Encouraging EFL interaction with video role-plays [Motivando la interacción colaborativa en estudiantes de ILE con vídeos representativos]

Contenido principal del artículo

Soraya García-Sánchez

Resumen

Abstract:

This case study has focused on implementing active learning strategies in the English as a Foreign Language (EFL) higher education classroom to promote the enhancement of communicative, collaborative and ICT skills, which are specifically contextualised by learners when creating situational video role-plays adapted to their professional fields: Social Work and Telecommunications Engineering. Fifty-two video role-plays, created by teams, were examined after having planned the methodology, the competences and the evaluation criteria to succeed in the performance of this oral task. The findings reveal that students’ interactions, field contexts, and needs have been improved by adapting learning to within and without communicative class scenarios (ubiquitous learning) that, on occasions, have been supported by ICT.

Keywords: Collaborative ubiquitous learning, EFL, ICT, motivation, video role-plays.

 

Resumen:

Este estudio se centra en la implementación de estrategias activas de aprendizaje en el aula de Inglés como Lengua Extranjera (ILE) de educación superior para mejorar las habilidades comunicativas, colaborativas y digitales que contextualizan los propios estudiantes a la hora de crear vídeos representativos (role-plays) adaptados a su ámbito profesional: Trabajo Social e Ingeniería de Telecomunicaciones. Tras planificar la metodología, las competencias y los criterios de evaluación asociados con esta tarea oral, se analizaron cincuenta y dos vídeos. Los resultados demuestran que las interacciones entre los estudiantes, los contextos especializados y sus necesidades han mejorado el proceso de aprendizaje a través de escenarios que suceden dentro y fuera del aula (aprendizaje ubicuo), y que, con frecuencia, se apoyan de las TIC.

Palabras clave: Aprendizaje colaborativo ubicuo, ILE, motivación, TIC, video role-plays.

Detalles del artículo

Sección
Estudios e Investigaciones
Biografía del autor/a

Soraya García-Sánchez, Universidad de Las Palmas de Gran Canaria

Soraya García-Sánchez (Dr.) is a Lecturer in the Department of Modern Languages (English) at the Universidad de Las Palmas de Gran Canaria (ULPGC), Spain where she has been teaching language, culture, and literature courses both online and on a face-to-face basis. Soraya’s research areas are focused on e-learning and u-learning environments for EFL students at university level, and on women’s writing, gender and literature in contemporary contexts.Soraya García-Sánchez (Dr.) is a Lecturer in the Department of Modern Languages (English) at the Universidad de Las Palmas de Gran Canaria (ULPGC), Spain where she has been teaching language, culture and literature courses both online and on a face-to-face basis. She has published her first novel, Voces en papel (Voices on paper, 2011). Soraya’s research areas are focused on e-learning and u-learning environments for EFL students at university level, and on women’s writing, gender and literature in contemporary contexts.