Follow the pathA learning proposal for the EFL flipped classroom

  1. Castillo Rodríguez, Cristina Milagrosa 1
  2. Torrado Cespón, Milagros 2
  1. 1 Universidade de Málaga
  2. 2 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
H2D - Revista de Humanidades Digitais

ISSN: 2184-562X

Ano de publicación: 2020

Título do exemplar: Digital educational resources

Volume: 2

Número: 1

Tipo: Artigo

DOI: 10.21814/H2D.2539 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: H2D - Revista de Humanidades Digitais

Obxectivos de Desenvolvemento Sustentable

Resumo

Considerando a necessidade de se fornecer aos alunos novas abordagens para a aprendizagem do inglês, este artigo tenta oferecer aos professores do ensino fundamental algumas ideias para a sala de aula invertida de EFL. Um dos problemas dos professores desse nível é a falta de conhecimento sobre essa metodologia e sua aplicabilidade na sala de aula de idiomas. Depois de entenderem os requisitos, a falta de recursos atraentes os leva a duvidar de sua praticabilidade. Para resolver isso, este artigo propõe o uso de learning paths no site de bookmarking social Symbaloo. Esses learning paths podem ser construídos com os requisitos de qualquer sala de aula específica, facilmente personalizados e compartilhados. Os caminhos de aprendizado da Symbaloo oferecem a possibilidade de se reunir diversos materiais e recursos usando recursos on-line e material de ensino criado pelo professor. O papel das TICs precisa ser considerado aqui e algumas opções são fornecidas tanto para o learning path quanto para complementar o conteúdo da sala de aula. Este artigo mostra as etapas a serem seguidas e os recursos que podem atender às necessidades da maioria dos professores do ensino fundamental na construção de um caminho de aprendizado. Por último, é fornecido um learning path completo.

Referencias bibliográficas

  • Ausubel, D. (2000). The Acquisition and Retention of Knowledge: A Cognitive View. New York: Springer-Verlag.
  • Barnes, L.L. (2011). Social Bookmarking Sites: A Review. Collaborative Librarians, 3(3), 180-182.
  • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
  • Byram, M. (2009). Intercultural Competence in Foreign Languages - The Intercultural Speaker and the Pedagogy of Foreign Language Education. In D. Deardorff (Ed.), The SAGE Handbook of Intercultural Competence (pp. 321-332). Sage Publications
  • Cabero, J., & Barroso, J. (2016). ICT Teacher Training: a View of the TPACK Model / Formación del profesorado en TIC: una visión del modelo TPACK. Culture and Education, 28(3), 633-663, https://doi.org/10.1080/11356405.2016.1203526
  • Cameron, L. (2006). Teaching Languages to Young Learners. Cambridge University Press.
  • Castillo, C., & Arias, B. (2018). Analysing English Online Resources for Children: A Practical Case with an Evaluation Template Proposal. Píxel-Bit. Revista de Medio y Educación, 53, 7-25. https://doi.org/10.12795/pixelbit.2018.i53.01
  • Daud, N. S. M., Daud, N. M., & Kassim, N. K. A. (2005). Second Language Writing Anxiety: Cause or Effect?. Malaysian Journal of ELT Research, 1(1), 1-19.
  • Dörney, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge University Press.
  • Escudero, J. M., Martínez-Domínguez, B., & Nieto, J. M. (2018). Las TIC en la formación continua del profesorado en el contexto español. Revista de Educación, 382, 57-78. https://doi.org/10.4438/1988-592X-RE-2018-382-392
  • Eastment, D. (2008). Social Bookmarking. ELT Journal, 62(2), 217-218.
  • Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligence. Basic Books.
  • Gardner, H. (2012). La inteligencia reformulada: Las inteligencias múltiples en el siglo XXI. Paidós.
  • Hepp K, P., Prats Fernández, M.À., & Holgado García, J. (2015). Teacher Training: Technology Helping to Develop an Innovative and Reflective Professional Profile. International Journal of Educational Technology in Higher Education, 12, 30–43. https://doi.org/10.7238/rusc.v12i2.2458
  • Horwitz, E. K. (2001) Language Anxiety and Achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/S0267190501000071
  • Keengwe, J., Onchwari, G., & Oigara, J. (2014). Promoting Active Learning through the Flipped Classroom Model. IGI Global.
  • Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.2307/1183338
  • Leis, A., & Brown, K. (2018). Flipped Learning in an EFL Environment: Does the Teacher’s Experience Affect Learning Outcomes? The EuroCall Review, 26(1), 3-13.
  • Lepper, M. R. (1988). Motivational Considerations in the Study of Instruction. Cognition and Instruction, 5, 289-309.
  • McGarr, O., & Gavaldon, G. (2018). Exploring Spanish Pre-service Teachers’ Talk in Relation to ICT: Balancing Different Expectations between the University and Practicum School. Technology, Pedagogy and Education, 27(2), 199-209. https://doi.org/10.1080/1475939X.2018.1429950
  • Mehring, J. (2016). Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom. Computers in the Schools, 33(1), 1-10. https://doi.org/10.1080/07380569.2016.1139912
  • Tella, A., Okojie, V., & Olaniyi, O. T. (2018). Social Bookmarking Tools and Digital Libraries. In A. Tella & T. Kwanya (Eds.). Handbook of Research on Managing Intellectual Property in Digital Libraries (pp. 396-409). IGI Global.
  • Wood, O. (n.d.). Challenges in the ELT: The Flipped Classroom. One Stop English. Retrieved from https://bit.ly/2uzbZxN
Fonte de datos: Dialnet