose of this study was to examine how combining theme-based learning with
flipped classroom mediation can foster the use of the English language in an EFL group of
primary learners, and maximize their interaction, participation and practice of English outside the
regular classroom setting. The research was conducted at La Colina School in Bogotá, a mixedgender
bilingual school located in Casa Blanca, Suba. Twenty 9- to10-year-old kids from 4th
grade participated in the research. They have an A2 level of English, based on the Common
European Framework of reference for languages.
The study was done in a period of eight months in which students were asked to work on
various activities on an online classroom, which included instructive videos prior to the face to
face lesson, games, writing, reading, listening and speaking activities. The findings of the study
showed that using a theme-based instruction and the mediation of flipped classroom enabled and
encouraged integrated language skills effectively. Using theme-based instruction made the
content meaningful and relevant and effectively integrated the four language skills in a real-life
context.
The flipped classroom provided the means for students to learn and practice outside of
class and students had the opportunity to practice any time they wanted and use the tools and
information to get ready for their face to face encounter, which had an impact on their language
achievement and the use of English. Students responded well to the use of the flipped classroom
and perceived the experience as a positive one. They took more control over their learning
process and became more independent. This mediation also saved classroom time since the time
that used to be spent introducing new concepts was used to practice. |
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