Fostering Talk as Performance in an EFL Class through the Critical Analysis of YouTubers' Content

Autor/in	Aristizábal-Jiménez, Yesika
Titel	Fostering Talk as Performance in an EFL Class through the Critical Analysis of YouTubers' Content
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 22 (2020) 2, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Aristizábal-Jiménez, Yesika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Action Research; Grade 11; High School Students; Video Technology; Preservice Teachers; Classification; Audio Equipment; Media Literacy; Critical Literacy; Speech Communication; Cooperative Learning; Student Projects; Active Learning; Multimedia Materials; Rural Schools; Foreign Countries; Oral Language; Colombia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Projektforschung; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Classification system; Klassifikation; Klassifikationssystem; Audio-CD; Media skills; Medie competence; Medienkompetenz; Kritisches Lesen; Kooperatives Lernen; Schulprojekt; Aktives Lernen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Oral interpretation; Mündlicher Sprachgebrauch; Kolumbien
Abstract	This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers' content through the empowerment spiral model to foster students' talk as performance. Twenty 11th-grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers' journals, students' written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01