Una experiencia para fomentar la escritura en los estudiantes por medio de la multimodalidad
- Sandra Yannet Silva Vivas
, - Daniela Alexandra Yepes González,
- Lina Marìa Calixto Ariza
Resumen
La escritura creativa proporciona nuevas opciones a los estudiantes para motivarlos a aprender inglés utilizando el lenguaje de manera significativa para interactuar con el mundo. Así, este proyecto incorpora principios de la multimodalidad con la escritura creativa como una oportunidad para incentivar estudiantes de octavo en una institución pública en Tunja. Durante este proyecto de investigación acción, se realizó la correspondiente intervención pedagógica: se diseñaron cuatro talleres con actividades de escritura creativa integrando articuladamente imagen, texto, sonido y lenguaje oral, etc. los cuáles fueron agregados a la plataforma multimedia de aprendizaje EDMODO. Los datos fueron recolectados a través de encuestas, artefactos de los estudiantes y grupos focales. Por otro lado, se siguió el proceso de planeación, prueba, observación y reflexión. Los datos recolectados fueron analizados a través de los principios de la teoría fundada. Los resultados indican qué al integrar en escritura creativa con la multimodalidad y ambientes virtuales de aprendizaje, el inglés se vuelve significativo para los estudiantes como un medio de autoexpresión y comunicación durante la pandemia del Covid-19; su motivación aumenta cuando el inglés permea espacios digitales con el propósito de compartir pensamientos de manera creativa utilizando canciones, imágenes, dibujos, e incluso su voz junto con sus escritos. Por lo tanto, la escritura creativa multimodal en ambientes virtuales demuestran ser estrategias positivas para potenciar la motivación del uso y aprendizaje del inglés y estas actividades pueden ser aplicadas en futuras clases virtuales e híbridas
Palabras clave
multimodalidad, Edmodo, ambientes virtuales de aprendizaje, educación durante el COVID-19, escritura creativa
Biografía del autor/a
Sandra Yannet Silva Vivas
Profesor de tiempo completo en la Escuela de Idiomas de la Universidad Pedagógica y
Tecnologica de Colombia. Tiene una Maestría en Lingüística Aplicada a la Enseñanza del Inglés de la Universidad Distrital Francisco José de Caldas. Además, candidata a Doctora en Educación.
Daniela Alexandra Yepes González
Profesor tiempo completo en el Instituto Internacional de Idiomas UPTC. Estudiante de Maestría en Enseñanza de Idiomas en la Universidad Pedagógica y Tecnológica de Colombia. Pertenece al grupo de investigación TONGUE adscrito a la escuela de Lenguas Modernas en la UPTC.
Lina Marìa Calixto Ariza
Profesora de inglés de tiempo completo y especialista en Gestión Educativa de la Universidad Pedagógica y Tecnológica de Colombia. Actualmente, cursa la Maestría en Educación Bilingüe en universidad de la rioja
Referencias
- Abdul, G & Awan, A. (2019). Enhancing students´ engagement and motivation in English creative writing skills. Global Journal of Management, Social Sciences and Humanities, 5(2), 380-401. https://www.researchgate.net/deref/https%3A%2F%2Forcid.org%2F0000-0001-5767-6229
- Álvarez, J. (2016). Meaning Making and Communication in the Multimodal Age: Ideas for Language Teachers. Colombian Applied Linguistics Journal, 18(1), 98-115. https://doi.org/10.14483/calj.v18n1.8403 https://revistas.udistrital.edu.co/index.php/calj/article/view/8403/11499 DOI: https://doi.org/10.14483/calj.v18n1.8403
- Avila H. A. (2015). Creativity in the English Class: Activities to Promote EFL Learning. HOW Journal, 22(2), 91-103. https://doi.org/10.19183/how.22.2.141 DOI: https://doi.org/10.19183/how.22.2.141
- Avramenko, A. & Davydova, M. & Burikova, S. (2018). Developing creative writing skills in a high school ESL classroom. Training Language and Culture, 2(4), 55-69. https://doi.org/10.29366/2018tlc.2.4.4 DOI: https://doi.org/10.29366/2018tlc.2.4.4
- Bilton, L. & Sivasubramaniam, S. (2009). An inquiry into expressive writing: a classroom-based study. Language Teaching Research 13(3), 301-320. https://doi.org/10.1177/1362168809104702 https://www.researchgate.net/publication/249870544_An_inquiry_into_expressive_writing_a_classroom-based_study DOI: https://doi.org/10.1177/1362168809104702
- Boscolo, P. and Hidi, S. (2007). Writing and Motivation: Studies in Writing. Oxford: Elsevier.
- Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to Language Pedagogy. Prentice Hall Regents.
- Brown, H. D. (2000). Principles of language learning and teaching (vol. 4). Longman. https://www.ijeast.com/papers/55-57,TESMA208,IJEAST.pdf
- Charoenwet, S. & Christensen, A. (2016, 5-8th July). The Effect of Edmodo Learning Network on Students’ Perception, Self-Regulated Learning Behaviors and Learning Performance. The 10th International Multi-Conference on Society, Cybernetics and Informatics, Orlando, Florida. https://www.iiis.org/CDs2016/CD2016Summer/papers/EA948HG.pdf
- Cheng, H.-F. & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153-174. https://doi.org/10.2167/illt048.0 DOI: https://doi.org/10.2167/illt048.0
- Choi, J. & Yi, Y. (2016). Teachers' Integration of Multimodality Into Classroom Practices for English Language Learners. TESOL Journal, 7(2), 304–327. https://doi.org/10.1002/tesj.204 DOI: https://doi.org/10.1002/tesj.204
- Cope, W & Kalantzis, M. (2009). “Multiliteracies”: New Literacies, New Learning. Pedagogies. Pedagogies: An International Journal, 4. 164-195. http://dx.doi.org/10.1080/15544800903076044 DOI: https://doi.org/10.1080/15544800903076044
- Csikszentmihalyi, M. (1988). Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition. New Ideas in Psychology, 6(2), 159-176. https://doi.org/10.1016/0732-118X(88)90001-3 DOI: https://doi.org/10.1016/0732-118X(88)90001-3
- Dell, W. C. (1964). Creative Writing in the English Classroom. The English Journal, 53(7), 500-503. https://doi.org/10.2307/810594
- Díaz, J. (2017). Edmodo como herramienta virtual de aprendizaje. INNOVA Research Journal, 2(10), 9-16. https://doi.org/10.33890/innova.v2.n10.2017.259 https://www.researchgate.net/publication/331809425_Edmodo_como_herramienta_virtual_de_aprendizaje DOI: https://doi.org/10.33890/innova.v2.n10.2017.259
- Dilshad, R.M. & Latif, M.I. (2013). Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Science (PJSS), 33(1), 191-198. https://www.bzu.edu.pk/PJSS/Vol33No12013/PJSS-Vol33-No1-16.pdf
- Dörnyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom. The Modern Language Journal, 78(3), 273-284. https://doi.org/10.1111/j.1540-4781.1994.tb02042.x http://seas3.elte.hu/coursematerial/RyanChristopher/Dornyei(1994)_Foreign_Language_Classroom.pdf DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02042.x
- Dell, W. C. (1964). Creative Writing in the English Classroom. The English Journal, 53(7), 500-503. https://doi.org/10.2307/810594 https://eric.ed.gov/?id=ED018420 DOI: https://doi.org/10.2307/810594
- Dougherty, P. & Dougherty, A. (2008). Creative writing and EFL motivation: A case study. In K. Bradford Watts, T. Muller, & M. Swanson (Eds.), JALT2007 Conference Proceedings. Tokyo: JALT. https://jalt-publications.org/archive/proceedings/2007/E059.pdf
- Filgona, J., Sakiyo, J. & Okoronka, A. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), 16-37.
- https://doi.org/10.9734/AJESS/2020/v10i430273 DOI: https://doi.org/10.9734/ajess/2020/v10i430273
- Fisher, C. (2017). Padlet: An Online Tool for Learner Engagement and Collaboration, Academy of Management Learning & Education 16(1). 163–165. https://doi.org/10.5465/amle.2017.0055 DOI: https://doi.org/10.5465/amle.2017.0055
- Hadi, M., Izzah, L. & Paulia, Q. (2021). Teaching Writing Through Canva Application To Enhance Students’ Writing Performance. JOLLT Journal of Languages and Language Teaching, 9 (2), 228 - 235. DOI: https://doi.org/10.33394/jollt.v9i2.3533
- doi: https://doi.org/10.33394/jollt.v%vi%i.3533
- Haswani, F. (2014). The role of technology in the EFL classroom. IJEE (Indonesian Journal of English Education), 1(2), 107-118. https://doi.org/10.15408/ijee.v1i2.1303 DOI: https://doi.org/10.15408/ijee.v1i2.1303
- Hatlevik, O. & Christophersen, K. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240– 247. https://doi.org/10.1016/j.compedu.2012.11.015 DOI: https://doi.org/10.1016/j.compedu.2012.11.015
- Howell, E. Reinking, D. Kaminski, R. (2015). Writing as Creative Design : Constructing Multimodal Arguments in a Multiliteracies Framework. Journal of Literacy and Technology. 16 (1). https://www.semanticscholar.org/paper/Writing-as-Creative-Design-%3A-Constructing-Arguments-Howell/0f306306fbc2a5c8980aecea576c87be5179a02f#citing-papers
- Husarova, Z. (2012). A Method of Teaching Multimodal Creative Writing. Studies in Foreign Language Education, 4. https://www.academia.edu/5606490/A_Method_of_Teaching_Multimodal_Creative_Writing
- Kaire, S. (2016). Significant Artifacts in Schools: Teacher and Pupil Perspectives. Journal of Education Culture and Society. 2 (1), 131-149. https://doi.org/10.15503/jecs20162.131.149 DOI: https://doi.org/10.15503/jecs20162.131.149
- Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong: Deakin University Press.
- Kress, G. R. (2003). Literacy in the new media age. Routledge. DOI: https://doi.org/10.4324/9780203299234
- Kress, G. R. (2008). Multimodality: A Social Semiotic Approach to Contemporary Communication. Routledge.
- Maley, A. (2009). Creative writing for language learners (and teachers). https://www.teachingenglish.org.uk/article/creative-writing-language-Learners-teachers
- Maloney, I. (2019). The Place of Creative Writing in an EFL University Curriculum. https://www.researchgate.net/publication/332142134_The_Place_of_Creative_Writing_in_an_EFL_University_Curriculum
- Mayora, C. (2006). Integrating multimedia technology in a high school EFL program. English Teaching Forum, 44(3), 14-21. https://www.academia.edu/28835798/Integrating_Multimedia_Technology_in_a_High_School_EFL_Program_In_English_Teaching_Forum_2006_Volume_44_Number_3
- New London Group (NLG). (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Education Review, 66, 60-92. http://newarcproject.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdf DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u
- O'Halloran, K. L., & Smith, B. A. (2012). Multimodality and Technology. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.WBEAL0837 DOI: https://doi.org/10.1002/9781405198431.wbeal0837
- Pazilah, F. N., Hashim, H., & Yunus, M. M. (2019). Using technology in ESL classroom: Highlights and challenges. Creative Education, 10, 3205-3212. https://doi.org/10.4236/ce.2019.1012244 DOI: https://doi.org/10.4236/ce.2019.1012244
- Pardlow, D. (2003, March). Finding new voices: Notes from a descriptive study of how and why I learned to use creative writing pedagogy to empower my composition students and myself. Paper presented at the Annual Meeting of the Conference on College Composition and Communication, New York, NY. https://files.eric.ed.gov/fulltext/ED474934.pdf
- Pelaez, P. (2016). The Effect of Multimodality in Increasing Motivation and Collaboration among 4th CSE EFL Students. [unpublished master’s thesis]. Universidad Complutense de Madrid, Madrid, España. https://www.academia.edu/29341844/The_Effect_of_Multimodality_in_Increasing_Motivation_and_Collaboration_among_4th_CSE_EFL_Students
- Pfeiffer, V. & Sivasubramaniam, S. (2016). Exploration of self-expression to improve L2 writing skills. Per Linguam 32(2), 95-108. https://doi.org/10.5785/32-2-654 https://pdfs.semanticscholar.org/7aed/05853eae551e4822de786c7e3a1dbe552541.pdf DOI: https://doi.org/10.5785/32-2-654
- Purnawarman, P., Susilawati, & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. http://doi.org/10.17509/ijal.v5i2.1348 https://www.researchgate.net/publication/292386838_The_use_of_Edmodo_in_teaching_writing_in_a_blended_learning_setting DOI: https://doi.org/10.17509/ijal.v5i2.1348
- Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), 33-35. https://doi.org/10.21839/jaar.2018.v3iS1.165 DOI: https://doi.org/10.21839/jaar.2018.v3iS1.165
- Saadatmand, M., & Kumpulainen, K. (2012). Emerging Technologies and New Learning Ecologies: Learners’ Perceptions of Learning in Open and Networked Environments. Proceedings of the 8th International Conference on Networked Learning, 266-275. https://www.researchgate.net/publication/266327699_Saadatmand_M_Kumpulainen_K_2012_Emerging_Technologies_and_New_Learning_Ecologies_Learner's_Perceptions_of_Learning_in_Open_and_Networked_Environments_Proceedings_of_the_8th_International_Conference_on/link/553a39f90cf245bdd76271a9/download
- Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York: John Wiley and Sons. https://doi.org/10.2307/3152021 DOI: https://doi.org/10.2307/3152021
- Scarcella, R. & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Heinle & Heinle.
- Shanahan, L. (2013): Multimodal representations: a fifth-grade teacher influences students' design and production, Pedagogies: An International Journal, 8(2), 85-102. https://doi.org/10.1080/1554480x.2013.767768 DOI: https://doi.org/10.1080/1554480X.2013.767768
- Siemens, G. & Tittenberger, P. (2009). Handbook of Emerging Technologies for Learning. https://www.academia.edu/2857175/Handbook_of_emerging_technologies_for_learning
- Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications, Inc. https://dx.doi.org/10.4135/9781452230153 DOI: https://doi.org/10.4135/9781452230153
- Vigliocco, G., Perniss, P. & Vinson, D. (2014). Language as a multimodal phenomenon: Implications for language learning, processing and evolution. Philosophical transactions of the Royal Society of London, 369(1651), 1-7. https://doi.org/10.1098/rstb.2013.0292 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4123671/pdf/rstb20130292.pdf DOI: https://doi.org/10.1098/rstb.2013.0292
- Wahyuni, S. & Mujiyanto, Y. & Dwi, Rukmini & Fitriati, S. & Handoyo, B. (2020). Integrating Edmodo Into English Instruction: Students' Perceptions And Its Contribution To Autonomous Learning. 9. 1590-1595. https://doi.org/10.2991/eltlt-18.2019.64 DOI: https://doi.org/10.2991/eltlt-18.2019.64
- Zou, Changqing & Cao, Junjie & Ranaweera, Warunika & Alhashim, Ibraheem & Tan, Ping & Sheffer, Alla. (2016). Legible compact calligrams. ACM Transactions on Graphics. 35. 1-12. https://doi.org/10.1145/2897824.2925887 DOI: https://doi.org/10.1145/2897824.2925887
Descargas
Los datos de descargas todavía no están disponibles.