Students’ willingness to participate in speaking activities through the use of scripted role-plays
The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to partici...
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Instituto Tecnológico de Costa Rica
2019
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| Acceso en línea: | https://revistas.tec.ac.cr/index.php/comunicacion/article/view/4930 |
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REVCOMUNICACION49302019-12-20T09:40:07Z La voluntad de los estudiantes de participar en actividades orales mediante el uso de juegos de roles con guion Students’ willingness to participate in speaking activities through the use of scripted role-plays Lara Castro, Jonathan Antonio Díaz Larenas, Claudio Enseñanza de idiomas, métodos de enseñanza, programas educativos, innovaciones pedagógicas, teatro, estrategias educativas. Language teaching, teaching methods, educational programmes, pedagogical innovations, drama, educational strategies. . El presente estudio es el resultado de una investigación realizada en un curso de Inglés como segunda lengua, en una escuela pública chilena, donde el 77% de su población está en riesgo social. 38 de sus participantes están en séptimo grado. El estudio aborda la voluntad de los estudiantes de participar en actividades de conversación oral en la clase de inglés, antes y después de la implementación de una dramatización, basada en la estrategia pedagógica denominada “juego de roles con guion”. Los estudiantes demostraron gran compromiso con el juego de roles como una forma de aprender inglés. Además, tuvieron la oportunidad de trabajar colaborativamente con sus pares, en un ambiente seguro y atractivo, de modo que pudieron mejorar sus habilidadessociales a medida que cumplían con diferentes funciones. El estudio concluye que los estudiantes están dispuestos a participar en actividades orales basadas en el uso de juegos de roles con guion, lo cual también es coherente con las percepciones de los alumnos sobre la intervención. The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play. The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention. Instituto Tecnológico de Costa Rica 2019-12-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.tec.ac.cr/index.php/comunicacion/article/view/4930 10.18845/rc.v28i2-2019.4930 Revista Comunicación; Vol. 28 Núm. 2-2019 (40): Revista Comunicación; 71-89 1659-3820 0379-3974 spa https://revistas.tec.ac.cr/index.php/comunicacion/article/view/4930/4647 . Derechos de autor 2019 Instituto Tecnológico de Costa Rica |
| institution |
Tecnológico de Costa Rica |
| collection |
Revista Comunicación |
| language |
spa |
| format |
Online |
| author |
Lara Castro, Jonathan Antonio Díaz Larenas, Claudio |
| spellingShingle |
Lara Castro, Jonathan Antonio Díaz Larenas, Claudio Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| author_facet |
Lara Castro, Jonathan Antonio Díaz Larenas, Claudio |
| author_sort |
Lara Castro, Jonathan Antonio |
| description |
The following study is a result of an action research carried out in an English as a foreign language class in a subsidized Chilean school, where 77 % of its population is at social risk. 38 of the participants are seventh grade students. The study addresses students’ willingness to participate in speaking activities in English class before and after the implementation of a drama based pedagogy strategy known as scripted role-play.
The students showed great commitment to scripted role-play as a way to learn English. Participants had the chance to work collaboratively with their peers in a safe and engaging environment, improving their social skills as they performed different roles. The study concludes that students are willing to participate in speaking activities after the use of scripted role-plays. This result is also coherent with the students’ perceptions of the intervention. |
| title |
Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_short |
Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_full |
Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_fullStr |
Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_full_unstemmed |
Students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_sort |
students’ willingness to participate in speaking activities through the use of scripted role-plays |
| title_alt |
La voluntad de los estudiantes de participar en actividades orales mediante el uso de juegos de roles con guion |
| publisher |
Instituto Tecnológico de Costa Rica |
| publishDate |
2019 |
| url |
https://revistas.tec.ac.cr/index.php/comunicacion/article/view/4930 |
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