All We Need Is a Boost! Using Multimodal Tools and the Translanguaging Strategy: Strengthening Speaking in the EFL Classroom

Autor/inn/en	Caro Torres, María Catalina; Salamanca, Yuri Natali Sarmiento; Camargo Cely, Jennyfer Paola; Bautista Aguilar, Jose Leonardo
Titel	All We Need Is a Boost! Using Multimodal Tools and the Translanguaging Strategy: Strengthening Speaking in the EFL Classroom
Quelle	In: International Journal of Computer-Assisted Language Learning and Teaching, 10 (2020) 3, S.28-47, Artikel 3 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caro Torres, María Catalina) ORCID (Salamanca, Yuri Natali Sarmiento) ORCID (Camargo Cely, Jennyfer Paola) ORCID (Bautista Aguilar, Jose Leonardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-7098
DOI	10.4018/IJCALLT.2020070103
Schlagwörter	English (Second Language); Second Language Instruction; Code Switching (Language); College Students; Language Skills; Oral Language; Educational Technology; Technology Uses in Education; Program Effectiveness; Grammar; Vocabulary; Pronunciation; Self Esteem; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Grammatik; Wortschatz; Aussprache; Self-esteem; Selbstaufmerksamkeit; Ausland; Kolumbien
Abstract	This article reports a qualitative case study about the implementation of a translanguaging strategy with EFL learners belonging to the Language Learning Support programs at a private university, who struggled when speaking in English. In order to address this problem, this strategy aim to help participants to reflect and self-direct their oral performance development. Multimodal tools were used for learners to undertake a specific course of action to cope with their speaking difficulties. Data gathered from tutor's journals, student's e-portfolio and interviews, showed how confidence and self-regulation were fostered after including student's mother tongue and ICT tools. These findings suggest a need to expand this implementation with learners of different proficiency levels who also find it difficult to verbally express their ideas. Moreover, it takes a look at the use of the mother tongue as an advantage rather than as an obstacle to learning a foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01