Maestría en Didáctica del Inglés para el Aprendizaje Autodirigido · 2019
Games as a teaching strategy to promote teacher-student interaction: an action research in secondary efl classrooms
This research aimed at exploring the contribution of games as a strategy to promote interaction between teacher-student in EFL teaching and learning. The study took place at a secondary school located in the north-east of Colombia. Data was gathered through audiotaped observations, the researcher¿s journal and non-structured interviews with 40 participants aged between 11 and 13 years old. The present study was guided by qualitative action research principles as a way to study, reframe and reconstruct instructional practices applied in concrete and particular research context. Content and interpretative analysis were carried out with the collected data. The obtained findings, ratified that using games as a pedagogical strategy develops attention, motivation, interest, participation and promotes teacher-student relationship; in the same way, the teacher managed to overcome the shortcomings presented and improved the classroom environment, fostering rules of mutual coexistence, such as respect, solidarity, tolerance among the actors of learning, making it a more meaningful process.
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Contenido
- Chapter 1: Introductionp. 10
- Introduction to the studyp. 10
- Rationale for the studyp. 12
- 1.2.1 Rationale for the problem of the studyp. 14
- 1.2.2 The strategy proposed to address problemp. 16
- Research question(s) and objective(s)p. 17
- Chapter 2: Literature Reviewp. 18
- Introductionp. 18
- Theoretical frameworkp. 18
- 2.2.1 Classroom atmospherep. 21
- 2.2.2 Teacher-student interactionp. 22
- 2.2.3 Theory of the gamep. 24
- 2.2.4 Limitations of games in the classroomp. 27
- State of the artp. 28
- Conclusionp. 30
- Chapter 3: Research Designp. 31
- Introductionp. 18
- Contextp. 31
- 3.2.1 Type of studyp. 32
- 3.2.2 Participantsp. 33
- Table 1. Number of students participating in the projectp. 34
- 3.2.3 Researcher’s rolep. 34
- 3.2.4 Ethical considerationsp. 34
- Data collection instrumentsp. 35
- 3.3.1 Video recordings of the lessonsp. 36
- 3.3.2 Fieldnotesp. 35
- 3.3.3 The researcher’s journalp. 37
- 3.3.4 Unstructured interviewsp. 35
- 3.3.5 Validation and pilotingp. 39
- Conclusionp. 30
- Chapter 4: Pedagogical Intervention and Implementationp. 41
- Introductionp. 18
- Visions of language, learning, and curriculump. 41
- 4.2.1 Vision of languagep. 41
- 4.2.2 Vision of learningp. 42
- 4.2.3 Vision of curriculump. 42
- Instructional designp. 43
- 4.3.1 Lesson planningp. 43
- 4.3.2 Implementationp. 44
- Conclusionp. 30
- Chapter 5: Results and Data Analysisp. 48
- Introductionp. 18
- Data management proceduresp. 48
- 5.2.1 Validationp. 49
- 5.2.2 Data analysis methodologyp. 49
- Categoriesp. 50
- 5.3.1 Introductionp. 18
- 5.3.2 Overall category mappingp. 51
- 5.3.3 Analysis of categoriesp. 54
- 5.3.4 Core categoryp. 60
- Conclusionp. 30
- Chapter 6: Conclusions and Pedagogical Implicationsp. 63
- Introductionp. 18
- Comparison of results with previous studies’ resultsp. 63
- Significance of the resultsp. 65
- Pedagogical challenges and recommendationsp. 66
- Research limitations on the present studyp. 66
- Further researchp. 67
- Conclusionp. 30
- Referencesp. 69
- Appendix A: Needs analysisp. 79
- Appendix B: Needs analysis resultsp. 80
- Appendix C: Consent Letterp. 81
- Appendix D: Field Diary workshop twop. 83
- Appendix E: Field Diary Class Activity 3p. 85
- Appendix F: Journalp. 87
- Appendix G: Lesson plan samplep. 88
- Appendix H: Workshopsp. 89
- Appendix I: Journalp. 90
- Figure 1. Second round of data analysis, final codingp. 54
- Table 1: Number of students participating in the projectp. 35
- Table 2: Implementation timelinep. 47
- Table 3: First round of data analysis, initial codingp. 52