Incidencia de una estrategia didáctica basada en cultura y mediada por TIC en el desarrollo de las competencias comunicativas en inglés
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Fecha
2022
Autores
Pérez Rolóng, Laura Melissa
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Aprender un idioma, especialmente el inglés, es necesario no solo para las relaciones laborales y las relaciones económicas entre países, sino también para estar en contacto con el mundo. A pesar de la imperiosa necesidad de lograr que los estudiantes aprendan inglés, se evidencia un aprendizaje descontextualizado, enfocado en lecciones aisladas de gramática y vocabulario. Esto se refleja en los resultados académicos de los estudiantes. Es ahí donde el elemento cultural cobra valor, pues une los conocimientos con el mundo mismo, y las Tecnologías de
la Información y las Comunicaciones como medio por el cual se interactúa con este mundo. Por tanto, la presente investigación tuvo como objetivo conocer si una estrategia didáctica basada cultura y mediada por tecnologías de la información y las comunicaciones (TIC) tenía incidencia en el desarrollo de las competencias comunicativas en inglés en estudiantes de la media vocacional de la Institución Educativa Distrital Marco Fidel Suárez, localizada en la ciudad de Barranquilla, Colombia. Esta investigación tuvo un enfoque cuantitativo, con un diseño cuasiexperimental mediante pretest y posttest, y fue aplicado en 72 estudiantes de grado once; 36 estudiantes de grupo control y 36 estudiantes del grupo experimental. A los estudiantes del grupo experimental se les aplicó un plan de intervención durante 6 semanas. Este plan de intervención fue una estrategia didáctica de enfoque cultural mediado por TIC, en el que los estudiantes del grupo experimental leyeron dos historias ambientadas en el carnaval de Barranquilla y
realizaron actividades de enfoque comunicativo y cultural utilizando diferentes herramientas digitales de información, de colaboración y de aprendizaje tales como video beam, foros, tableros colaborativos, aula virtual entre otros. Por su parte, el grupo control, siguió con sus actividades académicas regulares según el currículo establecido por la institución. Asimismo, se realizó una encuesta con el fin de caracterizar la mediación tecnológica en el contexto educativo. Los resultados de la encuesta de mediación TIC indicaron hay un bajo uso y apropiación TIC. En esta, se determinó que los estudiantes tienen bajo acceso a tecnologías de la información y las comunicaciones dentro del contexto educativo, pues solo; tienen acceso a internet en el hogar, utilizan de forma irregular los medios audiovisuales y las herramientas digitales en las clases de inglés.
Learning a language, especially English, is necessary not only for professional relations and economic relations between countries, but also to be in contact with the world. Despite the imperative necessity for students to learn English, there exists a decontextualized learning, focused on isolated grammar and vocabulary lessons. This is reflected in students' academic results. This is where the cultural element takes on value, as it links knowledge with the world itself, and Information and Communication Technologies as a means by which people interacts with this world. Therefore, the objective of this research was to determine whether a didactic strategy based on culture and mediated by information and communication technologies (ICT) had an impact on the development of communicative competencies in English in high school students from I.E.D Marco Fidel Suárez, located in the city of Barranquilla, Colombia. This research had a quantitative approach, with a quasi-experimental design through pretest and posttest, and was applied to 72 students in eleventh grade: 36 students in the control group and 36 students in the experimental group. An intervention plan was applied to the students in the experimental group for 6 weeks. This intervention plan was a didactic strategy of cultural approach mediated by ICT, in which the students of the experimental group read two stories set in the carnival of Barranquilla and they carried out activities of communicative and cultural approach using different digital tools of information, collaboration and learning such as video beam, forums, collaborative boards, virtual classroom among others. The control group continued with their regular academic activities according to the curriculum established by the institution. A survey was also conducted to characterize technological mediation in the educational context. The results of the ICT mediation survey indicated a low use and appropriation of ICT. In this survey, it was determined that students have low access to information and communication technologies within the educational context, since they only have access to the Internet at home, they irregularly use audiovisual media and digital tools in English classes.
Learning a language, especially English, is necessary not only for professional relations and economic relations between countries, but also to be in contact with the world. Despite the imperative necessity for students to learn English, there exists a decontextualized learning, focused on isolated grammar and vocabulary lessons. This is reflected in students' academic results. This is where the cultural element takes on value, as it links knowledge with the world itself, and Information and Communication Technologies as a means by which people interacts with this world. Therefore, the objective of this research was to determine whether a didactic strategy based on culture and mediated by information and communication technologies (ICT) had an impact on the development of communicative competencies in English in high school students from I.E.D Marco Fidel Suárez, located in the city of Barranquilla, Colombia. This research had a quantitative approach, with a quasi-experimental design through pretest and posttest, and was applied to 72 students in eleventh grade: 36 students in the control group and 36 students in the experimental group. An intervention plan was applied to the students in the experimental group for 6 weeks. This intervention plan was a didactic strategy of cultural approach mediated by ICT, in which the students of the experimental group read two stories set in the carnival of Barranquilla and they carried out activities of communicative and cultural approach using different digital tools of information, collaboration and learning such as video beam, forums, collaborative boards, virtual classroom among others. The control group continued with their regular academic activities according to the curriculum established by the institution. A survey was also conducted to characterize technological mediation in the educational context. The results of the ICT mediation survey indicated a low use and appropriation of ICT. In this survey, it was determined that students have low access to information and communication technologies within the educational context, since they only have access to the Internet at home, they irregularly use audiovisual media and digital tools in English classes.
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Palabras clave
Estrategia didáctica, Cultura, Competencia comunicativa, Inglés, TIC, Recursos digitales, Enfoque cuantitativo, Cuasiexperimental, Didactic strategy, Teaching strategy, Culture, Communicative competence, English, ICT, Digital resources, Quantitative approach, Quasiexperimental
